RIS Grade 4 Curriculum Guide for Parents 2015-2016€¦ · RIS Grade 4 Curriculum Guide ... Reflective We thoughtfully consider the world and our own ... The PYP is both a curriculum

RIS Grade 4 Curriculum Guide

for Parents 2015-2016

RIS Grade 4 Curriculum Guide 2016-2017

2

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 4. 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 childrens’ learning. As parents you can best support your children when you have an understanding of the school’s curriculum and approach to teaching and learning. After reading this Curriculum Guide, please contact me at [email protected] if you have any further questions. I wish you and your children all the best in the year ahead. David Taylor Deputy Head of Primary (PYP Curriculum Coordinator)

http://www.ibo.org/pyp/

http://www.ibo.org/pyp/

mailto:[email protected]


3

Contents The IB Primary Years Programme (PYP) ................................................................................................6

Learner Profile ................................................................................................................................6

Knowledge: What do we want students to know? .........................................................................7

Concepts: What do we want students to understand? ...................................................................8

Skills: What do we want students to be able to do? .......................................................................9

Attitudes: What do we want students to feel, value and demonstrate? ..........................................9

Action: How do we want the students to act? ...............................................................................9

Assessment .................................................................................................................................. 10

Programme of Inquiry (POI) ........................................................................................................... 10

The Grade 4 Units of Inquiry ...................................................................................................... 12

Language - (English) ...................................................................................................................... 14

The Grade 4 Language Curriculum ................................................................................................. 15

Arabic A ....................................................................................................................................... 23

Arabic B........................................................................................................................................ 28

Mother Tongue............................................................................................................................. 31

Islamic Studies .............................................................................................................................. 32

Islamic A....................................................................................................................................... 33

Islamic Studies B ........................................................................................................................... 37

Arabic Social Studies A .................................................................................................................. 38

Mathematics ................................................................................................................................ 44

Grade 4 Mathematics Benchmarks ............................................................................................. 57

Mathematics – Shape and Space Benchmarks ............................................................................. 65

Social Studies and Science ............................................................................................................. 67

Social Studies ............................................................................................................................ 67

Science ..................................................................................................................................... 68

Visual Art...................................................................................................................................... 70

Music ........................................................................................................................................... 74

Physical Education ........................................................................................................................ 78


4

Developmental characteristics of a Grade 4 child

Although most of the children are nine turning ten, some are younger and others are older, one youngster may be expected to differ widely from others in their group. Girls are more apt to be larger and stronger than boys. Largely parents and teachers determine the kind of adults they will become. Our very best efforts may not be effective if

our children see in us traits of impatience, selfishness and fear. Children will overlook many of our weakness if they know we really love them. They will have conf idence in themselves if they are raised in an atmosphere of confidence and s ecurity. Since childhood misinterpretation and

fears carry over into adulthood and are often the causes of maladjustment in later l ife, parents and teachers should know the general characteristic and needs of boys and girls, should strive to create an atmosphere conducive to good mental health.

Physical Growth

Usually slow and steady in growth, height, weight

Girls may experience rapid increase in weight

Interest in working hard to acquire physical skills

May attempt many daring physical feats

Boys usually more active and rough in play than girls

Girls often larger and stronger than boys

Tendency toward poor posture

May be a slow growth period just before a sudden “spurt” in growth

Relatively more free from disease than at any other growing period

Increasing interest in organized games and teams

Actions and Reactions

Interested in factual material Increasingly aware of, and concerned about, others’ ideas and beliefs

Extremely interested in, and loyal to, groups and clubs of own sex

Able to assume responsibility for personal needs in dress and in grooming

Able to concentrate for longer periods of time

Well-developed sense of humor

Interested in collecting

Increased strength and resistance to fatigue

Desire to earn money for special wants

Increasing tendency to separate work from play

Has greater satisfaction in ability to achieve

Desires membership in clubs, scouts

Little interest in opposite gender

Desire pets

Needs


5

About ten hours of sleep each night

Opportunity for strenuous physical activity

Inclusion in family and school activity

Knowledge regarding maturation differences between boys and girls

Guidance in spending money wisely

Some close friends

Recognition and approval for their efforts

Sympathy and security of home and school

Opportunity to make some of their own decisions

Inspirational reading activities

How Adults Can Help Respect their increasing maturity

Praise them for good work and behaviour

Listen to and talk to them

Let them participate in making family plans

Provide for widening social contacts

Provide activities which will build moral and spiritual values

Provide for regular examinations by doctor and dentist

Set example as to habits of’ tidiness, posture, and health


6

The IB Primary Years Programme (PYP)

Learner Profile The IB learner profile promotes education of the whole person for a l ife 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 Descriptor

Inquirers We nurture our curiosity, developing skil ls for inquiry and research. We know how to

learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout l ife.

Knowledgeable 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.

Thinkers We use critical and creative thinking skil ls to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

Communicators We express ourselves confidently and creatively in more than one language and in many

ways. We collaborate effectively, l istening carefully to the perspectives of other individuals and groups.

Principled 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.

Open–minded 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 will ing to grow from the experience.

Risk–takers We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resil ient in the face of challenges and change.

Balanced We understand the importance of balancing different aspects of our l ives —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.

Caring 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.

Reflective 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.


7

The 5 Essential Elements of the PYP

لبرنامج السنوات اإلبتدائية العناصر الضرورية

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, attitudes 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 skil ls 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 skil ls of the traditional subjects. They are revisited throughout the students’ time in the PYP.

Who we are نكون من

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 responsibil ities; what it means to be human.

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

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 civil izations, from local and global perspectives.

How we express ourselves أنفسنا عن نعبر كيف

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

العالم يعمل كيف 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.

How we organize ourselves أنفسنا بتنظيم نقوم كيف

An inquiry into the interconnectedness of human-made systems and

communities; the structure and function of organizations; societal decision-making; economic activities and their impact of humankind and the environment.

Sharing the planet الكوكب في المشاركة

An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other l iving things; communities and the

relationship within and between them; access to equal opportunities; peace and conflict resolution.

The PYP is both a curriculum framework and a philosophy that facil itates 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 .

المعرفة: ما نريد من الطالب أن يعرفوه؟ والدراسات والتقنيات والعلوم والرياضيلت اللغة خالل من وذلك السابقة، خبراتهم مراعاة مع عنها ويعرفون الطالب يكتشفها أن نرغب التي المفاهيم يتضمن الذي المحتوى

.والجماعي لفرديا والتعليم البدنية والتربية والموسيقى المرئية والفنون اإلجتماعية


8

Concepts: What do we want students to understand? المفاهيم: ماذا نريد من الطالب أن يفهموه؟

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 l ike? يبدو؟ كيف: الشكل

observing, identifying, describing and categorizing. Function: How does it work? يعمل؟ كيف: الوظيفة

analyse the function, role, behaviour and the ways in which things work. Causation: Why is it l ike it is? هكذا؟ يبدو لماذا: السبب

Prompting students to ask “Why?” and of helping them to recognize that actions and events have reasons and

consequences. Change: How is it changing? يتغير؟ كيف: التغيير

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? أخرى؟ بأشياء يتصل كيف: الصلة

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 far -reaching decisions affecting environments and communities.

Perspective: What are the points of view? النظر؟ وجهات هي ما: المنظور

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 responsibil ity? مسؤوليتنا؟ هي ما: المسؤولية

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 l inked to the action component, one of the essential elements in the PYP curriculum.

Reflection : How do we know? نعرف؟ كيف: اإلنعكاس

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 skil ls in mathematics, for example, they will deepen their understanding of concepts such as pattern, multiplication, place value and bias.


9

Skills: What do we want students to be able to do? In order to conduct purposeful inquiry and be prepared for l ife-long learning, students need to master a whole range of skil ls. The PYP framework identifies some skil ls which transcend the disciplines a nd are therefore called trans-

disciplinary skil ls. مهارات الموضوعات التنظيمية: ماذا نريد من الطالب أن يكونوا قادرين على إدائه؟ وهناك خمس مجموعات من المهارات التنظيمية التي يجب على

التساؤل؟ وحدات خالل من تغطيتها الطالب

Attitudes: What do we want students to feel, value and demonstrate? المواقف: ماذا نريد من الطالب أن يشعروا به ويكتسبوه من قيم واتجاهات؟

The IB recognizes that it is essential to develop positive attitudes towards people, the environment and learning if the students are to be successful global citizens. These attitudes are fostered through the learning activities planned by the teachers and considered when assessing student progress.

The attitudes are:

Tolerance التسامحIntegrity االستقامة

Enthusiasm الحماسةCuriosity االستطالع حبCooperation التعاون Commitment االلتزام

Respect االحترامIndependence االستقاللية

Empathy التعاطفCreativity االبداعConfidence بالنفس الثقةAppreciationالتقدير

Action: How do we want the students to act? التصرف: كيف نريد من الطالب أن يتصرفوا؟

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.

Thinking الت فكير

Research البحث

Social Communication إجتماعي اإلتصال

Self-management ذاتية اإلدارة

Acquiring knowledge المعرفة اكتساب

Comprehension الفهمApplication التطبيقAnalysis التحليل

Synthesis التركيبEvaluation التقييمDialectical thinking

الجدلي الت فكير Meta-cognition اإلدراك

Formulating questions

األسئلة صي اغ ة Observation

المالحظة

Planning التخطيط

Collecting data البيانات جمع

Recording data البيانات تسجيل

Organizing data البيانات ت نظيم

Interpreting data البيانات ترجمة

Presenting research البحث ت قديم

Accepting responsibility

المسؤولية قبول Respecting others

اآلخرين إحترام

Cooperating الت ع اون

Resolving conflict ل النزاع ح

Group decision making

الجماعية القرارات إت خاذ

Adopting a variety of group roles .

المختلفة األدوار وتبادل تبني

.المجموعة ضمن

Listening االستماعSpeaking المحادثة

Reading القراءة Writing الكتابةNon-verbal

communication .الالشفهي التواصل

Gross motor skil ls الشامل التحرك مهارات

Fine motor skil ls الدقيق التحرك مهارات

Spatial awareness المكاني اإلدراك

Organization التنظيم

Time management الوقت إدارة

Safety واألمان السالمة

Healthy l ifestyle الصحي الحياة أسلوب

Codes of behaviour التصرف أسلوب

Informed choices المنظمة االختيارات


10

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

To personalise/differentiate instruction

To track progress and growth withi n 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 skil ls. Teachers at RIS are aware of the importance feedback plays in the learning process of a child. Feedback is given so children c an reflect on their work

and further refine and develop their skil ls.

Learning Goals and Reflection Journals An important part of the PYP is the setting of personal goals by the students; these goals should be achievable and measureable. To this end it is a requirement for all students to util ize a reflection journal throughout the year to discuss not only the general progress they have made, their current studies, and other aspects of their school work

but it should also be used to measure the success of each child‘s goals. All children should have their goals in a prominent place both at home and at school.

The Reporting Cycle

October 2016 December 2016 February 2017 March 2017 May 2017 June 2017

Parent-Teacher

1st Written

Report

3 Way

Conferences

2nd Written

report

Student Led

3rd Written

report

Written reports

The written report is given three times during the academic calendar, in December, March and June. The report follows a narrative format outlining the students’ academic progress and social development. In Grades EY2-5, overall levels of ‘Achievement’, and ‘Attitude to Learning’, are used in the report to describe the students’

performance in Mathematics, Language, Visual Art, Music, Physical Education and Arabic, and (for students who


11

study these subjects) Islamic and Arabic Social Studies. Students receiving Learning Support receive an additional

Learning Support narrative comment within the main report, completed by the relevant Learning Support teacher. Parent Teacher ‘First Impressions’ Conferences In early October we hold Parent Teacher Conferences between the Homeroom teacher and parents. These are

designed to communicate how the student is settling into their new class, six weeks into the academic yea r. The students’ early progress and needs are discussed and initial goals set by the student with their homeroom teacher are shared with parents. Homeroom Teachers will also take the opportunity to answer parents’ questions, address concerns and share specific student information relating to the Learner Profile and attitude in the particular subject

areas. Three Way Conferences

At RIS in February, midway between the first and second written reports, we hold our Three Way Conferences. 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 are set, with all determining how they can support the achievement of the goals.

Student Led Conferences At RIS in May, midway between the second and third written reports we hold Student Led Conferences. 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 and is supported by the use of a Student Portfolio.

Portfolios at RIS Each PYP student at RIS creates a Student Portfolio with transdisciplinary work that reflects the development of the 5 Essential Elements of the PYP (knowledge, skil ls, attitudes, concepts and action) as well as the Learner Profile. The Student Portfolios represent elements of learning from the whole academic year and show evidence of student

learning and reflection. The student portfolios include an array of evidence/artefacts selected by both students and teachers. The creation of the Student Portfolios is supported by all PYP teachers across all curriculum areas.

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 skil ls 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).


12

All the ‘Units of Inquiry’ in the primary school together constitute our ‘Programme of Inquiry’ (POI). Below is an overview of the six Grade 4 Units of inquiry in the order they are to be taught.

The Grade 4 Units of Inquiry Semester 1

SHARING THE PLANET

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.

Central Idea Developing practices for the sustainable use of energy is fundamental for the future of the planet.

Key Concepts Responsibil ity, Change, Causation Related Concepts Sustainability, Energy, Lifestyle, Waste

Lines of Inquiry

Sources of energy

The ways we use energy

The impact of energy use (local and global)

Responsible use of energy

WHO WE ARE

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.

Central Idea Making choices is a fundamental part of a healthy l ifestyle. Key Concepts

Form, Causation, Responsibility Related Concepts

Nutrition, Exercise, Choice, Goal -setting Lines of inquiry

Healthy l ifestyles

What we need to do in order to make healthy choices

The long term effects of making positive choices

HOW WE ORGANIZE OURSELVES

An inquiry into the interconnectedness

of human-made systems and communities; the structure and

function of organizations; societal decision-making; economic activities

and their impact on humankind and the environment.

Central idea Goods and services are valued based on principles of market forces.

Key Concepts Function, Connection, Reflection

Related Concepts Collaboration, Service, Entrepreneurship, Supply, Demand Lines of inquiry

The different roles within an organization

Supply and demand

How to plan and run a successful business


13

Semester 2

HOW THE WORLD WORKS

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.

Central idea People apply their understanding of forces and matter to create.

Key Concepts Form, Change, Connection

Related Concepts Reversible, Irreversible change

Lines of Inquiry Properties of matter

Forces and motion

How theories are fairly tested in experimentation

WHERE WE ARE IN PLACE AND

TIME

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.

Central Idea

Throughout time, mankind has been driven to explore the unknown. Key Concepts Perspective, Change, Form, Function

Related Concepts Space, Exploration, History

Lines of inquiry Beliefs about Earth and its position in the universe

Exploration of the unknown

Innovations in technology

HOW WE EXPRESS OURSELVES

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.

Central Idea Exploring artists allow us to appreciate ideas.

Key Concepts Perspective, Form, Reflection

Related Concepts: History, Identity, Aesthetics Lines of Inquiry

Artists expressing identity

Different art forms

Environmental influences on art


14

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 skil ls to be acquired. Fr agmenting 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

Strand

Receptive – receiving and constructing meaning

Expressive – creating and sharing meaning

Oral Language Listening Speaking

Visual Language Viewing Presenting

Written Language Reading Writing


15

The Grade 4 Language Curriculum Within the Grade 4 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 diff erentiate 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 4 the majority of students will be working predominantly, but not exclusively, within Phase 4 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.

Phase 3

Learners show an understanding of the wide range of purposes of spoken language: that it instructs, inf orms,

entertains, reassures; that each listener’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.


16

Visual Language – Viewing and Presenting

(In Grade 4 the majority of students will be working predominantly, but not exclusively, within Phase 4 for Viewing

and Presenting)

Overall expectations

Phase 1 Learners show an understanding that the world around them is full of visual language that c onveys 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 knowl edge 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 storytell ing or presentations, and to organize and represent i nformation.

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.


17

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 4 will be working either towards the end of Phase 3 ‘Early’ or within Phase 4 ‘Transitional’. As a benchmark, a student who has demonstrated some of the key indicators for Phase 4 ‘Transitional’

at the end of Grade 4 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 l iterary texts and structured informational texts that have familiar vocabulary and are supported by i l lustrations. Reading of unfamiliar texts is often slow and deliberate as they focus on reading exa ctly

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

Reads and demonstrates comprehension of

texts by: - recalling key information explicit in a text - identifying the main idea explicit in a text

- selecting events to retell a text, sometimes including unnecessary events or information - linking explicit ideas in a text, e.g. comparing a 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.

CONTEXTUAL UNDERSTANDING

Expresses and justifies personal responses to

texts, e.g.“I didn’t like … because…” Understands that authors and illustrators select

information to suit a purpose and audience. Recognises how characters, people and events

are represented and offers suggestions for alternatives.

CONVENTIONS Recognises a bank of frequently used words

in different contexts, e.g. high frequency words, personally significant words.

Recognises all letters by name and their

regular sound. 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.

PROCESSES AND STRATEGIES Draws upon a small knowledge base to

comprehend, e.g. sight vocabulary, concept and text structure knowledge.

Uses a small range of strategies to comprehend,

e.g. self questioning, adjusting reading rate. Determines unknown words by using word-

identification 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.


18

Overview of Reading Phase 4: ‘Transitional’

GLOBAL STATEMENT In this phase readers are beginning to integrate strategies to identify unknown words and to comprehend tex t. 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 Reads and demonstrates comprehension of texts

by: - identifying the main idea(s) citing supporting detail

- selecting events from a text to suit a specific purpose - linking ideas, both explicit and implicit, in a text, e.g. cause and effect.

Locates and selects texts appropriate to purpose

and audience, e.g. uses search engines, checks currency of information.

CONTEXTUAL UNDERSTANDING Recognises own interpretation may differ from

that of other readers or the author/s. Recognises devices that authors and illustrators

use to influence construction of meaning, e.g. visual clues, omissions.

Recognises that authors and illustrators attempt

to position readers. Recognises how characters or people, facts and

events are represented and can speculate about the author’s choices.

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 - language features, e.g. conjunctions.

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 word-

identification strategies, e.g. reading on, re-reading


19

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 Reads and demonstrates comprehension of texts

by: - explaining how the main idea and supporting information relate to the author’s purpose and

the intended audience - selecting events from a text to suit a specific audience - linking ideas, both explicit and implicit, in a

text, e.g. thesis and supporting arguments. Locates and evaluates appropriateness of texts

and information in texts in terms of purpose and audience, e.g. validity, bias.

CONTEXTUAL UNDERSTANDING Recognises how one’s values, attitudes and

beliefs impact on the interpretation of text. Discusses the target audience for a specific text,

and how the author has tailored the language, ideas and presentation to suit.

Recognises that particular societal groups are

stereotyped in texts to serve the interests of other groups, .

Detects positioning such as exaggeration, bias

and prejudice in texts. Discusses the motives and feelings of characters

or people in texts.

Clarifies and justifies own interpretation of

complex ideas and issues.

CONVENTIONS Recognises manipulation of text structure and

text organisation, e.g. historical account written as a narrative.

Recognises the selection of language features,

such as:

- words to distinguish fact from opinion and bias, e.g. I think, It has been reported - words/phrases that signal relationships, e.g.

similarly – to compare, on the other hand – to contrast – synonyms to denote connotations, e.g. thief, bandit, pickpocket.

PROCESSES AND STRATEGIES Selects from broad knowledge base to

comprehend, e.g. text structure and organisation, cultural/world knowledge, grammar, vocabulary.

Selects appropriate strategies from a wide range

to comprehend.

Determines unknown words by selecting

appropriate word-identification strategies. Selects and categorises key words in a text for a

specific purpose.


20

Writing The majority of students in Grade 4 will be working within either Phase 3 ‘Early’ or Phase 4 ‘Transitional’. As a benchmark, a student who has demonstrated all of the key indicators for Phase 3 and some of Phase 4 at the end of Grade 4 is considered to be ‘meeting’ Grade level standard.

Samples of independent student writing - within Phase 3

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


21

Overview of Writing Phase 3: ‘Early’

GLOBAL STATEMENT Early writers produce a small range of texts that exhibit some of the conventions of wri ting. 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 l ife 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 Attempts a small range of familiar texts, either

teacher-directed or self-selected. With assistance, finds information in texts and

records through drawing or writing key words.

CONTEXTUAL UNDERSTANDING Explains the purpose of a small range of familiar text

forms, e.g. jokes are to entertain. Talks about the purpose of a piece of writing and the

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 Experiments with words drawn from a variety of

sources, e.g. literature, media, oral language of

peers. Spells and uses a small bank of known words

correctly. Knows all letters by name and their common

sounds. Knows simple letter patterns and the sounds they

represent, e.g. sh, ch, ee.

Writes simple sentences using correct punctuation.

PROCESSES AND STRATEGIES Draws upon semantic, graphophonic and syntactic

knowledge when writing, e.g. text organisation, word

order. Uses a small range of strategies throughout the writing

process, e.g. self-questioning. Uses a small range of strategies to spell unknown words,

e.g. chunking, sounding out. Talks or draws as a means of planning before writing.

Begins to proofread and edit own writing when directed,

e.g. deleting words, adding punctuation.

Creates a published text that is beginning to reflect the

intended purpose.


22

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

Composes a range of texts but may not fully control

all elements. Composes texts by finding, recording and

organising information appropriate to purpose.

CONTEXTUAL UNDERSTANDING

Explains the purpose and audience of a range of text

forms. Selects ideas to include in own text to suit purpose and

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 Varies vocabulary to add interest.

Spells and uses an increasing bank of known words

correctly. Knows less common letter patterns and the sounds

they represent, e.g. tion, ph. Writes a variety of simple and compound sentences

using correct punctuation.

Groups related information sometimes without

regard for paragraphing conventions.

PROCESSES AND STRATEGIES Draws upon semantic, graphophonic and syntactic

knowledge when writing Uses an increasing range of strategies throughout the

writing process, e.g. determining importance. Uses an increasing range of strategies to spell unknown

words, e.g. using visual memory.

Begins to organise ideas before writing, e.g.

brainstorming, drawing, jotting. 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.


23

المواد العربيةرؤية تعليم

في مدرسة الراحة

الدولية

توفر الفرص لتطوير قدراتنا كأفراد وطالبين للعلم مدى الحياة. فاللغة تحرص مناهج المواد العربية على

فرد من أفراد مجتمعنا يعتبر طالب علم و كل، وهي صلة الوصل بين الطالب والمدرسين والمجتمع بأجمعهوتسهم ،اللغة متداخلة في جميع المجاالت وتشجع على التفكير بعقلية منفتحة على العالمد، فمعلم في آن واح

لتطور العقلي واالجتماعي والعاطفي.في ايف اللغة للتعرف وتؤكد مناهج المواد العربية على تعزيز الهوية العربية واالنتماء الوطني من خالل توظ

على المفاهيم االجتماعية ودراسة المجتمع اإلماراتي بوصفه مجتمعا عربيا مسلما، باإلضافة إلى الشعور بحب الوطن والدفاع عنه وتمثل الطالب لصفات المواطن الصالح وربطها بصفات المتعلم في برنامج

السنوات االبتدائية.

دة وكيفية اكتسابها وممارستها لتصبح أسلوب حياة لدى المتعلم، وبناء ويعتبر تعزيز القيم األخالقية الحمي اآلخرين رامتاح ىلع تحرصو ووطنها، مجتمعها لخدمة تسعى سلوكيا ومتزنة أخالقيا اسكةشخصية متم

واالعتدال والتسامح ،هذه المناهجوتحمل المسؤولية من أهم المبادئ التي تقوم عليها المبدأ ىلع والثبات الذات ومحاسبة

العمل، في واالنضباط الوقت إدارة وإتقان بالنفس، التحكم عى والقدرة والرضى القناعة باإلضافة إلى غرسوالمبادرة بالتطوع المسؤول تجاه المجتمع واالستفادة من الفرص المتاحة واالنفتاح على العالم من منطلق

تعصب، دون بعضنا نتقبل أن علينا وأن كلنا، يسعنا الذي الكون هذا في متساوون بشر جميعااإليمان بأننا

ية.البشر ورخاء المستدامة التنمية يحقق بما األرض عمارة في دور منا لكل أن كما

بها للناطقين العربية اللغة

Arabic A


24

رر من وزارة التربية والتعليم فإننا نركز على الكيف خالل تعاملنا مع المادة المق

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.

المادة المقررة من وزارة التربية والتعليم PYP وحدات التساؤل

ـــــة مـــحـــاور مهــــــارات اللغـــ

العـــــــــربية

محتوى برنامج اللغة العربيةأوال:


25

Learning about the language

Learning the language

Learning through the

language

تعلم اللغة عبر االستماع اليها

والتحدث بها

التعلم عن اللغة عبر

فهم كيفية عملها

التعلم من خالل اللغة عبراستخدامها كأدة لالستماع

والتفكير والمناقشة

والتأمل

كيف نعلم اللغة؟

المجال والتسلسل للغات


26

التهيئة اللغوية: الطلب المهذب واالعتذار ) تواصل شفوي(. -. الهواية ) قراءة وكتابة( –الجنسية –العمر –التعريف بالنفس: االسم -التحايا ) تواصل شفوي(. -

.الثالثمراجعة المهارات اللغوية األساسية التي تضمنها منهج الصف -

ألمورمع أولياء ا مهارات اللغوية الخاصة بالمادة بأساليب متنوعة مراعاة لفروقهم الفردية، وتصميم أنشطة مختلفة تضمن االرتقاء بمستوى الطالب بالتواصلسيتم تناول الدروس المقررة وال

االستماع المحادثة القراءة ) الخط واإلمالء( الكتابة القواعد اللغوية

التمييز بين صيغة المذكر

والمؤنث.

ن صيغة المفرد التمييز بي

والمثنى والجمع.

التعرف على بعض أدواتة ياالستفهام ودالالتها وكيف

استخدامها.

التعرف على األفعال

األساسية وتمثيلها

وصياغتها للمذكر والمؤنث.

التعرف على بعض الصفات

وصياغتها للمذكر

والمؤنث. حروف الجر. -

الجملة االسمية. -

أسماء اإلشارة. -

ائية.األساليب اإلنش -

ضمائر الرفع المنفصلة. -

حروف العطف. -

- .ظروف الزمان والمكان

ة وصفيالتعبير عن الصور بجمل

تامة.

توظيف المفردات الجديدة في

جمل من إنشائه.

( تحديد عناصر الفقرة: المقدمةالمحتوى –الجملة الرئيسة(

–)المعلومات والحقائق(

الخاتمة ) الرأي والتوصيات(.

لعمل الكتابي بطريقة التخطيط ل

األسئلة.

استخدام الرسومات التخطيطية

والخرائط التوضيحية للتخطيط

للكتابة.

البناء على الحقائق والمعلومات.

تكون من موضوع يكتابة (

.كلمة( 100

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 أنماطا كتابية محددة

الهدف كتابة إبداعية:

الرسائل –) البطاقات– -القصة القصيرة –التلخيصات

التعليقات على الصور

والمواقف(.

التعليق الكتابي على الصور

والمواقف بعرض الرأى ووجهة دقة إمالئية عالية.النظر ب

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.

د عالدقة اإلمالئية وتطبيق القوا اإلمالئية.

قراءة نص مكون من ثالث

فقرات أو أكثر.

ممثلة الجهرية القراءة ال

للمعنى.

صحة الوصل وسالمة مراعاة الوقف فيما يقرأ.

.فهم وجهة نظر الكاتب

.تحديد المغزى من النص

الشعر المناسب لمستواه قراءة قراءة معبرة.

اإليقاع اللفظي في جملة مالحظة

أو عدة جمل.

يح معاني بعض الكلمات من توضخالل التضاد أو الترادف أو

التجانس الصوتي.

استخدام بعض مصادر المعلومات للقراءة.

تحديد عناصر القصة وتتابع

األحداث.

تذكر النقاط المهمة في القصةمع التفاصيل، والتنبوء بما

سيحدث.

القراءة بهدف البحث والتوصل

للمعلومات والحقائق.

لقراءة الحرة اليومية توظيف ا

قصص 4لزيادة طالقته بمعدل

في األسبوع.

قراءة مجالت األطفال وعناوينالجرائد للحصول على

التفاصيل والمعلومات.

التحدث بصوت

واضح.

استخدام اللغة العربية

في المحادثة.

التعبير شفهيا عنالصور أو القصص

المصورة بجمل

واضحة ومفيدة.

أو التعبير عن حدث

موقف بجمل تفصيلية نوعا ما.

التعلم من األخطاء -

التركيبية والصياغية

للجمل وعدم تكرارها.

احترام األدوار، وتقبل - آراء اآلخرين.

طرح أسئلة تعبر عما -

يريده بوضوح.

توظيف األنماط

والتراكيب اللغوية التي تم تعلمها شفويا.

تقديم عرض درامي

موجز لقصة أو

مسرحية.

تيب األفكار زمنيا تر

بالترتيب الذي حدثت

فيه.

تلخيص مقال أو قصةقصيرة مع بعض

التوجيه وذكر بعض

التفاصيل.

التعليق على الصوروالمواقف مع التوجيه

والتصويب إن لزم

األمر.

تحديد وجهة نظر الكاتب.

ادراك عالقة السبب

بالنتيجة.

-عن األفكار في التعبيرين قتسلسل وتتابع دقي

مع التلقائية

واالنطالق.

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

المتابعة إقباال يدل على

واالهتمام.

استخالص األفكار الرئيسة من النص.

وضع االستنتاجات

بناء على تقرير

شفوي.

المقارنة بين وجهات

نظر مختلفة وإصدار

األحكام.

تنظيم األفكار إلىأساسية وثانوية

وجانبية.

القدرة على اختيار

المعلومات ذات األهمية والتي تضيف

خبرات جديدة.

بيانات تدوين ال

المهمة بغرض تقييم مهارة االستماع.

في مادة ) المستوى المتقدم( الرابعما يتـــوقع من الطــالب إنجــازه في الصـــف

اللغة العربية


27

التهيئة اللغوية: الطلب المهذب واالعتذار ) تواصل شفوي(. -. الهواية ) قراءة وكتابة( –الجنسية –العمر –التعريف بالنفس: االسم -التحايا ) تواصل شفوي(. -

.الثالثالصف مراجعة المهارات اللغوية األساسية التي تضمنها منهج -

رتقاء بمستوى الطالب بالتواصل مع أولياء سيتم تناول الدروس المقررة والمهارات اللغوية الخاصة بالمادة بأساليب متنوعة مراعاة لفروقهم الفردية، وتصميم أنشطة مختلفة تضمن اال

األمور

االستماع المحادثة القراءة ) الخط واإلمالء( الكتابة القواعد اللغوية

التمييز بين صيغة المذكر -

والمؤنث.

التمييز بين صيغة المفرد -

والمثنى والجمع.

التعرف على بعض أدوات -ة ياالستفهام ودالالتها وكيف

استخدامها.

التعرف على األفعال األساسية -

وتمثيلها وصياغتها للمذكر

والمؤنث.

التعرف على بعض الصفات -وصياغتها للمذكر

والمؤنث.

حروف الجر. -

لة االسمية.الجم -

أسماء اإلشارة. -

األساليب اإلنشائية. - ضمائر الرفع المنفصلة. -

حروف العطف. -

ظروف الزمان والمكان. - -

تامة.وصفية التعبير عن الصور بجمل -

توظيف المفردات الجديدة في جمل من -

إنشائه.

تحديد عناصر الفقرة: المقدمة ) الجملة -

المحتوى )المعلومات –الرئيسة( الخاتمة ) الرأي –والحقائق(

والتوصيات(.

التخطيط للعمل الكتابي بطريقة األسئلة. -

استخدام الرسومات التخطيطية والخرائط -

التوضيحية للتخطيط للكتابة.

البناء على الحقائق والمعلومات. - .كلمة ( 80)تكون من موضوع يكتابة -

جمع األفكارمن كتب ومجالت لكتابة قصة -

أو نص قصير.

اة.كتابة جمل مقف -

توظيف الحاسوب إلنشاء وثيقة بسيطة. -

تعرف بعض مصادر المعلومات -لموسوعات، شبكة المعلومات، ا)

المجالت(.

كتابة أنماطا كتابية محددة الهدف كتابة -

موجهة:

–التلخيصات –الرسائل –) البطاقات -

التعليقات على الصور -القصة القصيرة والمواقف(.

المواقف التعليق الكتابي على الصور و -

بعرض الرأى ووجهة النظر بدقة إمالئية

جيدة.

توظيف األسلوب اإلنشائي والخبري - والتنويع بينهما في الكتابة.

كتابة نهايات مختلفة للقصص. -

كتابة معلومات وحقائق حول موضوع -

محدد في موضوع ثنائي الفقرات.

تكثيف الكتابة الموجهة والتشجيع على -

الكتابة ااألبداعية.الدقة اإلمالئية وتطبيق القواعد تحري -

اإلمالئية.

قراءة نص مكون من -

فقرتين.

ممثلة الجهرية القراءة ال -

للمعنى.

صحة الوصل مراعاة -وسالمة الوقف فيما

يقرأ.

فهم وجهة نظر الكاتب. -

تحديد المغزى من النص. -

الشعر المناسب قراءة -

لمستواه قراءة معبرة.اإليقاع اللفظي في مالحظة -

عدة جمل. جملة أو

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 الموجهة -اليومية لزيادة طالقته

باإلضافة إلى القراءة

الحرة بمعدل قصتين

في األسبوع.

قراءة مجالت األطفال -وعناوين الجرائد

للحصول على

التفاصيل والمعلومات.

التحدث بصوت واضح. -

استخدام اللغة العربية في -

المحادثة.

التعبير شفهيا عن الصور -

رة أو القصص المصو بجمل بسيطة ومحددة.

التعبير عن حدث أو موقف -

بجمل تحتوي بعض

التفصيالت.

التعلم من األخطاء التركيبية -

والصياغية للجمل وعدم تكرارها.

احترام األدوار، وتقبل آراء -

اآلخرين.

طرح أسئلة تعبر عما يريده -

بوضوح.توظيف األنماط والتراكيب -

اللغوية التي تم تعلمها

شفويا.

قديم عرض درامي موجز ت -

لقصة أو مسرحية.

ترتيب األفكار زمنيا -بالترتيب الذي حدثت

فيه.

تلخيص مقال أو قصة -

قصيرة بشكل موجه

مع ذكر القليل من التفاصيل.

التعليق على الصور -

والمواقف مع التوجيه

والتصويب إن لزم

األمر.

تحديد وجهة نظر الكاتب . -ادراك عالقة السبب -

بالنتيجة.

عن األفكار بجمل التعبير- -

محددة وواضحة.

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 -

دث إقباال المتح

يدل على

المتابعة

واالهتمام.استخالص الفكرة -

الرئيسة من

النص.

المقارنة بين -

وجهات نظر.

مختلفة وإصدار

األحكام.

تنظيم األفكار إلى -

أساسية

وثانوية وجانبية.

القدرة على اختيار -

المعلومات

ذات األهمية

والتي تضيف خبرات جديدة.

تحديد البيانات -

المهمة بغرض

تقييم مهارة

االستماع.

ي ف (المتوسط) المستوى الرابعما يتـــوقع من الطــالب إنجــازه في الصـــف

مادة اللغة العربية


28

Arabic B

Within Grade 4 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 Foundation classes: for students learning Arabic for the first time and students needing consolidation of basics.

Arabic Intermediate classes Level 1 and Arabic Intermediate classes Level 2: for students with some previous experience learning Arabic and who are working towards proficiency.

Arabic Advanced classes: for students with previous experience learning Arabic who have demonstrated proficiency in learning Arabic.

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 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


29

Overall Expectations by phase Phase 1

Learners demonstrate an understanding of short simple sentences spoken texts and vocabulary. They are able to use common greetings, give and follow basic instructions in Arabic. They are able to use oral language for short period.

Phase 2 Learners show understanding of short simple spoken texts and vocabulary. They are able to pronounce the letters correctly and clearly with the short and long sounds. They begin to use oral langua ge appropriately to tell events in

sequence. Phase 3 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 4 Learners are able to apply previous learning to ask and answer questions about new topics. They can repeat and recite a variety of new spoken words, texts and songs. Learners can reflect on, evaluate and modify their spoken responses to clarify meaning and information.

Phase 5 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 confidently. In this phase they are able to prepare and deliver short presentations and topics of interests to peers. Learners independently identify materials they can use to support a spoken presentation and give reasons for choices.

Viewing and presenting Phase 1 The students show curiosity in many forms of visual media and respond and describe what they see. The students are

able to read and use texts with different types of layout. They understand that communication involves verbal, visual and kinesthetic features. The students start to use a variety of implements to practice and develop handwriting and presentation skil ls. They are able to ask simple questions in response to media.

Phase 2 The students view and react to simple messages or factual information and 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 3


30

The students are able to view and respond to media verbally and nonverbally. They can use a variety of media to plan and create projects including use of the internet (with guidance). They can recognise and name familiar visual

texts for example advertising, logos, labels....etc. 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 skil ls and use body language to add mea ning to oral presentation.

Phase 4 The students respond to viewing experiences orally and in writing. They can recognise the power of visual media to influence thinking and behavior. They can start identifying stereotypes. They can address an audience and provide brief presentations on different topics. They can identify aspects of body language in a dramatic

presentation. They can recognise and name familiar visual texts and explain why they are or are not effective. Phase 5

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 skil ls, addressing an audience.

Written language—Reading

Phase 1

Learners can recognise basic aspect of format and style of the language as well as the different forms of the letter s. They can show an understanding of different vocabulary in their written form. Learners begin to follow and join in with the shared reading activities. They read aloud attempting correct pronunciation.

Phase 2 Learners 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 3 Learners can read a range of new words related to the topics with some support. They can read familiar words and

simple sentences. They can talk about texts read and viewed in class as well as responding appropriately to simple written directions.

Phase 4 Learners can read sentences that use basic grammar as well as familiar texts independently. They begin to select books appropriate to their reading level and start using references and dictionaries. The students are able to retell main events in sequence with guidance.

Phase 5 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.


31

Written language—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 sentences.

Phase 2 Learners are encouraged to write daily and share own writing with others. 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 3 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.

Phase 4 Learners begin to set goals and identify strategies to improve writing. They can provide detail to a written text. They learn how to translate l iterally from first language to Arabic language. They begin to use complex punctuation with

different tenses.

Phase 5

In this phase the students learn to initiate writing for own particular purposes. They can set goals independently by evaluating 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.

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 classes, through the organization LanguageOne for the following languages:

- Italian

- Spanish - Dutch - French

We are actively looking to extend our provision to other languages and cultures. Contact the school’s Extra Curriculum Coordinator Andrea McKinnon - [email protected] for further details.

mailto:[email protected]


32

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 curri culum 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 Gr ade 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

l ive 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)


33

المحور األول: قيم اإلسالم وغاياته

الواسع, ورقابة ذاتية تنطلق من مفهوم اإلحسان, وتطبيقا لقيم اإلسالم يظهر المتعلمون فهما لمفهوم العبادة بمعناها المعيار:

الفردية والجماعية.

رات األداءمؤش المحاور الفرعية نواتج التعلم يستدل على ذلك من خالل مؤشرات األداء اآلتية:

يبين أن افضل ما يعبد به هللا تعالى التزام الفرائض واإلكثار من

النوافل.

ديته هلل من خالل إقباله على أداء الفرائض والنوافل.يدلل على عبو

نسان الذي يلتزم بالنوافل بعد يوضح أثر محبة هللا تعالى على اإل

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.

المتعلم في نهاية الصف يتوقع من

قق نواتج التعلم اآلتية:حالخامس أن ي

يبين أن افضل ما يعبد به هللا سبحانه

الفرائض ثم وتعالى هو االلتزام بأداء

ويحرص على اتباع السنن والنوافل

سبل تحقيق محبة هللا تعالى.

العبودية

ل واألحوال.ة إرضاء هللا تعالى في جميع العميوضح كيفي

بين مواقف تدل على إرضاء هللا تعالى وأخرى فيها إرضاء يميز

للناس.

ضاء هللا سبحانه يحرص على إر

كثر من إرضاء والخوف من غضبه أ

الناس والخوف من نقدهم. اإلحسان

يعرف الشجاعة.

يستنتج العالقة بين الشجاعة والعبادة.

يبين آثار كل من الشجاعة والجبن على الفرد والمجتمع.

يه بشجاعة ودون خوف.يبدي رأ

يتمثل قيمة الشجاعة, وينفر من الخوف

والجبن والجزع. القيم

المحور الثاني: الوحي اإللهي

.-صلى هللا عليه وسلم–: يظهر المتعلمون فهما ومعرفة وحفظا لكتاب هللا تعالى ولسنة نبيه المعيار

المحاور الفرعية نواتج التعلم مؤشرات األداءلقرآنية المقررة تالوة مجودة.يتلو السور ا

يستظهر حفظ السور المقررة.

يبين معاني المفردات الواردة في السور

القرآنية المقررة.

يحرص على تطبيق ما ورد في السور

الكريمة من أحكام وتوجيهات.

السور القرآنية من اإلنفطار الى النبأ, يحفظ

يمالقرآن الكر ويفسر كلماتها,ويتعرف حكم القلقلة.

يقرأ األحاديث الثمانية المقررة.

يعرف رواة األحاديث الثمانية.

حاديث يوضح المعنى اإلجمالي لأل

الشريفة.

يحرص على تطبيق ما ورد في األحاديث

من أحكام وتوجيهات.

يسمع األحاديث الشريفة المقررة.

يحفظ ثمانية من األحاديث النبوية, ويشرح

ويةالسنة النب كلماتها ومعانيها.

منهج مادة التربية اإلسالميةثانيا: محاور

Islamic A


34

المحور الثالث: احكام اإلسالم وآدابه

: يظهر المتعلمون تطبيقا ألحكام اإلسالم وآدابه التهذيبية مع النفس والمجتمع.المعيار

المحاور الفرعية نواتج التعلم مؤشرات األداءيبين أحكام صلوات الجماعة والجمعة

والعيدين.

يطبق آداب صلوات الجماعة والجمعة

والعيدين.

ضح أحكام صالة المسبوق.يو

يحرص على المحافظة على صلوات

الجماعة والجمعة والعيدين.

يتعرف أحكام صالة الجماعة والجمعة

أدائها, ويتأدب والعيدين, ويحافظ على

حكام صالة المسبوق.بآدابها, ويذكر أ الشريعة

داب الطريق.يعدد آ

يذكر آداب استخدام وسائل النقل.

سائل النقل.يحفظ دعاء ركوب و

يدلل على رغبته في التزام آداب الطريق

وآداب استخدام وسائل النقل.

يحافظ على آداب الطريق, وركوب وسائل

التهذيب النقل.

المحور الرابع: العقلية اإليمانية

: يظهر المتعلمون معرفة بأركان اإليمان, وتفكيرا منهحيا في فهم أصول اإلسالم.المعيار

ءمؤشرات األدا المحاور الفرعية نواتج التعلم يبين مفهوم اإليمان باليوم اآلخر.

يذكر مراحل يوم القيامة.

يصف أحوال الصالحين يوم القيامة.يؤمن باليوم اآلخر. ويربط بينه وبين قيم

اإليمان المسؤولية والمحاسبة.

يعبر عن رغبته في قول الحق.

يحدد مفهوم الجرأة في قول الحق.

ن قول الحق من صفات المسلم يستنتج أ

القوي.

يوضح قيمة قول الحق.

يبين آثار قول الحق في نهضة المجتمع.

يثمن قيمة الجرأة في الحق مع الحفاظ على

اآلداب واألخالق اإلسالمية, ويناصر

حقوق اإلنسان. العقلية المنهجية


35

المحور الخامس: السيرة النبويةومن تبعه بإحسان من النماذج البشرية من األمة اإلسالمية.-صلى هللا عليه وسلم -قتداء وتأسيا برسول هللا: يظهر المتعلمون حبا واالمعيار

المحاور الفرعية نواتج التعلم مؤشرات األداء

إلى -صلى هللا عليه وسلم–يوضح سبب خروج النبي

الطائف.

صله هللا عليه -هل الطائف من النبييصف موقف أ

وسلم.

مما القاه من -صلى هللا عليه وسلم-لنبييبين موقف ا

أهل الطائف.

يروي قصة اإلسراء والمعراج.

نفسه -صلى هللا عليه وسلم-يحكي قصة عرض النبي

على القبائل في المواسم.

صلى هللا -يبين موقف األنصار من دعوة الرسول

عليه وسلم.

لى المدينة المنورة.يروي قصة الهجرة النيوية إ

والعبر من أحداث السيرة النبوية.يستخلص الفوائد

صلى هللا -يتعرف المتعلمون سيرة النبي

حتى بعد خروجه للطائف -عليه وسلم

الهجرة إلى

المدينة.

األسوة الحسنة

وخاصة -رضي هللا عنه-يبين جوانب من سيرة عمر

فيما يتعلق بعدله وزهده.

-رضي هللا عنها-رة الخنساءيبين جوانب من سي

وتضحيتها في سبيل هللا.

يستخلص الفوائد والعبر من دراسته لسيرة كل من

.-رضي هللا عنهما-عمر بن الخطاب والخنساء

يتعرف المتعلمون سيرة عمر بن

الخطاب وزهده

وعدله.

يتعرف المتعلمون سيرة الخنساء

سبيل هللا وتضحيتها في

تعالى.

نماذج اإلقتداء

المحور السادس: الهوية واالنتماء: يظهر المتعلمون انتماء واعتزازا بدولتهم وأمتهم العربية واإلسالمية.المعيار


.توظيف اللغة العربية في أنشطة المادة التأكيد على أهمية اللغة العربية كلغة

للعلم والدين. الثقافة واللغة

يبين موقف دولة اإلمارات من قضايا المسلمين في

العالم )فلسطين,البوسنة والهرسك,كوسوفا(.

يعبر عن فخره بإسهامات دولة اإلمارات في خدمة

قضايا اإلسالم والمسلمين.

اإلنسانية يحرص على المشاركة في برامج الخدمة

التي تنظمها الدولة داخل مجتمعه وخارجه.

يظهر المتعلمون اعتزازهم بإسهامات

دولة اإلمارات في خدمة قضايا

اإلسالم والمسلمين.

يشارك في برامج خدمة اإلنسانية التي

تنظمها الدولة.

دوائر اإلنتماء


36

المحور السابع: اإلنسان والكونثقافتهم وسلوكهم قيم التسامح واحترام التنوع البشري وبناء عالقة إيجابية مع جميع خلق هللا تعالى. : يتمثل المتعلمون فيالمعيار


هو روح هللا -عليه السالم-يذكر أن سيدنا عيسى

وكلمته.

يحكي قصة سيدنا عيسى عليه السالم.

ى يستخلص بعض العبر من قصة سيدنا عيس

عليه السالم.

الكرامة البشرية يتعرف قصة سيدنا عيسى روح هللا وكلمته.

يقرأ الحديث الشريف قراءة سليمة.

يوضح معنى المفردات التالية: الرفق , زانه,

ينزع , شانه.

يذكر مظاهر رفق هللا عز وجل بخلقه.

يدلل على رفق الرسول صلى هللا عليه وسلم مع

لجاهلين والعصاة.أهله وخدمه والسائلين وا

يبين مظاهر خلق اللين.

يفرق بين أثر اللين والغلظة في التعامل مع

اآلخرين.

سول صلى هللا عليه وسلم في يقتفي أثر الر

مح والرفق.التسا

أثير اللين في السمو يالمسلم المتحلي ت يستنتج

به.

يوضح أثر خلق اللين في ترسيخ التسامح بين

الناس.

بالتزام الرفق في أقواله يتمثل خلق السماحة

وأفعاله. التسامح

يكتشف أن صلة اإلنسان بالكون صلة تأمل

واعتبار وعناية.

يربط بين أعمال اإلنسان ومصالح سائر

المخلوقات.

يستنتج الحكمة من خلق مسخرات الكون.

يوضح كيفية شكر نعم هللا تعالى في خلق

رات الكون.مسخ

يعدد مسخرات هللا في الكون من مياه ورياح

وأمطار وشمس وقمر ونبات وغيرها,

ويبين أهميتها في الحياة اإلنسانية. البيئة


37

Islamic Studies B

Islamic Studies B - Overview of Grade 4 Units

Unit A Prophet & Messengers

Yawm-ul-Qiyamah: The Day Of Judgment

Al-Qadar: Fate

Surat Al-Fagr

Unit B Prophet Ibraheem's Children: The Story of Prophet Isma'eel

The Story of Prophet Is'haq

Prophet Ya'qoub & his beloved son

Prophet Yousuf: A Leader in Egypt

Suret Al-Inshiqaq1

Suret Al-Inshiqaq2

Unit C The Quraysh Tries to Hurt The Prophet

Al-Hijrah From Makkah To Madeenah

Building The Mosque

The Second semester

Courage And Faith: The Battle of Badr

Unit D I Don't Miss My Prayers

Beware Of Najasah

I Perform My Sunnah Prayer

Mubtelat Us-Salah

Surat Al-A'la

Unit E The Islamic Year

Ramadan: The Month Of Fasting

Mbtilat Us-Siyam

Salat Ut-Taraweeh

Eid Ul-Fitr


38

Arabic Social Studies A

ثانيا: محاورمنهج مادة التربية الوطنية


39


40


41


42


43

نظام التقييم في قسم المواد العربية - المرحلة االبتدائيةفي يم يتقال ماهية

ركيز على إكساب الطالب المهارات والمعارف والخبرات األساسية في كل مادة دراسية. الت

ا .تؤدي إلى تجسيد الفهم الحقيقي لمحتوى المادة دراسي وتعزيز التي تدريسالأساليب تقييم

ن المهارة أو المعرفة.يم األداء الذي يتم فيه التأكد من تمكن الطالب ميالعناية بالجانب التطبيقي باعتماد أسلوب تق

.تجنب اآلثار النفسية السلبية التي قد يتعرض لها الطالب وارتباطها بتجربته الدراسية مثل:الشعور بالقلق والخوف

.غرس العادات والمواقف اإليجابية في نفوس الطالب تجاه التعليم

ب إلى المدرسة هو الرغبة في النجاح وليس الخوف من اإلخفاق.إيجاد الحافز اإليجابي للنجاح والتقدم بحيث يكون الدافع للتعليم والذها

.تجنيب األطفال اآلثار النفسية الناتجة عن التركيز على التنافس والشعور بأن درجات أدوات التقويم هي الهدف من التعليم

عترض ابنه وطلب معونته في التغلب عن الصرررررعوبات التي توافية ومحددة إشرررررراك ولي أمر الطالب في التقويم وذلز بتزويده بمعلومات

عليها.

ا والعمل على عالجها والتعامل معها بطريقة تربوية صحيحة.صعوبات التعلم لدى الطالب مبكر حاالت اكتشاف

أنواع التقييم: - نظام التقييم الفصلي: -

اختبار نهاية العام -اختبار منتصف العام ج -اختبار بداية العام ب -أ اختبارات مستمرة خاصة بالوحدات المقررة ومهارات المادة وتتضمن: -ج

النحو مشروع الوحدة -األساليب اللغوية -الكتابة -القراءة -االستماع -

أدوات التقييم: - النماذج -لوائح التدقيق -السالسل المتصلة -لم التقييم سال -سجل مالحظة الطالب -االختبارات الشفوية والكتابية - ملف أعمال الطالب ) ملف اإلنجاز (. -

االختبارات التشخيصية ) تحديد المستوى(: - ييخضع جميع الطالب في بداية العام الدراسي الختبار تحديد المستوى ويتم إعداد االختبار استنادا على ما هو متوقع من الطالب إنجازه ف -

كل صف دراسي. ** الخروج عن النمط التقليدي للتقييم باستخدام أساليب متنوعة وحديثة كــــ:

تقييم مهارات التفكير العليا كالتحليل –استخدام أسلوب حل المشكالت. –توظيف الحاسوب والتقنيات الحديثة عند تقييم مهارات اللغة. -

الزمالء.التقييم عن طريق -التقييم الذاتي -والتقييم


44

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. The teacher inquires with the students.

Tasks set are purposeful and engaging.

Teachers facil itate the developmental stages of learning through appropriate learning experiences.

Opportunities are provided for: i) constructing meaning, i i) transferring meaning to signs and symbols and iii) understanding and applying knowledge and skil ls 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 individua lly, with partners, in small groups and as a whole class.

Throughout the year teachers make meaningful conceptual l inks 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, encyclopedias, l iterature 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 skil ls and concepts with students.

Mathematics Strands

There are five strands in the PYP mathematics programme:

Data handling

Measurement

Shape and space

Pattern and function

Number

Mathematics


45

Mathematics in Grade 4 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 operatio ns, and acquire

key number knowledge and skil ls. 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 4 students ’ learning in number.

.

Key models and strategies to teach number concepts in Grade 4

Modelling Numbers to 100,000

As numbers get larger they become increasingly difficult to model and visulalise. Numberlines however allow

learners model boh 4 and 5 digit numbers and beyond. On a numberline the numbers increase from left to right. Ordering several numbers on an empty or partially completed numberline requires students to consider the proximity of the numbers they are comparing as well as the order. The scale of the numberlines and the start and finish points can be varied depending on the required level of precisions. This makes it a particularly effective tool

for modelling larger numbers.

e.g. 3425

e.g. 71375

Models to build understanding of decimals

One of the key conceptual understandings explored in Grade 4 is that decimals, like fractions, are used to express part-whole relationships. Indeed decimals are essentially fractions in which the denominators are restricted to

powers of ten.

Decimal Numberlines Numberlines help students develop their understanding of where decimal numbers l ie within the number system. In this example a 6 to 8 numberline has been used to place and help order three decimal numbers 6.8, 7.1 and 7.5.


46

The link between fractions and decimals can be effectively modeled on a numberline.

Beadstrings

Using beadstrings students can practice making decimal amounts and counting on or back in tenths and hundred ths.

They show 100 pieces organized in to ten lots of ten. When the whole beadstring is taken to represent 1 whole, each bead or small square has the value of a hundredth (0.01)

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.


47

When comparing whole numbers, the number of digits in a number provides students with an indication of the size of the 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.

0.1 and 0.10 are equal modeled on a beadstring

…and 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 learners 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 l ikely to be more efficient than others. Learners are en couraged

to think about which are the best strategies for solving their problem. The key addition and subtraction strategies developed in Grade 4 build on strategies taught in earlier grades and are explained below. Learners will explore how strategies developed for calculating with whole numbers can als o be applied when calculating with decimals.

Strategy Example

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 whi ch number facts they can recall or derive quickly.

e.g for 70 + 50 + 30 it is easier to add the 70 and 30 first as this is a number bond of 100 70 + 30 =100

100 + 50 = 150


48

Strategy Example

Partitioning It is important for children to know that numbers can be partitioned into, for example, hundreds, tens and ones, so that 326 = 300 + 20 + 6. In this way, numbers

are seen as wholes, rather than as a collection of single digits in columns. This way of partitioning numbers can be a useful

strategy for adding and subtracting pairs of numbers and is the precursor for more formal written methods. In addition numbers are partitioned (or ‘split’) into

tens and units, or hundreds, tens and units , or units and tenths etc to make them easier to work with. Then the numbers are added together. Both numbers can be partitioned, although it is often helpful to keep

the first number as it is and to partition just the second number.

In subtraction the second number is partitioned (or ‘split’) before subtracting from the larger number.

Addition e.g.

Subtraction e.g.

The same process can be modeled and solved on a

numberline -0.5 - 2

1.2 1.7 3.7

Bridging An important aspect of having an appreciation of number is to know how close a number is to the next or the previous multiple of 10 or 100: to recognise, for

example, that 47 is 3 away from 50, or that 47 is 53 away from 100. In mental addition or subtraction, it is often useful to count on or back in two steps,

‘bridging’ at a multiple of 10 or 100. When working with decimals it is useful to bridge to the nearest whole number. The empty number l ine, is a helpful tool to support this mental strategy, since children

can visualise jumping to the key numbers. Subtraction, the inverse of addition, can be worked

out by counting back from the larger number, but it can also be represented as the difference or ‘distance’ between two numbers. The distance is often found by counting up from the smaller to the larger number,

again bridging through whole numbers, multiples of 10 or 100. The empty number l ine can give an image for this method.

Students build understanding of the bridging strategy using a number l ine For example, 9.4 + 2.7 is worked out in two jumps, first to 10, then to 12.1. The answer is the last point marked on the line, 12.1.

9.4 + 2.7

+ 0.6 +2.1

9.4 10 12.1 For subtraction count back or count on bridging at 100 e.g. 143 – 54

-11 -43

89 100 143

…or count on to find the difference

+ 46 + 43

54 100 143

The difference between 54 and 143 is a jump of 46 to

get to 100 and another jump of 43 to reach 143. 43 + 46 = 89


49

Strategy Example

Compensating This strategy is useful for adding and subtracting

numbers that are close to a multiple of 10, such as numbers that end in 1 or 2, or 8 or 9. The number to be added or subtracted is rounded to a multiple of 10

plus or minus a small number. For example, adding 9 is carried out by adding 10, then subtracting 1; subtracting 18 is carried out by subtracting 20, then adding 2. This strategy can also be applied when

adding and subtracting decimals by rounding to the nearest whole number. For example, adding 0.9 by adding 1 then subtracting 0.1.

e.g. 5.6 + 2.9 = 5.6 + 3 – 0.1 = 8.5

+ 3 -0.1 5.6 8.5 8.6

or 306 –199 = 306–200 + 1 = 107 -200 +1

106 107 306

Partitioning: using ‘near’ doubles If children have instant recall of doubles, they can use this information when adding two numbers that are

very close to each other. So, knowing that 6 + 6 = 12, they can be encouraged to use this to help them find 7 + 6, rather than use a counting on strategy or bridging

through 10.

e.g. 18+16 = 16+16+2 = 32 + 2 = 34

75+78 = 75+75 + 3 = 150 + 3 = 153 0.5 + 0.6 = 0.5 + 0.5 + 0.1 = 1 + 0.1 = 1.1

Bridging through 60 to calculate a time interval

Time is a universal non-metric measure. A digital clock

displaying 9.59 will, in two minutes time, read 10.01 not 9.61. When children use minutes and hours to calculate time intervals, they have to bridge through

60. So to find the time 20 minutes after 8.50am, for example, children might say 8.50am plus 10 minutes takes us to 9.00am, then add another 10 minutes.

e.g. What is the time 50mins before 1:10pm?

-40mins -10mins 12:20pm 1pm 1:10pm

It is 4:25pm. The party starts at 5:05pm. How long do I have to get there? +35mins +5mins

4:25pm 5pm 5:05pm

35mins + 5mins = 40mins

Note on Written Calculation Methods

Tradition algorithms for column addition and subtraction, multiplication and division are also taught alongside

mental strategies in Grade 4. 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 many 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 calculatin., In the long term this will l imit their understanding of the number system.


50

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 wr ite

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.

When using algorithms students should always be encouraged to star t 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’.

Column Addition Algorithm

For students who are already proficient in using partitioning as a mental strategy for addition, the traditional column addition method simply provides a more formal layout for a process they already understand.

Expanded Column Addition At RIS we introduce column addition in an expanded form. It is an important step as the place value of each digit is emphasised.

e.g. 366 +458 14 110 700 824 Standard Column Addition

By the time students enter Grade 4 the majority may already be working with the standard format with ‘carrying’ three two-digit or three-digit numbers and numbers with different numbers of digits.

e.g.

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

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


51

Column Subtraction Algorithm

As with addition, we introduce column subtraction in an expanded form, ensuring that the place value of each digit

is emphasised.

Expanded method e.g. with ‘borrowing’ and adjustment 563 - 271

=292 Standard column subtraction method

Refined column subtraction method with Decimals (without placeholders)

(with placeholders)

Understanding Multiplication and Division

It is anticipated that the majority of students will enter Grade 4 wi th secure recall of all or most 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 4 mathematics curriculum requires quick recal l 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?’.

In Grade 4 students consolidate their conceptual understanding of multiplication and division. 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.


52

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

In Grade 4 arrays are used to investigate a variety of concepts relating to multiplication in cluding factors, square

numbers, remainders and prime numbers.

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 v alue of each digit

changes when multiplied by ten.

E.g.


53

Place Value Charts

Place value charts help students to recognize the impact of multiplying or dividing a number by power of 10. Moving

down the chart numbers get 10x bigger. Moving up the chart they become 10x smaller.

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 mult iplication 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

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

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


54

In Grade 4 students wil l consolidate 2 and 3-digit by 1-digit multiplication. A problem such as 13 x 5 can be solved by partitioning the calculation into 10 x 5 and 3 x 5.

At RIS students explore several methods of

written multiplication. Each of these methods follows 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.

(5 rows of thirteen portioned into 10 rows of 5 and 3 rows of 5)

Expanded methods of written multiplication

An expanded method which uses a grid

e.g. 38 x 7

In this second expanded method, the same steps are recorded but the calculation is laid out in columns.

30 8

7

210 30 7 210

56 8 7 56

266

38

7

210

56

266

Standard short multiplication method

Only when students demonstrate an excellent level of

proficiency and understanding of the expanded method should they be introduced to the short multiplication method. The place value of each digit should continue to be emphasized and learners should always be encouraged to estimate an answer first.

Dividing 2 and 3 digit numbers by a single digit divisor

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.

10 x 4 6 x 4 r3

0 40 64 67


55

For 291 ÷ 3, because 3 × 90 = 270 and 3 × 100 = 300, we use 270 and split the dividend of 291 into 270 + 21. Each part is then divided by 3.

291 ÷ 3 Modelled using a numberline

90 x 3 7 x 3 = 97

0 270 291

Here the same steps have been recorded without a numberline

The expanded short division method requires the same thought process and steps but provides a more formalized layout:

Only when students demonstrate an excellent level of

proficiency and understanding of the expanded method should they be introduced to the short

division method. The place value of each digit should continue to be emphasized and learners should always be encouraged to estimate an answer first.

Models for Fractions

Find equivalent fractions add and subtract fractions

In Grade 4 students consolidate their understanding of comparing, adding and subtracting fractions using visual and manipulative models. Students whose conceptual understanding is secure will progress to fractions working

with fraction symbols to compare, add and subtract

Cuisenaire Rods

Pattern Blocks


56

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 using pattern blocks (four-sixths add one quarter).

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 twelths are added together.

E.g. Subtraction of fractions with related denominators using Cuisenaire rods (two-thirds subtract one-sixth)

Note: exchanging the thirds for sixths makes a common demoninator.

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.

One-sixth is taken away leaving three- sixths which is simplified to one-half.


57

Grade 4 Mathematics Benchmarks

The school’s Grade level benchmarks provide an indicator or attainment in l ine 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 4 benchmarks if ready to do so, or work towards

the Grade 4 level if they do not yet have the foundations in place to achieve the Grade level benchmark.

Mathematics – Number Benchmarks

Grade 3

(Working towards)

Grade 4 –

(Working within)

Grade 5

(Working beyond)

Reading and writing

number

Read, and write whole numbers

up to 10,000 and know what

each digit represents

Read, and write whole

numbers up to 100,000 and

know what each digit

represents

Use decimal notation for

tenths and hundredths and

know what each digit

represents

Read, and write whole

numbers up to 1 million )

and know what each digit

represents

Use decimal notation for tenths

hundredths and thousandths

and know what each digit in a

decimal fraction represents

Counting

Count on and back from a given

number to 10,000

Count on and back from a

given number to 100,000

Count on and back in tenths

from a given decimal number

Count on and back in tenths

and hundredths from a given

number

Compare and order

Compare, order and estimate

quantities up to 10,000

Compare, order and estimate

quantities up to 100,000

Compare and order decimals

numbers to 1 decimal place

Compare and order numbers

up to a mi llion and decimals to

two decimal places (e.g. 1.2 i s

greater than 1.15)

Rounding

Round any positive integer less

than 1000 to the nearest 10 or

100

Round any number with one

or two decimal places to the

nearest integer

Round any number with one,

two, or three decimal places to

the nearest integer


58

Mathematics – Number Benchmarks continued

Grade 3

(Working towards)

Grade 4 –

(Working within)

Grade 5

(Working beyond)

Mental Addition and

Subtraction (recall)

Recall sums and differences

of pairs of multiples of 10,

100 or 1000

Recall addition doubles of

numbers 1 to 100, e.g. 38 +

38, and the corresponding

halves

Recall what must be added to

any three-digit number to

make the next multiple of

100, e.g.

521 +__ = 600

Recall sums and differences

of decimals, e.g. 6.5 + 2.7,

7.8 – 1.3

Recall doubles and halves

of decimals, e.g. half of 5.6,

double 3.4

Recall what must be added

to any four-digit number to

make the next multiple of

1000, e.g. 4087 +__ = 5000


to a decimal with units and

tenths to make the next

whole number,

e.g. 7.2 +__= 8

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


to a decimal with units,

tenths and hundredths to

make the next whole

number, e.g. 7.26 + __ = 8


59


Grade 3

(Working towards)

Grade 4 –

(Working within)

Grade 5

(Working beyond)

Mental Addition and

Subtraction (Calculation)

Calculation

Add or subtract any pair of

two-digit numbers, including

crossing the tens and 100

boundary, e.g. 47 + 58,

91 – 35

Add or subtract a near multiple

of 10, e.g. 56 + 29,

86 – 38

Add near doubles of two-digit

numbers, e.g. 38 + 37

Add or subtract two-digit or

three-digit multiples of 10,

e.g. 120 – 40, 140 + 150, 370 –

180

Calculation

Add or subtract a pair of two-

digit numbers or three-digit

multiples of 10,

e.g. 38 + 86,

620 – 380,

350+ 360

Add or subtract a near

multiple of 10 or 100 to any

two-digit or three-digit

number, e.g. 235 + 198

Find the difference between

near multiples of 100, e.g. 607

– 588, or of 1000, e.g.

6070 – 4087

Add or subtract any pairs of

decimal fractions each with

units and tenths, e.g. 5.7 +

2.5, 6.3 – 4.8

Calculation

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


60


Grade 3

(Working towards)

Grade 4 –

(Working within)

Grade 5

(Working beyond)

Multiplication and

division fact to 10X10

Recall multiplication facts to 10 × 10 and the corresponding division facts

Recognise multiples of 2, 3, 4, 5, 6, 7, 8, 9 and 10 up to the tenth multiple

Recall factor pairs for known multiplication facts e.g. identify that if 7 x 4 = 28 then

28 has the factor pair 7 and 4 Identify the remainder when dividing by 2, 5 or 10

Recall division facts corresponding to tables up to 10 × 10 and factor pairs

Recall square numbers to 10 × 10

Recall squares to 12 × 12and squares of the corresponding

multiples of 10 Recognise prime numbers

less than 100 Use place value and

multiplication facts to derive related multiplication and division facts involving decimals

e.g. 0.8 × 7, 4.8 ÷ 6

Doubling and Halving

Double any two-digit number and find the corresponding

halves, e.g. double 47, half of 94

Double multiples of 10 and 100 and find the corresponding halves, e.g. double 800, double 340, half

of 1600, half of 680

Multiply by 25 or 50, e.g. 48 × 25, 32 × 50

Multiply two-digit numbers by 5 or 20, e.g. 320 × 5, 14 ×

20 Double three-digit multiples of 10 to 500, e.g.

380 × 2, and find the corresponding halves, e.g. 760 ÷ 2

Multiply and divide two-digit numbers by 4 or 8, e.g. 26 × 4, 96 ÷ 8

Double decimals with units and tenths, e.g. double 7.6,

and find the corresponding halves, e.g. half of 15.2

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


61


Grade 3

(Working towards)

Grade 4 –

(Working within)

Grade 5

(Working beyond)

Multiplying and

dividing by multiples of 10

Multiply and divide numbers to 1000 by 10 and then 100 (whole-number answers), e.g. 325 × 10,

42 × 100, 120 ÷ 10, 600 ÷ 100, 850 ÷ 10

Multiply a multiple of 10 to 100 by a single-digit number, e.g. 40 × 3

Multiply and divide whole numbers and decimals by 10, 100 or 1000, e.g. 4.3 × 10, 0.75 × 100,

25 ÷ 10, 673 ÷ 100, 74 ÷ 100

Multiply pairs of multiples of 10, e.g. 60 × 30, and a multiple of 100 by a single digit number, e.g. 900 × 8

Divide a multiple of 10 by a single-digit number (whole

number answers) e.g. 80 ÷ 4, 270 ÷ 3

Multiply pairs of multiples of 10 and 100, e.g. 50 × 30, 600 × 20

Divide multiples of 100 by a multiple of 10 or 100 (whole number answers), e.g. 600 ÷

20, 800 ÷ 400, 2100 ÷ 300

Multiplying and dividing by single-digit

numbers and multiplying by two digit numbers

Calculate mentally

multiply numbers to 20 by a single-digit, e.g. 17 × 3

Calculate mentally

multiply numbers to 20 by a single-digit, e.g. 17 × 3

Find the remainder after dividing a two-digit number by a single-digit number, e.g.

27 ÷ 4 = 6 R 3

Calculate

multiply pairs of two-digit and single-digit numbers, e.g. 28 × 3

Divide a two-digit number by a single-digit number, e.g. 68 ÷ 4

Written Addition and Subtraction

Refine and use efficient

written methods to add and subtract two-digit and three-digit whole numbers (and decimals in the context of

money)

Use efficient written

methods to add and subtract whole numbers to tens of thousands and decimals with up to two

places

Use efficient written methods

to add and subtract integers and decimals

(adding place holders where necessary)

Written Multiplication and Division

Calculate 2 by 1 digit

multiplication problems E.g. 36 x 4

Calculate 2 by 1 digit division problems (without remainders) E.g. 69 ÷ 3

Calculate 3 by 1 digit

multiplication problems Calculate 2 by 1 digit

And 3 by 1 digit division problems (with remainders) E.g. 74 ÷ 4

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


62


Grade 3

(Working towards)

Grade 4 –

(Working within)

Grade 5

(Working beyond)

Representing fractions

as a part of a whole:

Finding a fraction of a

single unit

Model improper fractions and mixed numbers

Model improper fractions and mixed Numbers and

convert these using symbols Identify fractional parts of

an area Read write and interpret

decimal fractions in tenths and hundredths Understand percentages as

the number of parts in every 100 and express tenths and hundredths as

percentages

Read write and interpret decimal fractions in tenths

and hundredths and thousandths

Representing fractions

as a part of a whole:

Finding fractions of

quantities

Use mental strategies to find fractions of numbers and

quantities including several parts of a whole e.g. 3/5 of 30

Use mental and written strategies to find fractions

of numbers and quantities including several parts of a whole

e.g. 5/6 of 360

Use fraction-percentage equivalents to solve

problems about the percentage of a quanity

Comparing fractions

Use diagrams and

manipulatives to compare fractions and establish equivalence Order fractions with l ike

denominators

Find equivalent fractions

using symbol Order fractions with like and unlike denominators Relate fractions to decimal

equivalents

simplify fractions using

manipulatives and by canceling common factors convert mixed number to

improper fractions in simplest form. order a set of fractions by

converting them to fractions with a common denominator

find equivalent fractions, decimals and percentages


63


Mathematics – Pattern and Function Benchmarks

Grade 3

(Working towards)

Grade 4 –

(Working within)

Grade 5

(Working beyond)

Identify patterns and rules for

multiplication and division eg. Fact

families

Understand and use the

relationship between addition and

subtraction number facts.

Model with manipulatives the

relationship between multiplication

and division (repeated addition)

Model with manipulatives the

relationship between division and

subtraction. (repeated subtraction)

Model multiplication as an array

Understand and use number

patterns to solve problems

Understand and use the relationship

between multiplication and addition

Understand and use the relationship

between division and subtraction

Use real life problems to create a

number pattern following a rule

Model and explain number patterns.

Represent a pattern in a variety of

ways (eg. 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

Grade 3

(Working towards)

Grade 4 –

(Working within)

Grade 5

(Working beyond)

Calculating with

fractions

Use representations to

combine fractions involving related denominators e.g. (halves-quarters-eighths;

thirds-sixths; fifths-tenths) Find combinations of fractions that are equal to 1

and other fractions e.g. 3/6 + ½ = 1; 1/6 + 1/6 = 1/3

Add and subtract fractions

by finding a common denominator

Add and subtract fractions

including combinations of decimals, fractions, percentages.

Calculate percentage increase and reductions.


64

Mathematics – Measurement Benchmarks

Grade 3

(Working towards)

Grade 4 –

(Working within)

Grade 5

(Working beyond)

Estimate, measure, label and

compare using formal methods and

standard units of measurement:

length, mass, time and

temperature: know the meaning of

“kilo”, “centi” and “mill i”

Select appropriate tools and units of

measurement

Describe measures that fall

between numbers on a measure

scale

Estimate, measure, label and

compare perimeter and area using

non-standard units

Model addition and subtraction

using money

Identify coins and notes and

compare their values

Read and write time to the second

Select and use appropriate standard

units of measurement when

estimating, describing comparing

and measuring

Convert millimetres to centimetres;

centimetres to metres and vice versa

Be introduced to formal procedures

for finding area and perimeter using

standard units

Use measuring tools with increased

accuracy

Use decimal notation to record

measurement to one decimal

Use decimal notation to record

money to two decimal points

Money problems solving for change

to two decimal points.

Read and write time to the second

Use and construct timetables on 12

and 24 hour clocks and time lines

Use and construct 12 and 24 hour

timetables

Solve problems involving time zone

changes

To 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. (eg 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 including compound

shapes

Solve multi-step problems involving

money (addition, subtraction,

multiplication and division)


65

Mathematics – Shape and Space Benchmarks

Grade 3

(Working towards)

Grade 4 –

(Working within)

Grade 5

(Working beyond)

Identify and describe the attributes of 2-D shapes

Classifying 3-D shapes

Identify right angles and angles greater than and less than

Understand an angle as a measure of rotation by comparing and describing rotations: whole turn,

half turn, quarter turn, north, south, east and west on a compass

Create symmetrical patterns, including tessellation

Identify l ines and axes of reflective and rotational symmetry

Locate and plot features on a grid using coordinates

Use knowledge of 2-D shapes to transform and make other shapes (2-D, 3-D)

Identify, describing and constructing 3-D shapes

Understand and use the vocabulary

of lines, parallel and perpendicular Understand and use the vocabulary

of the types of angle: obtuse, acute and straight

Know that angles are measured in degrees and that one whole turn is 360 degrees and apply rotational

knowledge to practical situations Use the language and notation of

bearing to describe position Read and plot coordinates in four

quadrants

Consolidate knowledge of reflective, rotational and translational movement

Find and use scale (ratios) to enlarge and reduce shapes

To be able to distinguish between 2-D and 3-D shapes

To be able to 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

Know key angle facts and use them to solve missing angle problems

- angles in a circle total 360 degrees -angles on a straight l ine total 180 degrees

- angles in a triangle total 180 degrees -angles in a quadrilateral total 360 degrees.

Read and plot coordinates in four quadrants

Perform translations, rotations and

reflections on simple 2-D shapes about their centres or one of its vertices


66

Mathematics – Data Handling Benchmarks

Grade 3

(Working towards)

Grade 4 –

(Working within)

Grade 5

(Working beyond)

Discuss compare and create sets from data that has subsets using Venn and other diagrams

Collect and display data in a bar graph and interpret results

Collect and display data in a picture graph and interpret results

Use the scale on a vertical axis of a bar graph to represent large quantities

Use probability to determine mathematically fair games and to explain possible outcomes

Record data using tally charts

Design a survey process and

interpret the data

Compare two related sets of data.

Use IT to create simple graphs and record data

Create and interpret pictograph, bar graphs, line graphs and stem and leaf graphs

Create and correctly label graphs

Make statistical statements from pie

graphs

Discuss and compare data displays

including how well they communicate information

Set up a spreadsheet using simple

formulas to manipulate data and to create graphs to draw conclusions and identify further questions to ask

Use a numerical probability scale 0-1 or 0% to 100% to determine the probability of events

Identify the range and mode when analyzing statistical data

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


67

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. Exposu re to and

experience with social studies therefore opens doors to key questions about l ife 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 cons ider important conceptual ideas and local and global issues.

Whenever possible we look to util ize 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 skil ls 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.


68

SOCIAL STUDIES STRANDS DESCRIPTION

Human systems and economic activities

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.

Social organization and culture

The study of people, communities, cultures and societies; the ways in which individuals, groups and societies interact with each other.

Continuity and change through time

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.

Human and natural environments

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.

Resources and the 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 responsibil ities 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.

Science In the PYP science is viewed as the exploration of the biological, chemical and physical aspects o f 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 scientifi c perspective. It encourages curiosity and ingenuity and enables the student to develop an understanding of the world.


69

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 skil ls 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: l iving things, Earth and space, materials and matter, and forces and energy.

SCIENCE STRAND DESCRIPTION

Living things 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.

Earth and space 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.

Materials and matter

The study of the properties, behaviours and uses of materials, both natural and human -made; the origins of human-made materials and how they are manipulated to suit a purpose.

Forces and energy 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

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 ethi cal 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 l iving things and the environment. Students will communicate their ideas or provide explanations using their own scientific experience and that of others.


70

Visual Art

At Raha International School we value the creativity and imagination of the individual and celebrate the origi nal

thinker. In the PYP Visual Arts programme students see themselves as the makers and viewers in the creative process. They will have opportunities to develop an aesthetic appreciation of their own art work and that of others. 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 skil ls in a range of techniques. Students will reflect

on, test, clarify, and regenerate ideas, as well as s olve problems, individually and collaboratively, in making objects and images. Students will inquire into the importance of storytell ing in their societies and cultures both past and present as well as the role visual arts plays in reflecting beliefs, technologies, needs and values of society. Students

will have opportunities to visit artists, art organizations and people who have local cultural knowledge and skills. This will allow the students to enrich their learning experiences and will provide opportunities for students to extend their knowledge, skil ls and experiences. Assessment in Visual Arts will be ongoing and may include observations, portfolios, self-evaluation and peer assessments.

Strands Essential Understanding

CREATING

Product-Performance

Artists communicate ideas through artworks by selecting and applying

media techniques and processes, subject matter, and themes.

CREATING/RESPONDING

Elements and Principles

Artists communicate ideas through artworks by selecting and applying art

elements and principles.

RESPONDING

Artistic Perceptions

Viewers respond aesthetically to artworks based upon their personal

experience and cultural values. Viewers analyze, interpret, and evaluate

the quality of artwork through art criticism.

CREATING/RESPONDING

Interdisciplinary Connections

Visual art is connected to performing arts, communication arts, math,

science, and social studies.

RESPONDING

Historical and Cultural Context

Visually l iterate citizens understand the role and functions of art in history

and culture. Artists influence and are influenced by the cultures and time

periods in which they live.


71

Grade 4 Visual Art Learning Outcomes

The school’s Grade level learning outcomes provide an indicator of attainment in l ine with international standards. However in the PYP it is understood that students learn at different rates and so these indicators may not represent


Students will be given the opportunity to work beyond the Grade 4 learning outcomes if ready to do so, or work towards the Grade 4 level if they do not yet have the foundations in place to achieve the Grade level benchmark.

STRAND I: CREATING Product/Performance

1. Select and apply two-dimensional media, techniques, and processes to communicate ideas and solve challenging visual art problems. Grade 3 Grade 4 Grade 5

Drawing Layer two or more colors using crayon, colored pencil, or oil pastel

Create light, medium, and dark values using pencil and other tools

Create texture or surface quality using any drawing media

Painting Apply paint in even strokes to create a watercolour/thinned tempera wash

Pa int lines and fill in shapes with even colour using tempera

Apply watercolour paint to wet areas to blend colour (wet-on-wet technique)

Using tempera paints, add colour to white to create a tint Using tempera paints, add black

to a colour create a shade

Mix a variety of hues to create new colours Apply layers of watercolour paint

from l ightest to darkest colours Us ing tempera paints, produce a sharp, clear edge between areas of

colours

Other Media Demonstrate an additive process (e.g., s tring, cardboard, glue, found objects)

Create a fiber weaving using a simple loom (e.g., cardboard, straws, paper plate)

Demonstrate a subtractive printmaking process (e.g., Styrofoam, linoleum, wood, eraser) to produce multiple images

STRAND I: CREATING Product/Performance 2. Select and apply three-dimensional media, techniques, and processes to communicate ideas and solve challenging visual art problems

Grade 3 Grade 4 Grade 5

3D Media

Manipulate paper to create forms (in-the- round)

Cut a symmetrical shape from a

folded piece of paper

Modeling with clay or a similar material: Create applied and impressed textures

Build or layer materials to create a relief

Apply a variety of paper folding

techniques

Modeling with clay or a similar material; Make organic forms

Combine simple forms to create a complex object/form (in-the-

round) Use paper joining techniques such

as tabs and slits

Modeling with clay or a similar material: Build a form using a coil techniques


72

STRAND I &II: CREATING/RESPONDING Elements and Principles (EP) 1. Select and use elements of art for their effect in communicating ideas through artwork

Grade 3 Grade 4 Grade 5 Line Identify and use horizontal,

vertica l, and diagonal l ines Identify and use outlines. Use lines with gradation and texture.

Mix secondary and tertiary colours from primary colours

Identify and use contour l ines, outl ines, graded and multiple

textured lines

Shape

Differentiate between shapes and forms

Identify and use organic (freeform) shapes

Identify and use symbolic shapes

Shade shapes simply to create form us ing drawing & painting

media

Form Identify and demonstrate sculpture-in-the-round

Identify and demonstrate relief sculpture

Identify and use form in a

presentation

Identify and use the i llusion of form: cube, sphere, cylinder, and cone

Texture Identify and use invented

textures

Use direct texture Use implied or simulated textures

Colour Identify and use warm and cool colours

Identify and use tints and shades Identify the arrangement of colors on a colour wheel

Use intermediate and neutral colours. Mix skin and other tones to create va lue

Value Not assessed at this grade level Identify and demonstrate a value

scale Use graded hatching in a drawing

Use graded va lue in shading

Space Identify and use middle ground, overlapping, and change of size to create illusion of space

Identify and use placement and change in detail to create illusion of space

Identify and use positive and negative space

Identify and use converging lines to create the illusion of space Identify and use a single horizon

l ine

Balance Identify and use symmetrical (formal) balance

Identify and use radial balance Identify and use symmetrical & asymmetrical (informal) balance in pattern

Emphasis Not assessed at this level Identify and create centre of interest

Identify and use Harmony

Contrast Identify and use size contrast Identify and use value contrast Identify and use textural contrast

Rhythm/ repetition

Not assessed at this level Not assessed at this level Rhythm/Repetition (G5)- Identify

and design mirror-image symmetrical pattern

Unity Not assessed at this level Not assessed at this level Use and differentiate between

harmony and contrast

Proportion Identify the following in an

artwork: Warm and cool colours, Symmetrical balance, Invented textures, Horizontal, Diagonal

and vertical lines. A vanishing point. Contrast/variety of sizes.

Describe the use of the following

in an artwork: outlines, organic shapes, organic forms, tints and shades, values, positive and

negative space, radial balance, centre of interest, focal point, contrast/variety of values, complex patterns, facial

proportions.

Describe the use of the following

in an artwork: Contour l ines, symbolic shapes, i l lusion of form, implied/simulated

textures, intermediate and neutral colours, asymmetrical balance, contrast/variety of textures, Perspective: change of size and

point of view.


73

STRAND II: RESPONDING Artistic Perceptions (AP) 1. Investigate the nature of art and discuss responses to artworks

Grade 3 Grade 4 Grade 5 Aesthetics Compare different responses

s tudents may have to the same

artwork

Discuss and develop answers to questions about art, such as:

‘How are art elements used by artists?’

Discuss and develop answers to questions about

art, such as: ‘Who decides what makes an artwork va luable or good?’, ‘Why are specific artworks famous?’

STRAND II: RESPONDING Artistic Perceptions (AP) 1. Investigate the nature of art and discuss responses to artworks

Grade 3 Grade 4 Grade 5 Art Criticism

Identify the following in artworks: Warm and Cool Colours, Symmetrical Balance, Invented textures, Horizontal, Diagonal, and vertical lines,

Contrast/ variety of sizes

Describe the use of the following in artworks: Outlines, Organic shapes, Organic forms, Tints and shades, Values, Positive and negative space, Radial balance, Center of interest/focal Point, Contrast/ variety

of values, Complex patterns

Describe the use of the following in artworks: Contour lines, Symbolic shapes, Illusion of form, Implied/ simulated textures, Intermediate and Neutral colours, Asymmetrical Balance, Contrast /variety of textures,

Perspective: change in size, Point of view


74

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 u nique 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, l istening, playing instruments, singing, notation, reading music, songwriting 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. Indivi dually 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 surroundin gs 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 l istening 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 b ecause 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; l iterature; paintings; dance; their own imagination; real -l ife experiences; feelings; values and beliefs. They will be exposed to l ive performances as well as recordings. Additionally, opportunities to participate in l ive 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 sti mulates 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.


75

Grade 4 Music Learning Outcomes

The school’s Grade level learning outcomes provide an indicator of attainment in l ine with international standards.

However in the PYP it is understood that students learn at different rates and so these indicators may not represent


Students will be given the opportunity to work beyond the Grade learning outcomes if ready to do so, or work

towards the Grade 4 levels if they do not yet have the foundations in place to achieve the Grade level benchmark.

Singing Responding Creating

Rote singing of familiar and new songs in age-

appropriate range, based on both

international folk songs and contemporary music

Unison song and 2 – 4 part songs and rounds

and descants Familiarity with Kodaly solfeggio using

moveable Do system based on both

pentatonic and diatonic scales Extended vocal and rhythmic play to ensure

all children find their singing voice Age-appropriate modeling of good vocal

technique in three vocal registers; moving beyond an 8 note range

Sharing voices with an audience of both

peers and the community

Exploring vocal sounds through creative

imaginative play; communicating with a

“new” language using expression to give meaning and understanding

Developing language skil ls through inquiry-

based discovery of rhythmic patterns in the syllables of speech; creating layers of sound

patterns based on pitch Encouraging sharing of songs “in children’s

heads” (abundant solo and small group singing opportunities)

Pitch-matching and ear training games, teacher and student-led

Playful vocal improvisation in call and

response/question and answer singing using solfeggio

Expressing the moods/feelings in a song

through vocal delivery

Moving to Music Responding Creating

Instructed movement activities that build

skil ls of marching to beat, skipping, sliding, moving in different directions, feeling space on different levels

Developing the ability to use both left and

right hands together and alternately Conditioning to stop and start on cue

Echo more complex rhythmic patterns on cue

with body percussion using syncopation Demonstrate melodic direction through

movement; developing more skil l with solfeggio

Practice the three basic conducting patterns

(2’s, 3’s, 4’s)

Student-led and initiated movement based on

skil ls learned in and out of the music classroom

Move to a variety of styles, tempos, and

meters of music

Explore simple body percussion

Create and perform a movement sequence

Conduct both recorded and live music with

expression (dynamics) using 3 basic conducting patterns; taking on leadership conducting roles

Showing understanding of the role of a leader

or conductor

Responds to mirrored movements with a

partner Plays and creates beat games such as

Appalachian Cup Passing Game or Quackadi llioso


76

Playing Instruments Responding Creating

Echoes rhythmic patterns on cue on pitched

and non-pitched instruments Explores a variety of non-pitched percussion

Develops skil l in playing patterns on all barred

instruments using appropriate mallet techniques

Experiences how to create a pentatonic scale

starting on C or G

Achieves proficiency of Black Belt in Recorder

Karate; increases skill using both hands, playing from C to high D

Distinguishes between soprano, alto, tenor,

and bass recorders (making comparisons to human voices)

Learns 3 or 4 basic ukuleles chords; learns to

imitate strums of the teacher and move between chords

Develops further knowledge of the history of

the ukulele and guitar

Learns how to play 4 or 5 guitar chord

patterns and how a chord diagram works Has working knowledge of pitch names of the

white keys on the piano using the patterns of black keys

Creates rhythm patterns for others to imitate

Creates patterns on a variety of instruments

with different dynamic levels and timbres Composes simple ostinato patterns on barred

instruments Playfully creates instrumental question and

answer phrases Creates strums for the ukulele to accompany

simple rounds and songs

Explores different ways to play the guitar,

from strumming, slapping, picking, plucking melodies

Focuses on learning instruments following

teacher’s example Memorizes and performs on recorder solo

and group pieces

Creates a melody on an instrument

Creates a musical conversation in pairs

Creates an ostinato figure to accompany a

simple tune

Listening to Music Responding Creating

Listens to and understands how great

compositions of Art Music fit in place and time from Baroque to contemporary eras.

Responds appropriately to a conductor’s cues

Distinguishes between simple meters and

recognizes tempo changes Experiences abundant ear training activities

Listens respectfully with an open mind to a

wide variety of styles of music from many eras

Identifies the basic form and structures of a

piece of music (A B C, refrain, repetition, etc.) Demonstrates conducting patterns with

dynamic levels

Discusses the meaning of instrumental music

Notating Music Responding Creating

Is able to notate basic note patterns and

dynamic markings Writes and identifies pitches on the treble

staff

Understands and writes a C and G major scale

Composes and plays simple tunes for

recorder, piano, or xylophone on the treble clef

Composes with dynamic levels using graphic

or conventional notation


77

Personal, Social and Physical Education

In the PYP, persona l , social and physical education (PSPE) is concerned with the individual’s well -being through the

promotion and development of concepts, knowledge, attitudes and skil ls that contribute to this well -being. Well-being is intrinsically l inked 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 l ifestyle.

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 l ifelong learn ers. 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 responsibil ity 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 l iving 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

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, l imitations 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.

Active Living

An understanding of the factors that contribute to developing and maintaining a balanced, healthy l ifestyle; the importance of regular physical activity; the body’s response to exercise;

the importance of developing basic motor skil ls; understanding and developing the body’s potential for movement and expression; the importance of nutrition; understanding the causes and possible prevention of i l l 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 l iving now and in the future. Interactions

An understanding of how an individual interacts with other people, other l iving things and the wider world; behaviours, rights and res ponsibilities 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 4

In Grade 4, Personal and Social Education aims at developing as awareness of the students own self -identity and their personal strengths and weaknesses. In a caring and supportive environment, students will learn to recognize,

communicate and manage their own feelings and emotions as well as becoming more aware of their peers and friends. Students will set and manage personal goals both within school and out of schoo l; this will encourage them to take responsibility for their own learning, homework, personal belongings and lifestyle choices. They will be encouraged to take greater risks with their learning both in and out of the classroom, as well as developing social

skil ls that allow them to appreciate cultural, religious and social differences. Grade 4 students will develop a range of different strategies to manage conflict appropriately and also develop a sense of safety to protect themselves from danger. Students will also become aware of how all these areas can affect their learning and draw upon all of these skil ls at any time to aid them in any situation within their daily l ives.


78

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

Body Control & Spatial Awareness

This focuses on exploring the human body’s capacity for movement, and how to move around and in-between objects and other individuals safely.

Individual Pursuits

The development of basic motor skil ls and the body’s capacity for movement through locomotor and manipulative skil ls and/or experiences; the techniques, rules and

purpose of a range of athletic activities .

Movement Composition

Recognising 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

Recognizing the challenges presented by games; the importance of manipulating space; the categorizing of games; identifying and developing appropriate skil ls and

strategies; recognizing the importance of rules and how they define the nature of a game; modifying existing games and creating new games; teamwork.

Adventure Challenge

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.

Health Related Fitness

Recognizing and appreciating the importance of maintaining a healthy l ifestyle; the body’s response to exercise including the interaction of body systems and the development of physical fitness.


79

Grade 4: Central Idea for Physical Education

We can deconstruct skills to better understand and improve them Creating our own challenges enables us to understand the process involved.

Grade 4: Learning Outcomes in Physical Education

Practice and apply movement concepts and strategies with and without equipment

Adopt inclusive practices when participating in physical activities

Apply innovative and creative thinking in solving movement cha llenges

Apply basic rules and scoring systems, and demonstrate fair play when participating in physical activities

Develop plans to improve performance through technique refinement and practice

Demonstrate greater body control when performing movements

Self-assess performance and response to feedback on performance from others

Plan, perform and reflect on movement sequences in order to improve

Understand how daily practices influence short- and long-term health

Demonstrate an understanding of the principles of training in developing and maintaining fitness

Reflect on how they cope with change in order to approach and manage situations of adversity

Use understanding of their own emotions to interact positively with others

Recognize personal qualities, strengths and limitations

Embrace optimism to shape a positive attitude towards themselves and their future

Identify how their attitudes, opinions and beliefs affect the way they act and how those of others also

impact on their actions

Recognize that committing to shared goals in group situations improves individual and shared experiences

and outcomes

Identify individual strengths that can contribute to shared goals

Develop a shared plan of action for group work that incorporates each individual’s experiences and

strengths

Reflect on the perspectives and ideas of others

Apply different strategies when attempting to resolve conflict

Reflect on shared and collaborative performance

Documents

RIS Grade 4 Curriculum Guide for Parents 2015-2016€¦ · RIS Grade 4 Curriculum Guide ... Reflective We thoughtfully consider the world and our own ... The PYP is both a curriculum