Web viewPrimary School. Grade. 4. Grade Level Guide. 2016 -2017. Dear Families, We would like to extend a warm welcome to all our families from the Primary School

Primary SchoolGrade 4

Grade Level Guide 2016 -2017

Dear Families,

We would like to extend a warm welcome to all our families from the Primary School. Our Primary School is made up of students ranging from ages of 3 to 11 (Early Childhood 1 to Grade 5).

Our curriculum is based on the International Baccalaureate Primary Years Programme (IB PYP) and we are extremely enthusiastic and dedicated to its approach and philosophy as it supports our school’s mission.

The PYP is a ‘best practice’ educational framework that aims to develop inquiring, knowledgeable and caring young people; citizens who help to create a better and more peaceful world through intercultural understanding and respect. OWIS has been implementing the PYP since 2008 and received official re-authorisation in May 2016.

One of our defining attributes is the school’s spirit and its friendly, community atmosphere. As a school, we have always worked hard to maintain and actively promote this, as we believe this is what makes One World International School a wonderful place for learning. OWIS is committed to fostering the development of responsible and caring future world citizens. Daily life in the school involves raising children’s awareness and appreciation of the IB learner profile attributes and attitudes. These are fundamental in building the foundation for values in an internationally minded person.

We have a House System in place. Each child is placed in Ubin (yellow), Brani (red) Tembakul (green) or Satumu (purple) and siblings are placed in the same house. We use the house system to inspire students to work towards personal goals, work together in teams and promote citizenship. Merit points are given to students for effort, good work, sporting achievements and modeling the learner profile attributes and attitudes. As well as providing students with a strong academic education, we also value and promote active participation in sports and the arts. We bring the primary school together on a weekly basis to celebrate these. This time is also used to share appreciation for members of our school community.

At OWIS we have an open door philosophy. Parents are welcome to make arrangements to meet with their child’s class teacher. Equally, teachers may request additional meetings with parents if they need to discuss their child’s progress or experiences in school. We realise that when having discussions about a child, it can potentially be an emotional time. However, we believe that both parents and teachers always have your child’s best interests at heart. Therefore we feel it is important to remember that during meetings everyone interacts in a positive, productive manner and that the focus is on target setting and/ or best solutions for your child.

Parental involvement at OWIS is always welcome. Throughout the school year you will receive invitations to participate in your child’s learning experiences through end of unit celebrations, to watch performances, to help with field trips and to assist with classroom lessons and activities. Please contact your child’s class teacher if you would like to assist with any activities in the classroom, either on a regular basis or when you have some spare time. Similarly, please contact your child’s class teacher to offer your support to the Parents and Friends Association (PFA), whose purpose is to positively and actively support the aims of our school community.

Your child’s class teacher will provide you with further information specific to their grade level during our ‘Meet the Parents’ orientation evening and updates will be provided throughout the year. Please see our website for calendar dates and check regularly throughout the year. While your first point of contact is your child’s class teacher, I am also always available and very happy to meet you.

We look forward to working with you and your child.Kind regards,

Michelle DickinsonHead of PrimaryPrimary Years Coordinator

One World International School is an authorized school for The Primary Years Programme and is an IB World School. These are schools that share a common philosophy - a commitment to high quality, challenging, international education that One World believes is important for our students.For further information about the IB and its programmes, visit http://www.ibo.org

One World International School | 1

Message from the Grade 4 Class teacher

Dear Parents,

I would like to formally welcome you to this new academic year. We have already been busy making sure everything is ready for the students and their first day. The school is looking good, the staff are rested and ready and we are all excited to be back.

It has been another big Summer for me. I married a wonderful lady last year and so this year we have moved from a condo to a house. Not much rest involved in moving house and yet I feel calm and well grounded. I grew up in a house and as such our new place feels like a home.

I hope everybody had a great Summer and the students are prepared for the new challenges ahead. By the time you read this letter, Grade 4 will have already had their first day at school. This day will have been filled with activities such as getting to know one another again, completing an essential agreement and setting targets for the class for the term ahead and information about the upcoming school year.

There are a few important dates to start off the year which are coming very soon. Student council elections will begin during week 1. On the 16th of August there is a Meet the Teacher session and I hope to see you there. Of course there will be a lot more dates throughout the year and I will keep you up to date through the school website.

As always, if you have any questions or would like to discuss anything, please feel free to contact me: [email protected]

Welcome once again

Mr. HollandGrade 4 teacher and House Coordinator


mailto:[email protected]

Table of Contents

1 Message from the Head of Primary / Primary Years Coordinator

2 Message from the Grade 4 Class teacher

3 Table of Contents

4 OWIS Mission, Vision and Values

5 OWIS Teaching Staff

6-8 Grade 4 Routines:

Expectations;What to bring to school; Making friends and social expectations; Code of Conduct - Essential Agreements;Portfolios;Timetable.

9-10 Learning at Home

11-12 Parental involvement

13-25 Grade 4 Programme of Inquiry:

English;Mathematics;Science;Social Studies;Physical, Social and Physical Education;The Arts;Mandarin.


OWIS – Mission, Vision & Values

Our Mission

One World International School aims to develop inquiring and independent lifelong learners whilst nurturing compassionate, accepting, internationally minded individuals, within the school and the wider community.

Our Vision

To provide the best learning community and create an environment where learning, values and relationships are at the heart of everything we do. This community will be collaborative, take action and be one with the world.

Our Values

• The IB Learner Profile is the centre of our learning community.• Our school is an internationally minded community of learners with responsibilities as global

citizens.• All individual members of our community are valued and have a right to be heard.• We encourage respect and open communication from everyone within our community.• We allow students to develop in a safe and caring learning environment.• We encourage collaboration and cooperation within our community in an inquiring and

reflective environment.• We strive for dynamic growth and academic excellence for all members of our community.


OWIS Teaching staff

OWIS is an international school, offering an international curriculum to international children. All our teachers come from a variety of cultures and we recognise the unique values they bring. OWIS teaching staff are qualified, experienced and dedicated to our students’ pastoral wellbeing and academic progress. Along with OWIS’s continuous professional development programme, this helps to ensure that your child receives an excellent international education.

Grade Level Teaching staff Email

Early Childhood 1/2 Teacher: Reema MonkTeacher Assistant: Ellie De Silva

[email protected]

Preparatory Teacher: Francesca MacAlpineTeacher Assistant: Gowri Kannan

[email protected]

Grade 1 A Lesley PolsonMichelle DickinsonTeacher Assistant: Ramapriya Rajagopalan

[email protected]@owis.org

Grade 1 B Carly PearlmanTeacher Assistant: Ramapriya Rajagopalan

[email protected]

Grade 2 Mandy Ritchie [email protected] [email protected]

Grade 3 A Myles Chapman [email protected] 3 B Genevieve De Santis

Grade 4 Gary Holland [email protected] 5 Alice Nixon [email protected]

Specialist Teachers

Mandarin (Coordinator) Pan Caifeng [email protected] Yulin Zhang [email protected] Kerry Hacking [email protected] James Felix [email protected] Education Glyn Martin [email protected] Anjana Sarda [email protected] as an Additional Language

Niluka Rooke [email protected]


Grade 4 Routines

Expectations Grade 4 students will be collected from the auditorium at 8.25am by myself (Mr. Holland) and will leave promptly, as the bell sounds, in order to start the first session at 8.30am. It is imperative that students are punctual as arriving late interrupts lessons. Obviously, there are times when lateness is unavoidable – in these circumstances, your child must report directly to the main office.

Students will be escorted to the auditorium at the end of the day, by myself, to be collected or to join their respective bus line. Should you wish for your child to leave school independently then we must receive explicit permission in writing to allow this to occur. If another adult is picking up your child, then we must receive notice of this too. If you arrive late for collection, please report to the office.

Students in Grade 4 are always expected to try their best at all times. Written work is expected to be titled with the lesson’s learning objective, dated and produced neatly. It is the student’s responsibility to ensure that any resources that they require for school each day are brought.Timetabled library sessions occur once a week and it is the responsibility of the student to return and check out books on a weekly basis.

Frequently, letters are given to students to take home and it is the responsibility of the student and parent to ensure that these are dealt with accordingly. It is the student’s responsibility to give any notes from parents to their classroom teacher. It is also the student’s responsibility to find out about any Learning at Home tasks and class learning that has been missed due to an absence.

What to Bring to School• Library bag – should be brought each Tuesday for the timetabled library session;• Water bottle – should be at school each day and taken home regularly to be washed;• Hat – should be brought to school each day;• Snack and lunch – should be packaged appropriately;• Swimming bag – to be brought on Mondays, as per school calendar swimming sessions;• PE kit – should be worn each Wednesday and Friday;• Permission slips – each letter has its own submission date for responses;• Completed Learning at Home tasks – should be brought to school each Friday.• Medication – this should be given directly to the Nurse with clear instructions;• Instrument tuition (if your child has subscribed to these) – instrument and books.


Making Friends and Social ExpectationsOne World International School prides itself on its inclusive ethos. Friendships and positive relationships are important and form a significant part of our Mission and Values. All students assist in the pastoral care and social development of each other. New students are allocated a class ‘buddy’. Students are made aware that the welfare of all students is everyone’s responsibility.

Code of Conduct - Essential AgreementAt the beginning of each academic year, each class – students and Class teacher - collaboratively agree to a set of rights and responsibilities. These are referred to as an ‘Essential Agreement’. These rights and responsibilities are created, reviewed and decided upon by the Grade 4 students and teacher. They are then displayed in the classroom as reminders of agreed behavioural expectations. Playground rules are agreed as a collaborative whole school approach.

Portfolios Portfolios are an accumulation of your child’s work that is designed to demonstrate successes, growth, higher order thinking, creativity, assessment strategies and reflection. Within the portfolio, pieces are included that have been teacher selected and also student selected. Pieces in the portfolio are collected throughout the school year from all subject areas. The portfolio is designed to show progress in the transdisciplinary skills and attitudes.

SeesawSeesaw empowers students of any age to independently document what they are learning at school.

Students capture learning with photos and videos of their work, or by adding digital creations. Everything gets organized in one place and is accessible from any device.

The student’s work will be shared with classmates and parents. Seesaw gives students a real audience for their work and offers parents a personalized window into their child's learning. This will work in conjunction with the school portfolio to provide a comprehensive picture of your child’s learning.


Timetable

OWIS Timetable Grade 4 2016/17Period 1 2 3 Break 4 5 6 Lunch 7 8 Pickup

8.00-8.25 8.30-9.10 9.10-9.509.50-10.30

10.30-10.50 10.50-11.30 11.30-12.10

12.10-12.50

12.50-1.30 1.30-2.10

2.10-2.50

2.50-3.00

Monday English English Maths Maths Mandarin UOI Music UOI

Tuesday Maths Maths Library English English UOI Music PSPE

Wednesday Maths Maths English Mandarin PE English UOI UOI

Thursday Maths Maths AVP Mandarin Art Art English UOI

Friday Assembly Maths English Mandarin English English PE UOI

Timetables are subject to change in various circumstances. Reasons may include preparation for events; school sports events; public holidays.

Resources available may also affect the timetable in that the order of lessons may change.

In any of the above circumstances – other than specialist sessions, it will be ensured that the allocated ratio of subjects is not compromised.

One World International School l 8

Learning at Home Teachers set tasks that are specifically required to be undertaken outside of curriculum time; these tasks form an essential part of OWIS’s curriculum expectations from Prep to Grade 9. This weekly expectation is valuable to promoting independent learners, as well as providing an opportunity to share learning with parents.

Grade Level Amount per week

Preparatory Ten minutes per night (Mon-Thurs), plus daily reading with an adult.

Grade 1 - 3 One hour and thirty minutes, plus daily personal reading.Grade 4 Two hours and thirty minutes, plus daily personal reading.Grade 5 Two hours and thirty minutes, plus daily personal reading.

During the Grade 5 Exhibition Unit, no teacher-initiated tasks will be set.

Grade 6 Five hours, plus personal reading.Grade 7 Six hours and fifteen minutes, plus personal reading.Grade 8 - 9 Seven hours and thirty minutes, plus personal reading.

Tasks from the Class teacher will be set on Monday and is expected to be retuned on Friday; • Occasional weekend tasks may be set; • Reading should take place every week night for 15 minutes;

Students who have been recognised as having English as an Additional Language are likely to have additional/different tasks.

Students who undertake musical instrument tuition will be expected to undertake the amount of practising prescribed by their tutor.

Students are expected to have internet access at home. If this is a problem then please do discuss this with me at the earliest opportunity.


Learning at Home - Responsibilities It is an expectation in Grade 4 that homework be returned on time and to a standard that reflects the ability evident in class-based work. This includes presentation and representation of thinking processes.

Tasks set by teachers are important when gauging the degree to which your child has grasped a concept or skill. Please be aware of this and encourage your child to approach the teacher who set the task if they do not understand, or need further consolidation.

Grade 4 is a demanding year as we aim to consolidate previous learning whilst implementing new techniques and understanding. It is, therefore, important that homework tasks are engaged with to the best of ability and handed in when due.

The procedure for tasks not handed in, or completed on time, is as follows:1. If a student is struggling with a task they must speak to Mr. Holland about the issue by

Wednesday so that further guidance can be given;2. If homework is missing on Friday, individuals will be asked why. A chance will then be given

to complete the piece over the weekend;3. In the event of three ‘not submitted’ marks, an email will be sent to parents.

Students:• Record the details of the task; • Maintain a neat and well-presented ‘Learning at Home’ notebook; • Take responsibility for their own time-management; • Communicate with the teacher if the task is causing problems; • Remember to take home all material needed for the successful completion of the task; • Submit the completed task to school by its due date; • Maintain a high quality of work; • If absent, take responsibility for finding homework missed; • Involve your parents – but don’t ask them to do the task for you!

Parents:• Promote a positive attitude towards homework;• Be available to support and supervise, if needed, without taking control of the task; • Check that you understand the requirements set by the school for Learning at Home;• Learn how you can support your child with their homework; • Understand and reinforce expectation for quality of work; • Provide a positive environment for the students to complete their tasks;• Encourage your child to communicate with the teacher if the work is causing problems;• Support the procedures put in place for non-submission of tasks.


How Parents Can Help

Classroom Assistance OWIS fully appreciates the involvement of the community in enhancing and enriching the students’ learning and pastoral experience.

Without doubt, the best way that you can assist your child and the classroom environment is to offer your feedback and maintain a three-way dialogue between your child, yourself and the Class teacher.

A further step in the involvement of your child’s grade would be to undertake the role of ‘Class Representative’. A very rewarding role; you will be directly involved in the organisation of class and school events. Class Representatives also assist the teacher with communication between themselves and the other parents. It is a role that Class teachers and the students are fully appreciative of and value immensely.

Units of Inquiry are topic-based. As a parent, you may be able to share your expertise or knowledge – or know of someone who can - with the students. Please do keep in touch with what is happening in your child’s classroom so that we can work together to enhance learning for all.

At Home Allow and assist your child to take on the next stage of responsibility and independence. Encourage them to remember their own resources for school each day.

Maintaining a dialogue with your child is extremely important. As a parent you can follow up on your child’s learning. For example, ask “What questions did you ask today?”, “What inspired you?” but do not worry if you don’t get the response you wanted; the important thing is that they are encouraged to think and reflect.

Most of all, encourage communication!


Communication Please refer to the class site every week for details of approaching dates and events. Classroom teachers and the Head of School post regularly on a Friday to provide information and to inform of upcoming learning and school events.

Classroom teachers are contactable via email. My email address is [email protected] and I would welcome dialogue with you regarding your child and their pastoral and academic progress. Please be aware that there may be a delay between the receiving of a message and a subsequent response. The school day is often very busy and, if the matter is urgent, it may be advisable to contact the main office as an alternative.

If necessary, teachers can meet with parents to discuss any concerns or issues. Please liaise with the office or myself to arrange a mutually convenient time.

Letters are sent home periodically. It is the responsibility of the child to pass these on to the parents. Please take note of the return dates for permission slips.

Classroom teachers will provide information via their blog before every Unit of Inquiry. This will contain: a brief outline of the Central Idea; Key aspects of the inquiry; Numeracy outcomes; Literacy outcomes; Useful vocabulary to be discussed and learned.


mailto:[email protected]

Programme of Inquiry: Grade 4

Transdisciplinary Theme

Who We Are (WWA) Where we are in time and place (WWAITAP)

How we express ourselves (HWEO)

How the world Works (HTWW)

How we organize ourselves (HWOO)

Sharing the Planet (STP)

Descriptions An inquiry into the nature of the self; beliefs and values; personal, mental, social and spiritual health; human relationships including families, friends, communities and cultures; rights and responsibilities; what it means to be human.

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

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

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

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

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

Central idea Using digital media changes the way in which people communicate information and connect to each other.

Human migration is a response to challenges, risks and opportunities

Throughout history, people have interacted with each other and communicated using arts.

Forces are involved in making objects move or change shape.

Marketing has an impact on our choices.

Biodiversity relies on maintaining the interdependent balance of organisms within systems.

Key Concepts FunctionCausationConnection

causation, responsibility,perspective

change, connection, perspective

Form, function, connection

perspective,reflection, responsibility.

causation, connection,change responsibility

Related Concepts networks,access, ethics, platform

Population, settlements

aesthetics, metaphor

Properties, consequences,interaction,

subjectivity, choice,systems

balance,biodiversity,interdependence

Lines of Inquiry How new digital media is used or organizedstaying safe online and with mediaOur responsibility in virtual environments

The reasons why people migrateMigration throughout historyEffects of migration, communities, cultures and individuals

How people communicate through artsHow art works provide insight and informationThe role of arts in different cultures, places and timesDevelopment of art forms over time

Different forcesInteractions between forcesHow forces are used

The purpose of marketingMarketing strategies and techniquesOur response to marketing.

Ways in which ecosystems, biomes and environments are interdependentHow human interaction with the environment can affect the balance of systemsThe consequences of imbalance within ecosystems

Learner Profile and Attitude focus

Independence;

Appreciation; RespectToleranceEmpathy;

Respect; ToleranceOpen MindedCommunicator

Cooperation;Confidence

Curiosity;cooperationPrincipled

Commitment;IntegrityPrincipled

TD Skill focus ResearchSelf Management

Communication ThinkingSocial

Self-management; Thinking Social


EnglishThe strands of the One World International English curriculum are Listening and Speaking, Reading, Writing and Viewing and Presenting.The following outcomes have been drawn from the One World International Scope and Sequence.

The outcomes for English in Grade 4 include:Listening and Speaking

Reading Writing Viewing and Presenting

Can give an oral presentation

Wonder about texts and ask questions to try to understand what the author is saying to the reader

Uses increasingly accurate grammatical constructs.

Can view visual information and show understanding by asking relevant questions and discussing possible meaning

Can argue persuasively and defend a point of view

Recognize the author’s purpose, for example, to inform, entertain, persuade, instruct

Proofreads their own writing and makes some corrections and improvements and uses feedback from teachers and other students to improve their writing

Discuss their own feelings in response to visual messages; listen to other responses, realizing that people react differently

Is beginning to paraphrase and summarize

Appreciate that writers plan and structure their stories to achieve particular effects; identify features that can be replicated when planning their own stories

Uses a dictionary, a thesaurus and word banks to extend their use of language

Can observe and discuss familiar and unfamiliar visual messages, of a range of visual languages, for example, film/video, posters, drama, and make judgments about effectiveness

Can organize thoughts and feelings before speaking

Use knowledge of roots, affixes, synonyms, and antonyms

Determines whether the ideas and information they have gathered are suitable for the purpose, and gather new material if necessary

Uses actions and body language to reinforce and add meaning to oral presentations

Can use a range of specific vocabulary in different situations, indicating an awareness that language is influenced by purpose, audience and context

Recognize and understand figurative language, for example, similes, metaphors, idioms

Recognise common prefixes and suffixes and how they change a word’s meaning

Can identify aspects of body language in a dramatic presentation and explain how they are used to convey the mood and personal traits of characters

● Uses complex sentence structure with correct grammar and vocabulary

Can identify and describe elements of a story—plot, setting, characters, theme—and explain how they contribute to its effectiveness

Understands how to use strategies for spelling words including spelling rules, knowledge of morphemic word families, spelling generalisations, and letter combinations including less common letter combinations,

Can design posters and charts, using shapes, colours, symbols, layout and fonts, to achieve particular effects and can explain how the desired effect is achieved

● Understands and uses the figurative language of their own culture

Can automatically read and understand most words in common use

Writes for a range of purposes, both creative and informative, using different types of structures and styles according to the purpose of the writing

Can use appropriate terminology to discuss visual texts, for example, logos, font, foreground, background, impact

Selects vocabulary and supporting details to achieve desired effects

Realizes that effects have been selected and arranged to achieve a certain impact, for example, the way in which colour, lighting, music and movement work together in a performance

Works independently, to produce written work that is legible and well-presented, written either by hand or in digital format

Identify overt and implied messages in simple media texts

Organizes ideas in a logical sequence

Can discuss a newspaper report and tell how the words and pictures work together to convey a particular message

Uses appropriate punctuation to support meaning

Realizes that visual presentations have been created to reach out to a particular audience and influence the audience in some way; discuss the effects used and how they might influence the audience

Can identify and describe elements of a story—setting, plot, character, theme

Can identify who makes media texts


Mathematics The strands of the One World International Mathematics curriculum are Number, Pattern and Function, Measurement, Shape and Space and Data Handling. The following outcomes have been drawn from the One World International School Scope and Sequence.

The outcomes for Mathematics in Grade 4 include: Number Pattern and Function Measurement Shape and Space Data HandlingIdentify the words to numerals, up to 100,000

Understands the inverse relationship between multiplication and division

Estimate, measure and record perimeter, area, mass (kilogram, half quarter), capacity (litre, half and quarter)

Draw lines of symmetry of 2-dimensional shapes

Collect data by conducting a survey and display it using charts, tables or graphs

Multiply and division facts up to, 12 x 12 and 100 solving real life problems using a variety of tools and strategies

Determine the missing number in equations involving multiplication and division

Estimate, measure and record (draw in mm) in millimetres, centimetres, metre and kilometres

Identify and compare different quadrilaterals and be able to sort and classify them

Read, interpret and draw conclusions from primary data: surveys, measurements

Times tables from 1, 2, 3, 4, 5, 6, 7,8, 9, 10, 11’s and 12’s are proficient

Describe, extend, and create a variety of numeric (including addition, subtraction, and multiplication) and geometric patterns, make predictions related to the patterns, and investigate repeating patterns involving reflections; understand the equality between pairs of expressions, using addition, subtraction, and multiplication

Estimate, measure and record perimeter, area, mass, capacity and volume

Identify with their correct names and know the measures of degrees for straight angle, right angle, half a right angle, using a reference tool and compare other angles to these benchmarks angles

Compare and contrast similarities and differences between 2 related sets of data

Rounding to the nearest 10, 100, 1000, and 10,000

Determine missing numbers in equations involving multiplication using one or two digit numbers and a variety of tools and strategies

Select and justify the most appropriate standard unit and compare order to determine relationships (millimetre and litre, grams and kilograms)

Identify, describe, and be able to classify prisms and pyramids

Displaying data through the use of bar charts, pie charts or bar graphs

Represent, compare and order whole numbers to 10, 000, using a variety of tools

Solve problems related to length, perimeter and area while using a variety of mediums (geoboards, pattern blocks, grid paper, dot

Construct skeletons of three-dimensional figures

Predict the frequency of an outcome in a single event experiment and explain their reasoning

Identify and represent a value of a digit and a number up to 10,000 and solve problems that arise from real-life situations

paper and 2D shapes Draw and describe nets for rectangular and triangular prisms. Draw plan, front, and side views of objects

Describe the shape of a set of data across its range of values, mode and median, using: charts, tables and graphs

Perform operations using place value up to ten thousands and down to tenths

Be able to identify and describe the general location of an object using a grid system

Graphs - title, label axis, legend, appropriate numerical values on the axis

Represent, compare and order whole numbers to hundredths and thousandths, using a variety of tools

Describe locations and give directions, using grid references and points of the compass

Conduct an investigation using an inquiry, model - gather, sort, and display multivariate category and whole-number data and simple time-series data to answer questions -communicating findings, using data displays

Read, represent, compare and order whole numbers to 10 000, decimal numbers to tenths, and simple fractions, and represent money amounts to $100

Describe locations and give directions, using grid references and points of the compass

Solve problems involving the addition, subtraction, multiplication, and division of single- and multi-digit whole numbers, and involving

In sorted two- and three-dimensional shapes, consider the presence and/or absence of features simultaneously and justifying the decisions made

the addition and subtraction of decimal numbers to tenths and money amounts, using a variety of strategies

Create and analyse symmetrical designs by reflecting a shape using a variety of tools and be able to identify the congruent shapes in the designs **

Multiply and divide two digit numbers by a two digit number using a variety of tools

Represent and describe the results of reflection, rotation, and translation on shapes

Compare fractions to the benchmarks of 0, ½ and 1

Creating circles by finding points that are equidistant from a fixed point (the centre)


Science The strands of the One World International Science curriculum are Scientific Inquiry, Living Things, Materials and Matter, Forces and Energy, and Earth and Space.The following outcomes have been drawn from the One World International School Scope and Sequence.

The outcomes for Science in Grade 4 include: Life Science Materials and Matter Forces and Energy Earth and Spaceidentify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.

use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating

identify common appliances that run on electricity

describe the movement of the Earth, and other planets, relative to the Sun in the solar syste

he growth and survival of living things are affected by the physical conditions of their environment

give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic

recognise some common conductors and insulators, and associate metals with being good conductors.

describe the movement of the Moon relative to the Earth

investigating how changing the physical conditions for plants impacts on their growth and survival such as salt water, use of fertilizers and soil types

demonstrate that dissolving, mixing and changes of state are reversible changes

recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit

describe the Sun, Earth and Moon as approximately spherical bodies

considering the effects of physical conditions causing migration and hibernation

explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda.

identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery

use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky.

explaining how particular adaptations help survival such as nocturnal behaviour, silvery coloured leaves of dune plants

compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets

a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers

The Earth is part of a system of planets orbiting around a star (the sun

describing and listing adaptations of living things suited for particular environments

know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution

Forces can be exerted by one object on another through direct contact or from a distance

identifying the planets of the solar system and comparing how long they take to orbit the sun

exploring general adaptations for particular environments such as adaptations that aid water conservation in deserts

observing qualitatively how speed is affected by the size of a force

modelling the relative size of and distance between Earth, other planets in the solar system and the sun

describing and listing adaptations of living things suited for particular environments

exploring how non-contact forces are similar to contact forces in terms of objects pushing and pulling another object

recognising the role of the sun as a provider of energy for the Earth

exploring general adaptations for particular environments such as adaptations that aid water conservation in deserts

comparing and contrasting the effect of friction on different surfaces, such as tyres and shoes on a range of surfaces

Living things have structural features and adaptations that

investigating the effect of forces on the behaviour of an

help them to survive in their environment

object through actions such as throwing, dropping, bouncing and rolling

observing and describing predator-prey relationships

exploring the forces of attraction and repulsion between magnet

predicting the effects when living things in feeding relationships are removed or die out in an area

recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect

recognising that interactions between living things may be competitive or mutually beneficial

Energy from a variety of sources can be used to generate electricity

Living things, including plants and animals, depend on each other and the environment to survive

associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit

investigating the roles of living things in a habitat, for instance producers, consumers or decomposers

use recognised symbols when representing a simple circuit in a diagram.

recognise that living things can be grouped in a variety of ways

compare and give reasons for variations in how components function,

explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment

including the brightness of bulbs, the loudness of buzzers and the on/off position of switches

Electrical circuits provide a means of transferring and transforming electricityinvestigating different electrical conductors and insulators

Social Studies The strands of the One World International Social Studies curriculum are Human Systems, and Economic Activities, Social Organization and culture, Continuity and Change over time, Human and natural environments, Resources and the environment. The following outcomes have been drawn from the One World International School Scope and Sequence.

The outcomes for Social Studies in Grade 4 include: Human Systems and Economic Activities

Social Organization and Culture

Human and Natural Environments

Resources and the environment

The world’s cultural diversity, including that of its indigenous peoples

Reasons (economic, political and social) for migration

The location of the major countries and their main characteristics, including the types of natural vegetation and native animals

identify the long-term and short-term effects of migration

The various connections between countries and how these connections change people and places

Migration Factors that influenced patterns of development, aspects of the daily life of the inhabitants and how the environment changed.

The types of natural vegetation and the significance of vegetation to the environment and to peoplE

assess settlement patterns and population distribution in selected regions, areas or countries

The effects that people’s connections with, and proximity to, places throughout the world have on shaping their awareness and opinion of those places

The reasons people migrate and the experiences and contributions of a migrant group

The importance of environments to animals and people, and different views on how they can be protected

compare and contrast two or more different human migrations.

The difference between needs and wants and why choices need to be made about how limited resources are used

analyse information about past technological advances and societal systems

physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle

analyse how individuals’ and communities’ needs and/or wants are met

Types of resources (natural, human, capital) and the ways societies use them in order to satisfy the needs and wants of present and future generations

• assess which aspects of past civilizations have

evaluate the equity of different economic systems and marketplaces

Influences on consumer choices and methods that can be used to help make informed personal consumer and financial choices (ACHEK003)

had the most impact on the present day, using evidence from a variety of sources

develop criteria for ethical practices regarding products and services

How the concept of opportunity cost involves choices about the alternative use of resources and the need to consider trade-offs

• predict societal and technological changes in the future.

explain how supply and demand are affected by population and the availability of resources

The effect that consumer and financial decisions can have on the individual, the broader community and the environment

analyse ways that people adapt when they move from one place to another

The reasons businesses exist and the different ways they

identify the long-term and short-term effects of

provide goods and services migrationidentify the long-term and short-term effects of migration

assess settlement patterns and population distribution in selected regions, areas or countries

assess settlement patterns and population distribution in selected regions, areas or countriescompare and contrast two or more different human migrations.analyse how individuals’ and communities’ needs and/or wants are metevaluate the equity of different economic systems and marketplacesdevelop criteria for ethical practices regarding products and servicesexplain how supply and demand are affected by population and the availability of resourcesexamine the impact of particular technologies on sustainabilitydescribe the connection between human needs and wants and technological developmentexplain the relevance of various inventions in relation to the time period in which they were developedreflect on the role of technology in his or her own life.


Personal, Social and Physical Education (PSPE)

The strands of the One World International PSPE curriculum are Identity, Active Living and Interactions. The following outcomes have been drawn from the One World International School Scope and Sequence.

The outcomes for PSPE in Grade 4 include: Identity Active Living Interactionsexplain what makes them enjoy their favourite activities, and consider what this tells them about themselves and how this might impact thier friendships

-identify how different physical activities affect the body and contribute to physical fitness and good health

use encouraging words to support teammates when playing in small groups

identify which skills they perform with the most confidence and which ones are most difficult for them and how do they respond

-assess their level of exertion during physical activity, using simple self-assessment techniques

signal with one hand or another to indicate whether they want to receive a pass using their dominant or their non-dominant hand;

describe how joining a school-wide activity such as an intramural team or club can benefit them

-explain how intrinsic and extrinsic factors affect the exertion required to perform physical activities

identify what a bystander could do or say when someone calls another person names

describe how joining an out of school activity, team or club can benefit them

-develop and act on personal fitness goals based on their interests, self-assessments, and feelings when participating in physical activity

play fairly by maintaining self-control and sharing opportunities to play

describe how being aware of their feelings can help them control how they respond

-describe common precautions for preventing accidents and injuries while participating in different types of physical activity

cooperate with group members to develop a creative movement sequence

think through and apply the steps they will take to avoid injury while participating in activities

-apply a decision-making process to assess risks and make safe decisions in a variety of situations

explain what they can do, when sending text messages or communicating online, to avoid saying something that they wouldn’t say face to face;

brainstorm ways of avoiding unhealthy behaviours or situations that make them feel uncomfortable and list alternatves

-identify risks associated with communications technology (e.g., Internet and cell phone use, including participation in gaming and online communities and the use of text messaging)

identify with some understandings in other cultures that can help them strengthen their own relationships

describe precautions and strategies for using these technologies safely

describe various types of bullying and abuse (e.g., social, physical, verbal), including bullying using technology (e.g., via e-mail, text messaging, chat rooms, websites), and identify appropriate ways of responding

-perform a variety of controlled static balances and transitions between balances, using a variety of body parts and shapes, at different levels, individually, and with partners and equipment-demonstrate the ability to jump and land, in control, from a low height-perform different combinations of locomotor movements with and without equipment, aloneand with others, moving at different speeds and levels, using different pathways, and going in different directions-send and receive objects of a variety of shapes

and sizes at different levels and speeds, using different body parts and equipment, while applying basic principles of movement-retain objects of various shapes and sizes in different ways, using different body parts, with and without equipment, while moving around others and equipment-identify the key nutrients (e.g., fat, carbohydrates, protein, vitamins, minerals) provided by foods and beverages, and describe their importance for growth, health, learning, and physical performance-identify substances (e.g. nicotine, carbon monoxide, tar) found in tobacco products and smoke and describe their effects on healthanalyze food selections over a period of time and develop a simple healthy-eating goal appropriate to their age and activity level-demonstrate the ability to make and support healthy, informed choices about smoking, using their understanding of factors that affect decisions about smoking and a variety of personal and interpersonal skills and thinking processes-identify ways of promoting healthier food choices in a variety of settings and situations-describe the short- and long-term effects of first- and second-hand smoke on smokers and on people around them


Art and Music

The strands of the One World International Arts Curriculum are Reflecting and Creating. The following outcomes have been drawn from the One World International School Scope and Sequence.

The outcomes for the Arts in Grade 4 include: to create sketch books to record their observations and use them to review and revisit ideas

to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials

about great artists, architects and designers in history

The strands of the One World International Music Curriculum are Responding and Creating. The following outcomes have been drawn from the One World International School Scope and Sequence.

The outcomes for the Music in Grade 4 include:Responding CreatingSing individually and in harmony Create music that will be continually refined after being shared

with othersExplain the role and relevance of music in their own culture, its uses and associations through place and time

Read and write music in traditional and/or non-traditional notation

Modify their practises and/or compositions based on the audiences' responses


Mandarin

The strands of the One World International Mandarin curriculum are Language Acquisition and Cultural Understanding.The following outcomes have been drawn from the One World International School Scope and Sequence.

The outcomes for Mandarin in Grade 4 include: The Grade 4 Mandarin curriculum is based on the textbook series “Easy Steps to Chinese” (Book 1). It is presented in four content areas. Listening, speaking, reading and writing relate to use of Mandarin language.

Reading and writing skills are developed by topics learning. The content areas include:

1. Sports and other hobbies 2. Animals 3. Food, drinks, fruits and vegetables 4. Occupations 5. Transportations6. Clothing and appearance


Documents

Web viewPrimary School. Grade. 4. Grade Level Guide. 2016 -2017. Dear Families, We would like to extend a warm welcome to all our families from the Primary School