cg year 3 - tsi.ac.th · subject: social science, math, literacy friendships central idea:...

Year 3 Curriculum Guide 2018/2019

Thai Sikh International School 1

Curriculum Guide YEAR 3 2018-2019



Thai Sikh International School Guiding Statements

Mission The mission of the Thai Sikh International School is to provide a safe and caring

environment which fosters academic success, celebrates diversity, promotes universal values, and prepares students to be confident leaders in a global society.

Core Values The Thai Sikh International School will motivate, encourage, and prepare students to:

1. achieve academic success by promoting independent learning, innovation, critical thinking and research.

2. develop social skills, empathy, integrity and leadership qualities.

3. engage in an intercultural, multi-lingual global community.

4. embrace service in an inclusive interconnected world.

5. adopt a healthy and active life style.


CONTENTS

INTRODUCTION TO LEARNING ……………………………….…………4

The Curriculum

Program of Inquiry

Learner Attributes

THE PRIMARY SCHOOL OVERVIEW …………………………………. 7

KEY STAGE 2 …………………………………………………………………. 8

Curriculum

Assessment

Reporting to Parents

Learning at Home

Portfolios

YEAR 3 PROGRAM OF INQUIRY …………………………………………11

CORE SUBJECTS ……………………………………………………………….12

Mathematics

English

Units of Inquiry

Thai Language and Culture

Foreign Language

Integrated Art

Music

Physical Education



INTRODUCTION TO LEARNING

The Curriculum All learning opportunities at TSIS are considered part of the Curriculum. As a faculty we have put a lot of thought and preparation into creating the best possible education for our students. The UK National Curriculum provides the basis of our education and formal curriculum for both Key Stage 1 (Year 1-2) and Key Stage 2 (Year 3-6). TSIS staff have created a Program of Inquiry specifically for our school. Each class will be taught between 4-6 units over the year which focus on key aspects of academic and character development through integrated, inquiry units. This program is designed, integrating all subjects, in order for students to make deep meaningful connections to all aspects of school. We aim to provide a curriculum rich in content, with a focus on developing all students ‘conceptual understanding of the central idea, key concepts and lines of inquiry. Students will also be provided with opportunities to engage in Reading Workshops, Writing Workshops and a Mathematics Workshop taught by homeroom teachers. All units are aligned closely with the UK National Curriculum and are taught in a manner that is appropriate to cater to all student abilities. The curriculum and its development will be shared with parents during meetings held at the beginning of each academic year. Conferences will also be held with parents to provide information about their child's progress and how to help them at home.



Program of Inquiry

Age Nursery Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

An inquiry into:

Humanity

Who am I?

Central Idea: Every day I can learn about who I am.

Key Concepts: transformation, interdependence

Lines of Inquiry:

- The different ways I am changing.

- Myself as part of a group

Subject: Social Science, Math, Literacy

Friendships

Central Idea: Friendships enrich our lives and require nurturing in order to develop

Key Concepts: role, transformation

Lines of Inquiry: •The purpose of friendships •The role we play in making

and keeping healthy friendships.

Subject: Social Science, Literacy

A Balanced Lifestyle

Central Idea: Choices people make affect their health and well-being.

Key Concepts: evidence, cause and effect, obligation

Lines of Inquiry: •What it means to have a balanced lifestyle •How the choices we make affect our health •Different sources of information that help us make choices

Subject: Social Science, Science, Literacy

Homes of the World

Central Idea: Homes reflect personal identity and local culture

Key Concepts: structure, interdependence, point of view

Lines of Inquiry: •Concepts of home •Different types of homes •Circumstances that determine where people live

Subject: Geography, History, Literacy

Jump Rope for Heart

Central Idea: The effective interactions between human body systems contribute to health and survival

Key Concepts: role, interdependence, obligation

Lines of Inquiry: •Body systems and how they work •How body systems are interdependent • Impact of lifestyle choices on the body

Subject: Science, Social Science

Thinking Globally

Central Idea: Appreciating, respecting and nurturing our multiculturalism helps us to understand who we are

Key Concepts: interdependence, cause and effect, point of view

Lines of Inquiry: •How geography and history influence our identity •Past historical figures and their impact on our society •The effects of multiculturalism

Subject: Science, Literacy, Social Studies

Up for Debate

Central Idea: Culture can be developed and expressed in a variety of ways which can lead to prejudice

Key Concepts: interdependence, obligation, point of view

Lines of Inquiry: •How prejudice can impact the world •The similarities between cultures •The pros and cons of informed choices

Subject: Literacy, Social Science

Model United Nations

Central Idea: Differences in gender and religion has an impact on peace and conflict resolution

Key Concepts: TBD by students

Lines of Inquiry: •Racism, religion, gender equality and its effects on our right to live freely •Influences that affect opportunities •How opportunities enhance and hinder our future •How means of communication helps in creating awareness about education

Subject: Literacy, History, Social Science

An inquiry into:

Function

Journeys

Central Idea: Journeys can create change and can lead to new opportunities

Key Concepts: cause and effect, transformation

Lines of Inquiry: - Choices and decisions

involved in making a journey - Changes are experienced

because of a journey

Subject: Social Science, Literacy, Math

Some Like it Hot! Some Like it Cold!

Central Idea: Human culture is affected by environment

Key Concepts: evidence, cause and effect, obligation

Lines of Inquiry: •How living things meet their needs •How global locations affect environment •How culture reflects how people live in an environment

Subject: Geography, Science, Social Science, Literacy

Designing a New Community

Central Idea: Earth’s physical geography has an impact on human interactions and settlements.

Key Concepts: structure, cause and effect, evidence

Lines of Inquiry: •Physical geography around the world •The relationship between location and access to resources •How human interaction affects the environment

Subject: Geography, Science, Social Science, Literacy

Making Science

Central Idea: Exploration leads to discovering and develops new understandings

Key Concepts: cause and effect, point of view, evidence

Lines of Inquiry: •Reasons for exploration •How explorations have taken place over time •The consequences of exploration

Subject: Science, Literacy, Geography

Building History

Central Idea: People build upon and are influenced by the developments of the past

Key Concepts: transformation, interdependence, evidence

Lines of Inquiry: •Key developments of the past • Influences of past developments on people •Evidence of the past today

Subject: Geography, History, Math, Literacy

Brighter Horizons

Central Idea: The migration of people may bring about change in communities through the immersion of culture

Key Concepts: evidence, transformation, cause and effect

Lines of Inquiry: •The reasons why people migrate •Migration through history •Effects of migration on communities, cultures and individuals

Subject: History, Math, Literacy, Social Science

A Brief History of Time

Central Idea: Evidence of past civilisations can be used to make connections to present day societies

Key Concepts: structure, transformation, point of view, obligation

Lines of Inquiry: •Characteristics of civilisations and societies •Implications for the future •Processes involved in collecting, analysing and validating evidence

Subject: History, Geography, Social Science, Literacy

An inquiry into:

Communication

Storytime

Central Idea: Stories have common features but are shared in different ways

Key Concepts: structure, point of view

Lines of Inquiry: - Features of a story - The different roles in

storytelling


Storytelling

Central Idea: Stories can engage their audience and communicate meaning.

Key Concepts: point of view, evidence

Lines of Inquiry: - The point of view of

characters in the story - The variety of ways I know

my audience is engaged


Stories

Central Idea: People around the world express themselves through stories.

Key Concepts: role, interdependence, point of view

Lines of Inquiry: •How different cultures tell stories •How storytelling has changed through time •The purposes of storytelling


Traditions Around the World

Central Idea: People recognize important events through celebrations and traditions.

Key Concepts: cause and effect, structure, point of view

Lines of Inquiry: •Why people celebrate •Features of traditions and celebrations •What meaning people assign to celebrations and traditions

Subject: Literacy, History, Social Science

Wonderful World of Imagination

Central Idea: Imagination is a powerful tool for extending our ability to think, create, and express ourselves


Lines of Inquiry: •How we demonstrate and enjoy our imagination •How our imagination helps us consider other perspectives •How imagination helps us to solve problems

Subject: Literacy, Art

The Rhythm of Life

Central Idea: Sound and movement affect our lives physically, emotionally, and culturally

Key Concepts: cause and effect, role, evidence

Lines of Inquiry: •Ways sound impacts people differently •Various ways cultures express themselves through sound •Evidence of rhythms affecting culture

Subject: Science, Social Science, Literacy

Persevering through Propaganda

Central Idea: Language and media provoke and may persuade a variety of audiences

Key Concepts: interdependence, role, point of view

Lines of Inquiry: •Language and media provoke and may persuade a variety of audiences •Reasons for communicating in various formats • Impact on audiences

Subject: Design, Literacy, Science, Art, Social Science

A Picture Paints A Thousand Words

Central Idea: Artists can be inspired to take action in response to an issue

Key Concepts: transformation, obligation, structure, point of view

Lines of Inquiry: •What the arts are •How artists are inspired •How and why artists take actions through the arts

Subject: Art, Literacy, Social Science

An inquiry into:

Functionality

Shadow Play

Central Idea: Light and shadow change in a variety of ways

Key Concepts: structure, transformation

Lines of Inquiry: - The nature of light and

shadow - Light can be changed

Subject: Science, Math, Literacy

Structures

Central Idea: The properties of construction materials influence the design of buildings and structures

Key Concepts: structure, cause and effect, interdependence

Lines of Inquiry: •Different building materials and their properties •The structure can predict the effectiveness of buildings and bridges •The materials and shapes used in making different stable, weight bearing structures.

Subject: Design, Science, Math, Literacy

Life Cycles

Central Idea: All living things go through a process of change

Key Concepts: cause and effect, transformation, interdependence

Lines of Inquiry: •Patterns of growth •How living things change over time. •Factors that can influence cycles


Changing with the Times

Central Idea: Human survival is connected to understanding the continual changing nature of the earth


Lines of Inquiry: •How the different components inside the Earth are interrelated •How the Earth has changed and is continuing to change •Why the Earth changes •Human response to the Earth’s changes

Subject: Science, Literacy, Social Science

Earth Hour

Central Idea: Energy may be converted from one form to another and stored in various ways

Key Concepts: structure, role, obligation

Lines of Inquiry: •Forms of energy •The storage and transformation of energy •Conservation of energy •Renewable and sustainable energy

Subject: Design, Science, Literacy

A Sustainable Future

Central Idea: The availability and sustainability of resources can determine how an environment changes and/ or develops

Key Concepts: structure, evidence, cause and effect, obligation

Lines of Inquiry: •Types of resources •Effects of using resources on the environment • Impact of supply and demand on the economy •Conservation practices


A Balance of Power

Central Idea: Conservation can help sustain the environment

Key Concepts: role, obligation, structure

Lines of Inquiry: •Different sources and uses of light •Types and properties of light •Conservation and sustaining the environment


An inquiry into:

Organisation

Our Classroom Community

Central Idea: Communities function more effectively when rules and routines are shared with all members

Key Concepts: obligation, cause and effect

Lines of Inquiry: - The different ways I am

changing. - Myself as part of a group


Communities

Central Idea: People group together to form communities which organise services and systems to meet their needs

Key Concepts: role, cause and effect, obligation

Lines of Inquiry: •What it means to be a part of a community •How communities organise services and establish systems in response to needs •Responsibilities are a part of being in a community

Subject: Geography, Math, Science, Literacy

Making it Our School

Central Idea: People working together in a community can help it to function

Key Concepts: obligation, structure, transformation

Lines of Inquiry: •The organization of the school •Roles and responsibilities •Connection between school and wider community

Subject: Math, Geography, Literacy

My Small Business

Central Idea: Making and distributing products follows a process that relies on human systems.

Key Concepts: cause and effect, role, interdependence

Lines of Inquiry: •How products go through a process •Different roles people have in the process •How systems affect each other


Student Government

Central Idea: Systems are in place to organize communities

Key Concepts: structure, role, obligation

Lines of Inquiry: •The voting process •Elected and appointed officials •Responsibilities of active citizenship


Buyer’s Market

Central Idea: The equilibrium of economic systems requires the cooperation of human populations

Key Concepts: interdependence, structure, transformation

Lines of Inquiry: •Different economic systems •Forces of demand and supply • Impact of economic change


Making of a Leader

Central Idea: The style and structure of leadership affects the way decisions are made

Key Concepts: role, evidence, point of view

Lines of Inquiry: •How decisions are made •What makes an effective leader •Different structures and styles of leadership


An inquiry into:

Contribution

Community Gardens

Central Idea: Living things have certain requirements in order to grow and stay healthy.

Key Concepts: role, evidence

Lines of Inquiry: - Our needs and the needs of

other living things - The different ways we can

know if the needs of living things are met


Community Gardens

Central Idea: Plants are a life-sustaining resource for us and for other living things

Key Concepts: structure, interdependence

Lines of Inquiry: - Plants provide for us and for

other living things - The structure of a plant

Subject: Science, Social Studies, Literacy

Adopt an Animal

Central Idea: By understanding animals’ needs, strategies and behaviours, humans have the opportunity to support their survival

Key Concepts: role, cause and effect, obligation

Lines of Inquiry: •Categorising living and non-living things •Classification to identify similarities and differences •Identifying the needs, strategies and behaviours of various animals •Our responsibilities toward other living things

Subject: Science, Geography, Literacy

Toy Workshop

Central Idea: Limitations of resources and technology affect how we play

Key Concepts: role, structure, cause and effect

Lines of Inquiry: •The use of resources and technology in play •Resources available for play •The impact resources have on imagination.

Subject: Design, Math, Science, Literacy, Social Science

Working Together to Persevere

Central Idea: Children face a variety of challenges and risks

Key Concepts: form, obligation, point of view

Lines of Inquiry: •Challenges and risks that children face •How children respond to challenges and risks •Ways in which individuals, organizations and nations work to protect children from risk


New Species Found

Central Idea: Animals have an interdependent relationship with people and other animals of the world

Key Concepts: cause and effect, role, transformation

Lines of Inquiry: •Animal life cycles •Ways humans and animals are interdependent •Positive and negative effects on the environment


Alien Invasion

Central Idea: Earth may be the only planet in the solar system that can support life

Key Concepts: interdependence, role, structure

Lines of Inquiry: •The components of the solar system •Understanding the earth’s essentials components for life •The requirements can be transferred to another planet to support life

Subject: Science, Math, Literacy, Social Science

Evolution

Central Idea: Many factors may threaten the existence of species which can lead to an imbalance in nature

Key Concepts: interdependence, obligation, cause and effect

Lines of Inquiry: •Endangerment and extinction •Beneficial and harmful actions •Responsibility and role of individuals




Learner Attributes


Happy

We encourage positivity, individuality and passion. We learn in a safe and comfortable environment. We enjoy being at school.

Empathetic

We are conscious of emotions, actions and experiences and how they influence others.

Inquisitive

We question and research our curiosities. We critically think about complex problems when making decisions.

Collaborators

We communicate effectively and actively listen to ideas, thoughts, and opinions of others.

At TSIS we strive to be:

Mindful

We appreciate who we are, the perspectives of others, and of the world around us. We reflect on our knowledge and are metacognitive in our thinking.

Honest

We act with fairness, virtue and sincerity. We respect the rights and dignity of people everywhere. We are responsible for our actions and their effect on others.

Resilient

We are growth-minded learners who embrace our mistakes and are persistent in improving our understanding.

Empowering

We are confident life-long learners and want others to know their contributions positively impacts achievement of goals.


THE PRIMARY SCHOOL OVERVIEW

TSIS Junior School Campus is centrally located in Wongwian Yai district of Bangkok. The school opened in January 2005 after years of carefully planning an environment that is ideal for children aged 3-11 years to learn and grow together. The Junior Campus is equipped with academic, sporting and other extracurricular facilities that outshine many other international schools in the area. In addition to spacious classrooms, facilities incorporated in the design of the four-story building include an assembly hall, air-conditioned gymnasium, libraries and dining hall. First-time visitors to the school are impressed by its beautiful, grassed playground and swimming pools. There is also a carpark and drop-off area in the basement to ensure that children arrive and depart each day in complete safety. The British National Curriculum provides our school with an internationally-recognised curriculum framework, tailored to meet our values and setting. The Junior School comprises the first three Key Stages of the National Curriculum:

• The Foundation Stage comprises Nursery (K1) and Reception (K2) • Key Stage 1 comprises Year 1 and Year 2 • Key Stage 2 comprises Years 3, 4, 5 and 6 (from August 2019)

TSIS carefully selects class teachers who instill a love of learning in every child by maintaining a positive atmosphere where students thrive and can achieve their very best as independent learners. Our school’s specialist Music, Art, PE and Foreign Language teachers work alongside the homeroom teachers to provide a well-structured program. In addition to Thai Language and Culture, TSIS Junior School offers Punjabi, Hindi and Chinese languages for students.



KEY STAGE 2 Curriculum We provide a well-balanced education for all of our students catering to different backgrounds and ability levels. At TSIS we believe that every aspect of the school aids in the development of our students’ education. Whether they are in their homeroom or specialist classrooms, outdoors playing, or swimming in the pool, children are constantly learning to improve academically and as people. Our curriculum is designed to meet the needs of all students in each Year group. Learning is differentiated and caters for all student abilities. In Key Stage 2 students are provided the opportunity to be independent learners. With strategic systems in place, central ideas, key concepts and lines of inquiry, students are given the freedom to develop their learning at their own pace. This provides them with the opportunity to become more responsible and independent in their learning, and in life. While following the objectives of the UK National Curriculum, we develop and use a broad range of teaching styles and strategies which include a balance of student initiated and teacher led activities. Our hope is that Key Stage 2 students will be more prepared and successful as they enter Key Stage 3.

Assessment All students are assessed regularly to ensure progress and to drive instruction based on their needs. Teachers build assessment opportunities within the curriculum in various ways. Assessments come in the form of observations, performance-based tasks, student conferences, written assignments, and occasional written tests. Teachers work together with students regularly to set targets and goals to ensure confidence and success. Ongoing assessments allow us to regularly monitor student progress in relation to the objectives. These formative assessments allow for students to apply their knowledge in various ways. Teachers then use this information to direct or redirect continued learning and to deepen understanding of concepts. At the end of each unit, students will be given a summative assessment which measures their conceptual understanding of content.



Reporting to Parents Written reports are sent home to parents three times a year at the end of each term. At TSIS we report students’ progress through Standards Based Grading. These grades will be based upon their formative and summative assessments. More information about Standards Based Grading will be provided during a parent meeting. Parents will be invited to participate in parent teacher conferences twice during the year. If parents wish to meet with homeroom or specialist teachers at other times, appointments can be made directly with those teachers. We strongly encourage active communication between parents and teachers throughout the year.

Learning at Home Parents are an integral part of a child's learning as education not only takes place at school, but also within the home. We strongly encourage students and parents to read together every night to promote an interest and boost their confidence in learning. Students in Key Stage 2 will be provided with home learning opportunities on a regular basis which will often involve reinforcing and practicing skills they have learned in class or researching topics. The amount of learning will depend on their age. A policy will be sent home at the beginning of the year with expectations communicated to both students and parents. If your child is struggling with learning at home or is unable to complete their home learning for whatever reason, please contact the teacher directly.



Portfolios Each student in Key Stage 1 and Key Stage 2 will have a Learning Portfolio kept at school. This is comprised of children’s learning samples that reflect their growth and progress in school. It will show development of their academic and character performance throughout the year. The portfolios act as a very useful assessment tool for teachers to show progress through the year in all subject areas. Students will work with their teachers to select the pieces of work which best represent their progress. These pieces could include idea webs, pictures, art work, drawings, drafts of work, or final products. Portfolios are used to identify and support learning objectives. They will also be shared with parents during conferences. All portfolios are sent home at the end of each year in order for parents and students to review their progress and to keep for later use.



YEAR 3 PROGRAM OF INQUIRYAn Inquiry into: Humanity

An Inquiry into: Existence

An Inquiry into: Communication

An Inquiry into: Functionality

An Inquiry into: Organization

An Inquiry into: Contribution

Jump Rope for Heart

Central Idea: The effective interactions between human body systems contribute to health and survival

Key Concepts: role, interdependence, obligation

Lines of Inquiry: - Body

systems and how they work

- How body systems are interdependen

- Impact of lifestyle choices on the body

Subject: Science, Social Science

Making Science

Central Idea: Exploration leads to discovering and develops new understandings


Lines of Inquiry: - Reasons

for exploration

- How explorations have taken place over time

- The consequences of exploration

Subject: Science, Literacy, Geography

Wonderful World of Imagination

Central Idea: Imagination is a powerful tool for extending our ability to think, create, and express ourselves


Lines of Inquiry: - How we

demonstrate and enjoy our imagination

- How our imagination helps us consider other perspectives

- How imagination helps us to solve problems

Subject: Literacy, Art

Changing with the Times

Central Idea: Human survival is connected to understanding the continual changing nature of the earth


Lines of Inquiry: - How the

different components inside the Earth are interrelated

- How the Earth has changed and is continuing to change

- Why the Earth changes

- Human response to the Earth’s changes


My Small Business

Central Idea: Making and distributing products follows a process that relies on human systems.

Key Concepts: cause and effect, role, interdependence

Lines of Inquiry: - How

products go through a process

- Different roles people have in the process

- How systems affect each other


Working Together to Persevere

Central Idea: Children face a variety of challenges and risks

Key Concepts: form, obligation, point of view

Lines of Inquiry: - Challen

ges and risks that children face

- How children respond to challenges and risks

- Ways in which individuals, organizations and nations work to protect children from risk




CORE SUBJECTS Mathematics At TSIS we will introduce students to a new program written by Pearson titled Power Maths. This program provides teachers and students with a scope and sequence and progression in conjunction with the UK National Curriculum. Students will be provided with textbooks and workbooks which will be used in addition to various other resources. While the program will aid teachers and students to progress through mathematics concepts and understandings, the textbook is used as an additional resource, and will not be used as the sole resource. Students are provided with scaffolded and differentiated lessons to fit their various knowledge levels and learning styles. They will be using multiple resources to deepen and strengthen their conceptual understanding of topics. More information about Pearson Power Maths and student access to online activities and resources will be provided during a parent meeting at the beginning of the school year.

English

At TSIS we believe all our teachers to be language teachers. We know that language development not only promotes cognitive growth, but also helps students to develop into confident and reflective communicators and decision makers. English at TSIS is taught in conjunction with our Program of Inquiry. While English development will take place throughout each Unit of Inquiry, students will also be provided with periods of Reading and Writing Workshops throughout each term which focus on developing specific skills in those areas. Each unit in the workshops will be taught through an inquiry-based model allowing students to develop their understanding at their own pace with mentor texts, and other activities to improve their written and reading skills.



Students in Key Stage 2 will be provided with more structured time to write for various purposes for extended periods of time. All writing tasks will be linked to areas of the curriculum during their unit of inquiry or Writing Workshop to provide a context for writing. It is important for students to be reading and writing every day to improve their English skills.

Units of Inquiry At TSIS we believe an inquiry-based model is important to a student’s development by deepening understanding through applications of concepts. We value the importance of teaching all students global interdependence, appreciation for cultural perspectives and awareness of social action and their individual role in society.

Units of inquiry have been written for each Year level. The units are designed to improve not only students’ academic development, but also character development. Inquiry-based learning is designed to promote questioning, wondering and exploration of various content knowledge. Students will be making connections to previous learning, predictions, making and testing ideas,

clarifying existing ideas, researching, defending positions and solving problems through various methods. The curriculum is designed and taught through cross-curricular units of study. The units are built around the Social Studies and Science objectives with a strong focal point in either or both areas, with other subjects integrated into the units. The units through the Early and Primary Years are arranged under six different themes and are repeated each grade level. These themes are:

- Humanity - Existence - Communication - Functionality - Organization - Contribution

All units are integrated and taught across all subjects except where separate subject teaching may occur. Most subjects are taught by the homeroom teacher unless the children attend specialist lessons- Music, Chinese, Punjabi, Hindi, Thai, Physical Education, and Swimming.



Thai Language and Culture

All students at TSIS learn Thai Language and Culture as a specialist subject. The course is designed to provide students with an appreciation for the culture and language of their own or host country. All students will attend three periods a week of Thai Language and Culture. The lessons are designed to differentiate for all Thai language ability levels. The curriculum will focus on oral and written language development. Special cultural events will also be arranged by Thai

teachers and staff to further enrich the curriculum for students.

Foreign Language Students in Key Stage 1 and Key Stage 2 can choose Hindi, Punjabi, or Chinese as an additional language. The curriculum for each language will be differentiated for all ability levels and learning styles. The curriculum is designed to develop oral and written language skills. Similar to Thai Language and Culture, foreign language teachers will also arrange special cultural events for students to participate in to further their understanding and appreciation for the language and culture.



Integrated Art At TSIS we feel that the Arts are an important component of a students’ education. While students will be consistently engaged in artistic activities throughout the day, they will also attend an Integrated Art class one to two times a week. The course will be taught collaboratively with the homeroom and art teacher. The curriculum for Integrated Arts is based upon the UK National Curriculum combined with the Program of Inquiry. Each unit will be integrated within the Unit of Inquiry from the homeroom class in order for students to make a deeper connection across the curriculum and subjects. They will bring what they have learned from their homeroom classes and apply it in an artistic manner in the Integrated Arts subject.

Music At TSIS we believe that Music is a fundamental component of our students’ education. It provides students with additional opportunities to express themselves personally and culturally. Students will be involved in performances which include singing, dancing, and playing instruments. They will explore sounds and rhythms creating instruments and music of their own. The curriculum is designed in order for students to study through an inquiry model developing their imagination, creativity, practical skills and ability to communicate through music. We wish for students to develop their understanding and appreciation of music so that it becomes a lifelong source of enjoyment.



Physical Education At TSIS we strive for students to learn Physical Education through and about movement. We wish to promote an environment which encourages a lifelong love of physical activity. The Physical Education curriculum is designed around the UK National Curriculum and promotes movement in a variety of ways. Students will be provided with opportunities to extend their agility, balance and coordination in Key Stage 1. They will engage in competitive and co-operative physical activities. In Key Stage 2, students will continue to apply this knowledge to develop a broader range of skills. They will work closely with their peers to communicate and collaborate when competing with others. Students will also be provided Swimming classes once a week. At the Early Years level, our aim is for students to become more familiar with the water so they are comfortable for extended periods of time. In Key Stage 1 we begin to instruct students on swimming techniques in order to use their arms and legs to remain afloat and swim across a distance. By the end of Key Stage 2, students will have the ability to swim the length of the pool and back using various techniques combined with coordination.


cg year 3 - tsi.ac.th · subject: social science, math, literacy friendships central idea:...

Documents