curriculum guide grade 4 - norlights education guide grade 4.pdf · 2018. 9. 20. · grade 4....

Curriculum Guide Grade 4

Welcome

We welcome you to the new school year with great zeal and enthusiasm. Please find here the Program of Inquiry for the current academic year. As Educators, we trust in empowering our children and believe in giving them the best conducive environment. We are looking forward to join hands and explore the treasure within each child for the holistic development of our students throughout the year.

How are students engaged in learning in a NLIS PYP classroom?

In the PYP, students engage in large, transdisciplinary themes organized as Units of Inquiry (UOIs). Throughout the UOI, the classroom becomes a centre of structured inquiry through which students acquire skills and build new knowledge. Each UOI provides significant, relevant, and challenging learning experiences, and involves students in a range of learning activities. A variety of methods and strategies are used to accommodate learners’ needs and capitalize on teachers’ expertise.

With the UOI at its core, where Language, Mathematics, Social Studies, and Science benchmarks are addressed, the programme is complemented through Personal, Social, and Physical Education (PSPE), Arts, Music and Information and Communication Technology (ICT).

How are students in NLIS classroom assessed?

In the same way that teachers use a variety of methods in their teaching, students are provided with opportunities to demonstrate their learning in a myriad of ways. Assessment practices at NLIS are founded on the concepts of assessment of learning, assessment for learning, and assessment as learning. They are varied in their purpose and in their outcomes, and provide teachers with a wide range of perspective and evidence of students’ development. Examples of assessment strategies and tools used throughout the programme are observation, performance tasks, open-ended tasks, reflection, rubrics, exemplars, checklists, and anecdotal records. A portfolio is maintained for all students for each year of study, providing evidence of learning from a range of experiences and curriculum areas. Teachers use the information gathered from all of these practices, along with established developmental-appropriate criteria and learning continuums to determine a child’s progress and needs.

How do parents know what and how their child is doing in the PYP?

At NLIS we are committed to building solid relationships with our students’ parents. We understand the value in communication and implement practices aimed at keeping parents informed:

· End of semester written reports are issued in January

· Students will lead a conference with their parent (Student Led Conferences), reporting on their progress and achievement. The schedule for the same will be intimated to the parents.

· End of year written reports are issued in June · Every week, teachers send weekly letter about the classroom happenings, providing par-

ents with a written communication

Pro

gra

m o

f In

qu

iry G

rad

e 4

Ove

r Vie

w o

f Scie

nce

Stra

nd

s

Th

e fo

llow

ing

ch

art d

esig

na

tes th

e u

nits

with

in o

ur P

rog

ram

of In

qu

iry a

nd

wh

ere

tho

se

inq

uirie

s re

late

to th

e

Scie

nce

Stra

nd

s. It is

po

ssib

le th

at a

n in

qu

iry c

an

rela

te to

mo

re th

an

on

e s

cie

nce

stra

nd

, or to

bo

th s

cie

nce

an

d

so

cia

l stu

die

s s

tran

ds.

Who we are

Transdisciplinary theme:

Who we are

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

Central Idea

The effective interactions between human body systems contribute to health and survival.

Key Concepts

Form Function Connection Responsibility Related Concepts

Systems Interdependence Health Homeostasis Lines of Inquiry

•Body systems and how they work

•How body systems are interdependent

•Impact of lifestyle choic-es on the body

Science strand(s)

Living things

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 vocabu-lary

to explain their observa-tions 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 evalu-ate

data gathered in order to

draw conclusions

h. Consider scientific models

and applications of these

models (including their limi-tations)

The student will be able to:

Identify the major body systems and how they function

Recognise how these body systems work together

Compare and con-trast various lifestyle choices

Make choices and see their impact on human body

Recognise the im-pact of diet, exercise and lifestyle on the way their bodies function.

Learning will include the development of the following: Knowledge, Concepts and skills

Possible learning outcomes in science

How the world works


How the world works

An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and hu-man societies; how hu-mans use their under-standing of scientific prin-ciples; the impact of sci-entific and technological advances on society and on the environment.

Central Idea

Humans make machines to make life easier.

Key Concepts

From Function Causation Related Concepts

Technology Energy Forces Lines of Inquiry

The different types of machines and their principles

The inventions which use these principles

How important ma-chines have become in modern society

Science strand(s)

Forces and Energy

Science Skills

a. Observe carefully in order to gather da-ta

b. Use a variety of in-struments and tools to measure data ac-curately

c. Use scientific vo-cabulary to explain their observations and experiences

d. Identify or gener-ate a question or problem to be ex-plored

e. Plan and carry out systematic investiga-tions, manipulating vari-ables as necessary

f. Make and test predic-tions

g. Interpret and evaluate data gathered in order to draw conclusions

h. Consider scientific models and applications of these models (including their limita-tions)


Identify at least 6 simple machines and explain the principles behind them

Investigate which simple machines were devel-oped by past civilizations (for example, lever, ramp, pulley, screw, wheel)

Analyse why and how we still use simple machines.

Explain the principle of using gears to provide more work for less ener-gy

Make connections be-tween past, present and future implications of Simple Machines and work

Explain the relevance of various inventions in re-lation to the time period in which they were devel-oped (timeline)

Investigate how simple machines impact our dai-ly lives



Sharing the planet


Sharing the planet

An inquiry into rights and responsibilities in the strug-gle to share finite resources with other people and with other living things; commu-nities and the relationships within and between them; access to equal opportuni-ties; peace and conflict res-olution.

Central Idea

Our Planet contains natural resources which humans can put to variety of uses.

Key Concepts

Perspective Responsibility Causation Related Concepts

Resources Mining

Lines of Inquiry

Natural Resources Accessing and using

natural resources Consequences of using

natural resources

Science strand(s)

Living Things Earth and Space Material and Matter

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 vocabu-lary

to explain their observa-tions 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 (including their limi-tations)


reflect on and self-assess his or her per-sonal use of natural resources

investigate ways of us-ing the natural re-sources

describe what happens when the natural re-sources are over used.

explore the role of liv-ing things in recycling

group materials on the basis of properties for the purpose of recy-cling

describe how a partic-ular material is recy-cled

explore the role of liv-ing things in recycling energy and matter.

Please note: this unit is

also included in Social Science



Ove

r Vie

w o

f So

cia

l Scie

nce

Stra

nd

s

Th

e fo

llow

ing

ch

art d

esig

na

tes th

e u

nits

with

in o

ur P

rog

ram

of In

qu

iry a

nd

wh

ere

tho

se

inq

uirie

s re

late

to th

e

Scie

nce

Stra

nd

s. It is

po

ssib

le th

at a

n in

qu

iry c

an

rela

te to

mo

re th

an

on

e s

ocia

l scie

nce

stra

nd

, or to

bo

th s

cie

nce

a

nd

so

cia

l stu

die

s s

tran

ds.

Where we are in place and time


Where we are in Place and Time

An inquiry into orientation in place and time; per-sonal histories; homes and journeys; the discov-eries, explorations and migrations of humankind; the relationships between and the interconnected-ness of individuals and civilizations, from local and global perspectives.

Central Idea

Interpretation of artefacts contributes to our under-standing of peoples’ his-tories.

Key Concepts

Form Function Reflection Related Concepts

Artifact

History

Value Lines of Inquiry

How people analyse artefacts

How artefacts con-tribute to our under-standing of the past

Why people keep or discard artifacts

Social Science strand(s)

Social Organization and Culture

Continuity and change through time

Social Science Skills a. Formulate and ask questions about the past, the future, places and society

b. Use and analyse evidence from a vari-ety of historical, geo-graphical and societal sources

c. Orientate in rela-tion to place and time

d. Identify roles, rights and responsibilities in society

e. Assess the accuracy, validity and possible bias of sources


identify and describe the components of people’s history

interpret history using the evidence provided by rituals, traditions and artifacts

reflect on what happens to various artifacts and why



How we organize ourselves


How we organize our-selves

An inquiry into the inter-connectedness of human-made systems and com-munities; the structure and function of organiza-tions; societal decision-making; economic activi-ties and their impact on humankind and the envi-ronment.

Central Idea

Economic activity relies on systems of production, exchange and consump-tion of goods and ser-vices.

Key Concepts

Function Connection Responsibility Related Concepts

Consumption Production Interdependence

Lines of Inquiry

•The role of supply and demand

•The distribution of goods and services

•Our responsibility as consumers


Human systems and economic activities

Resources and the en-vironment

Social Science Skills

a. Formulate and ask questions about the past, the future, places and society

b. Use and analyse evi-dence from a variety of historical, geo-graphical and societal sources

c. Orientate in relation to place and time




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

evaluate the equity of different economic sys-tems and marketplaces

develop criteria for ethi-cal practices regarding products and services

explain how supply and demand are affected by population and the avail-ability of resources

Identify the role of a consumer in the process of supply and demand



Sharing the planet


Sharing the planet

An inquiry into rights and responsibilities in the struggle to share finite resources with other peo-ple and with other living things; communities and the relationships within and between them; ac-cess to equal opportuni-ties; peace and conflict resolution.

Central Idea

Our Planet contains natu-ral resources which hu-mans can put to variety of uses.

Key Concepts

Perspective Responsibility Causation

Related Concepts

Resources Mining Lines of Inquiry

Natural Resources Accessing and using

natural resources Consequences of

using natural re-sources


Human system and economic activities

Resources and the en-vironment

Social Science Skills

a. Formulate and ask questions about the past, the future, places and society

b. Use and analyse evi-dence from a variety of historical, geo-graphical and societal sources

c. Orientate in relation to place and time




discuss what is meant by a natural resource and a “limited resource”

create a list of practices that could be used to maintain natural re-sources at home and in school

critique the methods of waste management in the immediate environ-ment

reflect on and self-asses his or her personal use of natural resources

Understand the respon-sibility towards judicious use of natural resources

Please note: this unit is also included in Science



Language Curriculum

Strand Learning Outcomes Oral- Listening & Speaking

verbalize their thinking and explain their reasoning

recognize that different forms of grammar are used in different contexts

appreciate that language is not always used literally; understand and use the figurative language of their own culture.

listen appreciatively and responsively, presenting their own point of view and respecting the views of others

listen for a specific purpose in a variety of situations

identify and expand on main ideas in familiar oral texts

listen reflectively to stories read aloud in order to identify story structures and ideas

understand that ideas and opinions can be generated, developed and presented through talk; they work in pairs and groups to develop oral presentations

argue persuasively and defend a point of view

explain and discuss their own writing with peers and adults

begin to paraphrase and summarize

organize thoughts and feelings before speaking

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

realize that grammatical structures can be irregular and begin to use them ap-propriately and consistently

Oral- Viewing & Presenting

view, respond to and describe visual information, communicating understanding in oral, written and visual form

experience a range of different visual language formats; appreciate and de-scribe why particular formats are selected to achieve particular effects

observe and discuss the choice and composition of visual presentations and explain how they contribute to meaning and impact, for example, facial expres-sions, speech bubbles, word images to convey sound effects

realize 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.

describe personal reactions to visual messages; reflect on why others may per-ceive the images differently

understand and explain how visual effects can be used to reflect a particular context

recognize and name familiar visual texts and explain why they are or are not effective, for example, advertising, logos, labels, signs, billboards

interpret visual cues in order to analyse and make inferences about the inten-tion of the message

explain how relevant personal experiences can add to the meaning of a select-ed film/movie; write and illustrate a personal response

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

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

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

prepare, individually or in collaboration, visual presentations using a range of media, including computer and web-based applications terminology, for exam-ple, image, symbol, graphics, balance, techniques, composition

Language Curriculum

Written- Reading

understand and respond to the ideas, feelings and attitudes expressed in various texts, showing empathy for characters

recognize the author's purpose, for example, to inform, entertain, persuade, instruct

understand that stories have a plot; identify the main idea; discuss and outline the se-quence of events leading to the final outcome

appreciate that writers plan and structure their stories to achieve particular effects; iden-tify features that can be replicated when planning their own stories

use reference books, dictionaries, and computer and web-based applications with in-creasing independence and responsibility

know how to skim and scan texts to decide whether they will be useful, before attempt-ing to read in detail

as part of the inquiry process, work cooperatively with others to access, read, interpret, and evaluate a range of source materials

identify relevant, reliable and useful information and decide on appropriate ways to use it

access information from a variety of texts both in print and online, for example, newspa-pers, magazines, journals, comics, graphic books, e-books, blogs, wikis

know when and how to use the internet and multimedia resources for research

understand that the internet must be used with the approval and supervision of a parent or teacher; read, understand and sign the school's cyber-safety policy

Written- Writing

organize ideas in a logical sequence

reread, edit and revise to improve their own writing, for example, content, language, organization

respond to the writing of others sensitively

use appropriate punctuation to support meaning

use knowledge of written code patterns to accurately spell high-frequency and familiar words

use a range of strategies to record words/ideas of increasing complexity

realize that writers ask questions of themselves and identify ways to improve their writ-ing, for example, "Is this what I meant to say?", "Is it interesting/relevant?"

check punctuation, variety of sentence starters, spelling, presentation

use a dictionary and thesaurus to check accuracy, broaden vocabulary and enrich their writing

work cooperatively with a partner to discuss and improve each other's work, taking the roles of authors and editors

write independently and with confidence, demonstrating a personal voice as a writer

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

show awareness of different audiences and adapt writing appropriately

select vocabulary and supporting details to achieve desired effects

Mathematics Curriculum

Strand Learning Outcomes Numbers count in multiples of 6, 7, 9, 25 and 1000

find 1000 more or less than a given number

count backwards through zero to include negative numbers

recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, and ones)

order and compare numbers beyond 1000

identify, represent and estimate numbers using different representations

round any number to the nearest 10, 100 or 1000

solve number and practical problems that involve all of the above and with increas-ingly large positive numbers

read Roman numerals to 100 (I to C) and know that over time, the numeral system changed to include the concept of zero and place value.

add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate

estimate and use inverse operations to check answers to a calculation

solve addition and subtraction two-step problems in contexts, deciding which opera-tions and methods to use and why.

recall multiplication and division facts for multiplication tables up to 12 × 12

use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together three numbers

recognise and use factor pairs and commutativity in mental calculations

multiply two-digit and three-digit numbers by a one-digit number using formal writ-ten layout

solve problems involving multiplying and adding, including using the distributive law to multiply two digit numbers by one digit, integer scaling problems and harder corre-spondence problems such as n objects are connected to m objects.

recognise and show, using diagrams, families of common equivalent fractions

count up and down in hundredths; recognise that hundredths arise when dividing an object by one hundred and dividing tenths by ten.

solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including non-unit fractions where the answer is a whole number

add and subtract fractions with the same denominator

recognise and write decimal equivalents of any number of tenths or hundredths

recognise and write decimal equivalents to , ,

find the effect of dividing a one- or two-digit number by 10 and 100, identifying the value of the digits in the answer as ones, tenths and hundredths

round decimals with one decimal place to the nearest whole number

compare numbers with the same number of decimal places up to two decimal places

solve simple measure and money problems involving fractions and decimals to two decimal places.

Mathematics Curriculum

Shape & Space

compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes

identify acute and obtuse angles and compare and order angles up to two right angles by size

identify lines of symmetry in 2-D shapes presented in different orientations

complete a simple symmetric figure with respect to a specific line of symmetry.

describe positions on a 2-D grid as coordinates in the first quadrant

describe movements between positions as translations of a given unit to the left/right and up/down

plot specified points and draw sides to complete a given polygon.

Data Handling

interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs.

solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs.

Measurement

Convert between different units of measure [for example, kilometre to metre; hour to mi-nute]

measure and calculate the perimeter of a rectilinear figure (including squares) in centime-tres and metres

find the area of rectilinear shapes by counting squares

estimate, compare and calculate different measures, including money

read, write and convert time between analogue and digital 12- and 24-hour clocks

solve problems involving converting from hours to minutes; minutes to seconds; years to months; weeks to days.

Pattern & Function

Understand that patterns can be analyzed and rules identified

Understand that multiplication is repeated addition and division is repeated subtraction

Understand the inverse relationship between multiplication and division

Describe the rule for a pattern in a variety of ways

Represent rules for patterns using words, symbols and tables

Identify a sequence of operations relating one set of numbers to another set

Norwegian A Curriculum

Strand Learning Outcomes

Oral– Listening & Speaking

Understand Swedish and Danish language

Use a suitable vocabulary to discuss given topics, share own experiences, and express own opinions

Interact with others through play, dramatization, conversation and discussion

Follow up the input of others in conversations and provide explanatory and elaborate questions

Vary the use of voice and intonation in the presentation of texts

Oral– Viewing & Presenting

Perform information search, create, create and retrieve texts using digital tools

Able to use sufficient vocabulary to express knowledge, experience, experiences, feelings and own opinions

Conduct texts for fellow students

Express own thoughts and experiences about children's literature, theater, movies, computer games and television programs

Give and receive messages

Conversation about content and form in composite texts

Describe word classes and their function

Explain how to use language to interfere with others

Describe own speech and compare with others

Written– Reading

Read texts of different types in book language and nynorsk with context and understanding

Find information by combining words and illustrations in texts on screen and paper

Read, reflect on and talk about own and others' texts

Know something Asbjørnsen and Moe and the brothers Grimm

Know about characteristics of adventure

Could tell an adventure

Could dramatize an adventure

Explain and master the genres

Eyelid text: Song, poem, story, fable, adventure, rule

Written– Writing

Write with coherent and functional handwriting and use keyboard in your own writing

Structure texts with headline, introduction, body and ending

Vary the word choice and sentence structure in your own writing

Create texts that combine words, sounds and images, with and without digital tools

Finding your own writing and writing materials work on the library and the internet

Write narratives, poems, letters, and spoken text

Write coherent and functional handwriting

Song, poem, story, fable, adventure, rule

Norwegian B Curriculum

Oral - Listening and Speaking

understand simple in-structions

express their own feel-ings, thoughts and wish-es

present themselves, ask and answer questions about themselves, their own family, actions, events and objects in close surroundings

participate in simple conversations, ask for the Norwegian word for things and what words mean, express that he or she doesn’t under-stand and ask for help

understand and use es-sential words and ex-pressions to cover basic needs in school and af-ter school

understand and use common forms of polite-ness

pronounce Norwegian language sounds: vo-cals, consonants, conso-nant compounds and “diftonger”

understand and use numbers in practical sit-uation

experiment with lan-guage sounds, words and expressions and rhyme

compare language sounds, words and ex-pressions in the native language and Norwegian

Simple conversation about the relationship between spoken lan-guage and written lan-guage

Simple conversation about own work on learning the new lan-guage

speak with clear pronunciation

express their own opinions

describe them-selves, their family, friends, leisure time, school and local community

receive and provide information and messages in differ-ent situations

converse with and ask questions to fellow students about academic topics and events in everyday life

listen to others and respond to stories and descriptions

understand and use numbers and sizes in practical situations

conversation about key persons and actions in fictional texts and texts from daily life

tell about some local and central Norwegian people, places and events

explain the mean-ing of some regular expressions, key words and idioms

explain how the choice of words, voice usage and body language can express different attitudes

express own thoughts about people and actions in Norwegian tele-vision shows, films and plays

use their own ex-periences to talk about similarities and differences between Norwe-gian and native language

express and justify their own views and show respect for others views

initiate conversations and re-spond, use professional words and concepts, and participate actively in different activities and classes

tell about interests, events and experiences related to their own everyday lives, adapted to the situation, purpose and recipients

use communication strategies in both prepared and unpre-pared situations to understand or be understood

talk about experiences with where, how and when the stu-dents uses different languages


Oral - Viewing and Presenting |

Simple conversation about the relationship between picture and text in simple compo-site texts

Simple conversation about the contents of any fairy tales, songs and poems

Simple conversation about the contents of puzzles, jokes or oth-er humorous texts

conversation about people and actions in texts from daily life, narratives or other literature

reproduce the main content in dramatic or illustrated oral presentations and stories

provide examples of how words and images work to-gether in texts

conversation about the content of movies, computer games, fiction texts and plays

identify and de-scribe different word classes and the functions of these word classes

describe and evalu-ate their own pro-gress in learning Norwegian

present a subject oral-ly with or without aids

conduct planned presentations through role-playing, drama, reading and interview

summarize and de-scribe the content of movies, plays, radio and television pro-grams and describe their own reactions to these

read and talk about simple texts on the page

describe and interpret graphical presenta-tions of numbers and other data

present own interpre-tations of persons and actions in relevant fiction

Written - Reading

link the letters to sounds and draw the sounds together to words

recognize names, numbers, logos and signs

read level-appropriate texts with flow and coherence

understand the main idea in simple aca-demic texts, infor-mation texts and de-scriptions

find relevant books or texts in the library and on the Internet

use simple strategies for reading compre-hension

read and under-stand different types of level ap-propriate texts

read and under-stand tables and graphical represen-tations

find and reproduce information in sim-ple academic texts with their own words

use varied and appro-priate reading strate-gies in work with dif-ferent text types

retrieve information from subject texts and use this to solve tasks

read fictional texts in different genres and present their own ex-periences and reading experiences

recognize figurative language: repetition and similes

find literature and ma-terial for their own writing and work as-signments in libraries and the Internet

use dictionaries, refer-ence books and digital aids


Written - Writing

master the Norwegian al-phabet in up-per and lower case letters

write simple texts and mes-sages digitally and with func-tional hand-writing

fill out simple forms with per-sonal infor-mation

apply basic punctuation rules

express their own feelings and opinions in their own writ-ing

arrange texts with headline, introduction and ending

write simple vocabulary texts, compo-site texts, nar-ratives and let-ters

fill out relevant forms

use digital me-dia to write and provide appro-priate response to messages

make infor-mation search-es, create, save, and re-trieve texts us-ing digital tools

use basic struc-tures for sen-tence construc-tion and text binding

write summaries of texts on current topics in newspapers, magazines and the Internet

provide examples of what makes a text easy or difficult to understand

use a varied vocabulary to ex-press feelings and opinions in their own writing

structure text by order of time and create a connection be-tween sentences and para-graphs

produce composite texts with images, decorations and varied fonts

use texts downloaded from the Internet and follow simple cop-yright and source usage rules

use rules for orthography, punctuation and sentence structure in their own writing

reflect on their own experience with different reading and learning strategies

identify similarities and differ-ences between Norwegian and native language

reflect on their own multilin-gualism and its significance for their own learning of subjects and languages

explain the origins of some common Norwegian words and expressions

ICT Curriculum

KNOW: What will the students know

UNDERSTAND: What will the students understand

Learners will collaborate on how to use different tools to modify settings

Write a piece on UOI and insert picture from file. Change the page set up from landscape to portrait.

Inserts images into a document, change page settings from landscape to portrait, add table and modify table settings

Learners will open, create and save images to a location

Demonstrate how to use a scanner, scan self picture and save it to a file.

Learners will know how to produce 3D graphics on programmes

Use Google Sketch up for 3D sketches of buildings

Learners will have further practise working with graphs

Insert table – on UOI topic, modify settings.

Write down steps to insert and modify tables.

Students will be able to copy formula to another location, create graph, mark titles and labels.

Learners will be able to select and reject unnecessary information

Use a variety of appropriate search engines to compare information about a similar subject

Uses the Internet present work Make a web page

Print a web page with appropriate settings

Creates and saves a web page

Uses a variety of presentation tools Use power point to show evidence of learning.

Creates presentations online

Learners will begin to use email as a tool for learning

Using email to check, edit own and each others’ work.

PSPE Curriculum


Identity identify themselves in relation to others (for example, family, peers, school class, ethnicity, gender

describe how they have grown and changed

describe some physical and personal characteristics and personal preferences

talk about similarities and differences between themselves and others identify their feelings and emotions and explain possible causes

recognize that others have emotions, feelings and perspectives that may be different from their own

Active Living engage in a variety of different physical activities

demonstrate an awareness of how being active contributes to good health

demonstrate an awareness of basic hygiene in their daily routines

identify some of the effects of different physical activity on the body

develop a range of fine and gross motor skills

explore creative movements in response to different stimuli

recognize that acting upon instructions and being aware of others helps to ensure safety.

Interactions Enjoy interacting, playing and engaging with others

Take turns

Listen respectfully to others

Share their own relevant ideas and feelings in an appropriate manner

Ask questions

Celebrate the accomplishments of others

Reach out for help when it is needed for themselves or others

Identify when their actions have impacted on others

Talk about their interactions with the environment

Programmatic Music

Creating a soundscape as a class, and individually

Learner profile songs

Talk about learner profiles in music classroom

Listening and responding to programmatic music

Sing songs that create a story

Describe how elements of the music create a mood

Present group performances of soundscapes

Technology & Music:

Research aspects of technology and music, such as:

Recording and distributing music

Synthesisers

MIDI

Music videos

IPhone apps

Garageband

Sibelius

Playing music in small groups and recording

Making music videos

Creating synthesisers

Music Curriculum


Responding sing with accuracy and control focusing awareness on the musical ele-ments

sing partner songs

discuss music that relates to social issues and/or values

compare aspects of music from different times and places

create and perform a movement sequence accompanied by music that they have created

share and compare their experiences as audience members at various performances

describe the process used to create their own music and compare it with others, in order to improve their compositions

analyse different compositions describing how the musical elements en-hance the message

reflect upon how their music expresses their personal voice and the im-pact it has on others.

Creating create a musical composition expressing their own ideas and feelings on a social issue

deliver a musical message to different audiences (for example, peace message to parents, kindergarten children, friends)

create and perform a movement sequence using known musical elements

improvise upon a basic pattern to reinforce the importance of the individ-ual within the group

create and record a composition focusing on form, structure and style to give more meaning to their message

read and write music using non-traditional notation.

The students will achieve these learning outcomes through the following:

Notation:

Notation as a system of communicating musical instructions to players

Expression in music and how it effects the sounds

Exploration of how notes on a stave relate to the sounds heard.

Looking at graphical notation and how it relates to the sounds heard

Music from different cultures:

Exploring music of different religions

Hymns from various religions

Meditative music

World Aboriginal cultures

World folk songs

Students play some world folksongs (using the resource folder of folk songs)

Students develop an appreciation of music of other cultures Popular music music from Beethoven to Britney

Listen to excerpts of Western Art music from the Baroque era onwards

Identify instruments used in the symphony orchestra

Listen to popular music from jazz, the birth of Rock and Roll to recent times

Identify similarities and differences between different genres

Play and sing some repertoire from the studied genres using classroom instruments

A Handmade Ensemble:

Using household items to create instruments, experimenting with membranophones, idiophones, chordophones and aerophones.

Learning how sounds are created in different types of instruments

Playing together using the handmade instruments

Beginning to divide ensemble into different parts

Visual Art Curriculum


Responding Compare, contrast and categorize artworks from a range of cultures, places and times

identify and consider the contexts in which artworks were made

use their knowledge and experiences to make informed interpretations of artworks

reflect on their own and others’ creative processes to inform their thinking

use relevant and insightful questions to extend their understanding

recognize that different audiences respond in different ways to artworks

provide constructive criticism when responding to artwork.

Creating show awareness of the affective power of visual arts

make connections between the ideas they are exploring in their artwork and those explored by other artists through time, place and cultures

create artwork for a specific audience

use a personal interest, belief or value as the starting point to create a piece of artwork

use a range of strategies to solve problems during the creative process.

PSPE Curriculum


Identity explain how a person’s identity is made up of many different things, including member-ship in different cultures, and that this can change over time

examine different factors (heritable and non-heritable) that shape an identity (for exam-ple, gender, sexuality, nationality, language group)

identify how their attitudes, opinions and beliefs affect the way they act and how those of others also impact on their actions

recognize personal qualities, strengths and limitations

analyse how they are connected to the wider community

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

reflect on their own cultural influences, experiences, traditions and perspectives, and are open to those of others

use understanding of their own emotions to interact positively with others

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

explain how self-talk can influence their behaviour and their approach to learning

motivate themselves intrinsically and behave with belief in themselves

work and learn with increasing independence.

Active Living identify ways to live a healthier lifestyle

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

understand that there are substances that can cause harm to health

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

identify different stages of life and how these can affect physical performance

develop plans to improve performance through technique refinement and practice

demonstrate greater body control when performing movements

self-assess performance and respond to feedback on performance from others

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

identify potential personal and group outcomes for risk-taking behaviours.

Interactions 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 experi-ences and strengths

adopt a variety of roles for the needs of the group, for example, leader, presenter

discuss ideas and ask questions to clarify meaning

reflect on the perspectives and ideas of others

apply different strategies when attempting to resolve conflict

reflect on shared and collaborative performance.

References

(2012). Developing a transdisciplinary program of inquiry • (2009).

Making the PYP happen: A curriculum framework for international primary education. www.ibo.org

Forside. (n.d.). Retrieved August 18, 2018, from https://www.udir.no/

curriculum guide grade 4 - norlights education guide grade 4.pdf · 2018. 9. 20. · grade 4....

Documents