Download Course Outline - Grade 4

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Grade 4 COURSE outline
Educating global citizens who are capable to compete and create impact in an ever changing
Our Mission
LIS provides an enquiry-based simulating learning environment to develop the academic, social,
and emotional capacity through hands-on performance-based experiences with emphasis on
global-mindedness, solid identity, and authentic values.
Our values at Liverpool International School are:
Academic Excellence
Everyone at Liverpool School has intrinsic worth and the capacity to learn and grow.
Nourishing Environment
Liverpool School offers a holistic approach to education that develops enjoyment in learning.
Liverpool School Students shall seek opportunities within and beyond the classroom to improve
and broaden their education.
Liverpool School Students shall always have a lifelong positive attitude towards learning.
Liverpool School Students behave in a manner that reflects their awareness of their
responsibilities and rights, as well as those of others.
Liverpool School Students have strong moral principles that guide their actions and relations.
LIS abides by ethical values; dishonesty is a serious offense and will result in disciplinary
Liverpool School Students are polite and respectful to everyone on campus and follow the
directions of all school officials.
LIS is committed to developing effective communication, creative thinking, critical reasoning
and respect for diversity.
Liverpool School Students are supportive to others, serve the community and are responsible
world citizens.
Role Model
Liverpool School Students are brought up to become role models in their community.
Safety of each Liverpool School Students is of paramount importance at LIS. Liverpool School
Students shall follow safety rules for themselves and others.
Care of Property
All school property is treated with respect—textbooks, furniture, walls, sports equipment,
computers, etc.
School friendships are lifelong relations, they are treasured and valued by Liverpool School
It is a mark of courtesy to greet people and to respond when greeted.
Liverpool School Students are punctual and respect deadlines.
English is the official language of the school and the language of instruction.
As an International Baccalaureate (IB) World School, we at Bonn International School are
committed to the Primary Years Programme (PYP). This is the IB programme designed for
students aged 3–12 years. At LIS, students are in the PYP from Early Learning until Grade 5.
The PYP is the best preparation for the IB programmes that follow, the Middle Years
Programme (MYP) in Grades 6 - 10 and the Diploma Programme (DP) in Grades 11 and 12.
The PYP is an international curriculum framework, based on best practice and research from
around the world. The programme focuses on the development of the whole child, both in the
classroom and in the world outside. We challenge students to excel in their learning and in their
personal growth, and we aim to inspire in them a quest for learning throughout life.
Learning in the PYP is:
Inquiry-based: We believe children learn best through structured, purposeful inquiry. Students
are expected to play an active role in, and take responsibility for, their own learning.
Students are encouraged to ask questions, investigate and find ways to answer these questions,
and to sustain this enjoyment of learning throughout life.
Collaborative: Learning is a social endeavour, and there is great emphasis on sharing, group
work and collaboration at our school. Students learn to communicate well, to encourage each
other, and to develop an open mind so they can learn from each other.
Differentiated: The learner is at the heart of our curriculum framework. Children come to
school with a range of experiences, backgrounds and prior knowledge. Teachers in the PYP aim
to design learning to suit children at all different levels of competence or experience, providing
support for those who need it, and extensions for those who need more challenge.
Students spend their time at school exploring and learning about important concepts that have
relevance in their own lives, and that they can transfer to other contexts. Our aim is to develop
students’ understanding of big ideas, not just their knowledge or skills.
The Learner Profile and Attitudes:
International mindedness is defined by the IB in the attributes of the Learner Profile. The PYP
curriculum design supports students in developing these attributes, which are actively modeled
by all members of our learning community. The Learner Profile attributes, together with the
attitudes, help develop internationally minded people.
We want our learners to become:
We nurture our curiosity, developing skills for inquiry and research. We know how to learn
independently and with others. We learn with enthusiasm and sustain our love of learning
throughout life.
We develop and use conceptual understanding, exploring knowledge across a range of
disciplines. We engage with issues and ideas that have local and global significance.
We use critical and creative thinking skills to analyze and take responsible action on complex
problems. We exercise initiative in making reasoned, ethical decisions.
We express ourselves confidently and creatively in more than one language and in many forms.
We collaborate effectively, listening carefully to the perspectives of other individuals and
We act with integrity and honesty, with a strong sense of fairness and justice, and with respect
for the dignity and rights of people everywhere. We take responsibility for our actions and their
We critically appreciate our own cultures and personal histories, as well as the values and
traditions of others. We seek and evaluate a range of points of view, and we are willing to grow
from the experience.
We show empathy, compassion and respect. We have a commitment to service, and we act to
make a positive difference in the lives of others and in the world around us
We approach uncertainty with forethought and determination; we work independently and
cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient
in the face of challenges and change.
We understand the importance of balancing different aspects of our lives — intellectual,
physical, and emotional — to achieve well-being for ourselves and others. We recognize our
interdependence with other people and with the world in which we live.
We thoughtfully consider the world and our own ideas and experience. We work to understand
our strengths and weaknesses in order to support our learning and personal development.
The PYP attitudes are the values that are embedded in our programme, and many of these
directly contribute to developing the Learner Profile attributes. We actively model and
encourage the following attitudes towards the world and its people:
Appreciation, Commitment, Confidence, Cooperation, Creativity, Curiosity, Empathy,
Enthusiasm, Independence, Integrity, Respect, Tolerance
Our aim is for students to develop an understanding of big concepts, to explore these concepts
in different ways, and to be able to apply their understanding of these concepts to new and
unfamiliar situations.
Our Units of Inquiry are organized in such a way that they offer opportunities for students to
explore the PYP key concepts multiple times and in lots of ways throughout the PYP.
These key concepts are:
Form (what is it like?)
Function (how does it work?)
Change (how is it changing?)
Connection (how is it connected to other things?)
Causation (why is it like it is?)
Reflection (how do we know?)
Responsibility (what is our responsibility?)
Perspective (what are the points of view?
Approaches to Learning:
Students develop a range of transdisciplinary skills throughout the PYP. These skills are divided
into the following sets of skills:
Communication skills
Social skills
Self-management skills
Research skills
Thinking skills
We believe that real learning will lead to some action or some change in attitude or thinking.
Once something is learned and fully understood, it will lead to action of some kind. Student
action in the PYP can be big or small, happen at school or at home, and will develop over time.
Examples of student action might be: including more people on the playground, choosing
healthy foods, trying a new activity, turning off the lights when leaving a room, and lots more.
The Programme of Inquiry in Grade 4:
Each school year, students explore six different ‘Units of Inquiry’. Each unit of inquiry lasts for
approximately 6 weeks. The units are designed to be relevant, significant, engaging and
challenging, as well as developmentally appropriate. Our units provide the context for much of
the learning in Language and Mathematics, as well as all content within Science and Social
Studies. Units of Inquiry are transdisciplinary and, where appropriate and authentic,
connections are also made between the units and the single subjects Music, Visual Arts,
Spanish, Chinese and PE.
Dear Parent/Guardian:
The information contained in this booklet outlines the key curriculum content and assessment
which will be covered for students at Liverpool International School. The exact timing of
assessments may vary from this outline, however the general curriculum plan will remain in
place and students will be notified in advance of any prospective changes. I would suggest that
you read through the information with your child and help them to prepare for the heaviest
assessment periods. This could be done by working out a study plan and creating a space at
home where completion of work and. In order to ensure each student is catered for, you could
contact senior teachers. Academic Principal can also be a useful contact. The Year 1
Coordinator is
and can be reached on
In the booklet, nearly all subjects offered to Year 7 students have been included. Some
additional outlines will be added in the near future. Please note that semester-based courses
may have less than 100% of assessment schedule, due to ongoing assessment next term.
Updates to curriculum information will be provided via
link as they occur. If you
have any curriculum queries, please contact the relevant Grade coordinator.
Scope and Sequence:
SUBJECT: Art & Craft
Course Description:
The Art & Craft course for UKG will provide students with the opportunity to learn
-Coloring small details
-Using oil pastel colors
-Coloring on sandpaper
-Painting with different techniques
-Tangram art
-Paper quilling art
-Draw optical illusion
Anticipated student outcomes:
Unit Overviews
Term 1
Approximate Length:
6 weeks
6 weeks
The textbook for this course is OFFSHOOT art & Craft . There is an online component to this textbook
that can be accessed by the following website: The online textbook has
various resources, such as tutorials, e-help, and self-check quizzes. Students are encouraged to use the
resources available for homework help and review for assessments.
Materials required:
-Oil pastel
-Colored pencils
-Watercolor pencils
-Acrylic paint
-Silver paint
-Paint brush cleaner cup
-2 Pritt glue sticks
-Colored canson sketch
-Origami paper
-Colored crepe paper / tissue paper
-Sketch pen
-Quilling strips
-2 Cardboard A4 sheet
-Cloth pins
-Sensory balls
-Pipe cleaners
-Cupcake liners
- 4 bottle caps
-Large matchsticks box
-2 small matchsticks boxes
-Toilet paper roll “empty”
-Medicine wrapper “empty tablet cover"
-Tongue depressors “doctors sticks”
-Blue glazed paper
-Ribbons “4 colors”
-Bubble wrap “1 m”
-5 straws
-empty cardboard box “cereal box for example”
-Plastic container / plastic bowl
-Disposable paper plate
-White sticker label
Baseline Test:
At the beginning of the academic year, the students write an internal and standardized baseline test,
which is used to measure progress.
Throughout the units, the children will complete graded work, quizzes and speaking and listening
activities, which allows the teacher to assess the students’ attainment and inform their planning. For
each unit the students complete a pre and post write of the text type. This allows us to see progress
across the units.
At the end of each term, we complete internal and standardized tests. This allows us to measure the
students’ progress throughout the term and year. At the end of the academic year, the students
complete the standardized assessment.
Map Test:
It is administered twice a year, one at the beginning of the year, and another in the spring.
Criteria for Grading
Scores percentage of the internal assessment:
Performance task
Term assessment