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Grade 4 COURSE outline 2021-2022 Vision Educating global citizens who are capable to compete and create impact in an ever changing world 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. Keenness Liverpool School Students shall always have a lifelong positive attitude towards learning. Behaviour Liverpool School Students behave in a manner that reflects their awareness of their responsibilities and rights, as well as those of others. Integrity Liverpool School Students have strong moral principles that guide their actions and relations. Honesty LIS abides by ethical values; dishonesty is a serious offense and will result in disciplinary actions. Respect Liverpool School Students are polite and respectful to everyone on campus and follow the directions of all school officials. Objectivity LIS is committed to developing effective communication, creative thinking, critical reasoning and respect for diversity. Citizenship 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 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. Friendship School friendships are lifelong relations, they are treasured and valued by Liverpool School Students. Greeting It is a mark of courtesy to greet people and to respond when greeted. Punctuality Liverpool School Students are punctual and respect deadlines. English 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. Concept-driven: 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: Inquirers: 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. Knowledgeable: We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance. Thinkers: We use critical and creative thinking skills to analyze and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions. Communicators: We express ourselves confidently and creatively in more than one language and in many forms. We collaborate effectively, listening carefully to the perspectives of other individuals and groups. Principled: We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences. Open-minded: We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience. Caring: We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us Risk-Takers: We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change. Balanced: 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. Reflective: We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development. 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 Concepts: 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 Action: 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 -Origami -Upcycling -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 Unit 1 2 : Approximate Length: 6 weeks 6 weeks Resources: 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: ConnectEd.McGraw-Hill.com. 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: -Pencil -Oil pastel -Ruler -Colored pencils -Watercolor pencils -Acrylic paint -Silver paint -Brush -Paint brush cleaner cup -Pallette -Scissors -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 -Toothbrush - 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 -Apron -White sticker label Assessment: Baseline Test: At the beginning of the academic year, the students write an internal and standardized baseline test, which is used to measure progress. Formative: 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. Summative: 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: - Attendance - 5% - Behavior - 10% - Participation/classwork - 15% - Homework - 10% - Quizzes - 10% - Performance task - 25% - Term assessment - 25%