Year 5 Curriculum Overview Academic Year 2015

Year 5 Curriculum Overview ... and cultural needs in addition to academic welfare. ... punctuation and vocabulary...

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Year 5 Curriculum Overview Academic Year 2015 - 2016

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EtonHouse International Primary School and Pre-School Year 5 Curriculum Overview Primary Years Programme (PYP) EtonHouse is an accredited school for the International Baccalaureate 'Primary Years Programme'. This programme, designed for students between the ages of 3 to 12 years, focuses on the development of the whole child - it encompasses social, physical, emotional and cultural needs in addition to academic welfare. Through engaging in inquiry based units throughout the year, students become:  Inquirers  Communicators  Thinkers

 Risk-takers

 Knowledgeable

 Principled

 Caring

 Open-minded

 Balanced

 Reflective

Students explore all subject areas including Languages, Mathematics, Art, Music, Social Studies, Science, Information Communication Technology, Personal, Social and Physical Education through 6 transdisciplinary themes that provide the framework for the exploration of knowledge. Through the inquiry-based approach students develop an understanding of important concepts, acquire essential skills and knowledge, develop particular attitudes and learn to take socially responsible action. Year 5 Programme of Inquiry Transdisciplinary Central Idea Theme Who We Are

Where we are in place and time

In an attempt to ensure equality, societies have determined human rights and responsibilities. Explorations lead to new understandings, opportunities and change.

Inquiry into   

  

Individual’s rights in a society (Reflection) Individual’s role in society (Responsibility) The role of governments and organisations (Function) Reasons for exploration (Causation) Significant explorations (Form) The impact of explorations (Change)

Subject Focus PSE, Social Studies

Social Studies

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How we express ourselves

PSE, Language, People’s ideas, hopes  The need for role models Arts and values are (Function) expressed through  The characteristics of their choice of role role models (Form) models.  The choice of role models (Perspective)

How the world works

Science The properties of and  Properties of matter (Form) interaction between different forms of  Interaction between forms of matter (Change) matter influences  How matter influences daily lives. daily lives (Function)

How we organise ourselves

The response to  natural disasters is affected by the way  communities are  organised. 

Sharing the planet

The right to access clean water is dependent on responsible use of resources.

The causes of natural disasters (Causation) The effects of natural disasters (Change) Responses to natural disasters (Connection) The effect of humanmade systems during natural disasters (Connection)

Social Studies, Science, Arts

 Sources and properties of Social Studies, Science water (form)  Need for water (Connection) 

Responsible use of water (Responsibility)  Responsible use of resources (Responsibility) Through engaging in the units above the students aim to acquire the transdisciplinary skills as they work towards the outcomes detailed in subject areas below. All subjects are integrated within the programme of inquiry through the inquiry lines, the transdisciplinary theme and/or the concepts. The International Baccalaureate Primary Years Programme scope and sequence outcomes, define the curriculum practices within the school.

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English Language The English Curriculum aims to develop students' abilities to communicate effectively in speech and writing and to listen with understanding. It also encourage them to be enthusiastic, responsive and knowledgeable readers. There are three strands of English: Speaking and Listening, Reading and Writing. Speaking and Listening In Year 5 students speak with confidence in a range of contexts, adapting their speech for different purposes and audiences. They take on varied roles in groups to give them opportunities to contribute to situations with different demands. Students develop ideas thoughtfully, describe events accurately and convey their opinions clearly. They use and respond to a variety of questioning techniques. They react appropriately to others, thinking about what has been said and the language used. Reading Students in Year 5 use their knowledge of words, sentences and texts to understand meaning. In responding to texts they demonstrate understanding of the significant ideas, themes, events and characters, and begin to use inference and deduction. Students independently read more challenging and lengthy texts. They use the structural and organizational features of different text types to locate information. Both guided and shared reading takes place regularly. Shared reading involves the whole class reading together. During this time the teacher reinforces skills in grammar, punctuation and vocabulary. Guided reading allows the teacher to focus on the individual progress of the students. Students usually work in small groups with texts matched at their reading level. At this level the focus is more on guided silent reading where the teacher questions the students to determine their level of understanding of the text read. Writing In Year 5 the students write in a range of forms. Ideas are often sustained and developed in interesting ways and organized appropriately for the purpose of the reader. Vocabulary choices are often more adventurous and words are selected for their impact. Students begin to use grammatically complex sentences which extend meaning. Spelling is usually accurate and the understanding of the use of punctuation is extended to punctuation that is found within sentences. Handwriting style is fluent, joined and legible. In Year 5 the genres that are covered include: Fiction and Poetry:   

Historical fiction Narrative Poetry

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Non-fiction:  Recounts of events, activities, visits, observational records, news reports  Information texts  Explanations  Instructional texts  Reports  Persuasive texts: letters, commentaries, leaflets to criticize, protest, support, object, complain  Dictionaries, thesauruses, including I.T sources Viewing and Presenting Viewing and presenting involve interpreting, using and constructing visuals and multimedia in a variety of situations and for a range of purposes and audiences. They allow students to understand the ways in which images and language interact to convey ideas, values and beliefs. Visual texts may be paper, electronic or live, observable forms of communication that are consciously constructed to convey meaning and immediately engage viewers, allowing them instant access to data. Examples of visual texts are: advertisements, brochures, computer games and programs, websites, movies, posters, signs, logos, flags, maps, charts, graphs, diagrams, illustrations, graphic organisers, cartoons and comics. Learning to interpret this data, and to understand and use different media, are invaluable life skills. Learning to understand and use different visual texts expands the sources of information and expressive abilities of students. Mathematics In Year 5, students use the number system more confidently. They move from counting reliably to calculating fluently with all four number operations. They tackle a problem with mental methods before using any other approach. Students explore features of shape and space and develop their measuring skills in a range of contexts. They discuss and present their methods and reasoning using a wider range of mathematical language, diagrams and charts. Key Outcomes for Year 5:  Multiply and divide any positive integer up to 10 000 by 10 or 100 and understand the effect  Order a set of positive and negative integers  Use decimal notation for tenths and hundredths  Round a number with one or two decimal places to the nearest integer  Relate fractions to division and to their decimal representations  Calculate mentally a difference such as 8006 - 2993  Carry out column addition and subtraction of positive integers to less than 10 000  Automatically recall all multiplication facts to 10 x 10  Carry out short multiplication and division of a three digit by a single digit integer

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      

Carry out long multiplication of a two digit by two digit integer Use, read and write standard metric units (km, m, cm, mm, kg, g, I, ml) and convert larger units to smaller units Understand area measured in square centimetres; understand and use the formula in words 'length x width' for the area of a rectangle Recognize parallel and perpendicular lines and the properties of rectangles Understand and use angle measures in degrees; draw angles to the nearest 5 degrees Solve a problem by collecting, organizing, representing and interpreting data in tables, charts, graphs and diagrams (including computer generated) Use all four operations to solve simple 'real-life' word problems involving numbers and quantities, explaining methods and reasoning

Should students master these concepts quickly they are provided with enrichment and extension activities to consolidate and further develop their skills. Social Studies The social studies component of the Primary Years Programme (PYP) is characterized by concepts and skills. The knowledge component is divided into the following social studies strands in the PYP. Human systems and economic activities

The study of how and why people construct organizations and systems; the ways in which people connect locally and globally; the distribution of power and authority.

Social organization and culture

The study of people, communities, cultures and societies; the ways in which individuals, groups and societies interact with each other.

Continuity and change through time

The study of the relationships between people and events through time; the past, its influences on the present and its implications for the future; people who have shaped the future through their actions.

Human and natural environments

The study of the distinctive features that give a place its identity; how people adapt to and alter their environment; how people experience and represent place; the impact of natural disasters on people and the built environment.

Resources and the environment

The interaction between people and the environment; the study of how humans allocate and manage resources; the positive and negative effects of this management; the impact of scientific and technological developments on the environment.

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Students are provided learning opportunities throughout their learning in the Primary Years Programme to develop the essential Social Studies skills detailed below: a. b. c. d. e.

Formulate and ask questions about the past, the future, places and society Use and analyse evidence from a variety of historical, geographical and societal sources Orientate in relation to place and time Identify roles, rights and responsibilities in society Assess the accuracy, validity and possible bias of sources

The social studies overall expectations in phases will be addressed through the Units of Inquiry and will be scaffolded to support and extend learning as students build their understanding. Overall expectations for 7 to 9 years Students will extend their understanding of human society, focusing on themselves and others within their own community as well as other communities that are distant in time and place. They will investigate how and why groups are organized within communities, and the ways in which communities reflect the cultures and customs of their people. They will recognize the interdependency of systems and their function within local and national communities. They will increase their awareness of how people influence, and are influenced by, the places in their environment. Students will explore the relationship between valuing the environment and protecting it. They will extend their understanding of time, recognizing important events in people’s lives, and how the past is recorded and remembered in different ways. They will broaden their understanding of the impact of advances in technology over time, on individuals, society and the environment. Science The science component of the Primary Years Programme (PYP) is characterized by concepts and skills. The knowledge component is divided into the following science strands in the PYP Science strands Living things

The study of the characteristics, systems and behaviours of humans and other animals, and of plants; the interactions and relationships between and among them, and with their environment.

Earth and space

The study of planet Earth and its position in the universe, particularly its relationship with the sun; the natural phenomena and systems that shape the planet and the distinctive features that identify it; the infinite and finite resources of the planet.

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Materials and matter

The study of the properties, behaviours and uses of materials, both natural and human-made; the origins of human-made materials and how they are manipulated to suit a purpose.

Forces and energy

The study of energy, its origins, storage and transfer, and the work it can do; the study of forces; the application of scientific understanding through inventions and machines.

Students are provided learning opportunities throughout their learning in the Primary Years Programme to develop the essential Science skills detailed below: a. b. c. d. e.

Observe carefully in order to gather data Use a variety of instruments and tools to measure data accurately Use scientific vocabulary to explain their observations and experiences Identify or generate a question or problem to be explored 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 limitations) The science overall expectations in phases will be addressed through the Units of Inquiry and will be scaffolded to support and extend learning as students build their understanding. Overall expectation for 7 to 9 years Students will develop their observational skills by using their senses and selected observational tools. They will gather and record observed information in a number of ways, and they will reflect on these findings to identify patterns or connections, make predictions, and test and refine their ideas with increasing accuracy. Students will explore the way objects and phenomena function, identify parts of a system, and gain an understanding of increasingly complex cause and effect relationships. They will examine change over time, and will recognize that change may be affected by one or more variables. They will examine how products and tools have been developed through the application of science concepts. They will be aware of different perspectives and ways of organizing the world, and they will be able to consider how these views and customs may have been formulated. Students will consider ethical issues in science-related contexts and use their learning in science to plan thoughtful and realistic action in order to improve their welfare and that of other living things and the environment. Students will communicate their ideas or provide explanations using their own scientific experience and that of others.

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Specialists The school offers specialist programmes in the following subjects: Information and Communication Technology (ICT) Students in Year 5 use ICT to save information and to find and use appropriate stored information, following straightforward lines of inquiry. They use ICT to generate, develop, organize and present their work as well as share and exchange ideas with others. Students use sequences of instructions to control devices and achieve specific outcomes. They make appropriate choices when using ICT based models or simulations to assist them to find out information and solutions to problems. They describe their use of ICT and its use outside school. Students use their ICT research and citation skills to work on year 5 mini exhibition data collection as well as presentations. The students use various multimedia programmes to make their presentation effective. One of the features of the Year 5 curriculum is the laptop programme. The laptops are used across all curriculum areas as an invaluable learning tool. They are utilized for drafting and editing of writing tasks, data collection and collation, file management, multimedia presentations and internet research related to inquiry based tasks. Additional Languages Students participate in additional language sessions four times for forty five minutes each week. Students can learn Mandarin, Hindi and Japanese. For those students joining the school with limited English skills English as an additional language is offered daily as part of the Languages programme. Music Students in Year 5 have a 45 minute music lesson once a week. Music lessons are planned to be integrated with the Units of Inquiry. During this time students work on music theory and continue to develop their understanding of notation through tuned percussion. Students are introduced to the recorder, playing in unison and in 2-part harmony. Students work together to compose, perform and record a piece of music during their exhibition unit. Students will document each step of this production, reflecting using appropriate musical vocabulary. Students will be given opportunities to perform throughout the year during various musical functions. Students will:  create music that will be continually refined after being shared with others  present, in small groups, innovative musical performances on a selected issue  Read and write music in traditional and/or non-traditional notation.  Interpret and explain the cultural and/or historical perspectives of a musical composition  Reflect upon how their music expresses their personal voice and the impact it has on others.

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Art The EtonHouse revised Arts scope and sequence document offers extended skills development and opportunities for learners, who will be involved in the programme through the four strands of exploring, creating, responding and presenting. Learner will look into various art elements including line, direction, shape, size, colour, tone and texture as they are engaged in different art experiences. In Year 5 a major focus is on learning to paint in different artistic styles with different media, such as acrylic, oil, gouache, tempera etc. Students select materials and methods appropriate for their artworks. They develop their design ideas from a plan into a final product. Students will investigate and develop their understanding of tone, shade and tonal values. Students will refine their art learning skills. They will select appropriate media for a set task; continue to develop their personal understanding of the creative process. Their responses to problem solving will demonstrate higher levels of technical detail resulting in creative outcomes. The central aim for students at this level is to develop confidence through seeing themselves as young artists. Each week students will have a 1 hour session. Physical Education Students have a 45 minute session of Physical Education each week and every second week will participate in Inter-House Sports activities (starting week 3) and every other week will have swimming starting from week 4. Students will participate in the following learning experiences: Health and Values – Students will inquire into Healthy Lifestyles, Personal Development and Relationships. Ball Games – Students will inquire into Ball games which may include Netball, Basketball, Soccer and Auskick. Striking Games – Students will inquire into striking games including, floor hockey, T-ball, cricket. Swimming is part of the PE curriculum throughout the year and is conducted with Specialist Swimming coaches. Students will take part in Athletics and Tabloid games during the Sports Day. Library Students have a one hour library session each week when they may borrow two books. Books may be exchanged throughout the week as needed. Students will be expected to use library etiquette and procedures using the IB Learner Profile attributes and PYP attitudes. Library arrangement of fiction and non-fiction using the Dewey Decimal Classification System will be reinforced as students find books to enhance both research and more challenging personal reading. Story elements, author and illustrator studies, and an inquiry into different genres of fiction will be explored. Research skills for the Units of Inquiry are strengthened through collaboration between the teacher librarian and classroom teacher. Students will inquire into different writing styles of authors; how they write to deliver information and how thoughts and opinions can be altered, questioned and challenged. Reference materials that tie in with the class Units of Inquiry are available for research and students are encouraged to use library as an important resource for their inquiries. Students are engaged in activities and produce portfolio work that are linked to the Units of Inquiry.

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Academic honesty is an important component of the PYP and students are taught to provide citations and reference sources used in research projects. Assessments and Reporting Assessments are an integral part of teaching and learning. All primary school students will be assessed using standardized test in English and Mathematics in August/September, January and May/June, which will help the teachers understand individual as well as group needs for the students. Regular assessments will be reflected upon by the students and teachers to help scaffold as well as help the students take greater ownership of their learning and develop autonomy. Assessments are done during the class time as part of regular teaching and learning. Assessment practices can include pre- assessment, formative and/or summative assessments, along with diagnostic assessment if required. A range of strategies and tools are used to gather information about students’ learning. These may include regular observations, documentation and analyses of learning journeys through discussions, projects and/or other classroom work, written tests, portfolios etc. Each Unit of Inquiry will end with a summative assessment to determine the students’ growth and understanding of the unit specific concepts, knowledge, skills and attitude. Action is an important component of the PYP and students’ action will be encouraged and celebrated as they apply their learning to meaningful contexts. Parents are encouraged to share actions taken at home by their children as a result of the learning, with the teachers. The students’ learning journeys are shared with the parents through portfolios in Semester 1 and 2, Parent-teacher conference in Semester 1, ‘Next steps in learning’ reflection session in Term 3 and Student-led conference in Term 4. Progress reports are issued twice a year in December and June. The teachers would like parents to regularly review and reflect on their child’s learning by encouraging discussions and conversations at home with the child. Teachers’ fortnightly newsletters will help parents develop an understanding of the class programme. Parents are encouraged to hold regular conversations with their children which will help provide an insight into their child’s abilities, strengths and possible areas of support. These insights may be shared through the class email or the communication book as and when required by the parents and/or by the teachers. It is vital to keep in mind that not all students may be at the same starting point in their learning journeys and the distance covered by the individuals is as important as the milestones reached. The detailed Assessment policy is available with the Vice-principal and PYP Coordinator and available on request.

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Updated as at August 17, 2015