Curriculum Booklet - KS2

Curriculum Booklet A guide to Key Stage 2

AY

2021-22 Page |0

Welcome to Key Stage 2 The curriculum guide aims to give students and parents an introduction to and an overview of the Key Stage 2 Curriculum.

The National Curriculum for England is the basis of the MSB Primary School curriculum, yet is enhanced further by the addition of

carefully

selected

themes

from

the

International

Primary

Curriculum (IPC) that empower children to question, discuss and synthesize information at a deeper level. The school follows the UAE Ministry of Education curricula for Arabic, Social Studies, Moral Education and Islamic Education.

Our concept and skill-based curriculum are skillfully designed with cross-curricular

links

to

develop

transferable

skills

and

understanding further. The KS 2 curriculum offers a broad and balanced education to develop critical-thinking skills, nurture risktaking;

animate

the

imagination;

build

confidence;

provide

opportunities for mastery, and develop leadership skills.

We regularly review our curriculum to ensure it is impactful, purposeful and enables all children to flourish.

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Motivate. Seek. Believe The curriculum aims at fulfilling the vision and mission of the school – enabling our learners to earn the best of this world and beyond.

MSBians Learner Profile – a long term vision of education

Inquirers

Thinkers

Communicators

Risk takers

Knowledgeable Learners

Principled Learners

Open-minded Learners

Caring Learners

Balanced Learners

Reflective Learners

    

I like to learn I ask a lot of questions I like to discover new and exciting things I will always love to learn I am curious about the world

   

I try to solve problems I make good decisions I think about things and their creation I learn from my mistakes

   

I talk about my ideas I express myself I speak in more than one language I communicate in many different ways

   

I try new and exciting things I am courageous I am not afraid to try I solve problems in many different ways

   

I enjoy learning new things I can tell you what I have learned I can show you what I have learned I can solve problems using what I have learned

   

I try to do the right thing I am fair I follow the rules accordingly I am honest with myself and people around with me.

   

I listen to others I understand those around me I know that each individual is unique I respect other peoples’ opinions

   

I care for other I help others I make others happy I am sensitive to peoples’ needs

  

I look after my mind and body I try to stay healthy and happy I understand the importance of a balanced lifestyle

    

I think about what I am learning I know what my strengths are I know what I can improve on I think before acting I think about consequences

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ENGLISH Aims The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment.

The national curriculum for English aims to ensure that all pupils:  Read easily, fluently and with good understanding  Develop the habit of reading widely and often, for both pleasure and information  Acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language  Appreciate our rich and varied literary heritage  Write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences  Use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas  Are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.

Strands   

Listening and Speaking Reading and Writing Spelling, Punctuation and Grammar

Curriculum Framework Link https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/ 335186/PRIMARY_national_curriculum_-_English_220714.pdf

Internal Assessments: Formative and Summative     

Reading comprehension Speaking Listening Writing SPAG (Spelling, Punctuation and Grammar)

International Benchmark Tests 

Progress Test in English

Online Resources   

Literacy Planet https://app.literacyplanet.com/login STAR Assessments - Online Reading Comprehension assessment tool readworks.org https://www.readworks.org/ Page |3

Curriculum Plan Topics Year 3     

Narrative (Fiction) Unit 1: Stories with familiar setting Unit 2: Quest Myth - Myths and Legends Unit 3: Dialogues and Plays Unit 4: Adventure and Mystery  Non Fiction  Unit 5: Informal Letters  Unit 6: Information Text  Unit 7: News report  Unit 8: Instructional Text  Poetry  Unit 9: Poems with Familiar settings  Unit 10: Poetry Storytelling through rhyme & rhyming couplet     

     

    

Grammar Types of nouns (common noun, proper noun, collective noun) Subject and Predicate Adjectives and Degrees of adjectives Tenses - Past (regular and irregular), Present Tense - Simple and Continuous tense, Present Perfect Tense Adverbs of frequency and manners Preposition of place and time Pronouns ( third person) Imperative Verbs Conjunctions for adding information (as well as, moreover, furthermore) Conjunctions to express cause and effect (because of, therefore, for this reason, due to that, as a result of) , Conjunctions to express time (Meanwhile, later, before, finally) Coordinating Conjunctions (FANBOYS) Determiners and Quantifiers Expanded noun phrase Complex sentences (Introduction Subordinating conjunctions)

Year 4  

Narrative (Fiction) Unit 1: Stories set in imaginary worlds/ fantasy  Unit 2: Stories with historical settings  Unit 3: Stories from other cultures  Unit 4: Stories which raise issues/ dilemmas  Unit 5: Play scripts  Non Fiction  Unit 6: Information Texts  Unit 7: Explanation Texts  Unit 8: Recount- Newspaper Reports  Unit 9: Persuasive Texts (Formal letter)  Poetry  Unit 10: Creating images  Unit 11: Exploring forms of poetry                 

   

Punctuation Speech verbs and speech marks Apostrophe for Possession (singular) Apostrophe for contraction

 

Spelling Words with g before e, I and y

  

Grammar Possessive Pronouns Powerful verbs (speech, emotions: sad, scared) Connectives to express time (afterwards, eventually, meanwhile, while) Collective nouns Present Tense Connectives to add information (besides, for instance, in addition to, furthermore) Connectives to express contrast (although, however, unless, whereas) Complex sentences (connecting clauses using subordinating conjunctions) Prepositions of time Modal Verbs: could, should & would Subject Verb Agreement (verbs in present simple and past simple tense) Prepositions of time collective nouns Degrees of Comparison (Adjectives) Expanded noun phrases (by adjectives and prepositional phrases) Connectives for comparison (similarly, likewise, just as) Adverbial phrases and Fronted adverbials Punctuation Inverted commas for direct speech and comma for reporting clause

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               

The ‘I’ sound spelled ‘y’ Suffix: ment , ness, ful and less Prefixes – re and inter vowels and consonants Words ending in ‘dge and ge’ Sound ‘k’ spelt ‘que’ and sound ‘g’ spelt ‘gue’ Suffix-ous Suffix—ly Suffix – ation ‘u’ sound spelt as ‘ou’ word with the ‘s’ sound spelt ‘sc’ Homophones and near homophones.

Prefixes – dis / mis / un Prefixes -il,im,ir Prefixes -anti and auto Prefixes -sub and inter The ‘k’ sound spelled ‘ch’

                

Spelling Suffixes beginning with vowels Suffixes: -ing, -ed Suffixes: -ly Plural nouns: words ending with f---calf Prefixes: dis-, mis-, reRoot words ending in sure and ture Prefixes: -un, -in, im, -il, ir Suffixes: super- and autoPrefixes: anti, sub, inter Homophones/ near- homophones Suffixes: ous, ious, eous Suffixes: ment, ness, ful, less Suffixes: ation Suffix: cian Suffixes: tion, ssion, sion Words with ai- sound spelt ei, eigh, ey



Additional text based Units  The railway children  Oliver Twist

Year 5      

Narrative (Fiction) Unit 2: Stories from Different Cultures Unit 3: Classic Stories Unit 4: Myths and Legends Unit 6: Mystery and Suspense Unit 7: Character Perspective/ Adventure Story  Non Fiction  Unit 1: Writing Instructions  Unit 5: Recounts – News Report  Unit 9: Persuasive Writing  Poetry  Unit 10: Poetic Style  Unit 11: Narrative poems            

Grammar Word Classes Phrases and clauses Linking words and phrases Simple and compound sentences Expanded noun phrases Adverbials of time, place, manner, frequency and degree Subordinating conjunctions Relative clauses Complex sentences Direct and indirect speech Modal verbs,

Year 6 

 

Narrative (Fiction) Unit 1: Creating Tension in Writing Unit 2: Stories with flashbacks Non Fiction Unit 3: Newspaper reports Unit 4: Balanced Argument Unit 5: Biographies and autobiographies Unit 6: Persuasive speech Poetry Unit 7: The power of imagery Unit 8: Finding a voice

         

Grammar Word class Expanded noun phrases Relative pronoun and clauses Formal and informal language Active and passive voice Adverbials Subjunctive forms Degrees of possibility (modal verbs) Synonyms and antonyms

    

Punctuation Ellipsis Colons and semicolons Bullet points Parenthesis

  

    

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 

Tenses: past, present, future Connectives to build cohesion,

    

Punctuation Colons to introduce lists Bullet points Semicolons and colon Apostrophe for possession(singular and plural nouns) Apostrophe for contraction Brackets, dashes, hyphen and ellipsis Commas to clarify meaning or avoid ambiguity

  

              

Spelling ai sound words spelt as ei/ eigh/ey verb prefixes re, mis, dis, over i sound spelt as y u sound spelt as ou Suffix-tion, cian, ssion, sion sh sound spelt ch g sound spelt gue/ k sound spelt que s sound spelt sc words ending in -cial and -tial words ending in -able and -ible words ending in-cious and -tious stress in words silent and double letters Homophones and near homophones



Commas to clarify meaning

          

Spelling -tious/ cious -cial/tial -able/ible -ent, ence, ency -words ending in “fer” -use of the hyphen -ery,ory, ary -i before e except after c -homophones and near homophones -Etymology and word families



Additional text based Units  The war horse



Additional text based Units  Kensuke’s Kingdom

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MATHEMATICS Aims The National Curriculum for Mathematics aims to ensure that all pupils: 





Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language Can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

Strands    

Number Measurement Geometry Statistics

Curriculum framework Link https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/ 335158/PRIMARY_national_curriculum_-_Mathematics_220714.pdf

Internal Assessments: Formative and Summative   

Mental Math Mental Arithmetic Reasoning

International Benchmark Tests 

Progress Test in Mathematics

Online resources  

https://www.myimaths.com/ https://www.mangahigh.com/en/

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Curriculum Plan Topics Year 3               

 

    

Number Place Value Count forward in multiples.

Compare and order numbers Estimation of numbers Write in numerals and words Addition & Subtraction up to 3 digit numbers Inverse Operations Multiplication & division facts Multiply and divide two digit numbers by one digit number.

Roman Numerals Types of fractions.

Compare and order fractions.

Add and subtract fractions with the same denominators.

Fraction of objects

Year 4                  

Measurement Measure, convert, compare, add and subtract metric units of length, mass and  capacity/volume.  Add and subtract amounts of money  Time – Estimate, read, write and compare duration of events Perimeter of 2D shapes

 

Geometry Shapes -Draw 2D and 3D Shapes,3-D shapes in different orientations Angles.

Types of lines

   

Statistics Bar chart Pictograms Tables

    

Number Count in multiples, Count backwards including negative numbers Place Value Compare and Order numbers.

Estimate numbers Rounding numbers Roman Numerals Addition & Subtraction with up to 4 digit numbers Estimation of numbers Inverse Operations Multiplication & division facts Factors and multiples.

Multiply and divide three digit numbers by one digit number Dividing the numbers by 10 and 100 Types of fractions Add and subtract fractions Decimal equivalents Dividing a one or two digit number by 10 and 100 Fraction of amount.

Rounding decimals Compare decimal numbers Measure and money problems involving fractions and decimals Measurement Conversion of units of measure Perimeter and area of rectilinear shapes Estimate, compare and calculate measures Convert time between analogue and digital 12 and 24 hour clocks

     

Geometry Compare and classify geometric shapes Types of angles.

Line of symmetry Describe positions of shapes Describe movements between positions Translation  Polygons  Statistics  Bar charts  Pictograms  Tables  Time graphs Page |8

Year 5

Year 6

     

Number  Number Order and compare numbers  Order and compare numbers Place Value  Place Value Counting forwards or backwards  Rounding numbers Negative numbers  Negative numbers Roman  Addition and subtraction multi-step problems numerals  Multiply & divide numbers up to 4 digits by a  Addition & Subtraction with more than 4 two-digit number digits.  Order of operations  Multiply and divide - Numbers up to 4 digits  Common factors, common multiples and prime by a one or two digit number; whole numbers numbers. and decimals by 10, 100 and 1000  Simplify fractions  Multiples and factors, Prime and composite  Compare & order fractions numbers, Square and cube numbers  Add and subtract fractions  Compare and order fractions; Types of  Multiply & divide fractions fractions  Decimal numbers  Decimal numbers  Rounding decimals  Rounding – Whole numbers & decimals  Multiply and divide numbers by 10, 100 and  Order and compare numbers with up to three 1000 decimal places  Multiply one-digit numbers with up to two  Percentages decimal places by whole numbers  Fractions, decimals & percentages equivalence  Measurement  Ratio & Proportion  Units of metric measure  Equivalences between metric units and Solve problems : common imperial units  using integer multiplication and division facts,  Perimeter of rectilinear shapes percentages for comparison  Area of rectangles involving similar shapes, unequal sharing and  Volume and capacity grouping.  Units of time  Algebra  Geometry  Simple formulae  3 Dimensional shapes  Linear number sequences  Types of angles  Solve number problems algebraically  Angle facts  Equation with two unknowns  Polygons  Measurement  Position & Direction of a shape following a reflection or translation  Length, mass, volume and time  Perimeter ,area and volume of shapes  Statistics  Geometry  Line graph  Timetables  Geometric shapes  Parts of circles  Angle Facts  Coordinate grid  Translation & reflection  Properties of shapes  Position & Direction on the coordinate grid  Translation & reflection     

Statistics Pie charts Line graphs Mean

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Science Aims The National Curriculum for science aims to ensure that all pupils at MSB:  



Develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics.

Develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them.

Are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.

Strands   

Physics Chemistry Biology

Curriculum framework Link https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/ 425618/PRIMARY_national_curriculum_-_Science.pdf

Internal Assessments – Formative and Summative  

Students will be assessed at the end of each topic.

At the end of each term, a summative assessment on all topics covered in that term.

International Benchmark Tests 

Progress Test in Science

Online Resources https://www.bbc.co.uk/bitesize/subjects/z2pfb9q https://wowscience.co.uk/ http://www.primaryhomeworkhelp.co.uk/revision/Science/

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Curriculum Plan Topics Year 3

Year 4



Plants (life cycles)



Animals including humans (digestive system, teeth and food chains)



Animals including humans (nutrition, skeleton and muscles)



Living things and habitats (classification keys)



Rocks (fossils and soils)



States of matter (changes of state, evaporation and condensation)



Light (reflection and shadows) 

Sound (vibration, pitch and volume)



Forces and magnets (magnetic materials, attracting and repelling)



Electricity (simple circuits, insulators and conductors).

Year 5

Year 6



Animals including humans (human development from birth to old age)



Animals including humans (circulatory system, diet and exercise, healthy living)



Living things and their habitats (life cycles and reproduction in humans and plants)



Living things and their habitat (classification, characteristics of plant and animal groups)



Properties and changes of materials (dissolving, separating materials, reversible and irreversible changes)



Light (how it travels, how we see, shadows)



Electricity (voltage and power in circuits, circuit components, symbols and diagrams)



Evolution and inheritance (how living things have changed over time, fossils, dinosaurs, adaptation to environment).





Forces (gravity, air resistance, water resistance, friction) Earth and Space (Earth, Sun and Moon, the solar system).

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Art and Design Aims The National Curriculum for Art and Design aims to ensure that all pupils:     

Create artwork to share their ideas, experiences and imagination Improve mastery of art and design techniques, including drawing, painting and sculpture with a range of materials.

Develop skills in using materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design Research about the work of artists, architects and designers and make links with their own work.

Record observations in sketchbooks and use them to review and revisit ideas

Strands   

Creating and Presenting Exploring History and Cultural Context Reflecting, Responding and Analysing

Internal Assessment – Formative   

Assignments Projects Class Activities

Other information Students require some basic equipment to create their artwork. All students should have: A4 size sketch book, pencils, eraser, crayons, pencil colours, round and flat paint brushes, and a palette.

Some additional resources will be mentioned as per the topic.

Online Resources www.npg.org.uk www.portraitgallery.org www.vam.ac.uk www.aucklandmuseum.com www.tate.org.uk www.googleartproject.com/en-gb/education http://indiaart.com

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Curriculum Plan Topics Year 3          

Transition Activity Pencil Shading Techniques Abstract painting Quilling Art Investigating Patterns Magazine Mosaic Basic Human Figure with action Recycled Art Portraying relationships My Big book of Canvas- Activity

Year 4          

Year 5         

Linear Drawings Still Life Painting Clay Modelling- Greek Pottery Perspective Drawing Tangram Puzzle art Earth Day Activity -Recycled Art Matisse –Cut outs Dot Painting My Big book of Canvas- Activity

Pencil Shading-Leaves Traditional paper cut patterns Take a Seat Migratory Bird in UAE OP Art Journeys Earth Day Activity Clay Modelling Corel reef Diorama My Big book of Canvas- Activity

Year 6          

Observational Fruit drawing Crazy Colour Wheel Clay Pinch Pots City scape drawing Shelters –Create different types of shelters.

Perspective Geometric Art A Sense of Place Upcycle Art Zen tangle Art My Big book of Canvas- Activity

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Computing Aims The aims are to enable students to develop:    

An understanding of the basic components, use and application of different ICT systems and networks The skills to analyse, design, implement, test and evaluate ICT systems The skills to understand the impact of current and new technologies on methods of working in the outside world The ability to recognise potential risks when using ICT, and use safe, secure and responsible practice.

Internal Assessments 

Theory: Unit Tests, Quiz, Debates, Master Teaching, Monthly tests, Term Exams



Practical: Unit Test, Quiz, Projects, Term Exams

Online Resources Teach-ict.com igcseict.info xtremepapers.com (Past Papers) znotes.org electronics.howstuffworks.com/tech smartnotesonline.com ictlounge.com

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Curriculum Plan Topics Year 3

Year 4

Theory Skills

Theory Skills

 The nature of technology: Digital devices

 The nature of technology: computers around us

 

    

   

To know what are digital devices.

Identify the difference between desktop and laptop computer.

To explain the features of mobile devices.

To explain how computers are used in different jobs To know the benefits of using a computer.

Explain how to choose the right computer for a task.

Practical Skills

 Digital literacy: Explorers     

 Digital literacy: Using the World Wide Web  

To recognize different parts of an email.

To send and receive an e-mail.

To send and open an attachment.

To find an e-mail.

To explain how to be safe when using email.

  

 Computational thinking: Turning inputs into outputs

 

    

To create a Scratch program with output.

To create a Scratch program with input and output.

To insert operator command to do calculations.

To plan a program that changes input into output.

To create a program with several inputs.

 Programming: The Drawing Bug   

The power of computers Microprocessors at home and at work Computer storage How to use and store your files Tips for saving files Impact of emerging technologies

About world wide web Searching the web & improving your web search Browsing and using bookmarks & how to spot unsuitable content Be sure, be safe

 Computational thinking: Making a math quiz The input part of the program Use of variables in a program

Practical Skills

 Scratch     

To change the Scratch program by changing   number values.

To know what degrees are and how they  change movement of the sprite.

To recognize and fix errors in a Scratch 

How are variables created in a scratch program?

Assign value to a variable logical test relational operator Choose a backdrop for the game

MS-Excel Create a data model – using text, numbers, formulae and functions To make a pie chart from the data in a spreadsheet To create a bar chart.

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program.

 Multimedia: Storyland     

To add images and pictures to the slides.

Use different types of slide layout.

To insert animation to the text and images of the slide To insert transition to the slide.

To arrange the slides in the correct sequence.

 Numbers and data: Sunflowers     

To enter labels and values in spreadsheet.

To create a line graph with different styles.

To use formulae to calculate values.

To create a bar graph.

To sort data in a table.

 MS-WORD        

To type the text and use different types of alignment in MS Word.

To organize text using heading, table and bullets 'To insert header in a word document To Find words in a document.

Replace words found in a document The output part of the program Using and creating a logical test Using a logical test Programming with If and else

 Programming: Making a game     

Choose sprites and backdrop, make sprites move Crash detectors Crash points Add new program ideas Design your own game

 Numbers and data: Working with values    

Number values, labels and A spreadsheet formula Sum function and percentage Pie chart Bar chart

 Multimedia: Writing and editing a document.    

Setting up a new document, selecting and changing text Adding headings and lists Adding headers and contents Editing and finalizing a document

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Year 5 Theory Skills

 The nature of technology: Computer Networks        

To explain computer network and its advantages.

To describe different types of network connections.

To explain about network devices, software and rules.

To differentiate internet and World Wide Web. To recognize how computer communication has changed the way people work.

To list the positive effects of using internet.

To list the positive effects of using internet.

To list the positive effects of using internet.

 Digital literacy: Searching the World Wide Web      

To list the four golden rules which help to search the web.

To explain how a search engine finds web pages to answer our search question.

To explain how a search engine shows the links it finds.

To describe how to choose information carefully from the world wide web To explain copyright and copyright rules.

To judge how to give credit to other people’s work.

Practical Skills

 Computational thinking: A test with many questions     

To plan a program that uses variable.

To create a program using random numbers.

To create a program that includes a counter loop.

To create a program with a conditional loop.

To explain the advantages and disadvantages of conditional loop.

Year 6 Theory Skills

 Data and CPU    

Number systems What is a byte? Binary coding scheme Computer storage Conversion of decimal to binary Conversion of binary to decimal

 Computational Thinking    

What is computational thinking & Algorithms Flow charts Selection If ..Then..Else statements.

Loop & evaluation.

 Introduction to Python     

Begin Python Create and run a program Variables Your answer: right or Wrong Keep Score

 Database    

Database Terminologies Datasheet views Design views Creating Tables

 Introduction to Spreadsheet Software   

Functions: MIN() ,MAX() SUM() Functions: AVERAGE() , COUNT(), COUNTA() Functions COUNTBLANK(), INT(), ROUND()

 Creative Communication    

Starting HTML and using tags Formatting text Designing and creating a Web page Editing a web page

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Practical Skills

 Microsoft Publisher      

To explain the basic tools of Microsoft Publisher To design a banner To design a poster To design a flyer To design a brochure

 Multimedia: Illustrating a recipe card    

To plan a photo shoot and take digital photos To share your photos and Improve the photos To retouch photos To add photos to a document

 Numbers and data: My pizza snack bar      

To enter the values in a spreadsheet software.

To format values as currency.

To use sum function to add up a column value To use formulae to calculate results.

To create new worksheet with labels and values in a workbook.

To create formulas that use values from other worksheets.

 Python    



To write a program in Python to use variables to store values and allow the user to input new values To understand what are Relational operator and how to use If .. Else condition To understand what are Arithmetic operator, how to use variables and change the value of a variable To understand what are Logical operators?

 Database   

Create Database tables in Datasheet views To modify the table in design view To insert records in a table

 MS-EXCEL   

To use spreadsheet MIN (), MAX (), SUM () functions to perform calculations To use spreadsheet AVERAGE (), COUNT (), COUNTA to perform calculations To use spreadsheet COUNTBLANK, INT (), ROUND () to perform calculations

 Creative Communication   

To understand how to create a Web page To understand different types of formatting tags To understand how to Hyperlink a Web page using MS Web Expression 4

P a g e | 18

Arabic Aims    

Read easily, fluently, and with good understanding Develop the habit of reading widely and often, for both pleasure and information Acquire a wide vocabulary, an understanding of grammar, and knowledge of linguistic conventions for reading, writing, and spoken language.

Appreciate our rich and varied literary heritage

Strands   

Listening and Speaking Reading and Writing Spelling, Punctuation and Grammar

Curriculum Framework Link https://www.moe.gov.ae/En/ImportantLinks/CurriculumAndAssessment/Pages/Gene ralStandards.aspx Internal Assessments - Formative and Summative    

Reading Speaking Listening Writing

Online resources  

Word wall https://quizizz.com/admin/quiz/5f7de4cd87a36d001eace3f1/

Curriculum Plan P a g e | 19

‫‪Topics‬‬ ‫‪Year 4‬‬

‫‪P a g e | 20‬‬

‫‪Year 3‬‬

‫‪Lessons:‬‬

‫‪Lessons:‬‬

‫التعريف بالنفس ومراجعة عامة ‪-‬‬ ‫فصول السنة ‪-‬‬ ‫زيارة إلى مدينة الجمال‪-‬‬ ‫في المطار ‪-‬‬ ‫توماس إديسون ‪-‬‬ ‫المطبخ العالمي ‪-‬‬ ‫مسابقة الطبخ ‪-‬‬

‫التعريف بالنفس ومراجعة عامة ‪-‬‬ ‫الطعام الصحي ‪-‬‬ ‫الطبيب ‪-‬‬ ‫حالة الطقس ‪-‬‬ ‫ماذا ألبس ‪-‬‬ ‫عيد ميالد سعيد ‪-‬‬ ‫العطلة الصيفية ‪-‬‬

‫‪Grammar:‬‬ ‫أقسام الكلمة ‪-‬‬ ‫الالم الشمسية والالم القمرية ‪-‬‬ ‫المد والتنوين ‪-‬‬ ‫األضداد ‪-‬‬ ‫أدوات اإلستفهام‪-‬‬ ‫حروف الجر ‪-‬‬ ‫أسماء اإلشارة ‪-‬‬ ‫الفعل المضارع‪-‬‬

‫‪Grammar:‬‬ ‫أسماء اإلشارة‪-‬‬ ‫االسم والفع‪-‬‬ ‫المفرد والجمع ‪-‬‬ ‫حروف الج ‪-‬‬ ‫الالم الشمسية والالم القمرية ‪-‬‬ ‫المد والتنوين‪-‬‬ ‫أدوات اإلستفهام‪-‬‬ ‫ضمائر المتكلم‪-‬‬

‫‪Punctuation marks:‬‬

‫‪Punctuation marks:‬‬

‫عالمة اإلستفهام(؟)‬ ‫الفاصلة(‪)،‬‬ ‫النقطة(‪) .‬‬

‫عالمة اإلستفهام (؟)‬ ‫الفاصلة (‪)،‬‬ ‫النقطة (‪).‬‬

‫‪Year 5‬‬

‫‪Year 6‬‬

‫‪Lessons:‬‬

‫‪Lessons:‬‬

‫التعريف بالنفس ومراجعة عامة ‪-‬‬ ‫طعامي الصحي والغير صحي ‪-‬‬ ‫قائمة التسوق ‪-‬‬ ‫استعد للرحلة ‪-‬‬ ‫مدينة لندن ‪-‬‬ ‫سياحة الفضاء ‪-‬‬ ‫نقدًا أو بالبطاقة ‪-‬‬

‫التعريف بالنفس ومراجعة عامة ‪-‬‬ ‫العادات الصحية ‪-‬‬ ‫ألعاب الكرة ‪-‬‬ ‫مدن عربية ‪-‬‬ ‫الكهوف والجزر ‪-‬‬ ‫الملك والسيدة العجوز‪-‬‬ ‫وسائل التواصل اإلجتماعي‪-‬‬

‫‪Grammar:‬‬ ‫أقسام الجملة الفعلية ‪-‬‬ ‫األسلوب اإلنشائي والخبري ‪-‬‬ ‫األسماء الموصولة ‪-‬‬ ‫الصفة ‪-‬‬ ‫ضمائر الغائب‬‫حروف العطف ‪-‬‬ ‫ظروف الزمان والمكان ‪-‬‬

‫‪Grammar:‬‬ ‫األضداد ‪-‬‬ ‫المفرد والجمع ‪-‬‬ ‫حروف المد والتنوين ‪-‬‬ ‫حروف الجر واإلسم المجرور ‪-‬‬ ‫الجملة االسمية والفعلية ‪-‬‬ ‫الفعل الماضي ‪-‬‬ ‫اسماء اإلشارة‪-‬‬ ‫أدوات اإلستفهام ‪-‬‬

‫‪Punctuation marks:‬‬ ‫عالمة التنصيص (( ))‬ ‫الشرطتان (‪)- -‬‬ ‫ الشرطة (‪)-‬‬‫القوسين ()‬

‫‪P a g e | 21‬‬

‫‪Punctuation marks:‬‬ ‫عالمة اإلستفهام (؟)‬ ‫عالمة التعجب (!)‬ ‫ الفاصلة (‪)،‬‬‫– النقطة (‪).‬‬ ‫– النقطتان الرأسيتان (‪):‬‬

UAE Social Studies/Humanities Aims    

The students will be able to understand their own society as well as others.

By understanding the relationship of past and present, students will be equipped to deal with problems that might arise in the future.

The students will learn how to make wise economic decisions about their own lives and become intelligent consumers, employers, and workers.

By studying the heroes and political movements we can mold students to become a leader in future.

Strands    

History Geography UAE Social Studies Map skills

Internal Assessment: Formative and Summative UAE SST: MCQ only (no subjective answers)  1 term project  1 classroom activity for UAE  Centralized Exam Humanities  Pen paper test  Classroom activity

Online resources Year 3

Maps and Directions   

https://learnenglishkids.britishcouncil.org/category/topics/maps-and-directions https://mocomi.com/types-of-maps/ https://kids.britannica.com/kids/article/map-and-globe/353425

Ancient Egyptian Civilization   

https://www.ducksters.com/history/ancient_egypt.php https://www.natgeokids.com/uk/discover/history/egypt/ten-facts-about-ancient-egypt/ https://kids.britannica.com/kids/article/Ancient-Egypt/353087

Where does the water come from?   

https://mocomi.com/types-of-water-bodies/ https://kids.kiddle.co/Desalination https://easyscienceforkids.com/all-about-where-water-come-from/

P a g e | 22

Year 4

Physical Geography   

https://mocomi.com/landforms/ https://kids.kiddle.co/Landform https://schooltutoring.com/help/earth-sciences-types-of-landforms/

Ancient Greek Civilization   

https://www.historyforkids.net/ancient-greece.html https://www.ducksters.com/history/ancient_greece.php https://www.funkidslive.com/learn/top-10-facts/top-10-facts-about-ancient-greece/

Inside the Earth   

https://www.nationalgeographic.org/media/earths-interior/ https://www.ducksters.com/science/composition_of_the_earth.php https://www.coolkidfacts.com/layers-of-the-earth-for-kids/

Year 5

Humanities: Latitudes and Longitudes   

https://www.learncbse.in/ncert-solutions-for-class-6th-social-science-geographychapter-2-globe-latitudes-and-longitudes/ https://kids.britannica.com/kids/article/latitude-and-longitude/353366 https://www.jagranjosh.com/articles/ncert-solutions-for-class-6-social-sciencegeography-chapter-2-globe-latitudes-and-longitudes-1595597016-1

Roman civilization    

https://www.ducksters.com/history/ancient_rome.php https://www.timemaps.com/civilizations/ancient-rome/ https://nsms6thgradesocialstudies.weebly.com/ancient-rome.html https://nsms6thgradesocialstudies.weebly.com/the-fall-of-the-roman-empire.html

Wind   

https://www.weatherwizkids.com/weather-hurricane.htm https://www.weatherwizkids.com/weather-tornado.htm https://www.scholastic.com/teachers/articles/teaching-content/meteorologistsanswer-hurricane-questions/

Year 6

Humanities: Weather and climate    

https://climatekids.nasa.gov/menu/weather-and-climate/ https://www.thegeographeronline.net/weather--climate.html https://www.weatherwizkids.com/weather-instruments.htm https://www.weatherwizkids.com/weather-clouds.htm

P a g e | 23

Victorian Era   

https://www.tameside.gov.uk/TamesideMBC/media/ArtsAndEvents/Living-in-ThePast-Victorian-Children-at-Work-overview-with-illustrations.pdf https://www.theschoolrun.com/homework-help/life-victorian-era https://www.tameside.gov.uk/TamesideMBC/media/ArtsAndEvents/Living-in-ThePast-Victorian-Children-at-Work-overview-with-illustrations.pdf

Food and famine   

https://byjus.com/biology/famine/ https://arkvictoria.org/sites/default/files/Yr%208%20Geography%20Aut%201.2.pdf https://www.nationalgeographic.org/encyclopedia/famine/

P a g e | 24

Curriculum Plan Topics Year 3 Humanities  Maps  Elements of a Map.  Uses of a Political Map  Uses of a Physical Map  Thematic Map  Grid Map  Creating a Map  Comparative study between types of maps

 The Egyptian Civilization  Political System  Mummification and Pyramids.  Egyptian Society  Egyptian Culture  Achievements of the Egyptians  Contribution of the Egyptians  Comparative study between Egyptian society and the present.  Sources of Water  Types of Waterbodies  The Water Cycle  River, Lakes and Underground water.  Map work on Waterbodies  Threats to Waterbodies  Desalination in the UAE

              

UAE Social Studies UAE During the Last Century Natural Resources in the UAE Life by the Sea Life in the Coastal Area Life in the Desert Life in the Desert Oases Modern Day UAE Formation of the UAE Founding Fathers of the UAE Leadership in the UAE Abu Dhabi Dubai Week Sharjah and Ras Al Khaimah Fujairah, Umm Al Quwain, Ajman Schools in the UAE

Year 4 Humanities  Physical Geography  Meaning, Relevance and Types.  Plateaus and Plains  Peninsula, Strait, Isthmus and Archipelago.  Gorges and Valley  Mountains and Wind Dunes  Island and Rainforest  Map Work  Ancient Greece  Alexander and his Achievements.  Greek Society  Athens and Sparta  The Trojan War  Contribution of the Ancient Greeks  Greek Gods and Mythology

 Inside the Earth  Layers of the Earth.  Crust and Mantle  Inner and Outer core  Volcano Eruptions  Diagram/Model making.

             

UAE Social Studies Continents Ocean Landforms Bodies of Water Reading a Map Using Latitudes and Longitudes on a Map Different kinds of Maps Farms and Irrigation Invention of Writing Number Systems Development in Medicine Using Electricity Powered Engines Development in Transportation P a g e | 25

     

Higher Education in the UAE Healthcare in the UAE Emergencies in the UAE Landmarks in the UAE Malls and Shopping Centers in the UAE Airports and Seaports

      

Year 5



      

Humanities Latitudes and Longitudes Introduction to Latitudes and Longitudes Parallels and Meridians Important parallels of Latitude and Longitude Heat Zones of the Earth Locating places on the map Local Time and Standard Time Time Zones/International Date Time

       

Roman Civilization Roman Timeline Social and political Structure Roman army Roman Achievements Roman Daily Life Roman past times Rise and fall of Roman Empire

   

Wind Introduction to Hurricanes and Tornado How do Tornado’s form?

Instruments and Tools Used to predict and measure hurricane air pressure Difference between Tornado and Hurricanes Factors cause Tornado When and where Tornado most likely to form?

Preventive Measures

   

 

UAE Social Studies Weather and Climate Impact of Landforms and Climate

Natural Resources-Land and Water Natural Resources-Other Natural Resources Natural, Capital and Human Resource Conservation of Resources New Ideas for Resources Resources and Trade UAE National Industries

Year 6



               

Humanities Weather and climate Introduction on Weather and Climate Difference between climate and Weather Heat Zones of the Earth Tools used to measure the temperature Factors that affect the climate of a place Types of Clouds Research Activity Victorian Era Introduction to Victorian Era Industrial Revolution Types of Job Dangerous working conditions in the industrial revolution End to Child Labour Initiatives taken by the government against child labour.

Research Activity Petition Signing

 Food and famine  Empathy Building  What is Food famine  Causes of Food Famine  Prevention of Famine  Effects of Famine  Revision

    

UAE Social Studies Prehistory Ancient Egypt and The Nile Mesopotamia and Agriculture Ancient China-Shang and Zhou Dynasties Transport and Trade in Ancient Civilization P a g e | 26

               

Nature and Wildlife Climate Changes Energy sources and preserving the planet UAE national Day Institutions and people in a community Social Responsibilities Goods and Services Producers and Consumers Supply and demand Saving, budgeting, and spending Government Services Courts and Councils Safety and Security Healthcare Infrastructure Social Organizations Lesson 8-Citizenship

           

Classical Civilizations – East and West Greek City-States and Governments The Achaemenids and Alexander the Great Trade Routes in Classical Times The Roman Empire The Golden Age of Islamic Civilization Baghdad Science and Innovation Lesson 4- Art, Scholarship, and the House of Wisdom Health and Medicine Cordoba – Islamic Architecture End of the Golden Age

P a g e | 27

Moral Education Aims The character and morality curriculum is centered on developing each student as honest, tolerant, resilient and persevering individuals.

The curriculum for Moral Education aims to ensure that all pupils at MSB:

 Develop student awareness of the shared human experience and make them messengers of the values they embody.  Build character traits that include resilience, perseverance, work ethic, critical thinking and discipline.  Motivate children to participate in life, locally and globally, in a responsible, productive and engaged manner.  Equip students with the life skills needed to develop into cultured, engaged and responsible adults contributing to the development of the UAE.

Pillars of Moral Education    

Character and Morality The Individual and the Community Civic Studies Cultural Studies

Internal Assessments – Formative Assessments   

Assignments Projects Activities

Online Resources https://moraleducation.ae/student-activities/

P a g e | 28

Curriculum Plan Topics Year 3     

Tolerance and respect for difference and uniqueness Respect is a duty How would you like to be treated Helping others feels good Put yourself in my shoes.

Year 4     

Year 5      

Compassion and empathy How do I respect others Mercy, sympathy and empathy.

Practicing empathy and sympathy.

Tolerance Prejudgments

Equality and Appreciation Discrimination Confronting discrimination Equality or justice Appreciation and gratitude.

Year 6 

   

Charity, sympathy and generosity Moral dilemma Recognizing others points of view.

The types of empathy How can Ibe compassionate towards others

P a g e | 29

Islamic Studies Aims The Islamic Education curriculum designed by the Ministry of Education(MOE) aims to ensure that all pupils:  Affirm to their national identity and actively participate in building the society to keep pace with the global changes and are consciously open to other cultures.  Gain a basic knowledge of Islam and apply its values in their daily lives and bridge the gap between faith and work.  Achieve the cognitive skills necessary to solve difficulties, resist challenges, solve problems and contribute positively to society.

Standards/Domains       

Wahy (The Holy Quran and Hadeeth ) Qiyam wa Adab (Islamic values and manners) Ahkaam wa maqasid (Islamic rulings and their higher purposes) Seerah (Life of the Prophet) Aqidah Islamiyyah (Islamic Creed) Shakhsiyyat (Prominent Muslim personalities) Qadaya wa Huwiyyah (Contemporary Issues and Identity)

Internal Assessments    

Oral: Memorization and recitation of Surahs with Ahkaam ud Tajweed Written Students will be assessed at the end of each chapter At the end of each term, a summative assessment on all topics covered in that term will be conducted.

Online resources www.mahadulquran.com www.quran.com

P a g e | 30

Curriculum Plan Topics Year 3

Year 4

 Wahy

 Wahy

Al Quran ul kareem (Translation and main lessons)  Surah Kaferoon - (Harf - ‫ع‬،‫ق‬, Hukm - ‫)الغنة‬  Surah al Sharh - (Harf - ‫ س‬،‫ز‬, Hukm - ‫)االظهار‬  Surah al Shams - (Harf - ‫ح‬،‫)س‬  Surah al Doha - (Hukm - ‫المد الالزم‬/ Makharij – ‫ ع‬،‫)ض‬  Surah al Qadr - Harf – ‫ر‬،‫ق‬/ Makharij – ‫)المد‬  Surah al Shams - (Harf - ‫ح‬،‫س‬/ Makharij – ‫)القلقلة‬  Surah al Takasur - ( harf : ‫س‬،‫ز‬/ Hukm - ‫)أالظهار‬

Al Quran ul kareem (Translation and main lessons)  Surat al Alaq -(Hukm – Qalqalah/Harf – ‫)ق‬  Surah al Bayenah- ( Harf - ‫)ي‬  Surah al Homaza- ( Harf - ‫ غ‬، ‫ث‬/ Hukm ‫)االدعام‬  Surah al Zalzalah- (Harf – ‫ة‬/Hukm‫)اظهار‬  Surah al Fajr- ( Harf - ‫)ي‬  Surah al Teen- (Harf – ‫ط‬،‫)ز‬  Surah Qariah- ( Harf - ‫ غ‬، ‫ث‬/ Hukm - ‫)االدغام‬

Noble Hadeeth  The Virtue of Reciting the Holy Quran  All my Ummah will enter paradise  I love doing good things for my brother Ahkaam wa Maqaasid  Prayers for blessings on the prophet Seerah  Mohammed, The truthful the honest  Some of the prophets manners Qiyam Wa Adab  The virtue of reciting the Holy Quran Qadayya wa Huwiyyah  I love doing good things for my brother  Respect for others  Best acts in Islam Aqidah Islamiyaah  Allah the most kind, the all Aware  Belief in the messengers  Allah,the almighty Creator Shaksiyaat  Moulana Ali ibn Abi Talib AS  MoulatanaFatema AS

Noble Hadeeth  Ties of Kinship Ahkaam wa Maqaasid  The conditions and nullifiers of Prayers Seerah  The prophet loves his neighbors  The beginning of Revelation Qiyam Wa Adab  Etiquettes of visiting and hospitality.  Learning & Knowledge  Honoring Parents Qadayya wa Huwiyyah  Truthfulness  Cooperation is the secret to success  Care for the needy  Mutual Mercy  The grace of Water Aqidah Islamiyaah  Belief in Angels  The taste of faith  Belief in Prophets Shaksiyaat  Sayeda Khadija RA

P a g e | 31

Year 5

Year 6

 Wahy Al Quran ul kareem (Translation and main lessons)  Surah al Burooj - (Hukm – Qalqalah/Harf – ‫)ق‬  Surah al Tariq - (Hukm – Qalqalah/Harf – ‫)ط‬  Surah al A’ala - (Hukm – ‫المد الالزم‬,Harf – ‫د‬،‫)ع‬  Surah al Ghashiyah - Hukm – ‫االظهار‬,Harf – ،‫خ‬ ‫)غ‬  Surah al Inshiqaq- (Harf – ‫)ت‬  Surah al Mutafefeen - (Hukm – ‫المد الالزم‬,Harf – ‫ غ‬، ‫)ط‬  Surah al Mutafefeen - (Hukm – ‫المد الالزم‬,Harf – ‫ غ‬، ‫)ط‬  Rules of Tajweed

 Wahy Al Quran ul kareem (Translation and main lessons)  Surat ulInfitar and Surat Abasa  Surat un Naziat and Surat un Nabaa  Allah ,The Just Judge

Noble Hadeeth  Praising Allah TA for his blessings  Kindness

Noble Hadeeth  The holy Quran is my Intercessor  The Truly Bankrupt  The Most Beloved Deed to Allah  Make things easy and do not make them difficult  The way to Paradise  With my Prophet in Paradise

Ahkaam wa Maqaasid  Congregational Prayers  My fasting is for the Sake of Allah TA  The importance and etiquette of obligatory prayers Seerah  The beginning of the call to Islam  The Year of Sorrow  The patience of the Prophet SAW Qiyam wa Adab  Research and scientific thinking  My environment my responsibility  Making sure of news Qadayya wa Huwiyyah  Public utilities  In shade of my charity  Generosity Aqidah Islamiyaah  Belief in divine books  The strong believer  The Morals of the Righteous Shaksiyaat  Migration to Abyssinia - MoulanaJa’afar AS.

Ahkaamud tajweed  Qalqalah Tilawat and Hifz:Memorization  Surat ul Insaan and Surah ul Qiyamah  Surat Abasa and Surat ul Muzzamil  Surat ul Maarij and Surat ul Haqqaah

Ahkaam wa Maqaasid  The congregational Prayer(SalaatulJamaa)  Friday Prayer and the Prayer of the two feasts(Salat ul Jumua ,Salaat ul Eid) Seerah  The Call (Dawah) to the people of Taif  The Migration to Al Madina Qiyam wa Adab  Kindness is good  Etiquette on Streets  Courage Qadayya wa Huwiyyah  Man and the universe Aqidah Islamiyaah  Belief in the day of Judgement  The blessing of the Human Mind Shaksiyaat  Fatema bint Abdul Malik

P a g e | 32

Physical Education Aims The national curriculum for physical education aims to ensure that all pupils: ● Develop competence to excel in a broad range of physical activities ● Are physically active for sustained periods of time ● Engage in competitive sports and activities. ● Lead healthy, active lives

Strands    

Motor Skill Development Physical Fitness Athletics/Yoga/Gymnastics Games and Sports

Curriculum Framework Link https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/ 239040/PRIMARY_national_curriculum_-_Physical_education.pdf

Internal Assessment: Formative   

Motor skills Fitness activities Game/Athletic event

Online Resources   

https://www.weareteachers.com/virtual-pe-classes/ https://imoves.com/ https://www.youtube.com/watch?v=CITc2AxYnPY

P a g e | 33

Curriculum Plan Topics Year 3

Year 4

 Motor skills Developments  Circuit activities  Fitness- Stations  Adapt and Improve  Obstacle Challenges

 Motor skills Developments  Circuit activities  Fitness- Stations  Adapt and Improve  Obstacle Challenges

 Basketball/Football  Ball handling skills  Stance and dribbling  Basic Passes  Basic Shooting Skills/Kicking skills

 Basketball/Football  Ball handling skills  Stance and dribbling  Basic Passes  Basic Shooting Skills/Kicking skills

 Athletics  Running (Start, Sprint)  Relay, Shuttle Runs  Jumping (Hurdles and Standing Long Jump)  Throwing (Rocket Javelin, Cricket ball throw and Shot put Standing throw)

 Athletics  Running (Start, Sprint)  Relay, Shuttle Runs  Jumping (Hurdles and Standing Long Jump)  Throwing (Rocket Javelin, Cricket ball throw and Shot put Standing throw)

 Hockey  Stick Grip and familiarization with the stick and ball  Rolling and tapping hockey ball  Basic dribbling and passing

 Hockey  Stick Grip and familiarization with the stick and ball  Rolling and tapping hockey ball  Basic dribbling and passing

 Cricket/ Softball.  The basic ball handling  Masterful moving  Careful catching  Target Practice

 Cricket/ Softball.  The basic ball handling  Masterful moving  Careful catching  Target Practice

Year 5

Year 6

 Motor skills Developments  Full Circuit  SAQ (speed, Agility and Quickness  Recreational Game  Obstacle Challenges

 Motor skills Developments  Full Circuit  SAQ (speed, Agility and Quickness  Recreational Game  Obstacle Challenges

 Hockey  Rolling and tapping  Push Pass and Hitting  Scoring skills and drills

 Hockey  Rolling and tapping  Push Pass and Hitting  Scoring skills and drills

 Athletics

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   

Running (Start, Sprint) Relay, Shuttle Runs umping (Hurdles and Standing Long Jump) Throwing – Shot put

   

Running (Start, Sprint) Relay, Shuttle Runs Jumping (Hurdles and Standing Long Jump) Throwing – Shot put

 Basketball/Football  Dribbling  Stop and Pivot/ Kicking Skills  Lay-up shot and Set Shot

 Basketball/Football  Dribbling  Stop and Pivot/ Kicking Skills  Lay-up shot and Set Shot

 Cricket/ Badminton  Badminton Grip/Footwork Cricket Throwing and catching  Forehand Serve and drills/Bowling  Rally/Batting Skills and Drills

 Cricket/ Badminton  Badminton Grip/Footwork Cricket Throwing and catching  Forehand Serve and drills/Bowling  Rally/Batting Skills and Drills

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Education is training the mind to think and reflect.

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