2026 ISB - ES ACADEMIC PROGRAMME

ELEMENTARY SCHOOL ACADEMIC PROGRAMME 2 5 - 2 6

The International School of Brussels

TABLE OF CONTENTS INTRODUCTION

02

LANGUAGE ARTS

03

MATHEMATICS

11

SCIENCE

18

SOCIAL STUDIES

21

VISUAL AND PERFORMING ARTS

25

PHYSICAL EDUCATION & HEALTH

31

LANGUAGES

32

FRENCH

33

DUTCH

40

HOME LANGUAGES

42

FOUNDATIONAL ENGLISH LANGUAGE DEVELOPMENT

43

SKILLS

46

ADVISORY

47

LIBRARY

48

TECHNOLOGY

49

PASSION LEARNING & ELECTIVES

51

The International School of Brussels

INTRODUCTION The Elementary School (ES) at ISB is where children ages 8-12 years learn by exploring the world with curiosity, and by asking questions and developing skills in problem solving and interpretation. Further consolidating the understanding, skills, and knowledge necessary for a lifetime of learning, students develop independence and self-reflection as they grow from children to young teens.

The key elements are the academic and specialist subjects, the elective programme, the engaging learning environment, and the highly-qualified and caring faculty and staff.

Our Academic subjects build the foundational knowledge and skills for understanding our world, but also provide opportunities for extensive challenge.

The Specialist programme provides a wide breadth of experiences for all students, supporting them in being performers, artists, language learners and building the habits of life-long physical activity.

The age-appropriate learning environment provides flexibility and adaptability to a wide range of configurations for teaching and learning.

Our faculty are all specialists in working with and supporting elementary-aged children.

The ISB curriculum is based on a set of content standards selected from national systems and educational institutions. Standards are selected to align with ISB’s mission and vision to provide the foundation for our international curriculum which is accredited by The Council of International Schools and The Middle States Association (USA). Those standards are listed and linked below.

INTERNATIONAL ACADEMIC CONTENT STANDARDS Advisory: International School Counsellor Association

Mathematics: Common Core Standards

Arts: National Core Arts Standards

PE & Health: National Physical Ed Standards

Digital Citizenship: Common Sense Education

Science: Australian Curriculum

Language Arts: Common Core Standards

Social Studies: Education For Global Citizenship

Languages: The Common European Framework

02

The International School of Brussels

LANGUAGE ARTS GRADE 3 Reading In third grade, students select and combine skills to read fluently with meaning and purpose. They apply comprehension and vocabulary strategies to a wider variety of literary genres and informational text. Students demonstrate comprehension by participating in discussions, writing responses, and using evidence from text to support their thinking. They read for pleasure and choose books based on personal preference, topic, or author.

Units

03

Becoming a Grade 3 Reader

Guided Novel Study

Non-Fiction Reading

The habits of good readers are built upon in this unit as students explore the strategies and behaviours which deepen these important foundational skills.

Extending the close reading skills that students practiced in the previous reading unit, students engage, guided by their teacher, with an ageappropriate novel to develop the skills of tracking & discussing key literary elements.

Novels from quality children authors such as E.B. White, Eoin Colfer and Patricia MacLachlan are read.

We read non-fiction texts to seek information, to make connections and to understand the world and new concepts better. Key concepts of this unit are revisited twice in the year to help students build these essential foundational skills.

Author Study

Exploring the novels and poems of Roald Dahl, students apply skills developed in previous units when reading multiple texts (poems, novels, short stories) by the same author allows us to compare common features. Students also begin to critically examine texts for their quality.

The International School of Brussels

Writing Our authors write with clarity for a variety of purposes, audiences and across a range of forms. They use the writing process to improve their work and are consistently held to high expectations for published work. Handwriting and typing skills are practiced throughout the year. Students regularly engage in word study, focusing on identifying, understanding and internalising spelling patterns, but also in developing strategies for understanding new words and enriching their active vocabulary.

Units

Becoming a Grade 3 Writer

Students tap into their interest in making stories while practicing the key skills in generating ideas, revising and editing for sentence conventions.

Information

Narrative

Argument

Building on student interest in the world around them, and connected to their Science unit, students write a detailed and organised report on an animal. Focusing on organising information logically and building sentence complexity skills.

This unit focuses on following a detailed plan to build a significant piece of narrative. The use of adjectives, strong verbs and variety in sentence structures help students create stories that engage the reader. The publishing party at the end of the unit is a highlight as students read each other’s stories.

Learning to support a point of view with facts is a key skill. Students learn the overall structure of an argument and the different ways writers use connectives to emphasise their facts.

Paragraphing is introduced.

04

The International School of Brussels

GRADE 4 Reading In fourth grade, students read skillfully with meaning and purpose using appropriate comprehension and vocabulary strategies. Students read, discuss, reflect, and respond, using evidence from text, to a wide variety of literary genres and informational text. Students read for pleasure and continue to choose books based on personal preference, topic, theme, or author. Reading for pleasure is emphasised.

Units

Non-Fiction Reading

Students explore how non-fiction structures, such as compare/ contrast; cause / effect, help the author communicate information. Using strategies to notice and understand technical language is a focus.

05

Fiction Reading

Poetry

Novel study

Reading a range of texts, students are encouraged to make connections between texts, analysing for character development and recognising themes or messages. Inference and summary skills are developed across this unit.

Looking at poetic devices author’s use to create engaging poetry, students identify and understand the author’s message.

Building on the earlier fiction unit, students summarise longer pieces of text, identify character development and themes and make connections between independent novel reading and the class novel. Novels such as Love, Amalia; Thirst; The Last Bear; Hatchet; Blood on the River are explored.

The International School of Brussels

Writing Building fluency in generating ideas, crafting sentences and paragraphs to clearly share their ideas are key focus areas in Grade 4. Models of excellent writing are discussed and students practice regularly to bring their own texts closer to these samples.

Units

Information

Argument

Poetry

Narrative

Developing reports which have a main idea and supporting details is the main focus. Introducing paragraphing and the use of technical language to increase sophistication of writing is explored.

Building on skills of paragraphing, students construct a message to convince using the claimreason- evidence structure. Additional language features such as evaluative language are incorporated.

Students explore the structure of poetry, constructing lines and stanzas as well as experimenting with poetic devices, such as rhyming, alliteration, free verse and repetition.

In this unit, students write stories with a clear structure, and use thoughts, actions and feelings to build characterisation.

Developing dialogue and paragraphing as well as the elaboration of details help create stories that have a message or lesson learned.

06

The International School of Brussels

GRADE 5 Reading In fifth grade, students broaden and deepen their understanding of informational and literary text.

Students reflect on their skills and adjust their comprehension and vocabulary strategies to become better readers. Developing an appreciation of sophisticated children’s literature is a focus of this reading programme.

Units

Non-Fiction Reading

In this unit, students develop reading strategies to enhance comprehension, including finding main ideas and supporting details. Building Skills in note-taking and summarising is also a focus which is then revisited in later units.

07

Historical Fiction

Author Study

Poetry

Through the genre of historical fiction set in WW2, students build understanding of some of the consequences of prejudice. Students build skills in inferring, summarising and using text evidence to support opinions. Texts such as ‘Bicycle Spy’, ‘Number the Stars’, ‘Safiyyah's War’ are read in this unit.

By reading various books by Michael Morpurgo, students build skills in identifying internal and external conflicts, static and dynamic characters, common themes, and the impact of different points of view across multiple texts by an author. Students also make connections between the books and the author's life.

Reading the poetic novel ‘Home of the Brave’, students explore ‘what is poetry? Students explore poetic devices such as personification, simile, and metaphor.

Writing As students move into Grade 6, they are challenged to develop a more sophisticated approach to writing, mastering complex sentence structures, nuanced arguments, and detailed narratives.

Building a more formal tone in their writing as well as bringing text to a high standard are key features.

Units

Argument

Information

Poetry

Narrative

Building on research and note-taking skills in previous units, students write well-supported arguments, demonstrating how emotive language, modal verbs, and complex sentences powerfully connect ideas to really persuade their readers.

Throughout the unit, historical events are researched, such as the Haiti and Kanto earthquakes and the eruption of Mount Vesuvius. Students choose a specific event to recount and include an orientation, the sequence of events, impact, and and reorientation.

Each paragraph has key features like conjunctions, time phrases or clauses, or modal verbs to clearly convey key information to their audience.

Exploring literacy elements such as simile, metaphor and word choice, students create their own poems around topics of interest. This unit is taught in conjunction with the poetry reading unit.

Using tools like heart, neighborhood, or mind maps to identify important narrative features, students build stories which use descriptive language to create a strong sense of setting and varied verbs and evaluative language to fully develop their characters. Students also practice and reinforce their understanding of sentence structure and subordinating conjunctions to ensure they connect ideas logically.

08

The International School of Brussels

GRADE 6 Reading In sixth grade, students are aware of the author's craft and purpose. They are able to adjust their purpose, pace and strategies according to difficulty and/or type of text. Students continue to reflect on their skills and adjust their comprehension and vocabulary strategies to become better readers.

Building on skills from Grade 5, students delve more deeply into teen literature and begin to use the Upper School library to broaden their independent reading choices.

Units

09

Non-Fiction Reading

Theme Novel Study

The unit employs various non-fiction texts to equip students with strategies for comprehending nonfiction, determining word meanings, and integrating information from diverse sources.

Culminating assessments gauge their ability to use context clues, analyse text structure, and synthesise information.

The unit emphasises key ideas, text structure and knowledge integration through focused reading and notetaking activities.

This unit enhances reading comprehension and analytical skills through the close reading of a chosen novel. The aim is to build a strong foundation in literary analysis, including aspects such as theme, encouraging students to think critically about the texts they read and understand the choices authors make. Novel titles include: ‘Wonder’, ‘Harbour Me’, 'Brown Girl Dreaming’.

Media

This unit digs into the stereotypes presented in media. By exploring a range of print and digital medias from different time periods, students critique the underlying biases, messaging and subsequent impacts on our beliefs of ourselves and others.

Human Rights Novel Study

This unit explores important global issues through the lens of literature. Students develop skills in effective literature discussions,understan ding and appreciating writer’s craft, and recognising symbolism. The unit aims to foster empathy and encourage students to consider the relevance and significance of human rights issues beyond the classroom Novel titles include: ‘Refugee’, 'Nowhere Boy’, ‘Threads’, ‘Shadow’, ‘Secrets of the Fire’.

Writing In Grade 5 students develop strong writing skills and confidence. They explore narrative, informative, and opinion writing, participate in dynamic activities, and receive tailored guidance from teachers.

This programme nurtures writers and thinkers, fostering an appreciation for the art of writing.

Units

Discussion

Explanation

Narrative

This unit provides a comprehensive guide to crafting effective discussion papers. It emphasises the importance of presenting both sides of an argument with an open mind and using clear, organised structure with an introduction, pro and con paragraphs, and a conclusion. The unit also highlights the importance of vocabulary, especially the use of precise verbs and the concept of nominalisation to create a more formal tone. Connecting information is another key focus, using text connectives and conjunctions to ensure smooth transitions and coherence as well as modality, which adds levels of probability, certainty or obligation.

This unit focuses on how to write explanatory texts, focusing on cause and effect relationships.

The unit introduces the concept of "consequential explanation" and the importance of identifying a phenomenon and its related consequences. It emphasises the use of topic sentences, nominalisation, and techniques like "compact and carry" to improve writing flow and sophistication. Furthermore, the significance of text connectives and sentence structures in clearly showing cause and effect is highlighted.

This unit is designed to enhance students' storytelling abilities. The unit covers essential elements such as plot, character, setting, and theme, alongside the use of descriptive language and sensory details. It also addresses dialogue, narrative structure, and techniques for revision and editing, ensuring coherence and clarity in their writing.

Furthermore, the students analyse descriptive settings and plan character and plot, as well as understanding the impact of different settings and moods in a story.

10

The International School of Brussels

MATHEMATICS The ISB mathematics programme is designed to develop a deep understanding of mathematical concepts while nurturing critical thinking skills and problem-solving abilities. Below are the key elements to our approach: Developing students’ concrete-pictorial-abstract thinking to build a solid foundation by connecting abstract concepts to tangible experiences Engaging students in hands-on activities, manipulatives, and interactive games to foster a deeper understanding of mathematical concepts Presenting real-world problems or open-ended questions to encourage students to think critically, apply mathematical concepts, and develop problem-solving skills Using visual representations such as diagrams, charts, and models to help students visualise abstract concepts, making them more accessible and easier to comprehend Providing multiple entry points to concepts, and offering support tailored to individual needs.

Cultivating a growth mindset towards learning math by emphasising effort, perseverance, and the belief that mathematical abilities can be developed through practice and learning from mistakes

11

GRADE 3 Place Value, Addition & Subtraction This unit begins with a review of the base-10 place-value system to the thousands. Students are introduced to rounding and use rounding throughout the unit as part of an estimation strategy, to predict and validate addition and subtraction problems. Students solve addition and subtraction problems using strategies and algorithms based on place value, extending their understanding from 2nd grade to the thousands.

Mass & Capacity Students begin this unit by measuring the mass of various objects using grams and kilograms. They determine reference objects that weigh 1 gram and 1 kilogram, and use those references to support them in their estimations and their reasoning about which unit is most appropriate to the context.

Students gain experience with measuring liquid volume as they determine reference items/containers that hold 1 liter of water and use those references to support them in their estimations and measurements. They use a variety of representations to show or explain their thinking, including visual models, equations, and words.

Multiplication In this unit, students develop an understanding of the meaning of multiplication by solving problems involving equal groups of objects. They interpret and represent these problems using visual representations and connect what they know about repeated addition and skip/double counting to multiplication. Students use the properties of operations and patterns in multiplication as strategies to efficiently multiply numbers using distributive and associative properties.

Geometry & Measurement Students examine the attributes of different polygons to determine how to sort and categorise them.

They focus on quadrilaterals, recognising that shapes with different attributes are in this category because of their shared attributes. Students develop their understanding of area as an attribute of 2D shapes. They learn how to calculate area and why the area of a rectangle can be calculated by multiplying side lengths. Students learn to differentiate between the area of a figure and its perimeter, investigating the relationship between area and perimeter, seeing that the two attributes are measured differently and change independently of each other.

12

The International School of Brussels

Time Students review previous concepts of time. Students tell and write time to the nearest minute and measure time intervals in minutes and solve elapsed time, including word problems, by using a number line diagram. Students use analog clocks to solve problems they may encounter in everyday life.

Division Students develop an understanding that division can be used to solve problems involving equal groups and arrays. They learn that division can answer the questions How many groups? or How many in each group? As students use manipulatives and various visual models to represent these situations (pictures, tape diagrams, number lines, and arrays), they find the unknown quantity using the strategies of counting all objects, skip counting, and using multiplication and the properties of operations leading to the interpretation of division as a multiplication problem with an unknown factor.

Fractions Students explore fractions as a part:whole relationship and relate partitioning to division. They explore different visual models demonstrating fractional parts: division of area within regions, bar models, and tape diagrams, and division of length on a number line. Students explore the connection between unit fractions and fractions composed of unit fractions and construct strategies to identify equivalence and nonequivalence when comparing fractions.

Data & Graphing In this unit, students are given an opportunity and a reason to create scaled bar graphs and picture graphs. Students use the information from bar or picture graphs to answer questions about the data.

They use information from these graphs and line plots to answer questions and make observations about data.

13

GRADE 4 Structures of Whole Numbers This unit starts with a review of place value and rounding concepts learned in previous grades but applied to larger numbers in fourth grade. It then focuses attention on the nature of our base-10 place value system in which a digit is 10 times larger than it would be in the place to its right. The standard regrouping algorithms for addition and subtraction are learned and practiced with larger numbers. The unit ends with an application of place value understanding, addition and subtraction of larger numbers, and rounding, to solve a problem.

Whole Number Multiplication Extending third grade understanding of multiplication to multi-digit whole numbers (2 digit by 2 digit and up to 4 digit by 1 digit). It connects an area model to a partial product algorithm that relies on decomposition of numbers to their place value components. It introduces the concept of multiplicative comparison with questions such as “How many times as tall is ________ as ________?”.

Whole Number Division Students develop skills in dividing whole numbers of up to 4 digits by 1 digit. They work with division as the inverse operation to multiplication, developing their understanding of division as rectangles of given areas (dividend) with one known length (divisor) and one unknown length (quotient). They use rectangles to develop an understanding of partial quotients and interpret the remainder based on the context of the division problem.

Decimal Numbers This unit extends the concepts of place value in base 10 to decimals. Decimals are placed on a number line, compared with each other, and related to decimal fractions (fractions with denominators that are powers of 10). The real-world context in which this understanding of decimal notation is practiced is measurement in the metric system (specifically centimeters and millimeters).

Factors & Multiples Students explore the meaning of factors and multiples. It builds on the understanding of arrays from previous units as well as concepts of place value to define factors and multiples. Students use arrays to find all the possible factors of a given number. Students investigate the nature of factors and multiples, as well as odd, even, prime, and composite numbers.

Measurement Students apply understanding of metric conversions of length, capacity, weight, time, area, perimeter, and angles. Students learn the definitions of obtuse, acute, and right angles as well as how to measure angles using a protractor.

Polygons In this unit students learn how to use specific geometric properties of two-dimensional shapes, including parallelism, perpendicularity, angle measure, side length, and lines of symmetry. Students learn the mathematical definitions of point, line, line segment, and ray, and apply these to investigations about shapes.

Number and Shape Patterns Students look at shape pattern sequences to identify and describe the core pattern in the sequence.

They use this to determine how many blocks will be needed to continue the sequence to some given iteration. Students use tables to organise numerical data and look for rules that govern these patterns, including using input/output tables.

14

The International School of Brussels

GRADE 5 Geometry - Quadrilaterals Students begin this unit by analysing a variety of polygons and describing their attributes. Students sort them into a variety of categories based on these attributes. Focus then shifts to exploring groups of quadrilaterals in depth: trapezoids, parallelograms, rectangles, rhombuses, kites and squares.

Students describe the relationships amongst quadrilaterals to organise them into categories and subcategories using increasingly precise language to describe their characteristics.

Place Value Understanding in this unit is extended to thousandths using visual models to see the relationship between partitioning wholes and the decimal place value system. Students explore comparing and ordering decimals using various visual models, with an emphasis on the hundreds grid and number line. They learn how to partition a number line in tenths, hundredths, and thousandths and are able to show the fraction, decimal, percent equivalents on a number line. Students are introduced to exponential notation and the pattern between the number of zeros/place values in a product/quotient when multiplying/dividing by powers of 10 is explored. Students use this understanding to help make sense when converting metric units. Finally, students use their understanding of decimal place value to round, add and subtract decimals to the thousandths.

Geometry - Coordinate Plane Students are introduced to the first quadrant of the coordinate plane and learn to draw it and use it to gain insight into a variety of data. After plotting data points that represent real world situations on a coordinate plane, they begin to notice and analyse patterns. Students are also able to generate patterns and start to describe them with rules and expressions.

Geometry & Measurement Students examine the attributes of different polygons to determine how to sort and categorise them.

They focus on quadrilaterals, recognising that shapes with different attributes are in this category because of their shared attributes. Students develop their understanding of area as an attribute of 2D shapes. They learn how to calculate area and why the area of a rectangle can be calculated by multiplying side lengths. Students learn to differentiate between the area of a figure and its perimeter, investigating the relationship between area and perimeter, seeing that the two attributes are measured differently and change independently of each other.

15

Multiplication & Division Students focus on multi-digit multiplication and work with problems involving both multiplication and division, including decimals by decimals. These computations are investigated and applied to a variety of problems and real world situations. Students learn various methods and strategies, encouraging them to analyse all and choose the one that is most efficient when calculating the product or quotient.The unit also emphasises estimation and understanding of place value in order to determine placement of the decimal point.

Measurement: Volume In this unit, students recognise volume as an attribute of three-dimensional figures, building on the connection of how the perimeter is linear or one-dimensional and the area is for two-dimensional figures. Students discover and explore volume using both manipulatives and technological resources, measuring the volume of various rectangular prisms, cubes, and L-shaped prisms using cubic units Students have experiences that help them connect this packing and counting the number of cubic units that fills a box (prism) to the efficient method, demonstrated by the formula: V = l x w x h and V = B x h and that volume can be calculated using the dimensions of an object.

Fractions Students build on the skills and understandings they have developed about fractions, multiplication, the areas of rectangles, and scaling as they explore multiplication of fractions (including mixed numbers) by whole numbers and fractions. Students divide a whole number by a fraction and a fraction by a whole number, expressing both quotients as fractions, increasing their understanding of how division and fractions are connected and how they both connect to multiplication.

Operations and Algebraic Thinking Students use the order of operations to interpret and evaluate numerical expressions and write and evaluate written expressions. Building on the foundational work from the coordinate plane unit, students notice and analyse patterns and relationships, expressing them in the form of numerical expressions.

16

The International School of Brussels

GRADE 6 Data & Statistics Students develop an understanding of statistics by identifying and generating statistical questions, collecting and organising data, and representing class data with a variety of displays. They explore measures of center and measures of variability, and describe spread qualitatively. Students compare different representations of data and different statistical measures to make decisions about which to use to describe data, including finding the mean, median, and interquartile range.

Rates & Ratios This unit delves into rate and percent, comparing rates by using common units and multiple representations and developing new strategies for reasoning about ratio relationships. A special rate called a unit rate is introduced, where the first quantity is related to one of the second quantity, and unit rates are used to solve problems. Students investigate a variety of ratio relationships, learn about ratio language and connect ratio to percent. Students investigate equations using tape diagrams, double number line diagrams and ratio tables.

The Number System Locating rational numbers, including whole numbers, fractions, and decimals, on the number line, and extending to numbers to the left of zero (negative numbers), students make sense of when negative numbers might be used in the real world, and use inequality statements to compare numbers. Students explore relationships between opposites and absolute value and use a coordinate plane to graph points in four quadrants.

Fractions Students extend previous understanding of adding and subtracting fractions and decimals.

Students multiply fractions and decimals, and divide whole numbers and decimals, making connections between conceptual understanding and algorithms.

Exploring Equality & Inequality Students investigate relationships between two defined variables, representing these as equations, tables, and graphs. Students learn that a solution of an inequality or equation makes the statement true and use substitution, inverse operations, or other methods to solve equations, justifying their solutions. Students grapple with the idea of variable as a quantity in a relationship that can change.

Students express situations with numerical expressions, including those involving exponents or the distributive property. They simplify numerical expressions using the conventional order of operations, and describe numerical expressions using mathematical vocabulary.

Geometry Students find the area of polygons in mathematical and real-world contexts by decomposing and rearranging them into other shapes. Students find the volumes of right rectangular prisms with fractional edge lengths, justifying solutions to each problem by clearly showing formulas, calculations and correct units of measures

17

SCIENCE The ISB Science programme offers students the chance to explore essential science concepts and processes, understand the methods used to develop scientific knowledge, and appreciate science's role in our culture, society, and daily lives. The curriculum equips students with the knowledge, understanding, and skills needed to make informed decisions on various issues. It also fosters the joy of scientific investigation and discovery and nurtures their innate curiosity about the world around them.

GRADE 3 Biological Sciences: Living Things Using our campus environment, students observe the plants and animals in our forest and explore how plants, animals and humans are interdependent and how adaptation is a way living things survive and thrive. Students conduct experiments using their bean plants to discover how the environment impacts growth and practice completing close observations and drawings.

Key Knowledge: Living things can be grouped on the basis of observable features and can be distinguished from non-living things Living things depend on each other and the environment to survive Living things have structural features and adaptations that help them to survive in their environment The growth and survival of living things are affected by physical conditions of their environment

Chemical Sciences: Materials & Properties Trying to solve the real-life problem of mailing an item so it doesn’t get damaged, students explore the physical properties of materials. Students then look more closely at states of matter, changes that are reversible or irreversible, and exploring how matter can be combined as mixtures and solutions. Students develop an initial understanding of the scientific method for testing a hypothesis.

Key Knowledge: Living things can be grouped on the basis of observable features and can be distinguished from non-living things Living things depend on each other and the environment to survive Living things have structural features and adaptations that help them to survive in their environment The growth and survival of living things are affected by physical conditions of their environment

18

The International School of Brussels

GRADE 4 Earth & Space Sciences: Exploring our Planet Through exploring earth systems, students develop an understanding of how earth’s surface changes over time as a result of natural processes and human activity, such as erosion, volcanoes and earthquakes. Students also explore earth’s place in our solar system.

Key Knowledge: Earth’s rotation on its axis causes regular changes, including night and day Earth’s surface changes over time as a result of natural processes and human activity, including how human activities cause erosion of the Earth’s surface The Earth is part of a system of planets orbiting around a star (the sun) Sudden geological changes and extreme weather events can affect Earth’s surface

Biological Sciences: Water for Life Students develop the understanding of how living things depend on the same limited resources for survival. Through case studies from around the globe, students explore examples of where limited resources are being used or spoiled faster than they can be replenished, with this use becoming unsustainable.

Key Knowledge: There are different degrees of impact on the environment and that the scale of the disturbance can determine how sustainable the consequences are.

Natural processes (such as erosion and deposition) and human processes (such as agriculture, urbanisation, industry, transport) change the characteristics of environments (such as climate change, biodiversity, etc.)

19

GRADE 5 (OFFERED IN FRENCH OR ENGLISH) Science as a Human Endeavour: Thinking Like a Scientist Students build an understanding of how Science helps us solve problems. By exploring common scientific phenomena using the Scientific Method students develop an understanding of how explanations are built on repeated and consistent results and evidence. This unit culminates in the annual Grade 5 Science Fair.

Key Knowledge: Science involves making predictions and describing patterns and relationships Science knowledge helps people to understand the effect of their actions Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and reflects historical and cultural contributions Scientific knowledge is used to solve problems and inform personal and community decisions

Biological Sciences: Human Growth & Development Students learn about important information about the changes they will experience during adolescence. The main objectives are to help students understand the physical, social, and emotional developments of puberty, learn about the functions of their reproductive and endocrine systems, and explore concepts of gender stereotypes.

Key Knowledge: The endocrine system plays a key role in puberty Some changes we experience differ according to biological sex; others are common to all adolescents The names, location and functions of the parts of reproductive system

GRADE 6 (OFFERED IN FRENCH OR ENGLISH) Physical Sciences: Energy, Forces & Change Students explore forms and transfer of energy, specifically heat, light, and force, while exploring concepts like drag, electrical circuits, light properties, friction, gravity, and magnetism. Renewable and nonrenewable energy sources are evaluated for their sustainability and efficiency.

Key Knowledge: Forces can be exerted by one object on another through direct contact or from a distance Light from a source forms shadows and can be absorbed, reflected and refracted Electrical energy can be transferred and transformed in electrical circuits and can be generated from a range of sources Energy sources are more or less sustainable depending on both how renewable and how clean they are (both in production and consumption)

20

The International School of Brussels

SOCIAL STUDIES Social studies are essential for helping children understand the world around them and their place within it. The Elementary School Social Studies programme encompasses history, geography and civics providing students with a broad perspective on human experiences. Through social studies, students learn about different cultures, historical events, the functioning of governments, the interconnectedness of global communities and the importance of active participation in society.

GRADE 3 Childhood then & now Starting with interviewing family members and teachers about their childhood, students make comparisons about their own experience and others in years past. Students look at 19th century Belgium and how changes in laws and attitudes changed what childhood looks like here now and how childhood can look different around the globe.

Key Knowledge in this unit: Universal human rights, include children’s rights and some reasons why these rights developed Comparing and contrasting schooling, cultural differences and change over time Significant individuals who shaped historical change for children, including Maria Montessori, Louis Braille Their family do things the same as and different from other people and groups How to ask questions respectfully and listen carefully and non-judgmentally My World, My Community, Myself Building skills of communication and collaboration, students develop individual agency, selfawareness and problem-solving skills. Age-appropriate current events, stories of personal relevance, and issues facing the community are explored to develop a richer world view.

Key Knowledge in this unit: Who are individuals who have made a difference in our world; how did they make an impact Asking questions to build understanding about current events Identifying challenges with our community and problem solving to help make things better

21

GRADE 4 Trade, Globalisation & Innovation Students explore their immediate environment to see how materials, and resources connect us to other parts of the world. They learn and apply atlas skills to map the import and exports of resources to see how interconnected the world is. Engaging in a trade simulation activity, students explore interdependence and several challenges/opportunities around global trade. They research how innovations are made to meet these challenges and opportunities, considering the cause and effect.

Using the design cycle, students reflect on their own innovation.

Key Knowledge in this unit: locate the world’s countries, using maps and key geographic terms, such as equator, latitude, longitude describe and understand key aspects of physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains and the distribution of natural resources including energy, food, minerals and water. describe and understand key aspects of human geography, including: types of settlement and land use, economic activity including trade links

Walk for Water Researching, planning and implementing the Walk for Water Service project is a key aspect of the grade 4 year. Students learn more about the water charity we support, take on the task of explaining the purpose of the Walk for Water project and contribute to the service project.

Key Knowledge in this unit: Environmental factors which impact water quality and supply (drought, pollution, sustainability) Organizations which support water access and their approaches to making a difference in the communities they work with Sustainable practices and strategies to advocate for their use

22

The International School of Brussels

GRADE 5 (OFFERED IN FRENCH OR ENGLISH) Government This unit introduces the main forms of government and overall structures in democratic governments using the illustrative context of the European Union. Rights and responsibilities of citizens and key themes of power & governance, sustainability, equality, and group identity are explored in terms of the role of government.

Key Knowledge in this unit: how democracy is maintained through citizen participation, including being informed, advocating, and voting. examples of where competition for resources led to conflict and the need for effective conflict resolution mechanisms. the three branches of government: the legislative, the executive and judicial the process of law-making in the context of the European Union Migration This unit provides an introduction to human migration, exploring the reasons, impacts, and diverse forms it takes. Students reflect on reasons for migration decisions through the lens of "push and pull" factors. Students explore diverse migration stories including historical instances such as The Irish Potato Famine and the 1930s Dust Bowl to explore that migration has always been part of the human experience.

Key Knowledge in this unit: define migration and various categories of migration, such as voluntary, forced, internal, and international movements the push and pull factors that influence people to move, including economic, political, social, and environmental reasons positive and negative consequences of migration on individuals, communities, and nations in historical contexts contemporary migration issues, including the differences between migrants and refugees

23

GRADE 6 (OFFERED IN FRENCH OR ENGLISH) Human Rights The Human Rights unit poses fundamental questions about laws and universal human rights. Case studies, such as Apartheid in South Africa and education equality for girls, are investigated.

Furthermore, the unit addresses sustainable solutions and basic human needs and prompts students to examine global inequality through videos and data analysis. A final project examines individuals and movements throughout history that have upheld and defended human rights.

Students also take part in Community Engagement projects. Allowing them to understand the actions being taken in our local and global community to make the world a better place.

Key Knowledge in this unit: The content of the Declaration of Human Rights & the Convention on the Rights of the Child.

The history of how the Declaration of Human Rights came about and how it has changed.

Wealth distribution plays a huge role in human rights issues.

All countries have examples where human rights are not upheld A statistical question is one that addresses differences in a population.

The way in which we represent data affects its shape. This potentially leads to different interpretations being made from it.

Creativity Students explore how creativity can flourish as a result of both internal (attitude, imagination and knowledge) and external (culture, habitat and resources) forces. Students investigate a key period of creativity, the Renaissance, in comparison to the Middle Ages before it and through the case study of Michaelangelo. Students then apply the 'creativity engine' to a chosen person.

Key Knowledge in this unit: Components of societal structure and beliefs in the Western European Middle Ages Societal and economic changes in the Renaissance, including the rise of merchant class and growing trade Philosophical shifts around concepts of humanism and individualism Impact of the printing press on knowledge sharing Impact of competition for resources, in the context of artists and patrons

24

The International School of Brussels

VISUAL AND PERFORMING ARTS GRADE 3 Visual Arts Students engage in a variety of creative projects, experimenting with different materials and techniques. They design a mural inspired by the season, using experimental line drawings to capture the world around them. Students also focused on shapes and colour through detailed observational drawings of bicycles and nature studies. Constructing with clay, shaping and forming clay they create unique pieces. These projects provided opportunities to investigate colour, texture, and form, resulting in vibrant and imaginative works of art. Throughout the year relevant artists are discussed to enrich students' learning and inspire their creative processes.

Music Students engage in reading, writing, and improvising rhythms while reinforcing the concepts of beat and phrase. They work on pitch accuracy in singing and extend this to figuring out notes for short parts of songs on xylophones, using creativity to improvise melodies by following set rules. In grade 3, students begin to play the ukulele.

In the second term, third graders continue working on duple and triple meter through rhythmic chants, multi-part music, and canons, adding dynamics to their songs. They explore improvisation from various angles, including writing and performing rhythms and identifying improvisation versus melody in recordings. Students have opportunities to perform in class and in public, while also experiencing music from around the world through watching, listening, and moving.

Expressive Arts Through selected units in the year which are connected to learning in the homeroom class, students focus on the exploration of skills relating to generating creative ideas, interpreting intent and meaning in artist works and the use of art, music, drama and movement to convey meaning.

25

GRADE 4 Visual Arts Students explore a variety of techniques including expressive mark-making and line work. With a focus on charcoal and chalk tonal observational drawings. They study still life compositions and colour theory, emphasising the contrast between organic and geometric shapes and warm and cool colours. Students engage in nature studies, creating detailed close-up floral studies through both large-scale flower drawings and clay sculptures.

Music Students work on steady beat, movement, ostinato, and canon using barred instruments like xylophones and non-pitched percussion such as drums. They begin transitioning to standard rhythm and pitch vocabulary while refining singing and ensemble skills. Each class features music from around the world, with students guessing the instruments before seeing the musicians.

In the second term, students continue developing music literacy, learning complex rhythms, and transferring skills to ukulele and recorder. They practice reading music independently and in small groups, building on prior knowledge to enhance their musical abilities.

Expressive Arts Building on the expressive arts learning in grade 3, students work on refining their creative and performance skills related to art, music, drama and movement. Developing on from presenting work to small groups, students begin to think about how to exhibit and perform works for a wider audience.

26

The International School of Brussels

GRADE 5 Visual Arts Students investigate space and perspective through both 2D and 3D studies, with a focus on twopoint perspective, and observational drawing of fore, middle and background. In addition, students explored architectural design by constructing models for an imaginary city using attachment methods with recycled materials. They also learn traditional bookbinding techniques to craft personalised sketchbooks. Throughout the semester, relevant artists are discussed to enhance students' understanding and inspire their creative expression.

Performing Arts Students in Grade 5, choose one of the following Music options. Drama rotations occur throughout the year.

Band In the first half of the year, 5th grade students familiarise themselves with their new instruments, learning basic notes, rhythms, instrument set-up, maintenance, listening skills, and beginning musicianship. Practicing at home for 20-30 minutes on non-band days is crucial for reinforcing class lessons and improving music comprehension.

In the second half of the year, students build on these skills, focusing on higher-level musical concepts like articulation, dynamic contrast, and tone quality, while developing individual skills and ensemble performance.

Strings Students focus on developing the foundational skills of producing sound, playing notes and rhythms, bow hold and note reading. These are complex skills that require daily repetition to build muscle memory, so daily practice at home for 10-15 minutes is absolutely crucial. Students also learn essential rehearsal dynamics, such as setting up their instruments, standing and sitting with them correctly, listening actively, and taking care of their instruments.

27

Voiceworks Students explore musical elements like rhythm, pitch, tempo, and dynamics through singing exercises and repertoire, enhancing vocal techniques such as breathing, projection, and tone quality. Grade 5 VoiceWorks students practice singing in multiple parts, emphasising diaphragmatic breathing, projection, blending, and dynamic contrast. They also discuss genres and compositional styles, learn ukulele basics to understand harmony and chords, and compose their own songs by creating chord structures, writing melodies, and fitting lyrics, while focusing on structure, repetition, sequence, and engaging the audience. Students perform learned repertoire in a formal concert and identify musical concepts through listening and studying music theory, focusing on the major scale and its intervals.

Drama In our drama course for Grades 5 & 6, students will embark on an exciting journey where they can test their creative ideas and shape them into a captivating performance. They'll dive into the fun process of creating unique characters, memorizing lines, and adding simple production elements to bring their stories to life. Through engaging activities, students will explore how to use their physicality and voice to convey meaning, and discover the powerful effects of music and lighting on the audience's experience. It's all about having fun, expressing themselves, and learning the magic of theater in a supportive environment!

28

The International School of Brussels

GRADE 6 Visual Arts Students explore the elements of art through both 2D and 3D media. They used line and expressive mark-making to capture human gestures in life drawing studies and sculpted clay figurines to express emotion. Students also delve into color theory, experimenting with tints, tones, and shades through multi-faceted representations of giant gemstones. Additionally, they hone their watercolor techniques in personal sketchbooks, which they created using traditional bookbinding methods.

Throughout the year, relevant artists are discussed to deepen students' understanding and inspire their creative expression.

Performing Arts Students in Grade 6 continue on from choices made in Grade 5 or if a new student chooses one of the following. Drama rotations occur throughout the year.

Band During the first half of the year, students focus on basic notes and rhythms, playing music with multiple parts instead of in unison, and different elements of music such as dynamics and articulation. Sixth-grade students are encouraged to practice at home for 20-30 minutes on days without Band to reinforce lessons, improve instrument familiarity, and enhance music comprehension.

In the 2nd half of the year, Grade 6 students advance their individual and overall musicianship skills.

They transition from playing songs in unison to playing music with multiple parts, improving their aural skills by listening to similar instruments or parts.

29

Strings Students focus on ensemble skills, playing together to create a cohesive group. They learn new techniques such as slurs, more difficult rhythms, and new notes, while working on playing more in tune. These complex skills require daily practice for 10-15 minutes to reinforce muscle memory.

In the 2nd term, Grade 6 strings students learn to transition from pizzicato to using the bow, which improves their bow hold position and sound quality. They tackle tricky rhythms and fast tempos, aiming for accuracy.

Voiceworks Students learn musical elements such as rhythm, beat, pulse, pitch, tempo, and dynamics through singing exercises and repertoire. They work on vocal techniques like breathing, projection, and tone quality. Studying music theory, including the major scale and its intervals, helps them understand melodic and harmonic structures.

In the 2nd term, Grade 6 VoiceWorks students continue singing in multiple parts in a choir setting, focusing on diaphragmatic breathing, projection, blending, and dynamic contrast. They discuss genre and compositional styles and arrange songs to be sung in small ensembles, exploring harmonising techniques.

Drama In our drama course for Grades 5 & 6, students will embark on an exciting journey where they can test their creative ideas and shape them into a captivating performance. They'll dive into the fun process of creating unique characters, memorizing lines, and adding simple production elements to bring their stories to life. Through engaging activities, students will explore how to use their physicality and voice to convey meaning, and discover the powerful effects of music and lighting on the audience's experience. It's all about having fun, expressing themselves, and learning the magic of theater in a supportive environment!

30

The International School of Brussels

PHYSICAL EDUCATION & HEALTH Social studies are essential for helping children understand the world around them and their place within it. The Elementary School Social Studies programme encompasses history, geography and civics providing students with a broad perspective on human experiences. Through social studies, students learn about different cultures, historical events, the functioning of governments, the interconnectedness of global communities and the importance of active participation in society.

GRADE 3 Students focus on team-building, chasing and fleeing, and hand-eye and foot-eye coordination, developing an understanding of key team skills, space awareness in games, and control and movement with a ball. They also work on target games and fundamental movements required for success, including tracking, accuracy, and positioning. During gymnastics, parkour, and outdoor activities, students enhance their movement skills such as agility, speed, and form. Additionally, they explore the foundations of movement in dance through a small dance unit.

GRADE 4 We focus on how to be within a team, health and fitness, healthy habits, and the foundations of invasion games such as basketball, hockey, and soccer. During these units, we build an understanding of what it means to be on a team, space awareness in bigger games, and the control of movement with and without a ball. Additionally, we work on striking and fielding skills, net games, and the movements and strategies required for success, including form and positioning. During our gymnastics and parkour unit, we develop movement skills such as take-off, landing, sequencing, pathways, and balance. In our climbing unit, students belay and climb different routes, set goals around climbing, and work on accomplishing them.

GRADE 5 Building on team skills developed in previous years, students explore invasion games such as basketball, hockey, and soccer, gaining an understanding of key fitness components, including heart-rate analysis for a deeper awareness of a healthy lifestyle. Additionally, students engage in a Movement Composition unit involving flow movements with dance, martial arts, and yoga, where they are expected to create a flow movement project in one of these options in a group setting. Students engage in a unit called Adapted Games to explore the lived experiences in similar games found in Paralympics or Special Olympics.

GRADE 6 In our Fitness and Wellbeing unit, students explore key components of fitness, healthy choices with nutrition, and heart-rate analysis to inform lifestyle and movement decisions. Along with invasion games such as basketball, hockey, and soccer, we focus on offense and defense strategies in small sided games.Building on striking, fielding, and net games skills, students are introduced to complex movements and strategies required for success, including applying knowledge in unfamiliar situations and understanding sport-specific rules. In gymnastics and parkour, students recognise individual strengths, build confidence, and combine skills to support performance. In the climbing unit, students belay and climb different routes, set goals, and create plans to accomplish them.

31

LANGUAGES Multilingualism and cultural understanding is a key part of being an International Citizen.

In the Elementary School we offer French for students who do not need additional English language support. Because of varying experience and backgrounds, students may be enrolled in one of three levels: Foundational, Intermediate and Independent. The programme is built around a two year cycle, Year A & Year B, so that students are introduced to a wide range of vocabulary and language structures. In Grade 5 & 6, students who have fluency in French can opt to join the Science & Social Studies programme in French. Further details are in the Science & Social Studies section of this programme.

For students with a home language of Dutch, Spanish, Korean, Japanese, Swedish, and Hebrew we offer a Home Languages Programme (2024-25 language offerings; these may change depending on language demographics of students).

Students are immersed in the languages learned and actively engaged in their learning through a variety of dynamic activities aimed to develop their communication skills (listening, speaking, reading, writing and interacting).

Our curriculum is based on the Common European Framework of Reference for Languages.

32

The International School of Brussels

FRENCH GRADES 3 & 4

YEAR A Fauna of Belgium (Faune de Belgique) Exploring the range of animals of Belgium, and utilising our forest environment to observe and inspire, students develop descriptive vocabulary, sentence structures and language features of descriptive writing. As a culminating task, students present a chosen animal.

YEAR B On the way to school (Sur le Chemin de l’école) Looking at the buildings and spaces in a community, the vocabulary, sentence structures and language features of writing to describe ISB and our local community. In advanced levels, students explore schools from around the world and build the language of compare and contrast.

Some learning targets in these units: Foundational Understand and follow short, simple instructions and directions.

Recognise familiar words accompanied by pictures Describe concrete objects while showing them Intermediate Recognise familiar words and expressions in conversations around them Understand simple factual reports that do not contain unpredictable detail Can describe things in simple terms Independent Understand factual reports or short talks / lectures including descriptions Find specific information in newspaper articles and non-fiction texts Give straightforward descriptions, including comparing similarities and differences

YEAR A Comic Strips (Les Bandes Dessinées) In this unit, students explore the tradition of Comic Strips in Belgium; building understandings of story lines, reading classic and modern comic authors, and practicing the use of dialogue through skits and writing. Each year students also work with visiting professional illustrators and story-tellers; a highlight of the unit.

33

YEAR B Celebrations (Les festivals) In this unit, students explore different francophone carnivals from around the world, including the Binche, Quebec and Martinique carnivals. In recounts and new broadcast interviews, students discuss the traditions, foods, and activities.

Some learning targets in these units: Foundational Understand simple information being explained in a predictable situation Use days of the week, time, hour.

Engage in basic social exchanges Intermediate Understand the main points of a simple narrative Give a short, rehearsed presentation on a familiar subject Write short recounts Independent Understand narratives, including the main points and important details Give opinions on subjects relating to everyday life with reasons and explanations Narratives / recounts which include descriptions of feelings and reactions

34

The International School of Brussels

YEAR A & B Grade 3: The Sea & Belgian Coast (La mer & la côte belge) Learning about the habitat of the sea on the coastline and under the water, students develop the vocabulary and language skills of narrative and recount. Using their own experiences and the Grade 3 extended field trip as a personal starting point for this topic.

Some learning targets in this unit: Foundational Understand simple information being explained in a predictable situation Use days of the week, time, hour.

Engage in basic social exchanges Intermediate Understand the main points of a simple narrative Give a short, rehearsed presentation on a familiar subject Write short recounts Independent Understand narratives, including the main points and important details Give opinions on subjects relating to everyday life with reasons and explanations Write narratives & recounts which include descriptions of feelings and reactions Grade 4: Games & Sports around the world (Les jeux de la Francophonie) Looking at French-speaking countries around the world, students explore the different sports and games, building vocabulary of geography (flags, place names, location, etc.) and information about popular sports in these countries.

Some learning targets in this unit: Foundational Understand numbers, prices, dates, days of the week, seasons and time Describe themselves, what they like doing and where they live Express opinions Intermediate Understand simple directions on how to get from X to Y Find specific information in simple, everyday material Write a series of simple clauses and sentences Independent Understand audio-visual reports such as the main points of the news Give detailed recounts of experiences, clearly describing feelings and reactions and giving a linear sequence of events write information reports including giving and justifying opinions

35

GRADE 5 & 6 YEAR A Francophone Celebrities (Francophones Célèbres) Drawing on current and past figures from the world of arts, sports, science and politics in Francophone culture, students develop the vocabulary and language features to describe an important figure of their choice.

YEAR B The City (la Ville) Starting with components of cities and towns, students expand into features and highlights of Brussels to compare with another city of their choice.

Some learning targets in these units: Foundational Engage in basic social exchanges Recite simple vocabulary Write about matter of personal relevance using simple words and basic expressions Intermediate Understand everyday conversations with peers Catch the main point in short clear, simple messages and announcements Describe what they plan to do at the weekend or during the holidays

36

The International School of Brussels

YEAR A & B Grade 5: A Healthy Mind in a Healthy Body (Un esprit sain dans un corps sain) Creating a youtube video or podcast for a travel show to Belgium, students demonstrate how to choose and order a balanced and healthy meal. For independent French speakers, students compare different aspects of health: food, medicine, education with that of Ancient Greeks, Gauls and Romans.

Some learning targets in this unit: Foundational Describe concrete objects while showing them Use days of the week, time, hour.

Understand everyday expressions for simple, concrete needs Intermediate recognise familiar words and expressions in conversations extract the essential information from short recorded passages give a short, rehearsed presentation on a familiar subject Independent understand factual reports or short talks / lectures including descriptions compare perspectives and express own opinion using subject specific vocabulary give straightforward factual information about a topic

My Travelogue (Mon carnet de voyage) Building on the Grade 5 experiences and extended field trip, students explore likes and dislikes to create a travelogue about their experiences.

Some learning targets in this unit: Foundational engage in basic social exchanges express opinions write as a series of short sentences using simple words and formulaic expressions, with reference to a dictionary Intermediate understand simple directions on how to get from X to Y write short recounts express likes and dislikes Independent writes detailed recounts of experiences as a narrative, clearly describing feelings and reactions and giving a linear sequence of events give detailed instructions for how to do something reads & understands narratives, including the main points and important details

37

Grade 6: A Trip with Folon (Un voyage avec Folon) Linking with Human Rights study in the Homeroom, students explore the Belgian artist Jean-Michel Folon focusing on his life and interests and the vocabulary to describe his artworks and its symbolism.

Some learning targets in this unit: Foundational can describe concrete objects while showing them use simple words and phrases to write simple descriptions express opinions Intermediate follow a simple, well-structured presentation provided it is illustrated with examples or diagrams and spoken slowly and clearly give a short, rehearsed presentation on a familiar subject write a series of simple clauses and sentences Independent understand factual reports or short talks / lectures including descriptions find specific information in newspaper articles and non-fiction texts compare perspectives and express own opinion using subject specific vocabulary

My Story (Mon journal) As students begin the transition to Middle School, they reflect back on their Elementary School years identifying highlights, challenges and how they have grown.

Some learning targets in this unit: Foundational understand simple information being explained in a predictable situation can describe themselves & what they like doing write about matter of personal relevance using simple words and basic expressions Intermediate understand the main points in short, simple stories can discuss what they are good at and not so good at write short recounts Independent understand narratives, including the main points and important details express dreams, hopes and ambitions write narratives & recounts which include descriptions of feelings and reactions

38

The International School of Brussels

Grade 5 & 6 Story of a child of war (Le journal d’un enfant pendant la guerre) Linking to the unit in the homeroom, students learn about events that took place during World War 2 and study what children's daily life looked like in Belgian and French cities. They create a fiction character whose life is described in a diary.

Independent Understand film narratives, including the main points and important details Find specific information in newspaper articles and non-fiction texts Compare perspectives and express own opinion using subject specific vocabulary

39

DUTCH

In Grade 6, students who have Dutch as a home or academic language participate in extended language instruction, in place of French. In addition to reading, writing and spelling activities, students explore the following:

GRADE 6 Human Rights (Mensenrechten) Linking to the unit in the homeroom, students explore the connection between the textile industry and modern day human rights and learn about Aletta Jacobs, the first Dutch female doctor and feminist and her role in Dutch history. Personal responses to issues explored and a persuasive text are keystones of this unit.

Dutch & Belgium Artists (Van Rembrandt tot van Gogh; door de ogen van kunstenaars) By comparing two or more Dutch/Belgian artists, students practice both research and report writing skills as they describe key events in the lives of their chosen artists, but also important works and their meanings.

40

HOME LANGUAGES In our Home Languages classes, students are supported to acquire and accurately use a range of general academic and domain-specific words and phrases for reading, writing, speaking and listening. Working towards reading grade-level appropriate text for comprehension is a priority for both fiction and non-fiction, supporting students to maintain and progress in their home language.

(Language offerings: Dutch, Spanish, Korean, Japanese, Swedish and Hebrew)

KEY KNOWLEDGE & SKILLS Grade 3 & 4: reading text closely to determine what the text says explicitly and to make logical inferences. citing specific textual evidence when writing or speaking in order to support conclusions drawn from the text. determine central ideas or themes of a text and analyse their development. summarise the key supporting details and ideas.

Grade 5 & 6: analyse the structure of texts, including how specific sentences, paragraphs and larger portions of the text relate to each other and the whole text. assess how point of view or purpose shapes the content and style of a text. interpret words and phrases as they are used in a text, including technical, connotative and figurative meanings, and analyse how specific word choices shape meaning and tone.

42

The International School of Brussels

FOUNDATIONAL ENGLISH LANGUAGE DEVELOPMENT Reading Students develop their letter and phonic knowledge to build their reading skills. They progress from simple to more complex texts to read fluently with meaning and purpose. They apply comprehension and vocabulary strategies to a variety of narrative and informational text. Students build and demonstrate comprehension by participating in small group discussions, writing responses to comprehension questions and prompts , and using evidence from text to support their thinking.

Writing Our authors write for a variety of purposes, using a range of forms. Students apply grammar and vocabulary practiced in short written exercises, to longer written pieces. Students use the writing process to revise and improve their work. Handwriting and Typing skills are practiced throughout the year.

GRADE 3 & GRADE 4 All About Me Students build vocabulary related to their interests, family and school life. Students verbally express information about themselves in phrases and simple sentences, developing their knowledge of how to build meaning in the English Language. Students start to comprehend others and express their own ideas in simple written forms.

Procedures Students extend their knowledge of verbs and prepositional language to comprehend procedures for games and craft activities. Students start to give verbal and written instructions to others, using sequencing language to organise their work.

Daily Routines Students consolidate their knowledge of simple present tense, subject verb agreement and build vocabulary to comprehend daily routines. Students gain understanding of texts through reading and listening and express their understanding through speaking and writing simple paragraphs.

Recount Students are introduced to the past tense, using texts at their reading level to read and verbally recount an event. Students continue to practice answering comprehension questions using evidence from the text to support their answers. Students produce written recounts, organising their work into paragraphs, connecting information using sequential language and text connectives, and building more detailed sentences.

43

Non-Fiction Report and Research Skills Students learn to identify nonfiction text features and how these can be used to research specific information. Students focus on asking questions on a specific topic and finding answers within nonfiction texts. Students use a model to write an organised report on an animal. Students focus on organising information logically, subject verb agreement with singular and plural nouns and building sentence complexity skills.

Narrative Students review past tense to read, comprehend and share a narrative. Students read and tell stories while practicing the key skills of generating ideas, as well as revising and editing written work.

Students focus on using adjectives, and simple conjunctions in a variety of sentence structures which help students create descriptive and sequenced stories.

GRADE 5 & GRADE 6 My Family and Me Students use basic action verbs to talk about daily activities and family routines. They will learn to describe habits using the simple present and ongoing actions with the present continuous. The unit will also introduce vocabulary related to family members and subject pronouns. Additionally, students will use the verbs "to have" and "to be" to describe people. By the end of the unit, they will be able to talk about their families and daily routines with confidence.

Realistic Fiction Students will learn key vocabulary related to fiction text features and story elements. They will explore characters, setting, plot, and theme to understand how stories are structured. Students will practice oral and written retells to improve comprehension and storytelling skills. They will also learn to identify the main idea of a story and support it with details. By the end of the unit, students will be able to discuss and summarise fiction texts.

Personal Narrative Students explore the structure of personal narratives. They will practice using past tense verbs to describe events and add circumstances to explain when, where, or how actions happen. Students will also develop their writing by using simple and compound sentences, descriptive noun groups, and correct punctuation. Through reading personal narrative mentor texts, they will analyse how writers share experiences and apply these techniques to their own writing. By the end of the unit, students will be able to write clear and engaging personal narratives.

44

The International School of Brussels

Fiction - Mysteries Students explore narrative genre features and vocabulary to deepen their understanding of different types of fiction. They will analyse the plot by identifying key events, conflicts, and resolutions.

Students will practice making predictions based on textual evidence and inferring meaning from clues provided by the author. They will also use the future tense to discuss possible outcomes and character developments.

Opinion Writing Students learn to clearly state their opinions and support them with strong reasons and researched examples or facts. They will use the stoplight paragraph structure to organise their ideas effectively and practice using connectives and sentence starters for sequencing. Emphasis will be placed on precise vocabulary to strengthen their arguments. As an extension, students will develop their opinions into full argumentative essays. The unit will conclude with a debate, where students will present and defend their viewpoints using persuasive techniques.

Nonfiction Students explore text features to help them navigate and understand informational texts. Students practice skimming and scanning techniques in guided lessons and independent practice to locate important information quickly. They will also learn to find text evidence to support their understanding and determine the importance of details within a passage. As an extension, students will practice paraphrasing to express ideas in their own words while maintaining the original meaning.

45

SKILLS

Students who require consistent learning support have access to smaller group support during a Skills Learning support class which happens three times per week, instead of French or Dutch. During this time, students have access to additional curricular support aimed at improved student access and success. In addition to this, students receive targeted support for their individual learning goals as part of their individual learning plan.

46

The International School of Brussels

ADVISORY

The Advisory programme, led by the Elementary School counsellor, builds the social and emotional understanding and skills of our students. Learning over the year is structured around the following strands: Social-Emotional Development, Global Perspectives, Academics, & Future Goals and Planning.

GRADE 3 During the school year, we learn about Social Emotional Learning in our Advisory lessons. This helps us understand our feelings and how to get along with our friends. We discuss working together and developing relationships, solving problems, and making smart choices. We look at how the brain helps us with learning and feelings. We also learn to be safe in the real world and when we use the internet. We explore our behaviours, characteristics and our identity. We examine what makes each of us special. We look at how things change in our lives, like moving to a new grade or school.

GRADE 4 Throughout the school year, we continue to focus on Social Emotional Learning during our Advisory lessons. We work on building friendships and relationships, sharing our feelings, and finding ways to resolve conflicts. We also start to understand more about how our brains work and explore how to manage our emotions and behaviours better. We learn about personal safety both online and in the real world. We recognise our unique identities and how we interact with those around us who are the same and different in many ways. Additionally, we look at how to handle changes and transitions in our lives.

GRADE 5 As the academic year progresses, Social Emotional Learning becomes an integral part of our Advisory lessons, which enhances our overall learning experiences. We delve into important themes such as developing and applying social skills and cultivating healthy relationships. We learn effective strategies for conflict resolution and problem-solving, along with deeper insights into behaviour and emotional regulation and brain function. Furthermore, we address critical issues like personal and digital safety, our identity and diversity. We develop more effective tools for preparing and dealing with various transitions and changes in our lives.

GRADE 6 In the sixth grade, we engage critically with Social Emotional Learning throughout the academic year, integrated within our Advisory lessons to support our broader educational goals. We explore advanced topics such as enhancing our social skills, fostering positive relationships, and effectively resolving conflicts. By understanding behaviour and emotional regulation and the biological underpinnings of our behavior, we gain a deeper comprehension of ourselves. Our curriculum includes discussions on personal and digital safety and current social media influences. We examine the importance of embracing personal identity and diversity, in our community as well as globally. We explore how we can equip ourselves to handle transitions and changes with resilience and confidence.

47

LIBRARY

At ISB, our librarians are crucial actors in personalisation. Librarians support our students in their development towards becoming independent researchers. Our print and digital collection builds from the needs of individual researchers and readers. Librarians help stimulate a love of reading by providing personalised guidance to all members of the ISB community and by organising reading extension programmes such as the IRIS Award and Iris Bookbowl, as well as sponsoring frequent visiting authors, storytellers or curricular experts.

GRADE 3 Library classes are focused on developing student understanding of non-fiction texts, understanding how the library is organised and locating materials in the library. Read-alouds are connected to classroom topics, such as Nana Brew Hammond’s Blue. Frequent booktalks introduce new titles in the library to encourage students to read widely and regularly.

GRADE 4 Digging deeper into the library collection, in particular, exploring the different genres found in the library as well as introducing the BookBowl are key features of the grade 4 programme. Supporting homeroom focus areas such as mapping skills and how to conduct an interview helps students revisit and reinforce research skills.

GRADE 5 Introducing primary and secondary sources as they explore roles and responsibilities of government and historical instances of migration help students become more effective researchers. Exploring new titles is encouraged through book talks and through targeted exploration of the library collection. In Grade 5, students have the special honour to provide input into the possible titles for the next year’s IRIS book award.

GRADE 6 In grade 6, understanding how to support their reading and research through using the library catalogue becomes a greater focus. Reinforcing questioning and effective research skills are developed over the year. As students move into more complex children’s literature, targeted book talks and collection exploration is highlighted to reinforce a strong foundation of reading skills.

48

The International School of Brussels

TECHNOLOGY

Technology is an integral part of the learning experience in our Elementary School, supporting students in developing essential digital skills and responsible technology use. Our structured programme focuses on appropriate technology usage, digital citizenship, and programming literacy.

Students in Grades 3–6 participate in dedicated technology classes. These sessions alternate between Digital Citizenship lessons and hands-on programming lessons. Our goal is to equip students with both the technical skills and ethical awareness needed to navigate the digital world safely and effectively.

In our programming lessons, students build their coding proficiency progressively. They begin with fundamental coding concepts in Grade 3 and advance to more complex block coding challenges by Grade 6. Beyond programming, technology is integrated into classroom learning, serving as a tool to introduce new concepts or reinforce understanding in subjects such as Math, Literacy, and Science.

Through this approach, students not only develop essential digital literacy but also learn to use technology creatively and purposefully, preparing them for the increasingly digital world.

49

GRADE 3 Programming: Introduction to basic coding concepts, sequencing, and simple problem-solving using block-based coding.

Digital Citizenship: Password safety, online safety, media literacy, what makes a good digital citizen

GRADE 4 Programming: Expanding on logic and algorithms, using loops and conditionals to create more structured programs.

Digital Citizenship: Healthy media choices, private and personal information, keeping games fun and friendly, online upstander, creator rights

GRADE 5 Programming: Developing more complex projects with variables and functions, fostering computational thinking.

Digital Citizenship: My online balance, investigating clickbait, digital friendships, reading online news

GRADE 6 Programming: Advanced block coding, debugging, and an introduction to autonomous programming concepts.

Digital Citizenship: Phishing, online identity, chatting safely, dealing with digital drama, finding credible news

50

The International School of Brussels

PASSION LEARNING & ELECTIVES Passion Learning In Grade 3 & 4, students engage in an inquiry into an area of interest. After having opportunities to explore different possible pathways, students build a plan to explore an area linked to the arts, academics, design, technology or sports development. Mentor teachers guide students through the process, encouraging them to deepen and refine their inquiry as time progresses. Students share their inquiry journey at the end of the year in a learning showcase.

Electives The Electives programme in Grades 5 & 6 encourages students to explore areas of interest. Guided by teachers, students engage in learning activities and projects which support them in developing their leadership, technology, language, science, artistic, or entrepreneurial skills.

Below are the Electives offered in the 2024-25 academic year.

Junior Model United Nations Young Entrepreneurship Robot Titans Garden to Plate Budding Authors: Novels - Creation & Design Agents of Change Exploring Dance Discover Dutch Digital Music STEM: Science, Technology, Engineering, Mathematics

51

Kattenberg 19, B-1170 Brussels, Belgium +32 2 661 42 11 www.isb.be