THE GRADE 4 EXPERIENCE
Key Developmental Milestones
Children of this age often become aware of the intricacies and subtleties of the world around them. This is a year of intellectual stretching, wondering, arguing, questioning and doubting – all signs of remarkable growth in resilience, curiosity, maturing character and capacity for independence. Fairness matters greatly to Grade 4s and there is greater concern for global justice. Fourth graders often enjoy small groups and enjoy coming together to play games or share collections. Working with industrious care on purposeful and appropriately challenged assignments, they are often willing to put a great deal of effort into final products.
The 4th grade learning program is designed to support and develop these key developmental milestones.
Personalising Learning
In the Lower School, we embrace the unique potential within each learner craft individualised educational experiences that grow learner strengths empower learners to explore their passion and interests integrate technology into all subject areas cultivate critical thinking and collaborate using diverse perspectives develop learners who confidently navigate the current challenges of our world
In tandem with our Character standards, we use the Learning for Justice Standards to support our goal of developing true International Citizens
Strand Areas of Focus & Development
Action Justice Diversity Identity
speaking up with courage and respect when they or someone else has been hurt or wronged recognizing stereotypes and relate to people as individuals rather than representatives of groups expressing comfort with people who are both similar to and different from them and engage respectfully with all people developing positive social identities & express this with pride without denying dignity of others
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C h a r a c t e r S t a n d a r d s
CORE LITERACIES
ISB follows the globally recognized expectations outlined in the Common Core State Standards for Literacy & Mathematics.
R e a d i n g
Foundational Skills
Literature
Informational Text
Strand Areas of Focus & Development W r i t i n g
Develop phonics and word recognition and read with sufficient accuracy and fluency to support comprehension
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers; Recount stories; Describe characters; Determine the meaning of words and phrases; Discuss how language is used to describe; Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the author's reasons
Determine the main idea of a text; Determine the meaning of general academic and domain-specific words and phrases; Use text features and search tools; Use information gained from illustrations; Compare and contrast the most important points
Strand Areas of Focus & Development
Text Types & Purposes
Vocabulary Use
Conventions of Standard English
Production of Writing
Write opinion pieces on topics or text, supporting a point of view with reasons; Write informative / explanatory texts to examine a topic and convey ideas and information clearly; Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and clear event sequences
Use accurately grade-appropriate conversational, general academic, and domain-specific words and phrasesChoose words and phrases for effect; Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases; Distinguish shades of meaning among related words
Demonstrate command of the conventions of standard English grammar, capitalization, punctuation, and spelling
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing texts
S T E M : M a t h e
Numbers & Operations in Base 10
Numbers & Operations
Geometry
- Fractions Measurement & Data
Mathematical Processes
Identify arithmetic patterns and explain them us ng properties of operations
Fluently add and subtract with n 1000
Fluently multiply and divide within 100
Use place value understanding to round whole numbers to the nearest 10 or 100
Understand a fraction as a number on the number line
Exp ain equivalence of fractions (½, ¼, ⅓, ⅙ and ⅛ ), and compare fractions by reasoning about their size
Compare two fractions w th the same numerator or the same denominator by reasoning about their s ze
Understand that shapes in different categories may share attributes and that the shared attributes can define a larger category
Understand that shapes can be partitioned into equally sized parts, the measure of which can be expressed as a fraction of the original shape
Measure and estimate liquid volumes and masses of objects using standard units
Solve real world and mathematical problems involving perimeters of polygons
Recogn ze area as an attribute of plane figures and understand concepts of area measurement
Make sense of problems and persevere in solving them
Construct viable arguments and critique the reasoning of others
Model with mathematics
Attend to precision
CORE LITERACIES
As a 1:1 device school, quality technology is available for all students. With extensive design resources such as 3-D printers, laser and vinyl cutters, green screen studios, VEX robotics, and a Virtual Reality suite, Elementary students use one of the best DesignTech spaces in Belgium.
Opportunities to build understanding of programming structures are integrated across the year The main topics of Grade 3 are: discovering algorithms debugging program construction
Through projects during year, students are introduced to the different design tools at ISB and the design process
We emphasize using technology responsibly and effectively for communication, collaboration and creation Becoming proficient and postive members in a digital world is a primary goal
Within Design units at ISB, students follow the Stanford University Design School model
S T E M : D e s i g n & T e c h n o l o g y
Coding Design Technology Digital Citizenship
Designed for deep inquiry into how our world works through handson experiences and by using a range of primary and secondary sources connected to historical and contemporary themes. S c i e n c e & S o c i a l S t u d i e s
Trade & GlobalizationGeography & Economics
Understanding how climate and other factors can lead to specialization of products, which often requires an interdependence on trade to meet the needs of the population Students explore how innovation can give one group advantages over another and economic self-interest can create conflicts and the ways that Fair Trade can help our world be more equitable
Earth & Space SystemsApplied Sciences
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
Water for LifeEnvironmental Science
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.
CORE LITERACIES
Transferable skills, also known as portable or un subjects and situations. These skills are not tied adapted and moved from one context to another.
Strand Key Questions
Collaboration
S k i l l s
Research
Thinking
Self-Management
How do I share my ideas and build on the ideas of others?
How can I find the best evidence for my questions?
How does information from different sources connect to each other?
How do I set effective goals and where am I now in achieving them?
Personal Inquiry
Areas of Focus & Development
Participate in an Academic Discussion
Listen to understand, rather than reply
Record Evidence
Select the evidence that is most useful to record
Reason Across Multiple Examples
Identify Similarities & Differences
Set Effective Goals
Seek and use feedback as part of the process of monitoring goals
Each year, students have the opportunity to follow their own personal Inquiry into an area of interest or passion, further developing Character and Transferable Skills. Through this process, students develop planning and resilience skills and overcome challenges and reflect on their own growth. This process culminates in a Showcase where students share their learning with the school community.
To learn more about Personal Inquiry in the Elementary School, watch this video.
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LANGUAGES PROGRAM
L a n g u a g e s P a t h w a y s
Students, who have demonstrated proficiency in English, access either the Dutch or French language. Additional languages are offered as part of the ISB+ program, based on demand.
ISB follows the Common European Framework for Languages.
French Discovery A1
Foundations A1.2
Consolidating A2.1
Building A2.2
Independent B1 / B2 / C1
Grade 5 & 6
Social Studies in French option
English Proficiency
Dutch Indpendent B2 / C1
ISB+ Plus Languages
Open to all regardless of English Proficiency
SPECIALIST PROGRAM
Specialist programs at ISB are essential components of a well-rounded education. These programs enhance problem-solving, critical thinking, decision-making, team work, and self expression.
Each program is taught by a Specialist teacher in the respective field.
The Physical Education and Heath program focuses on the following areas:
h y s i c a l E d u c a t i o n & H e a l t h
i s u a l & P e r f o r m i n g A r t s
Motor Skills & Movement Patterns
Concepts, Principles, Strategies & Tactics
Understanding Healthy Lifestyles
Get Up & Move
Reflects on personal social behavior in physical activity
Accepts “players” of all skill levels into the physical activity
Exhibits etiquette and adherence to rules in a variety of physical activities
The Arts program focuses on the following areas:
Creating & Performing and Responding & Connecting to visual and musical artworks
Invasion Games Rock Climbing
Combines travelling with manipulative skills of dribbling, throwing, catching and striking
Throws to a moving partner with reasonable accuracy
Applies the concept of open and closed spaces
Strategies for using feet to find firm footings
Maintaining balance, including counterbalance
Using arms, hips and eyes to climb efficiently
Parkour / Gymnastics
Balances on different bases of support on apparatus
Transfers weight from feet to hands varying speed and using large extensions (e g mule kick, handstand, cartwheel) Combines locomotor and movement concepts
Visual Arts
Fourth grade students learn about the use of line, shape, color in the use of different media to create drawings, paintings, collages, and relief prints The focus is on realism, Surrealism, and the use of symbols to communicate a chosen idea about a global issue Students respond to artworks by interpreting them with contextual information and by applying criteria to judge multiple artworks
Units in Grade 4 are:
Line, Shape, Color: Still-Life Drawing & Painting
Surrealism: Collage
Printmaking & Symbols: Social Justice Poster
Net Games
Underhand-volleys, using a mature pattern, in a dynamic environment Strikes with a two-hand overhead pattern, sending a ball upward while demonstrating four of the five critical elements of a mature pattern
Applies the concepts of direction and force when striking an object
Performing Arts
Grade 4 Performing Arts incorporates skills of keeping a steady beat, movement, ostinato and canon while performing hand drums, mallet percussion, and non-pitched percussion instruments (shakers)
Major topics in fourth grade are: standard rhythmic vocabulary rehearsal cues mallet instruments learning to read written music notation on the music staff
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FIELD TRIPS & HOME LEARNING
Field Trips
In the Elementary School, we look to connect our curriculum to our local community so as to give students opportunities to acquire and apply learning in different contexts. In addition to one-day trips to locations in Brussels throughout the year, Grade 4 students also go on an extended multi-day field trip.
This experience builds both student independence and self-belief, but also is a highlight of the student’s experience at ISB.
Home Learning
Grade 4 - 40 minutes
Typical Assignments
Independent Reading
All ES students should spend at least 20 minutes per evening with a good book
Mathematics
ES students will have a Problem of the Week that they can work on independently
We value perseverance as much as solving the problem We expect all students to make a concentrated effort for at least 20 minutes and be able to show their attempts
There may also be brief assignments connected to other subject areas such as Science & Social Studies, French/Dutch, Music.