GRADE 4 ACADEMIC PROGRAMME 2 6 - 2 7
The International School of Brussels
The International School of Brussels
INTRODUCTION The Lower School at ISB is where children ages 2.5-12 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 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 lower school-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
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LANGUAGE ARTS
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.
GRADE 4
Fiction Reading
Poetry
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 these units.
Looking at poetic devices author’s use to create engaging poetry, students identify and understand the author’s message.
Novel study
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
GRADE 4
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.
GRADE 4
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
GRADE 4
The International School of Brussels
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.
GRADE 4
The International School of Brussels
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.
Earth & Space: Carved river valleys, weathered rock formations, and shifting shorelines all reveal a powerful geological truth: Earth’s surface changes over time as a result of natural processes and human activity. In this unit, students will explore how forces, both natural and human-made, shape and reshape the landscapes around us. Hands-on investigations bring these slow and fast changes to life: students may analyze soil layers, examine rocks and fossils, or build stream table models to see how flowing water, extreme weather, and land clearing accelerate erosion. Biological Sciences: A buzzing bee pollinating a wildflower, a fallen log nourishing fungi, and seeds sprouting after a forest fire all demonstrate one fundamental ecological principle: living things depend on each other and the environment to survive. In this unit, students will explore the delicate relationships and life cycles that sustain healthy ecosystems. Hands-on research brings these connections to light: students observe and compare diverse life cycles—from metamorphosis of an insect or frog to plant growth. Chemical Sciences: Whether we are choosing breathable cotton for summer clothes, flexible rubber for tires, or waterproof glass for windows, everyday design relies on a fundamental scientific concept: natural and processed materials have a range of physical properties that can influence their use. In this unit, students investigate how the specific characteristics of raw and manufactured substances dictate how they are used in everyday objects. Hands-on testing brings these material choices to life: students compare natural items like wood and cotton with processed materials like plastic and metal, evaluating properties such as strength, flexibility, transparency, and water resistance.
Physical Sciences: A magnet snapping onto a refrigerator door from a few centimeters away or a basketball bouncing off a paved court shows a fundamental rule of motion: forces can be exerted by one object on another through direct contact or from a distance. In this unit, students explore how unseen pushes and pulls change the movement and behavior of everyday objects. Through hands-on experiments, students test both contact forces— such as surface friction affecting rolling balls or shoe treads— and non-contact forces that act from a distance, such as magnetic attraction, repulsion, and gravity. By throwing, dropping, bouncing, and rolling various items, students observe firsthand how changing the size of a force directly alters an object's speed and direction, gathering scientific evidence to uncover predictable physical patterns.
GRADE 4
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 Lower 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 engagement in society. Mapping, 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
GRADE 4
The International School of Brussels
VISUAL AND PERFORMING ARTS 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. 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.
GRADE 4
The International School of Brussels
PHYSICAL EDUCATION & HEALTH The Physical Education & Health programme fosters the development of motor skills, coordination, and balance. Beyond the physical benefits, it also promotes mental well-being and supports selfesteem. By participating in a variety of physical activities, children learn the importance of a healthy lifestyle, which can lead to lifelong habits of physical activity. 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.
OUTDOOR EDUCATION Grade 4 students take their outdoor learning a step further by investigating local ecosystems and developing real-world observational skills. Through hands-on environmental science projects and collaborative outdoor challenges, students build practical problem-solving abilities, teamwork, and a deeper personal responsibility for protecting the natural environment.
GRADE 4
The International School of Brussels
LANGUAGES Multilingualism and cultural understanding is a key part of being an International Citizen.
Students, who have demonstrated proficiency in English, access our French language programme. Additional languages are offered as part of the ISB+ programme, based on demand. ISB follows the Common European Framework for Languages.
English Proficiency
French Foundations A1 Intermediate A2 Independent B1 / C1
Grades 5 & 6 Science & Social Studies in French option
ISB+ Plus Languages Open to all regardless of English Proficiency
HOME LANGUAGE CLASSES Students who speak Hebrew, Spanish, Japanese, Korean, Dutch or Swedish have access to one hour a week of a home language class. For Prekindergarten and Kindergarten this has an oral language focus. For students in Grade 1 and beyond this has a focus on the development of literacy skills.
Hebrew
GRADE 4
Spanish
Japanese
Korean
Dutch
Swedish
The International School of Brussels
LANGUAGES 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. Some learning targets in this unit: 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 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. 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 Narratives / recounts which include descriptions of feelings and reactions
GRADE 4
The International School of Brussels
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
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, dependent on enrolment: Dutch, Spanish, Korean, Japanese, Swedish and Hebrew)
KEY KNOWLEDGE & SKILLS 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 4
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.
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.
GRADE 4
The International School of Brussels
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.
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 and during Language Arts and /or Mathematics blocks. 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.
GRADE 4
The International School of Brussels
ADVISORY
The Advisory programme, led by the Lower 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. 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.
LIBRARY 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.
TECHNOLOGY Our students advance their technical skills by using loops and conditionals to design more complex algorithms and structured programs. We complement this technical growth by teaching students how to protect private information, balance screen time, maintain positive gaming environments, protect creator rights, and stand up against online unkindness as safe, responsible digital citizens.
GRADE 4
Kattenberg 19, B-1170 Brussels, Belgium +32 2 661 42 11 www.isb.be