YEAR 4 CURRICULUM HANDBOOK
reigategrammar.edu.vn
REIGATE GRAMMAR SCHOOL VIETNAM
CONTENTS Welcome from the Head of Primary
02
Our Mission, Vision and Values
03
Who’s who
04
Message from Classroom teachers
05
Year 4 procedures
06
Curriculum Design
07
PYP learner Profile
08
Transdisciplinary Learning
08
Program of Inquiry
09
Unit of Inquiry Parent letters
10
Subject Areas
11
Literacy and Languages
11
Mathematics
12
Social Studies
13
Science
14
Visual Art
15
Music
16
PSPE (Personal, Social and Physical Education)
17
LOTE (Languages Other Than English)
19
Co-Curricular Activities Assessment
01
20 21
YEAR 4 CURRICULUM HANDBOOK
WELCOME FROM THE HEAD OF PRIMARY Choosing a school for your child is one of the most important decisions you will have to make. We recognise this at Reigate Grammar School Vietnam and so we put your child at the centre of our decision-making: your child’s success and happiness are our key motivators. We believe that it is precisely because we nurture happy, confident, global-thinking children that we attain excellent academic results. Our school values, twinned with our Inquiry-based IB certified Primary Years Programme develop your children academically, pastorally and socially and so we think that we are best placed to offer an outstanding education for all students in our care. Open the door to our world of possibilities and you will find children empowered to achieve through the outstanding teaching and learning opportunities provided by our talented team of teachers. Our unique, personalised approach blends the very best of contemporary British Education with that of the IB Primary Years Programme. Our internationally-trained classroom teachers are all trained in our unique approach and receive regular high quality professional learning to ensure that standards are always excellent and we employ specialist teachers in a host of subjects to ensure that your child benefits from their first-class knowledge and skills. Our children also benefit from the support of assistant teachers and an EAL Teacher to support children for whom English is an additional language. State-of-the-art technology ensures that pupils are prepared for the future and a range of rich academic resources complement our fabulous and modern campuses. All our classrooms are light, attractively furnished and air-conditioned with projectors, use of iPads and internet access. We have our own gym, swimming pools, library, media centre, playground and artificial turf pitch, as well as art, dance, music and performance spaces. All of this guarantees that every child in our care receives the best possible education. The extra-curricular provision is outstanding, with a comprehensive sport, cultural and performing arts program beyond the school day as well as access to field trips, residentials and participation in local events. Our Year 4 year book contains as much information as we can possibly give you to ensure that your time at RGSV’s Preparatory School is a happy, rewarding and productive experience for you and your children. I am extremely proud to lead the Preparatory School and I look forward to meeting you in person. Best Wishes, Mr Brendan Finn Head of Preparatory
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REIGATE GRAMMAR SCHOOL VIETNAM
OUR VISION
OUR MISSION AND VALUES
Reigate Grammar School Vietnam aspires to nurture, empower and connect students with their local and global communities, to become international citizens who are active, compassionate and lifelong learners.
At Reigate Grammar School Vietnam we value community and connection; the relationships we have with one another are central to our happiness and success at School and beyond. Our mission is to care for and support each individual’s potential to become wellrounded, life-long learners with a strong sense of purpose based on their core values. We empower and inspire our pupils by providing a challenging and diverse curriculum inside and outside the classroom that enables them to develop skills as reflective, brave, caring and principled learners. We encourage our internationally-minded children to be inquisitive, collaborative and innovative by providing an inclusive and supportive environment. We prepare our Reigatians to use their unique talents and abilities to make this world a better place by providing opportunities to give back to our community.
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YEAR 4 CURRICULUM HANDBOOK
WHO’S WHO As the Head of Primary at RGSV, it gives me great pleasure to welcome you to Year 4. We have a dedicated team of internationally trained teachers, along with highly experienced support staff committed to providing a high quality education for your child. Let’s meet the team.
Primary Leadership Team
Head of Primary Brendan Finn brendan.finn@reigategrammar.edu.vn
IB Primary Years Programme (PYP) Coordinator Nikki Farrar nikki.farrar@reigategrammar.edu.vn
Language Learning Leader & EAL Coordinator Katy Gawne katy.gawne@reigategrammar.edu.vn
Digital Technology Leader Katie Ashcroft katie.ashcroft@reigategrammar.edu.vn
Year 4 Home Room Teachers
Year 4 Teacher Eoin Whelan eoin.whelan@reigategrammar.edu.vn
Year 4 Teacher John Martin john.martin@reigategrammar.edu.vn
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REIGATE GRAMMAR SCHOOL VIETNAM
MESSAGE FROM THE CLASSROOM TEACHERS Dear Parents, A warm welcome to Year 4 at Reigate Grammar School Vietnam. Year 4 is an exciting year of growth, exploration, and preparation for the journey ahead. As we move towards the latter stages of prep we must also look toward secondary school thus our expectations for your child include: Curiosity: Encouraging a love for learning and asking questions. Responsibility: Fostering independence and taking ownership of their education. Respect: Treating themselves and others with kindness and respect. Communication: Maintaining open channels of communication between school and home. We’re committed to helping your child build strong study habits and essential skills this year all the while working in a fun environment which fosters the needs of all students as they progress through Year 4. Throughout the year we will regularly update you with the topics flowing through the classroom via our Unit of Inquiry letters. Please feel free to contact us through Seesaw, via email or through the school office with any questions or concerns. We look forward to a fantastic year of growth and learning! Warm regards, Mr. Eoin & Mr. John
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YEAR 4 CURRICULUM HANDBOOK
YEAR 4 PROCEDURES HOME LEARNING GUIDELINES A balanced, and timely home learning programme helps develop a deeper understanding of concepts and connects parents with our classroom curriculum, and helps prepare our students with the transition from Preparatory to secondary. That being said, we are acutely aware that a large proportion of our student population participates in ECA’s, after school music, art and language lessons. It is critical that parents and students find a healthy balance that reflects the needs of the individual household. Every week we would expect our students to complete 20 minutes of Personal Reading. Library books, or, online journals, articles or text should be explored everyday. This may occur while the evening meal is being prepared, or, 20 minutes before bedtime. It is important that students participate in this activity, and share with parents what they have read. We have a range of online Maths resources and apps for our students to interact with. These online activities essentially consolidate learning and reiterate the need for practice of timetables, basic facts, place value and other numeracy related concepts and skills. On occasions, our classroom teachers may post an activity via seesaw for students to work through. Our Units of Inquiry may, at times, require students to unpack questions, or research topics to support ideas being unpacked in the classroom. These questions or tasks usually require our students to ask parents, and family members their opinions and perspective on topics of interest. There may be times when students are asked to research ideas using various search engines, and or websites. This kind of activity is designed to get our students researching and arming themselves with ideas and questions before a concept or topic is introduced. Ultimately our intention and goal for homework is to encourage our students to read, participate in online maths applications, and investigate themes and topics that support our PYP, units of inquiry. This shouldn’t be a cause for tension or conflict in the home, more so an opportunity for students and parents to share in the learning process.
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CURRICULUM DESIGN We are proud to be an IB PYP (Primary Years Programme) school, and believe in developing young students as caring, inquisitive and active participants in a lifelong journey of learning. We offer an inquiry-based curriculum that builds conceptual understanding through exploration and application of their knowledge in all curriculum areas. “The International Baccalaureate® aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end, the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.” The IB mission statement Much of our relevant, engaging and creative curriculum is organised and delivered through expansive, interdisciplinary Units of Inquiry, which serve as the primary method of instruction.
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YEAR 4 CURRICULUM HANDBOOK
PYP LEARNER PROFILE
TRANSDISCIPLINARY LEARNING
At RSGV, we ensure our students are ready to meet their future life challenges by learning through the transdisciplinary nature of the International Baccalaureate Primary Years Program. This inquiry-driven concept-based curriculum framework encourages innovation, creativity, and problem-solving. We assist children in developing conceptual understanding within real-world contexts, whilst building on the robust foundations of knowledge and skills developed through our British Literacy and Mathematical programs of study. Literacy and mathematical knowledge and skills are applied to develop deeper understandings and our Unit of Inquiries provides relevant and engaging contexts for children to develop these important skills. Our students are well-rounded individuals who are developing creativity, resilience and confidence.
In the IB Primary Years Programme (PYP), learning extends beyond individual subjects; it thrives in the interconnectedness of transdisciplinary learning and concept-driven inquiry. Through this approach, children explore concepts that transcend disciplinary boundaries, fostering a holistic understanding of the world. It’s crucial for children to make authentic connections throughout their learning journey as it cultivates a deeper comprehension of concepts. This transdisciplinary learning involves weaving together various subjects such as Literacy, Mathematics, Social Studies, Science, PSPE (Physical, Social, and Personal Education), The Arts, and Languages other than English into meaningful contexts. For instance, when studying a concept like “change,” children might explore it through literature by examining characters’ transformations, in mathematics by understanding patterns, in science by investigating natural processes, and in the arts by expressing personal growth through creative mediums. This approach ensures that children not only grasp individual subjects but also see the intricate connections between them, fostering a more profound and enduring understanding of the world around them.
INQUIRY BASED LEARNING Inquiry-based learning in the IB PYP (Primary Years Programme) is an educational approach that emphasises student-led exploration, curiosity, and critical thinking. It is a student-centred approach that encourages students to ask questions, investigate real-world problems, and actively engage in the learning process. CHARACTERISTIC OF INQUIRY-BASED LEARNING IN THE IB PYP Inquiry: students actively participate in the learning process and take ownership of their learning. Transdisciplinary curriculum: The PYP curriculum is organised around transdisciplinary themes that integrate multiple subject areas. This encourages students to make connections between different disciplines and develop a holistic understanding of concepts. Conceptual understanding: Inquiry-based learning in the PYP focuses on building conceptual understanding rather than just rote memorization. Students explore big ideas and develop a deep understanding of key concepts. Student agency: Students are encouraged to take an active role in their learning, asking questions, making connections, and investigating real-world problems. They are given opportunities to explore their interests, make choices, and take responsibility for their learning. Teacher facilitation: Teachers play a crucial role as facilitators in the inquiry-based learning process. They guide and support students in their investigations, provide resources and guidance, and help students develop their critical thinking and research skills. Collaborative learning: Inquiry-based learning in the PYP often involves collaborative group work, where students learn from and with each other. This encourages the development of communication, collaboration, and teamwork skills. Reflection and metacognition: Inquiry-based learning in the PYP emphasises reflection and metacognition, where students think about their thinking and reflect on their learning process. This helps them develop a deeper understanding of their own learning and thinking strategies.
Year 4 Children at RGSV will spend the following recommended hours per week developing their subject discipline knowledge, skills and understanding through transdisciplinary or stand-alone learning opportunities.
Outline of study
Lessons per week
Literacy
9
LOTE (Languages other than English) (with specialist teachers)
3
Mathematics PSPE (with specialist teachers)
5 4 3
Science, Social Studies, the Arts, PSPE (with homeroom teacher)
11
The Arts (with specialist teachers)
08
REIGATE GRAMMAR SCHOOL VIETNAM
PROGRAM OF INQUIRY YEAR 4 Transdisciplinary Theme Central Idea
Who we are
How we organize ourselves People’s values People organise and beliefs are themselves and reflected in their others to assist way of life. others in need.
How the world works
Where we are in Sharing the place and time planet
How we express ourselves
We can use materials in different states for different purposes. 1. Properties of materials
Individuals can change the world.
We can influence change through creativity.
2. Similarities 2. The roles of and differences people within between cultural organisations beliefs
2. Changing properties of materials
2. Influences of events
3. People’s values and beliefs influence the way they live their lives Perspective Causation
3. Successful organisations
3. How materials 3. Effects of are selected for change on specific uses individuals
3. Sustaining life on Earth
3. How art has created change
Form Function
Form Change
Connection Causation
Open-minded Caring Social skills Communication skills
Inquirers Balanced Research skills Self-management skills
Thinkers Knowledgeable Research skills Thinking skills
Principled Risk-takers Research skills Thinking skills Social skills
Change Function Responsibility Reflective Knowledgeable Research skills Thinking skills
Perspective Form Causation Communicators Reflective Communication skills Social skills
Lines of inquiries 1. Factors that 1. The function affect beliefs and of organisations We are inquiring values into
Key Concepts Learner Profiles Approaches to Learning
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Water is an essential shared resource that sustains life.
1. Characteristics 1. The water of changemakers cycle
1. How people express their beliefs and values
2. Accessibility to 2. Features of water propaganda art and music
YEAR 4 CURRICULUM HANDBOOK
UNIT OF INQUIRY PARENT LETTERS At the beginning of each Unit of Inquiry, parents are sent a UoI letter. This letter is to inform and engage parents in their child’s learning journey during a specific Unit of Inquiry. The letter includes details about the central theme of the unit, the key concepts and questions that will be explored and the specific lines of inquiry that will guide the student’s investigations. This information helps parents to understand and support their child’s learning and provides a context for discussions at home. The letter will suggest ways in which parents can support their child’s learning at home, such as providing resources, participating in discussions or engaging in related activities. Through these letters, we aim to create a collaborative learning environment that extends beyond the classroom. RSGV welcomes collaboration with parents and invites parents to contribute to the learning.
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REIGATE GRAMMAR SCHOOL VIETNAM
SUBJECT AREAS LITERACY AND LANGUAGES Students should be able to read aloud a wider range of poetry and books written at an age-appropriate interest level with accuracy and at a reasonable speaking pace. They should be able to read most words effortlessly and to work out how to pronounce unfamiliar written words with increasing automaticity. They should be able to prepare readings, with appropriate intonation to show their understanding, and should be able to summarise and present a familiar story in their own words. They should be reading widely and frequently, outside as well as in school, for pleasure and information. They should be able to read, with good understanding, inferring the meanings of unfamiliar words, and discuss what they have read. Students should be able to write down their ideas quickly. Their grammar and punctuation should be broadly accurate. Students’ spelling should be accurate and they should be able to spell words that they have not yet been taught by using what they have learnt about spelling patterns. During Year 4, students’ knowledge of language, gained from stories, plays, poetry, non-fiction and textbooks, will support their increasing fluency as readers, their facility as writers, and their comprehension. In year 4 and 4, pupils’ confidence, enjoyment and mastery of language should be extended through public speaking, performance and debate. By the end of year 4, pupils’ reading and writing should be sufficiently fluent and effortless for them to manage the general demands of the curriculum, across all subjects and not just in English. They will accurately use subject- specific vocabulary. They should be able to reflect their understanding of the audience for and purpose of their writing by selecting appropriate vocabulary and grammar.
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YEAR 4 CURRICULUM HANDBOOK
MATHEMATICS In the PYP, mathematics is viewed primarily as a vehicle to support inquiry, providing a global language through which we make sense of the world around us. It is intended that students become competent users of the language of mathematics, and can begin to use it as a way of thinking, as opposed to seeing it as a series of facts and equations to be memorised. The power of mathematics for describing and analysing the world around us is such that it has become a highly effective tool for solving problems. It is also recognized that students can appreciate the intrinsic fascination of mathematics and explore the world through its unique perceptions. In the same way that students describe themselves as “authors” or “artists”, a school’s programme should also provide students with the opportunity to see themselves as “mathematicians”, where they enjoy and are enthusiastic when exploring and learning about mathematics. The IB learner profile is integral to learning and teaching mathematics in the PYP because it represents the qualities of effective learners and internationally minded students. The learner profile, together with the other elements of the programme - knowledge, concepts, skills and action - informs planning and teaching in mathematics. At RGSV, our Mathematics program is strengthened by integrating learning developed using the learning outcomes, resources and teaching materials from the English National Curriculum. This ensures that the content and progression of our students’ learning are inline with the English National Curriculum, providing them with the skills and knowledge necessary to succeed in transdisciplinary, inquiry based concept driven learning. This helps to provide a structured and coherent approach to teaching mathematics, alongside and within our Units of Inquiry ensuring that students cover the necessary mathematical topics and skills at each stage of their education. THE MATHEMATICS STRANDS FOR YEAR 4 What do we want the students to know and understand? NUMBER Learners will develop the understanding that fractions and decimals are ways of representing whole-part relationships and will demonstrate this understanding by modelling equivalent fractions and decimal fractions to hundredths or beyond. They will be able to model, read, write, compare and order fractions, and use them in real-life situations. Learners will have automatic recall of addition, subtraction, multiplication and division facts. They will select, use and describe a range of strategies to solve problems involving addition, subtraction, multiplication and division, using estimation strategies to check the reasonableness of their answers.
SHAPE AND SPACE Learners will sort, describe and model regular and irregular polygons, developing an understanding of their properties. They will be able to describe and model congruency and similarity in 2D shapes. Learners will continue to develop their understanding of symmetry, in particular reflective and rotational symmetry. They will understand how geometric shapes and associated vocabulary are useful for representing and describing objects and events in real-world situations. DATA HANDLING Learners will continue to collect, organize, display and analyse data, developing an understanding of how different graphs highlight different aspects of data more efficiently. They will understand that scale can represent different quantities in graphs and that mode can be used to summarize a set of data. The learners will make the connection that probability is based on experimental events and can be expressed numerically. PATTERN AND FUNCTION Learners will analyse patterns and identify rules for patterns, developing the understanding that functions describe the relationship or rules that uniquely associate members of one set with members of another set. They will understand the inverse relationship between multiplication and division, and the associative and commutative properties of multiplication. They will be able to use their understanding of pattern and function to represent and make sense of real-life situations and, where appropriate, to solve problems involving the four operations. AT RGSV WE EMPHASISE THE IMPORTANCE OF LEARNING MATHEMATICS THROUGH • connecting mathematical concepts and applications to learning • to make mathematics understandable to students • real-life problem solving using mathematics • instruction built on what students know, what they want to know, and how they best might find out • a variety of strategies for possible multiple solutions • students being encouraged to speculate and pursue hunches • a broad range of topics • investigating, questioning, discussing, justifying and journaling their mathematics • students and teachers engaged in mathematical discourse
MEASUREMENT Learners will continue to use standard units to measure objects, in particular developing their understanding of measuring perimeter, area and volume. They will select and use appropriate tools and units of measurement and will be able to describe measures that fall between two numbers on a scale. The learners will be given the opportunity to construct meaning about the concept of an angle as a measure of rotation.
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SOCIAL STUDIES In the PYP, social studies is viewed as the study of people in relation to their past, their present and their future, their environment and their society. Social studies encourages curiosity and develops an understanding of a rapidly changing world. Through social studies, students develop an understanding of their personal and cultural identities. They develop the skills and knowledge needed to participate actively in their classroom, their school, their community and the world: to understand themselves in relation to their communities. The aim of social studies within the PYP is to promote intercultural understanding and respect for individuals and their values and traditions. In support of the IB mission statement, the social studies component of the PYP curriculum will encourage students to “understand that other people, with their differences, can also be right”. Therefore, there is a strong emphasis on the reduction of prejudice and discrimination within the classroom, the school, the community and the world. THE SOCIAL STUDIES STRANDS FOR YEAR 4 What do we want students to know and understand? HUMAN SYSTEMS AND ECONOMIC ACTIVITIES The study of how and why people construct organisations and systems; the ways in which people connect locally and globally; the distribution of power and authority. Related concepts: communications, conflict, cooperation, education, employment, freedom, governments, justice, legislation, production, transportation, truth. SOCIAL ORGANISATION AND CULTURE The study of people, communities, cultures and societies; the ways in which individuals, groups and societies interact with each other. Related concepts: artefacts, authority, citizenship, communication, conflict, diversity, family, identity, networks, prejudice, religion, rights, roles, traditions. CONTINUITY AND CHANGE THROUGH TIME The study of the relationships between people and events through time; the past, its influences on the present and its implications for the future; people who have shaped the future through their actions. Related concepts: chronology, civilizations, conflict, discovery, exploration, history, innovation, migration, progress, revolution. HUMAN AND NATURAL ENVIRONMENTS The study of the distinctive features that give a place its identity; how people adapt to and alter their environment; how people experience and represent a place; the impact of natural disasters on people and the built environment. Related concepts: amenities, borders (natural, social and political), dependence, geography, impact, landscape, locality, ownership, population, regions, settlements.
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AT RGSV WE EMPHASISE THE IMPORTANCE OF LEARNING SOCIAL STUDIES THROUGH • A transdisciplinary and guided inquiry process within the Program of Inquiry • Authentic learning experiences examining local and global issues • Supporting students to be responsible and to take actions in our world today • Using multiple sources and presenting multiple perspectives (Global, social, cultural and gender) • Using factual information as a vehicle to conceptual development within units of inquiry • Focussing on constructing meaning, expanding and deepening knowledge and understanding of the world around them OVERALL EXPECTATIONS IN SOCIAL STUDIES FOR YEAR 4 STUDENTS Students will extend their understanding of human society, focusing on themselves and others within their own community as well as other communities that are distant in time and place. They will investigate how and why groups are organised within communities, and the ways in which communities reflect the cultures and customs of their people. They will recognize the interdependency of systems and their function within local and national communities. They will increase their awareness of how people influence and are influenced by the places in their environment. Students will explore the relationship between valuing the environment and protecting it. They will extend their understanding of time, recognizing important events in people’s lives, and how the past is recorded and remembered in different ways. They will broaden their understanding of the impact of advances in technology over time, on individuals, society and the environment. WHAT ARE THE SOCIAL STUDIES SKILLS WE WANT STUDENTS TO BE ABLE TO DO? • Formulate and ask questions about the past, the future, places and society • Use and analyse evidence from a variety of historical, geographical and societal sources • Orientate in relation to place and time • Identify roles, rights and responsibilities in society • Assess the accuracy, validity and possible bias of sources
YEAR 4 CURRICULUM HANDBOOK
SCIENCE In the PYP, science is viewed as the exploration of the biological, chemical and physical aspects of the natural world, and the relationships between them. Our understanding of science is constantly changing and evolving. The inclusion of science within the PYP leads learners to an appreciation and awareness of the world as it is viewed from a scientific perspective. It encourages curiosity and ingenuity and enables the student to develop an understanding of the world. Reflection on scientific knowledge also helps students to develop a sense of responsibility regarding the impact of their actions on themselves, others and their world. Inquiry is central to scientific investigation and understanding. Students actively construct and challenge their understanding of the world around them by combining scientific knowledge with reasoning and thinking skills. Scientific knowledge is made relevant through its innumerable applications in the real world. The science process, by encouraging hands-on experience and inquiry, enables the individual to make informed and responsible decisions, not only in science but also in other areas of life. THE SCIENCE STRANDS FOR YEAR 4 What do we want the students to know and understand? LIVING THINGS The study of the characteristics, systems and behaviours of humans and other animals, and of plants; the interactions and relationships between and among them, and with their environment. Related concepts: adaptation, animals, biodiversity, biology, classification, conservation, ecosystems, evolution, genetics, growth, habitat, homeostasis, organism, plants, systems (digestive, nervous, reproductive, respiratory). EARTH AND SPACE The study of planet Earth and its position in the universe, particularly its relationship with the sun; the natural phenomena and systems that shape the planet and the distinctive features that identify it; the infinite and finite resources of the planet. Related concepts: atmosphere, climate, erosion, evidence, geography, geology, gravity, renewable and non-renewable energy sources, resources, seasons, space, sustainability, systems (solar, water cycle, weather), tectonic plate movement, theory of origin. MATERIALS AND MATTER The study of the properties, behaviours and uses of materials, both natural and human-made; the origins of human-made materials and how they are manipulated to suit a purpose. Related concepts: changes of state, chemical and physical changes, conduction and convection, density, gases, liquids, properties and uses of materials, solids, structures, sustainability. FORCES AND ENERGY The study of energy, its origins, storage and transfer, and the work it can do; the study of forces; the application of scientific understanding through inventions and machines. Related concepts: conservation of energy, efficiency, equilibrium, forms of energy (electricity, heat, kinetic, light, potential, sound), magnetism, mechanics, physics, pollution, power, technological advances, transformation of energy.
WHAT ARE THE SCIENCE SKILLS WE WANT STUDENTS TO BE ABLE TO DO? • Observe carefully in order to gather data • Use a variety of instruments and tools to measure data accurately • Use scientific vocabulary to explain their observations and experiences • Identify or generate a question or problem to be explored • Plan and carry out systematic investigations, manipulating variables as necessary • Make and test predictions • Interpret and evaluate data gathered in order to draw conclusions • Consider scientific models and applications of these models (including their limitations) OVERALL EXPECTATIONS IN SCIENCE FOR YEAR 4 STUDENTS Students will develop their observational skills by using their senses and selected observational tools. They will gather and record observed information in a number of ways, and they will reflect on these findings to identify patterns or connections, make predictions, and test and refine their ideas with increasing accuracy. Students will explore the way objects and phenomena function, identify parts of a system, and gain an understanding of increasingly complex cause and effect relationships. They will examine change over time, and will recognize that change may be affected by one or more variables. They will examine how products and tools have been developed through the application of science concepts. They will be aware of different perspectives and ways of organising the world, and they will be able to consider how these views and customs may have been formulated. Students will consider ethical issues in science-related contexts and use their learning in science to plan thoughtful and realistic action in order to improve their welfare and that of other living things and the environment. Students will communicate their ideas or provide explanations using their own scientific experience and that of others. AT RGSV WE EMPHASIS THE IMPORTANCE OF LEARNING SCIENCE THROUGH • hands-on learning experiences to ensure that students experience and learn science process skills; high level of student involvement in a flexible learning environment • units of inquiry that lend themselves to transdisciplinary investigations • challenging students to answer open-ended questions with investigations so that they can abandon/modify their misconceptions by observations, measurements or experimentation (teacher as facilitator) • a wider and responsible use of technology in all its forms as a tool for science learning • accepting uncertainty and ambiguity or the possibility of more than one acceptable solution/ hypothesis • more than one approach, model or process one scientific model to approach investigations discussion, dialogue, elaboration and interpretation of data gathered, with students proposing explanations and conclusions • challenging students to find applications for, and take action on, what they have learned • instruction that recognises that process and content are interdependent • providing students with the opportunities to explore a science interest when it arises • a concept-driven curriculum using a wide variety of materials and manipulatives
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VISUAL ART
• A way to express their creativity and what makes them unique • Daily problem-solving skills and responsibility In the Visual Art Department we will be using Seesaw as our primary source for sharing the learning. We will be updating the Online Gallery regularly,
Whole School Head of Art Liz Schulze liz.schulze@reigategrammar.edu.vn Reigate Grammar School Vietnam has a set of curriculum standards for Visual Arts which are taught within the PYP framework. Our standards are drawn from the English national curriculum and are aligned with the PYP Arts scope and sequence. Visual Arts plays a fundamental part in the education of the whole child. It provides students with a unique means of communicating what they see, think and feel whereby students come to know and appreciate the world around them. In the RGSV Visual Arts Dept, our motto is Direction through inspiration, communicating through Art. Lessons are designed to develop student interest and awareness of the world of art, to find inspiration, and then use this inspiration to convey and communicate a message through the art-making process. The Visual Arts curriculum is arranged into two strands: Creating and Responding. Through these, students will explore different media and begin to innovate in arts. Through the art-making process, students will recognize that creating in the arts provides a sense of accomplishment, not only in the process but also in providing them with a way to understand the world. Whenever possible and appropriate the Arts subjects support or are integrated into the Programme of Inquiry. However, there are times when these subjects offer independent inquiry into arts-related knowledge, concepts and skills. Creating • Through exploring arts across cultures, places and times we can appreciate that people innovate • People communicate across cultures, places and times through arts • The arts provide us with multiple perspectives Responding • Arts have the power to influence thinking and behaviour • We make connections between our artwork and that of others to extend our thinking • We can explore our personal interests, beliefs and values through arts Visual arts play a crucial role in the education and development of the whole child. Visual art classes at Reigate Grammar School Vietnam include the development and skills to use many different types of art mediums as well as an art history education and appreciation. Our program provides students with: • Opportunities to develop and refine fine motor skills • Inspiration and the means to enhance their creativity • The ability to rejoice in building confidence and self-esteem • A unique way of communicating what they see, think, and feel • An appreciation of the world around them • Opportunities to reach higher levels of thinking and learning through creation and critical thinking 15
https://reigategrammar.edu.vn/the-school-in-pictures.htm as well as the school newsletter to celebrate success. Throughout the year we will be running competitions and events to enable students to develop their creative skills. We are excited to be working alongside our school community to develop our young artists.
YEAR 4 CURRICULUM HANDBOOK
MUSIC
Orchestra RGSV is aiming to develop a high-quality school orchestra featuring all the instrumental families, playing challenging pieces from across the orchestral repertoire.
Whole School Head of Music Daniel Hewitt daniel.hewitt@reigategrammar.edu.vn
RGSV is currently in collaboration with Intro Art Education, an established musical centre, in order to provide students with specialist music teachers as part of our main program and give our students the opportunity to study and be introduced to various instruments. We are working with Intro Art via the classroom program, ECAs, and private lessons to establish and develop the RGS Vietnam Orchestra.
In the IB PYP, music is often integrated into transdisciplinary units of inquiry. This means that music is not taught in isolation but is connected to other subject areas and real-world contexts. By integrating music with other disciplines, students can make connections and see the relevance of music in different aspects of their learning. The objectives of music in the IB PYP are to develop students who are musically literate, creative, and expressive. Through music education, students are encouraged to explore different musical traditions, styles, and genres, and develop their musical skills and techniques. The learning outcomes in music may include: • Developing an understanding of basic music theory, including elements such as rhythm, melody, harmony, and form • Developing skills in playing musical instruments, singing, and composing music • Developing an appreciation for different types of music from various cultures and historical periods. Exploring the role of music in society and its cultural significance • Developing listening and critical thinking skills through analysing and responding to music
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REIGATE GRAMMAR SCHOOL VIETNAM
PSPE (PERSONAL, SOCIAL AND PHYSICAL EDUCATION)
Athletic Director and ECA Coordinator Hayden Schulze hayden.schulze@reigategrammar.edu.vn Physical Education at RGSV encompasses a wide range of sporting and activity opportunities. Throughout the programme pupils should be involved in a range of activities including: • Individual pursuits: The development of basic motor skills and the body’s capacity for movement through locomotor and manipulative skills and/or experiences; the techniques, rules and purpose of a range of athletic activities (for example, track and field, swimming, skating, skiing); recognizing a high level of achievement and how to improve performance. • Movement composition: Recognizing that movements can be linked together and refined to create a sequence of aesthetic movements. Movements can be in response to stimuli or performance elements and/or criteria and can communicate feelings, emotions and ideas (for example, gymnastics, dance*, martial arts). • Games: Recognizing the challenges presented by games; the importance of manipulating space; the categorising of games; identifying and developing appropriate skills and strategies; recognizing the importance of rules and how they define the nature of a game; modifying existing games and creating new games; and teamwork. • Adventure challenges: A variety of tasks requiring the use of physical and critical-thinking skills by individuals and/or groups; challenges that require groups to work together collaboratively in order to solve problems and accomplish a common goal; recognizing the role of the individual in group problem-solving. • Health-related fitness: Recognizing and appreciating the importance of maintaining a healthy lifestyle; the body’s response to exercise including the interaction of body systems and the development of physical fitness. The overall goal of a PYP PE lesson or unit is to promote conceptbased learning which supports the development of inquiry learning. The concepts should be the building blocks for the unit or lesson and the experience of the vehicle in which to deliver the concept. STUDENT RESPONSIBILITIES Within Pe lessons students are responsible for allowing students to learn to the best of their ability. Students will help students when needed and will always be part of the team WHAT TO BRING FOR PE Students need to: • Wear the RGSV PE kit for PE lessons • Wear appropriate shoes for the learning environment, e.g sports shoes for the gym • Bring a water bottle for PE lessons • Bring a hat to wear when outside, if required
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YEAR 4 CURRICULUM HANDBOOK
WHAT TO BRING TO SWIMMING LESSONS Students need to: • Wear an appropriate swimsuit, 1 piece for girls, shorts for boys • Bring a swimming shirt, if they wish • Bring goggles • Bring a swim cap • Bring a water bottle, full of water • Bring slippers, if they wish • A Plastic bag, or swim bag for the gear In the PYP, personal, social and physical education (PSPE) is concerned with the individual’s well-being through the promotion and development of concepts, knowledge, attitudes and skills that contribute to this well-being. Well-being is intrinsically linked to all aspects of a student’s experience at school and beyond. It encompasses physical, emotional, cognitive, spiritual and social health and development, and contributes to an understanding of self, to developing and maintaining relationships with others, and to participation in an active, healthy lifestyle. PSPE is integral to learning and teaching in the PYP and is embodied in the IB learner profile that permeates the programme and represents the qualities of internationally minded students and effective lifelong learners. As lifelong learners we strive to make sense of our lives and the world around us by constructing meaning, exploring concepts and revising understandings. Lifelong learners adopt a positive attitude to learning, develop and apply strategies for critical and creative thinking, engage in inquiry, make connections, and apply new learning and skills in different contexts. In order to become successful learners, it is necessary for students to feel empowered by their learning, to value and take responsibility for their learning, to demonstrate resilience and to develop independence. Such learners are able to reflect on themselves, their experiences, and the process of learning in order to support personal growth and their ongoing commitment to personal, social and physical well-being.
EXTRA-CURRICULAR ACTIVITIES AND SPORT At RGSV we work hard to ensure your child has access to a large array of extra-curricular activities, designed to educate and nurture the whole child and connect them with our whole school. From Music, Art and Drama to ICT and sports, your child can explore a wide variety of after-school activities throughout their years at RGS Vietnam. Each year we offer a diverse range of activities for our students, which vary each term, offered at lunchtimes, after school and even on weekends. Allowing your child to get involved in extracurricular activities at school is a wise choice and it can be very important in helping them to develop the skills, character and leadership to thrive in the future. Year 4-6 students have the opportunity with this sports programme to develop their sports abilities, as well as, their learning profile skills. Students practise at school during the ECA time and take part in inter-school events as part of the Hanoi Activities Conference (HAC).
AT RGSV WE EMPHASISE THE IMPORTANCE OF LEARNING PSPE THROUGH • concept-driven and transdisciplinary teaching taking place both inside and outside the programme of inquiry • every teacher as a personal and social education teacher • flexible inquiries including issues initiated by the students • celebrating differences • personal and social education activities taking place throughout the school • parents’ involvement in personal and social education learning experiences and issues empowered students taking action • teaching about responsibility and the need to take action • discovering students’ prior or existing beliefs • challenging students to find applications for, and take action on, what they have learned
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REIGATE GRAMMAR SCHOOL VIETNAM
LOTE (LANGUAGES OTHER THAN ENGLISH)
Whole School Head of Vietnamese Hien Phan Thi Thu hien.phan@reigategrammar.edu.vn VIETNAMESE MOTHER TONGUE PROGRAM IN RGSV LEARNERS OF THE PROGRAM At RGSV, in the Preparatory Section, Vietnamese lessons will be offered to students from Nursery to Year 6. Vietnamese Mother Tongue is a compulsory language choice for Vietnamese students who hold Vietnamese passports. Students with additional passports (Vietnamese and another/ additional nationality) can choose to take Vietnamese Mother Tongue, Vietnamese for Foreign Learners or French, based on the family’s wish and the student’s level and background of learning Vietnamese. The choice will be made at the beginning of the school year and should continue for at least one year. It is strongly advised that language choices are not changed more than twice during a child’s preparatory years to ensure that the necessary time is provided for students to engage with and develop their understanding of the language. The Vietnamese Mother Tongue Program continues into the Secondary school at RGSV for native speakers as per the requirements of the Government. For multinationals (Vietnamese and another additional nationality), there are two options: • Students who have studied Vietnamese Mother Tongue since Preparatory (or for at least three years) and wish to continue learning in Secondary, may be required to complete an entrance test for placement into the correct Vietnamese language level. • Vietnamese is not currently offered as an additional language for non - native speakers in the Secondary school. Therefore, students who chose to learn Vietnamese for Foreigners or French in Preparatory will learn French in Secondary. THE AIMS OF THE PROGRAM The learning of Vietnamese Mother Tongue aims to not only develop students’ knowledge and skills, but also give students confidence and fluency in their communication in real life situations. Moreover, lessons about culture, history and geography help students to strengthen the connection with their roots and to be proud of their identity as well as to build up their international mindedness. The program bases on the set of the “Kết nối tri thức với cuộc sống’’ textbooks. It includes stand alone units and collaboration units with form group classes which reflect well the transdisciplinary learning of the PYP. Students have great opportunities to explore concepts, the learner profile and lines of inquiry which effectively support their learning progress in both their mother tongue language and the language used at school. FRENCH LANGUAGE It takes time and dedication to learn a new language. Learning a new language involves being a risk-taker and having a growth mindset. Through purposeful and fun activities, which are centred on students’ 19
interests and levels, learning a new language can be an enriching experience. Learning together, students have the opportunity to explore not only French culture but also to share aspects of their own culture and to become more internationally-minded. FRENCH OVERALL EXPECTATIONS LISTENING AND SPEAKING Learners show an understanding of the conventions associated with speaking and listening and the value of adhering to those conventions. They are aware that language is a vehicle for becoming knowledgeable; for negotiating understanding; and for negotiating the social dimension. CONCEPTUAL UNDERSTANDINGS LISTENING AND SPEAKING Taking time to reflect on what we hear and say helps us to make informed judgments and form new opinions. Thinking about the perspective of our audience helps us to communicate more effectively and appropriately. The grammatical structures of a language enable members of a language community to communicate with each other. OVERALL EXPECTATIONS FOR READING Learners show an understanding of the relationship between reading, thinking and reflection. They know that reading is extending their world, both real and imagined and that there is a reciprocal relationship between the two. Most importantly, they have established reading routines and relish the process of reading. KOREAN LANGUAGE Language is a means of affirming and expressing cultural identity and developing international-mindedness. RGSV provides students with multiple, authentic opportunities to learn language, learn about language, and learn through language. At RGSV Prep, LOTE Korean is an optional choice for Korean students from Year 1 to Year 6. Korean students can choose either Korean, Vietnamese foreign language, or French. The IB language scope and sequence are aligned with the Korean national curriculum to support students in developing the knowledge, skills, and attitudes they need to be successful learners, communicators, thinkers, and inquirers. Students are encouraged to use the Korean government-certified textbook as the primary resource. There is also a strong collaboration between homeroom UOIs to enhance students’ understanding of the LOIs and central ideas in depth. In addition to academic skills, students develop their cultural identity and appreciation for their heritage through participating in school events to present Korean traditional culture. They also develop an agency to contribute to our local and global society to make the world a better place.
YEAR 4 CURRICULUM HANDBOOK
CO-CURRICULAR ACTIVITIES LOCAL FIELD TRIPS AND VISITORS
In the Primary Years Programme (PYP), local trips and visitors play a pivotal role in enriching your child’s learning journey. These experiences are more than just field trips—they’re invaluable opportunities for children to connect classroom learning with the world around them. Through visits to local museums, parks, businesses, and interactions with experts or community members, children gain a deeper understanding of concepts taught in class. They witness firsthand how their learning relates to real-life situations, fostering curiosity, critical thinking, and a broader perspective. These experiences encourage cultural appreciation, environmental awareness, and the development of essential social skills. By engaging with the local community, children not only learn about the world but also become active participants in it, fostering a sense of belonging and responsibility. We value these experiences as they contribute significantly to your child’s holistic development within the PYP framework.
SWIMMING
Reigate Grammar School Vietnam has two indoor swimming pools. One of the pools is a learner pool, while the other is a competition pool. These pools are designed to cater to the needs of students and provide them with opportunities for both learning and recreational activities. Swimming is an important part of the school’s curriculum, as it promotes physical fitness and overall well-being. The swimming pools at Reigate Grammar School Vietnam are likely used for swimming lessons, aquatic sports, and general recreational activities. Having two swimming pools allows the school to accommodate different age groups and skill levels. The learner pool is likely used for younger students or those who are still developing their swimming abilities. The competition pool, on the other hand, is likely used for more advanced swimmers or for hosting swimming competitions and events.
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REIGATE GRAMMAR SCHOOL VIETNAM
ASSESSMENT At Reigate Grammar School Vietnam, we recognise the importance of formative assessment and the integral role it has to play in creating a learning culture. Formative assessment is used to track the progress of individual pupils. It involves identifying each child’s progress in each area of the curriculum, determining what each child has learned and what therefore should be the next stage in his/her learning. There are four key elements: • Sharing learning goals; • Effective questioning; • Self and peer evaluation; • Effective feedback. In-school formal summative assessment is carried out in the following ways • Upon entry to ascertain an entry profile of pupils’ learning • GL Standardised Progress Tests are carried out for English and Mathematics in Years 3,4, 5 & 6 towards the end of every year and a report provided to parents • Cognitive Ability Testing (CAT 4) is undertaken upon entry and in Years 3 & 5 and a report provided to parents • The New Group Reading Test is administered to children on a termly basis • In Early Years, Year 1 and Year 2 children’s phonic knowledge is summatively assessed every term
REPORTING TO PARENTS The primary purpose of reporting to parents is to provide information regarding a child’s performance. It also works to empower parents with the accurate knowledge they require to be true partners in the continuing education of their children. Two written reports, completed by teachers at the end of each semester, are available to parents via the ManageBac platform. Portfolios and reports will give parents a clear indication of how their children are doing against the learning outcomes expected in each year group. Reporting to parents is completed twice a year through a written report. and there are two opportunities for consultation, one of which is pupil-led. However, we encourage parents and teachers to initiate conferences on an “as-needed” basis. Full details of the Programme of Inquiry are provided in each Year Group Brochure and parents are also encouraged to read our full Preparatory Curriculum and Assessment Policy which can be found here https://reigategrammar.edu.vn/. Our Year 4 Curriculum Handbook acknowledges the following sources of information • IB PYP Curriculum Framework • PYP Scope and Sequence • English Common Curriculum • RGSV - Parent Handbook
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Reigate Grammar School Vietnam, No 6-7 Nguyen Cong Thai Street, Dai Kim New Urban Area, Hoang Mai District, Hanoi, Vietnam +84 (0) 2435 409 1831 inquiry@reigategrammar.edu.vn reigategrammar.edu.vn