Grade 4 Curriculum Guide 2020-2021

Grade 4 Curriculum Guide for Parents 2020-2021

Dear Parents This Guide has been created to provide you with an overview of the curriculum offered in the Primary School at Raha International School (RIS), with a particular focus on the learning that will be happening in Grade 4.

At Raha International School we offer a balanced and academically challenging education which is designed to develop individuals who are both independent learners and international citizens. Our curriculum in the Primary School is based on the International Baccalaureate (IB) Primary Years Programme (PYP). The PYP is an international framework which focuses on the development of the whole child addressing social, physical, emotional, cultural and academic needs for learners. RIS offers the PYP from Early Years 1 (EY1) up to Grade 5.

The focus of the PYP is on student learning and developing an internationally educated person. The framework offers a comprehensive, inquiry-based approach to teaching and learning, providing opportunities for learners to construct meaning, principally through concept-driven inquiry. At RIS we focus on the development of skills and attitudes we would hope to find in a balanced, self-motivated, caring and ethical individual.

RIS was officially authorized in the PYP by the IB in 2010 and had its first post-authorization IB Evaluation visit in March 2014. The school is committed to following and further developing the Programme to ensure that learning is engaging, relevant, challenging and significant and meets the diverse needs of the student.

At RIS we believe that strong partnerships between the school and parents provide an important foundation for our children’s learning. As parents you can best support your children when you have an understanding of the school’s curriculum and approach to teaching and learning. After reading this Curriculum Guide, please contact us at vkeenan@ris.ae if you have any further questions.

We wish you and your children all the best in the year ahead.

Vanessa Keenan Deputy Head of Primary & PYP Coordinator

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Contents The IB Primary Years Programme (PYP) ......................................................................................................................... 5 Learner Profile ........................................................................................................................................................... 5 Knowledge: What do we want students to know? ............................................................................................... 6 Skills: What do we want students to be able to do?............................................................................................. 8 Action: How do we want the students to act? ...................................................................................................... 9 Assessment ................................................................................................................................................................ 9 Programme of Inquiry (POI)..................................................................................................................................... 10 The Grade 4 Units of Inquiry ............................................................................................................................... 11 ................................................................................................................................................................................. 14 Language - (English) ................................................................................................................................................. 14 The Grade 4 Language Curriculum .......................................................................................................................... 15 Scope and Sequence ................................................................................................................................................ 24 Arabic B .................................................................................................................................................................... 29 Mother Tongue ........................................................................................................................................................ 33 Islamic Studies ......................................................................................................................................................... 33 Islamic A ................................................................................................................................................................... 34 Islamic Studies B ...................................................................................................................................................... 38 Arabic Social Studies A ............................................................................................................................................. 39 Arabic Social Studies B ............................................................................................................................................. 42 Mathematics ............................................................................................................................................................ 46 Grade 4 Mathematics Benchmarks ..................................................................................................................... 60 Social Studies and Science ....................................................................................................................................... 72 Social Studies ....................................................................................................................................................... 72 Science ................................................................................................................................................................. 74 Visual Art .................................................................................................................................................................. 76 Music ........................................................................................................................................................................ 78 Personal, Social and Physical Education .................................................................................................................. 80 Moral Education ...................................................................................................................................................... 82 Physical Education ................................................................................................................................................... 83 Information Fluency................................................................................................................................................. 83 RIS Grade 4 Curriculum Guide 2020-2021

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Developmental characteristics of a Grade 4 child Although most of the children are nine turning ten, some are younger and others are older, one youngster may be expected to differ widely from others in their group. Girls are more apt to be larger and stronger than boys. Largely parents and teachers determine the kind of adults they will become. Our very best efforts may not be effective if our children see in us traits of impatience, selfishness and fear.

Children will overlook many of our weakness if they know we really love them. They will have confidence in themselves if they are raised in an atmosphere of confidence and security. Since childhood misinterpretation and fears carry over into adulthood and are often the causes of maladjustment in later life, parents and teachers should know the general characteristic and needs of boys and girls, should strive to create an atmosphere conducive to good mental health.

Physical Growth ● Usually slow and steady in growth, height, weight ● Girls may experience rapid increase in weight ● Interest in working hard to acquire physical skills ● May attempt many daring physical feats ● Boys usually more active and rougher in play than girls ● Girls often larger and stronger than boys ● Tendency toward poor posture ● May be a slow growth period just before a sudden “spurt” in growth ● Relatively freer from disease than at any other growing period ● Increasing interest in organized games and teams Actions and Reactions ● Interested in factual material ● Increasingly aware of, and concerned about, others’ ideas and beliefs ● Extremely interested in, and loyal to, groups and clubs of own sex ● Able to assume responsibility for personal needs in dress and in grooming ● Able to concentrate for longer periods of time ● Well-developed sense of humour ● Interested in collecting ● Increased strength and resistance to fatigue ● Desire to earn money for special wants ● Increasing tendency to separate work from play ● Has greater satisfaction in ability to achieve ● Desires membership in clubs, scouts ● Little interest in opposite gender ● Desire pets

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Needs ● About ten hours of sleep each night ● Opportunity for strenuous physical activity ● Inclusion in family and school activity ● Knowledge regarding maturation differences between boys and girls ● Guidance in spending money wisely ● Some close friends ● Recognition and approval for their efforts ● Sympathy and security of home and school ● Opportunity to make some of their own decisions ● Inspirational reading activities How Adults Can Help ● Respect their increasing maturity ● Praise them for good work and behaviour ● Listen to and talk to them ● Let them participate in making family plans ● Provide for widening social contacts ● Provide activities which will build moral and spiritual values ● Provide for regular examinations by doctor and dentist ● Set example as to habits of’ tidiness, posture, and health

The IB Primary Years Programme (PYP) Learner Profile The IB learner profile promotes education of the whole person for a life of active, responsible citizenship emphasizing intellectual, personal, emotional and social growth. The attributes and descriptions of the learner profile define the type of learner RIS hopes to develop through its programmes. All members of the RIS Community including students, teachers, administration, support staff and parents strive to develop these qualities.

Profile

Descriptor

Inquirers

We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

Knowledgeable

We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.

Thinkers

We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

Communicators

We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

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Principled

We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

Open–minded

We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

Risk–takers

We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

Balanced

We understand the importance of balancing different aspects of our lives—intellectual, physical, (spiritual) and emotional—to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.

Caring

We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

Reflective

We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

The Essential Elements of the PYP ‫العناصر الضرورية لبرنامج السنوات اإلبتدائية‬ The aim of the PYP, to create a curriculum that is engaging, relevant, challenging and significant, is achieved through structured inquiry and the development of five essential elements: knowledge, concepts, skills and action.

Knowledge: What do we want students to know?

While the PYP acknowledges the importance of traditional subject areas (language, mathematics, social studies, science, personal, social and physical education, and arts), it also recognizes the importance of acquiring a set of skills in context and of exploring content which transcends the boundaries of the traditional subjects and is relevant to students. The PYP has six transdisciplinary themes that provide the framework for learning. These themes are globally significant and support the acquisition of knowledge, concepts and skills of the traditional subjects. They are revisited throughout the students’ time in the PYP.

‫المعرفة‬: ‫يعرفوه؟ أن الطالب من نريد ما‬ ‫ خبراتهم مراعاة مع عنها ويعرفون الطالب يكتشفها أن نرغب التي المفاهيم يتضمن الذي المحتوى‬،‫والدراسات والتقنيات والعلوم والرياضيلت اللغة خالل من وذلك السابقة‬ ‫والجماعي الفردي والتعليم البدنية والتربية والموسيقى المرئية والفنون اإلجتماعية‬.

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Who we are ‫نكون من‬

Where we are in place and time ‫والزمان المكان من نحن أين‬

How we express ourselves ‫أنفسنا عن نعبر كيف‬

How the world works ‫العالم يعمل كيف‬

How we organize ourselves ‫أنفسنا بتنظيم نقوم كيف‬

Sharing the planet ‫الكوكب في المشاركة‬

An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health, human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.

An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.

An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.

An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact of humankind and the environment.

An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationship within and between them; access to equal opportunities; peace and conflict resolution.

The PYP is both a curriculum framework and a philosophy that facilitates structured inquiry. Through inquiry, the students are encouraged to question, wonder, doubt, speculate and generalize as part of their learning journey to construct meaning about the world around them. Students are also encouraged to consider situations from multiple viewpoints and have the opportunity to explore significant local and global issues .

Concepts: What do we want students to understand?

‫المفاهيم‬: ‫يفهموه؟ أن الطالب من نُريدُ ماذا‬

In order to develop a holistic approach to learning the PYP identifies key concepts that have relevance within and across subjects. These concepts often form the basis of questions that are used to drive children’s inquiry and lead to a deeper understanding of what is being learned. These concepts include: ● ● ●

●

●

Form: What is it like? ‫الشكل‬: ‫يبدو؟ كيف‬ Observing, identifying, describing and categorizing.

Function: How does it work? ‫الوظيفة‬: ‫يعمل؟ كيف‬ analyse the function, role, behaviour and the ways in which things work.

Causation: Why is it like it is? ‫السبب‬: ‫هكذا؟ يبدو لماذا‬ Prompting students to ask “Why?” and of helping them to recognize that actions and events have reasons and consequences.

Change: How is it changing? ‫التغيير‬: ‫يتغير؟ كيف‬ Realization that we are growing up in a world in which the pace of change, both local and global, is accelerating.

Connection: How is it connected to other things?‫الصلة‬: ‫أخرى؟ بأشياء يتصل كيف‬ helps focus on the relationships within and among systems are often complex, and that changes in one aspect of a system will have consequences, even though these may not be immediately apparent; that we must consider the impact of our actions on others, whether at the immediate, personal level or at the level of farreaching decisions affecting environments and communities.

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Perspective: What are the points of view? ‫المنظور‬: ‫النظر؟ وجهات هي ما‬ Helping students reject simplistic, biased interpretations, towards seeking and considering the points of view of others, and towards developing defensible interpretations.

Responsibility: What is our responsibility? ‫المسؤولية‬: ‫مسؤوليتنا؟ هي ما‬ This concept was selected because of the need to develop in students the disposition towards identifying and assuming responsibility, and towards taking socially responsible action. This concept is directly linked to the action component, one of the essential elements in the PYP curriculum.

In addition to the above key concepts, children will inquire into related concepts in all curriculum areas. Instead of simply gaining knowledge and skills in mathematics, for example, they will deepen their understanding of concepts such as pattern, multiplication, place value and bias.

Skills: What do we want students to be able to do?

In order to conduct purposeful inquiry and be prepared for life-long learning, students need to master a whole range of skills.

The PYP framework identifies some skills which transcend the disciplines and are therefore called trans-disciplinary skills. ‫التنظيمية الموضوعات مهارات‬: ‫من تغطيتها الطالب على يجب التي التنظيمية المهارات من مجموعات خمس وهناك إدائه؟ على قادرين يكونوا أن الطالب من نريد ماذا‬ ‫التساؤل؟ وحدات خالل‬ Thinking ‫التفْكير‬

Research ‫البحث‬

Social ‫إجتماعي‬

Acquiring knowledge ‫المعرف ِة اكتِساب‬ Comprehension ‫الفهم‬ Application ‫التطبيق‬ Analysis ‫التحليل‬ Synthesis ‫التركيب‬ Evaluation ‫التقييم‬ Dialectical thinking ‫الجدلي التفْكير‬ Meta-cognition ‫اإلدراك‬

Formulating questions ‫األسئلة صياْغة‬ Observation ‫المالحظة‬ Planning ‫التخطيط‬ Collecting data ‫ت جمع‬ ِ ‫البيانا‬ Recording data ‫البيانات تسجيل‬ Organizing data ‫ت تنظيم‬ ِ ‫البيانا‬ Interpreting data ‫ت ترجمة‬ ِ ‫البيانا‬ Presenting research ‫ث تقديم‬ ِ ‫البح‬

Accepting responsibility ‫المسؤولي ِة قُبُول‬ Respecting others ‫اآلخرين إحتِرام‬ Cooperating ‫التعاو ُن‬ Resolving conflict ‫النزاع حل‬ ِ Group decision making ‫الجماعية القرارات إتخاذ‬ Adopting a variety of group roles. ‫المختلفة األدوار وتبادل تبني‬ ‫المجموعة ضمن‬.

Communication ‫اإلتصال‬ Listening‫االستماع‬ Speaking ‫المحادثة‬ Reading ‫القراءة‬ Writing‫الكتابة‬ Non-verbal communication ‫الالشفهي التواصل‬.

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Self-management ‫ذاتية اإلدارة‬ Gross motor skills ‫الشامل التحرك مهارات‬ Fine motor skills ‫الدقيق التحرك مهارات‬ Spatial awareness ‫المكاني اإلدراك‬ Organization ‫التنظيم‬ Time management ‫الوقت إدارة‬ Safety ‫واألمان السالمة‬ Healthy lifestyle ‫الصحي الحياة أسلوب‬ Codes of behaviour ‫التصرف أسلوب‬ Informed choices ‫المنظمة االختيارات‬

Action: How do we want the students to act? ‫ كيف نريد من الطالب أن يتصرفوا؟‬:‫التصرف‬ In the PYP program, the students are challenged to take action and reflect on how they can make a difference to the world. In the PYP such action is student initiated and results from a genuine concern for and commitment to others.

Assessment Beliefs/philosophy RIS believes that assessment is an integral tool that drives learning and teaching. Assessment allows us to identify what students understand, know, can do and where they are in the learning process. Both students and teachers are involved in assessing progress as part of the development of their wider critical thinking and self-evaluation skills as well as demonstration of Learner Profile. We identify desired results, determine acceptable evidence and plan learning experiences and instruction to ensure success. A wide range of strategies and tools are used for assessment. By understanding our learners, we can adapt and change our instruction to help students and teachers reach expectations set forth by our programme.

Purpose ● ● ● ● ● ● ● ● ●

To collect data that drives planning, instruction and reflection To understand our learners To strengthen our learning process and practice as educators To identify students’ strengths and weaknesses To personalise/differentiate instruction To track progress and growth within a community of learners To evaluate teaching and student inquiry To provide information to all stakeholders To promote consistency in articulation of the written curriculum

Feedback Teachers at RIS are aware of the importance feedback plays in the learning process of a child. Feedback is given so children can reflect on their work and further refine and develop their skills. Teachers at RIS are aware of the importance feedback plays in the learning process of a child. Feedback is given so children can reflect on their work and further refine and develop their skills.

Learning Goals An important part of the PYP is the setting of personal goals by the students; these goals should be achievable and measurable. All children should have their goals in a prominent place both at home and at school.

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Written reports The written report is given twice during the academic calendar. The report follows a narrative format outlining the students’ academic progress and social development over the term.

Parent- Teacher ‘First Impressions’ Conferences We hold a Parent Teacher Conferences after the first few weeks of the new school year. These provide an opportunity for the homeroom teacher and parents to discuss how the child is settling emotionally, socially and academically in their new class.

Three Way Conferences In December we hold our Three Way Conferences (TWC). Three Way conferences involve the student, parents and teacher. Students discuss their learning and understanding with their parents and teacher, who are responsible for supporting the student through this process. Prior to the end of the conference new goals SMART goals are set, with all determining how they can support the achievement of the goals.

Student Led Conferences On April 30th we will hold our Student Led Conferences (SLCs). All students participate and are responsible for leading the conference between themselves and their parents. The conferences enable parents to gain a clear insight into the work their child is doing through discussion with them.

Learning Journals at RIS Each PYP student at RIS develops an electronic Learning Journal using a platform called ‘Seesaw’. The Journal will contain transdisciplinary work that reflects the development of the Essential Elements of the PYP as well as the Learner Profile. The Learning Journals will represent elements of learning from the whole academic year and show evidence of student learning and reflection. Parents can see student learning as soon as it is posted, making it an effective real time reporting tool.

Programme of Inquiry (POI)

Inquiry is the primary pedagogical approach of the PYP. Inquiry learning means students are actively involved in RIS Grade 4 Curriculum Guide 2020-2021

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their own learning and to take responsibility for that learning. The PYP curriculum model is built from a framework of Transdisciplinary Themes that help teachers and students to explore and acquire essential knowledge and skills and to take socially responsible action. The PYP sets out six themes to offer continuity and progression of learning.

All grade levels from Kindergarten onwards study one Unit of Inquiry under each theme (Pre-K address four of the six themes).

All the ‘Units of Inquiry’ in the primary school together constitute our ‘Programme of Inquiry’ (POI). Below is an overview of the six Grade 4 Units of inquiry in the order they are to be taught.

The Grade 4 Units of Inquiry WHO WE ARE

Central Idea Our well-being and personal growth are dependent on our choices.

Key Concepts Form, Connection, Responsibility

An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.

WHERE WE ARE IN PLACE AND TIME

Related Concepts Nutrition, Goal-setting, Mindfulness, Grit, Resilience, reflection Lines of Inquiry • Factors that contribute to or affect well-being • A growth mindset allows for self-improvement • Setting and reviewing goals to achieve personal growth Central Idea Exploration leads to discoveries, opportunities and new understandings.

Key Concepts Perspective, Change, Connection

An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.

Related Concepts Space, Exploration, History Lines of Inquiry ● Our changing knowledge of place ● Overcoming barriers for exploration ● Benefits and further possibilities of exploration.

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HOW WE EXPRESS OURSELVES

Central Idea Creativity allows us to experience, interpret and share ideas, messages and feelings.

Key Concepts Form, Perspective, Connection

An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

HOW THE WORLD WORKS

Related Concepts History, Identify, Culture, Aesthetic, Critique Lines of Inquiry • Knowledge and skills required for different forms of artistic expression • Factors which influence an artist’s message • (students line of inquiry) Central Idea People use their understanding of materials to design and create.

Key Concepts Form, Function, Causation

An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.

HOW WE ORGANIZE OURSELVES

Related Concepts Engineering, Innovation Design, Technology, Environmental factors, Properties, Design process Lines of Inquiry • Understanding properties of materials • Using the scientific method to test materials • Applying knowledge to create a useful object or structure Central Idea Ethical business is a balance between opportunity and responsibility.

Key Concepts Function, connection, responsibility.

An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.

Related Concepts Collaboration, Ethics, Entrepreneurship, Consumer, Ethical Consumption, Appeal Lines of Inquiry • Market forces • Impacts of business activity • Managing a successful and ethical business

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SHARING THE PLANET

Central Idea Sustainable energy use is essential for the future.

Key Concepts Responsibility, Change, Causation

An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.

Related Concepts Sustainability, Energy, Lifestyle, Waste, Conservation Lines of Inquiry • Sources of energy • The impact of energy use • (students to write a line of inquiry)

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Language - (English) Introduction The learning process simultaneously involves learning language—as learners listen to and use language with others in their everyday lives; learning about language—as learners grow in their understanding of how language works; and learning through language—as learners use language as a tool to listen, think, discuss and reflect on information, ideas and issues (Halliday 1980).

Effective language teaching and learning are social acts, dependent on relationships with others, with context, with the environment, with the world, and with the self. Such learning is relevant, engaging, challenging and significant.

Exposure to and experience with languages, with all their richness and diversity, creates an inquisitiveness about life and learning, and a confidence about creating new social interactions.

At RIS we believe that learners’ needs are best served when they have opportunities to engage in learning within meaningful contexts, rather than the learning of language as an isolated series of skills to be acquired. Fragmenting learning into the acquisition of isolated skill sets can create difficulties for learners—for example, learners may be able to read, write and spell words correctly in isolation but may not be able to read, write or spell those same words in other contexts.

Our teachers plan learning experiences that enable learners to develop language within meaningful and enjoyable contexts, learners are able to make connections, apply and transfer their learning to different situations. The programme of inquiry provides an authentic context for learners to develop and use language.

PYP Language Strands The PYP has identified three strands—oral language, visual language, written language—that are learned across and throughout the curriculum, with each strand being an integral component of language learning. Each strand has been considered from both the receptive aspect—receiving and constructing meaning, and expressive aspect—creating and sharing meaning

Strand

Receptive – receiving and constructing meaning

Oral Language

Listening

Expressive – creating and sharing meaning

Speaking

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Visual Language

Viewing

Written Language

Reading

Presenting Writing

The Grade 4 Language Curriculum Within the Grade 4 classroom, the language profile of every student is unique. This is typical in any school, but particularly so in an international school where students come with such varied experiences of English, many as second language English learners. At RIS the range of learning needs is recognised, and we differentiate our programme accordingly. Language in the Primary School is supported by the First Steps frameworks for reading and Writing and the IB PYP continuums for Oral Language and Visual Language. Both the First steps frameworks and the IB PYP continuums are designed as diagnostic tools to assist teachers in planning learning experiences for students, and in monitoring students’ development throughout the primary years. Overall expectations and outcome are therefore presented in developmental phases rather than by age range.

Oral Language – Listening and Speaking (In Grade 4 the majority of students will be working predominantly, but not exclusively, within Phase 4 for Listening and Speaking.)

Overall Expectations Phase 1 Learners show an understanding of the value of speaking and listening to communicate. They recognize that sounds are associated with objects or with symbolic representations of them. They are using language to name their environment, to get to know each other, to initiate and explore relationships, to question and inquire.

Phase 2 Learners show an understanding that sounds are associated with objects, events and ideas, or with symbolic representations of them. They are aware that an object or symbol may have different sounds or words associated with it in different languages. They are beginning to be cognizant about the high degree of variability of language and its uses.

Phase 3 Learners show an understanding of the wide range of purposes of spoken language: that it instructs, informs, entertains, reassures; that each listener’s perception of what they hear is unique. They are compiling rules about the use of different aspects of language.

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Phase 4 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.

Phase 5 Learners are able to understand the difference between literal and figurative language and how to use language differently for different purposes. They are aware that they are building on their previous experiences and using language to construct new meaning.

Visual Language – Viewing and Presenting (In Grade 4 the majority of students will be working predominantly, but not exclusively, within Phase 4 for Viewing and Presenting)

Overall expectations Phase 1 Learners show an understanding that the world around them is full of visual language that conveys meaning.

They are able to interpret and respond to visual texts. Although much of their own visual language is spontaneous, they are extending and using visual language in more purposeful ways.

Phase 2 Learners identify, interpret and respond to a range of visual text prompts and show an understanding that different types of visual texts serve different purposes. They use this knowledge to create their own visual texts for particular purposes.

Phase 3 Learners show an understanding that visual text may represent reality or fantasy. They recognize that visual text resources can provide factual information and increase understanding. They use visual text in a reflective way to enrich their storytelling or presentations, and to organize and represent information.

Phase 4 Learners show an open-mindedness about the use of a range of visual text resources to access information.

They think critically and are articulate about the use of visual text to influence the viewer. They are able to use visual imagery to present factual information, or to tell a story.

Phase 5 Through inquiry, learners engage with an increasing range of visual text resources. As well as exploring the viewing and presenting strategies that are a part of the planned learning environment, they select and use strategies that suit their learning styles. They are able to make connections between visual imagery and social commentary. They show more discernment in selecting information they consider reliable. They are able to use visual imagery to support a position.

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Written Language – Reading and Writing For reading and writing the First Steps Maps of Development provide the developmental continuums used by teachers to determine appropriate learning outcomes and track student progress. The most relevant phases for Grade 4 are detailed below,

Reading The majority of students in Grade 4 will be working either towards the end of Phase 3 ‘Early’ or within Phase 4 ‘Transitional’. As a benchmark, a student who has demonstrated some of the key indicators for Phase 4 ‘Transitional’ at the end of Grade 4 is considered to be ‘meeting’ Grade level standard.

Overview of Reading Phase 3: ‘Early’ GLOBAL STATEMENT Early readers recognise a bank of frequently used words and use a small range of strategies to comprehend texts. These include short literary texts and structured informational texts that have familiar vocabulary and are supported by illustrations. Reading of unfamiliar texts is often slow and deliberate as they focus on reading exactly what is on the page, using sounding out as a primary wordidentification strategy.

CONCEPTUAL UNDERSTANDINGS ● Different types of texts serve different purposes. ● What we already know enables us to understand what we read. ● Applying a range of strategies helps us to read and understand new texts. ● Wondering about texts and asking questions helps us to understand the meaning. ● The structure and organization of written language influences and conveys meaning.

USE OF TEXTS CONTEXTUAL UNDERSTANDING *Reads and demonstrates comprehension of texts by:

*Expresses and justifies personal responses to texts, e.g. “I didn’t like … because…”

- recalling key information explicit in a text *Understands that authors and illustrators select information to suit a purpose and audience.

- identifying the main idea explicit in a text - selecting events to retell a text, sometimes including unnecessary events or information

*Recognises how characters, people and events are represented and offers suggestions for alternatives.

- linking explicit ideas in a text, e.g. comparing a character at different points in the text. * Locates and selects texts appropriate to purpose, interest and readability, e.g. uses library systems, skims contents page.

CONVENTIONS

PROCESSES AND STRATEGIES

*Recognises a bank of frequently used words in different contexts, e.g. high frequency words, personally significant

*Draws upon a small knowledge base to comprehend, e.g. sight vocabulary, concept and text structure knowledge.

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words.

*Uses a small range of strategies to comprehend, e.g. selfquestioning, adjusting reading rate.

*Recognises all letters by name and their regular sound. *Explains how known text forms vary by stating: - purpose, e.g. procedures instruct - some elements of organisation, e.g. procedures have headings

*Determines unknown words by using word-identification strategies, e.g. decoding using phonemes, onset and rime. *Focuses on decoding words accurately when reading an unfamiliar text, which may result in limited fluency, expression and loss of meaning.

- some elements of structure, e.g. procedures list materials and steps.

Overview of Reading Phase 4: ‘Transitional’ GLOBAL STATEMENT In this phase readers are beginning to integrate strategies to identify unknown words and to comprehend text.

These strategies, combined with an increasing bank of sight words, enable readers to read texts such as novels, newspapers and websites with familiar content, fluently and with expression. Transitional readers reflect on strategies used and are beginning to discuss their effectiveness.

CONCEPTUAL UNDERSTANDINGS ● Reading and thinking work together to enable us to make meaning. ● Checking, rereading and correcting our own reading as we go enable us to read new and more complex texts. ● Identifying the main ideas in the text helps us to understand what is important. ● Knowing what we aim to achieve helps us to select useful reference material to conduct research.

USE OF TEXTS CONTEXTUAL UNDERSTANDING ● Reads and demonstrates comprehension of texts ● Recognises own interpretation may differ from by: that of other readers or the author/s.

- identifying the main idea(s) citing supporting ● Recognises devices that authors and illustrators detail use to influence construction of meaning, e.g.

- selecting events from a text to suit a specific visual clues, omissions. purpose ● Recognises that authors and illustrators attempt - linking ideas, both explicit and implicit, in a text, to position readers. e.g. cause and effect. ● Recognises how characters or people, facts and ● Locates and selects texts appropriate to purpose events are represented and can speculate about and audience, e.g. uses search engines, checks the author’s choices. currency of information.

CONVENTIONS ● Recognises an increasing bank of words in different contexts, e.g. subject specific words, less common words.

PROCESSES AND STRATEGIES ● Draws upon an increasing knowledge base to comprehend, e.g. text structure and organisation, grammar, vocabulary.

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●

Explains how known text forms vary by using knowledge of: - purpose, e.g. to persuade - text structure, e.g. problem and solution - text organisation, e.g. headings, subheadings, an index, glossary - language features, e.g. conjunctions.

●

●

Uses an increasing range of strategies to comprehend, e.g. creating images, determining importance.

Determines unknown words by using wordidentification strategies, e.g. reading on, rereading

Overview of Reading Phase 5 ‘Proficient’ GLOBAL STATEMENT Proficient readers have developed a multi-strategy approach to identify unknown words and comprehend demanding texts such as subject-specific textbooks, novels and essays. They are able to select strategies appropriate to the purpose and complexity of the text. Readers have a greater ability to connect topic, grammatical, cultural/world and text-structure knowledge with what is new in the text. Proficient readers identify the target audience of a text. They draw on evidence from their own experience to challenge or question the text.

CONCEPTUAL UNDERSTANDINGS ● Authors structure stories around significant themes. ● Effective stories have a structure, purpose and sequence of events (plot) that help to make the author’s intention clear. ● Synthesizing ideas and information from texts leads to new ideas and understanding. ● Reading opens our minds to multiple perspectives and helps us to understand how people think, feel and act USE OF TEXTS CONTEXTUAL UNDERSTANDING ● Reads and demonstrates comprehension of texts by: ● Recognises how one’s values, attitudes and beliefs - explaining how the main idea and supporting impact on the interpretation of text. information relate to the author’s purpose and the ● Discusses the target audience for a specific text, and intended audience how the author has tailored the language, ideas and - selecting events from a text to suit a specific audience presentation to suit.

- linking ideas, both explicit and implicit, in a text, e.g. ● Recognises that particular societal groups are thesis and supporting arguments. stereotyped in texts to serve the interests of other ● Locates and evaluates appropriateness of texts and groups, . information in texts in terms of purpose and audience, ● Detects positioning such as exaggeration, bias and e.g. validity, bias. prejudice in texts. ● Discusses the motives and feelings of characters or people in texts. ● Clarifies and justifies own interpretation of complex ideas and issues.

CONVENTIONS PROCESSES AND STRATEGIES ● Recognises manipulation of text structure and ● Selects from broad knowledge base to comprehend, text organisation, e.g. historical account written e.g. text structure and organisation, cultural/world as a narrative. knowledge, grammar, vocabulary. ● Recognises the selection of language features, ● Selects appropriate strategies from a wide range to such as: comprehend.

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- words to distinguish fact from opinion and bias, e.g. I think, It has been reported - words/phrases that signal relationships, e.g. similarly – to compare, on the other hand – to contrast – synonyms to denote connotations, e.g. thief, bandit, pickpocket.

● ●

Determines unknown words by selecting appropriate word-identification strategies.

Selects and categorises key words in a text for a specific purpose.

Writing The majority of students in Grade 4 will be working within either Phase 3 ‘Early’ or Phase 4 ‘Transitional’. As a benchmark, a student who has demonstrated all of the key indicators for Phase 3 and some of Phase 4 at the end of Grade 4 is considered to be ‘meeting’ Grade level standard.

Samples of independent student writing - within Phase 3

Sample of independent student writing – within Phase 4 ‘Transitional’

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Overview of Writing Phase 3: ‘Early’ GLOBAL STATEMENT Early writers produce a small range of texts that exhibit some of the conventions of writing. Texts such as retells, reports and emails are composed to share experiences, information or feelings. Early writers have a small bank of frequently used words they spell correctly. When writing unknown words, they choose letters on the basis of sound, without regard for conventional spelling patterns.

CONCEPTUAL UNDERSTANDINGS ● We write in different ways for different purposes. ● The structure of different types of texts includes identifiable features. ● Applying a range of strategies helps us to express ourselves so that others can enjoy our writing. ● Thinking about storybook characters and people in real life helps us to develop characters in our own stories. ● When writing, the words we choose and how we choose to use them enable us to share our imaginings and ideas.

USE OF TEXTS CONTEXTUAL UNDERSTANDING ● Attempts a small range of familiar texts, either ● Explains the purpose of a small range of familiar text teacher-directed or self-selected. forms, e.g. jokes are to entertain. ● With assistance, finds information in texts and ● Talks about the purpose of a piece of writing and the records through drawing or writing key words. ideas that need to be included. ● Explains why characters or events are represented in a particular way when composing literary texts.

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●

CONVENTIONS ● Experiments with words drawn from a variety of sources, e.g. literature, media, oral language of peers. ● Spells and uses a small bank of known words correctly. ● Knows all letters by name and their common sounds. ● Knows simple letter patterns and the sounds they represent, e.g. sh, ch, ee. ● Writes simple sentences using correct punctuation.

Explains why people or ideas are represented in a particular way when composing informational texts. ● Imitates the use of simple devices used in texts, e.g. print size, colour.

PROCESSES AND STRATEGIES ● Draws upon semantic, graphophonic and syntactic knowledge when writing, e.g. text organisation, word order. ● Uses a small range of strategies throughout the writing process, e.g. self-questioning. ● Uses a small range of strategies to spell unknown words, e.g. chunking, sounding out. ● Talks or draws as a means of planning before writing. ● Begins to proofread and edit own writing when directed, e.g. deleting words, adding punctuation. ● Creates a published text that is beginning to reflect the intended purpose.

Overview of Writing Phase 4: ‘Transitional’ GLOBAL STATEMENT Transitional writers show increasing control over the conventions of writing such as punctuation, spelling and text organisation. They consider audience and purpose when selecting ideas and information to be included in texts. They compose a range of texts, including explanations, narratives, brochures and electronic presentations. Writing shows evidence of a bank of known words that are spelt correctly. Transitional writers are moving away from a heavy reliance on sounding out and are beginning to integrate visual and meaning-based strategies to spell unknown words.

CONCEPTUAL UNDERSTANDINGS ● Writing and thinking work together to enable us to express ideas and convey meaning. ● Asking questions of ourselves and others helps to make our writing more focused and purposeful. ● The way we structure and organize our writing helps others to understand and appreciate it. ● Rereading and editing our own writing enables us to express what we want to say more clearly.

USE OF TEXTS CONTEXTUAL UNDERSTANDING ● Composes a range of texts but may not fully ● Explains the purpose and audience of a range of text control all elements. forms. ● Composes texts by finding, recording and ● Selects ideas to include in own text to suit purpose and organising information appropriate to purpose. audience. ● Discusses alternatives about how to represent characters and events when composing literary texts. ● Discusses alternatives about how to represent people RIS Grade 4 Curriculum Guide 2020-2021

22

CONVENTIONS ● Varies vocabulary to add interest. ● Spells and uses an increasing bank of known words correctly. ● Knows less common letter patterns and the sounds they represent, e.g. tion, ph. ● Writes a variety of simple and compound sentences using correct punctuation. ● Groups related information sometimes without regard for paragraphing conventions.

and ideas when composing informational texts. ● Experiments with the use of devices, e.g. repetition of words or phrases.

PROCESSES AND STRATEGIES ● Draws upon semantic, graphophonic and syntactic knowledge when writing ● Uses an increasing range of strategies throughout the writing process, e.g. determining importance. ● Uses an increasing range of strategies to spell unknown words, e.g. using visual memory. ● Begins to organise ideas before writing, e.g. brainstorming, drawing, jotting. ● Proofreads, edits, and revises own writing when directed. ● Plans for and creates a published text that reflects the intended purpose and needs of the audience.

For more information please find a copy of the Raha Writing Scope and Sequence learning outcomes and the Raha Reading Scope and Sequence learning outcomes on the RIS website.

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‫‪Scope and Sequence‬‬

‫رؤية تعليم المواد العربية‬ ‫تحرص مناهج المواد العربية على توفر الفرص لتطوير قدراتنا كأفراد وطالبين للعلم مدى الحياة‪ .‬فاللغة‬ ‫هي صلة الوصل بين الطالب والمدرسين والمجتمع بأجمعه‪ ،‬وكل فرد من أفراد مجتمعنا يعتبر طالب علم و‬ ‫معلم في آن واحد‪ ،‬فاللغة متداخلة في جميع المجاالت وتشجع على التفكير بعقلية منفتحة على العالم‪،‬‬ ‫وتسهم في التطور العقلي واالجتماعي والعاطفي‪.‬‬ ‫وتؤكد مناهج المواد العربية على تعزيز الهوية العربية واالنتماء الوطني من خالل توظيف اللغة للتعرف‬ ‫على المفاهيم االجتماعية ودراسة المجتمع اإلماراتي بوصفه مجتمعًا عربيًّا مسل ًما‪ ،‬باإلضافة إلى الشعور‬ ‫بحب الوطن والدفاع عنه وتمثل الطالب لصفات المواطن الصالح وربطها بصفات المتعلم في برنامج‬ ‫السنوات االبتدائية‪.‬‬ ‫ويعتبر تعزيز القيم األخالقية الحميدة وكيفية اكتسابها وممارستها لتصبح أسلوب حياة لدى المتعلم‪،‬‬ ‫وبناء شخصية متماسكة أخالقيًّا ومتزنة سلوكيًّا تسعى لخدمة مجتمعها ووطنها‪ ،‬وتحرص على احترام‬ ‫اآلخرين والتسامح واالعتدال ومحاسبة الذات والثبات على المبدأ وتحمل المسؤولية من أهم المبادئ التي‬ ‫تقوم عليها هذه المناهج‪ ،‬باإلضافة إلى غرس القناعة والرضى والقدرة عى التحكم بالنفس‪ ،‬وإتقان إدارة‬ ‫الوقت واالنضباط في العمل‪ ،‬والمبادرة بالتطوع المسؤول تجاه المجتمع واالستفادة من الفرص المتاحة‬ ‫واالنفتاح على العالم من منطلق اإليمان بأننا جمي ًعا بشر متساوون في هذا الكون الذي يسعنا كلنا‪ ،‬وأن‬ ‫علينا أن نتقبل بعضنا دون تعصب‪ ،‬كما أن لكل منا دور في عمارة األرض بما يحقق التنمية المستدامة‬ ‫‪RIS Grade 4 Curriculum Guide 2020-2021‬‬

‫‪24‬‬

‫ورخاء البشرية‪.‬‬ ‫محتوى برنامج اللغة العربية‬ ‫المادة المقررة من وزارة التربية والتعليم‪.‬‬ ‫وحدات التساؤل (‪.)UOI‬‬ ‫خالل تعاملنا مع المادة المقررة من وزارة التربية والتعليم فإننا نركز على الكيف وليس على الكم بمعنى أننا‬ ‫نحرص على تغطية جميع المهارات اللغوية المتوقع تغطيتها في كل مرحلة والتي تؤهل الطالب لالنتقال للمرحلة‬ ‫التالية مع التصرف في المادة بالتقديم والتأخير‪.‬‬

‫مـ ـح ــاور مهـ ـ ــارات اللغـ ـ ـ ــة الع ـ ـ ـ ــربية‬

‫االستماع‬ ‫‬‫‬‫‬‫‪-‬‬

‫اداب اإلستماع‬ ‫اإلنتباه للرسائل‬ ‫السمعية‬ ‫فهم المسموع‬ ‫وتحليله‬ ‫تذوق المسموع‬ ‫ونقده‬

‫المحادثة‬ ‫‬‫‬‫‬‫‪-‬‬

‫القراءة‬ ‫‪-‬‬

‫اداب المحادثة‬ ‫التحدث بما يناسب‬ ‫المقام‬ ‫تنظيم الحديث‬ ‫التعبير عن‬ ‫المشاهدات‬ ‫والوحدات‬

‫‬‫‬‫‬‫‬‫‪-‬‬

‫الكتابة‬

‫تعرف الرموز‬ ‫المكتوبة ونطقها‬ ‫أداء الرموز‬ ‫المكتوبة وتمثل‬ ‫المعنى‬ ‫فهم المقروء‬ ‫وتحليله‬ ‫اإلستراتيجيات‬ ‫القرائية‬ ‫تذوق المقروء‬ ‫ونقده‬ ‫استراتيجيات البحث‬

‫‬‫‬‫‬‫‬‫‪-‬‬

‫الرسوم والنسوخ‬ ‫الكتابة من الذاكرة‬ ‫القريبة‬ ‫الكتابة من الذاكرة‬ ‫البعيدة‬ ‫التعبير الكتابي‬ ‫استراتيجيات بناء‬ ‫المكتوب‬

‫اجملال والتسلسل للغات‬ ‫الشكل‬ ‫اللغة الشفهية‬ ‫اللغة المرئية‬ ‫اللغة المكتوبة‬

‫المتلقي – تلقي المعنى وتركيبه‬

‫التعبير‪-‬إنشاء المعنى ومشاركته‬

‫اإلستماع – التحدث‬ ‫المشاهدة – العرض‬ ‫القراءة‬

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‫الكتابة‬

‫كيف نعلم اللغة؟‬ ‫ تعلم اللغة عبر االستماع اليها والتحدث بها‬‫ التعلم عن اللغة عبر فهم كيفية عملها‬‫‪ -‬التعلم من خالل اللغة عبر استخدامها كأدة لالستماع والتفكير والمناقشة والتأمل‬

‫مهارات مادة اللغة العربية للناطقين بها ‪ -‬الصـــف الرابع‬ ‫ما يتـــوقع من الطــالب إنجــازه في الصـــف الرابع (المستوى المتقدم )في مادة اللغة العربية‬ ‫التهيئة اللغوية‪:‬‬ ‫‬‫‬‫‬‫‪-‬‬

‫التحايا ( تواصل شفوي)‪.‬‬ ‫التعريف بالنفس‪ :‬االسم –العمر – الجنسية – الهواية ( قراءة وكتابة)‪.‬‬ ‫الطلب المهذب واالعتذار ( تواصل شفوي)‪.‬‬ ‫مراجعة المهارات اللغوية األساسية التي تضمنها منهج الصف الثالث‪.‬‬

‫سيتم تناول الدروس المقررة والمهارات اللغوية الخاصة بالمادة بأساليب متنوعة مراعاة لفروقهم الفردية‪ ،‬وتصميم أنشطة مختلفة‬ ‫تضمن االرتقاء بمستوى الطالب بالتواصل مع أولياء األمور‪.‬‬

‫االستماع‬ ‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‪-‬‬

‫االستماع بانتباه للمتحدث‪.‬‬ ‫االستماع لتحديد الهدف والمغزى‪.‬‬ ‫االستجابة للتساؤالت والتوجيهات اللفظية‪.‬‬ ‫التفاعل مع ما يتم االستماع إليه من شعر ونثر‪.‬‬ ‫مراعاة آداب االستماع‪.‬‬ ‫التمييز بين الرأي والحقيقة‪.‬‬ ‫االقبال على المتحدث إقباالً يدل على المتابعة واالهتمام‪.‬‬ ‫استخالص األفكار الرئيسة من النص‪.‬‬ ‫وضع االستنتاجات بناء على تقرير شفوي‪.‬‬ ‫المقارنة بين وجهات نظر مختلفة وإصدار األحكام‪.‬‬ ‫تنظيم األفكار إلى أساسية وثانوية وجانبية‪.‬‬ ‫القدرة على اختيار المعلومات ذات األهمية والتي تضيف خبرات جديدة‪.‬‬ ‫تدوين البيانات المهمة بغرض تقييم مهارة االستماع‪.‬‬

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‫المحادثة‬ ‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‪-‬‬

‫‬‫‪-‬‬

‫التحدث بصوت واضح‪.‬‬ ‫استخدام اللغة العربية في المحادثة‪.‬‬ ‫التعبير شفهيا ً عن الصور أو القصص المصورة بجمل واضحة ومفيدة‪.‬‬ ‫التعبير عن حدث أو موقف بجمل تفصيلية نوعًا ما‪.‬‬ ‫التعلم من األخطاء التركيبية والصياغية للجمل وعدم تكرارها‪.‬‬ ‫احترام األدوار‪ ،‬وتقبل آراء اآلخرين‪.‬‬ ‫طرح أسئلة تُعبر عما يريده بوضوح‪.‬‬ ‫توظيف األنماط والتراكيب اللغوية التي تم تعلمها شفويًّا‪.‬‬ ‫تقديم عرض درامي موجز لقصة أو مسرحية‪.‬‬ ‫ترتيب األفكار زمنيًّا بالترتيب الذي حدثت فيه‪.‬‬ ‫تلخيص مقال أو قصة قصيرة مع بعض التوجيه وذكر بعض التفاصيل‪.‬‬ ‫التعليق على الصور والمواقف مع التوجيه والتصويب إن لزم األمر‪.‬‬ ‫تحديد وجهة نظر الكاتب‪.‬‬ ‫إدراك عالقة السبب بالنتيجة‪.‬‬ ‫التعبير عن األفكار في تسلسل وتتابع دقيقين مع التلقائية واالنطالق‪.‬‬

‫القراءة‬ ‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‪-‬‬

‫‬‫‪-‬‬

‫قراءة نص مكون من ثالث فقرات أو أكثر‪.‬‬ ‫القراءة الجهرية الممثلة للمعنى‪.‬‬ ‫مراعاة صحة الوصل وسالمة الوقف فيما يقرأ‪.‬‬ ‫فهم وجهة نظر الكاتب‪.‬‬ ‫تحديد المغزى من النص‪.‬‬ ‫قراءة الشعر المناسب لمستواه قراءة معبرة‪.‬‬ ‫مالحظة اإليقاع اللفظي في جملة أو عدة جمل‪.‬‬ ‫توضيح معاني بعض الكلمات من خالل التضاد أو الترادف أو التجانس الصوتي‪.‬‬ ‫استخدام بعض مصادر المعلومات للقراءة‪.‬‬ ‫تحديد عناصر القصة وتتابع األحداث‪.‬‬ ‫تذكر النقاط المهمة في القصة مع التفاصيل‪ ،‬والتنبوء بما سيحدث‪.‬‬ ‫القراءة بهدف البحث والتوصل للمعلومات والحقائق‪.‬‬ ‫توظيف القراءة الحرة اليومية لزيادة طالقته بمعدل ‪ 4‬قصص في األسبوع‪.‬‬ ‫قراءة مجالت األطفال وعناوين الجرائد للحصول على التفاصيل والمعلومات‪.‬‬

‫الكتابة ( الخط واإلمالء)‬ ‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‪-‬‬

‫التعبير عن الصور بجمل وصفية تامة‪.‬‬ ‫توظيف المفردات الجديدة في جمل من إنشائه‪.‬‬ ‫تحديد عناصر الفقرة‪ :‬المقدمة ( الجملة الرئيسة) – المحتوى (المعلومات والحقائق) – الخاتمة ( الرأي والتوصيات)‪.‬‬ ‫التخطيط للعمل الكتابي بطريقة األسئلة‪.‬‬ ‫استخدام الرسومات التخطيطية والخرائط التوضيحية للتخطيط للكتابة‪.‬‬ ‫البناء على الحقائق والمعلومات‪.‬‬ ‫كتابة موضوع يتكون من ( ‪ )100‬كلمة‪.‬‬ ‫جمع األفكارمن كتب ومجالت لكتابة قصة أو نص قصير‪.‬‬ ‫كتابة جمل مقفاة‪.‬‬ ‫‪RIS Grade 4 Curriculum Guide 2020-2021‬‬

‫‪27‬‬

‫توظيف الحاسوب إلنشاء وثيقة بسيطة‪.‬‬ ‫تعرف بعض مصادر المعلومات ( الموسوعات‪ ،‬شبكة المعلومات‪ ،‬المجالت)‪.‬‬ ‫كتابة أنماطًا كتابية محددة الهدف كتابة إبداعية‪:‬‬ ‫( البطاقات – الرسائل – التلخيصات – القصة القصيرة ‪ -‬التعليقات على الصور والمواقف)‪.‬‬ ‫التعليق الكتابي على الصور والمواقف بعرض الرأى ووجهة النظر بدقة إمالئية عالية‪.‬‬ ‫توظيف األسلوب اإلنشائي والخبري والتنويع بينهما في الكتابة‪.‬‬ ‫كتابة نهايات مختلفة للقصص‪.‬‬ ‫كتابة معلومات وحقائق حول موضوع محدد في موضوع متعدد الفقرات‪.‬‬ ‫تكثيف الكتابة اإلبداعية الحرة والتقليل من الكتابة الموجهة‪.‬‬ ‫الدقة اإلمالئية وتطبيق القواعد اإلمالئية‪.‬‬

‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‪-‬‬

‫القواعد اللغوية‬ ‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‪-‬‬

‫‬‫‪-‬‬

‫التمييز بين صيغة المذكر والمؤنث‪.‬‬ ‫التمييز بين صيغة المفرد والمثنى والجمع‪.‬‬ ‫التعرف على بعض أدوات االستفهام ودالالتها وكيفية استخدامها‪.‬‬ ‫التعرف على األفعال األساسية وتمثيلها وصياغتها للمذكر والمؤنث‪.‬‬ ‫التعرف على بعض الصفات وصياغتها للمذكر والمؤنث‪.‬‬ ‫حروف الجر‪.‬‬ ‫الجملة االسمية‪.‬‬ ‫أسماء اإلشارة‪.‬‬ ‫األساليب اإلنشائية‪.‬‬ ‫ضمائر الرفع المنفصلة‪.‬‬ ‫حروف العطف‪.‬‬ ‫ظرف الزمان والمكان‪.‬‬

‫نظام التقييم في قسم المواد العربية‬ ‫ماهية التقييم في المرحلة االبتدائية‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬

‫التركيز على إكساب الطالب المهارات والمعارف والخبرات األساسية في كل مادة دراسية‪.‬‬ ‫تقييم أساليب التدريس التي تؤدي إلى تجسيد الفهم الحقيقي لمحتوى المادة دراسيًّا ‪.‬‬ ‫العناية بالجانب التطبيقي باعتماد أسلوب تقييم األداء الذي يتم فيه التأكد من تمكن الطالب من المهارة أو المعرفة‪.‬‬ ‫تجنببب اآلثببار النفسببية السببلبية التببي قببد يتعببرض لهببا الطالببب وارتباطهببا بتجربتببه الدراسببية مثل‪:‬الشببعور بببالقلق‬ ‫والخوف‪.‬‬ ‫غرس العادات والمواقف اإليجابية في نفوس الطالب تجاه التعليم‪.‬‬ ‫إيجاد الحافز اإليجابي للنجاح والتقدم بحيببث يكببون الببدافع للتعلببيم والببذهاب إل بى المدرسببة هببو الرغبببة فببي النجبباح‬ ‫وليس الخوف من اإلخفاق‪.‬‬ ‫‪RIS Grade 4 Curriculum Guide 2020-2021‬‬

‫‪28‬‬

‫• تجنيب األطفال اآلثار النفسية الناتجة عن التركيز على التنافس والشعور بأن درجات أدوات التقويم هي الهدف مببن‬ ‫التعليم‪.‬‬ ‫• إشراك ولي أمر الطالب في التقويم وذلببك بتزويببده بمعلومببات وافيببة ومحببددة عببن الصببعوبات التببي تعتببرض ابنببه‬ ‫وطلب معونته في التغلب عليها‪.‬‬ ‫مبكرا والعمل على عالجها والتعامل معها بطريقة تربوية صحيحة‪.‬‬ ‫• اكتشاف حاالت صعوبات التعلم لدى الطالب‬ ‫ً‬ ‫ أنواع التقييم‪:‬‬‫ نظام التقييم الفصلي‪:‬‬‫ج‪ -‬اختبار نهاية العام‬ ‫ب‪ -‬اختبار منتصف العام‬ ‫أ‪ -‬اختبار بداية العام‬ ‫ج‪ -‬اختبارات مستمرة خاصة بالوحدات المقررة ومهارات المادة وتتضمن‪:‬‬ ‫ النحو‬‫ األساليب اللغوية‬‫ الكتابة‬‫ القراءة‬‫ االستماع‬‫مشروع الوحدة‬ ‫ أدوات التقييم‪:‬‬‫ االختبارات الشفوية والكتابية ‪ -‬سجل المالحظات ‪ -‬ساللم التقييم ‪ -‬السالسل المتصلة ‪ -‬لوائح التدقيق ‪-‬‬‫النماذج‬ ‫ ملف أعمال الطالب ( ملف اإلنجاز )‪.‬‬‫ االختبارات التشخيصية ( تحديد المستوى)‪:‬‬‫ يخضع جميع الطالب في بداية العام الدراسي الختبار تحديد المستوى ويتم إعداد االختبار استنادًا على ما هو متوقع‬‫من الطالب إنجازه في كل صف دراسي‪.‬‬ ‫** الخروج عن النمط التقليدي للتقييم باستخدام أساليب متنوعة وحديثة كبببب‪:‬‬ ‫ توظيف الحاسوب والتقنيات الحديثة عند تقييم مهارات اللغة‪ – .‬استخدام أسلوب حل المشكالت‪ – .‬تقييم مهارات‬‫التفكير العليا كالتحليل والتقييم ‪ -‬التقييم الذاتي ‪ -‬التقييم عن طريق الزمالء‪.‬‬

‫‪Arabic B‬‬

‫‪Within Grade 4 there are students who have joined the school with no prior experience of learning Arabic and‬‬ ‫‪RIS Grade 4 Curriculum Guide 2020-2021‬‬

‫‪29‬‬

students who have been learning Arabic for several years. Our Arabic B programme offers three levels of classes enabling us to provide instruction at a suitable level for each child.

Arabic B PYP Phase 1 classes: for students learning Arabic for the first time and students needing consolidation of basics.

Arabic B PYP Phase 2 classes: for students with previous experience learning Arabic who have demonstrated proficiency in Phase 1 Arabic B PYP Phase 3 classes: for students with previous experience learning Arabic who have demonstrated proficiency in Phases 1 and 2. Students who are ready to move beyond Phase 3 will receive further extension in these classes.

Students will be assigned Arabic classes at the start of the academic year. There may also be movement between classes during the year based on the changing needs of the student.

Arabic B Scope and Sequence The school’s Arabic B scope and sequence provides a developmental continuum of phases for each strand.

Strand

Receptive – receiving and constructing meaning

Expressive – creating and sharing meaning

Oral Language

Listening

Speaking

Visual Language

Viewing

Presenting

Written Language

Reading

Writing

RIS Grade 4 Curriculum Guide 2020-2021

30

Overall Expectations by phase Phase 1 Learners demonstrate an understanding of short simple sentences spoken texts and vocabulary. They are able to pronounce the letters correctly with the short and long sounds. They are able to use common greetings, give and follow basic instructions in Arabic. They are able to use oral language for short period of time.

Phase 2 Learners demonstrate a higher level of understanding of short simple spoken texts and vocabulary. Students are able to pronounce studied words correctly and clearly. They start to use simple phrases to express their needs.

They start to arrange in order the ideas they want to communicate about.

Phase 3 Learners start to communicate confidently with peers using a variety of phrases and sentences structures. They can ask and answer questions about familiar and new topics with confidence. In this phase they are able to prepare and deliver short presentations and topics of interests to peers. Learners can identify materials they can use to support a spoken presentation and give reasons for choices.

Viewing and presenting Phase 1 The students view and react to simple messages or factual information and start to describe what they see. They can make connections between the real and the imaginary. They can understand that signs and symbols carry meaning and begin to read a range of signs in the environment. They are able to search for, record and present information using a variety of media as well as make choices about what is useful to them. The students can use body language in mime and role play to communicate ideas and feelings visually.

Phase 2 The students are able to view and respond to media verbally and nonverbally. They start using a variety of media to plan and create projects including use of the internet (with guidance). The students are able to select and use suitable shapes, colours and layout for presentations and develop writing different styles of Arabic Calligraphy.

They start developing their presentation skills and use body language to add meaning to oral presentation.

Phase 3 The students respond to viewing experiences orally and in writing, using specific vocabulary and terminology. They are able to use a variety of media to plan and create projects. They can present oral reports on familiar and unfamiliar topics in target language. They can provide more detailed presentations (2-3 minutes) on topics to inform, presentation skills, addressing an audience.

RIS Grade 4 Curriculum Guide 2020-2021

31

Written language—Reading Phase 1 Learners can recognise basic aspect of format and style of the language. They can differentiate between the long and the short sounds of the letters. They can read their own writing or words written by the teacher. They can identify repetitive words and letter patterns in sentences when reading familiar texts. They demonstrate understanding of simple sentences.

Phase 2 Learners can read a range of new words related to the topics. They begin to read simple sentences with some support. They respond to simple written directions. The students are able to retell main events in sequence with guidance.

Phase 3 Learners can use a range of different strategies to decode texts. They demonstrate understanding of meaning and relationships between sentences in a paragraph. They start to follow ideas in and between paragraphs making use of a range of conjunction. In this phase, learners can recall and summarize main ideas from fiction and non- fiction texts.

Written language—Writing Phase 1 Learners understand that written texts convey meaning. They start demonstrating understanding of letter/sound relationships. They begin to use studied vocabulary to form meaningful words and simple sentences. They can generate own ideas for writing and make use of grammar with guidance. The students in this phase begin to form sentences with the right structure.

Phase 2 Learners begin to write more independently and develop criteria for effective writing with guidance. They begin to use short paragraphs with details to support their ideas. They start to use a mixture of tenses within one text. They can provide detail to a written text. They learn how to translate literally from first language to Arabic language.

They begin to use punctuation with different tenses.

Phase 3 In this phase, learners begin to set goals and identify strategies to improve their writing. They begin to spell some complex words and increase the use of visual strategies, spelling rules and knowledge of word parts to spell correctly. They can use complex punctuation correctly.

RIS Grade 4 Curriculum Guide 2020-2021

32

Mother Tongue The language profiles of students at Raha may be complex and diverse; however, the influence of mother-tongue development is significant for all learners. It is acknowledged that development of mother tongue language is crucial for cognitive development, and in maintaining cultural identity. Success in mother-tongue development is a strong predictor of long-term academic achievement, including acquisition of other languages. We encourage parents to regularly read, write and speak with their child in their mother tongue.

At RIS we currently host mother tongue schools for: - French - Spanish - Arabic - Finnish - Swedish - Greek

We are actively looking to extend our provision to other languages and cultures.

Contact Vanessa Keenan, vkeenan@ris.ae for further details.

Islamic Studies

The Islamic Studies programme is based on a scheme of work produced by the Ministry of Education and is integrated into the PYP curriculum. The Islamic Studies curriculum is a sequential programme from Grade 1 to Grade 12. At Raha International School the Muslim students from Grade 1 onwards attend Islamic Studies.

The programme aims to enrich the learner with a strong foundation of knowledge and values. At every Grade level the curriculum draws on the seven cornerstones: the values and goals of Islam, Islamic teachings and laws, direct divine teachings (from the holy Qur'an and the teachings of Prophet Mohammed), religious intuition, Islamic characters, identity, belonging and the universe.

The students will work towards developing their understandings about what it means to be a Muslim citizen and to RIS Grade 4 Curriculum Guide 2020-2021

33

live in the complexities and hardships of our modern age with a strong system of belief that draws upon the true teachings of Islam, Islamic doctrine, belief, and characters aimed at spreading good and peace all over the world.

Learning in Islamic Studies also happens outside the classroom through the library, researching on the Internet and possible excursions into the local community. Assessment in the Islamic Studies programme continues throughout the year and includes diagnostic, formative and summative tasks. This may include oral and written presentations, investigations and tests.

At RIS we provide: Islamic Studies A classes: for first language Arabic speakers (instruction is in Arabic) Islamic Studies B classes: for non-Arabic speaking students (instruction is in English)

Islamic A ‫محاورمنهج مادة التربية اإلسالمية‬ ‫ قيم اإلسالم وغاياته‬:‫المحور األول‬ ‫ وتطبيقا لقيم اإلسالم‬,‫ ورقابة ذاتية تنطلق من مفهوم اإلحسان‬,‫ يظهر المتعلمون فهما لمفهوم العبادة بمعناها الواسع‬:‫المعيار‬ ‫الفردية والجماعية‬ ‫كلمات شائعة في التربية اإلسالمية‬

‫ الشهادتان ( ال إله إال هللا محمد‬/ ‫آداب‬ .‫ (الدعاء‬/‫ عقيدة التوحيد‬/ ) ‫رسول هللا‬

‫المنهج اإلثرائي‬ ‫قصص عن الصحابة‬ ‫في آداب نزول المنزل‬ ‫كتيبات عن اآلداب‬

‫الكفايات‬

‫الموضوعات‬

‫يحفظ دعاء آداب المنزل‬ .‫والخروج ومنه‬ ‫يطبق آداب دخول المنزل‬ .‫والخروج منه‬

‫ يحافظ على أداء‬.‫الصلوات في أوقاتها‬

.‫ يعدد مبطالت الصالة‬‫ يبين مفهوم الصوم‬-

.‫وحكمته‬

‫ يوضح أهمية الصدقة‬‫وفضلها‬ RIS Grade 4 Curriculum Guide 2020-2021

34

‫آداب دخول‬ ‫المنزل‬

‫• الصوم‬ ‫• الصدقة‬

‫المحاور‬ ‫الفرعية‬

‫آداب‬

‫اإلسالم‬

‫المحاور‬ ‫الرئيسية‬

‫قيم‬ ‫اإلسالم‬

‫وغاياته‬

‫فضيلة الكرم‬

‫القيم‬

‫ يثمن قيمة الكرم ويتجنب‬‫البخل والشح‪.‬‬

‫العقلية‬

‫اإليمانية‬

‫اإليمان‬

‫اإليمان بالكتب‬

‫‪ -‬يظهر إيمانه بجميع‬

‫السماوية‪.‬‬

‫الكتب السماوية‪ ،‬وأنها‬

‫جميعا من عند هللا تعالى‬

‫البخل ‪ -‬الكرم – الجود‬

‫مقاطع مرئية‬ ‫مقاالت للشيخ محمد بن‬ ‫راشد‬ ‫الربط بين الكرم‬ ‫والصدقة‬ ‫مقاطع مرئية القرآن‪ /‬العبودية‪ /‬أركان اإليمان‪ /‬الكتب‬ ‫صور ألركان اإليمان‬ ‫مقارنة بين أركان السماوية الكريم ‪ /‬اإلنجيل‪ /‬التوراة‪/‬‬ ‫اإليمان وأركان اإلسالم الزبور‪ /‬يوم القيامة‪ /‬يوم الحساب‪/‬‬

‫القضاء والقدر‪ /‬اإلحسان‪ /‬العبادة‪/‬‬ ‫أصحاب الجنة ‪ /‬الخشوع‬

‫المحور الثاني‪ :‬الوحي اإللهي‬ ‫المعيار ‪ :‬يظهر المتعلمون فهما ومعرفة وحفظا لكتاب هللا تعالى ولسنة نبيه –صلى هللا عليه وسلم‬ ‫المحاور‬ ‫الرئيسية‬

‫الوحي‬ ‫اإللهي‬

‫المحاور‬ ‫الفرعية‬

‫القرآن‬ ‫الكريم‬

‫الموضوعات‬

‫سورة الغاشية‪.‬‬

‫المنهج اإلثرائي‬

‫الكفايات‬

‫‪www.tanzeel.net‬‬ ‫ يحفظ السور‬‫القرآنية من‪ ( :‬الغاشية ‪http://quran.ksu.edu.sa‬‬ ‫‪/www.livequran.org‬‬ ‫إلى المطففين )‬

‫سورة األعلى‪.‬‬

‫سورة الطارق‪.‬‬

‫ويفسر كلماتها‪،‬‬

‫سورة البروج‪.‬‬

‫سورة اإلنشقاق‪.‬‬

‫قرآن ‪-Explorer‬‬

‫ويلتزم أحكام لفظ‬ ‫الجاللة‪.‬‬

‫سورة المطففين‬

‫كلمات شائعة في التربية اإلسالمية‬

‫القرآن‪ /‬الوحي‪ /‬هللا الخالق‪/‬‬ ‫أسماء يوم القيامة‪ /‬الساعة‪/‬‬ ‫الصحف‪ /‬السور المكية‪ /‬السور‬ ‫المدنية‪ /‬الوحي‪ /‬أسماء هللا‬ ‫الحسنى‪ /‬اللوح المحفوظ‪/‬‬

‫أصحاب األخدود‪ /‬لفظ الجاللة‪/‬‬

‫أحكام لفظ الجاللة‬

‫المحور الثالث‪ :‬احكام اإلسالم وآدابه‬ ‫المعيار‪ :‬يظهر المتعلمون تطبيقا ألحكام اإلسالم وآدابه التهذبية مع النفس والمجتمع‪.‬‬

‫المحاور‬ ‫الرئيسية‬

‫المحاور‬ ‫الفرعية‬

‫الكفايات‬

‫الموضوعات‬

‫المنهج اإلثرائي‬

‫‪RIS Grade 4 Curriculum Guide 2020-2021‬‬

‫‪35‬‬

‫كلمات شائعة في التربية اإلسالمية‬

‫نماذج‬ ‫االقتداء‬

‫ُعثمان بن عفان‪ -‬رضي‬ ‫هللا عنه‪( -‬حياؤه وإنفاقه)‪.‬‬

‫عفان وحياءه وإنفاق ماله‬

‫البن حجر‬

‫أم المؤمنين زينب بنت في سبيل هللا‪.‬‬

‫خزيمة‪-‬‬

‫أحكام‬ ‫اإلسالم‬ ‫وآدابه‬

‫‪ -‬يتعرف سيرة عثمان بن‬

‫( اإلصابة )‬

‫رضي‬

‫هللا‬

‫عنها‪( -‬أم المساكين)‪.‬‬

‫‪ -‬يتعرف المتعلم سيرة‬

‫السيدة زينب بنت خزيمة‬

‫أم المساكين‬

‫‪-‬رضي هللا عنها ‪. -‬‬

‫األسوة ‪ /‬االقتداء‪ /‬الخلفاء‬ ‫الراشدون‬

‫العسقالني‬ ‫‪www.saaid.‬‬ ‫‪net‬‬ ‫بنين وبنات‬ ‫‪kids.islamw‬‬ ‫‪eb.net/‬‬

‫المحور الرابع‪ :‬العقلية اإليمانية‪.‬‬ ‫المعيار‪ :‬يظهر المتعلمون معرفة بأركان اإليمان‪ ,‬وتفكيرا منهجيا في فهم أصول اإلسالم‪.‬‬ ‫المحاور‬ ‫الرئيسية‬

‫المحاور‬ ‫الفرعية‬

‫المنهجية‬ ‫العقلية‬

‫الموضوعات‬ ‫البحث‬ ‫والتفكير‬ ‫العلمي‬

‫الكفايات‬

‫ يقدر قيمة البحث‬‫وتقصي الحقيقة‬

‫‪ -‬يسعى للتعلم من ذوي‬

‫المنهج اإلثرائي‬ ‫طريقة البحث التي اتبعها‬ ‫سيدنا إبراهيم عليه السالم في‬ ‫إرشاد قومه إلى معرفة هللا‬ ‫تعالى‬

‫كلمات شائعة في التربية اإلسالمية‬

‫البحث واالستقصاء‪ /‬التفكر‬ ‫والتأمل‪ /‬أولو األلباب‬

‫الخبرة واالختصاص‬

‫العقلية‬ ‫اإليمانية‬

‫المحور الخامس‪ :‬السيرة النبوية‬ ‫المعيار ‪:‬يظهر المتعلمون حبا واقتداء وتأسيًا برسول هللا‪ -‬صلى هللا عليه وسلم ‪-‬ومن تبعه بإحسان من النماذج البشرية من األمة‬ ‫اإلسالمية‬ ‫المحاور‬ ‫الرئيسية‬

‫المحاور‬ ‫الفرعية‬

‫الموضوعات‬

‫المنهج اإلثرائي‬

‫الكفايات‬

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‫كلمات شائعة في التربية اإلسالمية‬

‫ثمانية‬ ‫السنة‬

‫الوحي‬

‫أحاديث‬

‫شريفة‬

‫األحاديث النبوية‪،‬‬ ‫ويشرح كلماتها‬

‫النبوية‬

‫اإللهي‬

‫األسوة‬

‫السيرة‬

‫الحسنة‬

‫النبوية‬

‫ومعانيها‪.‬‬

‫• الدعوة إلى‬

‫النبي‪-‬‬ ‫يتعرف سيرة ّ‬

‫اإلسالم‪.‬‬

‫• التعذيب‬

‫والشخصيات‬

‫‪ -‬يحفظ ثمانية من‬

‫(كتاب األربعون النووية )‬ ‫لإلمام النووي‬

‫الحديث ‪ /‬السنة النبوية الشريفة ‪ /‬االقتداء ‪/‬‬ ‫القدوة الحسنة‬

‫صلى هللا عليه‬

‫وسلم‪ -‬بعد خروجه‬

‫واإلضطهاد‪.‬‬

‫للطائف حتى الهجرة‬

‫• المقاطعة‪.‬‬ ‫الهجرة إلى الحبشة‬

‫إلى المدينة‬

‫قصص األنبياء من‬

‫الوحي‪ /‬السيرة‪ /‬التأمل‪ /‬السابقون إلى‬

‫اإلنترنت‬ ‫‪http://www.youtube‬‬ ‫=‪.com/watch?v‬‬‫‪mVSMdib3Rs‬‬ ‫‪http://www.quran4‬‬ ‫‪u.net/Child-Al‬‬‫‪Anbia.aspx‬‬

‫اإلسالم‪ /‬الدعوة‪ /‬الهجرة‪ /‬التضحية‪/‬‬

‫الصبر‪ /‬التواضع‪ /‬المقاطعة‬

‫المحور السادس‪ :‬الهوية واالنتماء‬ ‫المعيار‪:‬يظهر المتعلمون انتماء واعتزازا بدولتهم وأمتهم العربية واإلسالمية‪.‬‬ ‫المحاور‬ ‫الرئيسية‬

‫المحاور‬ ‫الفرعية‬

‫الثقافة‬ ‫الهوية‬ ‫واالنتماء‬

‫واللغة‬

‫الموضوعات‬

‫• المرافق العامة‬ ‫أضرار‬

‫الكفايات‬

‫‪ - .‬يتدرب على كيفية‬

‫تخريب المحافظة على المرافق‬

‫المرافق العامة‬

‫العامة للمجتمع‪.‬‬

‫المنهج اإلثرائي‬

‫كلمات شائعة في التربية اإلسالمية‬

‫موقع بنين بنات‬ ‫‪kids.islamweb.net/‬‬

‫دوائر‬

‫المرافق‪ /‬المسؤولية ‪ /‬المجتمع ‪/‬‬ ‫المواطنة‬

‫االنتماء‬

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‫‪37‬‬

Islamic Studies B Islamic Studies B - Overview of Grade 4 Units Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●

Etiquette of entering and leaving a house Surat Al-Burouj Some of the rules of Tajweed The strong believer.

The beginning of the call to Islam The mother of Faithful:Zaynab bint Khuzayma Belief in divine books Surat at-Tariq Making sure of news The importance and etiquette of obligatory prayers those among you with the best manners Sunan Rawatib ( Sunnah Prayers associated with Obligatory Prayers) The Emigration to Abyssinia Good Treatment Surat Al- A’la Congregational Prayer Surat Al- Ghashiyah(The Over helming) Research and Scientific Thinking Praising Allah ‫ عزوجل‬for his Blessings The year of the Sorrow The Morals of the Righteous The Patience of the Prophet ‫صلى هللا عليه وسلم‬ Surat Al- Inshiqaq( the Splitting Asunder) Public Utilities Kindness My fasting is for the Sake of my Lord In the Shade of my Charity Surat Al- Mutaffifin (The Defrauding) Generosity Perfection of Faith My Environment is my Responsibility Dhu Al- Nurain.’Uthman bin Affan

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38

‫‪Arabic Social Studies A‬‬

‫منهج مادة التربية الوطنية‬ ‫الرؤيا العامة لتعلم الدراسات االجتماعية‬

‫إن الهدف من دراسة المواد اإلجتماعية هو تفاعل الدارسين مع ماضيهم وأخذ العبرة والعظة منه حتى يتمكنوا من تخطيط مستقبلهم بصورة‬ ‫صحيحة خالية من أخطاء الماضي‪.‬‬ ‫إن الدراسات االجتماعية تساعد الدارسين على تنمية شخصياتهم وافكارهم وتكوين اتجاهاتهم‪ .‬وذلك لكي يقوموا باتخاذ قرارات مسئولة ورشيدة‬ ‫حول فصلهم ومدرستهم والعالم الذي يحيط بهم للعمل على فهم ذاتهم وعالقتهم بالماضي والحاضر والمستقبل والمجتمع الذي يعيشون فيه والبيئة‬ ‫المحيطة بهم‪.‬‬ ‫إن برنامج الدراسات االجتماعية في المدارس الدولية هو برنامج عالمي يهتم بدراسة مجتمعات متنوعة ومختلفة كما يهتم بدارسة ثقافات مختلفة‬ ‫وأجناس مختلفة‪ ،‬لكي يحدث الترابط بين المجتمعات والثقافات المختلفة‪.‬‬ ‫إن الدراسات االجتماعية تحا فظ على حقوق اإلنسان العالمية وتنادي بالمساواة وترفع من قدر القيم اإلنسانية العالمية مع احترامها للثقافات‬ ‫اإلقليمية الخاصة ببعض المجتمعات‪.‬‬ ‫والدراسات االجتماعية التركز على المعلومات الخاصة بالدولة التي توجد بها المدرسة ولكنها تهتم بتاريخ وجغرافيا العالم واإلطار العالمي‬ ‫حتى تتسع مدارك الدارس وتتنوع خبرته‪.‬‬

‫الذي يجب أن نعرفه عن الدراسات االجتماعية‬

‫التمتع بحب االستطالع عن طبيعية التعلم والعالم واألفراد والثقافات وتشمل ‪ :‬التاريخ – الفترات – ترتيب االحداث – االشخاص ذو شأن –‬ ‫األفراد – الجغرافيا – المكان – البيئة والنشأة – البيئة الطبيعية ‪ -‬المجتمع – الذات – النظم – المجتمعات – الثقافات ‪ -‬المفاهيم‪.‬‬ ‫إن الدراسات االجتماعية يؤكد على الهوية الوطنية كجزء من عملية تطوير المجتمع‪ ،‬بل خطوة للحفاظ على استمرارية هذا التطوير بين فئة‬ ‫الطلبة‪ ،‬وبحسب رؤية أبوظبي ‪ ،2030‬والتي تهدف إلى المحافظة على المجتمع أمنا ً مستقراً‪ ،‬فقد أصبح جليًا أن تعزيز وترسيخ الوالء‬ ‫واالنتماء لدولة اإلمارات العربية المتحدة‪.‬‬ ‫وأن التأكيد على الهوية تركز على تعزيز الوالء واالنتماء بين الطالب لجعلهم منتجين مواطنيين عالميين يثرون مجتمعاتهم من خالل‬ ‫تزويدم بالمعرفة‪ ،‬ومهارات القرن الحادي والعشرين‪ ،‬والقيم واالتجاهات العالمية‪.‬‬

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‫‪39‬‬

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40

‫ نظام التقييم في قسم المواد العربية‬‫ماهية التقييم في المرحلة االبتدائية‬ ‫●‬ ‫●‬ ‫●‬ ‫●‬ ‫●‬ ‫●‬ ‫●‬ ‫●‬ ‫●‬

‫التركيز على إكساب الطالب المهارات والمعارف والخبرات األساسية في كل مادة دراسية‪.‬‬ ‫تقييم أساليب التدريس وتعزيز التي تؤدي إلى تجسيد الفهم الحقيقي لمحتوى المادة دراسيًّا ‪.‬‬ ‫العناية بالجانب التطبيقي باعتماد أسلوب تقييم األداء الذي يتم فيه التأكد من تمكن الطالب من المهارة أو المعرفة‪.‬‬ ‫تجنب اآلثار النفسية السلبية التي قد يتعرض لها الطالب وارتباطها بتجربته الدراسية مثل‪:‬الشعور بالقلق والخوف‪.‬‬ ‫غرس العادات والمواقف اإليجابية في نفوس الطالب تجاه التعليم‪.‬‬ ‫إيجاد الحافز اإليجابي للنجاح والتقدم بحيث يكون الدافع للتعليم والذهاب إلى المدرسة هو الرغبة في النجاح وليس الخوف من اإلخفاق‪.‬‬ ‫تجنيب األطفال اآلثار الن فسية الناتجة عن التركيز على التنافس والشعور بأن درجات أدوات التقويم هي الهدف من التعليم‪.‬‬ ‫إشراك ولي أمر الطالب في التقويم وذلك بتزويده بمعلومات وافية ومحددة عن الصعوبات التي تعترض ابنه وطلب معونته في التغلب عليها‪.‬‬ ‫مبكرا والعمل على عالجها والتعامل معها بطريقة تربوية صحيحة‪.‬‬ ‫اكتشاف حاالت صعوبات التعلم لدى الطالب‬ ‫ً‬

‫‬‫‪-‬‬

‫أنواع التقييم‪:‬‬ ‫نظام التقييم الفصلي‪:‬‬ ‫ج‪ -‬اختبار نهاية العام‬ ‫ب‪ -‬اختبار منتصف العام‬ ‫‪ -1‬اختبار بداية العام‬ ‫ج‪ -‬اختبارات مستمرة خاصة بالوحدات المقررة ومهارات المادة وتتضمن‪:‬‬ ‫ النحو‬‫ األساليب اللغوية‬‫ الكتابة‬‫ القراءة‬‫االستماع‬

‫‪-‬‬

‫أدوات التقييم‪:‬‬ ‫ االختبارات الشفوية والكتابية ‪ -‬سجل مالحظة الطالب ‪ -‬ساللم التقييم ‪ -‬السالسل المتصلة ‪ -‬لوائح التدقيق ‪ -‬النماذج‬‫ ملف أعمال الطالب ) ملف اإلنجاز (‪.‬‬‫االختبارات التشخيصية ) تحديد المستوى(‪:‬‬ ‫يخضع جميع الطالب في بداية العام الدراسي الختبار تحديد المستوى ويتم إعداد االختبار استنادًا على ما هو متوقع من الطالب إنجازه في كل‬ ‫صف دراسي‪.‬‬ ‫** الخروج عن النمط التقليدي للتقييم باستخدام أساليب متنوعة وحديثة كــــ‪:‬‬ ‫توظيف الحاسوب والتقنيات الحديثة عند تقييم مهارات اللغة‪ – .‬استخدام أسلوب حل المشكالت‪ – .‬تقييم مهارات التفكير العليا كالتحليل والتقييم‬

‫‪-‬‬

‫‬‫‪-‬‬

‫‪-‬‬

‫مشروع الوحدة‬

‫‪ -‬التقييم الذاتي ‪ -‬التقييم عن طريق الزمالء‪.‬‬

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Arabic Social Studies B Unit Unit 1: The Emirates throughout History Main Ideas: - The UAE has witnessed over past decade many archaeological explorations, which area source of pride in the country as they reflect on the old (deep-rooted, ancient) history and past and also reflect the cultural unity of the people of the UAE. - Abu Dhabi is considered one of the first archaeological sites in the UAE. It has an important geographical location because it is situated on the Arabian Gulf coast and the important internal regions of the country lie on it.

Concepts Remnant (Ruins) Settlement Excavation Archaeological Mission The Ancient Near East Archaeological findings Archaeological map Ancient Civilization Findings Archaeological Exploration Archaeological Levels Mesopotamia Swampland Necklace

- There are many archaeological sites in Dubai, Ras Al-Khaimah and Umm AlQuwain. The communication between these archaeological sites is considered the most signs that indicate the cultural flourishing and the human developing. As well as these sites have agricultural importance and industrial development.

Unit 2: Emirati Figures Main Ideas: - In the UAE, there are many political, literary and sport figures; achieved wonderful achievements on the regional, gulf, Arab and international levels. The Olympic Champion; Sheikh Ahmad bin Hasher Al Hasher Al Maktoum is one of these figures.

- Sheikha Lubna bint Khalid bin Sultan Al-Qasimi is considered an outstanding

-

Olympiad Squash Shooting Sustainable development.

Economic Variation.

Learning Outcomes Recognize the archaeological exploration in the UAE. Deduce the elements of the civilized similarity of the UAE region which lead to the establishment of human settlement in it.

Appreciate the important and recognized position of the region in the history of old civilizations.

Recognize the first archaeological sites in Abu Dhabi Emirate in the UAE Locate the archaeological sites on the map of the UAE. Appreciate the cultural value of the archaeological explorations and findings.

Recognize the location of the archaeological sites in Dubai, Ras Al-Khaimah and Umm AlQuwain.

Link the archaeological findings and their original materials.

Recognize the cultural communication in the UAE history.

Deduce the artistic value of the archaeological findings.

Show admiration of the artistry of the ancient people of the UAE. Recognize the personality of the Olympic Hero; Sheikh Ahmad bin Hasher Al Maktoum.

Name the sports that have been practiced by Sheikh Ahmad bin Hasher Al Maktoum.

Explain the most important achievements of the Olympic Champion; Sheikh Ahmad bin Hasher Al Maktoum in sport.

Look forward to achieve

RIS Grade 4 Curriculum Guide 2020-2021

42

and a pioneering model of Emirati women, this due to the continuous support from the wise leadership to woman in the UAE.

-

-

-

Unit 3: Geographical Areas Main Ideas: - United Arab Emirates is characterized by a group of general features and of an important geographical location which helped in having an international outstanding position. The UAE becomes one of the best countries in the world due to its characteristics and abilities and it is admired by all people.

It occupies an important geographical location with an area of 83600 square kilometres and it is situated in the heart of the Ancient World. It forms with the Arabian Gulf, the eastern gate of the Arab World.

-

Geographical location The Arabian Peninsula The Arab World The Arabian Gulf The Ancient World Natural borders Political borders Regional waters Forms of terrain Mountain Plain Valleys Desert Oases

-

-

-

-

- The UAE overlooks water bodies that link it with countries of the world. The country is also linked with the neighbouring Arab countries with political long borders which facilitated the communication with them.

-

- The physical features of the UAE are varied; they include the mountains and the deserts; which contributed to the diversity o =f the people’s activities.

-

Unit 4: Human Settlements Main Ideas: - The human population settlements in the UAE since past day; were related to

-

-

-

Settlement centres Bedouins Nationalization of Bedouins Crafts (professions) Traditional industries Palm fronds

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43

-

-

international achievements like Sheikh Ahmad bin Hasher Al Maktoum.

Recognize the personality of Sheikha Lubna bint Khalid bin Sultan Al-Qasimi.

Identify the most important achievements of Sheikha Lubna bint Khalid bin Sultan Al-Qasimi.

Appreciate the pioneering role of the Emirati woman in the nation’s march.

Locate the geographical position on the map of the Arabian Peninsula.

Deduce the importance of the geographical location of the UAE. Recognize the general features of the UAE. Appreciate the role that the UAE plays on the different levels.

Concepts and Terminology Recognize the kinds of borders in the UAE. Locate on the UAE map: Water bodies which the UAE overlooks.

Neighbouring countries of the UAE. Deduce the importance of the political borders to the country.

Recognize the lesson Concepts and Terminology.

Recognize the main forms of terrain in the UAE. Compare between the terrain of the UAE and the terrain in his country.

Clarify the economic importance of the physical features of the UAE. Deduce the factors of the establishment of the human settlement centres in the interior regions (desert and sandy dunes).

Locate on the map of the

the interior regions to the extent of the availability of the underground water among the sandy dunes and the oases.

-

Habool Shasha -

- Before the discovery of oil, people in the UAE were adapted with their local environment, as they practiced professions and a variety of industries associated with their prevailing geographical environment.

-

-

-

Unit 5: Culture and Heritage Main Ideas: - Since the past time, the UAE people have practiced types of local sports and folk arts in the different areas and environments of the UAE; as an activity and entertainment as well as to satisfy their needs and desires.

- Clothing and fashion have a special position in the lives of the residents of the UAE society. The UAE clothing is specified by the environmental conditions in where it exists, and which draws its features. It is distinguished by its authenticity; with new, beautiful, elegant and additional touches.

-

Culture Heritage Environment Popular Arts (Folklore) High Jumping (Al Haum) Local fashion Kandura Zeri Burqa Gahfeyah Kerkusha Culture Fine Arts Applied Arts Taxes Weather

-

-

-

-

-

- Media and cultural elements has developed in the UAE, and it varies between popular story and folk tale, poetry and folk arts, the cultural expressions and the modern media, which has been focused on by the Government of the UAE.

-

- The popular tales in the UAE have a

RIS Grade 4 Curriculum Guide 2020-2021

44

UAE the interior settlement centres (Bedouins).

Appreciate the efforts exerted by the country to settle the Bedouins and to develop the interior settlement centres.

Identify the factors that contributed to the emergence of the traditional crafts and industries in the interior environment of the UAE. Specify the most prominent traditional crafts and industries in the interior environment of the UAE. Explain the decline of some of these crafts in the UAE. Appreciate the efforts made by the State to preserve the traditional crafts and industries.

Clarify the kinds of popular traditional sports in the UAE. Name the folkloric activities performed in Emirati occasions.

Locate on the map of the UAE the ancient heritage areas.

Appreciate the importance of heritage in the life of nations Identify the factors that affect the type and colour of clothing (dress) In the UAE. Distinguish between men and woman dress in the Emirati society.

Wear the Emirati dress properly.

Appreciate the importance local dress and fashion in the life of nations.

Recognize the factors of culture available in the UAE. Name the most famous Emirati writers and authors.

Numerate the types of media in the UAE. Appreciate the role that the media contributes in serving

significant role in the development of knowledge and openness of the cultural and narrative thought of the community.

-

-

Unit 6: The UAE and the World

-

Main Ideas:

-

- The six Arab Gulf Cooperation Council Countries are associated with unity and cohesion and share common goals which contributes to the establishment of the Council on 25th, May 1981.

Gulf Cooperation Council Countries Tribe Clan Diving Dolphin Project

-

-

- The society of the Arabian Gulf is characterized by authentic Arab customs, traditions and values which formed the cultural heritage of the GCC countries and has helped to strengthen the unity and cooperation ties between the GCC countries in various fields such as economic cooperation.

-

-

-

RIS Grade 4 Curriculum Guide 2020-2021

45

the society.

Know the tale of the tyrant Queen ‘’Al-Zabaa’’ and her sad ending.

Write the summary of the tale of the tyrant Queen ‘’AlZabaa’’ and her sad ending.

Extract the useful lessons from the tale.

Name the Gulf Cooperation Council Countries.

Locate the position of the Gulf Cooperation Council Countries on the map of the Arabian Peninsula.

Show admiration for the values upon which the tribal system in the Gulf Arabian region are carried out.

Identify the traditions and customs that are popular in the GCC countries.

Clarify the economic cooperation among the Arab Gulf countries.

Locate on the map of the Arab Gulf countries the route of Dolphin Project.

Mathematics

At RIS we see mathematics as a way of thinking rather than simply a body of knowledge to be delivered. ‘An exemplary mathematics classroom consists of a very active and busy community of learners’ (IB, 2003). Our approach to teaching and learning reflects this. ● ● ●

● ● ● ●

●

The teacher inquires with the students.

Tasks set are purposeful and engaging.

Teachers facilitate the developmental stages of learning through appropriate learning experiences.

Opportunities are provided for: i) constructing meaning, ii) transferring meaning to signs and symbols and iii) understanding and applying knowledge and skills to different situations.

Learning is an interactive process, where discussion of processes and different approaches are a regular part of daily lessons.

Students have opportunities to work individually, with partners, in small groups and as a whole class.

Throughout the year teachers make meaningful conceptual links to Units of Inquiry.

A range of accessible resources provide students opportunities to record their mathematical thinking and understanding. White boards, ICT programmes, plain paper and a range of dotted and squared papers supplement the mathematics exercise books. Also, children have access to a range of mathematical dictionaries, encyclopaedias, literature and textbooks.

ICT plays an integral role in the teaching and learning of mathematics. Through computers and iPads, students access a wide range of mathematical programmes covering the full breadth of the curriculum. Teachers make use of interactive teaching programmes via classroom projectors to explore and model skills and concepts with students.

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Mathematics Strands There are five strands in the PYP mathematics programme: ● ● ● ● ●

Data handling Measurement Shape and space Pattern and function Number

Mathematics in Grade 4 The Number and Pattern and Function strands of mathematics are taught daily at RIS. This is to ensure children have sufficient time to develop strong conceptual understanding of the number system, number operations, and acquire key number knowledge and skills. Shape and Space, Measurement and Data-Handling are taught primarily through the meaningful contexts of the Units of Inquiry. As a school, we have identified a core of key visual models, manipulative tools and mental calculation strategies that will best support our Grade 4 students’ learning in number.

Key models and strategies to teach number concepts in Grade 4 Modelling Numbers to 100,000 As numbers get larger, they become increasingly difficult to model and visualise. Numberlines however allow learners model both 4 and 5 digit numbers and beyond. On a numberline the numbers increase from left to right.

Ordering several numbers on an empty or partially completed numberline requires students to consider the proximity of the numbers they are comparing as well as the order. The scale of the numberlines and the start and finish points can be varied depending on the required level of precisions. This makes it a particularly effective tool for modelling larger numbers.

e.g. 3425

e.g. 71375

Models to build understanding of decimals One of the key conceptual understandings explored in Grade 4 is that decimals, like fractions, are used to express part-whole relationships. Indeed, decimals are essentially fractions in which the denominators are restricted to RIS Grade 4 Curriculum Guide 2020-2021

47

powers of ten.

Decimal Numberlines Numberlines help students develop their understanding of where decimal numbers lie within the number system.

In this example a 6 to 8 numberline has been used to place and help order three decimal numbers 6.8, 7.1 and 7.5.

The link between fractions and decimals can be effectively modeled on a numberline.

Beadstrings Using beadstrings students can practice making decimal amounts and counting on or back in tenths and hundredths. They show 100 pieces organized in to ten lots of ten. When the whole beadstring is taken to represent 1 whole, each bead or small square has the value of a hundredth (0.01)

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Base 10 Equipment Base ten equipment, which is often used to model place value in whole numbers, can also be used to represent decimal numbers. Base ten equipment allows students to make models of decimal numbers up to three places, helping them to appreciate the relationship between tenths, hundredths and thousandths.

When comparing whole numbers, the number of digits in a number provides students with an indication of the size of the number, this is not the case with decimals where e.g. 0.275 is less than 0.4. A good indicator that a child has a secure understanding of decimal place value would be an ability to explain e.g. why 0.3 is more than 0.27; why 0.1 and 0.10 are equal. These understandings can be clearly demonstrated using visual and manipulative models which allow students to inquire into the relative size of decimal amounts.

0.1 and 0.10 are equal modeled on a beadstring

‌and with hundred squares or base ten equipment.

0.3 is more than 0.27 modeled on a numberline.

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Mental Strategies for Addition and Subtraction At RIS we place a strong emphasis on mental calculation and explicitly teach and practice different mental calculation strategies. As learners progress through the school they will develop their own preferred strategies and recognize that many problems can be efficiently solved without pencil and paper. There is not one right way to solve a problem however for each calculation some strategies are likely to be more efficient than others. Learners are encouraged to think about which are the best strategies for solving their problem. The key addition and subtraction strategies developed in Grade 4 build on strategies taught in earlier grades and are explained below.

Learners will explore how strategies developed for calculating with whole numbers can also be applied when calculating with decimals.

Strategy

Example

Reordering Sometimes a calculation can be more easily worked out by changing the order of the numbers. The way in which children rearrange numbers in a particular calculation will depend on which number facts they can recall or derive quickly.

e.g. for 70 + 50 + 30 it is easier to add the 70 and 30 first as this is a number bond of 100

Strategy

Example

Partitioning

Addition e.g.

70 + 30 =100 100 + 50 = 150

It is important for children to know that numbers can be partitioned into, for example, hundreds, tens and ones, so that 326 = 300 + 20 + 6. In this way, numbers are seen as wholes, rather than as a collection of single digits in columns.

This way of partitioning numbers can be a useful strategy for adding and subtracting pairs of numbers and is the precursor for more formal written methods.

In addition numbers are partitioned (or ‘split’) into tens and units, or hundreds, tens and units, or units and tenths etc to make them easier to work with. Then the numbers are added together. Both numbers can be partitioned, although it is often helpful to keep the first

Subtraction e.g.

The same process can be modeled and solved on a

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number as it is and to partition just the second number.

numberline

-0.5

-2

In subtraction the second number is partitioned (or ‘split’) before subtracting from the larger number.

1.2

Bridging

Students build understanding of the bridging strategy using a number line. For example, 9.4 + 2.7 is worked out in two jumps, first to 10, then to 12.1. The answer is the last point marked on the line, 12.1.

An important aspect of having an appreciation of number is to know how close a number is to the next or the previous multiple of 10 or 100: to recognise, for example, that 47 is 3 away from 50, or that 47 is 53 away from 100. In mental addition or subtraction, it is often useful to count on or back in two steps, ‘bridging’ at a multiple of 10 or 100. When working with decimals it is useful to bridge to the nearest whole number. The empty number line is a helpful tool to support this mental strategy, since children can visualise jumping to the key numbers.

Subtraction, the inverse of addition, can be worked out by counting back from the larger number, but it can also be represented as the difference or ‘distance’ between two numbers. The distance is often found by counting up from the smaller to the larger number, again bridging through whole numbers, multiples of 10 or 100. The empty number line can give an image for this method.

1.7

3.7

9.4 + 2.7

+ 0.6

9.4

+2.1

10

12.1

For subtraction count back or count on bridging at 100 e.g. 143 – 54

-11 89

-43 100

143

…or count on to find the difference

+ 46 54

+ 43 100

143

The difference between 54 and 143 is a jump of 46 to get to 100 and another jump of 43 to reach 143.

43 + 46 = 89

Compensating

e.g. 5.6 + 2.9 = 5.6 + 3 – 0.1 = 8.5 RIS Grade 4 Curriculum Guide 2020-2021

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This strategy is useful for adding and subtracting numbers that are close to a multiple of 10, such as numbers that end in 1 or 2, or 8 or 9. The number to be added or subtracted is rounded to a multiple of 10 plus or minus a small number. For example, adding 9 is carried out by adding 10, then subtracting 1; subtracting 18 is carried out by subtracting 20, then adding 2. This strategy can also be applied when adding and subtracting decimals by rounding to the nearest whole number. For example, adding 0.9 by adding 1 then subtracting 0.1.

+3 -0.1 5.6

8.5 8.6

or 306 –199 = 306–200 + 1 = 107

-200 +1 106 107

306

Partitioning: using ‘near’ doubles If children have instant recall of doubles, they can use this information when adding two numbers that are very close to each other. So, knowing that 6 + 6 = 12, they can be encouraged to use this to help them find 7 + 6, rather than use a counting on strategy or bridging through 10.

e.g.

Bridging through 60 to calculate a time interval

e.g. What is the time 50mins before 1:10pm?

Time is a universal non-metric measure. A digital clock displaying 9.59 will, in two minutes time, read 10.01 not 9.61. When children use minutes and hours to calculate time intervals, they have to bridge through 60. So to find the time 20 minutes after 8.50am, for example, children might say 8.50am plus 10 minutes takes us to 9.00am, then add another 10 minutes.

18+16 = 16+16+2 = 32 + 2 = 34 75+78 = 75+75 + 3 = 150 + 3 = 153 0.5 + 0.6 = 0.5 + 0.5 + 0.1 = 1 + 0.1 = 1.1

-40mins 12:20pm

-10mins 1pm

1:10pm

It is 4:25pm. The party starts at 5:05pm. How long do I have to get there? +35mins 4:25pm

+5mins 5pm

5:05pm

35mins + 5mins = 40mins

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Written Calculation Methods Tradition algorithms for column addition and subtraction, multiplication and division are also taught alongside mental strategies in Grade 4. We stress that the written algorithms should not become the sole strategy used by students, rather, when faced with a calculation, we encourage children to decide which method is most appropriate. Algorithms, when understood and mastered, become one of the many strategies available to our students. They are useful for solving many problems involving numbers with many digits but are not always the simplest or most efficient strategy.

The danger of relying on algorithms is that students focus on carrying out a process and cease to think about the size of the numbers they are calculating. In the long term this will limit their understanding of the number system.

Consider for example the problem 2000 – 1999. A child with a strong grasp of number who is thinking about the relative size of the two numbers would quickly identify that there is a difference of one without any need to write anything down. A child whose only strategy is an algorithm would line up the two numbers in a column and carry out a multistep process borrowing from the thousands, hundreds and tens.

When using algorithms students should always be encouraged to start with an estimation of the answer and use the language that refers to the place value of the digits they are working with e.g. ‘carry ten’ or ‘borrow one hundred’.

Column Addition Algorithm For students who are already proficient in using partitioning as a mental strategy for addition, the traditional column addition method simply provides a more formal layout for a process they already understand.

Expanded Column Addition At RIS we introduce column addition in an expanded form. It is an important step as the place value of each digit is emphasised. e.g.

366 +458 14 110 700 824

Decimal examples Students who have had experience modeling decimal numbers are more likely to appreciate the need to line up the decimal points and are more likely to identify if their answer does not make sense.

In the example below it may help students to add a place holder when lining up the numbers.

Standard Column Addition By the time students enter Grade 4 the majority may already be working with the standard format with ‘carrying’ three two-digit or three-digit numbers and numbers with different numbers of digits. e.g.

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Column Subtraction Algorithm As with addition, we introduce column subtraction in an expanded form, ensuring that the place value of each digit is emphasised.

Expanded method

Refined column subtraction method with

e.g. with ‘borrowing’ and adjustment 563 - 271

Decimals (without placeholders)

=292

Standard column subtraction method (with placeholders)

Understanding Multiplication and Division It is anticipated that the majority of students will enter Grade 4 with secure recall of all or most multiplication facts up to 10 x 10. It is important that students who have not yet memorized all their tables have regular opportunities to practice at home, as much of the Grade 4 mathematics curriculum requires quick recall of multiplication and division facts. Memorizing should always come after conceptual understanding. A child might be able to tell you RIS Grade 4 Curriculum Guide 2020-2021

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that 4 x 6 is 24, but a much more revealing question to ask is – ‘how do you know that 4 x 6 is 24?’.

In Grade 4 students consolidate their conceptual understanding of multiplication and division. A child might be able to tell you that 4 x 6 is 24, but a much more revealing question to ask is – ‘how do you know that 4 x 6 is 24?’

Arrays Arrays are a key visual model we use at RIS for building conceptual understanding of multiplication and division.

Multiplication is effectively repeated addition, e.g. 4 x 6 means six lots of four, or 4 + 4 + 4 + 4 + 4 + 4. Arrays show this by setting out repeated rows of a particular number Students can make arrays using counters, cubes and squared paper.

e.g.

The above arrays can all be seen as four rows of six or six columns of four demonstrating the commutative property of multiplication (4 x 6 = 6 x 4) The array model also demonstrates the inverse relationship between multiplication and division. The same 4 by 6 array can be used to explain that 24 ÷ 6 = 4 and 24 ÷ 4 = 6 In Grade 4 arrays are used to investigate a variety of concepts relating to multiplication including factors, square numbers, remainders and prime numbers.

e.g. Find all the factor pairs for 12.

e.g. the term ‘square’ number makes sense when represented as arrays.

e.g. 37 ÷ 5 modeled as an array reveals that there is a remainder of 2.

e.g. Only one rectangular array that can be formed for prime numbers

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The ability to multiply a single digit number by a multiple of ten is an essential precursor to multiplying with larger numbers. Traditionally many students have been taught to ‘add a zero’, when multiplying by 10, however such an explanation is not based on conceptual understanding, moreover when a student progresses to multiplying decimals by a multiple of ten, adding a zero does not work. Rather students need to understand how the value of each digit changes when multiplied by ten.

E.g.

Place Value Charts Place value charts help students to recognize the impact of multiplying or dividing a number by power of 10.

Moving down the chart numbers get 10x bigger. Moving up the chart they become 10x smaller.

Doubling and Halving The ability to double and halve numbers is also useful for mental multiplication. Historically, multiplication was carried out by a process of doubling and adding. Most people find doubles the easiest multiplication facts to remember, E.g. we can find 4 x a number by doubling it twice 4 x 5 = is ‘double’ 2 x 5 This can be clearly demonstrated with an array RIS Grade 4 Curriculum Guide 2020-2021

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The same principle can be applied to more complex examples. ●

e.g. multiply by 8 by doubling three times, (or doubling one side and halving another twice) 12 × 8 = 24× 4 = 48 × 2 = 96

●

Divide by 4 by halving twice, e.g. 104 ÷ 4 = 52 ÷ 2 = 26

●

Multiply by 50 by multiplying by 100 and halving e.g. 12 x 50 = 1200 ÷ 2 = 600

In Grade 4 students will consolidate 2 and 3-digit by 1-digit multiplication. A problem such as 13 x 5 can be solved by partitioning the calculation into 10 x 5 and 3 x 5.

At RIS students explore several methods of written multiplication. Each of these methods follows the process of partitioning the multiplication into easier parts. E.g. 5 x 13 is solved by finding 5 x 10 and 5 x 3 When building their understanding of the process, arrays helps students visualize how partitioning a multiplication works.

(5 rows of thirteen portioned into 10 rows of 5 and 3 rows of 5)

Expanded methods of written multiplication An expanded method which uses a grid e.g. 38 x 7

In this second expanded method, the same steps are recorded but the calculation is laid out in columns.

Standard short multiplication method Only when students demonstrate an excellent level of proficiency and understanding of the expanded method should they be introduced to the short multiplication method.

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emphasized and learners should always be encouraged to estimate an answer first.

Dividing 2 and 3 digit numbers by a single digit divisor Using multiplication as the inverse of division - When students understand that multiplication and division are inverse operations, they can apply this understanding to solve many division problems mentally. For example, when posed a calculation problem such as 67 ÷ 4 they can turn the problem around by asking ‘How many 4s can I make from 67? Using times table facts students can count on in groups of 4 to find the answer.

E.g. “There are 10 lots of 4 in 40. This leaves 27. Another 6 lots of 4 can be made from 24. That is 16 fours altogether with a remainder of three.“

As this strategy requires at least two steps, some children will continue to find it helpful to keep track using a numberline.

10 x 4 0

6x4 40

r3 64 67

For 291 ÷ 3, because 3 × 90 = 270 and 3 × 100 = 300, we use 270 and split the dividend of 291 into 270 + 21. Each part is then divided by 3.

291 ÷ 3 Modelled using a numberline

90 x 3

0

7x3

270

= 97

Here the same steps have been recorded without a numberline

291

The expanded short division method requires the same thought process and steps but provides a more formalized layout:

Only when students demonstrate an excellent level of proficiency and understanding of the expanded method should they be introduced to the short division method.

The place value of each digit should continue to be emphasized and learners should always be encouraged to estimate an answer first.

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Models for Fractions Find equivalent fractions add and subtract fractions In Grade 4 students consolidate their understanding of comparing, adding and subtracting fractions using visual and manipulative models. Students whose conceptual understanding is secure will progress to fractions working with fraction symbols to compare, add and subtract Cuisenaire Rods

Pattern Blocks

Cuisenaire rods and pattern blocks can be used to model fraction addition and subtraction to build understanding before progressing to operating with just the symbols.

E.g. Addition of fractions with unrelated denominators using pattern blocks (four-sixths add one quarter).

E.g. Subtraction of fractions with related denominators using Cuisenaire rods (two-thirds subtract one-sixth) Note: exchanging the thirds for sixths makes a common denominator.

Sixths and quarters are exchanged for twelfths (a common denominator)

The twelfths are added together The answer is simplified as three sixths can be exchanged for a half

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The same calculation (four-sixths add one quarter) working just with the fraction symbols

The same calculation (two-thirds subtract one-sixth) working just with the fraction symbols

Sixths and quarters are converted to equivalent fractions with a common denominator twelfths.

Two thirds are converted to an equivalent number of sixths.

One-sixth is taken away leaving threesixths which is simplified to one-half.

The twelfths are added together.

Grade 4 Mathematics Benchmarks The school’s Grade level benchmarks provide an indicator or attainment in line with international standards.

However in the PYP it is understood that students learn at different rates and so these indicators may not represent an appropriate level of expectation for all.

Students will be given the opportunity to work beyond the Grade 4 benchmarks if ready to do so, or work towards the Grade 4 level if they do not yet have the foundations in place to achieve the Grade level benchmark.

Mathematics – Number Benchmarks

Reading and writing number

Grade 3 (Working towards)

Grade 4 – (Working within)

Grade 5 (Working beyond)

Read, and write whole numbers up to 10,000 and know what each digit represents

Read, and write whole numbers up to 100,000 and know what each digit represents Use decimal notation for tenths and hundredths and know what each digit represents

Read, and write whole numbers up to 1 million and know what each digit represents Use decimal notation for tenths hundredths and thousandths Know what each digit in a decimal fraction represents Explain the value of negative numbers

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Counting

Count on and back from a given number to 10,000 Count on by tenths from a whole number

Count on and back from a given number to 100,000 Count on and back in tenths from a given decimal number

Count on and back in tenths and hundredths from a given number Count on and back from zero in whole numbers

Compare and order

Compare, order and estimate quantities up to 10,000 Understand the value of tenths

Compare, order and estimate quantities up to 100,000

Compare and order numbers up to a million and decimals to two decimal places (e.g. 1.2 is greater than 1.15)

Rounding

Round any positive integer Round any number with one or two Round any number with one, two, or less than 1000 to the decimal places to the nearest three decimal places to the nearest nearest 10 or 100 integer integer

Compare and order decimals numbers to 1 decimal place

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Mathematics – Number Benchmarks continued Grade 3

Grade 4 –

Grade 5

(Working towards)

(Working within)

(Working beyond)

Sums and differences of pairs of multiples of 10, 100 or 1000 Addition doubles of numbers 1 to 100, e.g. 38 + 38, and the corresponding halves Mental Addition and Subtraction (recall)

Recall sums and differences of decimals (whole number and tenths)

Recall doubles and halves of decimals (whole number and Pairs of fractions that total tenths) 1.

Addition and subtraction facts for multiples of 10 to 1000 and decimal numbers with one decimal place, e.g. 650 + ??? = 930, ?? – 1.4 = 2.5

What must be added to a decimal with units, tenths What must be added to and hundredths to make any four-digit number to the next whole number? make the next multiple e.g. 7.26 + ?? = 8 of 1000 ?

What must be added to a decimal with units and tenths to make the next whole number?

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Mathematics – Number Benchmarks continued Grade 3

Grade 4 –

Grade 5

(Working towards)

(Working within)

(Working beyond)

Calculation Add or subtract any pair of two-digit numbers, including crossing the tens and 100 boundary, e.g. 47 + 58, 91 – 35

Mental Addition and Subtraction (Calculation)

Calculation Add or subtract a pair of twodigit numbers or three-digit multiples of 10 e.g. 38 + 86, 620 – 380, 350+ 360

Add or subtract a near multiple of 10, e.g. 56 + 29, Add or subtract a near 86 – 38 multiple of 10 or 100 to any two-digit or three-digit Add near doubles of two-digit number numbers, e.g. 38 + 37 Find the difference between Add or subtract two-digit or near multiples of 100 three-digit multiples of 10, e.g. 120 – 40, 140 + 150, 370 – Add or subtract any pairs of 180 decimal fractions each with ones and tenth What must be added to any three-digit number to make the next multiple of 100, e.g. 521 + ??=600

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Calculation Add or subtract pairs of decimals with units, tenths or hundredths, e.g. 0.7 + 3.38 Find doubles of decimals each with units and tenths, e.g. 1.6 + 1.6 Add near doubles of decimals, e.g. 2.5 + 2.6 Add or subtract a decimal with units and tenths, that is nearly a whole number, e.g. 4.3 + 2.9, 6.5 – 3.8

Mathematics – Number Benchmarks continued Grade 3

Grade 4 –

Grade 5

(Working towards)

(Working within)

(Working beyond)

Recall multiplication facts to 10 × 10 and the corresponding division facts

Multiplication and division fact to 10X10

Doubling and Halving

Recall division facts Recall squares to 12 × corresponding to tables up 12and squares of the to 10 × 10 and factor pairs corresponding multiples of 10 Recognise multiples of 2, 3, 4, Recall square numbers to 5, 6, 7, 8, 9 and 10 up to the 10 × 10 Recognise prime numbers tenth multiple less than 100 Recall factor pairs for known multiplication facts e.g.

Use place value and identify that if 7 x 4 = 28 then multiplication facts to 28 has the factor pair 7 and 4 derive related multiplication and division Identify the remainder when facts involving decimals dividing by 2, 5 or 10 e.g. 0.8 × 7, 4.8 ÷ 6

Double any two-digit number Multiply by two digit and find the corresponding numbers by 5 or 20 halves, e.g. double 47, half of Multiply two-digit numbers 94 by 5 or 20, e.g. 320 × 5, 14 × 20 Double multiples of 10 and 100 and find the Double three-digit corresponding halves, e.g. double 800, double 340, half multiples of 10 to 500, e.g.

380 × 2, and find the of 1600, half of 680 corresponding halves, e.g.

760 ÷ 2 Multiply and divide twodigit numbers by 4 or 8, e.g.

26 × 4, 96 ÷ 8

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Form equivalent calculations and use doubling and halving, e.g. divide by 50 by dividing by 100 then doubling e.g. divide by 25 by dividing by 100 then multiplying by 4

Mathematics – Number Benchmarks continued Grade 3 (Working towards)

Multiplying and dividing by multiples of 10

Grade 5 (Working beyond)

Multiply and divide numbers to 1000 by 10 and then 100 (whole-number answers), e.g.

325 × 10, 42 × 100, 120 ÷ 10, 600 ÷ 100, 850 ÷ 10

Multiply and divide whole Multiply and divide pairs of numbers and decimals (two multiples of 10 and 100 e.g. decimal places) by 50x30 , 600 ÷30 10, 100 or 1000, Multiply pairs of multiples of Multiply pairs of multiples 10 and 100, e.g. 50 × 30, 600 × of 10, e.g. 60 × 30, and a 20 Multiply a multiple of 10 to multiple of 100 by a single 100 by a single-digit number, digit number, e.g. 900 × 8 Divide multiples of 100 by a e.g. 40 × 3 multiple of 10 or 100 (whole Divide a multiple of 10 by a number answers), e.g. 600 ÷ single-digit number (whole 20, 800 ÷ 400, 2100 ÷ 300 number answers) Calculate mentally multiply numbers to 20 by a single-digit, e.g. 17 × 3

Multiplying and dividing by single-digit numbers and multiplying by two digit numbers

Written Addition and Subtraction

Grade 4 – (Working within)

Refine and use efficient written methods to add and subtract two-digit and threedigit whole numbers (and decimals in the context of money)

Calculate 2 by 1 digit Written Multiplication multiplication problems E.g. 36 x 4 and Division Calculate 2 by 1 digit division problems (without

Calculate mentally multiply numbers to 20 by a single-digit, e.g. 17 × 3 Find the remainder after dividing a two-digit number by a single-digit number e.g.

27 ÷ 4 = 6 R 3 Factorise composite numbers to 50

Calculate multiply pairs of two-digit and single-digit numbers, e.g. 28 × 3 Divide a two-digit number by a single-digit number, e.g.

68 ÷ 4

Use efficient written methods to add and subtract whole numbers to tens of thousands and decimals with up to two places

Use efficient written methods to add and subtract integers and decimals (adding place holders where necessary)

Calculate 3 by 1 digit multiplication problems

Calculate 3 by 1 digit and 2 by 2 digit multiplication problems Calculate 3 by 2 digit and 4 by 1 digit division

Calculate 2 by 1 digit

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Multiply and divide pairs of two digit and single digit numbers, e.g. 28x3, 56 ÷ 7 Use factorising to determine whether a number less than 100 is prime or composite

remainders) E.g. 69 ÷ 3

Multi-operational equations

And 3 by 1 digit division problems (with remainders)

problems (with remainders) E.g.45 74 ÷ 7 Find and use ratios

Solve equations involving brackets and one other operation according to BODMAS

Solve equations according to BODMAS

Mathematics – Number Benchmarks continued Grade 3

Grade 4 –

Grade 5

(Working towards)

(Working within)

(Working beyond)

Representing fractions Model improper fractions and mixed numbers as a part of a whole: Finding a fraction of a single unit

Model improper fractions and mixed Numbers and convert these using symbols

Read write and interpret decimal fractions in tenths and hundredths and thousandths

Identify fractional parts of an area Read write and interpret decimal fractions in tenths and hundredths Understand percentages as the number of parts in every 100 and express tenths and hundredths as percentages Representing fractions as a part of a whole: Finding fractions of quantities

Use mental strategies to find fractions of numbers and quantities including several parts of a whole e.g. 3/5 of 30

Use mental and written strategies to find fractions of numbers and quantities including several parts of a whole e.g. 5/6 of 360

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Use fraction-percentage equivalents to solve problems about the percentage of a quantity Calculate percentage increase and reductions

Comparing fractions

Use diagrams and manipulatives to compare fractions and establish equivalence Order fractions with like denominators

Find equivalent fractions using symbol Order fractions with like and unlike denominators Relate fractions to decimal equivalents

-simplify fractions using manipulatives and by cancelling common factors -convert mixed number to improper fractions in simplest form.

Use written methods and diagrams to compare fractions and establish equivalence Order a set of fractions by converting them to fractions with a common denominator Find equivalent fractions, decimals and percentages

Mathematics – Number Benchmarks continued

Calculating with fractions

Grade 3

Grade 4 –

Grade 5

(Working towards)

(Working within)

(Working beyond)

Use representations to combine fractions involving related denominators e.g. (halves-quarters-eighths; thirds-sixths; fifths-tenths)

Add and subtract fractions by finding a common denominator Phase 4

Find combinations of fractions that are equal to 1 and other fractions e.g. 3/6 + ½ = 1; 1/6 + 1/6 = 1/3

Add and subtract fractions including combinations of decimals, fractions, percentages.

Find and use ratios

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Mathematics – Pattern and Function Benchmarks Grade 3

Grade 4 –

Grade 5

(Working towards)

(Working within)

(Working beyond)

Identify patterns and rules for multiplication and division e.g. Fact families Understand and use the relationship between addition and subtraction number facts.

Understand and use the relationship between multiplication and addition Understand and use the relationship between division and subtraction

Represent a pattern in a variety of ways (e.g. using numbers, a table of values and shapes) Predict the next term in a pattern Explain simple patterns as algebraic formulas and use these to find the nth term

Model with manipulatives the relationship between multiplication Use real life problems to create a Begin to suggest and test hypotheses and division (repeated addition) number pattern following a rule and construct simple expressions and Model with manipulatives the formulae in words and symbols relationship between division and Find a missing number in an subtraction. (repeated subtraction) equation.

Understand the relationship between square and square roots Understand and use number patterns to solve problems

Know square numbers to 12

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Mathematics – Measurement Benchmarks Grade 3

Grade 4 –

Grade 5

(Working towards)

(Working within)

(Working beyond)

Estimate, measure, label and compare using formal methods and standard units of measurement: Capacity, length, mass, time and temperature

Select and use appropriate standard units of measurement when estimating, describing comparing and measuring

Convert millimetres to know the meaning of “kilo”, “centi” centimetres; centimetres to metres and vice versa and “milli” Select appropriate tools and units of Be introduced to formal measurement procedures for finding area and Describe measures that fall between numbers on a measure scale

perimeter using standard units Use measuring tools with increased accuracy

Estimate, measure, label and compare perimeter and area using non-standard units

Use decimal notation to record measurement to one decimal place

Model addition and subtraction using money

Read and write time to the second (analogue and digital)

Identify coins and notes and compare their values Read and write time to the minute using intervals of 10 minutes, 5 minutes and 1 minute Find elapsed time using seconds, minutes or hours Read and comprehend calendars

Use and construct 12 and 24 hour timetables Solve problems involving time zone changes To accurately interpret scales on a range of measuring instruments Select and use standard metric units of measure and convert between units to two and three decimal places. (e.g. mm, m, km; ml, l; mg, g, kgs) To be able to relate capacity and volume To develop and apply area and perimeter relationships for a rectangle and triangle, including compound shapes

Use and construct timetables on 12 and 24 hour clocks and time lines.

Find elapsed time using combinations of seconds, minutes and hours.

Identify time zone differences using a map.

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Mathematics – Shape and Space Benchmarks Grade 3

Grade 4 –

Grade 5

(Working towards)

(Working within)

(Working beyond)

Identify and describe the attributes of 2-D shapes

Use knowledge of 2-D shapes to transform and make other shapes (2-D, 3-D)

To be able to design and construct nets of prisms and pyramids

Classifying 3-D shapes

Identify, describe and constructing 3-D shapes

Estimate angles up to 360 degrees.

Identify right angles and angles greater than and less than

Understand and use the vocabulary of lines, parallel and perpendicular

To be able to measure and construct angles up to 180 degrees using a protractor

Know that angles are measured in degrees and that one whole turn is 360 degrees and apply rotational knowledge to practical situations

Read and plot coordinates in four quadrants

Understand an angle as a measure of rotation by comparing and describing rotations: whole turn, half turn, quarter turn, north, south, east and west on a compass

Create symmetrical patterns, including tessellation

Identify lines and axes of reflective and rotational symmetry

Use the language and notation of bearing to describe position Read and plot coordinates in one quadrant Consolidate knowledge of reflective, rotational and translational movement Find and use scale (ratios) to enlarge and reduce shapes

Locate and plot features on a grid using coordinates

Perform translations, rotations and reflections on simple 2-D shapes about their centres or one corner Know key angle facts (listed below) and use them to solve missing angle problems: angles in a circle total 360 degrees angles on a straight line total 180 degrees angles in a triangle total 180 degrees angles in a quadrilateral total 360 degrees.

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Mathematics – Data Handling Benchmarks Grade 3

Grade 4 –

Grade 5

(Working towards)

(Working within)

(Working beyond)

Discuss compare and create sets Interpret stem and leaf plots, pie from data that has subsets using graphs and scatter graphs.

Venn and tree diagrams.

Create a pictograph involving a Collect and display data in bar key. graphs, frequency tables and single line graphs and interpret Discuss and compare data displays including how well they results. communicate information Use probability to determine Set up a spreadsheet using mathematically fair games and simple formulas to manipulate to explain possible outcomes. data and to create graphs to Design a survey process and draw conclusions and identify interpret the data. further questions to ask.

Compare two related sets of data.

Use IT to create simple graphs.

Collect, organise, and present data in a variety of forms, including pie graphs and stem and leaf plots.

Interpret scatter graphs, double bar graphs, double line graphs and two way frequency tables. summarise, begin to recognise bias, draw conclusions and make conjectures about data.

Interpret and discuss data drawing conclusions and identifying further questions to Use a numerical probability scale ask 0-1 or 0% to 100% to determine the probability of events.

Find and explain mean, mode, median, range and outliers.

Identify the range and mode when analysing statistical data. Describe key features of data, draw conclusions from data and make general predications based on statistical evidence.

Represent probability using fractions and percentage

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Social Studies and Science

Science and social studies are relevant to all the transdisciplinary themes and all planned science and social studies learning take place within this framework of the programme of inquiry

Social Studies In the Primary Years Programme, social studies learning guides students towards a deeper understanding of themselves and others, and of their place in an increasingly global society. It provides opportunities for students to look at and think about human behaviour and activity realistically, objectively, and with sensitivity. Exposure to and experience with social studies therefore opens doors to key questions about life and learning.

Raha International School has developed its Programme of Inquiry to meet the needs of its students growing up in Abu Dhabi. Key themes have been identified from the Arabic Social Studies curriculum and integrated into our Programme of Inquiry. Many of our units of inquiry start from a local perspective, enabling students at RIS to develop their knowledge and understanding of their host country and gain an appreciation of Arab culture and perspectives. By teaching Arabic Social Studies within the Units of Inquiry students learn about Arabic culture and traditions within meaningful and significant contexts and use their knowledge and understanding to consider important conceptual ideas and local and global issues.

Whenever possible we look to utilize resources available in the local community in order to provide a meaningful context for inquiry (e.g. field trips, artefacts and visiting speakers).

Social Studies Strands The social studies component of the PYP is characterized by concepts and skills rather than by content, however a breadth and balance of social studies content is covered through the units of inquiry. The knowledge component of social studies in the PYP is arranged into five strands: human systems and economic activities, social organization and culture, continuity and change through time, human and natural environments, and resources and the environment.

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SOCIAL STUDIES STRANDS

DESCRIPTION

Human systems and economic activities

The study of how and why people construct organizations and systems; the ways in which people connect locally and globally; the distribution of power and authority.

Social organization and culture

The study of people, communities, cultures and societies; the ways in which individuals, groups and societies interact with each other.

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.

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 place; the impact of natural disasters on people and the built environment.

Resources and the environment

The interaction between people and the environment; the study of how humans allocate and manage resources; the positive and negative effects of this management; the impact of scientific and technological developments on the environment.

Social studies skills The social studies component of the curriculum also provides opportunities for students to develop a range of social studies skills and processes. The PYP identifies five key social studies skills to be developed and built on throughout the primary years.

a. Formulate and ask questions about the past, the future, places and society b. Use and analyse evidence from a variety of historical, geographical and societal sources c. Orientate in relation to place and time d. Identify roles, rights and responsibilities in society e. Assess the accuracy, validity and possible bias of sources

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Overall Expectations for the 9-12 year old age range Students will recognize different aspects of human society, focusing on themselves and others within their own community as well as groups of people that are distant in time and place. They will extend their understanding of how and why groups are organized within communities, and how participation within groups involves both rights and responsibilities. They will understand the interdependency of systems and their function within local and national communities. Students will gain an appreciation of how cultural groups may vary in their customs and practices but reflect similar purposes. They will deepen their awareness of how people influence, and are influenced by, places in the environment. They will realize the significance of developing a sense of belonging and stewardship towards the environment, valuing and caring for it, in the interests of themselves and future generations. Students will consolidate their understanding of time, recognizing how ideas and actions of people in the past have changed the lives of others, and appreciating how the past is recorded and remembered in different ways. They will gain an understanding of how and why people manage resources. They will understand the impact of technological advances on their own lives, on society and on the world, and will reflect on the need to make responsible decisions concerning the use of technologies.

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.

The science component of the PYP is characterized by concepts and skills rather than by content, however we do ensure that a breadth and balance of science content is covered through the units of inquiry. The knowledge component of science in the PYP is arranged into four strands: living things, Earth and space, materials and matter, and forces and energy.

SCIENCE STRAND

DESCRIPTION

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.

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.

The study of the properties, behaviours and uses of materials, both natural and humanmade; the origins of human-made materials and how they are manipulated to suit a purpose.

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.

Earth and space

Materials and matter Forces and energy

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The science component of the curriculum also provides opportunities for students to develop a range of science skills and processes. The PYP identifies eight key science skills to be developed and built on throughout the primary years.

Science skills a. Observe carefully in order to gather data b. Use a variety of instruments and tools to measure data accurately c. Use scientific vocabulary to explain their observations and experiences d. Identify or generate a question or problem to be explored e. Plan and carry out systematic investigations, manipulating variables as necessary f. Make and test predictions g. Interpret and evaluate data gathered in order to draw conclusions h. Consider scientific models and applications of these models

Overall Expectations for the 9-12 year old age range 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 they will recognize that change may be affected by one or more variables. Students will reflect on the impact that the application of science, including advances in technology, has had on themselves, society and the environment. They will be aware of different perspectives and ways of organizing the world, and they will be able to consider how these views and customs may have been formulated. Students will examine ethical and social issues in science-related contexts and express their responses appropriately. They will 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.

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Visual Art

At Raha International School we value the creativity and imagination. In the PYP Visual Arts programme students see themselves as the makers and viewers in the creative process. Students will explore the relationship between the elements of art and design and investigate the properties of materials and media and use tools and technologies to develop skills in a range of techniques. Students will reflect on, test, clarify, and regenerate ideas, as well as solve problems, individually and collaboratively, while making objects and images. Assessment in Visual Arts will be ongoing and may include observations, portfolios, self-evaluation and peer assessments.

Our transdisciplinary programme will provide students with opportunities to inquire into Art and inquire through Art. PYP VISUAL ART STRANDS Responding The process of responding provides students with opportunities to respond to their own and other artists’ works and processes, and in so doing develop the skills of critical analysis, interpretation, evaluation, reflection and communication. By responding to their own artwork and that of others, students become more mindful of their own artistic development and the role that arts play in the world around them.

Creating The process of creating provides students with opportunities to communicate distinctive forms of meaning, develop their technical skills, take creative risks, solve problems and visualize consequences. Students are encouraged to draw on their imagination, experiences and knowledge of materials and processes as starting points for creative exploration.

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Grade 4 Visual Art Learning Outcomes Responding

Creating

Conceptual Understandings • When experiencing arts, we make connections between different cultures, places and times.

• The arts provide us with multiple perspectives.

• People explore issues, beliefs and values through arts.

Conceptual Understandings • Arts have the power to influence thinking and behaviour.

• We can explore our personal interests, beliefs and values through the arts.

• We act on the responses to our artwork to inform and challenge our artistic development.

Outcomes • Compare, contrast and categorize artworks from a range of cultures, places and times • Recognize that different audiences respond in different ways to artworks • Provide constructive criticism when responding to artwork.

• Understand the role and relevance of visual arts in society.

• Recognize that different audiences respond in different ways to artwork • Use relevant and insightful questions to extend their understanding.

Outcomes • Show awareness of the affective power of visual arts • Create artwork for a specific audience • Use a range of strategies to solve problems during the creative process.

• Identify factors to be considered when displaying an artwork.

• Become increasingly independent in the realization of the creative process • Adjust and refine their creative process in response to constructive criticism.

• Develop an awareness of their personal preferences.

•

Reflect on their own and others’ creative processes to inform their thinking.

Art Skills • Identify monochromatic colour schemes • Identify the emotional quality of lines • Demonstrate awareness that the overlapping of shapes is one way of creating the illusion of depth • Distinguish between relief and freestanding sculpture • Describe ways in which artists use a variety of tool, materials and techniques to create texture • Describe their knowledge of the strengths and limitations of a variety of familiar art tool, materials and techniques which they gained through experiences in drawing, painting, sculpting, and printmaking

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Music

Music at RIS enables students to communicate in ways that go beyond their oral language abilities. Music delights and stimulates, soothes and comforts us; music allows students to communicate in a unique way. Musical experiences and learning begin with the voice. It is important that students are given opportunities to discover a broad range of music experiences including classifying and analysing sounds, composing, exploring body music, harmonizing, listening, playing instruments, singing, notation, reading music, song writing and recording.

The PYP Music Scope and Sequence is organized under two strands: Creating and Responding. In creating, students use their imagination and musical experiences to organize sounds—natural and technological—into various forms that communicate specific ideas or moods. In responding, students are given the opportunity to respond to different styles of music, as well as to music from different times and cultures. Individually and collaboratively, students will have the opportunity to create and respond to music ideas. By exposing students to a wide and varied repertoire of musical styles, they can begin to construct an understanding of their environment, their surroundings and structures, and begin to develop personal connections with them.

Music is a part of everyday life. Listening to and performing music can be a social activity. The development of listening skills, an important aspect of all learning, is constantly reinforced. Music also plays an important part in the language learning process. Through songs and rhymes, students can hear patterns and develop a sense of the rhythm that applies to languages. This can be especially apparent when learning a new language because the meaning of the words is not necessarily understood, and so students concentrate on the rhythms and patterns they hear.

Music is both an active and reflective process when making and listening to it. Students will draw on a wide range of sources in their music learning: music composed by themselves and other students; music composed by musicians; literature; paintings; dance; their own imagination; real-life experiences; feelings; values and beliefs.

They will be exposed to live performances as well as recordings. Additionally, opportunities to participate in live performances—informal as well as formal— will allow students to work collaboratively and gain awareness of the audience.

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At RIS our PYP music classrooms provide an environment that stimulates and challenges students. They are well resourced with an extensive range of music recordings, videos and instruments. Students have the opportunity to explore home-made as well as manufactured instruments from a variety of countries and cultures.

Grade 4 Music Learning Outcomes The school’s Grade level learning outcomes provide an indicator of attainment in line with international standards.

However, in the PYP it is understood that students learn at different rates and so these indicators may not represent an appropriate level of expectation for all.

Students will be given the opportunity to work beyond the Grade learning outcomes if ready to do so, or work towards the Grade 4 levels if they do not yet have the foundations in place to achieve the Grade level benchmark.

STRANDS with LEARNING OUTCOMES

Responding

Creating

•

•

• • • • • • • • • • •

Sing individually and in unison Sing with accuracy and control focusing awareness on the musical elements Sing partner songs Discuss music that relates to social issues and/or values Express responses to music from different cultures and styles Create and perform a movement sequence accompanied by music Create a musical composition to match the mood of an image Distinguish the sounds of different instruments in music Explore individually or collectively a musical response to a narrated story Reflect upon how music expresses one’s personal voice and the impact it has on others Share and compare personal experiences as an audience member at various performances Analyse different compositions describing how

• • • • • • • • • • •

Explore vocal sounds, rhythms, instruments, timbres to communicate ideas and feelings Express one or more moods/feelings in a musical composition Create and accompany music using a variety of sounds and instruments Play untuned percussion instruments in time with a beat Use the voice and body to create musical patterns Explore sound as a means of expressing imaginative ideas Recreate sounds from familiar experiences Participate in performing and creating music both individually and collectively Record personal, visual interpretation of elements of sound Create and perform a movement sequence using known musical elements Improvise upon a basic pattern to reinforce the importance of the individual within the group Create and record a composition focusing on

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• • • •

•

the musical elements enhance the message Explore body and untuned percussion instrument sounds Recognize different sources of music in daily life Recognize that sound can be notated in a variety of ways Describe the process used to create one’s own music and compare it with others, in order to improve the composition Share performances with other performers and give constructive criticism

• •

• • •

form, structure and style to give more meaning to a message Express oneself as an individual through musical composition Collaboratively create a musical sequence using known musical elements (rhythm, melody, contrast, etc.)

Read, write and perform simple musical patterns and phrases Create music for different purposes Read and write music using non-traditional notation

Personal, Social and Physical Education 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. Wellbeing 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 teaching and learning 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. The development of a student’s well-being is addressed through all areas of the PYP curriculum. Therefore, all teachers at RIS take on a shared responsibility for support each student’s personal, social and physical development.

The development of overall well-being in the PYP is defined through three common strands that have relevance to all teachers: identity, active living and interactions) These strands are concept driven and have been designed to interact with each other, working together to support the overall development of students

Identity

An understanding of our own beliefs, values, attitudes, experiences and feelings and how they shape us; the impact of cultural influences; the recognition of strengths, limitations and challenges as well as the ability to cope successfully with situations of change and adversity; how the learner’s concept of self and feelings of self-worth affect his or her approach to learning and how he or she interacts with others.

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Active Living

Interactions

An understanding of the factors that contribute to developing and maintaining a balanced, healthy lifestyle; the importance of regular physical activity; the body’s response to exercise; the importance of developing basic motor skills; understanding and developing the body’s potential for movement and expression; the importance of nutrition; understanding the causes and possible prevention of ill health; the promotion of safety; rights and the responsibilities we have to ourselves and others to promote well-being; making informed choices and evaluating consequences, and taking action for healthy living now and in the future.

An understanding of how an individual interacts with other people, other living things and the wider world; behaviours, rights and responsibilities of individuals in their relationships with others, communities, society and the world around them; the awareness and understanding of similarities and differences; an appreciation of the environment and an understanding of, and commitment to, humankind’s responsibility as custodians of the Earth for future generations.

PSPE in Grade 4

In Grade 4, Personal and Social Education aims at developing as awareness of the students own self-identity and their personal strengths and weaknesses. In a caring and supportive environment, students will learn to recognize, communicate and manage their own feelings and emotions as well as becoming more aware of their peers and friends. Students will set and manage personal goals both within school and out of school; this will encourage them to take responsibility for their own learning, homework, personal belongings and lifestyle choices. They will be encouraged to take greater risks with their learning both in and out of the classroom, as well as developing social skills that allow them to appreciate cultural, religious and social differences. Grade 4 students will develop a range of different strategies to manage conflict appropriately and also develop a sense of safety to protect themselves from danger. Students will also become aware of how all these areas can affect their learning and draw upon all of these skills at any time to aid them in any situation within their daily lives.

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Moral Education

The UAE’s Moral Education Programme (MEP) has been introduced to all schools in Abu Dhabi this year. The programme covers four pillars of teaching and learning: character and morality, the individual and the community, civic studies and cultural studies. The topics and outcomes complement the goals and approach of our PSPE programme and have been integrated into our Units of inquiry.

Grade 4 Topics and Outcomes: The topics and outcomes of the (MEP)

Individual and the Community

Character and Morality

Cultural Studies

Growing up and being positive Self-worth: wellbeing strategies for self, dealing with change and loss Community awareness: how wellbeing is supported in the community

Compassion, empathy Awareness and expression of own needs, views and feelings.

Considering alternative points of view.

Trade, travel and communication’s influence on culture The influence of trade, travel and communication on Emirati culture

Helping and making a difference Self-worth: helping and making a difference (how others help you and how you learn), building trust and respect Community awareness: making a positive contribution (active participation and supporting others)

Peace, responsibility What is meant by peace? What is responsibility?

Introduction to global ethics Ethical issues in international relations; key ethical questions in a globalising world and the role of collective human action

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Physical Education

As part of our PSPE curriculum at RIS we have develop an ongoing, balanced physical education programme, drawing on the conceptual understandings and learning outcomes from all three strands of PSPE to provide meaningful, connected learning experiences for students.

Strands

Individual Pursuits

Movement Composition

Games

Adventure Challenge

Health Related Fitness

Essential Understandings 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.

Recognising 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.

Recognizing the challenges presented by games; the importance of manipulating space; the categorizing 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; teamwork.

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.

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.

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During Grade 4 students will engage in a variety of different physical activities for Individual Pursuits, Adventure challenges, Movement Composition, Health Related Fitness and Games.

PE Strand Individual Pursuits

Adventure Challenges

Games

Movement Composition

Health Related Fitness

G4 PE Outcomes (Note - some outcomes are revisited and built on in multiple units) • Demonstrate greater body control when performing movements • Self-assess performance and respond to feedback on performance from others • Demonstrate the need to act responsibly to help ensure the safety of themselves and others • Identify how their attitudes, opinions and beliefs affect the way they act and how those of others also impact on their actions • Develop a shared plan of action for group work that incorporates each individual’s experiences and strengths • Reflect on the perspectives and ideas of others • Apply different strategies when attempting to resolve conflict • Practice and apply movement concepts and strategies with and without equipment • Apply basic rules and scoring systems, and demonstrate fair play when participating in physical activities • Demonstrate greater body control when performing movements • Demonstrate the need to act responsibly to help ensure the safety of themselves and others • Develop a shared plan of action for group work that incorporates each individual’s experiences and strengths • Develop plans to improve performance through technique refinement and practice • Demonstrate greater body control when performing movements • Plan, perform and reflect on movement sequences in order to improve • Understand how daily practices and a positive attitude influence short- and long-term health • Demonstrate an understanding of the principles of training in developing and maintaining fitness • Recognize personal qualities, strengths and limitations

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Information Fluency

In Grade 4, student have become familiar with the BYOD (bring your own device) policies and are able to add to classroom essential agreements with a digital mindset. Their development as a Digital Citizen is continued by demonstrating an understanding of and respect for the rights and obligations of using and sharing intellectual property. Grade 4 students are preparing for the IB exhibition experience and are encouraged to have greater student agency in the inquiry process. They will demonstrate their Knowledge Constructors development by curating information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions. As Creative Communicators students will communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualisations, models or simulations. Information Literacy students will learn the skills of generating key words and asking questions to clarify topics and details with a focus on decision making, problem-solving and the acquisition of knowledge.

Seesaw and Padlet are used to fully express themselves through their teaching and learning, and students have a greater agency to decide how they may best display their learning. Zoom, Loom and Teams are applications that the students will now be able to utilise and communicate with. In preparation for the exhibition in Grade 5, students are encouraged to think outside the box in how they present information. Applications like iMovie, Padlet and making website are personalised for the intended audience.

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