Term 1a - Anthony Browne 2019-20

Learning Theme: Anthony Browne
The Big Idea: As caring thinkers we will use Anthony Browne's stories to identify and discuss different emotions. We will learn about new friendships and our rights and responsibilities within the school community.
Key Questions: How does Anthony Browne make us consider our feelings and emotions?
As Global Citizens we will be Responsible and Honest and inspired to strive to always be Kind and Compassionate by :- Understanding and learning the importance of standing up for what I believe in by expressing my opinion in a respectful and clear manner. Understanding and learning what contributes to self-identity and belonging. Learning strategies for managing, resolving and preventing conflict. Understanding and learning how positive and negative actions can impact on people's behaviour, emotions and the environment.

Learning Theme: Anthony Browne

The Big Idea: As caring thinkers we will use Anthony Browne's stories to identify and discuss different emotions. We will learn about new friendships and our rights and responsibilities within the school community.

Key Questions:

How does Anthony Browne make us consider our feelings and emotions?

As Global Citizens we will be Responsible and Honest and inspired to strive to always be Kind and Compassionate by :-

Understanding and learning the importance of standing up for what I believe in by expressing my opinion in a respectful and clear manner.

Understanding and learning what contributes to self-identity and belonging.

Learning strategies for managing, resolving and preventing conflict.

Understanding and learning how positive and negative actions can impact on people's behaviour, emotions and the environment.

Connected Learning

As Scientists we will:	As Historians we will:	As Geographers we will:
• Set up and carry out simple practical enquiries, comparative and fair tests • Put forward ideas about testing and make predictions • Make close observations and comparisons • Observe patterns and suggest explanations • Collect data • Recognise and explain why a test is fair or unfair • Identify simple trends to answer questions • Make accurate measurements using standard units and begin to think about why measurements should be repeated • Use scientific evidence to answer questions • Use a range of equipment, including data loggers and thermometers • Gather and record findings through drawings, photographs, labelled diagrams, keys, models, presentations, tables, graphs and displays, using scientific language • Report on what the evidence shows through written explanations of results and conclusions and reports • Use results to draw simple conclusions, suggest improvements and raise further questions	• Ask and answer a variety of perceptive historical questions • Investigate the characteristic features of, and changes within, periods of history. • Identify how significant events, developments or individuals and groups have influenced their locality, and beyond in the recent and distant past. • Identify different ways in which the past is represented and interpreted and recognise how history is preserved. • Place events, people and changes into correct periods of time on a timeline • Use dates and vocabulary relating to the passing of time • Use and evaluate sources of information, recognising that evidence varies in the extent to which it can be trusted. • Communicate knowledge and understanding in a variety of ways.	• Ask and respond to geographical questions and offer their own ideas • Explore places with different climate zones and compare and describe how climate affects living things • Identify where significant places are located in the world • Identify how different ways in which people live around the world sometimes have consequences for the environment and the lives of others from local to global scales • vocabulary in communicating findings • Employ a wider range of field work techniques and instruments to collect and analyse a range of data • Describe, compare and offer reasons for their views • Interpret information from different types of atlases, globes, maps and plans at a range of scales • Use secondary sources of information and ICT as part of investigations
As Artists we will:	As Design and Technology learners we will:	As Musicians we will:
explore relationships between line and tone, pattern and shape, line and texture and make informed choices in drawing, including use of paper and media • show increasing independence and creativity with the painting process, demonstrating a willingness to experiment and take risks • alter and refine drawings and describe changes, based on close observation, using appropriate vocabulary • make informed choices in drawing including use of paper and media • collect images and information independently in a sketchbook • make and match colours with increasing accuracy • use more specific colour language e.g. tint, tone, shade, hue. • plan and create different effects and textures with paint	• investigate cooking foods from other cultures, during International day/week, to further explore our interculturalism • use our mathematical skills to help us measure out different amounts and work out equivalent ratios • plan what we need to do in order to be successful	• •
As PE learners we will:	As Thai and Language Culture learners we will:	As ICT learners we will:
• play basketball with improving personal skills and a sound knowledge of the rules • develop a growing understanding of strategies that can be used in defence and attack through basketball • demonstrate and understand the principles of fair play and good sportsmanship • continue to develop and improve stroke technique and stamina in swimming	• learn, practise and share some Thai cultural activities: Pitee Wai Khru • develop basic vocabulary relevant to the units learnt: All about Me • develop sentence structures for simple dialogues • listen and develop oral language skills	• design, create programs that accomplish specific goals • use repetition in programs • control or simulate physical systems • use logical reasoning to debug errors in programs • understand how computer networks provide services • select a variety of software to accomplish given goals • select, use and combine internet services • analyse and evaluate information • collect and present data
Personal, Social, and Health Education
As active citizens we will explore:	As confident and healthy learners we will:	As relational learners we will:
• ways in which we can improve our well-being both at school and at home • understand what balanced and fulfilled means and explore how we can better achieve this	• explore how we can collaborate meaningfully with each other	• learn from each other, finding out about the differences and similarities between cultures, including language, food and celebrations

Personal, Social and Health Education
Safeguarding - getting to know the Codes of Conduct JIGSAW PSHE - Being Me in My World (Problem Solving and Developing a Growth Mindset)

Learning Dispositions
To learn more about the IB Learner Profile CLICK HERE
As inquirers we will find out more about interculturalism and the different cultures within our community. As reflective learners we will consider how we can value our diversity and learn from each other.
The learning dispositions (attitudes) that we will focus on this term to help us develop the IB attributes are communicators, reflective and open-minded

Mathematics

Term 1A

Can I

Reasoning with 4 digit numbers

· find 1000 more or less than a given number

· recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, and ones)

· order and compare numbers beyond 1000

· solve number and practical problems that involve all of the above and with increasingly large positive numbers

· identify, represent and estimate numbers using different representations

· round any number to the nearest 10, 100 or 1000

· read Roman numerals to 100 (I to C) and know that over time, the numeral system changed to include the concept of zero and place value

· count in multiples of 6, 7, 9, 25 and 1000

Problem solving with integer addition and subtraction

· add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate

· estimate and use inverse operations to check answers to a calculation

· solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why

Short term planning is based on ongoing teacher assessments, individual student’s needs, school targets and differentiation. Flexibility is needed within this structure to ensure the teaching and learning can be adjusted to cater for the needs of each tier and individual class, as well as specific target areas.

Literacy

For more information on and stories by Anthony Browne click here.

ADD PHOTOS

Skills	Narrative
Writing:	As writers we will: - Explore, interpret and respond to picture book - Empathize with characters and explore their dilemmas - Write alternative endings. - Interpret, adapt and create stories as influenced by the themes and content of the story - Write from the perspective of a character in a story - Organise our ideas in a logical sequence - Select appropriate vocabulary, understanding how such choices can change and enhance meaning - Add appropriate detail to lengthen our sentences - Vary the use of tense and verb forms - Use devices to build cohesion within and across paragraphs. - Assess the effectiveness of their own and others’ writing proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.
Reading:	As readers we will: - Recall the main points of a text and begin to decipher which are the most relevant points. - Understand how the meaning of a sentence is shaped by punctuation, word order, connectives and openers. - Show an awareness of writers’ viewpoints through our comments. - Identify features that are common within different texts or versions of the same text. - Identify and discussing themes and conventions in and across a wide range of writing. - Make comparisons within and across books. - Draw inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence - Predict what might happen from details stated and implied. - Discuss and evaluate how authors use language, impacts on the reader. - Participate in discussions about books that are read to them, building on their own and others’ ideas and challenging views courteously. Click here for guidance on questions you could ask to support AF4 and AF5 skills Click here for guidance on questions you could ask to support when discussing books Click here for guidance on questions you could ask to support AF3 skills

Skills

Narrative

Writing:

As writers we will:

- Explore, interpret and respond to picture book

- Empathize with characters and explore their dilemmas

- Write alternative endings.

- Interpret, adapt and create stories as influenced by the themes and content of the story

- Write from the perspective of a character in a story

- Organise our ideas in a logical sequence

- Select appropriate vocabulary, understanding how such choices can change and enhance meaning

- Add appropriate detail to lengthen our sentences

- Vary the use of tense and verb forms

- Use devices to build cohesion within and across paragraphs.

- Assess the effectiveness of their own and others’ writing proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.

Reading:

As readers we will:

- Recall the main points of a text and begin to decipher which are the most relevant points.

- Understand how the meaning of a sentence is shaped by punctuation, word order, connectives and openers.

- Show an awareness of writers’ viewpoints through our comments.

- Identify features that are common within different texts or versions of the same text.

- Identify and discussing themes and conventions in and across a wide range of writing.

- Make comparisons within and across books.

- Draw inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence

- Predict what might happen from details stated and implied.

- Discuss and evaluate how authors use language, impacts on the reader.

- Participate in discussions about books that are read to them, building on their own and others’ ideas and challenging views courteously.

Click here for guidance on questions you could ask to support AF4 and AF5 skills

Click here for guidance on questions you could ask to support when discussing books

Click here for guidance on questions you could ask to support AF3 skills

If you have any questions regarding the Year 4 curriculum please contact:

Dominique Chandler - Year 4 Leader of Learning - Curriculum (doch@patana.ac.th)
Mark Verde- Assistant Primary Principal (mavd@patana.ac.th)