| Learning Theme: | ||
|---|---|---|
| The Big Idea: Do you love discovering new places? Yes? Well you might just be an explorer. Explorers are people who travel to new places in the world and discover new things that they didn’t know existed. So much of what we know today about our world is because we have been explorers in the past. Being an explorer is exciting but scary at the same time. Could you be an explorer? Let’s find out. | ||
| Essential Question: What can we learn from other countries and cultures? | ||
Identifying world heritage sites will enable the students to learn why certain natural and man-made places are unique. Exploring the threats that face them, and the ways in which they can be protected, will allow students to better understand the impact of their actions on the world. Key Driving Questions What is world heritage? Why is it important? What are some of the threats to it? How can it be protected for future generations? What are the features of different places and how are these being protected for the future? How have natural disasters shaped the Earth? How do natural disasters affect people's lives? How are our lives influenced by the environment in which we live in? | ||
| As Global Citizens we will develop : | ||
Empathy: Can I adapt my behaviour to take into account the feelings of others? Can I explore reasons for negative feelings towards others and in new or difficult situations? Cooperation and conflict resolution: Can I use knowledge of other's viewpoints to resolve problems and compromise? Communication: Can I express my own views and ideas on issues clearly, using a range of appropriate methods?
Can I show a growing interest in world events and global issues? | ||
| Planning and Assessment |
| 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 the cohort as well as specific target areas. |
Connecting the Learning for Term 2
| Connecting the Curriculum | ||
|---|---|---|
| As Geographers we will | As Historians we will: | As Scientists we will: |
| - Ask and respond to geographical questions with our own ideas.
- Use atlases, globes and maps to locate places and ICT to help in our investigations. | - Place events into correct periods of time on a timeline, using dates and vocabulary relating to the passing of time. - Identify and describe results of historical events. | - Put forward our ideas about testing and make predictions. - Consider how to make a test fair and explain our reasoning. - Make observations and comparisons and communicate these findings in different ways. - Identify simple trends and patterns and explain what the evidence shows and whether it supports predictions. |
| As Researchers we will : | As Artists we will : | As Design Technologists we will : |
| - Use non-fiction books and ICT to support our geographical and historical understanding. | - Create drawings and paintings inspire by Vincent Van Gogh using a range of marks to build varied textures in drawings. - Design, make and adapt 3D models, using a variety of materials to represent famous landmarks and monuments. | - Measure, mark,
cut out and shape a range of materials and assemble, join and combine
components and materials with increasing accuracy.
|
| As CAD designers we will use technology to: | As PE Learners we will : | As MFL learns we will learn how to : |
|
- Rotate around the units of Tee Ball, Mini Tennis, Gymnastics, T.G.F.U (teaching games for understanding, OAA (outdoor and adventurous activities) and Football during Term 2 and 3 (different classes within the year group). The following statements are a starting point of what they should aim to develop in each unit.
- understanding the rules and playing small and full sided games of Tee ball with developing striking and fielding game skills - developing my court awareness and racket/ball skills through the net game of mini tennis - copying, remembering, exploring and repeating simple gymnastic actions with control and coordination using a variety of speeds, levels, directions and apparatus - orientating a map and finding reference points with consistency and speed and demonstrating improving communication and leadership skills when problem solving - developing positional and tactical understanding in both attack and defence through football - transferring skills and understanding between different styles of games | - have a short discussion about pets and family (FR/GE/SP) - reflect on what we have learnt and organise vocabulary into categories - say where we live and name places in the city (FR/GE/SP) - identify cities and label a map (FR/GE/SP) - listen to and understand simple instructions - name food and express preferences (JA/MA) - describe classroom or home objects (JA/MA) and my daily routine (MA) |
| As Musicians we will : | Personal, Social, and Health Education | As Thai Language and Culture Learners, we will |
| - Learn about the structure of songs and how we can work out the rhythm and pitch of a song through listening and analysis. | Whole School celebration | - Learn to use words about Residential trip and some activities in simple conversation. - Respond to questions about travelling, directions, time and daily routines. - Respond to questions about Songkran Festival, holidays and some cultural practices. |
| Learning Dispositions | ||
|---|---|---|
| To learn more about the IB Learner Profile CLICK HERE | ||
| As knowledgeable learners, we will learn about the importance of heritage in Thailand, our own countries and across the world through an introduction to the UNESCO World Heritage mission. As caring learners, we will investigate the different experiences and needs of different cultures and societies regarding their heritage sites. We will find out about the threats facing these from both natural and manmade disasters. | ||
| The learning dispositions (attitudes) that will help us develop the IB Attributes are: Appreciation Creativity Curiosity Empathy Integrity Respect Tolerance | ||
Mathematics Learning for Term 2
| Block | Can I |
|---|---|
| Fractions | add and subtract fractions with the same denominator? recognise and show, using diagrams, families of common equivalent fractions? count up and down in hundredths? recognise that hundredths arise when dividing an object by one hundred and dividing tenths by ten? solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including non-unit fractions where the answer is a whole number? |
| Decimals | find the effect of dividing a one or two digit number by ten and one hundred identify the place value of the digits in a decimal number up to two places? recognise and write decimal equivalents of any number of tenths or hundredths? recognise and write decimal equivalents to 1/4, 1/2 and 3/4? round decimals with one decimal place to the nearest whole number? compare numbers with the same number of decimal places up to two decimal places? |
| Area and perimeter | measure and calculate the perimeter of a rectilinear figure in centimetres and metres? convert between different units of measure? find the area of rectilinear shapes by counting squares? |
| Solving problems with addition and subtraction | solve simple measure and money problems involving fractions and decimals to two decimal places? estimate, compare and calculate different measures, including money? |
Literacy Learning for Term 2
| Genre: | Recounts | Explanation Texts | |
| Skills: | Can I... identify the key features of diary writing? write clearly in the first person? use interesting vocabulary choices? | Can I …
distinguish between different non-fiction genres, including reports and recounts? orally summarise processes carried out in the classroom and on screen in flowcharts? write my own explanatory text independently from a flowchart or other diagrammatic plan? use paragraphs to structure my explanation? use connectives of cause and effect, such as because, therefore and consequently? | |
|
Reading: |
Can I… identify and comment on the structure and organisation of texts, including grammatical and presentational features of texts? explain and comment on the writer’s use of language? Click here for guidance on questions you could ask to support these focuses.
understand, describe, select or retrieve information, events or ideas from texts? use quotation and reference to text? Click here for guidance on questions you could ask to support these focuses.
deduce, infer or interpret information, events or ideas from texts? Click here for guidance on questions you could ask to support these focuses. |
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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)