Our Guiding Statements
| Learning Theme: Chocolate | ||
|---|---|---|
| The Big Idea: Wouldn’t it be amazing if chocolate grew on trees? Well, it does! Wouldn’t it be amazing if I said we were going to make some chocolate? Well, we are! And we’re going to discover even more amazing things about chocolate… | ||
| Driving Question: How does chocolate affect our world? Need to know Questions - Questions that the children have devised at the beginning of the theme, which we will endeavour to answer throughout the term. Last year's Need to know questions -How and when did chocolate become popular in Thailand? - What effect can chocolate have on the body? -Why does chocolate melt? -Is chocolate available to all around the world? (How can everyone have chocolate?) - How and when did chocolate spread around the world? - Hoe does the production and consumption of chocolate vary around the world? - Could chocolate be Eco-friendly? In design? In packaging? -What might chocolate look like in the future? -Why does chocolate grow in some countries but not others? -Why is fair-trade chocolate more expensive? | ||
| Our Patana Values: Well-being: We are protected safe and secure and Kind and Compassionate Learning: We are passionate, resourceful and resilient Global Citizenship: We are diverse and inclusive and committed to integrity | ||
| Explaining The Theme | ||
|---|---|---|
| In Geography, we’ll be finding out: | In History, we’ll be finding out: | In Science, we’ll be finding out: |
Where cacao trees are found About the factors affecting the growth of cacao trees About other cash crops | Who first discovered chocolate Who took the first chocolate to Europe About the importance of cocoa beans for trade | About the ingredients in chocolate If chocolate causes tooth decay Why chocolate wrappers are made from special materials What the melting point of chocolate is |
| In Technology, we’ll be finding out: | In Art, we’ll be finding out: | In International, we’ll be finding out: |
How to make our own chocolate What we can add to chocolate | How to design a wrapper for our chocolate bar | What fair trade chocolate is What other fair trade products there are How important chocolate is |
| 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 in Term 1
| As Geographers we will: | As Historians we will: | As Scientists we will will: |
- Know how particular localities have been affected by human activities - Know how the nature of particular localities affect the lives of people - Know about the weather and climatic conditions in our host country and how they affect the environment and the lives of people living here - Be able to use geographical terms - Be able to use maps at a variety of scales to locate the position and geographical features of particular localities - Be able to use secondary sources to obtain geographical information - Be able to express views on the features of an environment and the way it is being harmed or improved - Be able to communicate their geographical knowledge and understanding to ask and answer questions about geographical and environmental features - Understand how places fit into a wider geographical context - Understand that the quality of the environment can be sustained and improved | Know about the main events, dates and characteristics of the past societies we have studied - Know about the lives of people in those periods - Know about the main similarities and differences between the past societies they have studied - Be able to give some reasons for particular events and changes - Be able to gather information from simple sources - Be able to use their knowledge and understanding to answer simple questions about the past and about changes | - Be able to carry out simple investigations - Be able to prepare a simple investigation which is fair, with one changing factor - Be able to predict the outcome of investigations - Be able to use simple scientific equipment - Be able to test ideas using evidence from observation and measurement - Be able to link evidence to broader scientific knowledge and understanding - Be able to use evidence to draw conclusions |
| As Artists we will: | As Design Technologists we will: | As PE Learners we will be looking at: |
Printing - Research, create and refine a print using a variety of techniques Find out about artists,architects and designers Drawing Use research to inspire drawings from memory and imagination Drawing - Alter and refine drawings and describe changes, based on close observation, using appropriate vocabulary Textiles/Collage - Match the
correct tool to the material Drawing - Make informed choices in drawing including use of paper and media Textiles/Collage - Choose collage or textiles as a means of extending work already achieved. | - Know that the way in which products in everyday use are designed and made affects their usefulness - Be able to design and make products to meet specific needs - Be able to make usable plans - Be able to use simple tools and equipment with some accuracy - Be able to identify and implement improvements to their designs and products - Be able to identify the ways in which products in everyday use meet specific needs - Be able to suggest improvements to products in everyday use - 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 | - passing and moving a ball with a partner and within a team environment towards a shared goal through basketball - recognising the three elements of athletics. Running, jumping and throwing and experimenting with different styles and techniques - choosing an appropriate pace when running different distances - understanding what good technique looks and feels like when throwing and jumping along with the need for explosive movement - understanding the effects of exercise upon my body and learning to prepare safely for different sports and activities - continuing to develop and improve my stroke technique and stamina in swimming - learning and applying the relevant skills from the Rookie Lifesaving scheme during my water safety lessons |
| As ICT Learners: | As Global Citizens we will: | As Musicians we will: |
|
- Know about ways in which these similarities and differences affect the lives of people - Be able to identify activities and cultures which are different from but equal to their own | - Learn about the structure of songs and how we can work out the rhythm and pitch of a song through listening and analysis. |
| As Thai Language and Culture Learners we will: | In MFL, we will learn how to: | |
- Learn to use words about Residential trip and some activities in simple conversation.
- reflect on what we have learnt and organise vocabulary into categories | - 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) | |
| Personal, Social, and Health Education | ||
| Whole School celebration We are celebrating students who are kind and compassionate- As Active Citizens we will learn to make responsible choices and consider their consequences. We will continue to research, develop and discuss topical issues. - As Confident and Healthy Learners we will set goals and develop of perseverance as we strive to reach these goals. As Relational Learners we will learn to empathise with the lives of people living in other places and times, and people with different values and customs. We will consider how it feels to be happy, sad or scared and how to tell if others are feeling these emotions. | ||
| Patana Values |
| Well- being - We are protected safe and secure and Kind and Compassionate |
| Learning - We are passionate, resourceful and resilient |
| Global Citizenship - We are diverse and inclusive and committed to integrity |
Maths Learning Skills in Term 1
Literacy Learning Skills in Term 1
|
Genre: |
Poetry - As Poets we will: | Narrative - As Writers we will: |
|
Skills: |
- Discuss texts to deepen and clarify understanding and response. - Develop and refine ideas in writing using planning and problem-solving strategies. - Show imagination through the language used to create atmosphere or suspense. - Choose and combine words, and other features for particular effects. |
- Discuss story structures and comment on their features - Orally retell known stories and stories that I have created - Explore the art of story telling and reflect this in our writing - Structure our writing using paragraphs -Develop my use of punctuation, including the use of commas and speech mark - Vary sentence openers by starting with Similes, Connectives, Adverbs and Verbs - Link our closing paragraph with the opening - Select and use effective vocabulary to describe settings and events - Explore varying the tense of our stories through speech and actions - Use an appropriate style with an emphasis on figurative language - Investigate the use of figurative language in writing focusing on metaphors, onomatopoeia, personification and similes - Use a range of sentence lengths and structures in our writing - Investigate different sentence types, focusing on parts of speech such as nouns, verbs, adverbs and adjectives |
| Skills |
As Readers we will: |
|
| Skills | - Identify and comment on the structure and organisation of texts, including grammatical and presentational features of texts? (AF4) - Explain and comment on the writer’s use of language? (AF5) Click here for guidance on questions you could ask to support these focuses. - Understand, describe, select or retrieve information, events or ideas from texts? (AF2) - Use quotation and reference to text? Click here for guidance on questions you could ask to support these focuses.
Click here for guidance on questions you could ask to support these focuses.
| |
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- Vice Primary Principal (mavd@patana.ac.th)