What is an entrepreneur?
An entrepreneur is someone who develops an idea that solves an existing problem, to make the world a better place and starts and develops a business. Entrepreneurs are able to problem solve, make mistakes, be curious, be fearless, and creative.
The aim of our Term 3 Connect Learning project is for you to plan, design and create your own product.
Instructions - Throughout Term 3 you will be designing a product that you will present to the class towards the end of term. To achieve this, you will be planning, designing, creating, researching and reviewing your product.
This learning will help you to develop communication and creative skills.
Some examples of products/themes you could include:
Chocolate – experiment with unusual flavours and packaging themes
Recycling paper
Designing a board game
Recipe book
Our Guiding Statements
Connected Learning
| Learning Theme: | ||||
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| The Big Idea:
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| Big Picture: The overall aim of this unit is for children to plan and set up their own business. They will be designing a product that they will sell, for profit, at the final exit point trade show. To achieve this, the children will be working in groups for a large part of the unit, planning, researching and marketing their product/s to a target audience. The tasks will help to develop the children’s team work, communication and creative skills, as well as their general understanding of business, and the factors that can influence how a service operates and how it meets the needs of its customers. The focus of the children’s businesses will be based around sustainability and a farmers market context. | ||||
| Driving Question: What skills do you need to run a successful business? | ||||
| Students will come up with the need to know questions once the learning theme has been revealed. | ||||
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Connecting the Curriculum |
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As Geographers we will : |
As Historians we will: |
As Scientists we will: |
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use atlases, globes, maps and plans. use appropriate geographical vocabulary in communicating our findings. |
identify and describe reasons for and results of historical events. place events, people and changes into correct periods of time on a timeline. use and evaluate sources of information find out about events, people and changes. |
plan what they have to do, suggesting a sequence of actions. select appropriate equipment and techniques. plan a carry out observations and fair tests. |
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As Researchers we will: |
As Artists and Musicians we will: |
As Design Technologists |
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generate our own questions, respond to questions and offer our own ideas. |
create images to advertise our business. Compose and perform our own recorder melodies. |
evaluate our product against original design criteria e.g. how well it meets its intended purpose. identify where evaluation has led to improvements. |
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As Computer Coders we will: |
As PE Learners during Term 2 and 3 we will: |
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learn to code simple programmable boards. Cs4.1 Can I create programs for simple computers? CS4.2 Can I successfully apply coding techniques? |
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. The following statements are a starting point of what they should aim to develop in each unit. - 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 defense through football - transferring skills and understanding between different styles of games |
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| As Language Learners we will: | In MFL, we will learn how to: | As Thai Language and Culture Learners we will: |
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- say where we live and name places in the city (FR/SP) - respond to a story (GE) |
learn to use action words and adjectives in simple
conversation. |
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Personal, Social, and Health Education |
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As active Citizens we will investigate fair trade and why it is important. |
As Confident and Healthy Learners |
As Relational Learners we will empathise with the lives of people living in other places and times, and people with different values and customs. |
| Patana Values |
| Well- being - We are motivated and engaged |
| Learning - We are collaborative and confident communicators |
| Global Citizenship - We are Inspired to Improve Global Sustainability and Ethical and informed |
Mathematics
| Block | Can I |
|---|---|
| Coordinates, shape and symmetry |
describe positions on a 2-D grid as coordinates in the first quadrant? describe movements between positions as translations of a given unit to the left/ right and up/down? plot specified points and draw sides to complete a given polygon? compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes? identify acute and obtuse angles and compare and order angles up to two right angles by size? identify lines of symmetry in 2-D shapes presented in different orientations? complete a simple symmetric figure with respect to a specific line of symmetry? |
| Discrete and continuous data | solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs? interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs? |
| Time | convert between different units of measure? [for example, hour to minute]/ problems involving converting from hours to minutes; minutes to seconds; years to months; weeks to days? |
| Calculating with whole numbers and decimals |
consolidate learning on number from throughout the year? apply knowledge of number and decimals in a wide range of different contexts? |
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.
Literacy
Genre: Skills: | Persuasive |
| Writing: |
Can I .... develop my use of punctuation, including use of the comma to mark clauses? use a range of sentence types, including complex, compound and simple, for effect? identify the key features of a persuasion text? write my own persuasion text independently? use paragraphs to structure my persuasion? evaluate advertisements for their impact, appeal and honesty? |
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. Can I ... understand, describe, select or retrieve information, events or ideas from texts? justify my response by making reference to text? Click here for guidance on questions you could ask to support these foci.
deduce, infer or interpret information, events or ideas from texts? |
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)