Grade 4 Programme Overview 2012-2013

PROGRAMME OVERVIEW – 2012/2013

Grade Four 1. 20 Aug – 21 Sept 2. 24 Sep – 9 Nov 4. 7 Jan – 22 Feb 3. 12 Nov – 20 Dec 6. 22 Apr – 31 May 5. 25 Feb – 19 Apr Transdisciplinary THEME

Who We Are An inquiry into the nature of 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

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

How We Express Ourselves 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 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 An inquiry into the inter-

connectedness of human-made systems and communities; the

structure and function of organisations; societal decision making; economic activities and their impact on humankind and

the environment

Sharing the Planet An inquiry into rights and

responsibilities in the struggle to share finite resources with other people and other living things;

communities and the relationships within and between them; access

to equal opportunities

CENTRAL IDEA Understanding different ways of learning enables people to respond to their own learning needs

Major events and periods in time have changed the world

The media is all-pervasive with the power to inform and influence society and individuals

Understanding and applying force and motion enables work to be completed more efficiently

People and organizations can prepare for and respond to disasters in a variety of ways

Biodiversity relies on maintaining the interdependent balance of organisms within systems

KEY CONCEPTS • Function • Connection • Reflection

• Form • Causation • Change

• Function • Perspective

• Function • Causation • Connection

• Causation • Connection

• Connection • Causation • Responsibility

RELATED CONCEPTS

• Learning • Intelligence

• History • Impact

• Influence • Power

• Efficiency • Work • Force

• Organisation • Collaboration

• Balance • Biodiversity • Interdependence

LINES OF INQUIRY

• Learning and thinking styles

• How we determine our learning needs

• How to be a better learner

• Major events and periods in time

• Changes resulting from significant events in history

• Recent events and possible future impacts

• Persuasive tools and techniques used in the media

• Perspective and bias in the media

• How people are influenced by the media

• Forces and motion • How force and motion

affect us and other matter

• How applying our understanding of force and motion can increase efficiency

• The effect of disasters • How preparation for

disasters can minimize the impact

• Local and international responses to disasters

• Interdependence of organisms within ecosystems and biomes

• How human interaction with the environment can affect the balance of systems

• The consequences of imbalance within ecosystems

DISCIPLINE FOCUS

• PSPE • Languages

• Social Studies • Languages

• Social Studies • Languages • The Arts

• Science • Mathematics • Languages

• Social Studies • Languages

• Science • Social Studies

TEACHER QUESTIONS/ PROVOCATION

• What makes a ‘good’ learner?

• Who is smart?

• Why does the world change?

• How powerful is the media?

• Why is it so? • Prove it (using the

scientific method) • What is work?

• What’s a disaster? • Who’s responsible? • What’s appropriate

preparation/response?

• Why should we care?

ENDURING UNDERSTANDINGS

Although we might have learning strengths, we can develop in other ways.

• Major events often initiate significant change

• We need to critically evaluate what we learn through the media

• Preparation and an appropriate response can reduce the impact of a disaster

• Human actions have an impact on the environment

KNOWLEDGE

• Multiple intelligences • Learning and thinking styles

• Subject specific vocabulary

• Major events and periods in time

• Changes resulting from major events and periods in time


• Media types, tools, techniques


• Forces and types of motion and how they work


• The role of people and organisations involved in relief operations

• Different disasters that have occurred/may occur


• Interdependence of organisms within particular ecosystems

• Examples of situations where humans have been responsible for environmental issues


Transdisciplinary SKILLS

Communication • Speaking • Listening Thinking • Metacognition Self-Management • Organization • Codes of Behaviour

Research • All

Communication • Speaking • Reading • Viewing • Presenting Thinking • Analysis • Evaluation • Dialectical Thought

Communication • Writing Thinking • Acquisition of knowledge • Analysis Social • Cooperating • Adopting a variety of

roles • Group decision making • Accepting responsibility

Research • All Thinking • Comprehension • Analysis Self-Management • Organisation • Time Management

Research • All • Communication • Reading • Writing

TECHNOLOGY SKILLS

Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing

ATTRIBUTES & ATTITUDES

Attributes • Reflective • Balanced Attitudes • Creativity • Confidence

Attributes • Knowledgeable • Inquirers Attitudes • Curiosity • Enthusiasm

Attributes • Communicator • Thinker Attitudes • Independence • Creativity

Attributes • Inquirer • Knowledgeable Attitudes • Curiosity • Cooperation

Attributes • Caring • Thinker Attitudes • Cooperation • Empathy

Attributes • Caring • Principled Attitudes • Respect • Appreciation

MATHEMATICS Transdisciplinary

Data Handling Constructing Meaning: • Understand that data can

be collected, displayed and interpreted using simple graphs

• Understand that one of the purposes of a database is to answer questions and solve problems

• Understand that scale can represent different quantities in graphs

• Understand that mode and median can be used to summarize a set of data

Transferring Meaning into Symbols: • Collect, display and

interpret data using graphs

• Identify, read and interpret range and scale on graphs

Applying with Understanding: • Design a survey and

systematically collect, organize and display data in graphs

• Select appropriate graph

Measurement Transferring Meaning into Symbols: • Read and write digital and

analogue time on 12-hour and 24-hour clocks

Applying with Understanding: • Use timelines in units of

inquiry and other real-life situations

Shape and Space Constructing Meaning: • Understand the common

language used to describe shapes

• Understand congruent or similar shapes

• Understand that visualization of shape and space is a strategy for solving problems

Applying with Understanding: • Apply knowledge of

transformations to problem-solving situations

• Recognize and explain symmetrical patterns, including tessellation, in the environment

• Use geometric vocabulary when describing shape and space in mathematical situations and beyond

Measurement Constructing Meaning: • Understand the use of

standard units to measure length, mass, speed

• Understand that measures can fall between numbers on a measurement scale

• Understand the relationship between units

Transferring Meaning into Symbols: • Estimate and measure

using standard units of measurement length mass speed

• Describe measures that fall between numbers on a scale

Applying with Understanding: • Use standard units of

measurement to solve problems in real life situations using length, mass, speed

• Select appropriate tools and units of measurement

Pattern and Function Constructing Meaning: • Understand that patterns

Data Handling Constructing Meaning: • Understand that probability

is based on experimental events

• Understand that scale can represented different quantities in graphs

• Understand that probability can be expressed in scale

• Understand that the mode and median cab be used to summarize a set of data

• Understand that one of the purposes of a database is to answer questions and solve problems

Transferring Meaning into Symbols: • Identify, read and interpret

range and scale on graphs • Can identify the mode and

median of a set of data Applying with Understanding: • Interpret range, median

and scale on graphs Pattern and Function Constructing Meaning: • Understand that patterns

can be analyzed and rules identified

Shape and Space Constructing Meaning: • Understand that directions

for location can be represented by coordinates on a grid

• Understand an angle as a measure of rotation

Transferring Meaning into Symbols: • Locate features on a grid

using coordinates Applying with Understanding: • Analyze angles by

comparing and describing rotations: whole turn: half turn: quarter turn: north, south, east and west on a compass

forms to display

can be analyzed and rules identified

Transferring Meaning into Symbols: • Describe the rule for a

pattern in a variety of ways

• Represent rules for patterns using words and tables

• Identify a sequence of operations relating one set of numbers to another set

Applying with Understanding: • Use number patterns to

make predictions and solve problems

• Select appropriate methods for representing patterns

Transferring Meaning into Symbols: • Describe the rule for a

pattern in a variety of ways • Represent rules for

patterns using words and tables

• Use tree diagrams to express probability using simple fractions

Applying with Understanding: • Express probability using

simple fractions • Use number patterns to

make predictions and solve problems

• Select appropriate methods for representing patterns

Stand Alone *Establishing mathematical routines (mental math, strategies for basic facts) *Collecting baseline data for pre-assessment Number Constructing Meaning: • Model numbers to

thousands or beyond using the base 10 place value system

• Model decimal fractions to hundredths of beyond

Transferring Meaning into Symbols: • Read, write, compare and

order whole numbers to thousands or beyond

Applying with Understanding: • Use whole numbers up to

thousands or beyond in real-life situations

Shape and Space Transferring Meaning into Symbols: • Sort, describe and model

regular and irregular polygons

• Describe and model congruency and similarity

Number Constructing Meaning: • Model multiplication and

division of whole numbers • Use the language of

multiplication and division • Understand the inverse

relationship between multiplication and division

• Understand that multiplication is repeated addition and division is repeated subtraction

• Understand the associated and commutative properties of multiplication

• Model addition and subtraction of decimals

Transferring Meaning into Symbols: • Develop strategies for

memorizing addition, subtraction, multiplication and division number facts

• Describe mental and written strategies for multiplication and division

Applying with Understanding: • Use strategies to evaluate

the reasonableness of answers

• Select an efficient method

Measurement Constructing Meaning: • Understand the use of

standard units to measure perimeter, area and volume

Transferring Meaning into Symbols: • Estimate and measure

using standard units of measurement: Perimeter, area and volume

Applying with Understanding: • Select appropriate tools

and units of measurement

• Use standard units of measurement to solve problems in real-life situations involving perimeter, area and volume.

Shape and Space Constructing Meaning: • Understand congruent or

similar shapes • Understand that lines

and axes of reflective and rotational symmetry assist with the construction of shapes

• Understand the

Number Constructing Meaning: • Model equivalent fractions • Use the language of

fractions • Model addition and

subtraction of fractions with related denominators

Transferring Meaning into Symbols: • Read, write compare and

order fractions • Read and write equivalent

fractions Applying with Understanding: • Recognize and explain

symmetrical patterns, including tessellation in the environment

• Apply knowledge of transformations to problem-solving situations

• Add and subtract fractions with related denominators in real-life situations

in 2D shapes Applying with Understanding: • Analyze and describe 2D

and 3D shapes, including regular and irregular polygons, using geometric vocabulary

• Identify, describe and model congruency and similarity in 2D shapes

• Use geometric vocabulary when describing shape and space in mathematical situations and beyond

for solving a problem • Use fast recall of

multiplication and division in real-life situations

• Use mental and written strategies for multiplication and division in real-life situations

• Estimate sum, difference, product and quotient in real-life situations, including fractions and decimals

• Use the properties and relationships of the four operations to solve problems

properties of regular and irregular polygons

• Understand the common language used to describe shapes

• Understand that visualization of shape and space is a strategy for solving problems

• Understand that 2D representations of 3D objects can be used to visualize and solve problems

Transferring Meaning into Symbols: • Describe and/or represent

mental images of objects, patterns and paths

LITERACY Transdisciplinary

Written Language - reading: • Participate in collaborative

learning experiences, acknowledging that people see things differently and are entitled to express their point of view

• Access information from a variety of texts both in print and online, for example, newspapers, magazines, journals, comics, graphic books, e-books, blogs, wikis

Written Language – Writing: 1.1 Writing to describe / Writing to inquire 1.4 sort and classify ideas and information for their writing in a variety of ways 1.5 identify and order main ideas and supporting details and group them into units that could be used to develop a summary, using a variety of graphic organizers 4.10 reflect on themselves as learners a) by becoming aware of the processes and strategies they are using and b) by critically evaluating the success of these processes and strategies 4.14 understand the meaning of metacognitive

Written Language - reading: • Use reference books,

dictionaries, and computer and web-based applications with increasing independence and responsibility

• Know how to skim and scan texts to decide whether they will be useful, before attempting to read in detail

• Access information from a variety of texts both in print and online, for example, newspapers, magazines, journals, comics, graphic books, e-books, blogs, wikis

Written Language – Writing: 1.1 Writing to recount / Writing to entertain / Writing to inquire 1.3 Gather information to support ideas for writing using a variety of strategies, and oral, print, electronic sources 2.61 respond to others’ writing by providing feedback comments and giving constructive feedback Oral Language - speaking and listening: • Express thoughts, ideas &

opinions & discuss them, respecting contributions

Written Language-reading: • Understand and respond

to the ideas, feelings and attitudes expressed in various texts, showing empathy for characters

• Use reference books, dictionaries and computer and web-based applications with increasing independence and responsibility

Written Language – Writing: 1.1 Writing to persuade / Writing to entertain 2.2 establish a personal voice in their writing, with a focus on using words and stylistic elements that convey a specific mood such as amusement 2.5 identify their point of view and other possible points of view on the topic, and determine whether their information sufficiently supports their own view Oral Language - speaking and listening: • Begin to understand that

language use is influenced by its purpose and the audience

Visual Language - viewing and presenting: • Realize that text and

Written Language - reading: • Knowing what we aim to

achieve helps us to select useful reference material to conduct research

• Read books for information; reflect on reading

• Select books appropriate to specific purposes

• Use reference books, dictionaries, and computer and web-based applications with increasing independence and responsibility

• Skim and scan texts to decide whether they will be useful, before attempting to read in detail

• Identify relevant, reliable and useful information online

• access information from a variety of texts both in print and online

• know when and how to use the Internet and multimedia resources for research

Written Language – Writing: 1.1 Writing to explain / Writing to instruct Oral Language - speaking and listening: • Verbalize their thinking

Written Language - reading: • Identify relevant, reliable

and useful information in a variety of ways

Written Language – Writing: 1.1 Writing to describe / Writing to entertain 1.3 Gather information to support ideas for writing using a variety of strategies, and oral, print, electronic sources 2.2 establish a personal voice in their writing, with a focus on using words and stylistic elements that convey a specific mood such as amusement Oral Language - speaking and listening: • Follow multi-step

directions Visual Language - viewing and presenting: • View visual information

and show understanding by asking relevant questions and discussing possible meaning

• Discuss personal experiences that connect with visual images

Written Language - reading: • Use reference books,

dictionaries and computer and web-based applications

• As part of the inquiry process, work cooperatively with others to access, read, interpret and evaluate a range of source materials

Written Language – Writing: 1.1 Writing to describe / Writing to entertain 1.3 Gather information to support ideas for writing using a variety of strategies, and oral, print, electronic sources 2.2 establish a personal voice in their writing, with a focus on using words and stylistic elements that convey a specific mood such as amusement 2.5 identify their point of view and other possible points of view on the topic, and determine whether their information sufficiently supports their own view Oral Language - speaking and listening: • Identify and expand on

main ideas in familiar oral texts argue persuasively and defend a point of view

thinking vocabulary Oral Language - speaking and listening: • Listen attentively and

speak appropriately in small and large group interactions

Visual Language - viewing and presenting: • View visual information

and show understanding by asking relevant questions and discussing possible meaning

• Discuss own feelings in response to visual messages; listen to others responses, realizing that people react differently

from others • Understand that ideas &

opinions can be generated, developed & presented through talk; they work in pairs & groups to develop oral presentations

• Argue persuasively and defend a point of view

Visual Language - viewing and presenting: • With guidance, use the

internet to access relevant information; process & present information in ways that are personally meaningful

• View a range of visual language formats & discuss their effectiveness, for example, film/videos, posters, drama

• Observe & discuss visual presentations; make suggestions about why they have been created and what the creator has been aiming to achieve

illustrations in reference materials work together to convey information, and can explain how this enhances understanding

• Use appropriate terminology to discuss visual texts, for example, logos, font, foreground, background, impact

• Recognize and name familiar visual texts and explain why they are or are not effective, for example, advertising, logos, labels, signs, billboards

• Discuss a newspaper report and tell how the words and pictures work together to convey a particular message

• Realize that individuals interpret visual information according to their personal experiences and different perspectives.

and explain their reasoning

Visual Language - viewing and presenting: • View visual information

and show understanding by asking relevant questions and discussing possible meaning (e.g. BrainPop, Bill Nye)

• Select and use suitable shapes, colours, symbols and layout for presentations (e.g. poster to show how something works)

• Realize that text illustrations in reference materials work together to convey information, and can convey how this enhances understanding (e.g. diagrams in experiments)

• Argue persuasively and defend a point of view

Visual Language - viewing and presenting: • View, respond to and

describe visual information, communicating understanding in oral, written and visual form

• Describe personal reactions to visual messages; reflect on why pothers may perceive the images differently

• Interpret visual cues in order to analyze and make inferences about the intention and message

• Understand and explain how visual effects can be used to reflect a context

• Observe and discuss the choice and composition of visual presentations and explain how they contribute to meaning and impact, for example, facial expressions, speech bubbles, word images to convey sound effects

Ongoing Transdisciplinary

Reading Conceptual Understandings: • Different types of text serve different purposes. • Reading and thinking work together to enable us to make meaning. • What we already know enables us to understand what we read. • Applying a range of strategies helps us to read and understand new texts. • The structure and organization of written language influences and conveys meaning.

Learning Outcomes: • Develop personal preferences, selecting books for pleasure and information • Read texts at an appropriate level, independently, confidently and with good understanding • Recognize a range of different text types, for example, letters, poetry, plays, stories, novels, reports and articles • Recognize the features of different text while reading • Recognize the author’s purpose, for example, to inform, entertain, persuade, instruct • Realize there is a difference between fiction and non-fiction and use books for particular purposes, with teacher guidance • Discuss their own experiences and relate them to fiction and non-fiction texts • Distinguish between fiction and non-fiction and select books appropriate to the purpose • Reading and thinking work together to enable us to make meaning • Understand and respond to the ideas, feelings and attitudes expressed in various texts, showing empathy for the characters • Understand that the internet must be used with the approval and supervision of a parent or teacher; sign cyber-safety policy

Writing Developing and Organizing Content Conceptual Understanding: Generate, gather, and organize ideas and information based on the purpose, audience and context of their writing. • Identify the topic, purpose, and audience for a variety of writing forms. • Generate ideas about a potential topic using a variety of strategies and resources

• Gather information to support ideas for writing using a variety of strategies, and oral, print and electronic sources • Sort and classify ideas and information for their writing in a variety of ways • Identify and order main ideas and supporting details and group them into units that could be used to develop a summary, using a variety of graphic organizers • Determine whether the ideas and information they have gathered are relevant and adequate for the purpose, and do more research if necessary

Knowledge of Form and Style Conceptual Understanding: draft and revise their writing by conferring and by using a variety of techniques appropriate for the context, purpose and audience. 2.1 Write more complex texts using a variety of forms 2.2 establish a personal voice in their writing, with a focus on using words and stylistic elements that convey a specific mood such as amusement 2.3 Use specific words and phrases to create an intended impression 2.4 use sentences of different lengths and structures 2.5 identify their point of view and other possible points of view on the topic, and determine whether their information sufficiently supports their own view 2.6 identify elements of their writing that need improvement, using feedback from the teacher and peers with a focus on specific features 2.61 respond to others’ writing by providing feedback comments and giving constructive feedback 2.7 make revisions to improve the content, organization, clarity and interest of their written work, using several types of strategies 2.8 produce revised draft pieces of writing to meet identified criteria based on the expectations related to content, organization, style and use of conventions Reflecting on Writing Skills and Strategies Conceptual Understanding: reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful throughout each of the writing processes which include: planning, drafting, conferring, refining and publishing. 4.10 reflect on themselves as learners a) by becoming aware of the processes and strategies they are using and b) by critically evaluating the success of these processes and strategies 4.11 have a range of strategies to apply when they encounter difficulties 4.12 represent their learning in a way that is meaningful to them 4.13 report their thinking and understanding to others 4.14 understand the meaning of metacognitive thinking vocabulary 4.15 take responsibility for their own learning and develop independent work habits 4.2 describe, with prompting by teacher, how their skills in listening, speaking, reading, viewing, and representing help in their development as writers 4.30 select writing pieces that demonstrate a student’s success, growth, areas for improvement, higher-order thinking, creativity, assessment strategies, and reflection 4.31 select writing pieces that document both writing processes and writing strategies 4.32 select writing pieces that document and assess student progress and achievement over a period of time both as individual and group learners 4.33 select writing pieces from a range of text forms and curriculum areas that show evidence of student learning 4.34 select writing pieces that may be used to set individual writing goals based on identified areas of strength and growth as well as areas for improvement Oral Language • Listen attentively and speak appropriately in small and large group interactions • Listen for a specific purpose in a variety of situations • Understand that ideas and opinions can be developed and presented through talk; work in pairs and groups to develop oral presentations • Express thoughts, ideas and opinions, and discuss them, respecting the contributions from others • Use language to explain, inquire and compare • Verbalize their thinking and explain their reasoning

Visual Language • View visual information and show understanding by asking relevant questions and discussing possible meaning • Discuss their own feelings in response to visual messages; listen to other responses, realizing that people react differently • Discuss personal experiences that connect with visual images • Use actions and body language to reinforce and add meaning to oral presentations • Select and use suitable shapes, colours, symbols and layout for presentations • With guidance, use the internet to access relevant information; process and present information in ways that are personally meaningful and appropriate • Observe and discuss visual presentations; make suggestions about why they have been created and what the creator has been aiming for

Stand Alone Written Language - reading:

Recognize the features of descriptive text

Read biographies and stories

Develop reading strategies: questioning,

Written Language - reading: Recognize the features

of fiction and non fiction Read historical fiction

and information text Identify and explain

structure of a story

Written Language-reading: Recognize the features

of persuasive text Develop reading

strategies: evaluating, visualizing, making connections


of writing to instruct and explain

Develop reading strategies: prior knowledge, cause and


of writing to instruct and explain

Develop reading strategies: prior knowledge, cause and


of persuasive and information texts

Develop reading strategies: evaluating, synthesizing, questioning

summarizing, making connections, inferring

Written Language - writing: Writing to describe / nouns and pronouns timeless present tense action verbs signal words for

classifying, defining, comparing

Writing to inquire second person

pronouns signal words that

indicate questions questions or statements

Oral Language - speaking and listening: • Anticipate and predict

when listening to text read aloud

Develop reading strategies: inferring and predicting, fact or opinion, cause and effect

Written Language - writing: Writing to recount / - simple past tense - linking words to time

and sequence - adverbs to indicate

time and place Writing to entertain / - past tense - imaginative adjectives - first person - dialogue - imagery Writing to inquire - concise language - open-ended questions - leaving space for

response Oral Language - speaking and listening: • Listen reflectively to

stories read aloud in order to identify story structures and ideas

Written Language - writing: Writing to persuade / - nouns and pronouns - technical terms - passives - verbs changed into

nouns - cause and effect

vocabulary Writing to entertain - past tense - imaginative adjectives - first person - dialogue - imagery Oral Language - speaking and listening: • Organize thoughts and

feelings before speaking

effect, making connections

Written Language - writing: Writing to explain / - linking words to indicate

time - cause and effect - action verbs - adjectives (precise and

factual) - technical terms - passive verbs Writing to instruct - signal words to indicate

time - action verbs - technical terms - adverbs that give

detailed information

effect, making connections

Written Language - writing: Writing to describe / - nouns and pronouns - timeless present tense - action verbs - signal words for

classifying, defining, comparing

Writing to entertain - past tense - imaginative adjectives - first person - dialogue - imagery

Written Language - writing: Writing to persuade - nouns and pronouns - technical terms - passives - verbs changed into

nouns - cause and effect

vocabulary

Ongoing Stand Alone

Written Language - reading: 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. • The structure and organization of written language influences and conveys meaning.

Written Language - writing: 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.

Oral Language – listening and speaking: Conceptual Understandings: • People interpret messages according to their unique experiences and ways of understanding. • Taking time to reflect on what we hear and say helps us to make informed judgments and form new opinions. • The grammatical structures of a language enable members of a language community to communicate with each other.

Learning Outcomes: • Use a range of subject-specific vocabulary in different situations, indicating an awareness that language is influenced by purpose, audience and context • Grammatical structures can be irregular and begin to use them appropriately and consistently • Different forms of grammar are used in different contexts • Organize thoughts and feelings before speaking • Hear and appreciate differences between languages

Visual Language - viewing and presenting: Conceptual Understandings: • Visual texts can expand our database of sources of information. • Visual texts have the power to influence thinking and behaviour. • Selecting the most suitable forms of visual presentation enhances our ability to express ideas and images.

Learning Outcomes: • Prepare, individually or in collaboration, visual presentations using a range of media, including computer and web-based application • Use appropriate terminology to discuss visual texts, for example, logos, font, foreground, background, impact • View a range of visual language formats and discuss their effectiveness, for example, film/video, posters, drama

CHINESE MHL (Near Native/ Language A) Transdisciplinary

Written Language - reading: Learn silent reading strategies on the basis of intensive awareness policies: using reference books and concepts strategy. Written Language - writing: Determines the object, use the appropriate formats and language to write thank you cards or thank you letters Contact ideas of life experiences to write the content Oral Language – listening and speaking: Listen to the conversation, and get the main information Thinking while listening. Quiet, patience, focus, and make the appropriate response to the content; Contact life experiences and present it; Speak politely and do not interrupt peers and the teacher;

CHINESE MHL (Near Native/ Language A) Stand Alone Ongoing

Written Language - reading: 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. The structure and organization of written language influences and conveys meaning. Written Language - writing: 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. Oral Language – listening and speaking: People interpret messages according to their unique experiences and ways of understanding. Taking time to reflect on what we hear and say helps us to make informed judgments and form new opinions. The grammatical structures of a language enable members of a language community to communicate with each other. Visual Language - viewing and presenting: Interpreting visual texts involves making an informed judgment about the intention of the message.

CHINESE MSL/MFL

Written Language - reading: Understanding of unit characters, words and phrases, and can make

(Non Native/ Language B) Transdisciplinary

some guesses to recognize new words. Written Language - writing: Writing to correct analysis of simple and some complex structure of Chinese characters. Oral Language – listening and speaking: Through dialogue on a familiar topic, students can get basic information and be able to answer questions.

CHINESE MSL/MFL (Non Native/ Language B) Stand Alone Ongoing

Written Language - reading: Recognize a range of different text types, for example, letters, poetry, plays, stories, novels, reports, articles read texts at an appropriate level. Independently, confidently and with good understanding make predictions about a story, based on their own knowledge and experience. Revise or confirm predictions as the story progresses. Written Language - writing: Write informally about their own ideas, experiences and feelings in a personal journal or diary, Initially using simple sentence structures, for example, “I like …”, “I can …”,“I went to …”, “I am going to …” Write an increasing number of frequently used words or ideas independently. Show an awareness of sound–symbol relationships and begin to recognize the way that some familiar sounds can be recorded. Oral Language - speaking and listening: Listen to a variety of oral presentations including stories, poems, rhymes and reports and respond with increasing confidence and detail. Pick out main events and relevant points in oral texts. Retell familiar stories in sequence. Visual Language - viewing and presenting: View visual information and show understanding by asking relevant questions and discussing possible meaning. Realize that visual information reflects and contributes to the understanding of context. Use actions and body language to reinforce and add meaning to oral presentations.

PSPE Transdisciplinary

Identity: 3.16 Recognise personal qualities, strengths and limitations 3.17 Reflect on how they cope with change in order to approach and manage situations of adversity 3.18 Use understanding of their own emotions to interact positively with others 3.19 Motivate self intrinsically and behave in a positive manner 3.20 Work and learn with increasing independence Active Living: 3.3 Develop plans to improve performance through technique refinement and practice Interactions: 3.10 Develop a shared plan

Identity: Active Living: 3.1 Understand how daily practices influence short and long term health Interactions:

Identity: Active Living: 3.3 Develop plans to improve performance through technique refinement and practice Interactions:

Identity: 3.17 Reflect on how they cope with change in order to approach and manage situations of adversity 3.18 Use understanding of their own emotions to interact positively with others Active Living: Interactions: 3.10 Develop a shared plan of action for group work that incorporates each individual’s experiences and strengths

Identity: Active Living: Interactions: 3.13 Reflect on the perspectives and ideas of others.

of action for group work that incorporates each individual’s experiences and strengths 3.11 Adopt a variety of roles for the needs of the group 3.14 apply different strategies when attempting to resolve conflict

Stand Alone

Identity: Active Living: 3.0 Identify ways to live a healthier lifestyle 3.1 Understand how daily practices influence short and long term health 3.2 Demonstrate an understanding of the principles of training in developing and maintaining fitness 3.4AL Demonstrate greater body control when performing movements. 3.5AL Self-assess performance and respond to feedback on performance from others. 3.6AL Plan, perform and reflect on movement sequences in order to improve. 3.7 Identify potential personal and group outcomes for risk-taking behaviours Interactions: 3.8 Recognise that committing to shared goals in group situations improves individual and shared experiences and outcomes 3.9 Identify individual strengths that can contribute to share goals 3.15I Reflect on shared and collaborative performance.

Identity: 3.16ID Recognize personal qualities, strengths and limitations. 3.17ID Reflect on how they cope with change in order to approach and manage situations of adversity. 3.18ID Use understanding of their emotions to interact positively with others. 3.19ID Motivate self intrinsically and behave in a positive manner. 3.20ID Work and learn with increasing independence. Active Living: 3.3AL Develop plans to improve performance through technique refinement and practice. 3.4AL Demonstrate greater body control when performing movements. 3.5AL Self-assess performance and respond to feedback on performance from others. 3.6AL Plan, perform and reflect on movement sequences in order to improve. 3.7AL Identify potential personal and group outcomes for risk-taking behaviours. Interactions: 3.8I Recognize, that committing to shared goals in group situations improves

Identity: 3.16 Recognise personal qualities, strengths and limitations 3.17 Reflect on how they cope with change in order to approach and manage situations of adversity 3.18 Use understanding of their own emotions to interact positively with others 3.20 Work and learn with increasing independence Active Living: 3.3 Develop plans to improve performance through technique refinement and practice 3.4 Demonstrate greater body control when performing movements 3.5 Self-assess performance and respond to feedback on performance from others 3.6 Plan, perform and reflect on movement sequences in order to improve 3.7 Identify potential personal and group outcomes for risk-taking behaviours Interactions: 3.8 Recognise that committing to shared goals in group situations improves individual and shared experiences and outcomes 3.9 Identify individual strengths that can contribute to share goals 3.10 Develop a shared plan of action for group work that incorporates each individual’s experiences and strengths 3.11 Adopt a variety of roles

Identity: 3.16 Recognise personal qualities, strengths and limitations 3.17 Reflect on how they cope with change in order to approach and manage situations of adversity 3.18 Use understanding of their own emotions to interact positively with others 3.19 Motivate self intrinsically and behave in a positive manner 3.20 Work and learn with increasing independence Active Living: 3.0 Identify ways to live a healthier lifestyle 3.1 Understand how daily practices influence short and long term health 3.2 Demonstrate an understanding of the principles of training in developing and maintaining fitness 3.3 Develop plans to improve performance through technique refinement and practice 3.7 Identify potential personal and group outcomes for risk-taking behaviours Interactions: 3.8 Recognise that committing to shared goals in group situations improves individual and shared experiences and outcomes 3.9 Identify individual strengths that can contribute to share goals 3.10 Develop a shared plan of action for group work that

Identity: 3.17 Reflect on how they cope with change in order to approach and manage situations of adversity 3.18 Use understanding of their own emotions to interact positively with others 3.19 Motivate self intrinsically and behave in a positive manner 3.20 Work and learn with increasing independence Active Living: 3.2 Demonstrate an understanding of the principles of training in developing and maintaining fitness 3.3 Develop plans to improve performance through technique refinement and practice 3.7 Identify potential personal and group outcomes for risk-taking behaviours Interactions: 3.8 Recognise that committing to shared goals in group situations improves individual and shared experiences and outcomes 3.9 Identify individual strengths that can contribute to share goals 3.10 Develop a shared plan of action for group work that incorporates each individual’s experiences and strengths 3.11 Adopt a variety of roles for the needs of the group 3.14 apply different strategies when attempting to resolve conflict

Active Living 3.2 Demonstrate an understanding of the principles of training in developing and maintaining fitness 3.3 Develop plans to improve performance through technique refinement and practice 3.7 Identify potential personal and group outcomes for risk-taking behaviours Identity: 3.16 Recognize personal qualities, strengths and limitations 3.19 Motivate self intrinsically and behave in a positive manner 3.20 Work and learn with increasing independence

individual and shared experiences and outcomes. 3.9I Identify individual strengths that can contribute to share goals. 3.10I Develop a shared plan of action for group work that incorporates each individual’s experiences and strengths. 3.11I Adopt a variety of roles for the needs of the group. 3.14I Apply different strategies when attempting to resolve conflict. 3.15I Reflect on shared and collaborative performance.

for the needs of the group 3.14 apply different strategies when attempting to resolve conflict 3.15 Reflect on shared and collaborative performance

incorporates each individual’s experiences and strengths 3.11 Adopt a variety of roles for the needs of the group 3.14 apply different strategies when attempting to resolve conflict

Ongoing Self-management Skills Gross motor skills Fine motor skills Spatial awareness Safety Healthy lifestyle Codes of behaviour Informed choices Time management

Communication Skills Listening Non-verbal

Thinking Skills Comprehension Acquisition of knowledge Application Evaluation

Social Skills Accepting responsibility Respecting others Cooperating Resolving conflict Group decision-making Adopting a variety of group roles

Research Skills Interpreting data Organising data

THE ARTS Transdisciplinary

Visual Conceptual Understanding: • Arts have the power to

influence thinking and behaviour

• We make connections between our artwork and that of others to extend our thinking.

Learning Outcomes: • Identify and consider the

contexts in which artworks were made

• Recognise that different audiences respond in different ways

• Use a personal interest, belief or value as the starting point to create a piece of artwork.

• Develop an awareness of personal preferences

Music MR3.5 Describe the process

Visual Conceptual Understanding: • We can reflect on and

learn from the different stages of creating

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

• Arts provide opportunities to explore our creative potential and engage in a personal artistic journey

• We solve problems during the creative process by thinking critically and imaginative

Learning Outcomes: • Identify the stages of

their own and others’ creative processes

• Identify and consider the contexts in which artworks were made

Drama DRC3.1 Create a devised or scripted performance for a particular audience or purpose DRC3.5 Find appropriate ways to communicate specific meaning using dramatic action Visual Conceptual Understanding: • People explore issues,

beliefs and values through the arts

• Arts have the power to influence thinking and behaviour

• Learning Outcomes: • Compare, contrast and

categorise artworks from a range of cultures, places and times

• Use relevant and insightful questions to extend their

Visual Conceptual Understanding: • There are different kinds

of audiences responding to different arts

• Through exploring arts across cultures, places and times we can appreciate that people innovate

• Learning Outcomes: • Use their knowledge and

experiences to make informed interpretations of artworks

• Provide constructive criticism when responding to artwork

• Use a range of strategies to solve problems during the creative process

Music MR3.1 Sing/play with accuracy and control

Visual Conceptual Understanding: • We explore a range of

possibilities and perspectives to communicate in broader ways through our creative work




• Create art for a specific audience


Visual Conceptual Understanding: • People explore issues,


• We use what we know to interpret arts and deepen understanding of ourselves and the world around us

Learning Outcomes: • Reflect on their own and

others’ creative processes to inform their thinking

• Make connections between the ideas they are exploring in their artwork and those explored by other artists through time, place and cultures


THE ARTS Transdisciplinary

Visual Conceptual Understanding: • Arts have the power to

influence thinking and behaviour

• We make connections between our artwork and that of others to extend our thinking.

Learning Outcomes: • Identify and consider the

contexts in which artworks were made

• Recognise that different audiences respond in different ways

• Use a personal interest, belief or value as the starting point to create a piece of artwork.

• Develop an awareness of personal preferences

Music MR3.5 Describe the process used to create their own music and compare it with others, in order to improve their composition MC2.5 Read, write, perform simple musical patterns and phrases MC3.5 Read and write music using non-traditional notation

Visual Conceptual Understanding: • We can reflect on and


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


• We solve problems during the creative process by thinking critically and imaginative

Learning Outcomes: • Identify the stages of

their own and others’ creative processes

• Identify and consider the contexts in which artworks were made

• Demonstrate control of tools, materials and processes

• Make predictions, experiment and anticipate possible outcomes

• Identify the stages of their own and others’ creative processes

Drama DRC3.1 Create a devised or scripted performance for a particular audience or purpose DRC3.5 Find appropriate ways to communicate specific meaning using dramatic action Visual Conceptual Understanding: • People explore issues,


• Arts have the power to influence thinking and behaviour

• Learning Outcomes: • Compare, contrast and

categorise artworks from a range of cultures, places and times

• Use relevant and insightful questions to extend their understanding

• Show an awareness of the affective power of visual arts

Music MR3.6 Analyse different compositions describing how the musical elements enhance the message Dance Conceptual Understanding: • We can reflect on and


Visual Conceptual Understanding: • There are different kinds

of audiences responding to different arts

• Through exploring arts across cultures, places and times we can appreciate that people innovate



• Provide constructive criticism when responding to artwork


Music MR3.1 Sing/play with accuracy and control focusing awareness on musical elements Dance DAC2.1 Create movement to various tempos DAC3.1 Explore various sources of musical and natural rhythms such as beat, breath, emotional and environmental rhythms

Visual Conceptual Understanding: • We explore a range of

possibilities and perspectives to communicate in broader ways through our creative work




• Create art for a specific audience


Visual Conceptual Understanding: • People explore issues,


• We use what we know to interpret arts and deepen understanding of ourselves and the world around us

Learning Outcomes: • Reflect on their own and

others’ creative processes to inform their thinking

• Make connections between the ideas they are exploring in their artwork and those explored by other artists through time, place and cultures


SCIENCE 1. Materials and matter • Identify or generate a

question or problem to be explored

• Interpret and evaluate data gathered in order to draw conclusions

1. Forces and energy • Observing carefully to gather data

• Use a variety of instruments and tools to measure data accurately

• Use scientific vocabulary to explain their observations and experiences

• Identify or generate a question or problem to be explored

• Plan and carry out systematic investigations, manipulating variables as necessary

• Make and test predictions • Interpret and evaluate data gathered in order to draw conclusions

1. Materials and matter • Identify or generate a



1. Living things • Identify or generate a



SOCIAL 1. Continuity and change 1. Human systems and 1. Human systems and 1. Human and natural

Grade 4 Programme Overview 2012-2013

Documents

Transcript of Grade 4 Programme Overview 2012-2013