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At CIS, grade 4 students are engaged in studying 8 broad subject areas.
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English Language Arts
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Mathematics |
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Social Studies and Science |
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Additional Languages - students have the choice of French or Mandarin |
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Art and Drama |
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Music |
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Physical Education |
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Information Technology | | |
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In the Primary Years Programme, students engage in large, transdisciplinary topics of study organized as Units of Inquiry (UOI). With each UOI, the classroom becomes a centre of structured inquiry through which students acquire skills and build new knowledge. These units are outlined in our school-wide Programme of Inquiry (POI) and are carefully designed to build from one year to the next as students' progress through the school.
| Each Unit of Inquiry: |
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Is a significant, relevant and challenging learning experience.
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Involves students in a range of learning activities. |
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Requires students to engage in positive action. |
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Integrates diverse subject areas whenever meaningful and appropriate. |
| Units of Inquiry are organised within six transdisciplinary themes: |
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Who we are
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Where we are in place and time |
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How we express ourselves |
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Sharing the Planet |
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How the world works |
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How we organise ourselves |
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| Grade 4 Units of Inquiry: |
At CIS, our curriculum leaders and teachers strive to make learning relevant for their students. All students in grade 4 (PYP) will have the same transdisciplinary themes for each unit of inquiry, although the central idea will change slightly on each campus.
WHO WE ARE
CENTRAL IDEA: Human rights & responsibilities have been developed to meet and protect human needs.
WHERE WE ARE IN PLACE AND TIME
CENTRAL IDEA: Exploration can change peoples' perspective and understanding of the world.
HOW WE EXPRESS OURSELVES
CENTRAL IDEA: Through cultural performances, message/mood is communicated in different ways to an audience.
HOW THE WORLD WORKS
CENTRAL IDEA: Work is made easier when we transfer energy using machines.
HOW WE ORGANISE OURSELVES
CENTRAL IDEA: Organizations have a place within communities.
SHARING THE PLANET
CENTRAL IDEA: Living things in ecosystems are connected and their survival depends on our actions.
| The Science PYP strands incorporated into units of inquiry are: |
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Living Things
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Earth and space |
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Materials and matter |
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Forces and energy |
| The Social Studies PYP strands incorporated into units of inquiry are: |
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Human systems and economic activities
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Social organisation and culture |
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Continuity and change through time |
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Human and natural environments |
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Resources and the environment |
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| The major language expectations for the PYP are organized into three main strands: |
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Oral Communication: listening and speaking
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Written Communication: reading and writing |
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Visual Communication: viewing and presenting |
The Grade 4 curriculum will strengthen and deepen reading and comprehension skills by supporting the student to read longer books with more complex plots, characters and vocabulary. The development of independent 'reading mileage' is encouraged and expected. Through a range of structured instructional strategies, students will experience well known children's books and also enjoy series books. The programme will provide opportunities for students to respond to issues and ideas in books as well as facts and story events. They will be assisted in making connections between their reading and other books and authors and to support their opinions with reasons and examples during discussions. With teacher guidance, Grade 4 students will use resources such as encyclopedias and internet web sites to find information. In writing, students will develop and organize their ideas into paragraphs, and they will write about their feelings and opinions, as well as fiction, poetry and non-fiction. They will also experiment with different types of writing as they compose longer pieces in various genres, and more precise pieces by using description, details and interesting language. Students will be supported in using dialogue in their writing and will be actively editing for spelling, punctuation and grammar. Through shared and modeled sessions, they will begin to talk about qualities of good writing in different genres. The spelling programme will provide consolidation of skills and extension of word knowledge. Letter formation and presentation skills will be emphasized and will continue to be taught across all curriculum areas.
Each of the Language Arts strands has a series of Quality Indicators that identify achievement targets for students in grade 4.
Assessment includes analysis of student achievement according to indicators of performance, observations and one to one assessments, ongoing monitoring and checking of student performance and achievement, interviews, written skills based testing, self evaluation, written skill and comprehension tests and the daily monitoring of skills and understanding.
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| Mathematical knowledge and the application of skills and strategies will provide students with a body of understanding upon which to build and reflect. The following are the strands of mathematics: |
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Number: Addition, subtraction, multiplication, division, place value, whole numbers, fractions and decimal notation. The understanding and application of number related knowledge, skills and strategies, and the development of appropriate accurate, efficient and effective computation skills are major aspects of the programme.
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Algebra: Problem solving, creating and interpreting patterns, identifying and using mathematical relationships and functions.
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Measurement: Using and applying standard measures, applying tools and equipment.
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Statistics, Data Handling and Probability: Designing, collecting and interpreting data, determining and explaining theoretical probability. |
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Shape and Space: Understanding and using geometry. |
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Mathematical Processes: Applying mathematical knowledge, skills and strategies within a range of contexts and problem solving situations. |
Each of the Mathematical strands has a series of benchmarks that identify achievement targets for Grade 4.
A range of assessment strategies are used and include: observations, ongoing monitoring and checking of student performance and achievement, interviews, written skills based testing, assessment of independent skills and knowledge practice, self evaluation, written topic and unit tests and the daily monitoring of skills and understanding.
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The Grade 4 technology program is designed to give students the skill sets to enable them to effectively use a variety of Information Communication Technology (ICT) tools in both technology and across other areas of the school curriculum. Students will be introduced to a number of different programs that will enable them to safely use the internet for research, create audiovisual presentations, word process, create and manipulate graphic images, produce digital images using webcams, video cameras, and digital cameras. Grade 4 students will also be introduced to the basics of design technology and will be developing the practical construction skills required as they progress into MYP Design technology. Grade 4 technology is also integrated with the classroom PYP units of inquiry and student projects will be a reflection of work they are studying in class.
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When students reach grade 4 they must select either French or Mandarin.
FRENCH
Students in Grade 4 will continue to follow the Accelerated Integrative Method (A.I.M.). This method uses a kinesthetic approach of gestures along with songs, games, and use of literature to enhance and accelerate acquisition of the language. Each unit of study consists of a play and related exercises which encourage language development.
Teachers will choose the plays that best fit a particular class and its students. Generally, and depending on the students' language skills, the following plays will be studied at each grade level. Adaptations may be made to suit individual students, and additional materials will be used (e.g. Galaxies readers) to reinforce language skills. PYP elements will be integrated into the units.
Comment y aller?
Themes: friendship, perseverance, surprise ending
Cultural notes: French in Quebec, Canada and Paris, France
L'arbre ungali an African cultural tale
Themes: perseverance and careful attention wins the race
Cultural notes: French in Africa
Other possibilities/Adaptations: Le chat et la lune or Boucles violettes and one of the above
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MANDARIN
| Contexts for Study: |
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You and Me
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Introducing the Mid-Autumn Festival |
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My Family (family members, pets, house) |
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Chinese New Year celebration |
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Jobs and hobbies |
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Food |
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| SKILLS |
| Oral: |
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Follow basic classroom instructions. |
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Ask and answer simple questions. |
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Carry out a simple conversation. |
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Use the vocabulary and structures introduced in class. |
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| Reading: |
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Begin to show fluency in oral reading. |
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Locate main ideas of simple passages with familiar vocabulary and supporting visual cues. |
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| Writing: |
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Learn to use the correct strokes to write characters. |
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Use correct punctuation in short paragraphs and begin to use relevant vocabulary. |
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Compose short simple patterned sentences based on learned phrases and classroom discussions. |
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Art and drama are integrated into Units of Inquiry. Specific artistic skills are taught, including the elements of design, art interpretation and the creation of artwork that communicate a range of ideas and feelings. In drama, students interpret play and stories using dramatic techniques and communicate using role-play and movement.
| The Visual Arts PYP strands are: |
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Creative processes
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Elements and principles of art and design
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Reflection and appreciation |
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Visual art in society |
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| The Drama PYP strands are: |
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Creative exploration and expression |
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Technical incorporation |
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Performance |
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Personal and social development |
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Reflect, evaluation and appreciation |
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Drama in society |
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The Physical education department provides a high quality physical and education programme in a safe, fun, and challenging environment. The physical education staff exercise excellent communication and teaching skills and aim to nurture each student's growth and development in the physical, cognitive, and social domains through the scope and sequence of the Primary Years Programme.
| The Physical Education PYP strands are: |
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Health related activities
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Body control and spatial awareness |
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Athletic activities |
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Games |
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Movement to music |
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Adventure challenge |
The goal is for students to learn the value of intrinsic motivation and to pursue a healthy and active lifestyle in an increasingly changing society.
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All students receive music instruction each week with a specialist teacher. During these classes, students learn the basic elements of music through listening to, performing and creating music.
In Grade 4, the music programme will focus on the beginning stages of music understanding combined with the use of the voice as the instrument for application and performance. Links are also made to the cultural, historical and ethnic dimensions of music through Units of Inquiry*.
| The Music PYP strands are: |
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Performing - singing and playing instruments |
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Creating and composing |
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Notation |
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Listening and appreciation |
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Music in society | |
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