CURRICULUM GUIDE FOR YEAR 5
STUDENTS AND THEIR PARENTS
The purpose of this curriculum guide is to provide Head of Primary Welcome Note parents and students with an outline of: Dear Parents and Students, 1. The Curriculum Structure in Year 5 Thank you for taking the time to read through our Year 5 2. Assessments and Reports in Year 5 Curriculum Handbook. We hope that you find the booklet
3. Details about Courses in Year 5 informative in regards to the school, curriculum, 4. Assessment Tasks for Year 5 assessments and reports.
We hope this curriculum guide helps to clarify many My name is Gillian Holt and I have been the Head of of the questions and concerns pertaining to Year 5 Primary at CIS since September 2015. I feel privileged to academic issues at GEMS Cambridge International lead such a wonderful section of the school and I am School, Dubai. delighted that we can offer your child the best possible education in their formative years. It is strongly recommended that students keep this book for future guidance and information throughout At CIS, we have high expectations of our children and Year 5. believe in setting challenging, but achievable targets for them. Every child is unique in their own way and our aim Gems Cambridge International School, Dubai is to bring out the best in every one of our students, http://www.gemscis-dubai.com across a number of curriculum and extra-curricular areas.
Teachers and Teaching Assistants in the Primary School Head of Year 5 are experienced, hard-working and dedicated. They provide a caring and safe learning environment for all children in their care and deliver the UK National
Curriculum to our students. We are proud to offer a varied
selection of innovative and enrichment opportunities for our students and take part annually in many internal and external school competitions and events.
We recognise that parents play an important role in the Name: Sumera Kenneth education of their children, and we welcome your views and suggestions throughout the school year. We value Email:[email protected] the support that parents offer and work in partnership with our school community to ensure our students receive a high standard of education, both inside and outside of the classroom walls.
Throughout your child’s learning journey at CIS, the Primary School aims to promote academic, social and emotional intelligence, ensuring that each and every one of our students is well equipped and able for the next chapter in their school life to begin.
Ms. Gillian Holt Head of Primary, Cambridge International School, Dubai C ONTENTS:
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SECTION 1: SCHOOL INFORMATION Introduction …………………………………………. 3 Purpose of Assessment……..……………………. 27 Academic Excellence ……………………………… 3 Assessment Policy and Procedures ………………27 Facilities ….…………………………………………. 3 Overview ….……………………………………….. 27
Extracurricular activities …………………………… 3 Student Responsibilities………………………….. 28 GEMS Education …………………………………….3 Staff Responsibilities …………………………… …28 Textbooks……………………………………...... 3 Malpractice…………………………………………..28 SECTION 2: CORE COURSES Assessment Calendar.……………………………. 29
Mandatory course descriptions …………………….4 External Assessments…..………………………… 31 Curriculum structure ………….……………...... 5 BASE ………… ……….…………………………... 31 Arabic ………………………………………………6 CAT4 ………… ……….…………………………… 31 Islamic …………...….…………………….……….....9 PT ………… ……….………………………….…… 31
UAE Social Studies…………………………………11 Target Setting ………… ……….…………….…... 31 Moral Education………………………………...... 12 NC Point Score……………………………….…… 33
English .….…………………………………………. 13 Maths ...….…………………………………………. 15 SECTION 5: REPORTING Science ….…………………………………………. 18 Reporting to Parents ………………….……………34
SECTION 3: FOUNDATION COURSES Overview …………….………….………………….. 34 Contact between Staff and Parents .….……….. 34 Art ……………………………….…………………. 20 Geography …………………………………………. 21 Year / Point Score Thresholds ……… ……………34 ……………..History ……………………………….…………….. 22 Arabic/ Islamic/ SS Scholastics .….…………… … 35 Computing…………………………….……………. 23 French …………………………….………………. 24 Music ………………………….………………….....25 PE ….………………………….………………….....26 SECTION 4: ASSESSMENT Introduction …………………….…………………. 27
Assessment Background ……………………..…. 27
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SECTION 1: SCHOOL INFORMATION
INTRODUCTION:
Cambridge International School (CIS-DXB) offers the internationally recognised National Curriculum for England and prepares students to take the International General Certificate of Secondary Education (IGCSE) courses, the Advanced Subsidiary (AS) and A Level Examinations of the Universities of Cambridge and London (UK), consistently producing results well above the UK national average, year after year. The school is an approved center for the University of Cambridge Local Examinations Syndicate and for London University. ACADEMIC EXCELLENCE
Over the past 3 years GEMS students have been accepted to 590 universities in 41 countries. Our students have won over 700 regional and international awards.
INNOVATIVE BUILDING AND FACILITIES
The school provides high quality, affordable education to students of all nationalities. The well designed classrooms and vibrant campus are well suited to create the perfect creative blend so necessary for a multi- cultural setting that well suites learning and provides quality education that is the hallmark of GEMS schools. Our additional facilities include: an indoor sports hall, outdoor football pitch, basketball court, cricket nets, outdoor multi-games courts, music, art and science labs, ICT lab, Learning Resource Centre and indoor play areas. EXTRA-CURRICULAR ACTIVITIES
School teams and clubs are established in basketball, football, cricket, badminton, swimming, athletics, Eco, Arabic, French and ELL (English Language Learners). After school activities such as performing arts, art and craft, public speaking, clay modelling, performing poetry, gardening, jewelry making, debate and henna design are also offered to engage the interest and enthusiasm of all students.
GEMS EDUCATION
CIS-DXB is part of the GEMS Education network which has been in the education sector for over 50 years and has a global network of award winning international schools. The GEMS global network of award winning international schools provides a high quality, values based education learning to over 142,000 students from 151 countries, employing over 11,000 education professionals, specialists and staff from around the world. TEXTBOOKS
At Cambridge International School, we plan and deliver creative, engaging lessons across all areas of the National Curriculum. In the Primary School, we do not use textbooks in the large majority of our subjects, including English, Mathematics and Science.
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SECTION 2: CORE COURSES
MANDATORY COURSE DESCRIPTIONS:
Arabic (For Arabs and Non-Arabs) Islamic (For Arabs and Non – Arabs) or PSHE (For non-Muslims) UAE Social Studies (For Arabs and Non-Arabs) Moral Education English Mathematics Science
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SECTION 2: CORE COURSES
CURRICULUM STRUCTURE:
All Year 5 students at GEMS CIS will study the following courses:
Arabic 220 minutes per week (4 lessons)
Islamic / PSHE 110 minutes per Week (2 lessons)
Social Studies 110 minutes per week (2 lessons)
English 275 minutes per week (5 lessons)
Mathematics 275 minutes per week (5 lessons)
Science 165 minutes per week (3 lessons)
Moral Education 55 minutes per week (1 lesson)
In addition to these compulsory courses, students also have an opportunity to study National Curriculum courses in:
Art 55 minutes per week (1 lesson) Humanities(History and Geography) 55 minutes per week (1 lesson) ICT 55 minutes per week (1 lesson) French 55 minutes per week (1 lesson) Music 55 minutes per week (1 lesson) Physical Education 110 minutes per Week (2 lessons)
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SECTION 2: CORE COURSES
ARABIC A:
Faculty: Arabic and Islamic
Course: MOE Arabic Curriculum (Special – Arabs and Regular – Non- Arabs) الصف : الخامس المواد الرئيسة
اللغة العربية للطالب الناطقين بها القسم : اللغة العربية للناطقين بها المعلم : عبدهللا يحيى المنهج : منهج اللغة العربية للطالب العرب التابع لوزارة التربية والتعليم .
وفقا لوزارة التربية والتعليم يجب على كل الطالب العرب دراسة اللغة العربية من الصف األول حتى الصف الثانى عشر . وصف المنهج : يعتمد المنهج الوزاري لدولة اإلمارات العربية المتحدة على أسس وطرائق التعلم العالمية إلكساب اللغات ألبنائها، وتأتي اللغةُ العربيةُ على
رأس أولوياتها بفروعها المختلفة، حتى يتمكن الطال ُب من إتقانها ويكونوا قادري َن على تطوير مهاراتهم اللغوية وجعلهم يقرؤون بصورة
مستقلة، يحللون، يُناقشون، يُبدعون، يبحثون.
وذلك من خالل تكيف الطالب مع عدد ساعات تعلم اللغة العربية وهي ) 220 دقيقة ( في األسبوع بمعدل أربع حص ٍص وذلك حسب توجيهات
الوزارة
- المهارات التي ينبغي على الطالب إتقانها لهذا العام حسب معايير الوثيقة الوطنية :
• مهارة الكتابة : أن يكت َب تلخي ًصا يتضمن الفكر األساسية والتفاصيل ويراجع مسودات ما كت َب من نصوص سردية ووصفية راب ًطا
بين األفكار والتجربة بشكل متماسك، متقي ًدا بالسالمة اللغوية ومستخد ًما للتعبيرات المجازية واإليقاع الصوتي.
• مهارة القراءة : يُميز المتعلم بنية النصوص األدبية والحوارات الداخلية والخارجية ُمحد ًدا صفات الشخصية وأفعالها ثم يقارن بين
حكابات من ثقافات مختلفة، على أن يحفظ نصوص شعرية مناسبة، ويفسر النصوص المعلوماتية ومصطلحاتها.
• مهارة االستماع : يستوعب المتعلم المادة المسموعة محد ًدا المغزى العام ويعيد صياغتها ُملخ ًصا المعلومات والفكر الرئيسة، ويكتب
أسئلة واضحة ذات صلة بالموضوع المسموع ويطرحها لتوجيه النقاش.
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• مهارة التحدث : يشارك المتعلم في حلقات نقاشية بصوت مسموع ومعبر يُظهر فهمه للموضوع، ويُسجل أشرطة صوتية ومرئية
لقصص أو قصائد درسها، ويجيب عن أسئلة المشاهدين إجابات مقنعة.
• لتقييم طرق التقييم هي كل من )اختبارات ، مشاريع كبرى ، عروض تقديمية( وتكوينية )مسابقات ، إمالء ، مناقشات ، لعب
أدوار ، وأنشطة دراسية أخرى
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SECTION 2: CORE COURSES
ARABIC B:
Faculty: Arabic for non-Arabs Course: MOE Arabic curriculum (non-Arabs)
According to the Ministry of Education ruling, it is compulsory that students study Arabic from Year 1 to 12. Course Description: What will students learn? Students receive 4 Arabic lessons per week (55 minutes each). We have two sections for each year group (Arabic for Arabs and Arabic for Non-Arabs) According to the framework for learning Arabic as an additional language:
Assessment: Assessment methods are both summative (tests, major projects, and presentations) and formative (quizzes, dictation, discussions, role-plays, and other class activities.
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SECTION 2: CORE COURSES التربية اإلسالمية
قسم التربية اإلسالمية SECTION 2: CORE COURS
رئيسة قسم التربية اإلسالمية : لينا إسماعيل عبد السالم المنهج : التربية اإلسالمية الخاصة بالعرب
يجب على جميع الطالب المسلمين دراسة مادة التربية اإلسالمية وذلك طبقا لقواعد وزارة التعليم. وصف المنهج: سيقوم الطالب بدراسة حصتين للتربية اإلسالمية في األسبوع و سوف تكون المدة الزمنية للحصة خمسة وخمسون دقيقة، كما ينقسم الطالب في المرحلة الدراسية إلى قسمين: قسم التربية اإلسالمية للعرب وقسم التربية اإلسالمية لغير العرب .
ونأمل أن يكون كل طالب مسلم من طالب مدرسة كامبردج الدولية فخو ر ا بكونه مسل م ا وأن تتكون لديه المعرفة األساسية للدين اإلسالمي، كما أن هدفنا هو أن يتعرف الطالب المسلمون على العقيدة و األخالق اإلسالمية والتي أكدها القرآن الكريم والسنة النبوية فيمكنهم حينها تطبيق ما تعلموه في مواقفهم الحياتية، كما نولى اهتمامنا للمناسبات الدينية مثل عيد الفطر وعيد األضحى حتى يدرك الطالب أهميتهما.
سوف يقوم الطالب بدراسة سيرة سيدنا محمد صلى هللا عليه وسلم؛ فهو قدوتنا في اإلسالم و سوف يستخلص الطالب الدروس المستفادة من سيرته العطرة وتطبيقها في حياتهم.
سيتم توفير كافة المصادر الالزمة على مواقعنا التالي:
http://islamic.cis-dubai.com/.
منهج التربية اإلسالمية للطالب العرب يستند منهج كامبردج للتربية اإلسالمية إلى المنهاج الدراسي الموصى به في دولة اإلمارات العربية المتحدة والذي يهدف إلى تطوير المتعلمين فيما يلي: • الوعي الكامل لمفاهيم )اإلسالم( و)اإليمان( عن طريق ممارسات دينية متوافقة مع الواقع . • الوعي بكيفية تغلغل القضايا الروحية واألخالقية مثل )اإلحسان( في الخبرات الحياتية والتي تتعلق بحياة الطالب الخاصة. • احترام التقاليد الدينية والثقافية لدولة اإلمارات العربية المتحدة والعالم أجمع. • تطوير المهارات العقلية كالبحث و التفكير الناقد لتمكين الطالب من اتخاذ قرارات مستنيرة وخيارات صحيحة. وفق ا لتعاليم الدين اإلسالمي الصحيح . التقييم : سيتم تقييم الطالب من خالل التقييم المبدئى و التقييم الختامى و أي ضا من خالل مالحظات المعلم - تالوة و حفظ القرآن الكريم و تفسيره.
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SECTION 2: CORE COURSES
ISLAMIC B: Faculty: Islamic Studies Course: MOE Islamic curriculum (Arabs – Non- Arabs)
According to the Ministry of Education ruling, it is compulsory that Muslim students study Islamic studies.
Course Description: Students receive 2 Islamic lessons per week (55 minutes each). We have two sections for each year group (Islamic for Arabs and Islamic for Non-Arabs) We hope every Muslim student at CIS is proud to be a Muslim and learns the basic knowledge of the religion. Our aim is to acknowledge all Muslim students regarding the pillars of Islam, the Islamic faith and morals and is able to efficiently apply to life. To increase the knowledge of Islam we share with students, the stories of prophets, manners of living in a Muslim's life. We also pay attention to the religious occasions such as Eid Al-fitar and Eid Aladha, so that students realise their importance and value. All the resources will be available in our website http://islamic.cis-dubai.com/.
What will students learn?
Cambridge’s Islamic Education Syllabus is based on UAE recommended Curriculum of study and aims to develop in learners the following:
• An understanding of the concepts of commitment (Islam) and faith (Imaan) in a religious tradition • An awareness of how spiritual and moral issues (Ihsaan) permeate life experiences and the manner in which those may relate to students’ own lives • A respect for the diverse range of religious and cultural traditions in the UAE and the wider world. • A range of investigative, critical and moral thinking skills to enable them to make informed choices and decisions
Assessment: Student’s assessment will include formative and summative evaluations. Informal assessments will include teacher observations, whole class and group discussions, oral recitation and daily coursework sheets. Formal assessments include projects, quizzes, tests, and oral testing for Qurán memorization and Suwar’s meanings.
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SECTION 2: CORE COURSES
UAE SOCIAL STUDIES:
Faculty: Social Studies Course: MOE UAE Social Studies curriculum
According to the Ministry of Education ruling, it is compulsory that students study UAE Social Studies. Students receive 2 Social Studies lessons a week (110 minutes). Course Description: Social Studies is now a core subject according to MOE and its program provides the student with an orientation to their place in the world both in terms of location and time. It explores the ways in which different people acquire and use resources and the way in which they organize and govern themselves to create productive societies. Students also learn the mutual impact people and landforms have on each other and the importance of geography in understanding the human condition. To assist students in their studies they learn to use maps, globes and a wide range of print and electronic resources. Social Studies units are often integrated with the writing program to provide an authentic context for student writing. What will students learn? Topics of study include but are not limited to:
• UAE Connecting to the World Looking at UAE’s location in the continent and on the globe, students will explore landforms and how societies interact with their environments. Common commodities and natural resources, imports and exports, transportation, and other aspects of looking at how parts of the world are interconnected. • UAE, Yesterday, Today and Tomorrow: Students will learn about the roots of UAE and its role in history, moving through history to the present day, and projecting UAE’s role in the future. The study will focus on the following key areas:
• History-students show knowledge of how significant events and developments have impact and play a role in constituting other communities in the region over different periods of time and in different places • Geography- students are able to show knowledge of the earth, its properties and how such are related to human interactions as well as between human societies and the natural environment • National Identity- students display sense of belonging and loyalty to his/her country and society. Students are able to share the basis and different forms and duties of the government and role of members of the society • Economics-Students understand how markets operate and the role of government in the development of national economy. Assessment: Assessment methods are both summative (tests, major projects and presentations) and formative (quizzes, discussions, role-plays and other class activities).
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SECTION 2: CORE COURSES
MORAL EDUCATION:
Faculty: Moral Education Course: MOE UAE Curriculum
According to the Ministry of Education ruling, it is compulsory that students study Moral Education. Students receive 1 Moral Education lesson per week (55 minutes). Course Description: The Moral Education Program (MEP) covers four pillars of teaching and learning: character and morality; the individual and the community; civic studies; and cultural studies. The program blends academic content with an exploration of character and ethics. These extend beyond textbooks and classroom teaching, providing students with an engaging educational experience that includes informal learning methods such as field trips and community outreach initiatives.
What will students learn?
• Compassion and empathy • Growing up and wellbeing • Trade, travel and communication’s influence on culture • Peace and responsibility • Helping and making a difference
The study of Moral Education will focus on the following key areas: • Charity, Sympathy and Generosity • The Types of Empathy • Recognising Other's Points of View • Taking Responsibility for Oneself and Others • Comparing Different Communities • Change and Continuity • Change for The Better • Patience/ forgiveness
Assessment: Assessment methods are both summative (tests, major projects and presentations) and formative (quizzes, discussions, role-plays and other class activities).
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SECTION 2: CORE COURSES
ENGLISH:
Faculty: English Course: National Curriculum for England
English is a mandatory course that is studied substantially from FS-2 onwards. Students receive 5 English lessons per week (55 minutes each). Course Description: The overarching aim for English in the National Curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. The national curriculum for English aims to ensure that all pupils:
• Read easily, fluently and with good understanding • Develop the habit of reading widely and often, for both pleasure and information • Acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language • Appreciate our rich and varied literary heritage • Write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences • Use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas • Are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate What will students learn? Year 5 students will be taught:
YEAR 5 Reading Writing Grammar and Vocabulary • Apply their growing knowledge of root Pupils should be taught to: Word words, prefixes and suffixes (morphology • Use further prefixes and suffixes and • Converting nouns or adjectives into verbs and etymology) understand the guidance for adding using suffixes [for example, –ate; –ise; – • To read aloud and to understand the them ify] meaning of new words that they meet. • Spell some words with ‘silent’ letters Verb prefixes [for example, dis–, de–, • Maintain positive attitudes to reading and [for example, knight, psalm, solemn] mis–, over– and re–] Understanding of what they read by: • Continue to distinguish between • Continuing to read and discuss an homophones and other words which Sentence increasingly wide range of fiction, poetry, are often confused • Relative clauses beginning with who, plays, non-fiction and reference books or • Use knowledge of morphology and which, where, when, whose, that, or an textbooks etymology in spelling and understand omitted relative pronoun • Reading books that are structured in that the spelling of some words needs Indicating degrees of possibility using different ways and reading for a range of to be learnt specifically adverbs [for example, perhaps, surely] or purposes • Use the first three or four letters of a modal verbs [for example, might, • Increasing their familiarity with a wide word to check spelling, meaning or both should, will, must] range of books, including myths, legends of these in a dictionary and traditional stories, modern fiction, • Use a thesaurus. Text fiction from our literary heritage, and • Write legibly, fluently and with • Devices to build cohesion within a books from other cultures and traditions increasing speed by: paragraph [for example, then, after that, • Recommending books that they have this, firstly] read to their peers, giving reasons for • Linking ideas across paragraphs using their choices adverbials of time [for example, later],
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• Identifying and discussing themes and • Choosing which shape of a letter to use place [for example, nearby] and number conventions in and across a wide range when given choices and deciding [for example, secondly] or tense choices of writing whether or not to join specific letters [for example, he had seen her before] • making comparisons within and across • Choosing the writing implement that is books best suited for a task. Punctuation • Learning a wider range of poetry by heart Plan their writing by: • Brackets, dashes or commas to indicate • Preparing poems and plays to read aloud • Identifying the audience for and parenthesis and to perform, showing understanding purpose of the writing, selecting the • Use of commas to clarify meaning or avoid through intonation, tone and volume so appropriate form and using other ambiguity that the meaning is clear to an audience similar writing as models for their own Understand what they read by: • Noting and developing initial ideas, Terminology for pupils: • Checking that the book makes drawing on reading and research where• Modal verb, relative pronoun sense to them, discussing their necessary • Relative clause understanding and exploring the • In writing narratives, considering how • Parenthesis, bracket, dash meaning of words in context authors have developed characters and Cohesion, ambiguity • Asking questions to improve their settings in what pupils have read, understanding listened to or seen performed • Drawing inferences such as inferring Draft and write by: characters’ feelings, thoughts and • Selecting appropriate grammar and motives from their actions, and vocabulary, understanding how such justifying inferences with evidence choices can change and enhance • Predicting what might happen from meaning details stated and implied • In narratives, describing settings, • Summarising the main ideas drawn characters and atmosphere and from more than one paragraph, integrating dialogue to convey identifying key details that support character and advance the action the main ideas • Précising longer passages • Identifying how language, structure • Using a wide range of devices to build and presentation contribute to cohesion within and across paragraphs meaning • Using further organisational and • Discuss and evaluate how authors presentational devices to structure text use language, including figurative and to guide the reader [for example, language, considering the impact on headings, bullet points, underlining] the reader Evaluate and edit by: • Distinguish between statements of • Assessing the effectiveness of their fact and opinion own and others’ writing • Retrieve, record and present • Proposing changes to vocabulary, information from non-fiction grammar and punctuation to enhance • Participate in discussions about effects and clarify meaning books that are read to them and • Ensuring the consistent and correct use those they can read for themselves, of tense throughout a piece of writing building on their own and others’ • Ensuring correct subject and verb ideas and challenging views agreement when using singular and courteously plural, distinguishing between the • Explain and discuss their language of speech and writing and understanding of what they have choosing the appropriate register read, including through formal • Proof-read for spelling and punctuation presentations and debates, errors maintaining a focus on the topic and • Perform their own compositions, using using notes where necessary appropriate intonation, volume, and • Provide reasoned justifications for movement so that meaning is clear. their views
Assessment: Student assessment will include informal and formal assessment. Assessment will include observation of class participation, oral presentations, Big Write - Fiction and Non – Fiction text, vocabulary, spelling tests, reading responses and reading comprehension.
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SECTION 2: CORE COURSES
MATHEMATICS:
Faculty: Mathematics Course: National Curriculum for England
Mathematics is a mandatory course that is studied substantially from FS-2 onwards. Students receive 5 Maths lessons per week (55 minutes each).
Course Description: The National Curriculum for Mathematics aims to ensure that all pupils:
• become fluent in the fundamentals of Mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately • reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language • can solve problems by applying their mathematics to a variety of routine and nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions What will students learn? In Year 5 students will be taught:
Number and place Addition and Multiplication and Fractions Measurement Geometry Statistics value subtraction division (including decimal and percentages) • Read, write, order • Add and subtract • Identify multiples • Compare and • Convert • Identify 3-D • Solve and compare whole numbers and factors: order fractions between shapes, comparison, numbers to at least with more than 4 • Identify multiples whose different units including sum and 1 000 000 and digits, including and factors, including denominators of metric cubes and difference determine the value using formal finding all factor pairs are all multiples measure (for other problems of each digit written methods of a number, and of the same example, cuboids, using • Count forwards or (columnar addition common factors of 2 number kilometre and from 2-D information backwards in steps and subtraction) numbers • Identify, name metre; representatio presented in a of powers of 10 for • Add and subtract • Know and use the and write centimetre and ns line graph any given number numbers mentally vocabulary of prime equivalent metre; • Know • Complete, up to 1 000 000 with increasingly numbers, prime fractions of a centimetre and angles are read and • Interpret negative large numbers factors and composite given fraction, millimetre; measured in interpret numbers in context, • Use rounding to (non-prime) numbers • Recognise gram and degrees: information in count forwards and check answers to • Establish whether a mixed numbers kilogram; litre estimate and tables, backwards with calculations and number up to 100 is and improper and millilitre) compare including positive and determine, in the prime and recall fractions and • Understand acute, timetables. negative whole context of a prime numbers up to convert from and use obtuse and numbers, including problem, levels of 19 one form to the approximate reflex angles through zero accuracy • Multiply numbers up other equivalences • Draw given • Round any • Solve addition to 4 digits by a one- • add and between angles, and number up to 1 000 and subtraction or two-digit number subtract metric units measure 000 to the nearest multi-step using a formal written fractions with and common them in problems in method, including the same imperial units degrees (°) 15 | P a g e
10, 100, 1000, 10 contexts, deciding long multiplication for denominator such as • Use the 000 and 100 000 which operations two-digit numbers and inches, properties of • Solve number and methods to • Multiply and divide denominators pounds and rectangles to problems and use and why numbers mentally, that are pints deduce practical problems drawing upon known multiples of the • Measure and related facts that involve all of facts same number calculate the and find the above • Divide numbers up • Multiply proper perimeter of missing • Read Roman to 4 digits by a one- fractions and composite lengths and numerals to 1000 digit number using mixed numbers rectilinear angles (M) and recognise the formal written by whole shapes in • Distinguish years written in method of short numbers, centimetres between Roman numerals. division and interpret supported by and metres regular and remainders materials and • Calculate irregular appropriately for the diagrams and compare polygons context • Read and write the area of based on • Multiply and divide decimal rectangles reasoning whole numbers and numbers as (including about equal those involving fractions [for squares), and sides and decimals by 10, 100 example, 0.71 including using angles. and 1000 =71⁄100] standard units, • Identify, • Recognise and use • Recognise and square describe and square numbers and use thousandths centimetres represent cube numbers, and and relate them (cm2) and the position the notation for to tenths, square metres of a shape squared (²) and hundredths and (m2) and following a cubed (³) decimal estimate the reflection or • Solve problems equivalents area of translation, involving • Round irregular using the multiplication and decimals with shapes appropriate division, including two decimal • Estimate language, using their knowledge places to the volume [for and know of factors and nearest whole example, that the multiples, squares number and to using 1 cm3 shape has and cubes one decimal blocks to build not changed. • Solve problems place cuboids involving addition, • Read, write, (including subtraction, order and cubes)] and multiplication and compare capacity [for division and a numbers with up example, combination of these, to three decimal using water] including places • Solve understanding the • Solve problems meaning of the problems involving equals sign involving converting • Solve problems number up to between units involving three decimal of time multiplication and places • use all four division, including • Recognise the operations to scaling by simple per cent symbol solve fractions and (%) and problems problems involving understand that involving simple rates per cent relates measure [for to ‘number of example, parts per length, mass, hundred’, and volume, write money] using percentages as decimal a fraction with notation, denominator including 100, and as a scaling decimal • solve problems which require knowing percentage and decimal 16 | P a g e
equivalents of 1⁄2, 1⁄4,1⁄5, 2⁄5 and those fractions with a denominator of a multiple of 10 or 25
Assessment: Student assessment will include informal and formal assessment. Assessment will also include completion of homework, class participation, quizzes, tests, Mathematical investigations, and projects.
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SECTION 2: CORE COURSES
SCIENCE:
Faculty: Science Course: National Curriculum for England
Science is a mandatory course that is studied substantially from Year 3 onwards. Students receive 3 Science lessons per week (55 minutes each). Course Description: The National Curriculum for Science aims to ensure that all pupils:
• Develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics • Develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them • Are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.
What will students learn? Year 5 students will be taught:
Working Biology Physics Chemistry Scientifically • Making systematic and • Describe the differences in the • Describe the movement of the • Compare and group together careful observations and, life cycle of a mammal, an Earth, and other planets, relative everyday materials on the basis of here appropriate, taking amphibian, an to the Sun in the solar system them accurate measurements insect and a bird properties, including hardness, using standard units, • Use the idea of the Earth’s solubility, transparency, using a range of • Describe the life process of rotation to explain day and night conductivity (electrical and equipment reproduction in some plants and and the apparent movement of thermal), and response to magnets including thermometers animals the sun across the sky and data loggers • Demonstrate that dissolving, • Describe the changes that • Describe the movement of the mixing and change of state are • Taking measurements, occur as humans develop to old Moon relative to the Earth reversible changes using a range of scientific age equipment with increasing • Describe the Sun, Earth and • Explain that some changes result accuracy and precision, • Describe that flowering plants Moon as approximately spherical in the formation of new materials, taking repeat readings produce seeds from their flowers bodies and that when appropriate which grow into new plant this kind of change is not usually • Explain that unsupported reversible, including changes • Planning different types • Describe that seed develops in objects fall towards the Earth associated with of scientific enquiries to the flower Seeds can be because of the force of gravity answer questions, dispersed in a variety of ways acting between the Earth and the • Give reasons, based on evidence including falling object from comparative and fair tests, for recognizing and •Describe plant germination and the controlling variables seed dispersal • Identify the effects of air particular uses of everyday where necessary resistance, water resistance and materials including metals, wood •Describe the advantage of friction, that act and plastic • Recording findings using asexual reproduction in plant between moving surfaces simple scientific c
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language, drawings, •Understand the term puberty in • Recognize that some • Know that some materials will labelled boys and girls and give the mechanisms, including levers, dissolve in liquid to form a solution, • diagrams, keys, bar changes and the reason why it pulleys and gears, allow a and charts, and tables occurs smaller force to have a greater describe how to recover a • effect substance from a solution •Understand the meaning of gestation period in different animals
Assessment: Student assessment will include informal and formal assessment. Assessment will also include completion of class participation, quizzes, tests, scientific investigations, and projects.
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SECTION 3: FOUNDATION COURSES
ART:
Faculty: Art Course: National Curriculum for England
Students broaden specified studio skills in the areas of drawing, painting, printmaking, and design. Emphasis is on the development of artistic skills in various media. Creative problem solving and experimentation continue, with an aim to begin development of personal style. Students receive 1 Art lesson per week (55 minutes).
Course Description: The National Curriculum for Art and Design aims to ensure that all pupils:
• produce creative work, exploring their ideas and recording their experiences • become proficient in drawing, painting, sculpture and other art, craft and design techniques • evaluate and analyse creative works using the language of art, craft and design • know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms What will students learn? Throughout Key Stage 2 (Year 3 - 6) students will be taught:
• To develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design • To create sketch books to record their observations and use them to review and revisit ideas • To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay • About great artists, architects and designers in history
Assessment: Teacher observation, participation in class, sketchbook, and projects are used to assess students.
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SECTION 3: FOUNDATION COURSES
GEOGRAPHY:
Faculty: Humanities Course: National Curriculum of England
Students will be taught a wide range of skills from questioning to enquiry and thinking skills whilst looking at relevant and current Geographical topics and issues. Students receive 1 Geography lesson per week (55 minutes). Course Description: The National Curriculum for Geography aims to ensure that all pupils:
• develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes • understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time • are competent in the geographical skills needed to: o collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes o interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS) o communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length What will students learn? Throughout Key Stage 2 (Year 3 - 6) students will be taught:
• Locational knowledge - extend their locational knowledge and deepen their spatial awareness of the world’s countries using maps of the world • Place Knowledge - understand geographical similarities, differences and links between places through the study of human and physical geography of a region • Human and physical geography • understand how human and physical processes interact to influence, and change landscapes, environments and the climate; and how human activity relies on effective functioning of natural systems • Geographical skills and fieldwork o use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied o use the eight points of a compass, four and six-figure grid references, symbols and key o use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies Assessment: Student assessment will include both formal and informal assessment.
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SECTION 3: FOUNDATION COURSES
HISTORY:
Faculty: Humanities Course: National Curriculum for England
Students will be taught a wide range of skills from questioning to enquiry and thinking skills whilst looking at relevant and current History topics and issues. Students receive 1 History lesson per week (55 minutes).
Throughout Key Stage 2 (Year 3-6) students will be taught to:
• Develop a chronologically secure knowledge and understanding of British, local and world history • Note connections, contrasts and trends over time and develop appropriate use if historical terms • Devise historically valid questions about change, cause, similarity and difference and significance • Understand how our knowledge of the past is constructed from a range of sources What will students learn:
• The achievements of earliest civilizations - Ancient Sumer • A non-European study that provides contrasts with British history one study chosen from: early Islamic civilization -Mayan period (AD 900); Benin –West Africa (AD900-1300) • A local history study: a study of an aspect of history or a site dating from a period beyond 1066 that is significant in the locality
Students will use a range of sources and IT based software to make research and record their findings and discussions in shape of projects or journal entries.
Assessment: Student assessment will include both formal and informal assessment.
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SECTION 3: FOUNDATION COURSES
COMPUTING:
Faculty: Computing Course: National Curriculum for England
Students will learn basic office productivity skills to be used in their core curriculum classes throughout the year. They will also focus on advancing their Excel skills. Students will create and edit web pages using the computer programming language HTML. They will study the basics of visual layout and design principles, appropriate fonts, etc. Students receive 1 Computing lesson per week (55 minutes).
Course Description: Computing is taught as a standalone subject and is integrated throughout the curriculum as a teaching tool. Students today are using the immense power of digital media to explore, connect, create, and learn in ways never before imagined. With this power, young people have extraordinary opportunities, and yet they face potential pitfalls, too. Some issues faced includes cyberbullying, digital cheating, and safety and security concerns. These issues underscore the need for students to learn and for teachers to teach digital literacy and citizenship skills. So as to ensure our students are safe and secured online, we have embedded “Digital Citizenship” as part of our curriculum, using the curriculum designed by Common sense media. The link for the curriculum is https://www.commonsensemedia.org/educators/curriculum.
What will students learn? This scheme is taught discreetly by the ICT team, building on the ICT concepts and topics from primary school. It is designed to offer a full range of differentiated and applied activities in order that all pupils can access ICT regardless of ability and can use it as a tool for a given purpose. Pupils currently have 2 lessons of ICT per week where all curriculum strands are taught. In addition, ICT is regularly used by teachers throughout the school in their own subject areas further developing the knowledge and skills base of the students. Assessment: Students will be evaluated on a checklist of skills and on successful completion of projects using a rubric for the various programs being taught.
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SECTION 3: FOUNDATION COURSES
FRENCH: YR.5
Faculty: French Lead Teachers: Mrs. Shireen Daureeawoo Course: English National Curriculum – French
Learning a foreign language is a liberation from insularity and provides an opening to other cultures. A high- quality languages education should foster pupils’ curiosity and deepen their understanding of the world.
Course Description: The national curriculum for languages aims to ensure that all pupils:
• understand and respond to spoken and written language from a variety of authentic sources • speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation • can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt • discover and develop an appreciation of a range of writing in the language studied.
What will students learn?
• listen attentively to spoken language and show understanding by joining in and responding • explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words • engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help • speak in sentences, using familiar vocabulary, phrases and basic language structures • develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases • present ideas and information orally to a range of audiences • read carefully and show understanding of words, phrases and simple writing • appreciate stories, songs, poems and rhymes in the language • broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary • write phrases from memory, and adapt these to create new sentences, to express ideas clearly
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• describe people, places, things and actions orally* and in writing • understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English. • use technology and social networking in class. Computers, smartphones, and global communications will shape and educate a new method of learning a foreign language. Assessment: Student assessment will include both formal and informal assessment.
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SECTION 3: FOUNDATION COURSES
MUSIC:
Faculty: Music Course: National Curriculum for England
Music is a universal language that embodies one of the highest forms of creativity. A high quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. Students receive 1 Music lesson per week (55 minutes). Course Description: The National Curriculum for Music aims to ensure that all pupils:
• Perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians • Learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence • Understand and explore how music is created, produced and communicated, including through the inter- related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations What will students learn? Throughout Key Stage 2 (Year 3 -6) students will be taught to:
• Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression • Improvise and compose music for a range of purposes using the inter-related dimensions of music • Listen with attention to detail and recall sounds with increasing aural memory • Use and understand staff and other musical notations • Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians • Develop an understanding of the history of music Assessment: Assessment is based on participation, self-evaluation, and assignments both written and played.
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SECTION 3: FOUNDATION COURSES
PHYSICAL EDUCATION:
Faculty: Physical Education Course: National Curriculum for England
A high-quality Physical Education curriculum inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. It provides opportunities for pupils to become physically confident in a way which supports their health and fitness. Students receive 2 P.E lessons per week (110 minutes). Course Description: The National Curriculum for P.E. aims to ensure that all pupils:
• develop competence to excel in a broad range of physical activities • are physically active for sustained periods of time • engage in competitive sports and activities • lead healthy, active lives
What will students learn? Throughout Key Stage 2 (Year 3-6) students will be taught to: • use running, jumping, throwing and catching in isolation and in combination • play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounder’s and tennis], and apply basic principles suitable for attacking and defending • develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics] • perform dances using a range of movement patterns • take part in outdoor and adventurous activity challenges both individually and within a team • compare their performances with previous ones and demonstrate improvement to achieve their personal best For Swimming and water safety, students will be taught to: • swim competently, confidently and proficiently over a distance of at least 25 metres • use a range of strokes effectively [for example, front crawl, backstroke and breaststroke] • perform safe self-rescue in different water-based situations.
Assessment: Students are expected to know, understand, and apply the matters, skills and processes specified in the relevant programme of study using different methods of assessment like target/outcome led, questioning, and feedback from teacher, peer and self-assessment.
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SECTION 4: ASSESSMENT
INTRODUCTION
Assessment Background Assessment is an integral part of Teaching and Learning and is required to optimise all students’ learning and teachers’ teaching by providing a picture of progress and achievements and to identify the next steps to success. The primary purpose of assessment is to improve students’ learning and teachers’ teaching as both respond to the information it provides. Assessment is an ongoing process that arises out of the interaction between teaching and learning.
Purpose of Assessment The purpose of assessment is to collect information. In education, assessment occurs when a teacher collects information about students’ skills, understanding, knowledge and attitudes. Teachers collect this information in numerous ways. Some methods are quite structured, such as examinations, tests, practical work and checklists. Others are unstructured, such as conversations, questionnaires, observation schedules and student self- assessment. Teachers use these procedures to build a profile of what the student knows, understands and can do. Each piece of information is used as an indicator and is woven into the profile of the student. The more information put into the profile, the more accurate it will be.
The assessment programme at CIS has been designed to ensure that by reporting on a student’s progress the system is fair, valid, reliable, easy to understand and transparent. Assessment at CIS is an ongoing process. For each assessment period a number of activities are planned by Year Leaders and Heads of Faculty in order to assess the students’ skills, knowledge and understanding. These activities vary from subject to subjects in accordance with the requirements specific to that subjects.
ASSESSMENT POLICY AND PROCEDURES
Overview
• The purpose is to promote and monitor the progress of students at GEMS Cambridge International School via a comprehensive assessment and reporting system that records data on a centralised system, enabling management information to be analysed and reports produced for a variety of audiences • It is fundamental to our mission that we are open and clear when making judgements about students’ progress. We believe that students and parents have an entitlement to assessment information through a precise, informative and understandable reporting system • This information should tell students and parents how progress is being monitored, what targets and support are required, what an individual’s attainment is and how comparable this is in relation to his or her peers
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Student Responsibilities
• Complete the prescribed work requirements in each subject by the due date • Complete all assessment tasks • Maintain a good record of attendance, punctuality, progress, homework and effort • Initiate contact with teachers concerning absences from class, missed assessments, extension request and other issues pertaining to assessment • Collect and keep assessment tasks • Completed assessment tasks must be given to the assigned teacher
Staff Responsibilities
• Develop a teaching programme that adheres to the CIS assigned curriculum • Provide students with a course overview and assessment guidelines • Ensure assessments are fair, valid and reliable • Maintain accurate records of student’s achievement and assessment • Meet school and external agency timeframes for assessment and reporting • Inform students and parents of academic progress
Alleged Malpractice in Assessment Tasks or Examinations Allegations of cheating, plagiarism or unsatisfactory conduct will be reported to the appropriate Head of School for investigation. If the Head of school is satisfied that there is clear evidence of malpractice, the award of zero (0) will be recorded for the Assessment Task. The outcome in such cases will be conveyed in writing to parents.
Assessment Calendar Please see next page
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Assessment Plan at CIS KS2 Assessments Schedule Term 1, 2 and 3 for 2020-21
Year English ,Maths and Science - Assessment Strand, Focus and Date Group GL Autumn 1 Autumn 2 Spring 1 Spring 2 Summer1 Summer 2 CAT 4 Progress Assessments Mid Term End of Term Mid Term End of Term Mid Term End of Term Test Assessment Assessment Assessment Assessment Assessment Assessment
Year 3 September 11th - 15th 22nd - 26th 7th - 11th 14th - 18th 9th - 13th May 13th - 17th May October November February March June
Year 4 September 11th - 15th 22nd - 26th 7th - 11th 14th - 18th 9th - 13th May 13th - 17th May October November February March June
th th nd th th th th th th th th th Year 5 September 11 - 15 22 - 26 7 - 11 14 - 18 9 - 13 May 13 - 17 May October November February March June
Year 6 September 11th- 15th 22nd - 26th 7th - 11th 14th - 18th 9th - 13th May 13th - 17th June October November February March June
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National Curriculum Point Score
National Curriculum Point Score are used to track students’ education at CIS from Year 1-9. Each Point Score in a subject describes a set of knowledge, skills and understanding in that subject. Students are graded using the Point Score.
Working Below Slightly Below Expected At Expected Point Beyond Expected Point Expected Point Score Point Score Score Score
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External Assessments at CIS: CIS takes part in The Cognitive Abilities Test (CAT4), and Progress Tests (PT English, Maths and Science).
The Cognitive Abilities Test (CAT4): CAT4 assesses a pupil’s ability to reason with and manipulate different types of material through a series of Verbal, Non-Verbal, Quantitative and Spatial Ability tasks. Together, these four tests provide teachers with a comprehensive profile of a pupil’s reasoning abilities, and as such the core abilities related to learning.
The resulting data can then be used to identify a pupil’s strengths, weaknesses and learning preferences, providing accurate and reliable information that is essential for personalised learning. The more we know about a pupil, the better position we should be in to offer a learning environment and ways of teaching and learning that allow pupils to maximise their potential. Information about a pupil’s reasoning ability will be key to many decisions and is considered alongside attainment data and other factors known to impact on learning, such as attendance and attitude.
Progress Tests (PT): These are nationally benchmarked assessments. They will be used year-on-year to support teachers at WSR in identifying current levels of attainment and monitoring progress. The group of tests reflects the English National Curriculum as well as the other UK curricula, making it up-to-date and highly relevant.
Year Baseline CAT4 Progress Test
FS1
FS2
1
2
3
4
5
6
7
8
9
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SECTION 5: REPORTING
REPORTING TO PARENTS
Reporting Overview The aims of reporting:
• Reports should provide parents with an accurate picture about pupils' achievements and progress, in clear and accessible language • Reports should reflect attainment and achievement within the National Curriculum • Reports should be based on evidence from formative assessment and recording • Reports should be manageable for teachers to produce • Reports should have a positive effect on pupils' attitudes and motivation • Reports should support pupils' learning by setting targets • The reporting process should provide opportunities for pupil involvement • The reporting process should be part of a continuing dialogue with parents and encourage parental involvement and support
Direct contact between Staff and Parents:
• Parent Coffee Mornings (see school calendar for dates) – Parents are invited to come into school to meet senior leaders and discuss any areas of learning regarding their child’s progress • Parent Teacher Meeting– Three times during the school year, for parents to meet with classroom teachers and subject teachers to discuss progress, attainment, effort and attitude to learning
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http://www.gemscis-dubai.com/
P.O Box: 60835 Dubai, United Arab Emirates
For general enquiries, call us on:
+971-42824646 or email to
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