MATHEMATICS

By the end of Grade 4 students are expected to:

 Read, write and order whole numbers to 10 000 and know what each digit represents.
 Know, by heart, 2 to 12 times tables.
 Multiply and divide by 10, 100 and 1000.
 Recognize simple fractions that are several parts of a whole; recognize the equivalence of
simple fractions.
 Understand mathematical vocabulary and symbols of fractions.
 Understand and model the concept of equivalence to one e.g. 1= ½ + ½.
 Calculate mentally a difference such as 806 – 203.
 Model addition and subtraction of positive integers less than 1 000 with and without
regrouping.
 Carry out short multiplication and division of a three-digit by a single-digit integer.
 Carry out long multiplication of a two-digit by a two-digit integer.
 Understand and be able to find area and perimeter of simple polygons.
 Identify lines and axes of reflective symmetry.
 Understand that an angle is a measure of rotation and be able to describe whole, half and
quarter turns as well as the eight points of a compass.
 Locate features on a grid using coordinates.
 Discuss, compare and create sets from data that has subsets using Carroll, Venn and other
diagrams.
 Find, describe and explain mode in a set of data.
 Use all four operations to solve simple word problems involving numbers and quantities,
including time, explaining methods and reasoning.
 Begin to use probability to explain possible outcomes.
 Estimate, measure, label and compare using formal methods and standard units of
measurement.

SOCIAL SCIENCES
In grade 4 students will:

 Collect information from people, pictures, photographs, buildings and objects, maps, plans,
atlases, observations and a range of fiction and non-fiction texts.
 Use social studies terminology such as: temperature, climate, region, patterns, sustainable and
unsustainable resources, A.D., B.C., century and historical period.
 Gain a deeper knowledge of physical and human features of a range of places within the
country of residence.
 Understand the importance of maps and the purposes of different maps.
 Understand the format and use of an atlas.
 Make maps and plans that include keys.
 Use geographic graphs, tables, diagrams and maps to display geographic information.
 Know ways in which people depend on the physical environment.
 Know ways that people alter the physical environment.
 Understand the importance of the World’s resources.
 Recognise how people can impact the environment.
 Understand that inventions can affect the lives of many.
 Be aware of significant inventions.
 Understand that significant individuals have had a great impact on society.
 Have an awareness of the different components of the Earth and how they are interrelated.
 Understand that the Earth is continually changing and the impact that this has upon people.
SCIENCES

 Energy comes in different forms (heat, light, chemical, mechanical) and has different uses.
 Energy can be stored and transformed into different forms.
 Electrical energy in circuits can be transformed into light, heat, movement, sound, and
magnetic energy.
 Sources of energy can be renewable or non-renewable.
 Energy needs to be conserved.
 There are various ways of conserving energy.
 Alternate forms of energy can be used to slow the depletion of fossil fuels and reduce pollution.
 The different components of the Earth are interrelated.
 The Earth has changed and is continuing to change.
 Humans can respond to the Earth’s changes.
 Human survival is connected to understanding the continual changing nature of the Earth.
 Human body systems have different components with specific functions.
 Body systems are interdependent (e.g. digestive, respiratory, circulatory, skeletal, muscular).
 The effective interactions between human body systems contribute to health and survival.
 Lifestyle choices have an impact on the body.

ENGLISH

Oral Communication: Speaking and Listening

The students will:

 Be given the opportunity to talk about a wide range of topics, using language with increasing
accuracy, detail and range of vocabulary.
 Use speech with increasing responsibility, participating appropriately in discussions in both
small and large groups.
 Begin to paraphrase and summarise.
 Use increasingly complex oral language confidently and creatively.
 Have the opportunity to participate in drama activities.
 Learn to organize their thoughts and feelings before speaking.
 Have the opportunity to listen to other speakers from outside the classroom or through
different media.

Written communication: Reading

In Grade 4 the classroom environment nurtures a community of readers, fosters an enjoyment of
reading and encourages the students to become confident in selecting their own reading material.
The teacher reads and shares a range of texts, both fictional and informational, with the students,
demonstrating ways of responding to a text, drawing upon explicit and implicit information in the text
in order to comprehend it.
In Grade 4 the students begin to develop an awareness of how readers interpret texts differently and
how authors and illustrators target specific audiences.
The students continue to develop reading conventions and strategies:

 Sight vocabulary
The students build up a vocabulary of subject-specific and less common words.
 Word knowledge
The students examine word families and how words and word parts work together.
  Comprehension strategies
The students are taught how to interpret the text by using strategies e.g. connecting,
comparing, predicting, self-questioning.
 Location of information
The students are taught how to locate, select and evaluate information in texts. They learn how
to read information identifying the main points.

Written communication: Writing

Writing forms
The students are taught to write:

 Narrative texts
The students examine story structure and write stories using plans to ensure a sequence of
events. They learn how to use paragraphs to organise their writing.
 Poetry
The students analyse the range of patterns in poetry before creating their own.
 Informational texts
The students learn how to write short notes, which will be used in writing reports or in the
research process.

The conventions and skills of writing are integral components of the writing process.
The students are taught:

 Spelling strategies, spelling patterns and rules.

 How to use a dictionary to look for correct spellings and meanings.
 Correct grammar.
 The components of correct sentence construction.
 To extend their vocabulary by making collections of words from units of inquiry and through
their independent reading.
 To use a thesaurus to extend vocabulary.
 To use punctuation correctly (full stops, capital letters, question marks, exclamation marks and
speech marks).

Visual communication: Viewing and presenting

The students will:

 Experience a wide range of visual media.

 Respond to viewing experiences both orally and in writing.
 Use a variety of media to create presentations.
 Use electronic media to find information.
 GRADE 5
ENGLISH
Language is fundamental to learning and permeates the entire Primary Years Programme (PYP). By

Oral Communication: Speaking and Listening

Written communication: Reading

In Grade 5 the students begin to develop an awareness of how readers interpret texts differently. The
students are encouraged to analyse texts and to make connections between the implicit and explicit
information.
The students continue to develop reading conventions and strategies:

 Sight vocabulary
The students build up a vocabulary of subject-specific and less common words.
 Word knowledge
The students examine word families and how words and word parts work together.
 Comprehension strategies
The students are taught how to interpret the text by using strategies e.g. connecting,
comparing, predicting, self-questioning, inferring, determining importance.
 Location of information
The students are taught how to locate, select and evaluate information in texts. They learn how
to read information identifying the main points.

The students are taught to write:

 Narrative texts
The students examine story structure and write stories using plans to ensure a sequence of
events. They focus on story openings and the presentation of characters.
 Recounts
The students focus their writing on personal recounts, which involve writing their own
reflections.
 Poetry
The students explore and write poetry that expresses moods, reflections or feelings. The use of
similes and metaphors in poetry is also addressed.
 Plays
After analysing the features of a play the students write their own as part of a unit of inquiry.
 Discussion texts
The students investigate and evaluate contrasting perspectives of the same topic and how
these can be written as a balanced report.
 From another point of view
Through looking at fiction stories the students explore and consider how to write the same text
from another view point.
 Informational texts
The students continue to develop their skills in note-taking from a variety of sources. They use
their notes when writing reports or research.
 Explanatory texts
The students learn how to organise writing which gives an explanation of a process.

The conventions and skills of writing

The students are taught:
  To write a range of text forms for a range of audiences confidently and independently.
 Organise their writing appropriately according to the text form, making use of paragraphs and
other organisational features.
 Spelling strategies, spelling patterns and rules.
 To use a dictionary (online and paper) to look for correct spellings and meanings and how to
learn about word families and rootsThe correct grammar and construction of sentences.
 About the use of use prefixes and suffixes.
 To use punctuation correctly (full stops, capital letters, question marks, exclamation marks,
speech marks, colons and apostrophes).

Vocabulary
Students will:

 Identify word roots and derivations in order to extend their vocabulary.

 Use a thesaurus to extend vocabulary.
 Collect new words from their reading and units of inquiry.
 Investigate antonyms and ways of creating them using prefixes.
 Look at everyday words used in English that come from other languages.

Grammar awareness
Students will:

 Look at the different parts of speech (nouns, verbs, pronouns and possessive pronouns).
 Ensure consistency in the uses of verb tenses.
 Re-read their own writing to develop editing and proof-reading skills.
 Distinguish between direct and reported speech.
 Inquire into the use of clauses and how they work in sentences.
 Look at different ways of connecting sentences: conjunctions, relative pronouns and adverbs.

Punctuation
Students will:

 Revise basic punctuation including the apostrophe.

 Use the apostrophe to indicate possession.
 Use the colon correctly.
 Understand how to set out speech.

Handwriting
The students continue to practise writing in a joined script ensuring a consistency in the size and
proportion of the letters and spacing between letters and words. They consolidate their
understanding of when to use a print script instead of joined writing.

Visual Communication: Viewing and Presenting

Students will:

 Respond to viewing experiences, including looking at a character in a film.

 Use electronic media to find information.
 Analyse advertisements and develop their own for a product.
 Evaluate and reflect upon their written or oral presentations
MATHEMATICS
By the end of Grade 5 students are expected to:

 Read, write and order whole numbers to millions and hundredths; know what each digit
represents.
 Create and solve multi-digit multiplication and division problems.
 Reduce a fraction to its simplest form by cancelling common factors.
 Compare and order fractions and model equivalency of fractions.
 Read, write and model percentages.
 Carry out addition and subtraction of numbers involving decimals.
 Read, write and model multiplication of decimals.
 Interchange fractions, percentages and decimals.
 Derive quickly division facts corresponding to multiplication tables up to 10x10.
 Carry out short multiplication of a three-digit by a two-digit integer.
 Measure and construct angles in degrees using a protractor.
 Calculate and determine the relationship between perimeter and area and find area and
perimeter of simple and compound shapes.
 Begin to understand volume.
 Read and plot co-ordinates in one quadrant.
 Design a survey and systematically collect, organize and record data in displays.
 Find, describe and display the range, mode, median and mean of a set of data.
 Solve a problem by extracting and interpreting information presented in tables, graphs and
charts.
 Use measuring tools with simple scales accurately.
 Use a numerical probability scale of 0-1.
 Identify and use the appropriate operations to solve word problems involving numbers and
quantities, and explain methods and reasoning.
 Classify, sort and label all types of triangles and quadrilaterals and all types of angles.

SCIENCE
In grade 5 students will develop the following understandings:

 A biome is a large geographical area characterised by certain types of plants and animals.
 An ecosystem is a community of living and non living things in an area and the way they
interact.
 Food chains and food webs show the transfer of energy in an ecosystem.
 Animals and plants are adapted to their ecosystem (They have special features that help them
to survive).
 Dependent and interdependent relationships exist between living things within an ecosystem.
 Human choices and actions can affect the dependent and interdependent relationships within
an ecosystem.
 It is important to protect ecosystems and preserve biodiversity.
 Actions can be taken to help protect ecosystems.
 The Solar System consists of the Sun and other objects gravitationally bound to it.
 The sun is the central star of our solar system. Energy from the Sun supports almost all life on
Earth.
 In the past myths were used to explain certain phenomena related to the universe.
 People have different opinions about the creation of the universe.
 The Big Bang is a scientific theory to explain the creation of the universe.
 The rotation of the earth on its axis every 24 hours produces the night and day cycle.
 The Earth takes 365 days to orbit the Sun. The tilt of the Earth’s axis causes the seasons.
 The Moon is a natural satellite of the Earth. Its appearance changes every 28 days due to its
orbit of the Earth.
  Advances in technology have led to, and continue to lead to, a greater understanding of the
universe.
 Our solar system is part of a vast and complex universe.
 Advances in science and technology can have important and long-lasting effects on science and
society.
 Objects are pulled downwards because of the gravitational attraction between them and the
Earth.

SOCIAL STUDIES
In grade 5 students will:

 Be aware of political institutions around the world and have an awareness of how these might
impact on their lives and the lives of others.
 Understand the rights and responsibilities of citizenship.
 Understand that places are interdependent upon each other.
 Be aware of the cultural identities of nations that form a continent and the links that unite
them – physically and culturally.
 Be aware of differing beliefs and practices of world religions.
 Develop an awareness that people’s beliefs can influence their behaviour/actions.
 Understand cause of an event and the consequence, short term and long term.
 Understand people’s views about past events from different perspectives.
 Begin to develop an awareness that our understanding of past events may be effected by the
viewpoint of those who recorded it.
 Know how to construct timelines of significant historical developments.
 Begin to evaluate critically information from a range of sources.
 Develop an awareness of the importance of different sources of evidence.
 Understand the reasons for and impact of human migration on communities, cultures and
individuals.
 Develop a deeper awareness of the physical and human features of a range of places, both local
and global.
 Identify and compare the cultural characteristics of different regions and people.
 Use atlases appropriately and effectively.
 Make maps and plans that include keys.
 Be aware that human action can have an impact on the environment, both positively and
negatively.
 Identify how and why places change and how they may change in the future.
 Recognise how and why people seek to manage environments sustainably and identify
opportunities for their own involvement.

GRADE 6

ENGLISH

Oral Communication: Speaking and Listening

The students will:

 Be given the opportunity to talk about a wide range of topics, using language with increasing
accuracy, detail and range of vocabulary.
 Demonstrate open-minded attitudes when listening to other perspectives.
 Use speech with increasing responsibility, in order to inform, entertain, influence and respond
appropriately to others.
 Learn to organize their thoughts and feelings before speaking and develop and modify ideas
and opinions through discussion.
 Understand that oral language is a medium for learning as well as for individual enjoyment.
  Have the opportunity to participate in drama activities.
 Have the opportunity to listen to other speakers from outside the classroom or through
different media.

Written communication: Reading

In Grade 6 the classroom environment nurtures a community of readers, fosters an enjoyment of
reading and encourages the students to become confident in selecting their own reading material.
The teacher reads and shares a range of texts, both fictional and informational, with the students,
demonstrating ways of responding to a text, drawing upon explicit and implicit information in the text
in order to comprehend it.
In Grade 6 the students begin to develop an awareness of how readers interpret texts differently. The
students are encouraged to analyse texts and to make connections between the implicit and explicit
information.
The students continue to develop reading conventions and strategies:

 Sight vocabulary
The students build up a vocabulary of subject-specific and less common words.
 Word knowledge
The students examine word families and how words and word parts work together.
 Comprehension strategies
The students are taught how to interpret the text by using strategies e.g. connecting,
comparing, predicting, self-questioning.
 Location of information
The students are taught how to locate, select and evaluate information in texts. They learn how
to read information identifying the main points.

The students are taught to write:

 Narrative texts
The students examine story structure and write stories using plans to ensure a sequence of
events. They focus on story openings and the presentation of characters.
 Recounts
The students focus their writing on fictional and non-fictional recounts, which could involve
writing their own reflections.
 Poetry
The students look at and write poetry that expresses moods, ideas or feelings. A range of forms
and techniques is also addressed.
 Plays
After analysing the features of plays, students may write their own as part of a unit of inquiry.
 Persuasive texts
The students look at the effect of language and its influences on an audience.
 From another point of view
The students consider different perspectives through a variety of means.
 Informational texts
Students gain knowledge and understanding from informational texts and use skills such as
notetaking, in order to inquire into them.
 Explanatory texts
The students learn how to organise writing which gives an explanation of a process.

The conventions and skills of writing

The students are taught:
  To develop their own voice and style of writing.
 To write a range of text forms for a range of audiences confidently and independently.
 To organise their writing appropriately according to the text form, making use of paragraphs
and other organisational features.
 Spelling strategies, spelling patterns and rules.
 To use a dictionary to look for correct spellings, meanings and how to learn about word
families and roots.
 The correct grammar and construction of sentences.
 To extend vocabulary by making collections of words from units of inquiry or through reading
and the use of prefixes and suffixes.
 To use a thesaurus effectively to extend vocabulary.
 To use punctuation correctly.

Vocabulary
Students will:

 Identify word roots and derivations in order to extend their vocabulary.

 Use a thesaurus to extend vocabulary.
 Collect new words from their reading and units of inquiry.
 Investigate antonyms and ways of creating them using prefixes.
 Look at everyday words used in English that come from other languages.
 Reinforce dictionary skills.

Grammar awareness
Students will:

 Look at the different parts of speech (nouns, verbs, pronouns and possessive pronouns).
 Ensure consistency in the uses of verb tenses.
 Re-read their own writing to develop editing and proof-reading skills.
 Distinguish between direct and reported speech.
 Investigate the use of clauses and how they work in sentences.
 Look at different ways of connecting sentences e.g. conjunctions, relative pronouns and
adverbs.

MATHEMATICS

 Read, write and order whole numbers to millions and to thousandths.

 Recognize relationships between the four number operations.
 Derive quickly multiplication and division facts up to 12x12.
 Carry out addition, subtraction, multiplication and division involving decimals.
 Begin to read, write and model addition and subtraction of negative integers.
 Identify and use the appropriate operations to solve multi step word problems and explain
methods and reasoning.
 Develop, explain and model simple algebraic formulas.
 Reduce a fraction to its simplest form by cancelling common factors.
 Use a fraction as an operator to find fractions of numbers or quantities.
 Read, write and model the addition and subtraction of fractions.
 Understand percentage and find simple percentages of small whole-number quantities.
 Use a protractor to measure and construct angles accurately.
 Use decimal notation in measurement including conversions e.g. m-km or cm-m.
 Use a compass accurately.
 Calculate the perimeter and area of simple compound shapes.
 Begin to develop procedures for finding volume.
  Use timetables, 12 and 24 hour.
 Read and plot co-ordinates in four quadrants including rotation, reflection and translation.
 Design a survey and collect, organize and record data in a display e.g. Bar graph, pie chart, line
graphs.
 Find, describe and explain the range, mode, median and mean in a set of data and understand
their use.
 Begin to find and use ratios.

SCIENCE

 Growth and development takes place during each stage of the human life cycle.
 Life processes common to humans include nutrition, movement, growth and reproduction.
 Physical, emotional and social changes occur to the body during adolescence.
 Tobacco, alcohol and other drugs have different affects on the human body.
 Materials are composed of parts that are too small to be seen without magnification (matter).
 Mass is a measure of the amount of matter in an object.
 Volume is a measure of the space taken up by some matter.
 Changes to materials can be physical (temporary) or chemical (permanent).
 The properties of materials determine how they are used.
 There are benefits and challenges of changing materials to suit people’s needs and wants.
 Energy cannot be created or destroyed, only changed from one form to another.
 Energy is a fundamental part of all physical and chemical changes.

SOCIAL STUDIES

 Explain causes and consequences of cooperation among individuals, groups and organizations.
 Understand how and why economic systems function in the local and global community.
 Understand how and why organizations are structured and that they have set objectives.
 Explain how groups, societies and nations interact with each one another.
 Develop of an awareness of problems faced by various global communities.
 Understand that our understanding of events may be affected by the viewpoint of those who
recorded it.
 Understand people’s views about past events from different perspectives.
 Understand that innovation and inventions impacted upon Ancient civilizations.
 Understand that natural disasters and processes can have a significant impact on communities
and the environment.
 Be aware that ancient civilizations have left behind legacies.
 Be aware that the past has had an influence upon the world in which we live.
 Collect information from people, pictures, photographs, buildings and objects, maps, plans,
atlases, observations and a range of fiction and non-fiction texts.
 Use social studies terminology such as: temperature, climate, region, patterns, sustainable and
unsustainable resources, A.D., B.C., century and historical period.
 Understand the importance of different sources of evidence.