EUROPEAN SCHOOL

PRIMARY SCHOOL
CURRICULUM GUIDE
Grade 5
2019-2020

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Table of Contents
School Mission ....................................................................................................................................................................................................................................... 3
The International Baccalaureate Learner Profile ................................................................................................................................................................................... 4
THE CURRICULUM FRAMEWORK .................................................................................................................................................................................................... 5
ASSESSMENT ........................................................................................................................................................................................................................................ 7
Programme of Inquiry ........................................................................................................................................................................................................................... 9
Social Studies........................................................................................................................................................................................................................................ 10
Science .......................................................................................................................................................................................................................................... 12
Language A .......................................................................................................................................................................................................................................... 13
Language B ........................................................................................................................................................................................................................................... 14
Mathematics......................................................................................................................................................................................................................................... 16
Visual Art ............................................................................................................................................................................................................................................. 18
Physical Education ............................................................................................................................................................................................................................... 19
ICT+ Computer Science ....................................................................................................................................................................................................................... 19
Robotics ............................................................................................................................................................................................................................................... 20

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 School Mission

The European School provides an exceptional education in a nurturing and academically challenging environment, inspiring each student to achieve their
personal best and become an influential and socially responsible global citizen.
School Values
Our values-driven international education is expressed through core values that are woven into every academic and extracurricular activity at the
European School. We actively promote four values that form the basis of everything we do. They include:
 Leading through innovation
 Pursuing excellence
 Growing by learning
 Global citizenship
With these values at our core, we encourage independent learning and empower students to embrace responsibility. Students at ES learn to celebrate
diversity in a spirit of understanding and tolerance that helps them become citizens of the world.
Our Commitment is to:
 Offer inclusive, diverse and innovative learning communities.
 Develop, support and empower our students intellectually, creatively, socially, physically and ethically in harmony with Georgian culture.
 Focus on academic excellence and integrity.
 Create lifelong learners.

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The International Baccalaureate Learner Profile

The International Baccalaureate programmes encourage, through the learner profile, the development of internationally-minded people, and emphasize
the development of the whole child.

Our school aims to develop internationally minded people who strive to become:
Inquirer We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others.
We learn with enthusiasm and sustain our love of learning throughout life.

Knowledgeable We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and
ideas that have local and global signicance.

Thinkers We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative
in making reasoned, ethical decisions.

Communicators We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively,
listening carefully to the perspectives of other individuals and groups.
Principled We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of
people everywhere. We take responsibility for our actions and their consequences.

Open-minded We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and
evaluate a range of points of view, and we are willing to grow from the experience.

Caring We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in
the lives of others and in the world around us.

Risk-takers We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new
ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

Balanced We understand the importance of balancing different aspects of our lives—intellectual, physical, and emotional—to achieve
well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we
live.
We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses
Reflective in order to support our learning and personal development.

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 THE CURRICULUM FRAMEWORK

All PYP classes are authorized for and implement the International Baccalaureate Primary Years Programme for students from six to eleven years of age.
Our teachers work towards preparing students to become internationally minded citizens with attributes outlined in the Learner Profile.
Through an integrated approach to teaching and learning, we use a variety of differentiated teaching methods drawn from a range of exciting learning tasks
and strategies applied to all key learning areas. Specialist teachers plan and work collaboratively with classroom teachers to implement a trans-disciplinary
programme of inquiry. This is achieved by integrating subject areas, so students can make connections within the programme. This curriculum guide
outlines the learning expectations which we expect most of our students to have achieved by the end of grade five.

Subjects taught are Mathematics, Languages, Science, Social Studies, The Arts, Music, Personal, Social, and Physical Education, Computer Science, Drama
and Robotics\ STEAM.

The PYP is a transdisciplinary curriculum which draws the individual disciplines together into a coherent whole, while preserving the essence of each
subject. The PYP curriculum is organized around six themes (units of inquiry):
• Who we are
• Where we are in place and time
• How we express ourselves
• How the world works
• How we organize ourselves
• Sharing the planet

Inquiry-based

Inquiry is the leading pedagogical approach of the PYP. Our teaching methods build on students’ knowledge and interests and emphasize learning how to
learn and how to find out.
Students who engage in inquiry are active participants in their learning who:
• explore, wonder and question
• experiment and play with possibilities
• make connections and predictions
• collect data and report findings
• clarify existing ideas and reappraise perceptions
• make and test theories
• research and search information
• take and defend a position
• solve problems in a variety of ways
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 Concept-driven
A concept-driven curriculum is the means through which students develop their conceptual understandings. Students co-construct beliefs and mental
models about how the world works based on their experiences and prior learning. They integrate new knowledge with their existing knowledge and apply
these understandings in a variety of new contexts. They learn to recognize patterns and see the connections between discrete examples to strengthen
conceptual understandings. Students work with universal, key concepts in order to provide a structure for exploring significant and authentic content;
students interact with these seven key concepts (form, function, causation, change, connection, perspective, responsibility) in order to make more
meaningful connections across all subject areas.

Approaches to learning
Transdisciplinary Skills are taught across all subject areas throughout the primary school years, within the following categories:

Thinking skills • Critical-thinking skills (analysing and evaluating issues and ideas)
• Creative-thinking skills (generating novel ideas and considering new perspectives)
• Transfer skills (using skills and knowledge in multiple contexts)
• Reflection/metacognitive skills ((re)considering the process of learning)
Research skills • Information-literacy skills (formulating and planning, data gathering and
recording, synthesizing and interpreting, evaluating and communicating)
• Media-literacy skills (interacting with media to use and create ideas and information)
• Ethical use of media/information (understanding and applying social and
ethical technology)
Communication skills • Exchanging-information skills (listening, interpreting, speaking)
• Literacy skills (reading, writing and using language to gather and
communicate information)
• ICT skills (using technology to gather, investigate and communicate
information)
Social skills • Developing positive interpersonal relationships and collaboration skills (using
self-control, managing setbacks, supporting peers)
• Developing social-emotional intelligence
Self-management • Organization skills (managing time and tasks effectively)
skills • States of mind (mindfulness, perseverance, emotional management, self
motivation, resilience)

These skills are grounded in the belief that learning how to learn is fundamental to a student’s education. Five categories of interrelated skills aim to
support students of all ages to become self-regulated learners who know how to ask good questions, set effective goals and pursue their aspirations with the
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determination to achieve them.
Agency
Our understanding of the learner is the foundation of our approach to learning and teaching. Children inquire, question, wonder and theorize about
themselves, others and the world around them. They are keen observers and explorers. Through their experiences and interactions, they naturally develop
intricate, multi-layered perceptions and understandings. Throughout the PYP, a student is an agent for their own and others’ learning through the concept
of learner agency. Learner agency is connected to a student’s belief in their ability to succeed (self-efficacy).

Action
In the PYP it is believed that international education must extend beyond intellectual attainment to include thoughtful and appropriate action initiated by
the student. The school therefore offers learners the opportunity to choose their actions, to act and to reflect on these actions in order to make a difference
to the world. Effective action begins at the most immediate and basic level: in the family, in the classroom, and in the playground. Even very young children
can have strong feelings about fairness and justice and we encourage positive expressions of these opinions.

Differentiation

The flexibility of the PYP framework allows us to customize a program that supports the individual learning needs of our students.

Languages

Language is developed across all curriculum areas. English language is defined as the main language of instruction. Languages A are English, Georgian and
Russian. Russian A is provided from Grade 1-4. Languages B are German, French and Russian starting from Grade 5. Georgian B is taught from Gr 1 to 5.
All our language programmes strive to achieve a balance between learning the language (reading, writing, speaking), learning about the language (grammar,
word us age etc) and learning through the language (learning important concepts in science, math, social studies etc through language). All subject areas are
integrated through the units of inquiry.

ASSESSMENT

Assessment plays a central role in improving student learning and raising achievement levels. We use data from assessments to inform our teaching and
evaluate the effectiveness of the programme. The PYP approach to learning requires a range of assessment, recording, and reporting strategies be used.
PYP teachers use the learning expectations in each subject area to assess students’ learning and assess their acquisition of knowledge, understanding of
concepts, mastering of skills, development of attitudes and the decision to take action.
Teachers use a variety of methods when gathering information about student learning and record the information using a range of assessment tools eg
rubrics, benchmarks, checklists, anecdotal records. Students are also involved in the assessment process, assessing their own and their peers’ work.
Students are assessed before starting a unit of work (pre unit assessment) and are assessed as a unit of work progresses (formative assessment), in order to
help both teacher and student know how learning is progressing. They are also assessed at the end of a unit of work (summative assessment).
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 Teachers keep an assessment folder for each student, in which evidence of their development and achievement of the learning expectations, skills, and
attitudes is recorded. This folder accompanies the student through his/her Primary Years and enables teachers to monitor a student’s progress over time.
All students keep a portfolio which shows evidence of their progress and development. Students use their portfolios to reflect on their learning and identify
their strengths and weaknesses, enabling them to set goals for their learning.

Assessment Reporting formats

• Written reports
• Parent-teacher conferences
• Student-teacher-parent conferences (Three-way conference)
• Student-led conferences
• Open days
• Exhibitions
• Information evenings / presentations/workshops

Primary School Reporting to parents:

September- Parent teacher meetings outlining curriculum and assessment practices
October -Open Day
November- Students- Parent- Teacher conferences (Three-way conference)
December- Report card issued last day of semester 1
January - Parent- Teacher conference
March- Open Day
May - Student-led conferences
June- Final report issued last day of year

Semester Report Cards - Grade 1- Grade 5

Written reports are issued to parents two times a year – semester reports in December and May.
Teachers assess students against learning outcomes in all subjects. Comments are written on the development of the learner profile attributes.
The report includes a student self-reflection.

Exhibition
The grade five exhibition is held in May. This is a transdisciplinary inquiry and a summative assessment where students are required to demonstrate engagement
with the five essential elements of the program: knowledge, concepts, approaches to teaching and learning, attitudes and action. The students engage in a
collaborative in-depth inquiry, identifying, investigating, and offering solutions to real-life issues or problems, and have the opportunity to synthesize and apply
their learning of previous years. Grade 5 students share the exhibition with the whole school community. (Refer to PYP exhibition guidelines, 2008)
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 Programme of Inquiry

Transdisciplinary theme: Who we are

Central idea: The physical, social, and emotional changes humans undergo throughout their lives affects a person's self-image and their place in a community

Transdisciplinary theme: Where we are in place and time

Central Idea: Migration can have important positive and negative consequences for society and the environment

Transdisciplinary theme: How we express ourselves

Central Idea: Types of literary mediums have a major impact on the presentation and reception of information, emotions, and values

Transdisciplinary theme: How the world works

Central idea: Processes are used to structure, guide, and control actions to ensure a better outcome

Transdisciplinary theme: How we organize ourselves

Central Idea: Government systems influence the lives of citizens

Transdisciplinary theme: Sharing the Planet

Central Idea: People worldwide encounter a range of challenges, risks, and opportunities

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Social Studies
Overall expectations

Social studies learning takes place within the transdisciplinary themes: who we are, where w e are in place and time, how we express ourselves, how the world
works, how we organize ourselves, sharing the planet. Students will recognize different aspects of human society, focusing on themselves and others within their
own community as well as groups of people that are distant in time and place. Students will extend their understanding of how and why groups are organized
within communities, and how participation within groups involves both rights and responsibilities. They will understand the interdependency of systems and
their function within local and national communities. Students will gain an appreciation of how cultural groups may vary in their customs and practices but
reflect similar purposes. They will deepen their awareness of how people influence, and are influenced by, places in the environment. Students will realize the
significance of developing a sense of belonging and stewardship towards the environment, valuing and caring for it, in the interests of themselves and future
generations. Students will consolidate their understanding of time, recognizing how ideas and actions of people in the past have changed the lives of others, and
appreciating how the past is recorded and remembered in different ways. They will gain an understanding of how and why people manage resources. Students
will understand the impact of technological advances on their own lives, on society and on the world, and will reflect on the need to make responsible decisions
concerning the use of technologies. The content of the social studies curriculum is arranged into the five interconnected standards:

Continuity and change through time

 Define the term 'govenment'
 Analyze information about past technological advances and societal systems
 Assess which aspects of past civilizations have had the most impact on the present day, using evidence from a variety of sources
 Predict societal and technological changes in the future.
 Identify the tools and skills geographers, archaeologists, historians, and other scholars use to explore and learn about the past.
 Describe the development of the first human civilizations and the factors that helped give rise to them.
 Explain how the geography, trade, beliefs, and culture of ancient Greece influenced the development of its government.
Human and natural environments
 identify reasons why people and animals migrate
 analyze ways that people adapt when they move from one place to another
 identify the long-term and short-term effects of migration
 compare and contrast two or more different human migrations.
 provide examples of human migration
 Identify animals that migrate
Human systems and economic activities
 analyze how individuals’ and communities’ needs and/or wants are met
 assess settlement patterns and population distribution in selected regions, areas or countries
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Social organization and culture
 learn about the changes of puberty for boys and girls
 review the natural changes that occur during puberty
 discuss the importance of safeguarding the health of their reproductive system
 describe respectful treatment of peers
 identify at least five physical changes that occur during puberty
 explain terms used in puberty
 define the term 'genre'
 explain and discuss the different types of literary genres
 list characteristics of specific literary genres
 compare techniques used in different literary mediums
 describe the plot, characters, and thematic content of a novel
 connect ideas or events in a novel to relevant topics and ideas
 distinguish between personal beliefs and belief systems
 identify the source of beliefs
 reflect upon how beliefs affect the individual and society.
 explore issues relating to children’s rights, roles and responsibilities in relation to his or her own and other cultures
 analyze a variety of sources that describes he risks and challenges that children face
 suggest ways in which an individual can overcome adversity.
 identify and describe the components of culture
 recognize how rituals and traditions contribute to cultural identity interpret cultural beliefs and values using the evidence provided by rituals, traditions
and artifacts
 reflect on the influence of the arts and technology throughout history in the representation of culture
 examine how the rights of a person in a particular society directly affect their responsibilities
 identify and describe ways that family, groups and community influence personal choices
 explore how cultures may have certain expectations of how to act and dress, and the ways this may differ according to private and public contexts
 describe advantages and disadvantages of cultural and individual diversity reflect on his or her own misconceptions about people (for example, relating to
age, race, gender, disability)
Resources and environment
 pose meaningful scientific questions and generate testable scientific hypotheses
 plan, design and conduct scientific investigations in a collaborative environment using appropriate tools and techniques to gather relevant data in order to
test and revise scientific hypotheses
 develop and use scientific models (conceptual, physical, and mathematical) to make predictions and develop explanations of natural phenomena
 address variability in the data and recognize and analyze alternative explanations and predictions.
 communicate scientific procedures, results, and explanations and engage in arguments based on scientific evidence.
 identify and explain the steps in the writing process
 use graphic organizers to pre-write use peer-editing to strengthen their writing by taking into account the responses of actual and anticipated readers;
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  gather and respond to feedback on their own work
 edit and proofread the story

Science
Overall expectations
Science learning takes place within the transdisciplinary themes: who we are, where w e are in place and time, how we express ourselves, how the world works,
how we organize ourselves, sharing the planet. In grade 5 students will develop their observational skills by using their senses and selected observational tools.
They will gather and record observed information in a number of ways, and they will reflect on these findings to identify patterns or connections, make
predictions, and test and refine their ideas with increasing accuracy. Students will explore the way objects and phenomena function, identify parts of a system,
and gain an understanding of increasingly complex cause and effect relationships. They will examine change over time, and they will recognize that change may
be affected by one or more variables. Students will reflect on the impact that the application of science, including advances in technology, has had on themselves,
society and the environment. They will be aware of different perspectives and ways of organizing the world, and they will be able to consider how these views
and customs may have been formulated. Students will examine ethical and social issues in science-related contexts and express their responses appropriately.
They will use their learning in science to plan thoughtful and realistic action in order to improve their welfare and that of other living things and the
environment. Students will communicate their ideas or provide explanations using their own scientific experience and that of others. The content of the science
curriculum is arranged into the four interconnected standards:

Earth and space

 Explore through modelling that the Sun doesn’t move; its apparent movement is caused by the Earth spinning on its axes
 Know that The Earth spins on its axes once in every 24 hours.
 Know that the earth takes a year to orbit the Sun, spinning as it goes.
 Research the life and discoveries of scientists who explored the solar system and stars

Living Things
 Built on their understanding of light from earlier work
 Know that we see light sources because light from the source enters our eyes
 Be able to identify shadows
 Know that beams/rays of light can be reflected by surfaces including mirrors
 Know that reflected light enters our eyes and we see the object
 Explore why a beam of light changes direction when it is reflected from a surface
 Know that plants reproduce
 Observe how seeds can be dispersed in a variety of ways
 Know that insects pollinate some flowers.

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  Observe that plants produce flowers which have male and female organs; seeds are formed when pollen form male organ fertilizes the ovum
 Recognize that flowering plants have a life cycle including pollination, fertilization, seed production, seed dispersal and germination.
 Investigate how seeds need water and warmth for germination, but not light.
 Know that plants need energy from light for growth.

Materials and Matter

 Learn how opaque materials do not let light through and transparent materials let alot of light through.
 Discover that shadows are formed when light travelling from a source is blocked
 Investigate how the size of a shadow is affected by the position throughout the day
 Understanding that light intensity can be measured.

Forces and Energy

 Know that evaporation occurs when a liquid turns to a gas.
 See that condensation occurs when as gas turns into a liquid and is the reverse of evaporation.
 Know that air contains water vapor and when this meets a cold surface it may condense.
 Know that the boiling temperature of water is 100°C and the melting point is 0°C
 See that when a liquid evaporates from a solution the solid is left behind

Language A English

Overall Expectations
The goals of the English language curriculum are arranged in four communication strands, which are speaking and listening, viewing and presenting, and reading
and writing. Students will be able to understand the difference between literal and figurative language; how to use language differently for different purposes.
They will be aware that they are building on their previous experiences and using language to construct new meaning. Through inquiry, learners will engage
with an increasing range of visual text resources. As well as exploring the viewing and presenting strategies that are a part of the planned learning environment,
they will select and use strategies that suit their learning styles. They will be able to make connections between visual imagery and social commentary. They will
show more discernment in selecting information they consider reliable. They will be able to use visual imagery to support a position. They will show an
understanding of the strategies authors use to engage them. They will have their favourite authors and can articulate reasons for their choices. Students will show
an understanding of the conventions pertaining to writing, in its different forms, that are widely accepted. In addition, they will demonstrate a high level of
integration of the strands of language in order to create meaning in a manner that suits their learning styles. They will be able to analyse the writing of others and
identify common or recurring themes or issues. They will accept feedback from others. Each of the strands is addressed separately, although in practice they are
interactive and interrelated elements of the programme.

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Oral communication: listening and speaking
 Use language as a tool to express feelings, experience and thoughts
 Use the Five Ws (Who? What? Where? When? Why?) + How?
 Give well-structured descriptions, explanations and narratives for purposes
 Listen to the stories and be able to reflect on them
Written communication: reading and writing
 Be able to read and analyze wide range of the texts
 Be able to identify key words and unknown words with further possibility of research
 Read and understand reports
 Understand the importance of the order in the narrative story
 Read and understand short biography
 Read suggested texts and read for the enjoyment
Visual communication: viewing and presenting
 Use specific graphic organizers and vocabulary in different situations
 Examine, analyze text and illustrations
 Understand the newspaper content
 Use range of media
 Present the researched information fluently and confidently

Language B
Georgian B, French, German and Russian are taught as languages B in the fifth grade.
Georgian B Overall Expectations
At the end of the year, 5th graders will be able to understand and tell the summary of the text, communicate based on topic in appropriate level, ask questions
and answer them according to literature, conduct discussion around the topic, analyze sentences, distinguish verbs, adjectives and nouns, conjugate verbs, use
correct form of nouns, use adjectives in sentences, understand listened text, watch short films and understand the main idea and summary, make presentations
and comics in groups.
Speaking and listening
 listen for a specific purpose in a variety of situations
 listen reflectively to stories read aloud in order to identify story structures and ideas
 begin to paraphrase and summarize
Viewing and presenting
 understand and explain how visual effects can be used to reflect a particular context
 prepare, individually or in collaboration, visual presentations using a range of media, including computer and web-based applications

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 Reading and writing
 recognize the author's purpose, for example, to inform, entertain, persuade, instruct
 as part of the inquiry process, work cooperatively with others to access, read, interpret, and evaluate a range of source materials
 reread, edit and revise to improve their own writing, for example, content, language, organization
 select vocabulary and supporting details to achieve desired effects

French, German and Russian Overall Expectations

Students are able to understand the difference between literal and figurative language; how to use language differently for different purposes. They are aware that
they are building on their previous experiences and using language to construct new meaning. Through inquiry, learners engage with an increasing range of
visual text resources. As well as exploring the viewing and presenting strategies that are a part of the planned learning environment, they select and use strategies
that suit their learning styles. They are able to make connections between visual imagery and social commentary. They show more discernment in selecting
information they consider reliable. They are able to use visual imagery to support a position. Students show an understanding of the strategies authors use to
engage them. They have their favourite authors and can articulate reasons for their choices. Reading provides a sense of accomplishment, not only in the process,
but in the access it provides them to further knowledge about, and understanding of, the world. Students show an understanding of the conventions pertaining
to writing, in its different forms, that are widely accepted. In addition, they demonstrate a high level of integration of the strands of language in order to create
meaning in a manner that suits their learning styles. They can analyse the writing of others and identify common or recurring themes or issues. They accept
feedback from others.

Oral communication: listening and speaking

 understand and use figurative language such as simile, personification and metaphor
 use oral language to formulate and communicate possibilities and theories
 use standard grammatical structures competently in appropriate situations
 appreciate that people speak and respond according to personal and cultural perspectives
 participate appropriately as listener and speaker, in discussions, conversations, debates and group presentations
 listen and respond appropriately to instructions, questions and explanations
 use speech responsibly to inform, entertain and influence others
 use an increasing vocabulary and more complex sentence structures with a high level of specificity
 show open-minded attitudes when listening to other points of view
 uses oral language confidently, appropriately and accurately.
 is able to role play different characters.

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 Written communication: reading and writing
 identify and describe elements of a story - plot, setting, characters, theme - and explain how they contribute to its effectiveness
 distinguish between fact and opinion, and reach their own conclusions about what represents valid information
 consistently and confidently use a range of resources to find information and support their inquiries
 participate in collaborative learning, considering multiple perspectives and working with peers to co-construct new understanding
 use the internet responsibly and knowledgeably, appreciating its uses and limitations
 read a wide range of texts confidently, independently and with understanding
 work in cooperative groups to locate and select texts appropriate to purpose and audience
 participate in class, group or individual author studies, gaining an in-depth understanding of the work and style of a particular author and appreciating
what it means to be an author
 identify genre (including fantasy, biography, science fiction, mystery, historical novel) and explain elements and literary forms that are associated with
different genres
 appreciate structural and stylistic differences between fiction and non-fiction; show understanding of this distinction when structuring their own writing
 reads independently, fluently, with understanding
 reads for different purposes (pleasure, instruction, information)
 uses dictionaries to find information

Visual communication: viewing and presenting

 reflect on ways in which understanding the intention of a visual message can influence personal responses.
 view and critically analyse a range of visual texts, communicating understanding through oral, written and visual media
 realize that individuals interpret visual information according to their personal experiences and different perspectives
 show how body language, for example, facial expression, gesture and movement, posture and orientation, eye contact and touch, can be used to achieve
effects and influence meaning
 apply knowledge of presentation techniques in original and innovative ways; explain their own ideas for achieving desired effects
 analyse the selection and composition of visual presentations; select examples to explain how they achieve a particular impact, for example, dominant
images, use of colour, texture, symbolism
 uses visual images to express own ideas and interpret the ideas of others

Mathematics GR 5

Overall Expectations:
Students will collect, organize and display data for the purposes of valid interpretation and communication. They will be able to use the mode, median, mean and
range to summarize a set of data. They will create and manipulate an electronic database for their own purposes, including setting up spreadsheets and using
simple formulas to create graphs. Learners will understand that probability can be expressed on a scale (0-1 or 0%-100%) and that the probability of an event can
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be predicted theoretically.
Students will understand that a range of procedures exists to measure different attributes of objects and events, for example, the use of formulas for finding area,
perimeter and volume. They will be able to decide on the level of accuracy required for measuring and using decimal and fraction notation when precise
measurements are necessary. To demonstrate their understanding of angles as a measure of rotation, the learners will be able to measure and construct angles.
Students will understand the properties of 2D shapes and understand that 2D representations of 3D objects can be used to visualize and solve problems in the real
world, for example, through the use of drawing and modelling.
Students will apply the language and notation of bearing to describe direction and position. They will understand that patterns can be represented, analyzed and
generalized using algebraic expressions, equations or functions. They will use words, tables, graphs and, where possible, symbolic rules to analyse and represent
patterns. The students will continue to use their understanding of pattern and function to represent and make sense of real-life situations and to solve problems
involving the four operations.
Students will understand that the base 10 place value system extends infinitely in two directions and will be able to model, compare, read, write and order
numbers to millions or beyond, as well as model integers. They will develop an understanding of ratios. They will understand that fractions, decimals and
percentages are ways of representing whole-part relationships and will work towards modelling, comparing, reading, writing, ordering and converting fractions,
decimals and percentages. They will use mental and written strategies to solve problems involving whole numbers, fractions and decimals in real-life situations,
using a range of strategies to evaluate reasonableness of answers.
Number:
 Identify different number systems
 Partition any number up to one million into thousands, hundreds, tens and units
 Multiply and divide any number from 1 to 1000000 by 3-digit numbers
 Round four-digit numbers to the nearest 10,100 or 1000
 Round a number with one or two decimal places to the nearest whole number
 Order and compare numbers up to a million using the > and < signs
 Order and compare negative and positive numbers on a number line and temperature scale
 Recognise equivalence between fractions
 Change an improper fraction to a mixed number. Order mixed numbers and place between whole numbers on a number line
 Understand percentage as the number of parts in every 100 and find simple percentages of quantities
 Express halves, tenths and hundredths as percentages
 Use ratio to solve problems
 Know multiplication and division facts for the 2 times to 11 times tables
 Find factors of two-digit numbers
 Count on and back in thousands, hundreds, tens and ones to add or subtract
 Multiply multiples of 10 to 90, and multiples of 100 to 900, by a single-digit number
 Multiply by 19 or 21 by multiplying by 20 and adjusting
 Identify different number systems
Measurement:
 Read, choose, use and record standard units to estimate and measure length, mass and capacity
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  Convert larger to smaller metric units
 Round measurements to the nearest whole unit
 Recognise and use the units for time (seconds, minutes, hours, days, months and years)
 Tell and compare the time using digital and analogue clocks using the 12-hour and 24-hour clocks. Calculate time intervals in seconds, minutes and hours
using digital or analogue formats
 Use a calendar to calculate time intervals in days, weeks, months or years
 Measure and calculate the perimeter of regular or irregular polygons
 Understand area measured in square units (cm2; m2, km2...) Use the formula for the area of a rectangle and square to calculate the rectangle's and square's
area
Shape and space:
 Identify and describe properties of triangles and classify as isosceles, equilateral, right-angled or scalene
 Recognise reflective and rotational symmetry in regular polygons
 Visualise 3D shapes from 2D drawings and nets
 Recognise perpendicular and parallel lines in 2D shapes, drawings and the environment
 Understand and use angle measure in degrees; identify, describe and estimate the size of angles and classify them as acute, right or obtuse. Calculate angles
in a straight line
Pattern and function:
 Describe and continue number sequences; identify the relationships between numbers
 Identify simple relationships between shapes
 Add or subtract three two- or three-digit numbers using a written method
 Multiply or divide three-digit numbers by single-digit or two-digit numbers
 Multiply two-digit numbers with one decimal place by single-digit numbers,
 Divide three-digit numbers by single-digit numbers, including those with a remainder
 Using brackets to order operations and understand the relationship between the four operations
 Can solve word problems
Data handling:
 Organising, categorising and representing data by answering a set of related questions
 Draw and interpret frequency tables, pictograms and bar line charts. Consider the effect of changing the scale on the vertical axis
 Construct simple line graphs, e.g. to show changes in temperature over time

Visual Art
Students will be able to record ideas and processes, combine different techniques and become more and more independent in choosing concepts and materials
when executing piece of art. They will be able to identify different genres of visual art and understand the role of artist in different epochs and places. Students
will be aware of the elements and principles of art and they will become more knowledgeable in the field of art history.

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Music
Overall Expectations
Students will know where and how different styles of music are performed in the local community. They will compose their own piece of music based on source
of inspiration they choose themselves using different musical elements, also using their voices, different instruments and body percussion. They will know works
of a range of composers, describing the differences and similarities between their masterpieces. They will continue to develop their understanding of music from
different sources and cultures.

Drama
Drama explores how we express ourselves physically and vocally. In creating, students will learn how to explore the use of facial expressions, gestures,
movement, posture and vocal techniques to convey emotional or cultural meaning to both characters and stories. Student will be involved into a variety of
dramatic forms including creative movement, impersonation, improvisation, mask work, mime, musical, role play, pantomime, puppetry, re-enactment, scripted
drama, and skit. In responding, students will experience a wide variety of scripts and stories from different times, cultures and places and, where possible, access
live theatre performances and presentations. Students will have opportunities to present their creative work to an audience, to witness their peers in performance
and through this become critically aware audience members.

Physical Education

Overall Expectations
Students will acquire different exercises for different body parts. They will set individual goals, identify strategies and design a plan to enhance performance in
Olympic Games and different sports (ultimate frisbee, basketball, football, handball). They will be able to complete complex physical activities in a limited time.
Students will identify and analyze how interactions with others in different physical activities can bring enjoyment and personal growth. They will be able to
give positive feedback to their classmates. They will contribute positively in making pleasant environment for everyone to play, learn, and improve.

ICT+ Computer Science

Overall Expectations
Students will begin to create different graphs and pie charts for their units, organize a portfolio and reflect on their own learning by seeking feedback from
others. Students will be able to maintain an organized system of folders with a naming convention and record audio and video files with equipment. Students will
demonstrate safe use of technology and always respect copyright in terms of digital citizenship. Students download files from the internet and evaluate relevance

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and usefulness of web resources.
Computer Science
For Computer Science students use Scratch platform to code their own interactive stories, animations and games. In the process they learn to think creatively,
reason systematically, and work collaboratively-essential skills for everyone in today’s society. Scratch can be integrated across different subject areas and also
with program of inquiry.
Working platform- www.scratch.mit.edu

Robotics\STEAM

Overall expectations
Students will be able to develop logical and critical thinking skills, they will also engage in communication to solve given problems and generate new creative
ideas. Students will hone their individual motor skills, abilities to work as in a group as well in individuals. They will study how to stay focused, organized and
keep track of different information. Students will work on 3D modeling and printing (they will learn modeling and than print it, it is like digital and productive
design at the same time ) and Industrial Robots hand - DOBOT (they will simulate industrial robots line), These tools help students to keep factual knowledge
and 21 century skills, which includes ATL skills, especially critical thinking, information literacy and Collaboration.

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