PYP 4 | OurPlanet

PYP 4

PYP 4 PoI 2021-2022

The Primary Years Programme (PYP) presents schools with a comprehensive plan for high quality, international education.

It provides schools with a curriculum framework of essential elements — the knowledge, concepts, skills, attitudes, and action that young students need to equip them for successful lives, both now and in the future.

Schools work with the five elements to construct a rigorous and challenging primary curriculum for international education.
The PYP aims to create a curriculum that is engaging, relevant, challenging and significant for learners in the 3–12 age range. The curriculum is transdisciplinary, meaning that it focuses on issues that go across subject areas.

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Primary Years 4 – English Language

English is our shared language of instruction and communication. In a PYP school the focus is not just on learning language in isolation, but also on the application of language skills across the subject areas and throughout the Programme of Inquiry. Some language is taught as ‘stand-alone’, while other aspects of language are taught in the context of our Units of Inquiry.

We believe students learn best when they have opportunities to learn within meaningful contexts, and when the teaching is in response to students’ needs, interests and previous experiences. Students at OurPlanet come from a wide range of language and cultural backgrounds, which we view as a major asset to our learning community.

Students develop skills in the following strands of language learning :

Oral Language

Listening and Speaking

Visual Language

Viewing and Presenting

Written Language

Reading and Writing

What will students will be working on this year?

Listening and speaking (Securing phase 3 and starting phase 4)

Verbalize their thinking and explain their reasoning
Listen appreciatively and responsively, presenting their own point of view and respecting the views of others
Listen for a specific purpose in a variety of situations
Understand that ideas and opinions can be generated, developed and presented through talk; they work in pairs and groups to develop oral presentations
Argue persuasively and defend a point of view
Organize thoughts and feelings before speaking
Appreciate that language is not always used literally; understand and use the figurative language of their own culture
Understand that ideas and opinions can be generated, developed and presented through talk; they work in pairs and groups to develop oral presentations
Explain and discuss their own writing with peers and adults
Begin to paraphrase and summarize
Use a range of specific vocabulary in different situations, indicating an awareness that language is influenced by purpose, audience and context
Realize that grammatical structures can be irregular and begin to use them appropriately and consistently

Viewing and presenting (Securing phase 3 and starting phase 4)

With guidance, use the internet to access relevant information; process and present information in ways that are personally meaningful
Observe and discuss visual presentations; make suggestions about why they have been created and what the creator has been aiming to achieve
Realize that visual information reflects and contributes to the understanding of context
Discuss personal experiences that connect with visual images
Realize that visual presentations have been created to reach out to a particular audience and influence the audience in some way; discuss the effects used and how they might influence the audience
Describe personal reactions to visual messages; reflect on why others may perceive the images differently
Recognize and name familiar visual texts and explain why they are or are not effective, for example, advertising, logos, labels, signs, billboards
Design posters and charts, using shapes, colours, symbols, layout and fonts, to achieve particular effects; explain how the desired effect is achieved
Prepare, individually or in collaboration, visual presentations using a range of media, including computer and web-based applications
Discuss and explain visual images and effects using appropriate terminology, for example, image, symbol, graphics, balance, techniques, composition

Reading (Securing phase 3 and starting phase 4)

Read a variety of books for pleasure, instruction and information; reflect regularly on reading and set future goals
Distinguish between fiction and non-fiction and select books appropriate to specific purposes
Recognize the author’s purpose, for example, to inform, entertain, persuade, instruct
Use reference books, dictionaries, and computer and web-based applications with increasing independence and responsibility
Access information from a variety of texts both in print and online, for example, newspapers, magazines, journals, comics, graphic books, e-books, blogs, wikis
Know when and how to use the internet and multimedia resources for research
Understand that the internet must be used with the approval and supervision of a parent or teacher
Use reference books, dictionaries, and computer and web-based applications with increasing independence and responsibility
Know how to skim and scan texts to decide whether they will be useful, before attempting to read in detail
As part of the inquiry process, work cooperatively with others to access, read, interpret, and evaluate a range of source materials
Identify relevant, reliable and useful information and decide on appropriate ways to use it

Writing (Securing phase 3 and starting phase 4)

Organize ideas in a logical sequence
Reread, edit and revise to improve their own writing, for example, content, language, organization
Respond to the writing of others sensitively
Use appropriate punctuation to support meaning
Check punctuation, variety of sentence starters, spelling, presentation
Use a dictionary and thesaurus to check accuracy, broaden vocabulary and enrich their writing
Work cooperatively with a partner to discuss and improve each other’s work, taking the roles of authors and editors
Write for a range of purposes, both creative and informative, using different types of structures and styles according to the purpose of the writing
Work independently, to produce written work that is legible and well-presented, written either by hand or in digital format
Use a range of strategies to record words/ideas of increasing complexity
Work independently, to produce written work that is legible and well-presented, written either by hand or in digital format
Use increasingly accurate grammatical constructs

Primary Years 4 – Social Studies

The social studies component of the PYP is characterized by concepts and skills rather than by content. Therefore, OurPlanet ensures that a breadth and balance of social studies content is covered through the units of inquiry. The knowledge component of social studies in the PYP is arranged into five strands:

Human Systems and Economic Activities
Social Organization and Culture
Continuity and Change through Time

Human and Natural Environments
Resources and the Environment

These strands are concept-driven and are inextricably linked to each other. They also provide links to other subject areas of the PYP curriculum model.

What will students will be working on this year?

Social organization and culture (Age 7-9)

Explore how families influence the individual
Compare and contrast current family experiences with those of a previous generation
Describe the impact of communications technology on everyday communication

Resources and the Environment (Age 7-9)

Compare the design of structures in various locations in relation to the natural environment
Identify geographical and environmental factors that influence the design of structures in various locations
Critique the impact of a structure on the natural environment

Continuity and Change Through Time (Age 7-9)

Locate on a globe or map his or her place in the world, and its relationship to various other places
Use a variety of resources and tools to gather and process information about various regions and different ways of representing the world
Explain how people’s perceptions and representations of place have changed over time
Represent people, events and places chronologically
Compare and contrast current family experiences with those of a previous generation
Explore scientific and technological developments that help people understand and respond to the changing Earth

Human Systems and Economic Activities (Age 7-9)

Identify responsibilities people have in different workplaces
Construct visual representations (for example, graphs, charts, diagrams, timelines, pictorial maps) to clarify relationships within a workplace
Work in a group to establish a shared vision and purpose for the class
Identify the services and the users of these services in the local community
Gather data (for example, survey) in order to identify current and future needs to support the community
Apply his or her knowledge to plan services for the local community

Skills

Formulate and ask questions about the past, the future, places and society
Use and analyse evidence from a variety of historical, geographical and societal sources
Orientate in relation to place and time
Identify roles, rights and responsibilities in society
Assess the accuracy, validity and possible bias of sources

Primary Years 4 – Mathematics

In the IB Primary Years Programme (PYP), mathematics is also viewed as a vehicle to support inquiry, providing a global language through which we make sense of the world around us. It is intended that students become competent users of the language of mathematics, and can begin to use it as a way of thinking, as opposed to seeing it as a series of

facts and equations to be memorized. The aim of our Mathematics programme is to develop students into confident mathematical thinkers, with a sound knowledge of number and the creativity to apply this knowledge to solve problems in many ways.

Instruction and assessment of Mathematics is organised around 4 strands/skills:

Number
Pattern and Function
Data Handling

Measurement
Shape and Space

What will students will be working on this year?

Number (Phase 3)

Model numbers to hundreds or beyond using the base 10 place value system
Estimate quantities to 100 or beyond
Use the language of addition and subtraction, for example, add, take away, plus, minus, sum, difference
Model addition and subtraction of whole numbers
Develop strategies for memorizing addition and subtraction number facts
Estimate sums and differences
Read and write whole numbers up to hundreds or beyond
Describe mental and written strategies for adding and subtracting two-digit numbers
Use whole numbers up to hundreds or beyond in real-life situations
Use fast recall of addition and subtraction number facts in real-life situations
Use mental and written strategies for addition and subtraction of two- digit numbers or beyond in real-life situations

Pattern and Function (Phase 3)

Understand that patterns can be analysed and rules identified
Understand that multiplication is repeated addition and that division is repeated subtraction
Understand the inverse relationship between multiplication and division
Describe the rule for a pattern in a variety of ways
Represent rules for patterns using words, symbols and tables
Use number patterns to make predictions and solve problems

Data Handling (Phase 3)

Select appropriate graph form(s) to display data
Understand that scale can represent different quantities in graphs
Collect, display and interpret data using simple graphs, for example, bar graphs, line graphs
Design a survey and systematically collect, organize and display data in pictographs and bar graphs
Select appropriate graph form(s) to display data
Understand that data can be collected, displayed and interpreted using simple graphs, for example, bar graphs, line graphs
Understand that one of the purposes of a database is to answer questions and solve problems
Identify, read and interpret range and scale on graphs

Measurement (Phase 3)

Use standard units of measurement to solve problems in real-life situations involving length, mass, capacity, money and temperature
Understand the use of standard units to measure, for example, length, mass, money, time, temperature
Understand that tools can be used to measure
Understand that time is measured using universal units of measure, for example, years, months, days, hours, minutes and seconds
Read and write digital and analogue time on 12-hour and 24-hour clocks
Use timelines in units of inquiry and other real-life situations

Shape and Space (Phase 3)

Understand the common language used to describe shapes
Understand the properties of regular and irregular polygons
Sort, describe and model regular and irregular polygons
Describe and model congruency and similarity in 2D shapes analyse and describe 2D and 3D shapes, including regular and irregular polygons, using geometrical vocabulary
Identify, describe and model congruency and similarity in 2D shapes
Understand that lines and axes of reflective and rotational symmetry assist with the construction of shapes
Understand an angle as a measure of rotation
Understand that visualization of shape and space is a strategy for solving problemss
Sort, describe and model regular and irregular polygons
Analyse angles by comparing and describing rotations: whole turn; half turn; quarter turn; north, south, east and west on a compass

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Primary Years 4 – English Language

Primary Years 4 – Social Studies

Primary Years 4 – Mathematics

Primary Years 4 – Science

Primary Years 4 – Arabic A

Primary Years 4 – Arabic B

Primary Years 4 – Arts

Primary Years 4 – Physical Education

Curriculum