PRIMARY
General Primary Information- Teaching and Learning
- Curriculum Map
- Primary Staff
TEACHING, THINKING & LEARNING
The following three documents highlight the principles that underpin all that the teachers work towards with the pupils at ISB.
TEACHING
"Children are entitled to an environment where they feel secure and comfortable, where their contributions are valued and there is respect for any differences in others arising from race, gender, ability or disability and learning styles."
We will encourage this by :
Communication :
· regularly assess pupils' progress using both formative and summative planned assessments, (including pupil self-assessment), which are free from discrimination and related to what has been taught in the classroom, whilst providing clear diagnostic feedback to aid future planning, setting of targets and progress;
· set challenging targets for and with pupils, which will take into account their knowledge, experiences, interests, weaknesses and strengths, learning styles and intelligence;
Creativity :
· offer a curriculum that provides continuity, progression and rigour;
Cultural and environmental understanding
· Where possible build on the knowledge, interests and cultural experiences of the pupils, this needs to be integrated into planning;
Personal, social and health :
· create a teaching environment which ensures all pupils are included and their needs are catered for;
· develop and sustain an environment where the development of pupil's self esteem, confidence and high personal expectations are nurtured;
· provide an environment where pupils take responsibility for their own actions and where all forms of bullying and harassment are not tolerated;
Learning Styles :
· use differentiation and individual targets to ensure that each pupil is challenged;
· recognise and use a range of teaching and organizational approaches to address the variety of learning styles and intelligences of our pupils.
THINKING
"Good thinkers aren't born, they're made." (Edward De Bono)
At ISB we will promote this through
Creativity :
· plan questions to challenge all ways of thinking; questions that encourage children to go beyond given knowledge and allow them to use their imagination and explore any possibility in all areas of the curriculum ;
Personal, social and health :
· make children aware of a range of thinking skills and help them to develop independent strategies that work for them ;
· provide a classroom climate that will encourage children to doubt, challenge and make mistakes in a planned and supported way ;
Learning Styles :
· Provide an environment where children are given opportunities to develop and explore thinking skills in a variety of visual, auditory and kinaesthetic way ;
· Ensure that we are aware of each child's particular abilities and ensure that appropriate experiences (De Bono, Bloom, Gardener etc) are provided to promote each child's potential ;
· Provide students with the resources and skills to cope with these different ways of thinking.
LEARNING
At ISB we want children...
"To grow up as competent and confident learners and communicators, healthy in mind, body and spirit, secure in their sense of belonging and the knowledge that they make a valued contribution to society. (Patricia A McGee)
Children will learn :
Communication :
· listen and communicate, both verbally and non verbally with other children and adults;
· question and offer theories about the world around them ;
· collaborate in the setting of targets, which are achievable and challenging and that build on their knowledge, experiences, interests, weaknesses and strengths;
Creativity :
· develop creativity and problem solving skills across the curriculum ;
Cultural and environmental understanding :
· share and build on their interests and cultural experiences of their family, home country and beyond ;
· understand and appreciate other cultures and their diversity ;
· actively participate in and learn about environmental conservation ;
Personal, social and health:
· take responsibility for their own actions within the learning environment, including conflict resolution ;
· develop self esteem, self confidence and high personal expectations ;
· understand the need for personal hygiene and keeping oneself safe ;
· be aware of the need for regular physical exercise and a healthy diet ;
Learning styles:
· be aware of learning outcomes ;
· Recognize how to use their learning styles and multiple intelligences effectively.
PRIMARY CURRICULUM OVERVIEW
Foundation
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Term 1 |
Term 2 |
Term 3 |
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Pre K |
Who am I? (This broad theme will continue all year as it will develop following the current interests of the children making it appropriate to their personal development and learning) |
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K |
My World |
People and Places |
Creatures and Characters |
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(This broad theme will continue all year as will develop following the current interests of the children making it appropriate to their personal development and learning) |
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R |
Life |
Sound music and Expression |
Journeys |
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(Themes are flexible and may continue longer than expected. The theme will be developed following the current interests and enthusiasm of the children and will be appropriate to their personal development and learning) |
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Year 1
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Term 1 |
Term 2 |
Term 3 |
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1 |
Theme: Ourselves and the world around us |
Theme: Childhood pleasures and treasures |
Theme: Structures |
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Exploring and Understanding the world: Ourselves and our senses Plants My Family Barnaby Bear Creative Development: Self Portraits Physical development, Health and Well being: Eat more Fruit and Vegetables; Fundamental motor skills, Ball handling skills. Trip: BSB/Tasek Lama |
Exploring and Understanding the world: Materials and their uses; Pushing and pulling Forces and movement Toys Creative Development: Investigating Materials Trip: Arts and Handicraft Centre and Malay Technology Museum |
Exploring and Understanding the world: Light Sound Homes Plans Our local area Creative Development: Sculpture Homes/Playgrounds Trip: Tutong |
Year 2
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Term 1 |
Term 2 |
Term 3 |
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2 |
Exploring and Understanding the World Science ¨ Plants and animals in the local environment ¨ Variation (comparisons/measuring plants & animals, including humans) ¨ Materials and their changes History: ¨ The Great Fire of London (HQCA 5) Communication and language development Literacy: ¨ Everyday/Familiar Stories ¨ Writing Instructions ¨ Poetry (Patterns on the page) Creative Development ¨ Basic colour mixing/ adding black and white ¨ Collage using natural materials ¨ Moving Mini beast ¨ Jungle pictures (camouflage) ¨ Artist study - van Gogh (painting, collage - using different textures) ¨ Class Mural of Great Fire of London Trip: Berakas Forest Reserve (Science) Fire Station (History) |
Exploring and Understanding the World Geography: ¨ Barnaby Bear around the world (GQCA 5) ¨ Contrasting Locality Study(GQCA 22) Science ¨ Using Electricity Communication and language development Literacy: ¨ Reading/Writing Traditional Stories ¨ Information Texts + Explanations (write an info booklet about a different country) ¨ Poetry (Really Looking) Creative Development ¨ Art activities based on B Bear country studies (eg, pasta art, block printing, safari sunset silhouette, make a piñata or sombrero) ¨ Intro chn to foods from diff countries ¨ Different art genres for contrasting country studies (eg, weaving from Kuwait) ¨ Exploring + developing ideas Trip: Malay Tech museum (as part of Materials/GFL topics - done at the beginning of term 2 carried over from term 1) ????? |
Exploring and Understanding the World Geography ¨ Island Homes (GQCA 3) History: ¨ Florence Nightingale (HQCA4) Science: ¨ Forces and Movement ¨ Health Communication and language development Literacy: ¨ "Katie Morag" stories (Living on an Island) ¨ Extended stories/Significant Authors Different stories by the same author (Roger Hargreaves -Mr Men and Little Miss) ¨ Poetry (Silly Stuff) Creative Development ¨ Artist Study - Matisse (body shape) ¨ Children work collaboratively to create a 3D island - papier-mâché, simple building design and making Puppets (Famous People) Trip: JPMC or Berakas Garrison (History) |
Year 3
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Term 1 |
Term 2 |
Term 3 |
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3 |
Exploring and understanding the world Ancient Egypt (History/Geography) |
Exploring and understanding the world Our Environment |
Exploring and understanding the world Weather/Dinosaurs/Volcanoes/ |
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Exploring and understanding the world Science: Teeth and healthy living/ light and shadows Communication and language development Literacy: Instructions, myths, Poems and Poetry Creative Development: Art: Modroc models of faces for Ancient Egyptian masks : Mosaics Silhouettes, Making shadow puppets. : stained glass effects Trip: Health Promotions Centre |
Where we live (Environment) Our local area/environment How we can investigate & improve our local area (GQCA 6, 8 & 21)/Weather around the world (GQCA7) Exploring and understanding the world Science: Plants and how they grow well Communication and language development Literacy: Diary, recount, letters, fables and Fairytales, instructions Creative Development: Art: 3-D sculpture : Texture using fabrics Junk/paper sculptures. : Trash To Panache projects. Trip: Kampong Ayer River |
Exploring and understanding the world Prehistory and dinosaurs Volcanoes and Earthquakes. Exploring and understanding the world Science: Weather/ rocks and soil/ Communication and language development Literacy: Play scripts/ myths and legends Creative Development: Art : : Islamic geometric patterns Trips: Mosque Brunei museum- Islamic gallery. |
Year 4
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Term 1 |
Term 2 |
Term 3 |
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4 |
Ancient Greece - Exploring and understanding the world |
Connecting ourselves to the world (GQCA 18) Exploring and understanding the world |
Village Settlers - Kampong Ayer. Exploring and understanding the world |
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Ancient Greece. (HQCA 14 & 15) Exploring and understanding the world Exploring and understanding the world: Habitats/ Keeping warm Communication and language development Stories with historical settings, play scripts /information texts/poetry and stories which raise issues Creative Development: Greek Art e.g. Vases and plates (Line and pattern, Modroc models of faces for Ancient, DT - Take a Seat. Greek masks, Trip: Bukit Shah Bandar (Local Habitats) |
Exploring and understanding the world: Moving and growing/friction Communication and language development Stories set in Imaginary Worlds, poetry, newspapers and explanation texts. Creative Development: Making moving-part books about skeletons(DT) and Viewpoints Trip: Oil, Gas and Discovery centre |
Exploring and understanding the world: How can we find out about the history of Kampong Ayer? (HQCA 18/elements of 6c) Exploring and understanding the world: Solids and liquids/circuits and conductors Communication and language development: Poetry, stories from other cultures, persuasive writing Creative Development: Drawing and making kampong Ayer houses, Money containers and Light it up. Trip: Kampong Ayer Water Village School Kampong Ayer Cultural Visitors Centre |
Year 5
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5 |
Water (Environment) |
Explorers (History) |
Contrasting locations (Geography) |
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Exploring and understanding the world Social studies Water/ Rivers (GQCA 11 /GQCA 14) Science Keeping healthy/ Changing state Communication and language development Literacy Stories by Significant authors, Instructions/ Poetry Creative Development Art: David Hockney/Water/ Pattern Cognitive and logical-mathematical development 100 Numeracy hours Block 1 Units A-E Trip: Mentiri Water Treatment Plant Overnight camp to Sumbiling Eco Village |
Exploring and understanding the world Social Studies What were the effects of Tudor exploration (HQCA 19) Science :Space/Life cycles Communication and language development Literacy Recounts/ Traditional stories -myths and Legends/ Creative Development Art/DT: Packaging/Boat Building Cognitive and logical- mathematical development 100 Numeracy hours Block 2 Units A-E |
Exploring and understanding the world Social Studies A Village in India: Villages around the world (GQCA 10) Science gases /sound Communication and language development Literacy Persuasive writing/Older literature/Film Narrative Creative Development Art: Rangoli Cognitive and logical- mathematical development 100 Numeracy hours Block 2 Units A-E |
Year 6
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Term 1 |
Term 2 |
Term 3 |
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6 |
Rainforests (Environment) Exploring and understanding the world |
Africa (Geography) Exploring and understanding the world |
WWII (History) Exploring and understanding the world |
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What can we learn about recent history from studying the life of a famous person? (Short Unit - QCA 20) Rainforests (GQCA 15 mountains - adapted) Science: Interdependence and adaptation/ Micro-organisms/Light Communication and language development Literacy: Using research/biography and autobiography/narrative/ non-chronological reports/dairy writing/arguments and persuasion/ poetry (Rainforest poetry and Shakespeare)/ journalism Creative Development Art: Rainforest collage/Henri Rousseau paintings/Black and white portraits of famous people (tone and shade) Cognitive and logical-mathematical development !00 Numeracy hours Block 1 Units A-E Trip: Tasek Lama/Residential |
Africa (GQCA 13 - inquiry learning - adapted/ elements from GQCA12/20) Science: More about dissolving/ reversible and irreversible change Communication and language development Literacy: Research/Film script/balanced reports and discussions/ poetry writing Creative Development Art: Making backdrops and props for video/Pointillism - painting an African sunset/clay pot -decorate with African pattern/ Paste stenciling Cognitive and logical-mathematical development !00 Numeracy hours Block 2 Units A-E Trip: Gadong |
What was it like for children in WW2? (HQCA 9) Science: Forces/changing circuits Communication and language development Literacy:Narrative/report/explanation/personal and formal letters/established author/compare novel and film Creative Development Art: Drawing and enlarging black and white pictures/ designing and making structures Cognitive and logical-mathematical development !00 Numeracy hours Block 3 Units A-E |
Click here to download Curriculum Map pdf file
PRIMARY SCHOOL STAFFING 2011-2012
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PRIMARY SENIOR MANAGEMENT TEAM |
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Darren Sibley |
Sheila Crocker |
John Holmes |
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PRIMARY LEADERS FOR LEARNING |
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Phil Doyle |
Julie Smith |
William Lowe |
Monita Kurian |
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Richard Moss |
Neil Smith |
Charlotte Baird |
Jodie Fletton |
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Clare Doyle
Head of Learning Support
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PRIMARY YEAR GROUP LEADER |
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John Holmes |
Jude Marriott |
Kate Pendlenton |
Charlotte Baird |
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Lauren Cameron |
Yvonne Hayward |
Brent Rowe |
Willi - Anne |
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PRIMARY TEACHERS |
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PRE-KINDY |
KINDY Monita Kurian |
RECEPTION |
YEAR 1 |
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YEAR 2 |
YEAR 3 |
YEAR 4 |
YEAR 5 |
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YEAR 6 |
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