PRIMARY
Curriculum- Kindy and Pre-Kindy
- Reception
- Year 1
- Year 2
- Year 3
- Year 4
- Year 5
- Year 6
- Curriculum Subjects
- Ugama
- ICT
Pre-Kindergarten (PK)
Pre-Kindergarten provides limited places for children who are aged between 2 and 3 years of age on entry. They must be 2 years old by 31st August if starting Pre-Kindergarten that academic year. A qualified early childhood/care specialist manages the Pre-Kindergarten room. We aim to provide a caring environment, where a child's first experiences of separation from parents are positive and constructive, whilst laying the foundations of early learning skills.
All offers of a place are conditional upon a probationary period of at least four weeks to ensure that your child has settled in and we are able to meet his/her needs.
Parents should register their child(ren) with the school office to ensure a place on the waitlist for spaces.
Kindergarten
Children are generally admitted to Kindergarten KI, KS or KB who are aged 3 and 4 years. They must be 3 years old by 31st August if starting Kindergarten that academic year.
Children entering Kindergarten must be toilet trained and be able to make their needs known.
Children who are not 3 years old prior to 31st August will not normally be offered a place in Kindergarten until the following academic year. Teachers may advise whether or not children in Pre-Kindergarten are ready to move to Kindergarten.
All offers of a place are conditional upon a probationary period of at least four weeks to ensure that your child has settled in and we are able to meet his/her needs.
The first days
At the beginning of Term 1 Pre-Kindergarten and Kindergarten children will start school on a staggered entry. This staggered entry is a very important time as is enables the staff and your child to get to know each other quickly within a small group. There are new adults to meet, new children to relate to and new routines to learn, not to mention a whole new environment to get used to.
Developing independence
Please talk to your child about school before the first day. Be positive and loving. Do all you can to make your child happy and confident about separation. The staff are experienced and know how difficult this can be. They will do all they can to help your child settle without too many tears. There are staff available to speak to parents in Malay or Mandarin so please ask if you prefer to discuss your child's needs in these languages.
Adjustment is easier for the child and staff after the parents leave, so show by your words and actions that you are sure that school is a happy place, say a cheerful goodbye and leave. Your confidence will transfer to your child and thus instil a sense of security. If your child is upset and clinging, make a quick exit and ring us later if you are concerned. Children usually settle quickly and happily.
The developing child
At this young age, there is a great range of difference between children and the rate at which they mature. Some children will be ready for the demands of school at four years old while many others will not. It may be that your child would benefit from a shortened Kindergarten week to begin with; talk to the class teacher about this.
At the end of the day, children should be collected promptly from the Kindergarten by the parent/carer known to be responsible for that child. If you are unable to collect your child for any reason, please telephone the school office.
Some suggestions for Kindergarten preparation
- It is helpful for your child if he/she is able to:
- repeat his/her given name.
- begin to recognise his/her name on belongings (written in lower case letters i.e. Sarah not SARAH);
- undo school bag, screw drink bottle lid, put on lunch box lid;
- take off, put on outer garments, shoes;
- use toilet by his/herself and wash hands;
- use a hanky or tissue if required;
- help to put things away.
Curriculum
The content of the curriculum in Kindergarten and Reception is broadly based on the framework 'Curriculum Guidance for the Early Years Foundation Stage' published in 2008 by the UK Department for Children, Schools and Families. This framework directly supports the English National Curriculum, which begins the term after a child turns 5 years old.
Planning and teaching for the Foundation Stage is based on children's development in the six areas of learning outlined in the curriculum framework:
-
- Essentials for learning and life
- Communication and language development
- Cognitive and logical-mathematical development
- Exploring and understanding the world
- Physical development, health and well-being
- Creative development
At this young age Personal, social and emotional development underpins all other learning. Children need to be able to relate to adults and other children with whom they have daily contact.
This broad curriculum is taught through themes. Each theme will have a range of activities planned to specific learning outcomes, together with a range of free choice play activities.
Learning through Play
Although teaching at this age is based on a curriculum framework, it is important to remember that children at this age learn best by doing and playing. The children in Pre-Kindergarten and Kindergarten will spend much of the time playing in a wide variety of situations, either individually, in peer directed activities or staff directed activities. Every play experience acts as a building block for learning. Play has been described as 'a child's work'. It is a natural form of expression, giving individual opportunities for:
-
- practising co-operation;
- resolving conflicts;
- solving problems;
- putting themselves in other people's places;
- becoming aware of other people's feelings;
- enjoyment.
Play for young children is not recreation activity... It is not leisure-time activity nor is escape activity....Play thinking time for young children. It is language time. Problem-solving time. It is memory time, planning time, investigating time. It is organization-of-ideas time, when the young child uses his mind and body and his social skills and all his powers in response to the stimuli he has met.
--James L. Hymes, Jr., child development specialist, author
Often, children do not look as if they are doing much when they are playing, but remember:
-
- when children are in the sandpit playing with sand they are learning about size, volume, texture, testing ideas and working together;
- when children are playing on the floor with construction toys they are learning about concentrating, measuring, choosing appropriate materials, patterns, investigating and experimenting;
- when children are playing with the play dough they are learning about manipulating materials, sharing with others, making comparisons, using their imagination, appreciating the work of others and communicating.
Swimming
Kindergarten children make use of the school pool each week, practising water confidence and water safety.
Library and Music
Library and music activities are an important part or our work. Both these activities take place for the Kindergarten children within the classroom.
How can parents help support their child's learning at home?
-
- Talk with them and discuss their questions as they arise
- Encourage them to concentrate on games and activities for more than just a few moments
- Encourage them to practise using scissors (in a safe way), glue and paint too if you have time, the space and the energy!
- Share and talk about books with them - a book at bedtime is wonderful routine to establish!
- Give them plenty of opportunity to use pencils and crayons.
- Monitor TV viewing
- Ensure a good night's sleep!
More suggestions
Once your child is settled, if you are able to become involved during school hours in some way we are sure your child would love to see you. This can help to link home and school, providing a family talking point to which the child can contribute and relate. Please ask your child's class teacher.
Show interest in work done at school and brought home. Much of the young child's work is not written or formally recorded so information about practical activities will only come gradually while casually talking. Encourage your child to talk about his/her day and any highlights or difficulties he/she may be encountering.
Parent/teacher communication
The school encourages an 'open door' policy in the Pre-Kindergarten and Kindergarten. Informal discussion about your child can take place whenever the need arises but we would ask you to avoid lengthy discussions with the teacher at the start of the day. The end of the day is more suitable for specific concerns; please ask the teacher for an appointment.
Birthdays
Whilst we are happy to share in your child's birthday celebrations, perhaps with a cake, please understand that we are unable to host birthday parties at school and prefer not to hand out party bags.
|
Term |
Theme |
Newsletters |
|
Term 1 |
Pre kindy: Who am I? Kindy: My World (The theme will be developed following the current interests and enthusiasm of the children and will be appropriate to their personal development and learning) |
Welcome Newsletter Pre-Kindy Pre Kindy curriculum letter term 1 Welcome Newsletter Kindy Kindy curriculum letter term 1 |
|
Term 2 |
Pre kindy: Who am I? Kindy: People and Places (The theme will be developed following the current interests and enthusiasm of the children and will be appropriate to their personal development and learning) |
Pre Kindy curriculum letter term 2 Kindy term 2 newsletter Kindy curriculum letter term 2 |
|
Term 3 |
Pre kindy: Who am I? Kindy: Creatures and Characters (The theme will be developed following the current interests and enthusiasm of the children and will be appropriate to their personal development and learning) |
Reception
Children are admitted to Reception who are aged 4 and 5 years of age. They must be 4 years old by 31st August if starting Reception that year.The first days
At the beginning of Term 1 Reception children will start school on a staggered entry. This staggered entry is a very important time as is enables the staff and your child to get to know each other quickly within a small group. There are new teachers to meet, new children to relate to and new routines to learn, not to mention a whole new environment to get used to.
In Reception, to help children with the transition to a longer teaching day, parents are encouraged to collect their child at 11.45am for the first month only. Thereafter children will finish school a 12.45pm.
Developing independence
Please talk to your child about school before the first day. Be positive and loving. Do all you can to make your child happy and confident about separation. The staff are experienced and know how difficult this can be. They will do all they can to help your child settle without too many tears. There are staff available to speak to parents in Malay or Mandarin so please ask if you prefer to discuss your child's needs in these languages.
Adjustment is easier for the child and staff after the parents leave, so show by your words and actions that you are sure that school is a happy place, say a cheerful goodbye and leave. Your confidence will transfer to your child and thus instil a sense of security. If your child is upset and clinging, make a quick exit and ring us later if you are concerned. Children usually settle quickly and happily.
Some suggestions for getting ready for Reception
-
- It is helpful for your child if he/she is able to:
- repeat his/her given name.
- begin to recognise his/her name on belongings (written in lower case letters i.e. Sarah not SARAH);
- undo school bag, screw drink bottle lid, put on lunch box lid;
- take off, put on outer garments, shoes;
- use toilet by his/herself and wash hands;
- use a hanky or tissue if required;
- help to put things away.
Curriculum
The content of the curriculum in Kindergarten and Reception is broadly based on the framework 'Curriculum Guidance for the Early Years Foundation Stage' published in 2008 by the UK Department for Children, Schools and Families. This framework directly supports the English National Curriculum, which begins the term after a child turns 5 years old.
Planning and teaching for the Foundation Stage is based on children's development in the six areas of learning outlined in the curriculum framework:
-
- Essentials for learning and life
- Communication and language development
- Cognitive and logical-mathematical development
- Exploring and understanding the world
- Physical development, health and well-being
- Creative development
At this young age Personal, social and emotional development underpins all other learning. Children need to be able to relate to adults and other children with whom they have daily contact.
This broad curriculum is taught through themes. Each theme will have a range of activities planned to specific learning outcomes, together with a range of free choice play activities.
Learning through Play
Although teaching at this age is based on a curriculum framework, it is important to remember that children at this age learn best by doing and playing. The children in Reception will spend much of the time playing in a wide variety of situations, either individually, in peer directed activities or staff directed activities. Every play experience acts as a building block for learning. Play has been described as 'a child's work'. It is a natural form of expression, giving individual opportunities for:
-
- practising co-operation;
- resolving conflicts;
- solving problems;
- putting themselves in other people's places;
- becoming aware of other people's feelings;
- enjoyment.
Play for young children is not recreation activity... It is not leisure-time activity nor is escape activity....Play thinking time for young children. It is language time. Problem-solving time. It is memory time, planning time, investigating time. It is organization-of-ideas time, when the young child uses his mind and body and his social skills and all his powers in response to the stimuli he has met.
--James L. Hymes, Jr., child development specialist, author
Often, children do not look as if they are doing much when they are playing, but remember:
-
- when children are in the sandpit playing with sand they are learning about size, volume, texture, testing ideas and working together;
- when children are playing on the floor with construction toys they are learning about concentrating, measuring, choosing appropriate materials, patterns, investigating and experimenting;
- when children are playing with the play dough they are learning about manipulating materials, sharing with others, making comparisons, using their imagination, appreciating the work of others and communicating.
The Phonics Programme
The phonics programme is introduced in Reception and continued into Year 1.
In Reception, the children are introduced to the letters and activities are based around them. Using multi-sensory approach children can learn and remember their phonics through movement, sound, and speech. It is an effective way of teaching as well as being fun!
The letters are not taught in alphabetical order, but in an order based on frequency of use. The early letters are easily combined to make simple words (this happens in Reception) and the letters that are easily confused are not taught too close together.
Swimming
Reception children make use of the school pool each week, practising water confidence and water safety.
Library and Music
Library and music activities are an important part or our work. Reception children visit the library each week. They also have a designated lesson in the Music Room.Additional specialist subjects for Reception
Reception also start specialist lessons for PE (Physical Education) and ICT (Information Communication Technology).
How can parents help support their child's learning at home?
-
- Talk with them and discuss their questions as they arise
- Encourage them to concentrate on games and activities for more than just a few moments
- Encourage them to practise using scissors (in a safe way), glue and paint too if you have time, the space and the energy!
- Share and talk about books with them - a book at bedtime is wonderful routine to establish!
- Give them plenty of opportunity to use pencils and crayons. If they are ready to write their name show them how to use a capital letter followed by lower case letters (for example, Peter not PETER). Writing their name in capital letters may confuse your child. Talk about letters they see around them using the names of the letter and the sound it makes (can you see a S for Supa Save?)
- Help them to count and use numbers in everyday situations (for example, when out shopping)
- Monitor TV viewing
- Ensure a good night's sleep!
More suggestions
Once your child is settled, if you are able to become involved during school hours in some way we are sure your child would love to see you. This can help to link home and school, providing a family talking point to which the child can contribute and relate. Please ask your child's class teacher.
Show interest in work done at school and brought home. Much of the young child's work is not written or formally recorded so information about practical activities will only come gradually while casually talking. Encourage your child to talk about his/her day and any highlights or difficulties he/she may be encountering. Reception parents, please feel free to comment in your child's home reader notebook.
Parent/teacher communication
The school encourages an 'open door' policy in the Reception. Informal discussion about your child can take place whenever the need arises but we would ask you to avoid lengthy discussions with the teacher at the start of the day. The end of the day is more suitable for specific concerns; please ask the teacher for an appointment.
Birthdays
Whilst we are happy to share in your child's birthday celebrations, perhaps with a cake, please understand that we are unable to host birthday parties at school and prefer not to hand out party bags.
|
Term |
Theme |
Newsletters and useful weblinks |
|
Term 1 |
Life (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) |
Reception welcome newsletter
Useful websites: |
|
Term 2 |
Sound And Music (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) |
Reception Curriculum Overview Term 2 Useful websites: |
|
Term 3 |
Journeys (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) |
Reception Curriculum Overview Term 3 Useful websites: |
|
Term and Theme |
Overview |
Newsletter and useful weblinks |
|
Term 1 Ourselves and the World Around Us |
Exploring and Understanding the world: Ourselves and our senses, plants, my family, Barnaby Bear
Communication and Language Development: Stories with familiar settings and from a range of cultures. Creative Development: Self Portraits
Physical development, Health and Well being: Eat more Fruit and Vegetables Trip: BSB/ Tasek Lama |
Year 1 welcome newsletter Year 1 Curriculum Outline Term 1 Useful websites: http://www.ictgames.com/10pipe.html (number bonds) http://www.ictgames.com/ (phonics) (growing) http://www.bbc.co.uk/schools/scienceclips/ (growing) |
|
Term 2 Childhood Treasures and Pleasures |
Exploring and Understanding the world: Materials and their uses, pushing and pulling, forces and movement, toys Communication and Language Development: Traditional and Fairy Tales Creative Development: Investigating Materials Trip: Arts and Handicraft Centre and Malay Technology Museum |
Year 1 Curriculum Outline Term 2 Useful websites: http://www.bbc.co.uk/schools/numbertime (Maths) http://www.ictgames.com/resources.html (number games) http://www.firstschoolyears.com/literacy/ (word games with vowel sounds) (push and pull) http://www.bbc.co.uk/schools/ (push and pull) |
|
Term 3 Structures |
Exploring and Understanding the world: Light, sound, homes, plans, our local area Communication and Language Development: Stories about fantasy worlds Creative Development: Sculpture, homes, playgrounds Trip: Tutong |
Year 1 Curriculum Outline Term 3 Useful websites: http://www.hitentertainment.com/artattack/ (creative ideas) http://www.ictgames.com/dinosaursEggs/index.html (high frequency words) (light and dark) http://www.bbc.co.uk/schools/scienceclips/ (sound) http://www.bbc.co.uk/schools/scienceclips/ (light and dark) |
|
Term and Theme |
Overview |
Newsletter and useful weblinks |
|
Term 1 Ourselves and the World Around Us |
Exploring and Understanding the world: Ourselves and our senses, plants, my family, Barnaby Bear
Communication and Language Development: Stories with familiar settings and from a range of cultures. Creative Development: Self Portraits
Physical development, Health and Well being: Eat more Fruit and Vegetables Trip: BSB/ Tasek Lama |
Year 2 welcome newsletter Year 2 Curriculum Outline Term 1 Useful websites: http://www.ictgames.com/10pipe.html (number bonds) http://www.ictgames.com/ (phonics) (growing) http://www.bbc.co.uk/schools/ (growing) |
|
Term 2 Childhood Treasures and Pleasures |
Exploring and Understanding the world: Materials and their uses, pushing and pulling, forces and movement, toys Communication and Language Development: Traditional and Fairy Tales Creative Development: Investigating Materials Trip: Arts and Handicraft Centre and Malay Technology Museum |
Year 2 Curriculum Outline Term 2 Useful websites: http://www.bbc.co.uk/schools/numbertime (Maths) http://www.ictgames.com/resources.html (number games) http://www.firstschoolyears.com/literacy/ (word games with vowel sounds) (push and pull) http://www.bbc.co.uk/schools/scienceclips (push and pull) |
|
Term 3 Structures |
Exploring and Understanding the world: Light, sound, homes, plans, our local area Communication and Language Development: Stories about fantasy worlds Creative Development: Sculpture, homes, playgrounds Trip: Tutong |
Year 2 Curriculum Outline Term 3 Useful websites: http://www.hitentertainment.com/artattack/ (creative ideas) http://www.ictgames.com/dinosaursEggs/index.html (high frequency words) (light and dark) http://www.bbc.co.uk/schools/scienceclips (sound) http://www.bbc.co.uk/schools/scienceclips (light and dark) |
|
Term and Theme |
Overview |
Newsletters and useful weblinks |
|
Term 1 Ancient Egypt |
Exploring and Understanding the world: History: Ancient Egypt Science: Teeth and healthy living, plan and help prepare simple healthy meals, light and shadows D&T: Jewellery making, sarcophagus masks Communication and Language Development: Instructions, myths, poems, poetry Creative Development: Modroc models faces for Ancient Egyptian masks, Silhouettes, Stained glass effect Trip: Health Promotions centre. Event: Egypt Day Event: Yr7 Teeth Visit |
Year 3 welcome newsletter Year 3 curriculum letter term 1 Useful websites: http://www.ancientegypt.co.uk/ (ancient Egypt) http://www.mathplayground.com/games.html (maths) |
|
Term 2 The Local Community |
Exploring and Understanding the world: Geography: Exploring local community, reading and making maps Science: Plants and how they grow well, collect data, analyse it and identify patterns D&T: Trash to Panache projects, 3D sculptures Communication and Language Development: Diary, recount, letters, fables and fairytales, instructions Creative Development: 3-D sculpture, texture using fabrics, junk sculptures. Trip: Kampong Ayer Event: Trash To Panache |
Year 3 Curriculum Outline Term 2 Useful websites: http://kids.nationalgeographic.co.uk/ (recycling) http://www.writingfun.com/ (writing) |
|
Term 3 Chocolate and Volcanoes |
Exploring and Understanding the world: Geography: Weather around the World, rocks and soils, volcanoes Science: Collect data, analyse it and identify patterns Communication and Language Development: Reading maps, postcards, posters comparisons. Creative Development: Islamic art, mosaics Trip: Jame'Asr Mosque Event: Chocolate Day |
Year 3 Curriculum Outline Term 3 Useful websites: (Maths) http://kids.nationalgeographic.com/ (volcanoes) http://www.weatherwizkids.com/ (weather) |
|
Term and Theme |
Overview |
Newsletters and useful weblinks |
|
Term 1 Local habitats and Ancient Greece |
Communication and Language Development: Information texts, play scripts, stories with historical settings and explanation texts. Exploring and Understanding the world: History: Ancient Greece Science: Habitats/ Keeping warm Creative development: Greek Art e.g Vases and plates, Line and pattern, Modroc models of faces for Ancient Greek masks and/or Ancient Greek vases using paper mache Trip: Bukit Shah Bandar (Local Habitats) |
Year 4 welcome newsletter Year 4 Curriculum Overview Term 1 Useful websites: (spelling) www.woodlandsjunior.kent.sch.uk/ (Greeks) http://www.bbc.co.uk/schools/ (Greeks) http://www.bbc.co.uk/schools/ (habitats) |
|
Term 2 Connecting ourselves to the world |
Communication and Language Development: Stories from other cultures, poetry, newspapers and stories set in an Imaginary World Exploring and understanding the world: Science: Moving and growing, friction Creative development: Designing and making moving parts books linked to moving and growing, viewpoints Trip: OGDC |
Year 4 Curriculum Overview Term 2 Useful websites: (spelling) http://www.bbc.co.uk/schools/ks2bitesize/ (friction) |
|
Term 2 Connecting ourselves to the world |
Communication and Language Development: Stories which raise issues and dilemmas, poetry and adverts/persuasive writing. Exploring and understanding the world: How can we find out about the history of Kampong Ayer? Science: Solids and liquids, circuits and conductors Creative development: Money Containers and Journeys Trip: Kampong Ayer Water Village and Visitors Centre |
Year 4 Curriculum Overview Term 3 Useful websites: (spelling) |
|
Term |
Overview |
Newsletters and useful weblinks |
|
Term 1 Water/ Rivers |
Exploring and Understanding the World: Science: Keeping health, changing state Communication and Language development: Recounts, instructions, myths and legends, poetry, stories by significant authors Creative development: David Hockney, water, pattern Trip: Mentiri Water Treatment Plant Camp: Sumbiling Eco Villag |
Year 5 welcome newsletter Year 5 Curriculum Overview Useful websites: (artist) http://www.bbc.co.uk/schools/ks2bitesize/science/ (Health) (spelling) |
|
Term 2 Exploration |
Exploring and Understanding the World: Science: Space, life cycles, D +T: Packaging, Boat Building, History: Exploration Communication and Language development: Recounts, stories from other cultures |
Year 5 Curriculum Overview Useful websites: http://www.bbc.co.uk/schools/ks2bitesize/ (Space) |
|
Term 3 Asia |
Exploring and Understanding the World: Science: Gases, Sound Geography: Asia Communication and Language development: Persuasive writing, poetry, film Narrative Creative development: Rangoli, Asian art |
Year 5 Curriculum Overview Term 3 Useful websites: http://www.kidsgeo.com/geography-games/ (Maps) http://www.bbc.co.uk/schools/ks2bitesize/science/ (science) |
Students Work
|
Term |
Overview |
Newsletters and useful weblinks |
|
Term 1 Impact |
Exploring and Understanding the World: History: Famous People - what can we learn about recent history from studying the life of a famous person? Geography: Rainforests - tropical/temperate, environmental issues (Global Warming). Communication and Language development: English: Using research, biography and autobiography, narrative, non-chronological reports, dairy writing, arguments and persuasion, poetry (Rainforest poetry and Shakespeare), journalism ICT: Word processing, analysing data and asking questions: using complex searches, multimedia presentations, control and monitoring - What happens when...? - using 'Crystal Rainforest'. French: Investigate the French speaking world, learn about the different regions in France, Alex et Zoé - Jules Verne's novels and the art of Gauguin and Matisse. Mandarin: Vocabulary and oral focus, developing knowledge of Chinese characters. Malay: 'Superstar Saya', 'House on Fire' Creative development: Essentials for learning and life: Role, responsibility & consequences of citizens in caring for the environment, events affecting individuals and society (GM Debate) Trip: Tasel Lama Visit. Camp: Tasek Merimbun. |
Year 6 welcome newsletter Year 6 Curriculum Overview Term1 Useful websites: www.epa.gov/globalwarming/kids/ (environmental issues) www.wwflearning.co.uk (environmental issues) www.foe.co.uk/learning/news/ (rainforests) www.zoo.pgh.pa.us/upload/File/ (environmental issues) http://ontario.on.ec.gc.ca/community/ (environmental issues) |
|
Term 2A Changing Africa |
Exploring and Understanding the World: History: Africa - How have foreigners influenced African culture over time? Explore the impact of tourism in developing countries from recent past to present. Geography: Africa - to understand how places fit within a wider geographical context; to identify countries in Africa; to investigate places; to compare similarities and differences between various African locations and our own, and understand bias and viewpoint; to develop an awareness of how places relate to each other; use ICT to access information Communication and Language development: English: Research, Film script, balanced reports and discussions, poetry writing ICT: Produce a non-fiction script for a video, use the video camera to record footage, edit original footage-Window Movie Maker, add titles to a video, add a commentary to a video, IWB usage. French: Talk about what they are going to do, describe a place and its weather, ask questions and deduce information's, talk about what they want to do/be later on, perform a French play. Mandarin: Food & drinks, likes & dislikes, stationery, rooms In the house. Malay: Speak formal Malay to communicate with peers and teacher during classroom activities, read and understand longer passages using a bilingual dictionary or glossary, writes short essays and passages with accurate grammar, tense and spelling, incorporating adjectives and pronouns. Essentials for learning and life: Recognise where conflicts might arise and suggest ways to resolve conflicts, raise awareness of prejudices in relation to Africa, to understand the role of charity organizations. Trip: Gadong - Town planning study |
Year 6 Curriculum Overview Term 2 Useful websites: www.africa-atlas.com (games for all) http://www.4learning.co.uk/sites/essentials (geography) http://www.enchantedlearning.com/ (Africa) http://www.oxfam.org.uk/education/ (African issues) http://www.google.com/mapmaker (mapping) |
|
Term 3 Contrast |
Exploring and Understanding the World: Science: Forces - compare mass and force History: WWII -What was it like for children in WWII? Geography: Who was at war with who? Where are these countries? Which countries did they occupy? Communication and Language development: English: Narrative, report, explanation, personal and formal letters, established author, compare novel and film ICT: World War 2 - look for propaganda in famous speeches on the internet. French: Talk about what they are going to do, describe a place and its weather, ask questions and deduce information's, talk about what they want to do/be later on, perform a French play. Mandarin: My Class, Nationality & Language, use a range of Chinese characters accurately in written work to express ideas. Malay: Speak formal Malay to communicate with peers and teacher during classroom activities, writes short essays and passages. Creative development: make World War 2 posters. Essentials for learning and life: Recognise where conflicts might arise and suggest ways to resolve conflicts, raise awareness of prejudices. Appreciate how events of the past have shaped the present world we live in. Events: RBRC Fun Day, Body Maths, Induction Day, Year 6 to 7 transition activites. |
Year 6 Curriculum Overview Term 3 Useful websites: http://www.primaryhomeworkhelp.co.uk/ (World war II) http://www.bbc.co.uk/history/ww2children (World war II) www.bbc.co.uk/schoolradio/history/ (World war II) http://www.woodlandsjunior.kent.sch.uk (World war II) http://history.acusd.edu/gen/ (World war II) |
|
Students Work Year 6 - Famous persons |
|
|
Essentials for learning and life Communication and language development: Including English, Modern Foreign Languages (Key Stage 1 - Malay, Key Stage 2 - Malay/French/Mandarin) and Information and Communications Technology Cognitive and logical-Mathematical development |
Exploring and Understanding the world: including Science, History, Geography and Design and technology Creative development: including Music and Art Physical development, health and well-being: including swimming |
Key Stage 1
Children from Year 1 to Year 2 (age 5 to 7 years) form Key Stage 1.
Specialist subjects
The following specialist subjects are timetabled and taught by specialist teachers:
|
ICT
|
1 lesson/week
|
|
Malay
|
1 lesson/week
|
|
Music
|
2 lessons/week
|
|
Physical Education
|
1 lesson/week
|
|
Swimming
|
1 lesson/week
|
Key Stage 2
Children from Year 3 to Year 6 (age 7 to 11 years) form Key Stage 2.
Specialist subjects
The following specialist subjects are timetabled and taught weekly:
|
ICT
|
1 lesson/week
|
|
Music
|
2 lessons/week
|
|
French/Malay/Mandarin
|
2 lessons/week
|
|
Physical Education
|
1 lesson/week
|
|
Swimming
|
1 lesson/week
|
Library
All children have one lesson each week in the primary school library. They may choose books to take home to share with parents or to read themselves. Research skills, using books and the internet, are also developed during these lessons.
The Library is also open to all children from 7.00am to 3.00pm and for KS2 children at designated breaktimes.
Parents are most welcome to accompany their child to the library, before or after school, to change books. There is also a parents' section where topical books on raising children and parenting skills may be borrowed.
From Key stage 2 onwards, Bruneian children follow Brunei Government advice and may either have lessons at school, in the afternoon, or may continue with their preferred method of instruction. A timetable for school Ugama lessons will be provided on request.
Children attend lessons once a week, after regular school lessons finish, from 1.30 to 2.45pm. The Ugama teacher is always happy to meet with parents to discuss the programme offered and to make recommendations if necessary.
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Term |
Year Group |
Strand |
Objectives |
Supporting Resources |
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| 2 | 6 |
Online Communication |
1. The student has developed and organised their work. |
blogging platforms, collaboration |
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Music and Sound |
1. The student can record, save and share ideas in |
microphone and/ or |
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Handling Data |
The student has collected, found, organised and interpreted |
Database software and the children’s own choice of presentation tool. |
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| 5 |
Online Communication |
1. The student has developed and organised their work. |
blogging platforms, collaboration tools, |
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Music and Sound |
1. The student can record, save and share ideas |
microphone and/ or digital voice |
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Handling Data |
1. The student can find and use specific information, |
database software, and a large |
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| 4 |
Online Communication |
1. The student can record, save and share ideas |
blogging platforms, collaboration tools, learning management platform, internet safety tools. |
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Music and Sound |
1. The student can record, save and share |
microphone, digital sound recorder. |
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Handling Data |
1. The student can gather, organise and classify information. |
Graphing packages, branching |
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| 3 |
Online Communication |
1. The student can record, save and share |
blogging platforms, collaboration tools, |
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Music and Sound |
1. The student can record, save and share ideas in |
microphone, digital sound recorder. |
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Handling Data |
1. The student has gathered, organised and classified information. |
Database programs |
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| 2 |
Online Communication |
1. The student can record, save and share ideas |
Hector’s World (www.thinkuknow.co.uk); |
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Music and Sound |
1. The student can record, save and share ideas |
microphone, digital sound recorders, |
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Handling Data |
1. The student can gather, organise and |
Graphing software, database programs |
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| 1 |
Music and Sound |
1. The pupil has used ICT to listen to and |
microphone, digital sound recorders, |
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Handling Data |
1. The student has explored information from |
Pictogram software. |
