Primary School
Grade 5
Grade Level Guide
2016 -2017
Dear Families,
We would like to extend a warm welcome to all our families from the Primary School. Our Primary School is made up
of students ranging from ages of 3 to 11 (Early Childhood 1 to Grade 5).
Our curriculum is based on the International Baccalaureate Primary Years Programme (IB PYP) and we are extremely
enthusiastic and dedicated to its approach and philosophy as it supports our school’s mission.
The PYP is a ‘best practice’ educational framework that aims to develop inquiring, knowledgeable and caring young
people; citizens who help to create a better and more peaceful world through intercultural understanding and respect.
OWIS has been implementing the PYP since 2008 and received official re-authorisation in May 2016.
One of our defining attributes is the school’s spirit and its friendly, community atmosphere. As a school, we have
always worked hard to maintain and actively promote this, as we believe this is what makes One World International
School a wonderful place for learning. OWIS is committed to fostering the development of responsible and caring
future world citizens. Daily life in the school involves raising children’s awareness and appreciation of the IB learner
profile attributes and attitudes. These are fundamental in building the foundation for values in an internationally minded
person.
We have a House System in place. Each child is placed in Ubin (yellow), Brani (Red) Tembakul (green) or Satumu
(purple) and siblings are placed in the same house. We use the house system to inspire students to work towards
personal goals, work together in teams and promote citizenship. Merit points are given to students for effort, good
work, sporting achievements and modeling the learner profile attributes and attitudes. As well as providing students
with a strong academic education, we also value and promote active participation in sports and the arts. We bring the
primary school together on a weekly basis to celebrate these. This time is also used to share appreciation for
members of our school community.
At OWIS we have an open door philosophy. Parents are welcome to make arrangements to meet with their child’s
class teacher. Equally, teachers may request additional meetings with parents if they need to discuss their child’s
progress or experiences in school. We realise that when having discussions about a child, it can potentially be an
emotional time. However, we believe that both parents and teachers always have your child’s best interests at heart.
Therefore we feel it is important to remember that during meetings everyone interacts in a positive, productive manner
and that the focus is on target setting and/ or best solutions for your child.
Parental involvement at OWIS is always welcome. Throughout the school year you will receive invitations to
participate in your child’s learning experiences through end of unit celebrations, to watch performances, to help with
field trips and to assist with classroom lessons and activities. Please contact your child’s class teacher if you would like
to assist with any activities in the classroom, either on a regular basis or when you have some spare time. Similarly,
please contact your child’s class teacher to offer your support to the Parents and Friends Association (PFA), whose
purpose is to positively and actively support the aims of our school community.
Your child’s class teacher will provide you with further information specific to their grade level during our ‘Meet the
Parents’ orientation evening and updates will be provided throughout the year. Please see our website for calendar
dates and check regularly throughout the year. While your first point of contact is your child’s class teacher, I am also
always available and very happy to meet you.
We look forward to working with you and your child.
Kind regards,
Michelle Dickinson
Head of Primary
One World International School is an authorized school for The Primary Years Programme and is an IB World
School. These are schools that share a common philosophy - a commitment to high quality, challenging, international
education that One World believes is important for our students.
For further information about the IB and its programmes, visit http://www.ibo.org
One World International School | 1
Message from the Grade 5
Class teacher
Dear parents,
A very warm welcome to Grade 5 and to the academic year of 2016-2017 at OWIS.
I am the Grade 5 teacher; I qualified in the UK as a primary school teacher with a specialism in
teaching literacy. After working in several UK schools, and before I moved to OWIS - 2 years ago
- I taught in Moscow for 3 years.
Each Friday, I will publish a class blog. In this, you will receive the specific learning objectives that
we will be working towards for the upcoming week. It will also include any additional information
that will be useful to you. Please do bear in mind that learning objectives can, and do, change
depending upon the students’ prior knowledge, ability and rate of progression.
Homework will begin in week 3. Homework will be set on Mondays and due in on Friday
mornings. It will include mathematics, reading and literacy tasks. Your child should also be
reading regularly - children have their library session on Mondays. They will need to remember to
bring their library bag on this day.
P.E. is on a Monday and Wednesday. Your child should come to school in their P.E. kit.
Water is readily available at school and your child will need to have a water bottle. They will also
need to remember to bring their hat each day. Without a hat, they won’t be able to play outside or
take part in P.E.
There is comprehensive information in the handbook with further details about life at
OWIS. Obviously, it is easy to be overloaded with information... please, do just ask if you need a
reminder about anything, have concerns or feedback. I check my emails regularly and, although
sometimes I won’t be able to respond straight away - my immediate priority is your child at school I will respond by the beginning of the next working day.
Thank you in advance for your support this year and I look forward to your continued involvement
and a great year ahead!
Kind regards,
Alice Nixon
One World International School | 2
Table of Contents
1 Message from
the Head of Primary / Primary Years Coordinator
2 Message from the Grade 5 Class teacher
3 Table of Contents
4 OWIS Mission, Vision and Values
5 OWIS Teaching Staff
6-8
Grade 5 Routines:
Expectations;
What to bring to school; Making friends and social expectations;
Code of Conduct - Essential Agreements;
Portfolios;
Timetable.
9-10
Learning at Home
11-12 Parental involvement
13-23 Grade 5 Programme of Inquiry:
English;
Mathematics;
Science;
Social Studies;
Physical, Social and Physical Education;
The Arts;
Mandarin.
One World International School | 3
OWIS – Mission, Vision &
Values
Our Mission
One World International School aims to develop inquiring and independent lifelong learners whilst
nurturing compassionate, accepting, internationally minded individuals, within the school and the
wider community.
Our Vision
To provide the best learning community and create an environment where learning, values and
relationships are at the heart of everything we do. This community will be collaborative, take action
and be one with the world.
Our Values
•
•
•
•
•
•
•
The IB Learner Profile is the centre of our learning community.
Our school is an internationally minded community of learners with responsibilities as global
citizens.
All individual members of our community are valued and have a right to be heard.
We encourage respect and open communication from everyone within our community.
We allow students to develop in a safe and caring learning environment.
We encourage collaboration and cooperation within our community in an inquiring and
reflective environment.
We strive for dynamic growth and academic excellence for all members of our community.
One World International School | 4
OWIS Teaching staff
OWIS is an international school, offering an international curriculum to international children. All our
teachers come from a variety of cultures and we recognise the unique values they bring. OWIS
teaching staff are qualified, experienced and dedicated to our students’ pastoral wellbeing and
academic progress. Along with OWIS’s continuous professional development programme, this helps
to ensure that your child receives an excellent international education.
Grade Level
Teaching staff
Email
Early Childhood 1/2
Teacher: Reema Monk
Teacher Assistant: Ellie De Silva
[email protected]
Preparatory
Teacher: Francesca MacAlpine
Teacher Assistant: Gowri Kannan
[email protected]
Grade 1 A
Lesley Polson
Michelle Dickinson
Teacher Assistant: Ramapriya Rajagopalan
[email protected]
Grade 1 B
Carly Pearlman
Teacher Assistant: Ramapriya Rajagopalan
[email protected]
Grade 2
Mandy Ritchie
[email protected]
Grade 3 A
Myles Chapman
[email protected]
Grade 3 B
Genevieve De Santis
[email protected]
Grade 4
Gary Holland
[email protected]
Grade 5
Alice Nixon
[email protected]
[email protected]
Specialist Teachers
Mandarin (Coordinator)
Pan Caifeng
[email protected]
Mandarin
Yulin Zhang
[email protected]
Art
Kerry Hacking
[email protected]
Music
James Felix
[email protected]
Physical Education
Glyn Martin
[email protected]
Library
Anjana Sarda
[email protected]
English as an Additional Language Niluka Rooke
[email protected]
One World International School | 5
Grade 5 Routines
Expectations
Grade 5 students will be collected from the auditorium at 8.25am by myself (Mrs Nixon) and will
leave promptly, as the bell sounds, in order to start the first session at 8.30am. It is imperative that
students are punctual as arriving late interrupts lessons. Obviously, there are times when lateness
is unavoidable – in these circumstances, your child must report directly to the main office.
Students will be escorted to the auditorium at the end of the day, by myself, to be collected or to
join their respective bus line. Should you wish for your child to leave school independently then we
must receive explicit permission in writing to allow this to occur. If another adult is picking up your
child, then we must receive notice of this too. If you arrive late for collection, please report to the
office.
Students in Grade 5 are always expected to try their best at all times. Written work is expected to
be titled with the lesson’s learning objective, dated and produced neatly. It is the student’s
responsibility to ensure that any resources that they require for school each day are brought.
Timetabled library sessions occur once a week and it is the responsibility of the student to return
and check out books on a weekly basis.
Frequently, letters are given to students to take home and it is the responsibility of the student and
parent to ensure that these are dealt with accordingly. It is the student’s responsibility to give any
notes from parents to their classroom teacher. It is also the student’s responsibility to find out
about any Learning at Home tasks and class learning that has been missed due to an absence.
What to Bring to School
•
•
•
•
•
Library bag – should be brought each Monday for the timetabled library session;
Water bottle – should be at school each day and taken home regularly to be washed;
Hat – should be brought to school each day;
Snack and lunch – should be packaged appropriately;
Swimming bag – to be brought on Mondays, as per school calendar swimming sessions;
•
•
•
•
•
PE kit – should be worn each Monday and Wednesday;
Permission slips – each letter has its own submission date for responses;
Completed Learning at Home tasks – should be brought to school each Friday.
Medication – this should be given directly to the Nurse with clear instructions;
Instrument tuition (if your child has subscribed to these) – instrument and books.
One World International School | 6
Making Friends and Social Expectations
One World International School prides itself on its inclusive ethos. Friendships and positive
relationships are important and form a significant part of our Mission and Values. All students
assist in the pastoral care and social development of each other. New students are allocated a
class ‘buddy’. Students are made aware that the welfare of all students is everyone’s
responsibility.
Code of Conduct - Essential Agreement
At the beginning of each academic year, each class – students and Class teacher - collaboratively
agree to a set of rights and responsibilities. These are referred to as an ‘Essential Agreement’.
These rights and responsibilities are created, reviewed and decided upon by the Grade 5 students
and teacher. They are then displayed in the classroom as reminders of agreed behavioural
expectations. Playground rules are agreed as a collaborative whole school approach.
Portfolios
Portfolios are an accumulation of your child’s work that is designed to demonstrate successes,
growth, higher order thinking, creativity, assessment strategies and reflection. Within the portfolio,
pieces are included that have been teacher selected and also student selected. Pieces in the
portfolio are collected throughout the school year from all subject areas. The portfolio is designed
to show progress in the transdisciplinary skills and attitudes.
Seesaw
Seesaw empowers students of any age to independently document what they are learning at
school.
Students capture learning with photos and videos of their work, or by adding digital creations.
Everything gets organized in one place and is accessible from any device.
The student’s work will be shared with classmates and parents. Seesaw gives students a real
audience for their work and offers parents a personalized window into their child's learning. This
will work in conjunction with the school portfolio to provide a comprehensive picture of your child’s
learning.
One World International School | 7
Timetable
Grade 5 Timetable
2016/17
Period
1
2
3
Break
4
8.00-8.25
8.30-9.10
9.10-9.50
9.5010.30
10.3010.50
10.5011.30
EC1-Grade 1
10.00-10.30
break
Grade 2-9
break
UOI
UOI
Library
Monday
Alice
Nixon Duty:
10.3010.50
5
6
11.30-12.10 12.10-12.50
EC1-Grade 1
lunch
Maths
Mandarin
Lunch
7
8
Pickup
12.501.30
1.30-2.10
2.10-2.50
2.503.00
PE
Literacy
Literacy
Literacy
PE
Literacy
Music
Literacy
Literacy
Literacy
Grade 2-9
lunch
Literacy
UOI
UOI
Maths
Maths
Art
Art
UOI
UOI
Maths
Mandarin
Maths
Music
Tuesday
Alice
Nixon Duty:
1.10 1.30
Wednesday
UOI
UOI
Literacy
Mandarin
Maths
Maths
Assembly
UOI
Maths
Mandarin
Maths
Assessment
/ A&V /
Portfolio
Thursday
Friday
Alice
Nixon Duty:
12.50 1.10
Timetables are subject to change in various circumstances. Reasons may include preparation for
events; school sports events; public holidays.
Resources available may also affect the timetable in that the order of lessons may change.
In any of the above circumstances – other than specialist sessions, it will be ensured that the
allocated ratio of subjects is not compromised.
One World International School l 8
Learning at Home
Teachers set tasks that are specifically required to be undertaken outside of curriculum time; these
tasks form an essential part of OWIS’s curriculum expectations from Prep to Grade 9. This weekly
expectation is valuable to promoting independent learners, as well as providing an opportunity to
share learning with parents.
Grade Level
Amount per week
Preparatory
Ten minutes per night (Mon-Thurs), plus daily reading with an
adult.
Grade 1 - 3
One hour and thirty minutes, plus daily personal reading.
Grade 4
Two hours and thirty minutes, plus daily personal reading.
Grade 5
Two hours and thirty minutes, plus daily personal reading.
During the Grade 5 Exhibition Unit, no teacher-initiated tasks will
be set.
Grade 6
Five hours, plus personal reading.
Grade 7
Six hours and fifteen minutes, plus personal reading.
Grade 8 - 9
Seven hours and thirty minutes, plus personal reading.

•
•
•
Tasks from the Class teacher will be set on Monday and is expected to be retuned on Friday; Occasional weekend tasks may be set; Reading should take place every week night for fifteen minutes;
During the Exhibition unit, no teacher-directed tasks will be set – students will be managing their
own workload (with teacher supervision).
Students who have been recognised as having English as an Additional Language are likely to
have additional/different tasks.
Students who undertake musical instrument tuition will be expected to undertake the amount of
practising prescribed by their tutor.
Students are expected to have internet access at home. If this is a problem then please do
discuss this with me at the earliest opportunity.
One World International School l 9
Learning at Home - Responsibilities It is an expectation in Grade 5 that homework be returned on time and to a standard that reflects
the ability evident in class-based work. This includes presentation and representation of thinking
processes.
Tasks set by teachers are important when gauging the degree to which your child has grasped a
concept or skill. Please be aware of this and encourage your child to approach the teacher who
set the task if they do not understand, or need further consolidation.
Grade 5 is a demanding year in preparation for the progression into Secondary School. Students
are expected to be able to manage their own responsibilities and this includes the punctual
submission of tasks set. It is also imperative that students are able to manage their own time for
the completion of tasks out of school in preparation for the Exhibition unit which demands this skill.
The procedure for tasks not handed in, or completed on time, is as follows:
1. Student to be kept in during break and lunch in order to begin the completion of the task –
final completion will need to be done, over the weekend, to hand in on the subsequent
Monday;
2. Student will receive a ‘not submitted’ mark on the homework record;
3. In the event of three ‘not submitted’ marks, an email will be sent to parents.
Students:
•
•
•
•
•
•
•
•
•
Record the details of the task; Maintain a neat and well-presented ‘Learning at Home’ notebook; Take responsibility for their own time-management; Communicate with the teacher if the task is causing problems; Remember to take home all material needed for the successful completion of the task; Submit the completed task to school by its due date; Maintain a high quality of work; If absent, take responsibility for finding homework missed; Involve your parents – but don’t ask them to do the task for you!
Parents:
• Promote a positive attitude towards homework;
• Be available to support and supervise, if needed, without taking control of the task; •
•
•
•
•
•
Check that you understand the requirements set by the school for Learning at Home;
Learn how you can support your child with their homework; Understand and reinforce expectation for quality of work; Provide a positive environment for the students to complete their tasks;
Encourage your child to communicate with the teacher if the work is causing problems;
Support the procedures put in place for non-submission of tasks.
One World International School l 10
How Parents Can Help
Classroom Assistance
OWIS fully appreciates the involvement of the community in enhancing and enriching the students’
learning and pastoral experience.
Without doubt, the best way that you can assist your child and the classroom environment is to
offer your feedback and maintain a three-way dialogue between your child, yourself and the Class
teacher.
In Grade 5, I would very much welcome parents to be involved in classroom sessions. One of the
ways in which learning is successful is for differentiation in tasks. In Grade 5, despite the excellent
student-teacher ratio, there is only one teacher. To have parents come in to assist with learning is
invaluable and contributes to accelerating the acquisition of skills and concepts. Please, if you
would like to offer an odd hour here and there, do let me know. Myself and the students would be
very grateful. I would need notice before the start of the week but would be delighted to include
your assistance in my plans for that week!
A further step in the involvement of your child’s grade would be to undertake the role of ‘Class
Representative’. A very rewarding role; you will be directly involved in the organisation of class
and school events. Class Representatives also assist the teacher with communication between
themselves and the other parents. It is a role that Class teachers and the students are fully
appreciative of and value immensely.
Units of Inquiry are topic-based. As a parent, you may be able to share your expertise or
knowledge – or know of someone who can - with the students. Please do keep in touch with what
is happening in your child’s classroom so that we can work together to enhance learning for all.
At Home
Allow and assist your child to take on the next stage of responsibility and independence.
Encourage them to remember their own resources for school each day.
Maintaining a dialogue with your child is extremely important. As a parent you can follow up on
your child’s learning. For example, ask “What questions did you ask today?”, “What inspired you?”
but do not worry if you don’t get the response you wanted; the important thing is that they are
encouraged to think and reflect.
Most of all, encourage communication!
One World International School l 11
Communication
Please refer to the class site every week for details of approaching dates and events. Classroom
teachers and the head of School post regularly on a Friday to provide information and to inform of
upcoming learning and school events.
Classroom teachers are contactable via email. My email address is [email protected] and I would
welcome dialogue with you regarding your child and their pastoral and academic progress. Please
be aware that there may be a delay between the receiving of a message and a subsequent
response. The school day is often very busy and, if the matter is urgent, it may be advisable to
contact the main office as an alternative.
If necessary, teachers can meet with parents to discuss any concerns or issues. Please liaise with
the office or myself to arrange a mutually convenient time.
Letters are sent home periodically. It is the responsibility of the child to pass these on to the
parents. Please take note of the return dates for permission slips.
Classroom teachers will provide information via their blog before every Unit of Inquiry. This will
contain: a brief outline of the Central Idea; Key aspects of the inquiry; Numeracy outcomes;
Literacy outcomes; Useful vocabulary to be discussed and learned.
One World International School l 12
Programme of Inquiry: Grade 5
Transdisciplinary
Theme
Where we are in time
and place
(WWAITAP)
Who We Are (WWA)
How we express
ourselves (HWEO)
Sharing the Planet
(STP)
How the world Works
(HTWW)
How we organise
ourselves (HWOO)
An inquiry into orientation in
place and time; personal
histories, homes and journeys;
the discoveries, explorations and
migrations of humankind, the
relationships between and the
interconnectedness of individuals
and civilisations, from local and
global perspectives.
An inquiry into the nature of the
self; beliefs and values; personal,
mental, social and spiritual health;
human relationships including
families, friends, communities and
cultures; rights and responsibilities;
what it means to be human.
An inquiry into the ways in which
we discover and express ideas,
feelings, nature, culture, beliefs
and values; the ways in which
we reflect on, extend and enjoy
our creativity; our appreciation
of the aesthetic.
An inquiry into rights and
responsibilities in the struggle
to share finite resources with
other people and other living
things, communities and their
relationships within and
between them, access to
equal opportunities, peace
and conflict resolution
An inquiry into the natural world
and its laws, the interaction
between the natural world (physical
and biological) and human societies,
how humans use their
understanding of scientific
principles, the impact of scientific
and technological advances on
society and on the environment
An inquiry into the
interconnectedness of humanmade systems and
communities; the structure and
function of organisations;
societal decision- making;
economic activities and their
impact on humankind and the
environment.
Central idea
Children worldwide are
connected by their rights and
responsibilities.
Individuals face different changes
as they grow up and develop.
A person's behaviour and how
they present themselves (and
their work) project aspects of
their identity.
Grade 5 Exhibitiion
Energy may be converted,
transformed and used to support
human progress.
Government systems influence
the lives of citizens.
Key Concepts
Connection
Responsibility
Perspective
Form
Causation
Responsibility
Causation
Connection
Reflection
As per student
Form
Change
Responsibility
Function
Connection
Reflection
Related Concepts
Interdependence
Rights
Justice
Belonging
Resilience
Identity
Puberty
Identity
Perception
Stereotypes
As per student
Technology
Interaction
Interconnectedness
Equality
Citizenship
Governance
Law
Politics
Lines of Inquiry
Human rights around the world;
How human rights are
maintained and improved;
Having more rights means
having more responsibilities.
The physical, social, emotional and
intellectual changes that occur
throughout life;
Factors that contribute to wellbeing during adolescence;
How relationships contribute to our
self-concept.
How appearance and behaviour
influence our perception of
others;
The influence of cultural and
social norms on how we choose
to present ourselves;
Fashion as a form of expression.
As per student
Different forms of energy sources
(renewable and non-renewable);
How energy is used
(transformation);
Sustainable energy practices.
How government systems
function;
How decision-making practices
reflect human rights;
Impact of government on
citizens;
The rights and responsibilities of
citizenship.
Learner Profile
and Attitude
focus
Empathy
Tolerance
Appreciation
Respect
Respect
Tolerance
Cooperation
Independence
Confidence
Curiosity
Cooperation
Commitment
Integrity
TD Skill focus
Research
Communication
Thinking
Self-management
Thinking
Social
One World International School l 13
English
The strands of the One World International English curriculum are Listening and Speaking,
Reading, Writing and Viewing and Presenting. The following outcomes have been drawn from the
One World International Scope and Sequence.
The outcomes for English in Grade 5 include:
Listening and
Speaking
Reading
Writing
Viewing and
Presenting
Is accustomed to group
Is able to read and enjoy fiction novels Uses language for different
work, allowing different
set at an age-level of 11
purposes: Can narrate, describe,
individuals to give
analyse, explain, argue, persuade,
opinions, and to
inform, entertain and express
summarise and extract
feelings
relevant information from
a discussion - to advance a
group discussion
Uses appropriate
body language when
presenting
Is able to listen and
Is able to read independently without
interrupts only at the most scaffolding or support and without
appropriate times
needing a study guide
Can write letters, emails, short
reports, summaries, creative
responses (eg. diary entries in
personal voice as well as that of a
character), (short) book reviews
Projects voice clearly
and slowly when
speaking, using
intonation and pause
Is able to listen to
instructions while working
on tasks, and follow those
instructions
Uses language accurately
Can integrate
Keynote (or other
similar type of tool)
into oral
presentations
Have read three novels of a level of
e.g. Harry Potter
Is able to summarise stories and
Uses appropriate and varied register,
organise concepts from stories
vocabulary and idiom
together into an interpretative
understanding which goes beyond
literal (“this book is about what
happens when we do bad things”, etc.)
Is able to recognise formal and
Uses correct grammar and syntax
informal text types (eg business
letters, diaries) and understand what
is appropriate language for a particular
text type
Will have experience of reading a
challenging novel by themselves and
give a presentation/discussion to the
class on it
Uses appropriate and varied
sentence structure
Understands (to a limited degree)
what is meant by climax, resolution,
protagonist, theme in literature,
characterisation
Uses correct spelling (alphabetical
languages) or writing (character
languages)
Is able to understand with sufficient
Is automatically accustomed to
insight the author’s purpose and
sourcing materials and placing them
choice of words and their effect on the in a Works Cited/Bibliography
readers within age-appropriate reading
material
Can write with joined letters with pen
One World International School l 14
Mathematics
The strands of the One World International Mathematics curriculum are Number, Pattern and
Function, Measurement, Shape and Space and Data Handling. The following outcomes have been
drawn from the One World International School Scope and Sequence.
The outcomes for Mathematics in Grade 5 include:
Number
Pattern and
Function
Measurement
Shape and Space
Data Handling
Identify the words to
numerals, up to 1,000,000
Organizing Data - Table, Converting between
frequency table with
different time formats hash/tally marks
how many seconds in a
hour
Differentiating polygons,
pentagon, trapezoid,
rhombus and sorting
them by their geometric
properties
Determine
relationships in
growing and
shrinking patterns
through
investigations using
a table of values
Rounding to the nearest 10,
100, 1000, 100 000 and
beyond to the nearest 10,
100, 1000, 100 000 and
beyond
Being able to collect and Understanding 24 hour Distinguish among
analyze data
time format.
prisms, right prisms,
meaningfully- survey,
pyramids and other 3collect data at home,
dimensional figures
and predict trends
Investigate
repeating patterns
using translations
Represent, compare and order
whole numbers to a million
and beyond, using a variety of
tools
Displaying data by
choosing the
appropriate medium in
both 2D and 3D: bar
charts, pie charts bar
graphs, and line graphs
Converting between
metric units of
measurement and
being able to explain
what they are doing
Be able to identify
triangles and classify
them according to angle
and side properties
Make predictions
based on the pattern
Identify and represent a value
of a digit and a number up to
a million and beyond, and
solve problems that arise from
real-life situations
Predict the frequency of
an outcome in a simple
experiment that they
have designed;
explaining their
reasoning conducting
the experiment and
analyzing the result
Relationship between
capacity and volume,
are they always equal
or times when not
What is the difference
between regular or
irregular polygons
Demonstrate
through
investigating, an
understanding of the
use of variables in
equations
Perform operations using
place value up to millions and
beyond and down to
hundredth
Calculate the mean,
median, mode, and
range for a small set of
data
Finding the surface
area and perimeter of
a rectangle regular and
irregular shapes
Construct skeletons and
nets of threedimensional figures
including prisms and
pyramids
Determine missing
numbers in
equations involving
division using one or
two digit numbers
and a variety of
tools and strategies
Addition/subtraction of
fractions with like and unlike
denominators, and apply to
real life problems
Graphs - title, label axis, Finding the surface
legend, appropriate
area and perimeter of
numerical values on the a regular triangle
axis
Read, represent, compare,
and order whole numbers to 1
000 000, decimal numbers to
hundredths, proper and
improper fractions and mixed
Conduct an investigation Leading digit
Be able to use a
using an inquiry, model estimation, rounding to protractor to measure
- gather, sort, and
the leading digit
and construct angles up
display multivariate
to 360 degrees
category and whole-
Understanding angles acute, obtuse, straight
line and the degrees of a
straight line and vertical
angles where opposite
angles are equal. Angles
that add up to 360 of a
straight line.
numbers
number data and simple
time-series data to
answer questions
Solve problems involving the
multiplication and division of
multi-digit whole numbers,
and involving the addition and
subtraction of decimal
numbers to thousandths,
using a variety of strategies
Identifying patterns and
trends in context, within
and between data sets;
communicating findings,
using data displays
Construct the nets of
prisms and pyramids.
Long Division using 1 digit
divisor and two or three digit
dividend, with application to
real life problems
Evaluate the
effectiveness of different
displays in representing
the findings of a
statistical investigation
or probability activity
undertaken by others
Describe locations and
give directions, using
grid references, turns,
and points of the
compass commonly used
on maps
Demonstrate an
understanding of proportional
reasoning by investigating
whole-number rates
One World International School l 16
Sort two- and threedimensional shapes
(including prisms),
considering given
properties
simultaneously and
justifying the decisions
made
Science
The strands of the One World International Science curriculum are Scientific Inquiry, Living Things,
Materials and Matter, Forces and Energy, and Earth and Space. The following outcomes have
been drawn from the One World International School Scope and Sequence.
The outcomes for Science in Grade 5 include:
Life Science
Materials and Matter
Forces and Energy
Describe the life process of
reproduction in some plants,
animals and humans
Describing what happens when
materials are mixed
Light from a source forms shadows and can be
absorbed, reflected and refracted
Describe the changes as humans
develop to old age.
Investigating the solubility of
common materials in water
Drawing simple labelled ray diagrams to show the
paths of light from a source to our eyes
Investigating the change in state
caused by heating and cooling of a
familiar substance
Comparing shadows from point and extended light
sources such as torches and fluorescent tubes
Exploring how reversible changes can Explain that unsupported objects fall towards the Earth
be used to recycle materials
because of the force of gravity acting between the
Earth and the falling object
Identify the effects of air resistance, water resistance
and friction, that act between moving surfaces
Recognise that some mechanisms, including levers,
pulleys and gears, allow a smaller force to have a
greater effect
Classifying materials as transparent, opaque or
translucent based on whether light passes through
them or is absorbed
Recognising that the colour of an object depends on the
properties of the object and the colour of the light
source
Exploring the use of mirrors to demonstrate the
reflection of light
Recognising the refraction of light at the surfaces of
different transparent materials, such as when light
travels from air to water or air to glass
Recognise that light appears to travel in straight lines
Use the idea that light travels in straight lines to
explain that objects are seen because they give out or
reflect light into the eye
Explain that we see things because light travels from
light sources to our eyes or from light sources to
objects and then to our eyes
Use the idea that light travels in straight lines to
explain why shadows have the same shape as the
objects that cast them.
Social Studies
The strands of the One World International Social Studies curriculum are Human Systems, and
Economic Activities, Social Organization and culture, Continuity and Change over time, Human
and natural environments, Resources and the environment. The following outcomes have been
drawn from the One World International School Scope and Sequence.
The outcomes for Social Studies in Grade 5 include:
Human Systems
and Economic
Activities
Social Organisation and
Culture
Continuity and
Change Through
time
Resources and the
environment
Differences in the
economic, demographic
and social characteristics
between countries across
the world
The purpose of government and
some familiar services provided at
the local level
Identify the evidence that
the Earth has changed (for
example, land formations in
local environment)
How indeginous people connect
to and influence their past and
present views about the use of
resources
Practise techniques of
mediation and negotiation
within the class and/or
school community
The differences between ‘rules’
and ‘laws’
Use a variety of primary and
secondary sources to
investigate the ways
that humans respond to the
Earth’s changes (for
example, relocation of
population; strengthening
defences; redesigning
buildings)
The natural resources provided
by the environment, and
different views on how they could
be used sustainably
Document examples of
Why laws are important
conflict (local and global)
and identify the causes and
consequences
Explore scientific and
technological
developments that help
people understand and
respond to the changing
Earth.
The sustainable management of
waste from production and
consumption
Reflect on his or her own
strategies in dealing with
situations of personal
conflict.
What is democratic system of
government?
Assess which aspects of past Identify responsibilities people
civilisations have had the
have in different workplaces
most impact on the present
day, using evidence from a
variety of sources
Evaluate effectiveness of
real-life conflict
management (for example,
research and analyse a
global conflict situation)
The roles and responsibilities of
elected and representatives (e.g.
take care of its citizen, listen to
them, respect their decision)
Predict societal and
technological changes in the
future.
Explore issues relating to
How laws affect the lives of
children’s rights, roles and citizens
responsibilities in relation
to his or her own and other
cultures
Analyse a variety of
sources that describes the
risks and challenges that
children face
The roles and responsibilities of
key personnel in law enforcement
and in the legal system
Describe how organisations Recognise the elements of major
and individuals meet the
political systems (for example,
needs and wants of children monarchy, democracy,
dictatorship)
Explain the purpose of rules and
responsibilities in a workplace
Construct visual representations
(for example, graphs, charts,
diagrams, timelines, pictorial
maps) to clarify relationships
within a workplace
Suggest ways in which an
individual can overcome
adversity.
Examine how the rights of a
person in a particular society
directly affect their responsibilities
Identify and describe means by
which citizens can monitor and
influence actions of their
governments and vice versa
Explore a range of political
systems (for example,local,
regional, national or international)
and the impact they have on
individuals, groups and society.
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).
One World International School l 19
Personal, Social and Physical
Education (PSPE)
The strands of the One World International PSPE curriculum are Identity, Active Living and
Interactions. The following outcomes have been drawn from the One World International School
Scope and Sequence.
The outcomes for PSPE in Grade 5 include:
Identity
Active Living
Interactions
Describe how being aware of their Identify factors that can either motivate or make it difficult Warn others and report to the
feelings can help them adjust to
for people to be physically active every day
teacher if any equipment is
physical and emotional changes at
broken or unsafe to use
puberty
Actively participate in a wide
variety of activities according to
their capabilities
Identify the components of health-related fitness (e.g.,
cardiorespiratory endurance, muscular strength, muscular
endurance, flexibility) and the benefits associated with
developing and maintaining each of them
When working with a partner,
listen to their partner attentively
and be open to new ideas
Encouraging others with positive
comments
Assess a specific component of their health-related fitness When working with a partner,
by noting physical responses during various physical
share ideas openly
activities, and monitor changes over time
Displaying fair play by respecting
the decisions of others
Develop and implement personal plans relating to a
specific component of health-related fitness, chosen on
the basis of their personal fitness assessments and
interests
Modify activities to make them
more inclusive and to increase
opportunities for participation
Demonstrate an understanding of proactive measures that Demonstrate leadership skills by
should be taken to minimize environmental health risks
taking turns leading in class and
that may interfere with their safe participation in and
out of class ctivities
enjoyment of outdoor physical activities.
Respond creatively to music and
poetry
Demonstrate behaviours and apply procedures that
maximise their safety and that of others during physical
activity
Collaborate with teammates to
plan, then follow through with
the plan
Take part in activities that
emphasise healthy competition
with themselves and others
Perform controlled transfers of weight in a variety of
situations involving static and dynamic balance, using
changes in speed and levels, with and without equipment
Show respect for others by giving
classmates encouragement and
praise and by avoiding
behaviours such as calling people
names or excluding them
Participate in a wide variety of
individual and small-group
activities
Demonstrate the ability to jump in control for height or
distance, using a variety of body actions
Show respect for ally types
cultural diversity
Identify factors that can either
motivate or make it difficult for
people to participate
Explore different combinations of locomotor movements
with and without equipment, alone and with others,
moving at different speeds and levels, and using different
pathways
Describe some of the factors or
situations that cause them to
experience stress
Demonstrate an understanding of the components of
physical activities (e.g. movement skills, game structures,
rules and guidelines, conventions of fair play and
etiquette), and apply this understanding as they
participate in a variety of physical activities
Describe how knowing their
strengths and areas for
improvement can help when they
are learning new skills
Describe common features of specific categories of
physical activities
Practise using refusal skills if
presented with choices or peer
pressure
Monitor progress towards goals,
Apply a variety of tactical solutions to increase their
noting improvements or lack of
chances of success as they participate in physical activities
improvement and making changes
as needed
Develop and implement personal
plans relating to a specific
component of themselves and
their interests
Identify people (e.g. parents, guardians, neighbours,
teachers, crossing guards, police, older students, coaches,
elders) hat can assist with injury prevention, emergencies,
bullying, and abusive and violent situations
Demonstrate a positive attitude,
persistence, and a willingness to
seek support
Identify supportive services (e.g. help lines, public health
units, student services) that can assist with injury
prevention, emergencies, bullying, abusive and violent
situations
Identify how to get help in
different situations – in
emergencies; when confronted
with violence; when being bullied
or witnessing someone else being
bullied; to prevent injury
Describe the short and long-term effects of alcohol use,
and identify factors that can affect intoxication
Describe how the media can
influence how we see ourselves
Explain how to use nutrition facts tables and ingredient
lists on food labels to make healthier personal food
choices
Demonstrate the ability to deal with threatening situations
by applying appropriate living skills (e.g. personal skills
including: self-monitoring and anger management;
interpersonal skills, including conflict resolution skills;
communication skills, including assertiveness and refusal
skills) and safety strategies
Demonstrate the ability to apply decision-making,
assertiveness, and refusal skills to deal with pressures
pertaining to alcohol use or other behaviours that could
later lead to addiction
Describe how advertising and media influences affect food
choices (e.g. TV commercials, product packaging, celebrity
endorsements, product placements in movies and
programs, idealised body images in movies and
programmes, magazine articles promoting fad diets), and
explain how these influences can be evaluated to make
healthier choices
Explain how a person’s actions can negatively or positvely
affect the feelings, self-concept, emotional well-being, and
reputation of themselves and others
Identify personal and social factors that can affect a
person’s decision to drink alcohol at different points in his
or her life
One World International School l 21
Art and Music
The strands of the One World International Arts Curriculum are Reflecting and Creating. The
following outcomes have been drawn from the One World International School Scope and
Sequence.
The outcomes for the Arts in Grade 5 include:
To create sketch books to record their
observations and use them to review and
revisit ideas
To improve their mastery of art and
design techniques, including drawing,
painting and sculpture with a range of
materials
Learn about great artists, architects and
designers in history
The strands of the One World International Music Curriculum are Responding and Creating. The
following outcomes have been drawn from the One World International School Scope and
Sequence.
The outcomes for the Music in Grade 5 include:
Responding
Creating
Sing individually and in harmony
Present, in small groups, innovative musical performances on a
selected issue
Interpret and explain the cultural and/or historical
perspectives of a musical composition
Incorporate the other arts and available resources in order to
broaden their creative expression
Explore different artistic presentations that are/were
innovative and their implications
One World International School l 22
Mandarin
The strands of the One World International Mandarin curriculum are Language Acquisition and
Cultural Understanding. The following outcomes have been drawn from the One World
International School Scope and Sequence.
The outcomes for Mandarin in Grade 5 include:
The Grade 5 Mandarin curriculum is based on the textbook series “Easy Steps to Chinese” (Book 1). It is presented in four
content areas. Listening, speaking, reading and writing relate to use of Mandarin language.
Reading and writing skills are developed by topics learning.
The content areas include:
1. Sports and other hobbies
2. Animals
3. Food, drinks, fruits and vegetables
4. Occupations
5. Transportations
6. Clothing and appearance
One World International School l 23