Dear Parents,
In our continued endeavor to engage and enrich our students learning please find attached our Aim High
Progress Study Programme (AHPSP) for your child to work on over the summer vacation. The aim of this
programme is to keep students in ‘learning mode’ so that they continue to make progress without any summer
learning loss.
Students should tackle the topics little and often over the holiday, rather than complete in a short block of time.
The AHPSP is designed keeping in mind the new initiatives (STEAM powered learning and Project Based Learning
(PBL) taken in term 3 and pursued very successfully by both teachers and students, to further challenge and
encourage students to imbibe the 21st century skills such as innovation, critical thinking, problem solving and
use of technology.
STEAM (Science Technology Engineering Arts and Maths): is an approach to education that emphasises on the
integral role of Art and Creativity in the learning process for Science, Technology, Engineering and Maths.
PBL (Project Based Learning): it involves identifying a real life problem, researching to find a solution and
presenting the solution in different ways.
Another way of helping your child is to look at the Family Learning Newsletters (FLN)/Aim High Guided Revision
Program posted on the school website. For example, if your child is moving from Year 5 to Year 6, you are able
to look at the selection of FLNs for Year 6 and learn, in advance, about the learning modules which will be
covered.
These are also very useful for new parents. For example, if your child has completed Year 4 in another school,
you can look over the FLNs for Year 4 and map your child’s existing learning to what has been completed at The
Winchester School, thus avoiding any gaps.
We hope you will be able to use all these valuable learning resources to support your child in reaching their full
potential. The Winchester School values ‘Parents as Partners in Learning.’
Yours sincerely,
Ms. Meenakshi Dahiya
Vice Principal
GEMS Education
PO Box 8607, Dubai, United Arab Emirates
T +971 (0)4 3477770 | F +971 (0)4 340 3390
Linkedin.com/company/gems-education
@gemseducation
gemseducation.com
Aim High Progress Study Programme
Year 4 moving to Year 5
June 2016
AIM HIGH PROGRESS STUDY PROGRAMME
AIMS



To support progression from one academic year to another.
To embed 21st century learning skills in our students through interdisciplinary
project based learning incorporating STEAM.
To develop innovation, enterprise and entrepreneurial skills to become self-assured
world citizens.
OBJECTIVES
To provide learning opportunities which



Engage all students with broad range of activities preparing them for forthcoming
areas of study and employable skills.
Engage students with the real world data, tools, and experts they will encounter in
college, on the job, and in life--students learn best when actively engaged in solving
meaningful problems
Enables innovative learning methods that integrate the use of supportive
technologies, inquiry- and problem-based approaches and higher order thinking
skills.
STEAM – PBL will enhance


Learning and thinking skills: critical thinking and problem solving, communication,
creativity and innovation, collaboration, contextual learning and information and
media literacy skills.
Life skills: leadership, work ethics, accountability, adaptability, personal
productivity, personal responsibility, people skills, self-direction and social
responsibility
GEMS Education
PO Box 8607, Dubai, United Arab Emirates
T +971 (0)4 3477770 | F +971 (0)4 340 3390
Linkedin.com/company/gems-education
@gemseducation
gemseducation.com
Aim High Progress Study Programme
Year 4 moving to Year 5
UNIT NAME: Solar System
Objective: To Think critically and logically to make the relationships between evidence and explanations
between objects in our solar system.
Science
Task:
MATERIALS REQUIRED:
 8index cards,
 marker,
 3 pounds of clay (or dough)
DIRECTIONS: Using a marker, label the 8 index cards
with the names of the 8 planets. Then using 3 pounds of
modelling clay, follow the 7 steps listed below.
Step 1. Divide the clay into 10 equal parts (tenths).
• Use 6 tenths to make Jupiter.
• Use 3 tenths to make Saturn.
• Use the remaining clay (1 tenth) in step 2.
Step 2. Divide the remaining clay into tenths.
• Add 5 tenths to Saturn.
• Use 2 tenths to make Neptune.
• Use 2 tenths to make Uranus.
• Use the remaining clay (1 tenth) in step 3.
Step 3. Divide the remaining clay into fourths.
• Add 3 fourths to Saturn.
• Use the remaining clay (1 fourth) in step 4.
Step 4. Divide the remaining clay into tenths.
• Use 2 tenths to make Earth.
• Use 2 tenths to make Venus.
• Add 4 tenths to Uranus.
• Combine the remaining clay (2 tenths) and use in step 5.
Step 5. Divide the remaining clay into tenths.
• Use 1 tenth to make Mars.
• Add 4 tenths to Neptune.
• Add 4 tenths to Uranus.
• Use the remaining clay (1 tenth) in step 6.
Step 6. Divide the remaining clay into tenths.
• Use 7 tenths to make Mercury.
• Add 3 tenths to Uranus.
When you finish making your 8 planets, you should double-check your work! Use a metric ruler to measure the
diameter of your clay planets in millimetres (mm). The diameter of your planets should be close to the “scale
diameter” measurements in the chart.
Scale diameter
English:
Task: Write an Instructional text on how you made these clay models. Please
cross check the success criteria and complete the task.
Text features for Instructions - My success criteria
I have created a good title. (This usually says what will be made or done and often begins ‘How to…’)
At the beginning:
I have tried to include a short introduction (giving more detail about what is to be done/made or saying why it is good
to make/do this).
If necessary, I can say when the instructions are needed (e.g. when your computer freezes).
I have listed the materials and/or equipment needed (I may use bullet points.)
I have included my prior knowledge/experience needed in my text.
My instructions:
 Are written in the correct order (chronological order)
 With numbers and/or bullet points to help show the sequence
 Include helpful diagrams or illustrations where possible (to show a step and/or the final outcome).
 Include any advice, safety tips or points of explanation I can think of.
To end:
I have included a concluding remark, (for example: encourage the reader to try to make/do this, and/or say how useful
or how much fun this is, and/or say what could be made/done after this).
Instructional text - Language features - My success criteria
The verbs I use:
 are imperative verbs (e.g. cut the paper) or written in the second person (e.g. you cut the paper)
 are in the present tense
The connectives I use:
 include connectives to show the sequence (e.g. first, after that)
 and may include connectives like because to give reasons or explanation
(I decide whether to use a sequence connective at the beginning of each instruction)
In the text:
 I use short sentences so the reader does not get confused
 I can be clear and accurate so the reader will understand (rather than aim to entertain or create an effect)
 I use adjectives to make my instructions clear
I think about where it may be good to ask the reader a question or make a personal comment to draw the reader in
When I have finished writing my instructions, I read them through carefully to make sure that
 I have said what I wanted to
 I have put the information across clearly
and that
 I have used the best vocabulary
 My punctuation is accurate
 My spelling is accurate
 I have included everything that is needed in the materials/equipment list
 Someone who knew nothing about this could follow the instructions successfully
Maths
You just created a model of the solar system that is to scale for both size and distance. Reflect on what you
noticed and learned.
Discussion Questions
1.
What is the problem with using parts of the body as a unit of measurement?( like hand span
and foot)
2.
__________________________________________________________________________________
Why were customary (or standard) units established?
3.
__________________________________________________________________________________
What is the advantage of metric units?
5.
__________________________________________________________________________________
Why is using kilometres to measure distances in our solar system a problem?
__________________________________________________________________________________
What standard unit in astronomy was developed to measure large distances?
6.
_________________________________________________________________________________
Based on your scale model, to which of the planets do you think we should send humans? Why?
4.
_________________________________________________________________________________
7.
To which of the planets do you think we should not send humans? Why not?
_________________________________________________________________________________
Task: Your task is to make a bar graph with planets against the distance from
the sun.
Now try this… 
Spellings
Spell check Week 1
Rule: The suffixes – ant, -ance / -ancy, -ent and –ence / -ency:
The ending –ant and –ent sound similar. Use –ant if there is a related word with an ay sound
in the right position. The ending –ation is often a clue. For example, hesitation, hesitant.
Use – ent after the soft c sound, after the soft g sound, or if there is a related word with a clear
e sound in the right position. For example, innocent, agent, confidential – confident.
There are many words, however, that just have to be learned. Examples include assistant,
obedient and independent.
Attendant
Decent
Observant
Coolant
Important
Innocent
Independent
Servant
Resilient
Imminent
Agent
Confident
Assistant
Solvent
Elegant
Obedient
Hesitant
Consultant
Insufficient
persistent
Spell check week 2
Rule: Adding suffixes beginning with vowels to words ending in –fer:
When you add a suffix that starts with a vowel (for example, -ed or –ing) to a word ending in
–fer (for example, prefer), the spelling rule depends on which syllable is stressed.
If the second syllable is stressed (for example, prefer), double the r when adding the suffix
(preferred). If the second syllable is not stressed (for example, offer), do not double the r
(offered).
Suffer
Infer
Safer
Transfer
Stiffer
Offer
Buffer
Snuffer
Wafer
Briefer
Prefer
Differ
Staffer
woofer
Bluffer
Refer
Roofer
Stuffer
Surfer
Confer
BOOKS SUGGESTED FOR READING DURING THE SUMMER BREAK:
Author Title Genre/Themes
Author
Frances Hodgson Burnett
Title
The Secret Garden
E. Nesbit
Michelle Magorian
The Railway Children
A Spoonful of Jam
Christopher Lloyd
Katherine Rundell
Roald Dahl
Roald Dahl
Michael Morpurgo
Michael Morpurgo
The What on Earth?
The Wolf Wilder
Charlie and the chocolate factory
Danny the Champion of the World
The amazing story of Adolphus
Billy the Kid
Genre / Themes
Social issues/India country side
orphans
Historical/Moving Home
Historical/ bullying/ theatre
WWII
History
Historical
Fantasy
Humour
Fiction
Hopes and Desires
Arabic for Arabs
‫الواجب الصيفي للصف الرابع‬
‫** قراءة إحدى القصص ثم استخرج‬
‫األسماء ـ األفعال ـ حروف الجر ـ ال القمرية والشمسية ـ‬
.‫الجمل االسمية ـ الجمل الفعلية‬
‫** قراءة موضوع عن البيئة عن طريق البحث على الشبكة‬
. ‫ وتوضيح طرق المحافظة على البيئة من حولك‬، ‫المعلوماتية‬
‫** نعم هللا كثيرة من حولنا فكر في بعض النعم وتحدث مع والدك‬
. ‫ وواجبنا نحوها‬، ‫عن بعض هذه النعم‬
‫** استمع إلى قصة المرأة العجوز والدب األبيض على الرابط‬
/ ‫التالي‬
https://www.youtube.com/watch?v=38QDFCNc: ‫ وحدد منها‬GQ
‫الشخصيات‬
‫المكان‬
‫الزمان‬
‫الحل‬
‫المشكلة‬
‫األحداث‬
ً ‫** ارسم مخط‬
. ‫طا يوضح أنواع الفعل‬
ً ‫** ارسم مخط‬
. ‫طا موضحٍ ا عليه حروف الجر‬
Arabic for Non Arabs
1- Watch this Arabic story then make a summarization for it in
Arabic. You can use the English-Arabic dictionary to get the
difficult words.
https://www.youtube.com/watch?v=pWHbTX0X-cI
2- Make a mind map about the sports and hobbies showing the
nouns, adjectives and verbs then make a paragraph about
your favourite hobby and sport using this map.
‫‪3- Draw and write about spending your leisure time.‬‬
‫‪4‬‬‫يشاهد‬
‫تمارس‬
‫سأذهب‬
‫سوف نقرأ‬
‫لعبت‬
‫يستيقظ‬
‫يجري‬
‫ذهبت‬
‫أريد‬
‫أكلنا‬
‫سنسافر‬
‫تلبس‬
‫ لون الفعل المضارع باللون األحمر‪Colour the present verb with .‬‬‫‪red.‬‬
‫ لون الفعل الماضي باللون األخضر‪Colour the past verb .‬‬‫‪with‬‬
‫‪green.‬‬
‫‪ -‬لون فعل المستقبل باللون األزرق‪.‬‬
‫‪Colour the future verb with blue.‬‬
‫الواجب الصيفي لعام ‪ 2016‬للصف‬
‫الرابع لمادة التربية اإلسالمية‬
‫قرآن‬
‫حديث‬
‫حفظ سورة النازعات مع البحث عن تفسير لبعض‬
‫المعاني بالسورة‬
‫التدريب على التالوة من خالل المصحف المعلم‬
‫للمنشاوي‬
‫حفظ أحاديث عن حسن الخلق وتجميع صور‬
‫ومواقف من حياتك تعبر عن حسن الخلق‬
‫يبحث عن أخالق الرسول صلى هللا عليه وسلم‬
‫وكيف كان يتعامل مع المسلمين وغير المسلمين‬
‫تصميم خريطة ذهنية ألداب دخول المنزل والخروج‬
‫فروع‬
‫منه‬
‫تصميم خريطة ذهنية ألركان اإليمان واإلسالم‬
‫والكتب السماوية وعلى من نزلت هذه الكتب من‬
‫االنبياء‬
‫اكتب عن فضل وأهمية السنن الرواتب فيما اليقل‬
‫عن عشرة أسطر مع تصميم خريطة لهذه السنن‬
‫رسم مخطط يوضح أهمية الدعاء وأثاره في حياتنا‬
‫حفظ األذكار اليومية مثل ( دعاء سيد اإلستغفار‪-‬‬
‫أذكار‬
‫دعاء اإلستيقاظ ‪ -‬دعاء ركوب السيارة ‪ -‬دعاء‬
‫النوم ‪ -‬الخروج من المنزل ‪ -‬دخول المنزل ‪-‬‬
‫الوضوء‪ -‬كفارة المجلس – دعاء دخول المسجد ‪-‬‬
‫أدعية مابعد الصالة )‬
‫قصص األنبياء ( البحث عن قصص األنبياء من خالل الشبكة‬
‫المعلوماتية سواء بالمشاهدة أو القراءة وسرد ما‬
‫سيرة )‬
‫تعلمه للوالدين‬
‫‪Islamic for Non-Arabs‬‬
‫‪TO BE SUBMITTED ON THE 5TH OF SEPTEMBER 2016.‬‬
‫‪1-the holy Quran:‬‬
‫‪Memorize the following surah is well and knowing their meaning:‬‬
‫)‪(Al- takweer – Al- mutafifeen)(The first fifteen ayahs of each surah‬‬
‫‪https://www.youtube.com/watch?v=m_23pgQlOPw‬‬
‫‪https://www.youtube.com/watch?v=xDDNkzj042‬‬
‫‪2- Hadith shareef:‬‬
Listen to the next hadith through link and then memorize it and
share it with your parents.
https://www.youtube.com/watch?v=GF-S3bk_mQw
3-Write a diary entry on how you spent your days during Ramadan?
In your diary entry include:
1.
2.
3.
4.
5.
What is Ramadan?
What is Laylatul-Qadr?
How did you spend your Ramadan?
What did do you during Laylatul-Qadr (The Night Power)?
Mention any special types of Ibaadah you did during this Holy
Month?
6. Stick some pictures on how you spent some of your days during
Ramadan.
Or create a video on a particular day you spent during
Ramadan.
Watch a video on the following website:
https://www.youtube.com/watch?v=GMdsa4z2nkY