GRADE 4 Curriculum Guide 2020-2021 - Our Mission: To develop inquiring, knowledgeable and caring - Shanghai ...
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GRADE 4
Curriculum Guide
2020-2021
Our Mission: To develop inquiring, knowledgeable and caring
learners who contribute positively to their communities.
Message from Table of
the Grade 4 Team
Contents
Dear Parents of Grade 4 Students, I. Message from the Grade 4 Team
II. Grade 4 Procedures
Welcome to Grade 4. We trust that • Expectations
you will find this guide informative and
• Code of Conduct: Class Essential
helpful. It is intended to give you an Agreements
overview of what to expect in Grade 4
• Homework Guidelines
and to help you and your child prepare
• Portfolios
for and settle into this grade level.
• Technology in Grade 4
As the Grade 4 Homeroom Teachers, • Assessment
we will communicate with you on a III. International Baccalaureate
regular basis throughout the year. We Primary Years Programme
will also be inviting you to visit the (IBPYP)
school to celebrate your child’s learning IV. The Programme of Inquiry for
Grade 4
and progress at regular intervals.
V. Grade 4 Subjects
Please do not hesitate to contact us if • English Language Arts
you have any need for clarification or • English as an Additional Language
further information. It is our hope that • Mathematics
we can build a partnership this year
• Science
through keeping all channels between
home and school as open as possible. • Social Studies
• Mandarin
We look forward to working closely • Visual Arts and Performing Arts
with you this year. • Information Communication
Technology (ICT) Seesaw
• Physical Education
Sincerely,
The Grade 4 Team
Page 2 Our Mission: To develop inquiring, knowledgeable and caring learners who contribute positively to their communities.
Part II Grade 4 Procedures
ASSESSMENT
Assessment is an integral part of
the teaching and learning process
at SCIS. Teachers will work to
ensure that assessment is relevant
to the curriculum, as well as
accurate, fair and appropriate for
all students. Assessment is natu-
rally integrated into the teaching
and learning cycle within each
classroom and serves as a means
to provide useful information to
teachers, students and parents.
Teachers draw from a wide
One of the biggest indicators of range of evidence and learning
Expectations
academic success for students is daily experiences to assess students.
Students are expected to find ways
reading for pleasure, and that the Assessments at the Lower School
to take ownership of themselves,
quantity of reading being undertaken are designed to be manageable
academically and socially. It is an
by students directly correlates to for teachers and students.
expectation that by the end of the
year students will be taking full positive academic gains. For these
reasons, daily reading will remain the Assessment tools may include
responsibility for their learning.
core of our home learning practices but are not limited to
Students are expected to come with
a positive attitude, ready to learn every and expectations. We ask that parents
please ensure that students are • Student-teacher conferences
day. Students will actively contribute
to their learning community. reading or being read to, every day. • Checklists
• Anecdotal Notes
Code of Conduct: Essential Student Portfolios
Parents will be able to access digital • Quizzes and tests
Agreements
In Grade 4, each class collaboratively portfolios via Seesaw at any time • Portfolios
agrees to a set of essential agreements. during the year. Parents are able to
discuss and reflect on portfolio entries • Projects and Presentations
These rights and responsibilities are
created, reviewed and decided upon with their child. • Oral evaluations
by the Grade 4 students and teacher. • Student self-assessments
They are then published and publicized Technology Use and reflections
in the classroom as reminders of Students are expected to read and
appropriate behavior. follow the SCIS-Pudong Lower
School Acceptable Use of Technology
Homework Guidelines Policy. Each student will have a
In addition to what is stated in personal blog to communicate with
the Lower School Parent-Student the community. Parents are able to
Handbook (section 3.7) on Home- access their child’s blog at any time.
work, we aim to give students as The classroom blog which parents
much choice and control over their will also be able to access at any
learning as possible, and this includes time will include updated information
the independent learning they do at related to curriculum notices and
home. We also want to work with special events.
the students and their parents to
ensure that well-being and balance
is maintained.
Page 3 Our Mission: To develop inquiring, knowledgeable and caring learners who contribute positively to their communities.
Part III International Baccalaureate Primary Years Programme (PYP)
At SCIS-Pudong we are authorized to • Collecting data and reporting findings; • Who We Are
teach the International Baccalaureate
• Clarifying existing ideas and • Where We Are in Place and Time
Primary Years Programme (IBPYP).
reappraising perceptions of events;
The IBPYP is an integrated curriculum • How We Express Ourselves
that is relevant, challenging and • Deepening understanding through
• How the World Works
engaging for learners from Nursery the application of a concept;
to Grade 5. It is an inquiry-driven • How We Organize Ourselves
• Making and testing theories;
concept-based curriculum frame- • Sharing the Planet
work that actively encourages • Researching and seeking
students to ask questions and seek information;
All of the units of inquiry which the
answers to the world around them. • Taking and defending a position; students learn about are together
and known as the Programme of Inquiry.
Inquiry-based learning involves: All curriculum areas are integrated
• Solving problems in a variety
where appropriate however single
of ways
• Exploring, wondering and subject teaching also occurs separately.
questioning; In all grade levels the homeroom
Much of the curriculum is arranged
• Experimenting and playing with teacher teaches most of the subjects
and taught through large cross-
possibilities; however, the children attend
curricular units of study known as
specialist lessons for the Arts, World
• Making connections between previ- units of inquiry. Throughout the
Languages (Mandarin), Physical
ous learning and current learning; Lower School these units are
Education and Library.
arranged under six themes. These
• Making predictions and acting same themes are repeated at every
purposefully to see what happens; grade level. The themes are:
Our Mission: To develop inquiring, knowledgeable and caring learners who contribute positively to their communities. Page 4
As IB learners we strive to be:
We nurture our curiosity, developing skills for inquiry and research.
Inquirers We know how to learn independently and with others. We learn with
enthusiasm and sustain our love of learning throughout life.
We develop and use conceptual understanding, exploring knowledge
Knowledgeable across a range of disciplines. We engage with issues and ideas that have
local and global significance.
We use critical and creative thinking skills to analyze and take responsible
Thinkers action on complex problems. We exercise initiative in making reasoned,
ethical decisions.
We express ourselves confidently and creatively in more than one
Communicators language and in many ways. We collaborate effectively, listening carefully
to the perspectives of other individuals and groups.
We act with integrity and honesty, with a strong sense of fairness and
Principled justice, and with respect for the dignity and rights of people everywhere.
We take responsibility for our actions and their consequences.
We critically appreciate our own cultures and personal histories, as well as
Open-minded the values and traditions of others. We seek and evaluate a range of points
of view, and we are willing to grow from the experience.
We show empathy, compassion and respect. We have a commitment
Caring to service, and we act to make a positive difference in the lives of others
and in the world around us.
We approach uncertainty with forethought and determination. We work
Risk-takers independently and cooperatively to explore new ideas and innovative strategies.
We are resourceful and resilient in the face of challenges and change.
We understand the importance of balancing different aspects of our lives—intellectual,
Balanced physical, and emotional—to achieve well-being for ourselves and others.We recognize
our interdependence with other people and with the world in which we live.
We thoughtfully consider the world and our own ideas and experience.
Reflective We work to understand our strengths and weaknesses in order to support
our learning and personal development.
Page 5 Our Mission: To develop inquiring, knowledgeable and caring learners who contribute positively to their communities.
Part IV GRADE 4 Programme of Inquiry
WHO WE ARE? WHERE WE ARE IN HOW WE EXPRESS
PLACE AND TIME? OURSELVES?
Central idea: Central idea: Central idea:
Individuals grow and improve Exploration leads to discovery Examining art lets us understand
through systematic approaches and develops new understandings. the lives of people in different
to learning. times, places, and cultures.
An inquiry into:
An inquiry into: • The impact of explorations An inquiry into:
• How mindset helps our brains • Reasons for exploration • Art as a window to the past
grow and change (historical and personal) • Art as an expression of identity
• How documenting our learning • The forms of exploration and culture
provides evidence of thinking • Symbolism and metaphors
• How reflections share about in art
ourselves and others
HOW THE WORLD HOW WE ORGANIZE SHARING THE
WORKS? OURSELVES? PLANET
Central idea: Central idea: Central idea:
Exploring the properties of light Marketplaces depend on the ability Living things share and impact
and sound enables us to use them to produce goods and supply the environment.
for dramatic effect. services that can be exchanged.
An inquiry into:
An inquiry into: • The components of ecosystems
An inquiry into: • Mediums of exhanges in various • How living things within an
• The characteristics and marketplaces (trading systems) ecosystem are interdependent
properties of light and sound • Interconnectedness of • The consequences of • human
• How people have/are innovating economies through supply impact on ecosystems
and using light and sound and demand
• How light and sound are used • Ethics of the marketplace
for dramatic effect
Our Mission: To develop inquiring, knowledgeable and caring learners who contribute positively to their communities. Page 6
Programme of Inquiry English Language Arts
The English Language Arts standards
are organized by grade level, domain
and strands. The following domains
and accompanying strands are
addressed in English Language Arts:
I. Reading – Literature
• Key Ideas and Details
• Craft and Structure
• Integration of Knowledge
and Ideas
• Range of Reading and Level of
Text Complexity
II. Reading – Informational Text
• Key Ideas and Details
• Craft and Structure
The English Language Arts (ELA) growth and ensuring that students • Integration of Knowledge and
program at SCIS prepares students are reading books at their “just Ideas
to become effective communicators, right” levels. In this way, instruction • Range of Reading and Level of
critical thinkers, and active contributors is differentiated to meet the needs Text Complexity
to a global society. The ELA program of learners at different ability levels.
develops the essential literacy skills Literacy skills are supported in class- III. Reading – Foundational Skills
that students need for success at rooms that visibly display a language • Print Concepts
school and in life, including the use rich environment. Teachers employ • Phonological Awareness
and understanding of various media a varied approach to instructional • Phonics and Word Recognition
formats. Teachers guide students in delivery, including but not limited to, • Fluency
developing an appreciation for the small group, whole group, shared, and
English language and help them build independent instruction. IV. Writing
confidence in their English skills. The • Text Types and Purposes
program aims to excite students SCIS implements the Common Core • Production and Distribution of
about English Language Arts while State Standards for English Language Writing
developing essential communication Arts (http://www.corestandards.
http://www.corestandards. • Research to Build and Present
and collaboration skills. org/ELA-Literacy/) for students
org/ELA-Literacy/ Knowledge
in Kindergarten through Grade 5.
Throughout the Lower School, The concepts, knowledge and skills V. Speaking and Listening
developing positive attitudes towards embedded in the ELA standards are • Comprehension and Collaboration
reading and writing is essential. designed to provide students with • Presentation of Knowledge
Teachers collaboratively plan units a solid literary foundation, as well and Ideas
and assess students using common as the higher-level thinking skills and
pre-assessments and summative strategies necessary to be successful VI. Language
assessments. Units are integrated into in life outside of the classroom. The • Conventions of Standards English
the Transdisciplinary Themes of the K–5 ELA standards articulate what • Knowledge of Language
Primary Years Programme where students should understand and be • Vocabulary Acquisition and Use
appropriate. Careful attention is able to do by the end of each grade.
placed on tracking students’ reading
Page 7 Our Mission: To develop inquiring, knowledgeable and caring learners who contribute positively to their communities.
Programme of Inquiry English as an Additional Language (EAL)
Language Acquisition at SCIS monitored by EAL and homeroom literacy and English Language Arts
SCIS creates a multi-lingual learning teachers, and students do not receive standards
environment in which the language direct support from EAL teachers.
d) Ensure assessments and lesson
of instruction is English, while also activities are differentiated and
fostering other languages, including 1. Pull-Out Model (Stage 1):
scaffolded to target students’
mother tongue. The acquisition of Within the Lower School, students in
English proficiency levels.
additional languages provides students grades 1-5, who are considered new
the opportunity to thrive within our English learners in stage 1 receive e) Ensure the domains of reading,
culturally rich community. The ability instruction from an EAL teacher writing, speaking and listening
to communicate in a variety during an EAL Pull-Out period every are represented in all stages of
of modes in more than one language day or every other day. The New planning, teaching and assessment.
is essential to the concept of an English Learners groups are small, and
international education that the instruction is specifically targeted 3. Monitoring (Stage 3):
promotes intercultural understanding. for their “entering” level needs. EAL and Homeroom teachers
continue to monitor English learners
English as an Additional Language 2. Co-Teaching Model (Stage 1 once their academic English proficiency
(EAL) at SCIS: and Stage 2): nears grade level proficiency for
Our EAL program follows research English learners in stages 1 and 2 one complete academic school year
and evidence-based best practices receive EAL support in the Co-Teac (e.g. Jan-Jan; Aug-Aug). However,
in academic language acquisition; is hing Model. In the Co-Teaching the EAL teacher no longer provides
guided by WIDA’s English Language Model, EAL Teachers collaborate to: direct instruction. Effective monitor-
Development standards; and is ing includes collaborative analysis of
aligned with IB PYP philosophies. a) Co-plan, co-teach, & co-assess classroom formative and summative
Through our program, our EAL with the homeroom teachers assessments; NWEA MAP test results;
and homeroom teachers maximize during English Language Arts and/ and Fountas and Pinnell reading
co-planning and co-assessing time or the Units of Inquiry in the assessments. If it is determined that a
to integrate content, language, and homeroom classrooms student is not continuing to prog-
literacy instruction effectively, which ress, an English language proficiency
b) Play an integral role in curriculum
accelerates academic language assessment may be used to determine
development through the
development. if the student receives stage 2
development of the PYP Units of
support again. Once the student is
Inquiry with homeroom teachers
Pudong Lower School performing at grade level, the student
and the PYP Coordinator
EAL Program: is exited from the EAL program, and
SCIS had adopted to EAL program c) Ensure teaching and unit parents are notified.
models to support the various development addresses content,
proficiency levels of our students
acquiring academic English: A Pull-out
Model and a Co-Teaching Model.
All students acquiring English, i.e.
English Learners (ELs), participate
in the Co-Teaching Model. New
English learners, i.e. English learners
at WIDA’s “Entering” level of English
Language Development, also
participate in Pull-Out EAL every day.
The EAL Program support is divided
in stages. Stage 1 provides pull-out
and co-teaching support. Stage 2
provides co-teaching support.
In stage 3, ELs’ performance is
Our Mission: To develop inquiring, knowledgeable and caring learners who contribute positively to their communities. Page 8
Programme of Inquiry Mathematics
The Mathematics program at SCIS the five essential elements of the Process Domains:
provides constructive opportunities PYP: knowledge, concepts, skills, 1. Make sense of problems and
for students to be challenged and attitudes and actions, inform planning, persevere in solving them
supported to think deeply about teaching and assessing of mathematics
2. Reason abstractly and quantitatively
the problems they are solving. Our throughout the SCIS Lower School.
program supports the development Through an inquiry-based workshop 3. Construct viable arguments and
of critical thinking, problem solving, approach, teachers seek to provide critique the reasoning of others
and collaboration skills, as students opportunities for all students to 4. Model with mathematics
are continually encouraged to have access to the highest quality
explore, extend, explain and evaluate mathematics teaching and learning. 5. Use appropriate tools strategically
their mathematical thinking through SCIS implements the Common 6. Attend to precision
open-ended problem solving and Core State Standards for Mathemat-
questioning. Students are expected http://www.corestandards.org/
ics (http://www.corestandards.org/ 7. Look for and make use of structure
to use a variety of strategies and Math/) for students in Kindergarten
Math/
justify their answers explaining the through Grade 5. The K–5 Content Domains:
processes they used. Through a mathematics standards articulate I. Counting and Cardinality
differentiated, student-centered what students should understand II. Operations and Algebraic Thinking
approach, students of all levels and and be able to do by the end of each
III. Number and operations in
abilities are engaged, supported and grade. The standards are organized
Base Ten
challenged. according to process standards and
content standards. The following IV. Number and Operations
Mathematics is imbedded into the process and content domains are – Fractions
Primary Years Programme (PYP) addressed within the mathematics V. Measurement and Data
Units of Inquiry, as well as taught in a curriculum:
subject specific context. In addition VI. Geometry
to the IB Learner Profile attributes,
Page 9 Our Mission: To develop inquiring, knowledgeable and caring learners who contribute positively to their communities.
Programme of Inquiry Science The Science program at SCIS students understand the nature of Program units of inquiry. The units provides constructive opportunities science and scientific concepts. They of inquiry are based on six to nurture students’ curiosity about also understand that science tells us Transdisciplinary Themes: How the physical and natural world. Our about the world, but not what we the World Works, How we Express program supports the development should do with this knowledge. So, Ourselves, Sharing the Planet, Who we of critical thinkers, who are skeptical we foster the shared responsibility Are, Where we are in Place and Time, and seek evidence to support for the ethical practice of science and and How we Organize Ourselves. The claims. Students are encouraged to use of scientific knowledge. standards are organized into the see themselves as scientists, who following four domains. understand that collaboration and SCIS implements the science social construction of knowledge are standards from the Ontario Ministry I. Life Systems essential aspects of this discipline. of Education for students in Kinder- II. Structures and Mechanisms Through inquiry and assessment, garten through Grade 5. The science III. Matter and Energy we nurture and support a sense of standards within the Lower School IV. Earth and Space Systems. perseverance and resilience. Our are embedded into the Primary Years Our Mission: To develop inquiring, knowledgeable and caring learners who contribute positively to their communities. Page 10
Programme of Inquiry Social Studies
Standard 2: Connections
and Conflict
• Students will understand causes
and effects of interaction among
societies, including trade, systems
of international exchange, war, and
diplomacy.
Standard 3: Geography
• Students will understand the
interactions and relationship
between human societies and their
physical environment.
Standard 4: Culture
• Students will understand cultural
and intellectual developments and
interactions among societies.
Standard 5: Society and Identity
• Students will understand social
Within the Lower School, Social rounded curriculum complete with
systems and structures and how
Studies is embedded into the Primary planning, teaching and assessing.
these influence individuals.
Years Program units of inquiry. The Evidence of student learning can
units of inquiry are based on six be seen through various avenues,
Standard 6: Government
Transdisciplinary Themes: How the however the most notable being
• Students will understand why
World Works, How we Express Ourselves, the students’ willingness and ability
societies create and adopt systems
Sharing the Planet, Who we Are, Where to take action to make a positive
of governance and how they
we are in Place and Time, and How we difference in the world.
address human needs, rights,
Organize Ourselves. Using an inquiry
responsibilities and citizenship.
-based methodology, teachers and SCIS implements the Social Studies
students explore a wide range of standards developed by the Standard 7: Economics
significant, relevant and engaging “American Education Reaches Out” • Students will understand
social studies themes and topics. (AERO). Grade level performance fundamental economic principles
Teachers and students work together indicators guide the Social Studies and ways in which economies are
to develop enduring understandings curriculum. The curriculum shaped by geographic and human
that are conceptual in nature and emphasizes concepts, skills and factors.
substantial enough to lead to content related to: Time; Continuity
in-depth inquiries. Teachers encourage and Change; Connections and Conflict; Standard 8: Science and Technology
students to formulate an Geography; Culture; Society and Identity; • Students will understand how
understanding of their personal and Government; Economics; and Science societies have influenced and
cultural identities, as well as those and Technology. been influenced by scientific
of others in order to promote developments and technological
intercultural awareness and respect Standard 1: Time, Continuity, development.
for individuals, their values and and Change
traditions. Emphasizing the IB learner • Students will understand patterns of
profile attributes, as well as the five change and continuity, relationships
essential elements of the program between people and events through
(knowledge, concepts, skills, attitudes time, and various interpretations of
and action), helps ensure a well- these relationships.
Page 11 Our Mission: To develop inquiring, knowledgeable and caring learners who contribute positively to their communities.Programme of Inquiry Mandarin
Multiple development levels of technical development. Knowledge and work comfortably with the
Mandarin ranging from Novice and skills development tends to content in the abstract and make
to Advanced are offered at each involve expanding repertoire of connections in completely unfamiliar
grade-level for non-native Mandarin conceptual understandings and skills settings. The learning opportunities
speakers. The context of the topics through varied practice and study. focus on challenging conceptual
is determined based on the student understandings and effective skill
abilities and learning outcomes, as Intermediate Low application. Knowledge and skills
well as prior language experience. The student works independently development tends to involve
Students for whom Mandarin is not with the content and has command discriminating between closely
their native language are placed in of several key aspects. The learning related concepts and perfecting skills
one of the following groups: opportunities focus on depth of through conscientious scrutiny and
understanding and flexibility of concise use.
Novice Low application. Knowledge and skills
The student has little or no previous development tends to involve Students for whom Mandarin is their
exposure to conceptual knowledge refining skills and gaining deeper native language or are near native
and skills associated with the conceptual understanding through speakers are placed in the native
content. The learning opportunities strategic use of conceptual / near native Mandarin class. The
are designed to build familiarity. knowledge and skills. curriculum parallels the standards
Knowledge and skill development from the Shanghai Ministry of
tends to involve developing Intermediate Mid Education, as well as content related
fragments of understanding and The student is able to recognize to the grade level Units of Inquiry.
limited independent ability through
repeating systematic processes,
following examples and exploring
content.
Novice Mid
The student recognizes the content
and can make associations. The
learning opportunities are designed
to widen the scope of familiarity.
Knowledge and skill development
tends to involve developing cohesive
understanding and independent
abilities centered around specific
concepts or skills through focused
practice and study.
Novice High
The student has working knowledge
and skills associated with the content.
The learning opportunities focus on
Our Mission: To develop inquiring, knowledgeable and caring learners who contribute positively to their communities. Page 12Programme of Inquiry Visual and Performing Arts (Music and Art)
these differentiated experiences,
students learn to communicate
ideas of personal, regional or cultural
significance in a variety of forms and
modes. They also make connections
within and among the arts, and with
other disciplines. This allows them to
develop a deeper understanding and
appreciation of their own identity
and culture, as well as other ideas
and cultural contexts that can be
explored through the arts.
The program aims to recognize and
The Visual and Performing Arts are in an environment where they nurture artistic abilities, as well as
(VPA) program at the Lower are encouraged to take risks and other skills and competencies related
School aims to build a lifelong ability learn new things, therefore, we aim to this domain. Therefore, in addition
to interact with, respond to, and to not only develop technical and to the confidence and personal
appreciate the arts. We believe that expressive competencies, but to expressive skills that students
the arts are an essential part of a build confidence so that students develop, other skills are nurtured
balanced and effective education. see themselves as capable artists, through participation in our rich
A strong arts education enhances performers and musicians. VPA program. These include but are
academic performance in other not limited to: creative thinking skills,
disciplines, and impacts a range of The VPA program at SCIS gives empathy, self-reflection, how to give
important developmental skills and students the opportunity to express and receive feedback, technical skills,
understandings. We also believe ideas and emotions that cannot be cooperation and collaboration skills,
that students learn best when they expressed in words alone. Through and self-discipline.
Programme of Inquiry Information Communication Technology (ICT)
The lower school technology students as well as a digital portfolio tools ensure that all parents,
program seeks to integrate for each student during their tenure regardless of language background
technology skills with authentic within the Lower School at SCIS- can feel connected and part of their
classroom content and activities. Pudong. child’s learning journey at school.
Students will have the opportunity to
utilize computers and iPads as tools Seesaw’s child-friendly, student- Seesaw empowers students to
for learning, research, communication centered design and simple layout independently document and share
and creative expression. This includes allows students to easily navigate the their learning with an authentic
students being active innovators and program and capture their learning larger audience, while receiving
designers that engage in authentic in multiple forms including photos, positive and timely feedback from
learning experiences which allow videos, drawings, text, and links. teachers, parents, peers and family
them to create original designs, Additionally, Seesaw encourages members around the globe. Seesaw
products and devices. families to be part of the learning is accessible from any device (i.e. iOS,
process, as they regularly are able to Android, Kindle Fire, Chromebooks)
Seesaw view updates to their child’s Seesaw and it easily allows students, teachers
Seesaw (https://web.seesaw.me
https://web.seesaw.me) journal and provide positive and and parents to review progress over
serves as the primary communication timely feedback and encouragement. time and recognize student growth in
tool for parents, teachers and Plus, Seesaw’s built-in translation all core and specialist subject areas.
Page 13 Our Mission: To develop inquiring, knowledgeable and caring learners who contribute positively to their communities.Programme of Inquiry Physical Education
The Physical Education program elements and/ or criteria and can What to Wear:
is based upon the Personal, Social communicate feelings, emotions Grade 4 students are expected to
and Physical Education (PSPE) and ideas (for example, gymnastics, wear their PE uniform to school on
Scope and Sequence from the dance*, martial arts).
the days that PE occurs for their
International Baccalaureate Primary class. The uniform includes:
Years Programme. PSPE is focused • Games: Recognizing the
on the development of individual challenges presented by games; • Appropriate sports shoes
well-being through the integration of the importance of manipulating (sandals, crocs or flipflops are not
specific concepts, knowledge, skills, space; the categorizing of games; acceptable PE shoes)
and attitudes within the PE units. identifying and developing • An SCIS PE Shirt
Students will participate in balanced appropriate skills and strategies; • Appropriate SCIS shorts or
PE program during the course of recognizing the importance of rules trousers
the year that includes the following and how they define the nature of • A labelled water bottle
experiences: a game; modifying existing games During Swimming units (Fall and
and creating new games; teamwork. Spring) students should bring:
• Individual pursuits (Athletics • A one-piece swimsuit and a towel
and Swimming): The development • Adventure challenges: A (please ensure they are labelled
of basic motor skills and the body’s variety of tasks requiring the use with the child’s name)
capacity for movement through of physical and critical-thinking • Goggles
locomotor and manipulative skills skills by individuals and/or groups; • A swim cap is compulsory for
and/or experiences; the techniques, challenges that require groups swimmers with medium to long
rules and purpose of a range of to work together collaboratively hair.
athletic activities (for example, in order to solve problems and
track and field, swimming, skating, accomplish a common goal; Sickness and/or medical concerns
skiing); recognizing a high level of recognizing the role of the Please send a medical certificate if
achievement and how to improve a individual in group problem solving. your child is unable to participate in a
performance. PE lesson.
• Health-related fitness:
• Movement composition: Recognizing and appreciating
Recognizing that movements can the importance of maintaining
be linked together and refined a healthy lifestyle; the body’s
to create a sequence of aesthetic response to exercise including the
movements. Movements can be in interaction of body systems and
response to stimuli or performance the development of physical fitness.
Our Mission: To develop inquiring, knowledgeable and caring learners who contribute positively to their communities. Page 14Pudong Campus
198 Hengqiao Road, Kangqiao,
Pudong, Shanghai, China 201315
Phone: 86-21-5812-9888
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