IPC Teachers Manual - Learning Goals 1-11 grades

IPC Teachers’ Manual Learning goals

www.internationalprimarycurriculum.com

From Fieldwork Education, part of the WCL Group

_{Part 1: The Subject Goals – Art}

Introduction

In Art, children learn about visual and tactile expression and communication. They should be taught about:

• Expressing ideas, emotions, observations and experiences in images

• Developing creativity and imagination

• Using colour, form, texture and patterns

• Using materials and processes

• Understanding, appreciating, respecting and enjoying other people’s visual expressions

• The work of artists, craftspeople and designers from different cultures, including those represented in the host country

• Functions of the visual arts in people’s lives now and in the past

The knowledge, skills and understanding which children gain through their study of Art can be regarded in terms of:

• Enquiry

• Designing

• Making

• Techniques

• Materials

• Interpretation

• Evaluation

• Communication

Subject goals

Milepost 1

By the end of the school year in which they are 7, the vast majority of children will:

1.1 Know about some of the forms used by artists in their work

1.2 Be able to use a variety of materials and processes

1.3 Be able to suggest ways of improving their own work

1.4 Be able to comment on works of art

1.5 Understand that the work of artists can be seen in a wide variety of places and situations

Milepost 2

By the end of the school year in which they are 9, the vast majority of children will:

2.1 Know how a number of artists – including some from their home country and the host country – use forms, materials and processes to suit their purpose

2.2 Know about some of the work of artists in the host country

2.3 Be able to use art as a means of self expression

2.4 Be able to choose materials and techniques which are appropriate for their task

2.5 Be able to explain their own work in terms of what they have done and why

2.6 Be able to talk about works of art, giving reasons for their opinions

Milepost 3

By the end of the school year in which they are 12, the vast majority of children will:

3.1 Know that the study of art is concerned with visual and tactile expression and communication

3.2 Know how artists, craftspeople and designers from a variety of traditions – including those of their home country and the host country – use materials, forms and techniques to express their emotions, observations and experiences

3.3 Be able to use a wide variety of materials, forms and techniques to express their emotions, observations and experiences

3.4 Be able to communicate through visual and tactile forms

3.5 Be able to improve their own work

3.6 Be able to make judgements about works of art, showing understanding, appreciation, respect and enjoyment as appropriate

3.7 Be able to consider works of art in terms of meaning, design, materials, technique, place and time

3.8 Understand that the work of artists is influenced by their environment and that artists have an effect on the environment

_{Part 1: The Subject Goals}

– Geography

Introduction

In Geography, children learn about places and environments in the world around them. They should be taught about:

• Ways of finding out about places and environments

• Environmental issues

• Interpreting geographical information

• How places and environments are affected by natural processes and human activities

• The characteristics of natural features and processes

• How people have organised their physical environment

• The diversity of human activities – including economic, social, political and cultural

• Similarities and differences between places and environments

• How their own lives, and those of other people, are affected by geographical and environmental factors

• How nations affect each other

• Causes and effects

• The use of maps, atlases and globes

• The geography of the host country

The knowledge, skills and understanding which children gain through their study of

Geography can be regarded in terms of:

• Enquiry

• Places

• Environmental change and development

• Geographical features

• Mapping

• Communicating

Subject goals

Milepost 1

By the end of the school year in which they are 7, the vast majority of children will:

1.1 Know about the main physical and human features of particular localities

1.2 Know about similarities and differences between different localities

1.3 Know about how land and buildings are used in particular localities

1.4 Know about the weather and climatic conditions in particular localities and how they affect the environment and the lives of people living there

1.5 Know that the world extends beyond their own locality and that the places they study exist within a broader geographical context

1.6 Know that people can harm or improve the environment

1.7 Be able to use geographical terms

1.8 Be able to follow directions

1.9 Be able to describe the geographical features of the school site and other familiar places

1.10 Be able to make maps and plans of real and imaginary places, using pictures and symbols

1.11 Be able to use maps at a variety of scales to locate the position and simple geographical features of the host country and their home country

1.12 Be able to use secondary sources to obtain simple geographical information

1.13 Be able to express views on the attractive and unattractive features of an environment

1.14 Be able to communicate their geographical knowledge and understanding in a variety of ways

Milepost 2

By the end of the school year in which they are 9, the vast majority of children will:

2.1 Know how particular localities have been affected by human activities

2.2 Know how particular localities have been affected by natural features and processes

2.3 Know how the nature of particular localities affect the lives of people

2.4 Know about the weather and climatic conditions in the host country and how they affect the environment and the lives of people living there

2.5 Be able to use geographical terms

2.6 Be able to describe the main geographical features of the area immediately surrounding the school

2.7 Be able to make simple maps and plans of familiar locations

2.8 Be able to use maps at a variety of scales to locate the position and geographical features of particular localities

2.9 Be able to use secondary sources to obtain geographical information

2.10 Be able to express views on the features of an environment and the way it is being harmed or improved

2.11 Be able to communicate their geographical knowledge and understanding to ask and answer questions about geographical and environmental features

2.12 Understand how places fit into a wider geographical context

2.13 Understand that the quality of the environment can be sustained and improved

Milepost 3

By the age of 12, the vast majority of children will:

3.1 Know that the study of geography is concerned with places and environments in the world around them

3.2 Know about the main physical and human features and environmental issues in particular localities

3.3 Know about similarities and differences between particular localities

3.4 Know how the features of particular localities influence the nature of human activities within them

3.5 Know about recent and proposed changes in particular localities

3.6 Know about the major geographical features of the host country

3.7 Know about the geography of the area around the school

3.8 Know about the major geographical features of their home country

3.9 Know about the weather and climatic conditions in their home country and how they affect the environment and the lives of people living there

3.10 Know about the weather and climatic conditions in the host country and how they affect the environment and the lives of people living there

3.11 Know how people affect the environment

3.12 Be able to enquire into geographical factors and their effects on people’s lives

3.13 Be able to use a variety of sources to gather geographical information

3.14 Be able to collect and record evidence to answer geographical questions

3.15 Be able to identify geographical patterns and to use their knowledge and understanding to explain them

3.16 Be able to use appropriate geographical vocabulary to describe and interpret their surroundings

3.17 Be able to use instruments to make measurements

3.18 Be able to use appropriate techniques to gather information

3.19 Be able to make plans and maps in a variety of scales using symbols and keys

3.20 Be able to use and interpret globes and maps in a variety of scales

3.21 Be able to use maps in a variety of scales to locate the position and geographical features of the host country and town, their home country and town, other countries and towns in which they and their peers have lived

3.22 Be able to explain how physical and human processes lead to similarities and differences between places

3.23 Be able to explain how places are linked through movement of goods and people

3.24 Be able to communicate their knowledge and understanding of geography in a variety of ways

3.25 Understand how localities are affected by natural features and processes

3.26 Understand how and why people seek to manage and sustain their environment

3.27 Understand how the geographical features of the host country affect the lives of the people who live there

_{Part 1: The Subject Goals}

– History

Introduction

In History, children learn about the past in relation to the present. They should be taught about:

• Ways of finding out about the past

• The ways in which the past has been recorded and interpreted

• How to draw conclusions about the past

• The lives of people in the past

• Cultural, political, social, economic and personal aspects of past societies

• The ways in which past societies have affected each other

• The present being a result of what people have done in the past

• How their own lives are affected by historical influences

• Similarities and differences between the past and the present

• Continuity and change in their own lives and in the history of peoples

• Causes and effects

• Ways of presenting their work

• The history of the host country

The knowledge, skills and understanding which children gain through their study of

History can be regarded in terms of:

• Enquiry

• Knowledge

• Interpretation

• Chronology

• Communicating

Subject goals

Milepost 1

By the end of the school year in which they are 7, the vast majority of children will:

1.1 Know stories about a range of people who have lived in a variety of cultures in the past

1.2 Know about a range of events that have happened in the past

1.3 Be able to ask and answer questions about the past

1.4 Be able to use key words and phrases relating to the passing of time

1.5 Be able to order events and objects into a sequence

1.6 Be able to identify differences between their own lives and those of people who have lived in the past

1.7 Be able to find out about aspects of the past from a range of sources of information

1.8 Be able to communicate their historical knowledge and understanding in a variety of ways

1.9 Understand that events and people’s actions have causes and effects

1.10 Understand that the past is represented in a variety of ways

Milepost 2

By the end of the school year in which they are 9, the vast majority of children will:

2.1 Know about the main events, dates and characteristics of the past societies they have studied

2.2 Know about the lives of people in those periods

2.3 Know about the main similarities and differences between the past societies they have studied

2.4 Be able to give some reasons for particular events and changes

2.5 Be able to gather information from simple sources

2.6 Be able to use their knowledge and understanding to answer simple questions about the past and about changes

2.7 Understand that the past can be considered in terms of different time periods

2.8 Understand that the past has been recorded in a variety of different ways

Milepost 3

By the end of the school year in which they are 12, the vast majority of children will:

3.1 Know that the study of history is concerned with the past in relation to the present

3.2 Know about the characteristic features of particular periods and societies

3.3 Know about the general history of the host country

3.4 Know about the general history of their home country

3.5 Know about the characteristic features of a particular period in the history of the host country

3.6 Know about the ideas, beliefs, attitudes and experiences of people in the past

3.7 Know about the social, cultural, religious and ethnic diversity of the periods studied

3.8 Know the terms associated with the periods they have studied

3.9 Be able to enquire into historical issues and their effects on people’s lives

3.10 Be able to find out about aspects of the past from a range of sources

3.11 Be able to describe and identify reasons for and results of historical events, situations, and changes in the periods they have studied

3.12 Be able to describe and make links between the main events, situations and changes both within and across periods

3.13 Be able to describe how the history of the host country affects the lives of people who live there now

3.14 Be able to describe how the history of one country affects that of another

3.15 Be able to ask and answer questions about the past

3.16 Be able to select and record information relevant to an historical topic

3.17 Be able to place the events, people and changes in the periods they have studied into a chronological framework

3.18 Be able to use dates and terms relating to the passing of time

3.19 Be able to communicate their knowledge and understanding of history in a variety of ways, making appropriate use of dates and historical terms

3.20 Understand how some aspects of the past have been represented and interpreted in different ways

3.21 Understand that historical sources can be different from and contradict one another and that they reflect their context of time, place and viewpoint

_{Part 1: The Subject Goals – ICT}

Introduction

In ICT, children learn about applying technology in order to gather, use and exchange information.

They should be taught about:

• Ways of gathering, investigating, analysing, communicating and presenting information

• Making the best use of available resources

• Making the best use of available information

• Ways in which ICT affects people’s lives

The knowledge, skills and understanding which children gain through their study of information and communication technology can be regarded in terms of:

• Enquiry

• Information

• Skills

• Communication

• Evaluation

The goals in information and communication technology will normally be achieved through children’s work in other subjects.

Subject goals

Milepost 1

By the end of the school year in which they are 7, the vast majority of children will:

1.1 Know about some of the applications of ICT in everyday life

1.2 Know about some of the ways in which the use of ICT affects people’s lives

1.3 Be able to use ICT to organise and classify information

1.4 Be able to use ICT to present information

1.5 Be able to enter, save, retrieve and revise information

1.6 Be able to work with text, tables, images and sound

1.7 Be able to plan and give instructions to make things happen

1.8 Be able to describe what they have done

1.9 Be able to use ICT to explore what happens in real and imaginary situations

Milepost 2

By the end of the school year in which they are 9, the vast majority of children will:

2.1 Know about some applications of ICT in work situations

2.2 Know about some applications of ICT in daily life

2.3 Know about some of the ways in which the use of ICT in work situations affects people’s lives

2.4 Be able to find and use stored information from a variety of sources

2.5 Be able to use ICT to support and present their work in other subjects

2.6 Be able to use sequences of instruction to control devices and achieve specific outcomes

2.7 Be able to make choices to gather information and solve problems

2.8 Understand that ICT can be used responsibly and creatively to people’s benefit

Milepost 3

By the end of the school year in which they are 12, the vast majority of children will:

3.1 Know that the study of ICT is concerned with applying technology to gather, use and exchange information

3.2 Know about an increasing number of applications of ICT for leisure, communication and work

3.3 Be able to frame questions appropriately when gathering and interrogating information

3.4 Be able to interpret their findings

3.5 Be able to identify whether their findings are valid

3.6 Be able to manipulate and combine different forms of information from different sources

3.7 Be able to use ICT to present information in a variety of forms

3.8 Be able to exchange information and ideas in a number of different ways

3.9 Be able to use ICT to control events

3.10 Be able to use ICT to sense physical data

3.11 Be able to use ICT-based models and simulations

3.12 Understand that the quality of information affects the results of any enquiry

3.13 Understand the importance of considering audience and purpose when presenting information

_{Part 1: The Subject Goals}

– Language Arts

Introduction

In Language Arts, children learn about the nature and use of the language of instruction. They should be taught about:

• The skills which help them to use the language effectively

• The meaning, use and form of language

• Enjoyment and appreciation of language

The knowledge, skills and understanding which children gain through their study of language arts can be regarded in terms of:

• Speaking and listening

• Reading

• Writing

• Language awareness

• Drama

Activities in the units of work of the International Primary Curriculum provide plenty of opportunity for children to develop their use of language. They do not, however, constitute a programme for language study. Schools have told us that they would prefer to use their own published or self-created programmes of work to help children reach the learning goals defined under ‘Language awareness’.

Subject goals

Milepost 1

Speaking and listening

By the end of the school year in which they are 7, the vast majority of children will:

1.1 Be able to make contributions to class and group discussions

1.2 Be able to ask and respond to questions

1.3 Be able to follow the conventions of conversation

1.4 Be able to give consideration to the needs of the listener

1.5 Be able to give and respond to oral directions

1.6 Be able to recite and respond to familiar stories, poems and rhymes

Reading

By the end of the school year in which they are 7, the vast majority of children will:

1.7 Be able to express opinions about major events, ideas and characters in what they read

1.8 Be able to summarise and retell what they have read

1.9 Be able to read familiar passages aloud with fluency and expression

1.10 Be able to recognise the main features of what they read

Writing

By the end of the school year in which they are 7, the vast majority of children will:

1.11 Be able to make simple plans of what they are going to write

1.12 Be able to use strategies to organise their writing

1.13 Be able to use writing to describe familiar persons, places, objects and experiences

1.14 Be able to use writing to convey simple ideas

1.15 Be able to write in both narrative and non-narrative form

1.16 Be able to give consideration to the needs of the reader

1.17 Be able to write with letters that are accurately formed and consistent in size

Language awareness

By the end of the school year in which they are 7, the vast majority of children will:

1.18 Know the basic elements of phonetic analysis in reading

1.19 Know the basic structure elements of word structure

1.20 Know the names of simple punctuation marks

1.21 Know the names of basic parts of speech

1.22 Be able to recognise and use complete sentences

1.23 Be able to use simple punctuation

1.24 Be able to recognise and use nouns, verbs, adjectives and adverbs

1.25 Be able to use conventions of spelling so that monosyllabic words are usually spelt accurately

1.26 Be able to use a variety of strategies and cues to interpret the meaning of simple texts

1.27 Be able to use a variety of strategies and cues to read unfamiliar words

1.28 Be able to recognise familiar words on sight

1.29 Understand that there may be differences between spoken and written forms used in school and those used elsewhere

Drama

By the end of the school year in which they are 7, the vast majority of children will:

1.30 Be able to adopt a role

1.31 Be able to make simple dramatic presentations to others

1.32 Be able to respond to performances by identifying what they liked or disliked and giving simple reasons

Milepost 2

Speaking and listening

By the end of the school year in which they are 9, the vast majority of children will:

2.1 Be able to make positive and sustained contributions to group discussion

2.2 Be able to make reasoned responses to questions and comments

2.3 Be able to listen to others without making interruptions

2.4 Be able to use strategies to convey a clear main point when speaking

2.5 Be able to plan simple oral presentations

2.6 Be able to make simple oral presentations

2.7 Be able to recognise and use simple non-verbal expressions

2.8 Be able to identify the main points of an oral presentation

2.9 Be able to summarise and recount the main points of an oral presentation

Reading

By the end of the school year in which they are 9, the vast majority of children will:

2.10 Be able to use strategies for previewing text

2.11 Be able to identify a writer’s purpose

2.12 Be able to identify a writer’s opinion

2.13 Be able to select suitable reading material

2.14 Be able to read texts written in a range of forms

2.15 Be able to make inferences and draw conclusions about the qualities and actions of characters in what they read

2.16 Be able to summarise and paraphrase what they have read

Writing

By the end of the school year in which they are 9, the vast majority of children will:

2.17 Be able to plan their writing

2.18 Be able to draft and revise their writing

2.19 Be able to evaluate their own writing

2.20 Be able to write for different purposes and readers

2.21 Be able to write in different forms

2.22 Be able to write with a structure suited to their purpose

2.23 Be able to write in response to events, people, ideas and things they have read

2.24 Be able to write in support of an opinion or argument

Language awareness

By the end of the school year in which they are 9, the vast majority of children will:

2.25 Know that language is used differently in different situations

2.26 Know that the way language is used can reflect different cultures

2.27 Know the key elements of structures commonly used in writing

2.28 Know the names of a range of parts of speech

2.29 Know the names of a range of punctuation marks

2.30 Know the main characteristics of a range of written forms

2.31 Know the main features and conventions commonly used in written texts

2.32 Be able to recognise and use a range of parts of speech

2.33 Be able to use the conventions of spelling so that familiar words are spelt accurately

2.34 Be able to use a range of punctuation marks

2.35 Be able to make and check predictions about what will be found in a text

2.36 Be able to use reference materials to determine the meaning and pronunciation of unknown words

2.37 Be able to use the main features and conventions commonly used in written texts

2.38 Be able to recognise common devices used by writers

2.39 Understand that there are different purposes for the use of language

Drama

By the end of the school year in which they are 9, the vast majority of children will:

2.40 Be able to create, adapt, sustain and respond to roles

2.41 Be able to use character, action and story in plays they improvise and script

2.42 Be able to use dramatic techniques to explore characters and issues

2.43 Be able to respond to a performance by commenting on characters, story and effects

Milepost 3

Speaking and listening

By the end of the school year in which they are 12, the vast majority of children will:

3.1 Be able to play a variety of roles in group discussions

3.2 Be able to ask questions to obtain clarification and elaboration

3.3 Be able to use strategies and tools to enhance listening comprehension

3.4 Be able to use the content, intention and perspective of what is said to them in a variety of situations

3.5 Be able to convey information, experiences, arguments and opinions clearly when speaking to others

3.6 Be able to use appropriate vocabulary in speech

3.7 Be able to use strategies and tools for making oral presentations

3.8 Be able to use spoken language that is appropriate to the situation and purpose

Reading

By the end of the school year in which they are 12, the vast majority of children will:

3.9 Be able to read for different purposes

3.10 Be able to use a variety of strategies to understand meaning

3.11 Be able to make inferences and draw conclusions from what they read

3.12 Be able to retrieve information and ideas from a range of written texts

3.13 Be able to distinguish between fact and fiction

Writing

By the end of the school year in which they are 12, the vast majority of children will:

3.14 Be able to use a range of strategies to write for different readers

3.15 Be able to use a range of strategies to write for different purposes

3.16 Be able to write in a range of different forms appropriate for their purpose and readers

3.17 Be able to write texts that clearly describe their own experiences, feelings, opinions, arguments, appreciation or disapproval

3.18 Be able to write about what they have learned from a variety of sources

3.19 Be able to use writing to organise thoughts, experiences, emotions and intentions for themselves

3.20 Be able to use a range of strategies and tools for planning, drafting and revising their writing

3.21 Be able to write neatly and legibly

Language awareness

By the end of the school year in which they are 12, the vast majority of children will:

3.22 Know rules for grammatical construction

3.23 Know rules for spelling

3.24 Know rules for punctuation

3.25 Be able to recognise devices used by an author to accomplish a purpose

3.26 Be able to recognise different forms, genres and themes

3.27 Be able to explain and describe the main features, ideas, themes, events, information and characters in a text

3.28 Be able to recognise and use figures of speech

3.29 Be able to recognise and use descriptive language

3.30 Be able to recognise and use literal language

3.31 Be able to recognise and use different forms, styles and genres

3.32 Be able to recognise and use different linguistic conventions

3.33 Understand that language is used differently in different situations

3.34 Understand that language and the way it is used affects the relationships between people

3.35 Understand that there are cultural differences between the way that language is used by different people and in different situations

3.36 Understand that the meaning of language can be influenced by the situation, form, unexpressed intentions, physical posture, facial expression and gestures

3.37 Understand that forms of communication benefit from the application of rules

Drama

By the end of the school year in which they are 12, the vast majority of children will:

3.38 Be able to improvise a play, using roles, situation and elements of a story

3.39 Be able to perform a scripted play

3.40 Be able to make use of voice, language, posture, movement and facial expression

3.41 Be able to make use of scenery, stage properties, costume and make-up

3.42 Be able to evaluate their own performance and that of others

3.43 Be able to respond to a performance identifying the key elements and devices

_{Part 1: The Subject Goals}

– Mathematics

Introduction

In Mathematics, children learn about the nature and use of mathematical ideas and skills. They should be taught about:

• Connections between what they learn and their everyday existence

• Basic mathematical skills

• Mathematical language

• Applying what they learn to practical situations

• Reflecting on their own mathematical activities and checking the accuracy of their results

• Recognising and using relationships, rules, patterns and structures

• Describing strategies of investigation and reasoning in their own words

The knowledge, skills and understanding which children gain through their study of

Mathematics can be regarded in terms of:

• Using mathematics

• Number

• Measurement

• Shape and space

• Data handling

Units of work for the International Primary Curriculum describe what and how children in different age groups are expected to learn in their mathematical development. They do not, however, constitute a programme for mathematical study.

Subject goals

Milepost 1

Using mathematics

By the end of the school year in which they are 7, the vast majority of children will:

1.1 Be able to draw pictures and use apparatus and symbols to represent problems

1.2 Be able to discuss mathematical problems, processes and solutions with teachers, and other children

1.3 Be able to choose between addition and subtraction to solve mathematical problems

1.4 Be able to use simple apparatus to solve mathematical problems

1.5 Be able to use their mathematical knowledge, skills and understanding in everyday situations

Number

By the end of the school year in which they are 7, the vast majority of children will:

1.6 Be able to count to 100

1.7 Be able to recognise symbolic, concrete and pictorial representations of numbers

1.8 Be able to use mental recall of addition and subtraction facts to 10

1.9 Be able to use mental calculation to solve number problems involving money and measurement

1.10 Be able to identify simple sequences of numbers

1.11 Be able to add and subtract whole numbers

1.12 Be able to solve problems using addition and subtraction

1.13 Understand the inverse relationship between addition and subtraction

1.14 Understand that numerals are symbols used to represent quantities

1.15 Understand the place value of each digit in numbers to 100

Measurement

By the end of the school year in which they are 7, the vast majority of children will:

1.16 Know standard units used for the measurement of length, turn, mass, time and temperature

1.17 Be able to use standard and non-standard units to measure length, turn, mass, time and temperature

1.18 Be able to estimate measurements of length, turn, mass, time and temperature and to check their estimates against actual measurement

Shape and space

By the end of the school year in which they are 7, the vast majority of children will:

1.19 Know the mathematical names for common two- and three-dimensional shapes

1.20 Know the properties of common two- and three-dimensional shapes

1.21 Be able to use and understand the common language of spatial sense

1.22 Understand that geometrical shapes are useful for representing real situations

Data handling

By the end of the school year in which they are 7, the vast majority of children will:

1.23 Be able to sort and classify objects using two or more criteria

1.24 Be able to gather information and record it using simple lists, tables and charts

1.25 Understand that they can find out about a group of things by investigating just some of them

Milepost 2

Using mathematics

By the end of the school year in which they are 9, the vast majority of children will:

2.1 Be able to use a variety of strategies for understanding and solving problems

2.2 Be able to represent problems, processes and solutions in a variety of forms

2.3 Be able to use trial and error and the process of elimination to solve problems

2.4 Be able to explain the methods and reasoning they have used in solving a problem

2.5 Be able to organise their work in a coherent way

2.6 Be able to check their results

2.7 Be able to use and interpret mathematical symbols and diagrams

2.8 Be able to identify particular examples to support a general statement

2.9 Be able to use their mathematical knowledge, skills and understanding in everyday situations

Number

By the end of the school year in which they are 9, the vast majority of children will:

2.10 Understand place value in numbers up to 1000

2.11 Be able to use and recognise decimal notation in measurement

2.12 Be able to use mental recall of addition and subtraction facts up to 20

2.13 Be able to use mental recall of multiplication tables, and their associated division facts, up to 10x10

2.14 Be able to use written methods to add and subtract three digit numbers

2.15 Be able to use written methods to multiply and divide two numbers

2.16 Be able to record a remainder in a division sum

2.17 Be able to use simple fractions

2.18 Be able to recognise simple equivalent fractions

Measurement

By the end of the school year in which they are 9, the vast majority of children will:

2.19 Be able to use standard and non-standard units to measure length, turn, mass, time and temperature in a range of contexts

2.20 Be able to select and use appropriate units of measurement

2.21 Be able to select and use appropriate instruments for measurement

2.22 Be able to use strategies to estimate measurements

Shape and space

By the end of the school year in which they are 9, the vast majority of children will:

2.23 Know the names and properties of range of two- and three-dimensional shapes

2.24 Know the characteristics of particular lines and angles

2.25 Be able to classify two- and three-dimensional shapes according to their properties

2.26 Understand that shapes can be congruent or similar

2.27 Understand that scale is used to show relative size and distance

Data handling

By the end of the school year in which they are 9, the vast majority of children will:

2.28 Be able to extract and interpret information presented in simple tables and lists

2.29 Be able to gather information and present it in bar charts, pictograms and line graphs

2.30 Understand that some events are more likely to happen than others

Milepost 3

Using mathematics

By the end of the school year in which they are 12, the vast majority of children will:

3.1 Be able to solve mathematical problems both within mathematics and in other practical contexts

3.2 Be able to break a complex problem into simpler parts

3.3 Be able to use their experience of similar situations in solving problems

3.4 Be able to use their own strategies for solving problems

3.5 Be able to generalise from particular cases, using conjecture and supporting arguments

3.6 Be able to record and explain their work clearly and accurately in a variety of forms

3.7 Be able to convert into mathematical terms a simple problem not described in mathematical language

3.8 Be able to use their mathematical knowledge, skills and understanding in everyday situations

3.9 Understand that there is no one right way to solve any mathematical problem

Number

By the end of the school year in which they are 12, the vast majority of children will:

3.10 Be able to add, subtract, multiply and divide whole numbers, fractions and decimals

3.11 Be able to use a range of strategies for mental tasks involving addition, subtraction, multiplication and division

3.12 Be able to record accurately their calculations in addition, subtraction, short and long multiplication and short and long division

3.13 Be able to add, subtract, multiply and divide decimals to two places

3.14 Be able to compare ratios

3.15 Be able to solve simple ratio problems

3.16 Be able to calculate simple percentages

3.17 Be able to convert fractions into decimal fractions

3.18 Be able to use a calculator accurately for the addition, subtraction, multiplication and division of whole numbers, decimal fractions and percentages

3.19 Be able to check their work by inverse calculations, estimation and approximation

3.20 Be able to recognise and use number patterns and relationships including multiples, factors, squared and cubed numbers and square roots

3.21 Be able to construct and use simple formulae involving one or two operations

3.22 Be able to interpret and use coordinates

3.23 Understand the relationships between ratios, fractions, decimal fractions and percentages

Measurement

By the end of the school year in which they are 12, the vast majority of children will:

3.24 Know the units of measurement for length, area, turn, volume, capacity, time, speed, mass and temperature

3.25 Know the formulae for finding the perimeters and areas of rectangles and for calculating simple volumes

3.26 Be able to tell the time and calculate time intervals

3.27 Be able to perform calculations with money – including with the currency of their home and host countries

3.28 Be able to use these units of measurement accurately in practical situations

3.29 Be able to use appropriate instruments of measurement

3.30 Be able to find the perimeters and areas of various shapes

3.31 Understand the principles of drawing to scale

3.32 Understand the relationships between different units of measurement

Shape and space

By the end of the school year in which they are 12, the vast majority of children will:

3.33 Know the defining properties of regular geometrical shapes

3.34 Know the defining properties of regular three-dimensional shapes

3.35 Be able to draw angles to the nearest degree

3.36 Be able to identify the lines of symmetry of two-dimensional shapes

3.37 Be able to draw common two-dimensional shapes accurately and to scale

3.38 Be able to construct three-dimensional models accurately and to scale

Data handling

By the end of the school year in which they are 12, the vast majority of children will:

3.39 Be able to collect and record data using appropriate tables, graphs and diagrams, using ICT where appropriate

3.40 Be able to interpret and draw conclusions from tables, graphs and diagrams

3.41 Be able to calculate basic probability through simple experiments

3.42 Be able to gather information to make predictions about events

3.43 Understand the basic concepts of mean, average, range, frequency and distribution

3.44 Understand the relationship between events that are sure to happen, sure not to happen, likely to happen and unlikely to happen

_{Part 1: The Subject Goals}

– Music

Introduction

In Music, children learn about musical expression and communication. They should be taught about:

• Expressing emotions and experiences in images

• Developing creativity and imagination

• Performing by singing and playing instruments

• Musical composition

• Appreciating, respecting and enjoying musical compositions and performances

• The work of musicians from different cultures, including those represented in the host country

• Functions of music in people’s lives now and in the past

The knowledge, skills and understanding which children gain through their study of Music can be regarded in terms of:

• Enquiry

• Performance

• Composition

• Listening

• Interpretation

• Evaluation

• Communication

Subject goals

Milepost 1

By the end of the school year in which they are 7, the vast majority of children will:

1.1 Know a number of songs

1.2 Know a number of other pieces of music

1.3 Know how a number of musicians – including some from their home country and the host country – use musical elements to create different effects and for different purposes

1.4 Be able to recognise and explore ways in which sounds can be made, changed and organised

1.5 Be able to sing familiar songs

1.6 Be able to play simple rhythms with a steady beat

1.7 Be able to compose simple musical patterns

1.8 Be able to perform individually and with others

1.9 Be able to use symbols to represent sounds

1.10 Be able to listen carefully to pieces of music and comment on them

1.11 Be able to recall a simple tune

1.12 Be able to suggest ways of improving their own work

1.13 Understand that musical elements can be used to create different effects

1.14 Understand that music is used for a variety of different purposes

Milepost 2

By the end of the school year in which they are 9, the vast majority of children will:

2.1 Know how a number of musicians – including some from their home country and the host country – organise sounds and use them expressively

2.2 Know how a number of musicians – including some from their home country and the host country – choose sounds and instruments which are appropriate for their task

2.3 Be able to recognise and explore the ways that sounds can be organised and used expressively

2.4 Be able to sing in tune and with expression

2.5 Be able to perform simple pieces rhythmically using a limited range of notes

2.6 Be able to improvise repeated patterns

2.7 Be able to compose simple pieces to create intended effects

2.8 Be able to choose sounds and instruments which are appropriate for their task

2.9 Be able to improve their own work, having regard to the intended effect

2.10 Be able to explain their own work in terms of what they have done and why

2.11 Be able to talk about pieces of music, giving reasons for their opinions

2.12 Be able to recognise and identify familiar pieces of music including some from the host country

2.13 Understand how musical elements are combined and varied to create different effects

Milepost 3

By the end of the school year in which they are 12, the vast majority of children will:

3.1 Know that the study of music is concerned with musical expression and communication

3.2 Know how a number of musicians – including some from their home country and the host country – combine musical elements within a structure

3.3 Be able to sing songs in unison and in two parts

3.4 Be able to play tuned and untuned instruments with control and rhythmical accuracy

3.5 Be able to perform as part of an ensemble

3.6 Be able to perform with an awareness of audience

3.7 Be able to compose musical pieces combining musical elements within a structure

3.8 Be able to improve their own work having regard to purpose

3.9 Be able to listen attentively with attention to detail

3.10 Be able to make judgements about pieces of music, showing understanding, appreciation, respect and enjoyment as appropriate

3.11 Be able to consider pieces of music in terms of meaning, mood, structure, place and time

3.12 Understand that musicians use music to express emotions and experiences

3.13 Understand that the work of musicians is influenced by their environment

_{Part 1: The Subject Goals}

– Physical Education

Introduction

In Physical Education, children learn about healthy lifestyles and performing a range of movement activities.

They should be taught about:

• Developing physical competence and confidence

• Developing creativity and imagination

• A range of activities

• A range of skills

• Physical development

• Healthy lifestyles

• Teamwork

• Communication

The knowledge, skills and understanding which children gain through their study of

Physical Education can be regarded in terms of:

• Skills

• Planning

• Performance

• Evaluation

• Fitness and health

Children should have opportunities to participate in:

• Gymnastics

• Ball games

• Athletics

• Dance

• Swimming

Subject goals

Milepost 1

By the end of the school year in which they are 7, the vast majority of children will:

1.1 Know the rules and conventions of a number of activities and small games

1.2 Be able to perform simple activities with control and coordination

1.3 Be able to repeat and develop simple actions

1.4 Be able to apply simple tactics

1.5 Be able to apply movements in sequence

1.6 Be able to apply rules and conventions

1.7 Be able to observe, copy and develop actions performed by others

1.8 Be able to improve performance through observation and repetition

1.9 Be able to spend time at ease in water

1.10 Understand principles of safe activity

1.11 Understand that exercise has an effect on their body

Milepost 2

By the end of the school year in which they are 9, the vast majority of children will:

2.1 Know the principal rules of a number of established sporting and athletic activities

2.2 Know the principles of water safety

2.3 Be able to choose appropriate skills and movements to suit a task

2.4 Be able to plan actions and movements

2.5 Be able to take part in a range of individual, pair, small group and team activities

2.6 Be able to perform a range of activities with control and coordination

2.7 Be able to apply tactics in competitive situations

2.8 Be able to apply expressive movements in sequence

2.9 Be able to improve performance through analysis, observation and repetition

2.10 Be able to move easily through water

2.11 Understand the importance of warming up before an activity

2.12 Understand that physical activity is good for their health

2.13 Understand the importance of rules

2.14 Understand the importance of fair play

Milepost 3

By the end of the school year in which they are 12, the vast majority of children will:

3.1 Know that the study of physical education is concerned with healthy lifestyles and performing a range of movement activities

3.2 Know the principal rules of established sporting and athletic activities

3.3 Know the principles of water safety

3.4 Be able to perform with control, coordination, precision and consistency

3.5 Be able to plan their own performance

3.6 Be able to participate in small-side team games

3.7 Be able to use tactics to improve their own performance and that of a team

3.8 Be able to identify the features of a good performance

3.9 Be able to evaluate their own performance

3.10 Be able to refine and improve their performance based on their understanding of what is needed

3.11 Be able to apply the rules and conventions of a range of sports and activities

3.12 Be able to use movement as a means of expression and communication

3.13 Be able to swim a distance of at least 100 metres

3.14 Understand how physical activity affects the body

3.15 Understand the importance of dressing appropriately for physical activity

3.16 Understand the importance of hygiene

3.17 Understand the importance of safety procedures

_{Part 1: The Subject Goals}

– Science

Introduction

In Science, children learn about the animate and inanimate world around them. They should be taught about:

• Developing a sense of wonder about the world around them

• Ways of finding out about living things, materials and phenomena

• Interpreting scientific evidence

• Communicating scientific ideas

• Making links between scientific activities and ideas

• Ways in which scientific ideas affect people’s lives

• Ways in which scientific issues affect the environment

• The cultural implications of scientific activities and ideas

• The moral issues associated with scientific activities and ideas

• Cause and effect

The knowledge, skills and understanding which children gain through their study of

Science can be regarded in terms of:

• Enquiry

• Interpretation

• Living things

• Materials

• Physical processes

• Communicating

Subject goals

Milepost 1

Enquiry

By the end of the school year in which they are 7, the vast majority of children will:

1.1 Know that scientific enquiry involves asking questions, collecting evidence through observation and measurement

1.2 Be able to pose simple scientific questions

1.3 Be able to identify ways of finding out about scientific issues

1.4 Be able, with help, to conduct simple investigations

• Thinking about what will happen

• Using, with help, simple scientific equipment

• Recognising when a test or comparison with one variable is fair

• Observing what happens

• Comparing what happened with what they thought would happen

• Offering explanations for what happened, and why it happened

• Making simple comparisons, identifying similarities, differences and simple patterns

• Recording and communicating their observations – orally, in writing and through ICT

1.5 Be able, with help, to gather information from simple texts

Living things

By the end of the school year in which they are 7, the vast majority of children will:

1.6 Know about the basic conditions needed for living things to survive

1.7 Know about the differences between living things and things that have never been alive

1.8 Know that living things grow and reproduce

1.9 Know that the features of the school environment affect the types of living things found there

1.10 Be able to sort living things into simple groups

1.11 Be able to recognise living things in the school environment

1.12 Understand that different locations support different living things

1.13 Know the names of the main external body parts of humans and animals

1.14 Know the names and characteristics of a range of animals

1.15 Know about the importance of exercise and healthy eating

1.16 Know about the role of drugs as medicines

1.17 Know about the senses

1.18 Be able to recognise similarities and differences between themselves and other people

1.19 Understand how to treat animals with care and sensitivity

1.20 Know the names of the parts of plants

1.21 Know that seeds grow into plants

1.22 Know that plants need light to grow

1.23 Know that plants need water to grow

Materials

By the end of the school year in which they are 7, the vast majority of children will:

1.24 Know the names and properties of a range of materials

1.25 Know about the uses of different materials

1.26 Know what happens when various materials are squashed, bent, twisted, stretched, heated or cooled

1.27 Be able to describe similarities and differences between materials

1.28 Be able to sort materials into groups according to their properties

1.29 Understand that the uses to which materials are put depend on their properties

Physical processes

By the end of the school year in which they are 7, the vast majority of children will:

1.30 Know about everyday appliances that use electricity

1.31 Know how simple electrical circuits operate and the effects they have on different devices

1.32 Know the function of a switch in an electrical circuit

1.33 Know how a range of forces, including pushes and pulls, can move objects

1.34 Know that darkness is the absence of light

1.35 Know that sounds travel from sources

1.36 Know that sounds are heard when they enter the ear

1.37 Understand that sound and light come from a variety of sources

1.38 Be able to describe the actions that result in changes in light, sound or movement

Milepost 2

Enquiry

By the end of the school year in which they are 9, the vast majority of children will:

1. Be able to carry out simple investigations

• Suggesting ways of collecting evidence

• Preparing a simple investigation which is fair with one changing factor

• Predicting the outcomes of investigations

• Using simple scientific equipment

• Testing ideas using evidence from observation and measurement

• Linking the evidence to broader scientific knowledge and understanding

• Using evidence to draw conclusions

• Recording and communicating their observations and findings in a variety of ways

• Explaining their observations and findings

2.2 Be able to gather information from simple texts

2.3 Understand the importance of collecting scientific evidence

2.4 Understand some of the effects of what they learn on people’s lives

Living things

By the end of the school year in which they are 9, the vast majority of children will:

2.5 Know the differences between living and non-living things

2.6 Know about processes and conditions that have an effect on living things

2.7 Know about the principles of nutrition, growth, movement and reproduction

2.8 Know about the living things that are supported by different environments

2.9 Know about ways in which animals and plants are suited to different environments

2.10 Know about the frequently occurring animals and plants that are supported by the environment around the school

2.11 Know about food chains in the local environment

2.12 Understand the principles of protecting living things

2.13 Know about the function and care of teeth in humans and other animals

2.14 Know about the function and actions of the heart in humans and other animals

2.15 Know about the functions of skeletons and muscles in humans and some other animals

2.16 Know about the main stages of the human life cycle

2.17 Know about the effect of exercise on the human body

2.18 Know about the effects that tobacco and alcohol have on the human body

2.19 Know about the effect of diet on the human body

2.20 Be able to classify animals according to their features

2.21 Know about the effects that light, air, water and temperature have on plants

2.22 Know about the functions of leaves

2.23 Know about the life cycle of plants

2.24 Be able to classify plants according to their features

Materials

By the end of the school year in which they are 9, the vast majority of children will:

2.25 Know that some materials conduct electricity

2.26 Know that some materials conduct heat more effectively than others

2.27 Know that temperature is a measure of heat

2.28 Know that some changes in materials are reversible and others are irreversible

2.29 Know about the changes that occur when materials are mixed

2.30 Know that some substances dissolve in water and others do not

2.31 Be able to compare common materials and objects according to their properties

2.32 Be able to distinguish between solids, liquids and gases

2.33 Be able to separate insoluble solids from liquids by filtering

2.34 Understand that different materials are suited for different purposes

Physical processes

By the end of the school year in which they are 9, the vast majority of children will:

2.35 Know about the principles of magnets and magnetic and non-magnetic materials

2.36 Be able to construct electrical circuits to make devices work

2.37 Be able to change the type or number of components in a circuit to have a different effect

2.38 Know that forces can have direction

2.39 Know that forces differ in size

2.40 Know about the effects of friction

2.41 Know that light travels from a source

2.42 Know that objects form shadows when they block the passage of light from a source

2.43 Know that sounds are made when objects vibrate

2.44 Be able to create sounds with a variety of objects

2.45 Be able to change sounds by altering variables

2.46 Know that the sun, earth and moon are approximately spherical

2.47 Know that the position of the sun appears to change during the course of a day and that shadows change as a result

2.48 Know that the sun provides the light and heat necessary for the earth

2.49 Know that the moon appears to change shape over the course of a month

Milepost 3

Enquiry

By the end of the school year in which they are 12, the vast majority of children will:

3.1 Know that the study of science is concerned with investigating and understanding the animate and inanimate world around them

3.2 Be able to conduct scientific investigations

• Posing scientific questions

• Choosing an appropriate way to investigate a scientific issue

• Using their scientific knowledge and understanding to predict the outcome

• Relating the outcome to their original prediction

• Making systematic and accurate measurements from their observations

• Drawing conclusions based on the evidence

• Explaining and justifying their predictions, investigations, findings and conclusions

• Recording and communicating their findings accurately using the most appropriate medium and the appropriate scientific vocabulary and conventions

• Repeating investigations, observations and measurements to check their accuracy and validity

• Identifying patterns in the results

• Using scientific language to explain any differences found in the results of investigations

• Suggesting ways in which their investigations and working methods could be improved

• Relating their own investigations to wider scientific ideas

3.3 Be able to gather evidence from a variety of sources

3.4 Be able to discriminate between evidence and opinion

3.5 Understand the importance of using evidence to test scientific ideas

3.6 Understand some of the effects of what they learn on people’s lives

Living things

By the end of the school year in which they are 12, the vast majority of children will:

3.7 Know about the major classifications of living things

3.8 Know about the effects of food chains in a variety of environments

3.9 Know that changes in the environment have effects on living things

3.10 Know about the nature, functions and effects of micro-organisms

3.11 Be able to recognise and name the major plants and animals in the host country

3.12 Be able to classify locally occurring plants and animals according to their features

3.13 Be able to recognise and name the major plants and animals in their home country

3.14 Understand the relationship between living things and the environment in which they live

3.15 Know about the structure of the human body

3.16 Know the functions of the major internal and external parts of the human body

3.17 Know about similarities and differences between humans and other creatures

3.18 Know about the effect of exercise on the human pulse rate

3.19 Know about the effect of drug misuse on the human body

3.20 Know about the ways in which humans and other animals reproduce

3.21 Know that some characteristics of humans and other animals are inherited from their parents

3.22 Know that some characteristics of humans are influenced by their environment

3.23 Understand the importance of an appropriate diet for the health of humans and other animals

3.24 Know that some characteristics of plants are inherited from their parents

3.25 Know about the functions of the major parts of a plant

3.26 Know about factors that affect the growth of plants

3.27 Know about the function of roots in anchoring and feeding plants

3.28 Know about ways in which plants reproduce

3.29 Know about the effects of seed dispersal

3.30 Know about the conditions needed for germination

Materials

By the end of the school year in which they are 12, the vast majority of children will:

3.31 Know the distinctive properties of different materials

3.32 Know about the principles of materials acting as thermal insulators

3.33 Know what happens when materials are heated and cooled

3.34 Know about the principles of condensation and evaporation

3.35 Know about differences between metals and other materials

3.36 Know that matter is made up of particles

3.37 Know about the different arrangements of particles in solids, liquids and gases

3.38 Be able to compare and group rocks and soils according to their properties

3.39 Be able to group and classify materials according to their properties

3.40 Be able to identify changes that are reversible or irreversible

3.41 Be able to separate simple mixtures

3.42 Be able to recover dissolved solids through evaporation

Physical processes

By the end of the school year in which they are 12, the vast majority of children will:

3.43 Know that heat is often produced as a by-product when one form of energy is converted to another

3.44 Know that heat can move from one object to another by conduction

3.45 Be able to represent electrical circuits in drawings using conventional symbols

3.46 Be able to construct circuits on the basis of drawings using conventional symbols

3.47 Be able to vary an electrical circuit to change its effect

3.48 Know about the nature and effect of gravitational force

3.49 Be able to identify the effects of physical forces

3.50 Be able to measure forces

3.51 Be able to identify the direction of forces

3.52 Know that light travels in a straight line until it strikes an object

3.53 Know that light can be reflected, refracted or absorbed

3.54 Know that light travels through some materials and not through others

3.55 Know that we see things when light from them enters our eyes

3.56 Know how sounds are changed by altering the nature and frequency of the vibrations

3.57 Know that vibrations from sound sources travel through a medium to reach the ear

3.58 Be able to identify the effects and uses of light and sound

3.59 Know about the relationship between the Earth and the rest of the solar system

3.60 Know that day and night are related to the Earth spinning on its axis

3.61 Know about the time taken for the Earth to orbit the sun and for the moon to orbit the earth

3.62 Know about the effects caused by the Earth moving

3.63 Know that patterns of stars in the sky stay the same

3.64 Be able to identify the major constellations

3.65 Know about the major sources of energy

3.66 Know how energy sources occur

3.67 Know how energy sources are obtained

3.68 Know how energy sources are used

3.69 Know the basic principles of renewable and sustainable energy

_{Part 1: The Subject Goals}

– Society

Introduction

In Society, children learn about living as members of groups

They should be taught about:

• The main political and social institutions and systems

• The rights and responsibilities of individuals as members of groups

• The responsibilities that groups have for their members

The knowledge, skills and understanding which children gain through their study of

Society can be regarded in terms of:

• Individuals and groups

• Citizenship

• Health and safety

• Celebrations

The goals in society will normally be achieved through children’s work in other subjects. They are closely linked to the international and personal goals.

Subject goals

Milepost 1

By the end of the school year in which they are 7, the vast majority of children will:

1.1 Know that people have individual characteristics

1.2 Know some of the rules of groups to which they belong

1.3 Know about some of the factors that can harm or improve their health

1.4 Know about some of the factors that can improve or endanger their safety

1.5 Know about some major celebrations – including some in the host country

1.6 Understand that they belong to a number of groups (e.g. family, school, nation)

Milepost 2

By the end of the school year in which they are 9, the vast majority of children will:

2.1 Know that they belong to different groups, have different home countries and different nationalities

2.2 Know that different groups have different purposes

2.3 Know that people within groups have different outlooks, characteristics and purposes

2.4 Know that they have rights and responsibilities

2.5 Know that people in different countries have different traditions, celebrations and ways of living

2.6 Know about ways of keeping healthy and safe through diet, clothing, exercise, hygiene and the observance of reasonable rules

2.7 Understand that people can affect their own health and safety

2.8 Understand that people’s health and safety can be affected by a variety of factors including food, climate, rules, and the availability of resources

2.9 Understand that celebrations are influenced by a variety of factors including beliefs and history

Milepost 3

By the end of the school year in which they are 12, the vast majority of children will:

3.1 Know that the study of society is concerned with learning about living as members of groups

3.2 Know about the major forms of national government, including those in the host country and their home country

3.3 Know about significant international organisations

3.4 Know about the major traditions, celebrations and ways of living in the host country and their home country

3.5 Understand their own responsibilities in the groups to which they belong

3.6 Understand the responsibilities of others in those groups and in the wider community

3.7 Understand that the way in which people fulfil their responsibilities affects the lives of others

3.8 Understand that the behaviour of individuals has an effect on the lives of others

3.9 Be able to enquire into the nature of groups and social institutions and their effects on people’s lives

_{Part 1: The Subject Goals}

– Technology

Introduction

In Technology, children learn about designing and making products to solve problems and meet needs.

They should be taught about:

• Designing, producing and using products

• Techniques of production

• The use of a range of materials and components

• The diversity of technological products

• How to think about design and production

• Identifying and responding to needs, wants and opportunities

• How to evaluate materials, processes and products

• The effects of technology on people’s lives

The knowledge, skills and understanding which children gain through their study of

Technology can be regarded in terms of:

• Enquiry

• Design

• Production

• Materials and components

• Evaluation

Subject goals

Milepost 1

By the end of the school year in which they are 7, the vast majority of children will:

1.1 Know that products in everyday use have an effect on people’s lives

1.2 Be able to plan what they are going to make

1.3 Be able to describe their plans in pictures and words

1.4 Be able to use simple tools and materials to make products

1.5 Be able to choose appropriate tools and materials for their tasks

1.6 Be able to comment on their own plans and products and suggest areas of improvement

1.7 Be able to comment on the usefulness of products in everyday use

Milepost 2

By the end of the school year in which they are 9, the vast majority of children will:

2.1 Know that the way in which products in everyday use are designed and made affects their usefulness

2.2 Be able to design and make products to meet specific needs

2.3 Be able to make usable plans

2.4 Be able to make and use labelled sketches as designs

2.5 Be able to use simple tools and equipment with some accuracy

2.6 Be able to identify and implement improvements to their designs and products

2.7 Be able to identify the ways in which products in everyday use meet specific needs

2.8 Be able to suggest improvements to products in everyday use

Milepost 3

By the end of the school year in which they are 12, the vast majority of children will:

3.1 Know that technology affects people’s lives

3.2 Know how the lives of people in the host country are affected by the extent of technological advance

3.3 Know how the lives of people in their home country are affected by the extent of technological advance

3.4 Be able to respond to identified needs, wants and opportunities with informed designs and products

3.5 Be able to gather and use information to suggest solutions to problems

3.6 Be able to devise and use step-by-step plans

3.7 Be able to consider the needs of users when designing and making

3.8 Be able to select the most appropriate available tools and materials for a task

3.9 Be able to work with a variety of tools and materials with some accuracy

3.10 Be able to test and evaluate their own work and improve on it

3.11 Be able to investigate the way in which simple products in everyday use are designed and made and how they work

3.12 Be able to evaluate the effectiveness of simple products in everyday use

3.13 Understand the need for accurate design and working

3.14 Understand the ways in which technology can be used to meet needs, wants and opportunities

3.15 Understand that different techniques, tools and materials are needed for different tasks

3.16 Understand that the quality of a product depends on how well it is made and how well it meets its intended purpose

_{Part 1: The Subject Goals}

– Additional Language

Introduction

In learning an Additional Language children learn to communicate in a language that is not their mother tongue.

They should be taught about:

• How the language is used

• How to understand the additional language

• How to be understood in the additional language

The knowledge, skills and understanding which children gain through their study of an additional language can be regarded in terms of:

• Speaking and listening

• Reading

• Writing

• Grammatical conventions

The Additional Language for many children is likely to be English. For others it will depend on the circumstances and location of the school.

One important factor in the teaching of an additional language is the language that the school uses for instruction. For many children the language of instruction will be an additional language. For these children there are likely to be needs, incentives and

opportunities which go beyond those of children learning a language that they do not use in everyday situations.

Because of the differences between schools and languages there are no general subject goals for Additional Languages. There is however an expectation that:

• All children will learn an additional language from the age of 5

• Children learning the school’s language of instruction as an additional language will reach the necessary levels of competence from a very early age

• All other children will be fluent speakers of an additional language by the age of 12

_{Part 2: Personal Goals}

Children should be taught in such a way that they develop the personal qualities of:

• Enquiry

• Adaptability

• Resilience

• Morality

• Communication

• Thoughtfulness

• Cooperation

• Respect

Efforts towards achieving these goals should be reflected in the whole curriculum and in all other aspects of school life. To a large extent, they are assumed in the subject goals so the following personal goals are, in effect, largely a summary of the personal outcomes of children’s learning.

By their nature, the personal goals are not age-specific. They apply to children – and adults – of all ages.

Enquiry

The vast majority of children will, through their study of the International Primary

Curriculum:

1. Be able to ask and consider searching questions related to the area of study

2. Be able to plan and carry out investigations related to these questions

3. Be able to collect reliable evidence from their investigations

4. Be able to use the evidence to draw sustainable conclusions

5. Be able to relate the conclusions to wider issues

Adaptability

The vast majority of children will, through their study of the International Primary

Curriculum:

1. Know about a range of views, cultures and traditions

2. Be able to consider and respect the views, cultures and traditions of other people

3. Be able to cope with unfamiliar situations

4. Be able to approach tasks with confidence

5. Be able to suggest and explore new roles, ideas, and strategies

6. Be able to move between conventional and more fluid forms of thinking

7. Be able to be at ease with themselves in a variety of situations

Resilience

The vast majority of children will, through their study of the International Primary

Curriculum:

1. Be able to stick with a task until it is completed

2. Be able to cope with the disappointment they face when they are not successful in their activities

3. Be able to try again when they are not successful in their activities

Morality

The vast majority of children will, through their study of the International Primary

Curriculum:

1. Know about the moral issues associated with the subjects they study

2. Know about and respect alternative moral standpoints

3. Be able to develop their own moral standpoints

4. Be able to act on their own moral standpoints

5. Be able to explain reasons for their actions

Communication

The vast majority of children will, through their study of the International Primary

Curriculum:

1. Be able to make their meaning plain using appropriate verbal and non-verbal forms

2. Be able to use a variety of tools and technologies to aid their communication

3. Be able to communicate in more than one spoken language

4. Be able to communicate in a range of different contexts and with a range of different audiences

Thoughtfulness

The vast majority of children will, through their study of the International Primary

Curriculum:

1. Be able to identify and consider issues raised in their studies

2. Be able to use a range of thinking skills in solving problems

3. Be able to consider and respect alternative points of view

4. Be able to draw conclusions and develop their own reasoned point of view

5. Be able to reflect on what they have learned and its implications for their own lives and the lives of other people

6. Be able to identify their own strengths and weaknesses

7. Be able to identify and act on ways of developing their strengths and overcoming their weaknesses

Cooperation

The vast majority of children will, through their study of the International Primary

Curriculum:

1. Understand that different people have different roles to play in groups

2. Be able to adopt different roles dependent on the needs of the group and on the activity

3. Be able to work alongside and in cooperation with others to undertake activities and achieve targets

Respect

The vast majority of children will, through their study of the International Primary

Curriculum:

1. Know about the varying needs of other people, other living things and the environment

2. Be able to show respect for the needs of other people, other living things and the environment

3. Be able to act in accordance with the needs of other people, other living things and the environment

_{Part 3: The International Goals}

INTERNATIONAL GOALS

The international goals are based on an understanding of the characteristics of an international curriculum:

An international curriculum should develop in children:

• Knowledge and understanding beyond that related to their own nationality

• An understanding of the independence and interdependence of peoples, countries and cultures

It should enable children to:

• Adapt to other education systems

• Develop both a national and an international perspective

It should include:

• A degree of focus on the host country

• A degree of focus on the home country

These characteristics should be reflected in the whole curriculum and in all other aspects of school life. They are assumed in the subject and personal goals. So the following international goals are, in effect, a summary of the international outcomes of children’s learning at the three mileposts.

Milepost 1

By the end of the school year in which they are 7, the vast majority of children will, through their study of the International Primary Curriculum:

1.1 Know that children within the class and school have different home countries

1.2 Know the names and approximate locations of the home countries of children within the class (and/or school)

1.3 Know about some of the similarities and differences between the lives of children in the different home countries and in the host country

1.4 Be able to respect one another’s individuality and independence

1.5 Be able to work with each other where appropriate

Milepost 2

By the end of the school year in which they are 9, the vast majority of children will, through their study of the International Primary Curriculum:

2.1 Know about some of the similarities and differences between the different home countries and between them and the host country

2.2 Know about ways in which these similarities and differences affect the lives of people

2.3 Be able to identify activities and cultures which are different from but equal to their own

Milepost 3

By the end of the school year in which they are 12, the vast majority of children will, through their study of the International Primary Curriculum:

3.1 Know about the key features related to the lives of people in their home country and, where appropriate, their parents’ home countries

3.2 Know about the key features related to the lives of people in the host country and/

or, where appropriate, other countries in which they have lived

3.3 Know about ways in which the lives of people in the countries they have studied affect each other

3.4 Know about similarities and differences between the lives of people in different countries

3.5 Be able to explain how the lives of people in one country or group are affected by the activities of other countries or groups

3.6 Be able to identify ways in which people work together for mutual benefit

3.7 Understand that there is value both in the similarities and the differences between different countries

(NB: By the lives of people in these goals we mean to include such things as the history, geography, society, arts and traditions in the countries concerned. We also mean to include the diversity of experience within those countries.)