KS1&2_Handbook

PRIMARY CURRICULUM • KEY STAGE 1 & 2 1

CURRICULUMTHE BRITISH INTERNATIONAL SCHOOL

PUXI PRIMARY CAMPUS

Key Stage One & Two

The British International SchoolShanghai, China

12&KS

At BISS we seek a curriculum of quality - one that is team-planned, drawing upon the energy, imagination and talents of everyone. We offer a curriculum that recognises the importance of experiential learning and provides wholeheartedly for the needs of individual children.

4 PRIMARY CURRICULUM • KEY STAGE 1 & 2

CURRICULUMKEY STAGE ONE & TWO

To provide a high-quality British education in an international context.

Our commitment at BISS Puxi is to create and maintain a safe, happy and child-centred environment in which children are inspired to become purposeful life-long learners.

We provide an education, based upon the English National Curriculum, in an international context for pupils with a wide range of abilities; where all pupils are supported in reaching their highest level of personal achievement through good learning habits, self-discipline and a strong sense of responsibility; with a strong emphasis upon the importance of kindness, courtesy, and consideration for others; where recognition is given for hard work and commitment in all areas

of school life; where all pupils are encouraged, through a broad curriculum, to develop their individual strengths and interests, as well as the skills and enthusiasm for life-long, independent learning; where the school makes a positive contribution to the local community; with a learning

environment that promotes a knowledge and understanding of diverse cultural backgrounds, belief systems and global issues.

Our aim is that upon leaving BISS Puxi pupils are confident, well-rounded individuals who are well prepared for the next stage of their education and their role in a challenging, demanding and

rapidly changing world.

Floreat Nostra Schola

MISSION STATEMENT

12&KS


Welcome to the Primary department of The British International School Shanghai Puxi campus. In welcoming your child into the BISS community we aim to ensure that all children in our care are happy, confident, well-motivated, enthusiastic and excited about life. One of our key goals is to develop within our pupils a desire to learn that will remain with them for life and help them to meet future challenges confidently and successfully.

In addition we aim to:

Educate pupils intellectually, socially, morally, aesthetically, physically and spiritually• Give instruction in the basic skills, namely reading, oracy, literacy, and numeracy by the most • effective methods available to usEncourage the development of all pupils, so that they will learn to take their place in society,• Instil in pupils a sense of decency, commitment, self-reliance, responsibility, respect for others • and healthy self-esteemCreate an atmosphere that is relaxed but purposeful and facilitate the achievement of these • aims by forming the best possible relationships between teachers, children, parents and others involved.

We are concerned with the development of the whole personality of each individual. We endeavour to teach what each child needs, regardless of age, sex or ability. We aim to make it difficult to fail. We try to present the child with work which is attractive. We wish to create incentives, to increase the natural thirst for knowledge and skills that is present in almost all children and to channel efforts into useful and interesting pursuits. We want children to enjoy school and to make the best use of their time there.

We do not forget that we are part of a process and we want our children to go on to the next stage of their education with a built-in desire for further interesting work and experience.

Values and precepts

We want our pupils to achieve their full potential and to become good members of the community by embracing, with us all, the following precepts:

To tell the truth • To keep promises• To respect the rights and property of others• To act considerately towards all living things• To help those who are weaker and less fortunate than ourselves• To take personal responsibility for all our actions• To develop self-discipline.•

The values underlying these precepts are reflected also in the school rules:

To be polite towards adults and towards other pupils• To try our best in everything we do• To respect and care for other people and their property• To be proud of our school and to take care of it• To be honest and truthful.•

AN INTRODUCTION


At BISS we seek a curriculum of quality - one that is team-planned, drawing upon the energy, imagination and talents of everyone. Our curriculum recognises the importance of experiential learning and provides wholeheartedly for the needs of individual children. As a whole school we acknowledge that good relationships are essential to develop our children’s self-image, confidence and independence. All members of staff work together to advance this caring and supportive atmosphere.

The learning environment is stimulating and challenging for all children. Classroom areas are arranged imaginatively and contain displays which assist learning, engage children in their learning process and celebrate children’s achievements.

Parents are recognised and welcomed in school. Their involvement and contribution is sought consistently across the school in a partnership that enhances the children’s education and welfare.

Promoting a Safe and Happy Community

To have a happy school, an orderly atmosphere is necessary. School rules are based on the need for a large community of children and adults to work together. Children should be able to come to school happy and free of fear, knowing their rights will be respected, and prepared to respect the rights of others. Such rules that do exist do so to ensure mutual respect and to prevent injury or accident. We aim for a caring orderly school based on self-discipline. Parental support is sought in ensuring that school rules are respected. The school’s emphasis is placed on encouraging and rewarding the positive aspects of children’s work and behaviour throughout the school.

Our Curriculum

BISS recognises that successful curriculum needs to promote the four aspects of achievement, which are:

The ability to express oneself in oral and written form and, where appropriate, to remember • facts accurately and use them constructivelyThe ability to apply knowledge through practical tasks, problem solving, investigation skills, • and through the use of oral and written languageThe development of personal and social skills, such as the ability to work with others and to be • able to take on a leadership role within a groupThe ability to develop confidence that comes with self-discipline and the commitment to learn • and persevere even when tasks seem difficult.

The belief is that, in order to be successful learners, children need a positive image of themselves, to have control over their own learning and achieve a level of autonomy appropriate to their development.

The aim is to ensure that children are involved in first and second-hand experiences and everyone seeks to learn with and from the children so that all can change in the light of that experience. Furthermore, it is to develop individuality rather than conformity to encourage curiosity and critical thinking; to instill respect for each other and the world in which we live.

Indeed, our concern is for the whole child, cognitively, socially and emotionally and to provide a moral framework within which children can make decisions and judgements.

We see the education of the children at BISS as one of partnership between parents, children and teaching and support staff.

OUR TASK



THEKEY STAGE ONECURRICULUM

The school offers a stimulating and supportive setting, defined by its sound

balance of academic excellence and opportunities for personal development.

This is achieved through our highly proficient delivery of the English National

Curriculum.

We foster a learning environment in which respect for the individual, as well

as diverse cultural backgrounds and belief systems, are of equal importance.

In addition to this social awareness, we aim to engender in our students

a broad understanding of global issues; ultimately, both will be vital in

establishing a fairer and more peaceful world.

THE BRITISH INTERNATIONAL SCHOOL, SHANGHAI SEEKS TO PREPARE ITS

STUDENTS TO PLAY THEIR PART AS RESPONSIBLE CITIZENS IN AN INCREASINGLY

CHALLENGING AND RAPIDLY CHANGING WORLD.

Building a brighter and better future for young pupils in


English teaching concentrates on the four key skills that your child needs to get the most out of all their learning at school - speaking, listening, reading and writing. They can now put their thoughts into writing much more easily, because they know more about language, spelling and punctuation. At BISS we use the National Literacy Strategy Framework for teaching, which gives detailed objectives organised into twelve strands. The key skills are an essential part of our curriculum and different aspects are covered on a daily basis. We strive to offer a range of different activities using both the indoor and outdoor spaces. During our literacy lessons the children take part in many different kinds of activities. These may include using the Interactive White Board, playing games, taking part in a guided reading or writing activity, using computer programmes, drama activities, role play and many more.

Speaking and Listening

A child’s ability to listen actively and their capacity to express themselves effectively in a variety of speaking and listening activities, is essential to their development across the curriculum. We realise the importance of this, especially in an international setting. Children are therefore given a variety of opportunities to develop their speaking and listening skills. We provide opportunities for children to talk together in pairs or small groups, encourage children to speak about family, hobbies, pets and other areas of interest and provide opportunities through role-play and drama. In addition to Literacy we practise our speaking and listening skills in other curriculum areas too.

Writing

It is important for children to become confident, independent writers. To help them to achieve this we give them a variety of opportunities to develop their vocabulary by listening to a wide range of stories and poems and using talk partners to help children to respond to stories. We also place a big emphasis on the use of role-play and drama to help children to generate ideas which they can use in their writing. We build upon the skills children have when they come to the school.

ENGLISH


Children need to have the opportunities to experiment, improvise and take risks. To encourage this we do not correct every spelling mistake a child makes in their free writing, but we provide support and opportunities to show them the correct model, emphasising how well they are doing and guiding them in their next attempt.

Handwriting

At BISS we consider handwriting to be most important and use the Nelson handwriting. We believe handwriting must be taught, for we are so often judged by how neat and legible our handwriting is. Children are encouraged to form a joined hand as soon as possible as this often prevents incorrect letter formation.

Reading

We encourage our pupils to become independent readers by exposing them to an attractive and stimulating array of books. These represent a wide variety of genre, formats and levels of difficulty. We provide book corners in each class, both as a means of learning to read and as a means of nurturing a love and enthusiasm for reading, creating competent and avid readers. We have a large, well-stocked school library that all the children use on a regular basis and are encouraged to borrow a variety of books from.

We help our students to seek meaning and enjoyment from books by showing them how reading works; this is done by example and encouragement, with direct teaching about words and letters. We do not view reading as a competition or a race, but wish to encourage and develop readers for life. We teach phonics but we do not rule out any other systems that readers use to read.

By the end of Key Stage 1 most children are able to:

Speaking and Listening

Show confidence in talking and listening• Show awareness of the needs of the listener• Develop and explain their ideas clearly and use a growing vocabulary• Listen carefully and respond with increasing appropriateness• Be aware that in some situations a more formal vocabulary and tone of voice are used•

Reading

Read simple texts showing an understanding that is usually correct• Express opinions about major events in stories, poems or non-fiction• Use more than one strategy such as phonic, graphic, syntactic, and contextual in reading • unfamiliar words and establishing meaning

Writing

Produce writing which communicates meaning in both narrative and non-narrative form, using • appropriate and interesting vocabularyDevelop ideas in a sequence of sentences demarcated with capital letters and full stops• Simple words are spelt correctly and inaccuracies phonetically plausible• Handwriting consistent in size and letters correctly formed• .


Our aim is to develop in the children the ability to make use of mathematical skills that enable them, as individuals, to cope with the Numerical demands of everyday life. Throughout KS1 we endeavour to make our mathematics as practical and as much fun as possible by using a multitude of resources. Our daily numeracy lessons consist of 3 parts; a mental maths starter, the main teaching input with independent or small group activities and a plenary to check understanding. Children are helped to acquire mathematical concepts and understandings through a variety of activities and are given the opportunity to cover number, calculating, shape space and measurement. We use and apply these skills in context as much as possible by integrating numeracy across the curriculum. Where possible, we plan many practical activities using the variety of resources available as well as using Interactive Whiteboards which are in all classes. The children are encouraged to record their findings by jottings, using number lines, whiteboards and exampling their answers. We aim for children to become confident when using mathematics and to ensure that it is an enjoyable activity for them.

By the end of KS1 most children will be able to:

Using and applying

Use mathematics as an integral part of classroom activities• Represent their work with objects or pictures• Recognise and use a simple pattern or relationship•

Number and algebra

Count sets of objects reliably• Use mental recall of addition and subtraction facts to 10• Begin to understand the place value of each digit in a number and use this to order numbers • up to 100

MATHEMATICS


Choose the appropriate operation when solving addition and subtraction problems• Use the knowledge that subtraction is the inverse of addition• Use mental calculation strategies to solve number problems involving money and measures• Recognise sequences of numbers, including odd and even numbers•

Shape space and measures

Use mathematical names for common 3-D and 2-D shapes and describe their properties, • including numbers of sides and cornersDistinguish between straight and turning movements• Understand angle as a measurement of turn and recognise right angles in turns• Begin to use everyday non-standard and standard units to measure length and mass•

Data Handling

Sort objects and classify them using more than one criterion• Record results in simple lists, tables and block graphs, in order to communicate their findings.•


SCIENCE

Science is one of the core subjects that is taught in KS1. We aim to ensure that our children develop inquiring minds that enable them to investigate the world around them with enjoyment, confidence, interest and curiosity. We encourage our children to develop a scientific approach to problems and guide them towards developing some basic scientific concepts. We do this by delivering a science curriculum that is fun and as practical as possible.

In KS1 the topics include:

Life processes and living things (Ourselves, Health and Growth, Growing Plants, Plants and • Animals in our Environment)Materials and properties (Sorting and Using Materials, Grouping and Changing Materials)• Physical processes (Pushes and Pulls, Forces and Movement, Sound and Hearing, Using • Electricity)

We teach these topics through predicting what might happen, turning ideas into questions that can be investigated, making and recording observations and simple comparisons, presenting results in tables and graphs and deciding whether the results support predictions. We encourage the children to ask and answer questions, which, in turn, helps with the development of an inquiring scientific mind.


A powerful and unique form of communication, music can change the way children feel, think and act. Music brings together intellect and feeling, enabling personal expression, reflection and emotional development.

Children express themselves through singing and performance on both tuned and untuned percussion instruments. They create and explore musical patterns and find various ways to notate them, choosing and organizing a range of sounds. Children rehearse and perform with their peers, developing insight into how their part and other parts fit into the overall ensemble sound. As they compose and improvise their own music, children demonstrate and further enhance their own understanding. Children use musical language, movement and dance to explore and express ideas about the music they hear or perform.

The ability to apply knowledge and understanding is developed through listening focussed on various musical elements with the goal of internalising and recalling sounds. Throughout Key Stage 1 student learning utilises a range of musical activities that integrate performing, composing and appraising in a variety of group and individual settings. Starting points include both musical and non-musical and feature a range of recorded music from different times and cultures.

MUSIC


HISTORY

Through History we are developing the children’s concept of the past, to help them understand that many things such as clothes, toys, transport, houses and shops have changed, progressed and developed over the years. We help the children to understand that people, including themselves, have changed through their lives. The children will also be able to find out about people from the past and present who are famous.

We will achieve this by bringing the past into the classroom through interactive whiteboard resources, information books, pictures, photographs and looking at a variety of artefacts. We also have the opportunity to visit various locations to develop their knowledge of buildings and family life.

They learn about:

How our toys today are different from those in the past• What people’s homes were like long ago• What seaside holidays were like in the past• Helen Keller and Louis Braille and find out why they were famous• The Great Fire of London and why and where it started.•

By the end of KS1 most children are able to:

Locate events on a timeline• Recognise that some people lived a long time ago• Identify present and past people who are famous and explain why they are famous• Recognise similarities and differences between clothing from the past and present• Sort photographs into chronological order and explain reasons for the order• Make accurate drawings of objects from the past.•


Through Geography we are developing the children’s interest in their immediate surroundings, increasing their understanding of the world around them, learning to respect people and their cultures, learning to respect their neighbours near and far and begin to research and carry out investigations within and out of the classroom.

When appropriate the children will use the ‘outdoor’ classroom to investigate their local and distant surroundings by visiting a variety of locations to compare features of the landscape and their inhabitants. We encourage the children to be ‘detectives’ to question using ‘what, where, who, why, how and when’.

They have the opportunity to use the computers, Interactive Whiteboards and the internet as well as other resources to assist them in their investigations. As far as possible we like to give the children ‘hands on experience’ so that they can recall their knowledge of the activities.

They Learn about:

The local area around our school• Where in the world is Barnaby bear• The human and physical features of the seaside• Comparing the local area with a contrasting locality• Rainforests of the world.•

By the end of KS1, most children are able to:

Ask and respond to questions using geographical language• Identify hot and cold places in an atlas or on a globe• Show an awareness of the wider world• Identify similarities and differences between other countries and their own• Investigate places and recognise features that are unique to that place• Know the effects of the weather on people and their surroundings.•

GEOGRAPHY



The school follows the UK National Curriculum for ICT. Children in Key Stage One enjoy two lessons a week in one of our four well-equipped ICT suites. One lesson is taught by a specialist ICT teacher and allows pupils to explore ICT and learn to use it confidently and with purpose to achieve specific outcomes. The second lesson gives the children an opportunity to apply and develop their ICT capability in a range of subject areas with their class teacher. Through both lessons, children in Key Stage One become familiar with a range of hardware and software. They start to use ICT to develop their ideas and record their creative work and they talk about the use of ICT both inside and outside of school.

ICT in Key Stage One covers four different areas, each of which is detailed below:

Finding things out

Pupils are taught how to:

Gather information from a variety of sources - people, books, CD-ROMs, videos and TV• Enter and store information in a variety of forms - storing information in a prepared database, • saving workRetrieve information that has been stored - using a CD-ROM, loading saved work.•

Developing ideas and making things happen

Pupils are taught:

To use text, images and sounds to develop their ideas• How to plan and give instructions to make things happen - programming a floor turtle, • controlling machines, placing instructions in the right orderTo try things out and explore what happens in real and imaginary situations - trying out • different colours on an image, using an adventure game or simulation.

Exchanging and sharing information

Pupils are taught:

How to share their ideas by presenting information in a variety of forms, for example, text, • images, soundsTo present their completed work effectively, for example, for public display.•

Reviewing, modifying and evaluating work as it progresses

Pupils are taught to:

Review what they have done to help them develop their ideas• Describe the effects of their actions• Talk about what they might change in future work.•

INFORMATION COMMUNICATION TECHNOLOGY



PE lessons are based on the National Curriculum. The children in Key Stage One have a weekly swimming lesson which is a skills-based programme teaching children first water confidence and moving on to stroke development and technique. Through their games lesson children experience a variety of activities and complete blocks of Gymnastics, Dance, Athletics and Game development. The skills acquired aim to improve physical fitness, strength, agility and coordination as well as balance and agility.

During Key Stage One, the children will build on their natural enthusiasm for movement, using it to explore and learn about their world. They will start to play and work with other children in pairs and small groups. By watching, listening and experimenting with movement and ideas, they will begin to develop their skills in movement and their coordination and enjoy expressing and testing themselves in a variety of situations.

The Children will:

Find out what they can do as they explore a range of basic skills, actions and ideas, such as • running, jumping and turning, throwing or kicking a ball and responding to music in danceLearn to practise by repeating what they have done in ways that make it better, such as • making movements more controlled, effective or expressiveUse movement imaginatively to communicate ideas and feelings• Watch, copy and describe what they and others have practised, to build their awareness of • how to improve the way they move and playRecognise that their bodies feel different when they run short or longer distances, move slowly • or suddenly, and lift heavy objects or float in waterLearn to use space safely when they work alone and with others, showing increasing control • over their movements.

PHYSICAL EDUCATION



ART

Within KS1 children are taught a range of skills and encouraged to use many different media, e.g. paint, clay, dough, card, paper and learn skills such as printing, marbling, observational drawings, pattern, shape, colour and perspective.

As well as taking part in adult-initiated activities children are encouraged to become independent learners through developing and using their own ideas. Art is linked to the class topic work where specific skills are focussed on and children are encouraged to spend time exploring before using their skills to complete a final piece of work. As in Foundation Stage these skills are often practised within other curriculum areas to enhance learning within these subject areas. All art work is greatly valued within our school and children’s own efforts and individual creativity is praised.

Children are taught to:

Investigate the possibilities of a range of materials and processes• Ask and answer questions about the starting point for their work• Try out tools and techniques and apply these to materials and processes• Experiment and develop ideas through different media.•

By the end of Key Stage 1, most children are able to:

Work collaboratively to create a finished piece of artwork• Record observations of line, shape, colour and texture• Comment on differences in others work• Identify what they might like to change or improve.•



THEKEY STAGE TWOCURRICULUM




Curriculum.











English concentrates on key skills that your child needs to get the most out of all their learning at school - speaking, listening, reading and writing. They learn to listen to and discuss others’ ideas and present their own.

They read for enjoyment and start to say what they think about what they read. They can now put their thoughts into writing much more easily, because they know more about language, spelling and punctuation. We use the National Literacy Strategy Framework for teaching. This gives detailed aims for teaching reading and writing. These are taught during literacy lessons for all pupils.

Children are taught:

Speaking and listening

They speak to different audiences and use language for effect. They shape what they say with a clear beginning and ending. They listen carefully, picking out the main points of what people say, and ask questions or make comments. They work flexibly in groups, making different contributions. They write scripts or improvise plays and comment on how successful their performances are. They learn about how language changes in different situations and between speech and writing.

Reading

They read a broad range of materials and use their knowledge of words, sentences and texts to understand the meaning. They get better at reading challenging, lengthy texts on their own and they discuss the meanings of fiction and non-fiction with others.

Writing

They write in a range of ways to explore feelings, explain, persuade, review and comment. They plan and draft their work, checking it for spelling, punctuation and grammar. They write legibly in joined-up and printed styles.

ENGLISH



Speaking and listening

Listen to presentations and discussions• Talk intelligently about what they have heard• Develop and shape ideas and stories, using language imaginatively to interest the listener• Use some of the features of formal English when the occasion is right•

Reading

Understand important ideas, themes, events and characters• Read between the lines• Give ideas about a text, supporting them by referring to it• Use different ways to find information in print and on screen (for example, an index, or web site • links)

Writing

Write in a lively, thoughtful way in a range of forms• Organise ideas to draw them to the reader’s attention• Use words adventurously and for effect• Spell words accurately, most of the time• Use punctuation to show where sentences begin and end and to make meaning clear within • the sentenceWrite legibly and fluently in joined-up writing.•


We all use maths every day, even if that’s not what we call it. We check our change at the shops, work out how expensive the new carpet will be, decide when we need to leave the house to get to the airport. And at the other end of the spectrum, brilliant scientists are using maths to build the internet and help us understand the laws of the universe.

We use the National Numeracy Strategy Framework for teaching mathematics. This gives detailed aims for teaching maths, which are taught during lesson for all pupils.

Counting and understanding number (using and applying number, numbers and the number • system, calculations, solving numerical problems)

Shape, space and measures (using and applying shape, space and measures, understanding • properties of shape, understanding properties of position and movement and understanding measures)

Handling data (using and applying handling data, processing, representing and interpreting • data)

Children are taught how to use and apply mathematics. They decide how to tackle problems. They record what they do using mathematical language, symbols and diagrams, and explain their reasoning. Children are also taught how to use a calculator to solve certain sorts of problem, but are also expected to do maths in their heads or on paper.

MATHEMATICS



Using and applying mathematics

Tackle a problem using different approaches, trying out ideas of their own• Apply maths to practical problems• Present their results in a clear and organised way•

Counting and understanding number

Multiply and divide decimals by 10 or 100, and whole numbers by 1000 in their heads• Put in order a set of numbers with up to three decimal places• Work with decimals to add and subtract on paper• Reduce a fraction to its simplest form (for example, four-sixteenths to one-quarter)• Work out fractions of numbers or quantities (for example, they should be able to work out five-• eighths of 32, seven-tenths of 40 and nine-one hundredths of 400 centimetres)Understand that a percentage is the number of parts in every hundred, and work out simple • percentages of whole numbersSolve problems involving ratio and proportion• Know all the times tables and use them to divide as well as multiply• Use +, -, ÷, and \ to solve problems given in words, which could be about numbers or • measures (kilograms, kilometres and so on)Use paper and pencil methods of multiplying and dividing for harder calculations (for example, • 434.25 multiplied by 8, 195 divided by 6 and 352 multiplied by 27)

Understanding shape

Use a protractor to measure angles to the nearest degree• Calculate the perimeter and area of shapes that can be split into rectangles• Read and plot coordinates in all four quadrants• Interpret numbers accurately on a range of measuring instruments• Tell the time and solve problems involving time on a 12-hour or 24-hour clock•

Handling data

Solve a problem by collecting and using information in tables, graphs and charts.•



Every child has a natural curiosity about the way the world works: science lessons show how they can get answers to questions such as how to keep ourselves warm, or why the sun seems to move across the sky.

Scientific enquiry (ideas and evidence in science and investigative skills)•

Life processes and living things (life processes, humans and other animals, green plants, • variation and classification and living things in their environment)

Materials and their properties (grouping and classifying materials, changing materials and • separating mixtures of materials)

Physical processes (electricity, forces and motion, light and sound and the Earth and beyond)•

Through work in these three areas children are taught about scientific enquiry. The teacher or children ask questions, then the children work together to try to answer the questions, by finding things out and recording data (for example, measurements). They may look for patterns in the data. They will think about their tests, make comparisons, and decide whether or not these are a fair way to help answer questions and theories.

They use reference books and computer sources to find out more about scientific ideas. They communicate their work and their results in scientific language, drawings, tables and graphs.

SCIENCE



Scientific enquiry

Recognise that scientific ideas are based on evidence• Suggest practical ways to answer scientific questions• Set up a fair test by varying one thing while keeping everything else the same (to see the • effect of light on plant growth they could change the lighting conditions but keep the water supply and temperature the same)Choose the equipment they need• Make a series of observations or measurements and record them using tables, bar charts and • simple graphsMake predictions (for example, that coins are magnetic) and draw conclusions (‘from my • own observations and from what I have found out from reference books, only steel coins are magnetic’)

Life processes and living things

Name major body organs (for example, heart and lungs), and know where these organs are• Name plant organs, such as a stamen• Identify and group animals and plants by using methods (‘keys’) based on their features• Explain some ideas about the food chain (animals eat other animals and plants, some are • predators, some are prey, some are both)

Materials and their properties

Classify materials by their different properties (as solid, liquid, gas)• Describe ways of separating substances (filtering)• Use scientific names for some important changes (evaporation, condensation),• Use knowledge about which changes can or cannot be reversed (melted chocolate goes hard • again but cooked egg stays cooked) to predict whether other changes can be reversed

Physical processes

Connect, make changes to and draw diagrams of simple electrical circuits• Describe what happens to light and sound when we see and hear• Describe the appearance of the Sun, Earth and Moon and how their positions change• Make generalisations about forces (for example, magnets attract and repel, friction slows • things down).


You can email through your TV, surf the internet from a mobile phone, or do the shopping from your home computer: modern technology is changing the way we live and work. And children need to learn how to manage it all - how to get hold of information, store it, share it with others and tailor it to their own needs. That’s where their information and communication technology (ICT) lessons come in. This is where they learn how to use the Internet and email, digital cameras and scanners, recording equipment and computer software.

Children use a range of ICT tools and information sources, such as computer software and the Internet, to support their work in other subjects. They develop their research and communication skills. They learn that information needs to be accurate and relevant - and that information on the Internet may sometimes be neither. Because of this, they are taught how to check the quality of information, learning how to filter good information from bad, and how to present information in a way that suits the needs of their audience. Children also explore and compare the different ways ICT is used in and out of school.


Use ICT to present information and share ideas in different ways, including using email• Check the reliability of information• Think carefully about their audience when presenting and communicating information• Write and test simple computer programs to control and monitor events (for example, children • might create programs that monitor temperature change, or switch on a light bulb when light levels drop below a certain point)Use simulation software and spreadsheets to test theories and explore patterns in data.•

INFORMATION COMMUNICATION TECHNOLOGY


How did we get here? Where do we come from? History helps to shed light on these big questions. It introduces children to an unfamiliar but important world - the past. Piecing together the picture of the past is a bit like detective work. Children use different kinds of evidence to find out about people’s lives and events and how things have changed. Learning how to weigh up evidence and reach conclusions are just some of the skills children develop through studying the history of Britain and the wider world. As they do this, they begin to understand and remember a framework of significant events and people.

Children learn about local, British, European and International history and the historical order in which people lived and events happened. They learn about:

Children learn about kings and queens and other famous people and about events and places from the past. They learn about changes and about why some things stayed the same. They look at history from different viewpoints, such as political, social and religious. They use different types of information to investigate the past. They learn that the past can be shown and explained in different ways.


Describe some of the most significant people from the periods they have studied• Describe some of the main events, situations and changes, giving reasons and results• Sometimes give detailed answers to questions, using dates and historical terms• Choose and combine information from different sources to answer questions in history• Describe the important features of the societies they have studied• Show that they know the past has been depicted and explained in different ways.•

HISTORY

Local history• The Romans, Anglo-Saxons and Vikings• Britain and the wider world in Tudor times• Victorian Britain •

Children in World War II• The way of life, beliefs and achievements • of the ancient GreeksAncient Egypt•


We all make a mark on where we live and where we live leaves its mark on us. Learning about the links between our lives and the environment around us is central to geography lessons at this stage. Children find out about areas in China and the UK and how these compare with other places around the world.

To help them get the best out of their investigations inside and outside the classroom, they learn how to use maps, photographs and computers - skills which prove useful in other subjects as well as when they leave school.

Children learn to use geographical skills to find out about different places, physical and human features in the environment, changing environments and the ways people and the environment affect each other.

Children use maps, atlases and plans to study places at different scales - local, regional and national. They learn where important places and environments are in the world (for example, cities, rivers and mountain ranges throughout the world). They look at some of these places in detail. They carry out field work investigations outside the classroom (for example, Year 6 carry out a river study on a week long Yangtze Residential Cruise). To support their study, children ask questions, gather and record geographical information and use resources such as maps, atlases, aerial photographs and computer programs.


Explain natural and human features of places and how places are similar and different• Know where important places and environments are in the UK, Europe, China and the wider • world (for example, learning country locations and capital cities)Explain patterns of natural features (for example, how seasons change) and human features • (for example, the layout of roads in a town), and how natural and human processes change places and environmentsDescribe how people can damage and improve environments and how and why they protect • themFind out about places and environments by observing them, asking and answering questions, • finding out about different people’s views and by using other resources, such as maps and photographs.

GEOGRAPHY



There’s nothing like experimenting with colour and paint when you’re a child. You can show how you see the world by making a picture of what’s around you or communicating how you feel, by using lines, shapes and textures to make a design. Children feed their imagination through art and design. They study different sorts of art work, from murals to sculptures, and learn how art, craft and design can enrich their lives in many different ways.

Children are taught to:

Explore and develop ideas, by collecting visual and other information in a sketchbook and • choosing which ideas they want to developMix different materials, tools and techniques (for example, using dyeing, printing and • embroidery to create a textile) to achieve effectsReview their own and others’ work, saying what they think and feel about it• Combine colour, pattern and texture, line and tone, shape, form and space• Investigate the roles and purposes of artists, craftspeople and designers in different times and • cultures.

They do this on their own and working with others, using a range of starting points (such as their own experiences, natural and man-made objects, and the local environment). They look at a range of work (for example, studying originals and reproductions, going to galleries and museums and using the internet).


Collect information to help them develop ideas• Combine materials, tools and techniques to communicate their ideas• Comment on art works, thinking about how time and place affect the ideas and methods used• Adapt and improve their own work.•

ART


MUSIC

We have all got songs that remind us of places we have visited or tunes that always cheer us up when we’re feeling down. Making music together helps children to explore and express their thoughts and feelings. Learning songs from times gone by or from different parts of the world helps children learn about other times and other cultures. And getting to grips with listening carefully is going to help them in all sorts of different lessons throughout their school career.

Children sing and play musical instruments in a controlled way. They learn to perform music in groups, and see how their own contribution makes a difference to the whole performance. At this age, children begin to learn how to express their ideas and feelings through their own music. They listen to many different types of music, picking out the detail and learning how it was created and used.


Express themselves in their singing and sing in tune• Be aware of how their own part fits into a group performance and understand how all the parts • of the performance fit togetherMake up their own pieces of music• Talk and write about music using musical terms - describing different types, comparing them • and making judgementsImprove their own and others’ work.•



Whether regular exercise is swimming or a Sunday afternoon kick around, we know keeping fit is important these days. In physical education, or PE, children learn that it’s fun to stay in shape. They learn how to prepare for and recover from exercise and what happens to their body when they work out in a variety of ways. It’s a vital foundation to help them lead active and healthy lives as they grow up.

Dance: children create and perform dances from different cultures to express ideas and feelings through movement.

Games: they play and invent games to score points or goals against others - either on their own, or in small teams.

Gymnastics: they make up and perform sequences of movements, still shapes and balanced poses, both on the floor and using apparatus.

Swimming activities and water safety: they float and move in water using skills such as sculling and treading water and strokes such as front and back crawl. They learn safety rules so that they can be confident when in or on water.

Athletics: they run, jump and throw, trying to beat their own records and competing against others.

Children learn how to use skills for different purposes - for example, to score points in a game or to be as accurate as possible in performing a sequence. They begin to play adapted versions of adult games such as hockey, cricket or netball. As they grow in confidence, they learn how to improve their performance and see what type of physical activity they could enjoy in their own time.

PHYSICAL EDUCATION



Join skills together for an activity in a smooth, fluid way• Understand how to use rules and tactics in competitive games and activities and how to • compose and perform dances and gymnastic sequencesSay what they need to concentrate on to improve their performance and how to practise and • prepare for activity safelyExplain how exercise affects their bodies and how it helps to keep them healthy and fit• Get involved in physical activity in their own time.•



To lead independent, happy lives, children must develop their self-confidence. This involves taking responsibility for their own health and well-being. In this subject, children learn about these important life skills. They learn not only about their own rights, duties and responsibilities but also about the rights and responsibilities of others. Teaching aims to help them respect and value the richness and diversity of our society.

At BISS, although PSHE is taught as a subject in its own right, it often appears through other subjects and through special time set aside and by creating special opportunities for children to take responsibility.

Children are taught personal skills, such as how to:

Be more independent, confident and mature• Recognise their own achievements and mistakes• Share their views and discuss what’s fair and unfair, what’s right and wrong• Set themselves goals and try to achieve them• Keep themselves safe and healthy as they grow•

Children also learn social skills:

They think about how the choices they make affect other people and the environment• They consider the different groups in society and how to get on with them• They think about how and why rules are made.•

PERSONAL, SOCIAL & HEALTH EDUCATION



THELANGUAGESPROGRAMME




Curriculum.











Aims and purposes of learning French

The main aim of language teaching is to develop children’s linguistic competence.

The teaching of French at Key Stage 2 at BISS offers opportunities for children to:

Become increasingly familiar with the sounds and written form of French• Develop linguistic skills, knowledge of French culture and language-learning skills• Understand and communicate in French• Make comparisons between French and English or another language• Increase their cultural awareness by learning about different French-Speaking countries and • their people and working with materials from those countries and communitiesDevelop positive attitudes towards language learning• Use their knowledge with growing confidence and competence to understand what they hear • and read and to express themselves in speech and in writingForm a sound basis for further study at Key Stage 3 and beyond.•

A variety of activities that stimulates learning

Pupils learn and develop their speaking, writing, reading and listening skills in French by taking part in a variety of activities such as role-play, listening to and singing songs, watching and interacting with videos and learning games based on various ICT-based activities. They also are challenged to use French whilst completing writing and reading activities.

By the end of Key Stage 2 most of the pupils are able to:

Introduce themselves and others in French and ask how they are and respond• Describe themselves, others, their pets and things• Speak about what they do in school and during their free time• Express likes and dislikes• Count to 60 in French• Speak about different languages, countries and nationalities• Give clues about a variety of short texts about daily life• Give information about French culture and French-speaking countries.•

FRENCH


We provide all our pupils, from beginners to native speakers, with opportunities to learn Mandarin at their appropriate level.

Mandarin teaching across all key stages will include two major areas: teaching Mandarin as Foreign Language (MNF) and teaching Mandarin for Native Speakers (MNH). Each key stage has different programs specially designed to accommodate an increasing cognitive level in between the age groups.

Teaching Materials

Teaching materials both for MNF and MNH are carefully selected to ensure they are age-appropriate, adapted to the international environment and to meet the various requirements from pupils of different learning backgrounds. The following teaching materials are used for different levels of teaching in Primary: Monkey King Chinese, My First Chinese Word, Standard Mandarin, and Yu Wen.

Assessments

New pupils are evaluated on arrival at the school before being placed into levels. Existing • pupils are streamed according to their previous performance and academic records. Individual needs and differentiation are carefully taken into consideration when placing pupils into groups.Pupils are tested regularly throughout the year and will have two main examinations which are • also related to report writing.

MANDARIN



Teaching Methodology

Mandarin teaching in Primary is conducted in a vivid way, under an immersion philosophy of Chinese language and culture in and outside of the school environment. A variety of curriculum-based activities are adopted in the Mandarin class to ensure Mandarin is delivered not only in a pupil-friendly way but also through a rather serious systematic and consistent curriculum.

How to help at home

There are various ways for parents to help your child in Mandarin study, whether it is to lead your child through the first stage of learning or is to encourage your child in continuing enhancement in literature. You may do the following, whether you are a native speaker or not.

Your attention, encouragement and participation are great support to your child’s Mandarin • learning, especially when they are having difficulties. You may show your interests in Chinese language and culture by learning Mandarin together with your child or entering a community cultural class like Chinese cooking or painting, etc. Make full use of the local resources, e.g. encourage your child to make local friends, visit • local families, participate in community activities and take part in dialogues in situations like shopping, eating in restaurants, taking a taxi, etc.Check your child’s Mandarin homework regularly. Ask your child to explain to you what he/• she did. Spend some time shopping for Mandarin books and read them together with your child. For a native speaker, you can encourage your child to write for a variety of purposes under certain circumstances, such as cards for holiday seasons, letters for families, e-mails to friends, notes for teachers or recipes for different uses, etc.Find your child a private tutor if necessary. Make sure you know what is covered in tutor • lessons and encourage your tutor to remain in close contact with your child’s Mandarin teacher so as to coordinate learning both at home and in school environment.

Aims of Mandarin as Foreign Language

Key Stage 1

To enable students to:

Develop an interest and basic linguistic competence in Mandarin• Develop elementary listening comprehension of class instructions and simple dialogues related • to daily routinesBuild on a range of oral vocabulary associated with school and home life• Prepare for the next stage of Mandarin learning where characters will be further developed• Learn about traditional festivals and customs.•

Key Stage 2

To enable students to:

Develop an interest and linguistic competence in Mandarin• Follow class instructions and understand daily conversations• Respond to questions in complete sentences and take part in dialogues in different situations• Read and write commonly-used characters and phrases• Develop basic reading and writing skills• Build an understanding of Chinese culture and culture-related language items.•


We provide an EAL (English as an Additional Language) programme to students for whom English is not their first language and who require additional help with the English language in order to access the mainstream curriculum successfully.

The EAL programme operates across all key stages and at different levels to cater for a student’s individual needs and requirements. Pupils are grouped according to their abilities and the programme designed to accommodate increasing ability levels in English. Students also are supported in their mainstream classroom by a specialist EAL teacher.

Teaching Materials

Teaching materials are carefully selected to ensure they are age and ability-appropriate, whilst catering to the vast range of individual needs of students. Commercial programmes such as Jolly Phonics and Incredible English are used to support curriculum delivery across Key Stage 1 & 2. Alongside these, teachers will use materials from the English National Curriculum to preview or review content with EAL students. As a result of the hands-on nature of learning in EAL, games, puzzles and computer programmes with a strong language focus are also used.

Assessment

New students are tested on arrival at the school to determine their level of English. The NASSEA steps system is used, which tests students in the four disciplines of speaking, listening, reading and writing. This seven point rating scale ranks students from S1 (beginner) to S7 (Independent). Students between S1 - S5 are then grouped according to their ranking.

Existing students are assessed at the commencement of the academic year to determine the group they will join. During the school year students are assessed regularly in class on an on-going basis to determine progression through the steps and to inform the teacher of progress made. Students have an opportunity to either move to a higher group or leave EAL altogether.

All EAL students also compile a language portfolio throughout the year which involves each student in self-assessment. Students are assisted and encouraged to evaluate their own progress and select pieces of work which they are proud of and which they feel highlights their developing skills and increased abilities.

Teaching Methodology

English as an Additional Language is taught in a hands-on, interactive way whereby students are using the language for personal and academic reasons. The programme encompasses grammar, phonics, vocabulary and year group content. The topics covered are relevant to the student’s development phase and aim to be fun whilst building communicative competence and confidence.

How To Help at Home

There are many ways in which family members can support their child’s developing abilities in English. The main thing to remember is that it should be an enjoyable experience for your child and it is important not to place too much pressure, demands or expectations on them. After all, we all learn better when we are having fun.

If possible for your family try to speak English at home, even if it is for a limited time each day. This could be meal times when members are encouraged to recap their day.

Try to help your child with their homework from the classroom, in English, to ensure that they understand concepts and terms being used. If you are not able to understand yourself ask for

ENGLISH AS AN ADDITIONAL LANGUAGE


assistance from friends, relatives or older siblings. Alternatively a tutor could be hired.

Try to surround your child in as much English as possible at home. English television programmes, DVDs, radio programmes, taped stories are all ways in which the language can be modelled for your child.

Encourage your child to read every night in English. This is easy as each child brings home a levelled reader from their classroom. Ensure your child can understand what they read.

Access EAL (ESL) websites. You and your child could explore these together.

Encourage your child to practice their spoken English at every opportunity. Try to keep up their practice, especially when you go home for the holidays.

Aims of the English as an Additional Language Programme

Beginners - Secure (S1 – S4) – To enable students to use:

Language Functions – developing the ability to use key phrases for everyday use, such as: greetings, classroom language, suggesting, asking directions, curricular language.

Listening Skills – to understand and act on basic information in a number of situations, such as: personal information, spelling, numbers, and simple descriptions.

Vocabulary – to understand and use words related to a range of themes. Some of these are: days of the week, food and drink, around the house, people, shops, and holidays.

Reading – to develop skills including: reading high and medium frequency words, phonetic awareness, extracting information from text.

Writing – to assist students in: writing simple sentences, complex and compound sentences, paragraphs, essay structure.

Grammar – to develop an understanding of fundamental grammar points in order to build speaking, writing and comprehension skills. Some of these include: tense, nouns, verbs, adjectives, prepositions, comparatives and superlatives.

Consolodating (S5) – to enable the students to develop skills in:

Speaking – learning outcomes: asking and giving directions, describe locations, ask and answer questions.

Reading – learning outcomes: making deductions from text, read, write and spell high frequency words.

Writing – learning outcomes: write a letter of introduction, email directions.

Listening – learning outcomes: finding a location based on directions.


There are many different ways in which the achievements of pupils are recognised and celebrated at BISS. Such methods include:

House points• Star of the Week• Golden Book• Star Line Ups• Golden Time• Principal Commendation•

House System

On joining BISS your child will be assigned to a ‘house’ – of which there are four:

Chang Cheng (Blue) - The Great Wall of China• Jin Mao (Red) - The Jin Mao Skyscraper in Shanghai• Huang He (Yellow)- The Yellow River in China• Tai Shan (Green) – The Tai Shan Mountain in China•

House points are awarded to pupils for academic achievement, sports and good behaviour. They are immediate rewards and are recorded individually by pupils on charts in each classroom. These, in turn, are collected on a weekly basis by eight Year 6 pupils who have been selected by the student body to be representative House Captains. The weekly Primary School House point totals are then announced in the weekly assemblies and the House displays are updated accordingly.

REWARDS & ACHIEVEMENTS


House points also are awarded through many Inter-House Competitions which take place during extra curricular time. Such Inter-House events are often team-based and have included:

Sport Rotations• Spelling Bee• Mental Mathematician• Public Speaking• General Knowledge Quizzes• Who Wants to be a Millionaire?•

Each school year this programme grows bigger and becomes even more diverse.

Star of the Week

Each week every class teacher selects a pupil to receive the Star of the Week Certificate. There are many reasons why a child may be awarded this certificate such as consistent good work/behaviour or to acknowledge outstanding effort/acts of kindness at school. Star of the Week certificates are then presented to the pupils during the weekly assemblies and a display of the winners is kept in each classroom.

Golden Book

In each classroom a Golden Book is kept and displayed. Teachers record children’s achievements in this book and use it as a way to celebrate these accomplishments. As well as recording outstanding achievements in the curriculum, it is an opportunity to celebrate accomplishments outside of the curriculum and in some cases, even outside of school, eg, sporting and musical events. When children have appeared in the book three times they are congratulated during a visit to the Key Stage Coordinator. After six entries they will visit the Deputy Head, and after nine entries they will visit the Head of Primary.

Principal Commendation

Pupils are recognised for outstanding achievements, in areas both inside and outside the school curriculum, by a visit to the Principal of the school. This is a very special occasion which gives a pupil an opportunity to share and discuss their achievements with the Principal and receive a special commendation from him.

Star Line Ups

Every break time a class in each year group is awarded a gold star for being the best at lining up and returning to their classroom following the break time. These gold stars are then recorded on displays in each year group corridor. At the end of a six week period the winning class in each year group is announced. The class is then rewarded with a cup, a non-uniform day and an invitation to morning tea with the Head of Primary. Each pupil in the winning class also receives a certificate complete with photograph of the class and a personalised invitation to tea.


Golden Time

Golden Time was created by Jenny Mosley who, over the past eighteen years, has developed her highly successful school and classroom management models based upon a background of teaching experience, research and collaboration between her own consultancy, local education authorities and schools in the UK.

There are several key elements in the model, namely:

Improving the morale and self-esteem of staff• Listening systems for children and adults alike• The Golden Rules: a system of behavioural rules for children• Incentives: a weekly celebration to congratulate the children on keeping the Golden Rules• Sanctions: the partial withdrawal of the Golden Time incentive•

How is Golden Time structured?

The purpose of Golden Time is to celebrate those children who have followed the Golden Rules all week. These are no different from regular school rules that children will have encountered at their previous schools that encourage good behaviour, a positive attitude to their work and respect for their peers and adults alike. Both classroom and playground Golden Rules are displayed around the school and are referred to regularly by teachers to reinforce their importance to the children.


At the beginning of each week, all the children are given 30 minutes of Golden Time. This is most often delivered on a Friday afternoon, when the children are able to choose an activity/activities they will enjoy. If a child chooses not to follow the Golden Rules then the teacher removes some of their Golden Time, therefore reducing the time the child will have on a Friday afternoon. The time taken will depend on the severity of the child’s behaviour. On the very rare occasions where a child’s behaviour is deemed unacceptable it may be necessary for them to go to the appropriate Key Stage Coordinator or Deputy Head. If a child has lost some Golden Time they will only be allowed to join in their chosen activity once they have sat out for the allocated time they have lost.

Can the children bring games from home into school?

Children are allowed to bring their own games into school, but only with the permission of their parents and class teacher. The children must be able to carry the game to and from school themselves and must take full responsibility for it, understanding that it cannot be used at any other time of the day apart from Golden Time. This includes the use of handheld electronic consoles.


Extra-Curricular Activities

All children in Key Stage 1 & 2 take part in Extra-Curricular Activities (ECAs). These activities and clubs complement the curriculum and provide opportunities for pupils to develop skills and interests beyond those taught within the curriculum. The ECAs are timetabled into the school day and each ECA block is organised on a six week cycle. In Key Stage, 1 the children rotate around a selection of activities as a class within their year group. In Key Stage 2, the children choose which ECA they would like to do for each six week block. This is then repeated but, at designated intervals, the ECA blocks are complemented with a two week block of Inter-House activities.

Here is a selection of ECA’s that are offered in Key Stage 1 & 2:

KS2 Production – Uncle Crumble, football, badminton, netball, 3D puppet making, art club, library club, K-nex club, dodgeball, basketball, choir, pom-pom making, board games, Sudoku, chess club, creative writing, science revision club, ICT club, swim for fun, mask design, paper weaving and table tennis. We also have paid ECA activities going on, such as Chinese Kung Fu, German, French, Dutch and Danish for native speakers.

Field Trips

Field trips are usually directly related to the curriculum and are planned well in advance. Such trips help to bring learning alive and provide pupils with a practical dimension to what they are learning. Every year group usually has one field trip in each term.

In Year 6, pupils have the opportunity to have a place on The Yangtze Residential Cruise. This week long field trip supports the Rivers topic which the pupils study in Year 6, whilst also giving them the

EXTRA CURRICULAR ACTIVITIES


opportunity to develop their independence, team-building and cooperation skills. Whilst preparing for the trip through fund raising and enterprise activities, the pupils become more socially aware and gain a greater understanding of how people from other areas of China live.



THE YANTZE RIVER CRUISE The Year 6 Residential is an event that the pupils look forward to with great enthusiasm.

Most recently the children visited the city of Chongqing before embarking on a journey of learning and discovery

down the Yangtze River.

Floreat Nostra ScholaW W W. B I S S H A N G H A I . C O M

There are very few aspects of a parent’s responsibility that are more important to the growth and development of their children than the school that they choose. The British International School

Shanghai, Puxi Minhang Campus offers a superb, forward-looking education featuring the very best of the British educational system.

CURRICULUMP R I M A R Y H A N D B O O K

The school offers a stimulating and supportive setting, defined by its sound balance of academic excellence and opportunities for personal development. This is achieved through our highly

proficient delivery of the English National Curriculum and the IB Diploma Programme. Visit www.bisspuxi.com, phone 021 5226 3211 ext. 110, fax 021 5226 3212, or email [email protected] for further information.

12&KS

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