2017/18 Term 1 Master Syllabus
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YearSubjectTeacherBroad Learning Objectives17-18 August21-25 August28 Aug - 1 Sep4-8 September11-15 September18-22 September25-29 September2-5 October9-12 October16-20 October30 Oct - 3 Nov6-10 November13-17 November (Finals!)AssessmentsCross-curricular linksHow will the course help children become internationally minded?How will the course help children become pioneers?How will the course help children become scholars?ResourcesNote for parents
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K1ThaiKullachat Kachornnantachai-Students will be enjoyed with any Thai folktales.
-Students will be able to learn some Thai daily routines conversation.
-Students will be able to know Thai alphabets and Thai numbers.
-Students will be able to participate in Thai events
Unit 1: Introduce oneself in Thai สวัสดีค่ะ/ครับ and daily routines conversation such as ขอบคุณค่ะ/ขอบคุณครับ สบายดีไหมคะ, practice to sing Thai national anthemUnit 2: Thai folktales(telling the story), To be awareness of Do's and Don't in
Thai cultures and practice to sing the King's Hymn
Unit 3: Thai folktales(telling the story),and practice to sing the King's HymnUnit 4: To dance Thai songs for kids, to learn how to play Thai games and to draw the picture of Barn Kong Chan(my house)Unit 5: To learn Thai alphabets by singing Thai alphabets songs, do the action together and to draw the picture of Na Kong Chan(my face)Unit 6: To learn Thai alphabets by practice to write Thai alphabets on the board and tracing the Thai alphabets in the book, practice to sing Thai national anthemUnit 7: To learn how to count in Thai up to ten, practice to write Thai number on the board, ask the students to draw the object according to the number that has givenUnit 8: Practice to trace the number in the book and practice to sing the
King's Hymn
Unit 9: To dance and sing Thai songs for kids and to learn how to play
Thai games, practice to sing Thai national anthem
Unit 10: To learn about our belated King Rama 9 and practice to sing "The king in the fairy tales", Thai folktales after they have listened to the story they should be able to name the characters and the settingUnit 11: Practice for final assessmentUnit 12: Practice for final assessmentUnit 13: Final assessmentReading and writing skills: Alphabets and numbers
listening skills: Listening comprehension( telling the story and can name the characters and the setting)
Drawing skills: The students should be able to draw Barn Kong chan(my house) and Na Kong Chan(my face)
Singing skill: The students should be able to sing Thai songs for kids and Thai national anthem
I usually link the course content to other subjects by doing the activities together such as in Maths subject I will teach them how to count in Thai, in English I will tell the story in Thai and ask the students to translate, in Science I will ask them to observe the plant and draw the picture of each stage so can be linked to Arts Learners will learn about other cultures and places
speak at least two languages
understand how the world is connected
respectfully question the worldview of our teachers and classmates as well as their own
share their unique cultural perspectives
show empathy, tolerance and social awareness
use teamwork and collaboration to make the world a better place
Learners will lead others and do things first
believe in themselves
come up with ideas of their own
think about good and bad sides of something
solve problems
like to do business make new things
use things in a new way
take a risk after they have carefully thought about it
can deal with anything that may happen
don't give up easily
Learners are excellent in their studies
never stop learning
can do research and find out things on their own
carefully think about things
find out the truth
think about how well they learn and know that they are good at and what they need to improve
they are ready to continue studying in Thailand and around the world
Private publication books under Ministry Of Education curriculum,
Online resources, Thai folktale books, Teachers text books, posters, flashcards
Please practice to name and write Thai alphabets and Thai numbers
and practice to sing Thai national anthem every day and please come to school before the assembly time according to the assessment of singing Thai national anthem
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K1MathsAbegail MacabaliThe principal focus of mathematics teaching in the Early Years stage is to ensure that they can develop their early academic competencies in numeracy. Pupils should also develop their ability to identify, recognise, compare and sort different colours, and shapes and use the related vocabulary. Class Orientation
Fine Motor Skills Activity
Fine Motor Skills ActivityColours: Red and BlueColours: Yellow and GreenColours: Orange and PurpleColours: Pink and whiteShapes: CircleShapes: SquareShapes: TriangleRectangle, OvalStar and DiamondReview Week for the AssessmentEND OF TERM ASSESSMENT/Colours: Red, blue, yellow, green, orange, purple, pink and white/ Shapes: Circle, Square, Triangle, Rectangle, Oval, Star and DiamondDaily and Weekly Worksheets (Teacher-made worksheets)
Practical Assessment (e.g. Name the colour that the teacher shows.)
Summative Assessment
Art:
• Create a piece of artwork using different colours and shapes
Music:
• Sing a song about colours and shapes
Language Arts:
• Say how to say the names of colours and shapes correctly.
Social Studies:
• Identify the colours of the different currencies in other countries.
They can be internationally minded by understanding and constructing their own meaning through ever-increasing levels of abstraction, starting with exploring their own personal experiences, understandings and knowledge which allows them to apply mathematical concepts, skills and processes.They can also understand and appreciate their own cultures and are open to the perspectives, values and traditions of other individuals and communities. Maths can help them become pioneers by developing their critical thinking skills, solving simple problems and showing creativeness in their tasks.Maths can help them become scholars by helping them develop their critical thinking and problem solving skills.Nursery Maths K1, Youtube: Colours and Shapes songs, Book of Colours and Book of Shapes
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K1EnglishAbegail MacabaliThe principal focus of English in the Early Years stage is to ensure that they can develop their early academic competencies in literacy. Literacy includes talking, listening, visual literacies such as viewing and drawing, and critical
thinking — not just reading and writing. It helps them promote their vocabulary, develop their phonological awareness, alphabetic and letter–sound knowledge (phonics).
Welcome to SchoolWelcome to SchoolAll About Me/ Letter CcAll About Me/ Letter AaMy School/My Class/ Letter DdMy School/My Class/ Letter GgMy School/My Class/ Letter QqMy School/My Class/ :Letter OoMy Body/ Letter EeMy Body/Letter SsMy Body/ Letter FfMy Body/ Review for AssessmentEnglish: All About Me, My School/My Class, My Body, Letters Cc, Aa, Dd, Gg, Qq, Oo, Ee, Ss, FfDaily and Weekly Worksheets (Teacher-made worksheets)
Practical Assessment (e.g. Pick up the object that starts with the letter Cc.)
Summative Assessment (Speaking, Beginning Sound Awareness, Phonemic Sound Awareness)
I can help them enrich and develop vocabulary through play, real-life
engagements and routines and transitions. Vocabulary development is easily embedded within the daily program by:
• Intentionally introduce and use new or different words in authentic contexts, e.g. when children are interested in a particular topic or investigating a particular idea (e.g. Dramatic play
During dramatic play the teacher refers to people: ‘What kind of uniform does a fireman wear?’ What's the beginning sound of the word fireman?
Music and movement
Sing and dance about Letters Aa-Zz
Maths: Counting 4 apples (Letter Aa and Number 4)
Children can promote their personal, social, emotional, moral, cultural, mental, and physical development at the school and of society.It is based on an ecological perspective that recognises the influence of children’s social
and cultural experiences and prior knowledge on their learning and development in early education and care settings.
Children can identify, recognise, sound-out, write the 26 letters of the Alphabets.
They can read basic sight words and describe unfamiliar vocabulary. They can also describe the main events in the simple stories they have listened to.
It acknowledges that children’s interactions with people, objects and
symbols affect their understandings, capabilities and dispositions towards learning.
Term 1 Nelson Thornes Handwriting Workbook 1, Big Fun 1
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K1ScienceAbegail MacabaliThe focus of activities should be on children’s emerging knowledge and
understanding of their environment, including both the natural and manmade
world. These should provide the early foundations for historical,
geographical and scientific learning.
Welcome to School
Fine Motor Skills Activities
Welcome to School
Fine Motor Skills Activities
All About MeUnit 1 My School/My ClassUnit 1 My School/My ClassUnit 1 My School/My ClassUnit 1 My School/My ClassUnit 2 My BodyUnit 2 My BodyUnit 2 My BodyUnit 2 My BodyReview for AssessmentAll About Me, My School/My Class, My BodyDaily and Weekly Worksheets (Teacher-made worksheets)
Practical Assessment (e.g. Point where your nose is...)
Summative Assessment (Colour the parts of the body...)
Theme: All About Me, My School, My Body
Arts: Hand Printing
Music: Sing Body Parts song
The aim is that children will recognise, make observations and express their views about their immediate surroundings, gradually extending to the wider environments of Thailand and the world.Their strong sense of curiosity about things and objects around them will be developed.It helps them apply “real” science as they begin to see it simply as a way to examine the world by asking questions.Big Fun 1 K1 book, Teacher-made worksheets
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K2Chinese Mandarin Year4MAOWEI SHITo develop listening, speaking, reading and writing skills in accordance with expectation of IGCSE framework for Mandarin Chinese Basic Chinese pinyin and Strokes and NumbersBasic Chinese pinyin and Strokes and NumbersGreetingGreetingPersonal Information about AgePersonal Information about AgePersonal Information about FamiliesPersonal Information about FamiliesPersonal Information about FamiliesPersonal Information about coloursPersonal Information about coloursReviewsAssessmentListening and Speaking assessments for 6-10 November;
Writing and Reading Assessments for 13-17 November.
Let students finish different activities linking to other subjects to practice Chinese words and sentences. such as Drawing pictures to explain what they read linking to Art. Learning Chinese Number characters and Finishing Math items to link to the math.As for “I” ,through learning Chinese, The pupils can expose the other culture and thought different from their own culture and thought, which will cultivate the awareness of the international mind , tolerance and respect for other cultures and customs.As for “P” during the period of learning Chinese , the pupils will encounter different kinds of difficulties and challenges about Chinese language and culture shock between China and their own country. Pupils do their best to understand and solve these problems about cultures and languages to create an overall world’s view during the international community. As for “S” , Learning foreign language is the key to understand other thoughts and views. As scholars, the pupils can use these languages to know and discover the different opinions about some knowledge in some aspects that interests you.Learning more language is the new way to get the access to the new knowledge of the world.titles of textbooks, app class123 and recap , google classroom
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K2ThaiWanida Bunpornchai-Students will be able to read Thai tales.
-Students will be able to learn Thai numbers.
-Students will be able to write Thai.
-Students will be able to sing Thai songs.
Unit 1: Learn to read Thai consonants.Unit 2: Learn to read Thai numbers.Unit 3:Read Thai stories and let the children come out.Unit 4: Learn to sing Thai songs with gestures.Unit 5: To learn Thai alphabets by singing Thai alphabets songs.Unit 6: To learn Thai alphabets with exercises.Unit 7: To learn Thai numbers with exercises.Unit 8: To learn to sing Thai national anthem with exercises.Unit 9: To learn how to play Thai games, practice to sing Thai national anthemUnit 10: To learn about the King Rama 9 and practice to sing "The king in the fairy tales" and To learn about the King Rama 10.
Unit 11: Practice for final assessmentUnit 12: Practice for final assessmentUnit 13: Final assessmentReading and writing skills: Alphabets and numbers
listening skills: Read Thai stories and let the children come out.
Singing skill: The students should be able to sing Thai songs for kids and Thai national anthem
I usually link the course content to other subjects by doing the activities together such as in Thai I will give children read Thai consonants, in English I will read the story in Thai and then translate the children into Thai Learn about other cultures and places
speak at least two languages
understand how the world is connected
respectfully question the worldview of our teachers and classmates as well as our own share our unique cultural perspectives
show empathy, tolerance and social awareness
use teamwork and collaboration to make the world a better place
lead others and do things first
believe in ourselves
come up with ideas of our own
think about good and bad sides of something
solve problems
like to do business make new things
use things in a new way
take a risk after we have carefully thought about it
can deal with anything that may happen
don't give up easily
The students are excellent in their studies
never stop learning
can do research and find out things on their own
carefully think about things
find out the truth
think about how well they learn and know that they are good at and what they need to improve
they are ready to continue studying in Thailand and around the world
Private publication books under Ministry Of Education curriculum,
Online resources, Thai folktales books, Teachers text books, posters, flashcards
Please practice to name and write Thai alphabets and Thai numbers
and practice to sing Thai national anthem every day and please come to school before the assembly time according to the assessment of singing Thai national anthem
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K2English Neelima Raja1.Communication and language skills- All children will be given the opportunity for personal contact with peers and adults in a variety of changing situations likely to induce speech such as answering open-ended questions, questioning others, using extended vocabulary and communication skills and develop the ability to listen carefully.
2.Reading and writing skills -All children will be given the various opportunities reading children’s books and working with text in different situations - through this process children learn new words and begin to use them in speech.
Orientation week Story- Now I am big
Letter Recognition and Practice writing A, B ,C ,D, E
New words- Head, arm, head, fingers, leg, foot, •
Songs- Head shoulder knees and toes
If you are happy and you know it claps your hands…….
Story- The gingerbread man
Letter Recognition and Practice writing- F, G , H ,I, J
New words- eyes, ears, mouth, nose, hands, see, smell,taste, touch, hear
Songs-This is the way I brush my hair brush my …………….
•I am special……

Story- The city mouse and the country mouse
Here are my hands
Letter Recognition and Practice writing- K, L , M ,N, O •
New words- Happy, sad, angry,frightened and scared
Songs-……I look in the mirror what do I see I see my hands waving at me …….
Story- Jonathan and his mommy
Tortillas and Lullabies
Letter Recognition and Practice writing- P, Q, R, S, T
New words- father, mother, brother, sister, baby,
High-frequency word – I, a
Phonemic Awareness - t
Songs-…It is living; it is living

Story- Goldilocks and three bears
Shoes for grandpa
Letter Recognition and Practice writing- U, V, W , X, Y,Z
New words- father, mother, brother, sister, baby,
High-frequency word – I, see
Phonemic Awareness - b
Songs-……Families are big Families are small
Story- The amazing little porridge pot
New words- father, mother, brother, sister, baby,
High-frequency word – I, a,see
Phonemic Awareness - nb,p,f,v
Songs-……
Story-Daddy ,daddy I love you
• This is my mother kind and dear….
Story- I need the lunch box
I went walking
Letter Recognition and Practice writing-
New words-Red yellow, blue, green, brown, black, white
High-frequency word – I, a,my, at
Phonemic Awareness - s,z,c,g
Songs-…if you are wearing something red, shake your head….
Story-Caps of many colors
Letter Recognition and Practice writing-
New words- Red yellow, blue, green, brown, black, white
High-frequency word – in
Phonemic Awareness - m,a,d,t,i
Songs-……colourful balloons- yellow balloons, yellow balloons floating up
• Rainbow rainbow……
Story- How the birds got the colors
In the big blue see
Letter Recognition and Practice writing-
New words- Plants, tree, flower, leaf, stem, roots, seeds
High-frequency word – like, an
Phonemic Awareness - r,m, n, l,e
Songs-…Oh , can you find the color
Story- • The lion and the mouse • My dad and I • Phonemic Awareness – v • Recap letter sounds – R,k,o • Listen, help, share.smile • High-frequency word -to, a, my , like, has • Nursery Rhymes – If you want to make a friend…….Story- • The lion and the mouse • My dad and I • Phonemic Awareness – v • Recap letter sounds – R,k,o • Listen, help, share.smile • High-frequency word -to, a, my , like, has • Nursery Rhymes – If you want to make a friend…….Story- • Stone soup • Recap Letter sound – c • Recap letter sounds – Q,h,u,j,y X • Listen, help, share.smile • High-frequency word -to, a, see, my ,like, has • • Beth met a friend ……We will be doing Continuous Assessment throughout the year.
At the end of each thematic unit we will be recording each child's progress through the activities conducted in the class. Each child will be having a Portfolio of his or her work to record the progress made in class.We will also record performance of each child through class observation of the activities conducted in learning corner
As we do thematic teaching in Kindergarten it involves integrating all subject areas together under one theme. It crosses over subject lines and helps children relate basic academic skills to real-world ideas. Thematic units are common in kindergarten classes especially, since children learn through interactive, integrated activities. These themed units incorporate reading, math, science and social studies, as well as the arts for a well-balanced curriculum.1.As we live in a globalised world so our aim is to ensure every student gets knowledge of English so they can understand what is happening around them and feels more confident and able to interact with people using a common language.
2. By teaching them Phonics or telling them stories our aim is to encourage students to develop ability to read and learn about other cultures and places and it helps them to understand how world is connected
4.As we have thematic approach to teaching that involves integrating all subject areas together under one theme. It crosses over subject lines and helps children relate basic academic skills to real-world ideas
With the Knowledge that children will be receiving in Kindergarten 2 children gain confidence to interact with others and share their ideas . As they become more fluent in English they learn how to solve their problems and come up with the solution of everyday issues.As we in Kindergarten practice Thematic teaching it encourages the involvement of all students through topics that are relevant to them. Students are able to retain more information when it is not presented as isolated facts, but rather as part of a whole.Children are able to relate to real-world experiences and build on prior knowledge of a topic.Thematic units also help us to teach the students of different learning stylesThematic learning
1. Houghton Mifflin Volume 1
2. Houghton Mifflin Volume 2

Nelson Phonics spelling and hand writing
Blue book 1
Blue book2
Blue book3

Spelling
Nelson spelling A
Nelson spelling B
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Y1MathematicsEden Grace Bautista-count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number
-count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens
-given a number, identify one more and one less
-identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least.
-read and write numbers from 1 to 20 in numerals and words.
-read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs.
-represent and use number bonds and related subtraction facts within 20.
-add and subtract one-digit and two-digit numbers to 20, including zero.
-solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as
7 = – 9.
Numbers 1-30, counting objects, one more and one less, comparing and ordering numbersNumbers 1-30, counting objects, one more and one lessNumbers 1-100, comparing and ordering numbersComparing and ordering numbers
Number words, odd and even numbers,Place value, ordinal numbers
Counting by 2s, 5s and 10sAddition, number bonds, addition facts, word problemsAddition, number bonds, addition facts, word problemsAddition, number bonds, addition facts, word problemsSubtraction, subtraction facts, word problemsSubtraction, subtraction facts, word problemsSubtraction, subtraction facts, word problemsTarget Assessment Dates
Assessment #1 – September 18-19, 2017
Assessment #2 – October 16-17, 2017
Assessment # 3 – November 6-7, 2017
Assessment #4: November 15, 2017
Students will be given the opportunity to develop numeracy and mathematical reasoning in other subjects such as language, science, humanities, music, arts and PE so that they understand and appreciate the importance of mathematics.This course will enable students to see how the world is connected through mathematics and how it can bridge gaps and differences using its concepts. It will show that no matter how different we are, mathematical facts will remain the same for all cultures and race. It will offer students a chance to learn how to count in another language. It will also encourage students to develop teamwork and collaboration to make excellent outcomes not only in class but in life.This course will help students lead and collaborate through group activities and tasks. It will help students to solve problems and not easily give up. Moreover, it will encourage students to think of new ways to solve problems and take risks after careful thinking. This course will help students know their strengths and weaknesses through self assessments and will help them improve more on their strengths and overcome their weaknesses. It will encourage every student to do better in every task until they reach their full potential. Collins Progress Guide, Collins Homework Guide, Collins Teachers Guide, Collins Assessment Guide, Copymasters, other educational books, internet, interactive videos.
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Y1Thai Language and CultureSunisa Loymek-มุ่งเน้นให้นักเรียนได้จดจำตัวพยัญชนะไทย ก.ไก่ ถึง ฮ. นกฮูก ตัวอักษร คำศัพท์ง่ายๆ
-เขียนคัดลอกคำได้
-เขียนชื่อตนเอง
-เขียนเลขไทย

- Thai Alphabets, tracing

- Listening skill; story telling, grasping ideas and question/answer verbally.
- Thai Alphabets (continued)

- Family and relationship among family members.
- Roles of family members.
- Rooms in a house.

- Thai Vocabulary
- Thai game
-Thai Alphabets (continued)

- Thai alphabets (continued)
- Thai numbers

- The importance of friendship and how to act/behave when around your friends.
- Tidy up things properly.
- Apology and Forgiveness.
- Asean
-Thai Vocabulary

- Answering the question verbally.
-Pronunciation.

- Listening skill (storytelling by teacher)
-Phonics
Thai Festival; Loy Kratong.
- Thai reading manner. - Thai short words. - Listening to passage and answer short question. - Thai alphabets (continued) - Revision - Examination and AssessmentAssessment will be vary based on unit of learning, type of activities and expected outcome.
Formal assessment;
• Presentation (proper content, supporting evidence, eye contact, order of
content, enthusiastic, able to answer audience questions).
• Project (Style, language, content)
• Opinion sharing (fluency, grammar, tone of voice)
• Summarizing information (style, content, grammar, words selection, attribution)
• Group contribution (cooperation, process, opinion/thoughts, responsibility)
• Test score (spelling, essay)
• Role play (creativity, confidence, props, cooperation, efficiency)
• Writing (Content, word usage/selection, syntax)

Informal assessment;
• Observing class participation
• Examining spelling words, words choice
• Asking questions to recheck their understanding
• Observing reading pronunciation
•Some practical activities will be integrated with Arts, social studies and humanity subjects by allowing students to be creative in producing projects and participating in community event/campaign.
Showing interest in learning about other cultures and places
• Respectfully questioning the worldview of their teachers and classmates as
well as their own
• Having the confidence and ability to share their unique cultural perspective
• Showing empathy, tolerance and social awareness
• Using teamwork and collaboration to make the world a better place
• Being leaders with clear vision
• Adapting to challenges and being flexible
• Thinking critically
• Solving problems
• Exploiting opportunities
• Being academically excellent
• Being lifelong learners
• Reflecting on their learning and identifying areas of strength/growth
สนุกคัดเก่งภาษาไทย สนพ.ทองเกษม
ก.ไก่ แผนใหม่ สนพ.ศสว
คัดตัวเลข 1-10 สนพ.พว
บุคคลและสถานที่รอบตัว 2 สนพ.โลกหนังสือ
อินเตอร์เน็ต ยูทูป

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Y1MusicVilma Ambi NaboaPupils should be taught to:
- Use their voices expressively and creatively by singing songs and speaking chants and rhymes
- Play tuned and untuned instruments musicallym
_ Listen with concentration and understanding to a range of high-quality live and recorded music
- Experiment with, create, select and combine sounds using the interrelated dimensions of music
Getting to knowSalute our nationsUnit 1: Music Around Us (Sound of People)Unit 1: Music Around Us (Sound of Nature)Unit 1: Music Around Us (Sound of Animals)Unit 1: Music Around Us (Sound of Invironment)Unit 2 : Move to beat (Loud and soft Sound)Unit 2 : Move to beat (Lord and short Notes)Unit 2 : Move to beat (fast and slow notes)Unit 2 : Move to beat (Raising and falling Tones)Music PhraseUnit 3: The Basic of Music Theory Lines and Spaces)END OF TERM 1 FINAL ASSESSMENTSNov 13-17Learn different traditional and western songs and explore the various style of music and musical instruments in different countries.- Showing an interest in learning about other cultures and places.
- Understanding how events are connected historically and geographically.
- Having the confidence and ability to share their unique cultural persprctive.
Being self confident, thinking critically and creative.Being academically excellent and using higher-level thinking skillsWorksheets, CDs of songs, internet resources, Violin, Musical Instruments found in the room YouTube videos Music and activity book.
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Y1ScienceEden Grace Bautista- identify and name a variety of common wild and garden plants, including deciduous and evergreen trees.
- identify and describe the basic structure of a variety of common flowering plants, including trees.
- identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals.
- identify and name a variety of common animals that are carnivores, herbivores and omnivores.
- describe and compare the structure of a variety of common animals (fish,
amphibians, reptiles, birds and mammals, including pets)
- identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense.
Living Things and Non-living ThingsLiving Things and Non-living ThingsPlantsPlantsPlantsPlantsAnimalsAnimalsAnimalsAnimalsOur BodyOur BodyOur BodyTarget Assessment Dates:
Assessment #1 – September 19-20, 2017
Assessment #2 – October 17-18, 2017
Assessment # 3 – November 7-8, 2017
Assessment #4: November 15, 2017
The lessons on Earth, environment, and living things have links to themes in Humanities. Local area studies overlap with work in history. The opportunities for promoting links with literacy are also particularly strong. Stories are an ideal way of giving children the chance to develop reading and literacy skills in context.This course help students be prepared for the challenges of the 21st century through the sciences. It will enable students to understand themselves and the environment they live in. It will aid them in developing the knowledge and skills to connect with others and the world we live in. Finally, it will encourage them to be a responsible member of the community by taking care of the environment around them.This course will motivate students to explore possibilities and take initiatives in completing science tasks. They will be encouraged to invent and create while applying the concepts learned in class. This course will help students develop their knowledge and skills about the world around us and furthermore develop their inquiry skills. They will be given plenty of opportunities to observe, describe, compare, contrast, relate and analyse.Collins primary science student’s book 1 and workbook, Collins primary Science Book and work book, Internet, copy masters, other science books, other educational books, interactive resources DVD, worksheets, visual aids
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Y1Physical EducationFaith Katherine B. PavilandoThe National Curriculum for Physical Education aims to:ensure that all pupils:
> develop competence to excel in a broad range of physical activities.
> are physically active for sustained periods of time.
> engage in competitive sports and activities.
> lead healthy, active lives.
K1-yr 3 Getting to know each other activity
Yr. 4 – Getting to know activities. Introduction of rules and regulations in P.E
Discussion about the skill-related components of physical fitness.
Demonstrating introduction to Physical Fitness test
Yr.4- History of Ultimate Frisbee
Developing motor and gross skills such as running, jumping, crawling etc.
Year 2-3 Components of physical fitness
Year 4- Basic skills in Frisbee

Discussion about the skill-related components of physical fitness.
Demonstrating “Speed”. Physical Fitness test
Yr.4- Basic skills in Frisbee ( Throwing skills )
Flexibility/ Reaction time
To examine and compare three different sit and reach tests as a measure of hamstring flexibility
Yr.4- Basic skills in frisbee ( Catching )
Agility/Coordination. –Physical fitness test
Yr. 4 Rules in playing Frisbee
Power/ Balance- PFT
Yr.4- Yr.4- Speed and agility in playing Frisbee. ( Throwing and catching )
Activity to improve the component of fitness.
Yr.4- Pre-game ( ultimate frisbee )
Circuit training activities.
Yr 4- Game 1 (ultimate frisbee )
Circuit training activities. ( component of fitness )Performance Test.second term second termPractical test.Every year the school spends days for school’s Sports Day. The students are divided into four houses which are designated with corresponding colors (Red, Green Yellow and Blue). At this moment of the year students prepare mentally and physically for different activities. Competitive atmosphere will float around the school grounds, each house will contend for the top spot of the competition lists. The event puts emphasis to happy competition and yet balanced with great camaraderie and unity. Physical Education program envisions each student to have an adequate and healthy lifestyle. This program tends to develop skill sets, introduce healthy life style and equip students with knowledge about the state of their fitness thru exciting and challenging ways. This course revolves around a process of learning by doing, letting students develop and grow thru their own decisions, shortcomings and adjustments and meeting their own limitations. This course also targets to develop core values such as discipline, honesty, leadership, creating good relationship with other students and setting themselves as an role model to everyone inside and outside the school grounds.The course will help students become pioneers by gaining self-confidence and by adapting to challenges and being flexible.The course will help students by reflecting on their learning and identifying areas of strength/growth.Physical Education classes usually use gyms, facilities and appropriate equipment. To the extent of it, every classes use rubber mats, big foams and standard size goals so that students can maximize the experience of their Physical Education classes.
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Y1Art and DesignT.AprilaIn this unit children will make a self-portrait to communicate ideas about themselves.They talk about images of children in drawings, paintings and photographs and artists' self-portraits in order to develop ideas about how they will portray themselves.They investigate a range of drawings and materials and techniques and learn how to mix colour in painting.-Art room rules
-creating name tag
-Introducing Art materials
-Review of shapes/lines/colours
-Introducing Face features using shapes and lines
-Drawing practice
-Sketching their first self-portrait using pencil-Drawing Self-portrait using pencil and water colour-Self-portrait-self-portrait -self portraitself-portraitself portrait (half-portrait)self-portrait (witch hat)Revision weekassessmentNovember 13-17 Final assessmentThis unit links with Personal,Social and Health Education (PSHE) when children learn about respecting the differences and similarities between people.Our students will be:
-demonstrating an interest in learning about other cultures and places.
-having the confidence and ability to share their unique cultural perspectives.
Students will demonstrate it by being creative , being self-confident and by adapting to challenges and being flexible with the tasks given to them.-By reflecting on their learning and identifying areas of strength/growth
-Being truthful.
Art book, coloring materials, mirrors etc.
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Y10EFLMichael BraunThe aims are to enable learners to:
• understand and respond to what they hear, read and experience
• communicate accurately, appropriately, confidently and effectively
• enjoy and appreciate a variety of language
• complement their ability to work with information and ideas in other areas of study, for example,
by developing skills of analysis, synthesis and the drawing of inferences
• promote personal development and an understanding of themselves and others.
Getting to know the subject and the syllabusChapter 1: Key Reading Skills; Skimming, scanning, selecting informationExplicit meaning; Implicit meaning: CharacterImplicit meaning: SettingEmotive and sensory languageSynthesisChapter 2: Key technical skills; Sentence typesSentences for effectParagraph cohesionVoice and rolePunctuationReviewReview- Quizzes throughout the term
- Final exam at the end of the term
Humanities: Students will take into account the historical and geographical context of the studied texts
Art: Students will analyse and describe paintings to develop their creative writing skills
Students will:
- Read a range of texts from different cultures
- Respectfully question the worldview of others, e.g. by analysing argumentative texts
- Share their unique cultural perspectives by writing a personal text as part of their coursework
Students will:
- Come up with ideas of their own in creative writing
- Think critically when analysing texts
- Demonstrate resilience by redrafting their work (particularly coursework)
Students will:
- improve their attainment in English
- do research as part of their coursework
- learn organisation and study skills that are necessary at university
- evaluate and assess their own and their peers' learning
- reflect on their learning
"Cambridge IGCSE English", Collins (primary textbook)
"Cambridge IGCSE English as a First Language", Hodder (supplement)
Online resources, e.g. Google Classroom, Grammarly, vocabulary.com
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Y10English LiteratureMichael BraunThe aims are to develop learners who:
• enjoy the experience of reading literature
• understand and respond to literary texts in different forms and from different periods and cultures
• communicate an informed personal response appropriately and effectively
• appreciate different ways in which writers achieve their effects
• experience literature’s contribution to aesthetic, imaginative and intellectual growth
• explore the contribution of literature to an understanding of areas of human concern.
Getting to know the subjectProse: "Stories of Ourselves" no. 2 Edgar Allan Poe, ‘The Fall of the House of Usher’no. 7 Stephen Crane, ‘The Open Boat’no. 8 Edith Wharton, ‘The Moving Finger’no. 18 Ray Bradbury, ‘There Will Come Soft Rains’no. 23 Alex La Guma, ‘The Lemon Orchard’no. 32 Bernard MacLaverty, ‘Secrets’no. 33 John McGahern, ‘The Stoat’no. 36 Patricia Grace, ‘Journey’no. 37 Janet Frame, ‘The Bath’no. 48 Tim Winton, ‘On Her Knees’Buffer/ReviewReviewText analysis to be submitted every FridayHumanities: Students will read texts from a variety of cultural and historical backgrounds
Art: Students will summarise texts using pictures and drawings
Students will:
- Read texts from a variety of cultural backgrounds
- Respectfully question the worldviews of the authors
- Use teamwork and collaboration
- Share their unique perspectives when discussing texts
Students will:
- Demonstrate resilience by redrafting their work, particularly coursework
- Improve their self-confidence by acquiring skills
Students will:
- Improve their attainment in literature
- Do research and find things out on their own
- Reflect on their learning
- Assess and evaluate themselves and others
"Songs of Ourselves" for IGCSE final
"Stories of Ourselves" for IGCSE final
"Lord of the Flies" for coursework
"A View from the Bridge" for coursework and IGCSE final
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Y10Thai Language and CultureSirirat Roaj-assawachai (T. Ann)-Students will interpret information from various resources; printed, electronics media, and analyze those information in advantage/disadvantage using higher level critical thinking, summarize main idea and sharing opinions in form of writing and speaking without being bias.
-Students will research King Bhumibol Adulyadej’s speech, interpret meaning and share opinion on how to apply those speech in their daily life.
-Students will analyze, comprehend passage and able to answer questions using proper wording to describe/explain their thoughts.
-Students will practice grasping main idea using listening skill to detect information, boosting vocabulary, using variety writing style to complete their work .
-Students will study King Bhumibol Adulyadej’s principle work ethic and embrace, adapt for their lifelong learning.
-Students will study general Buddhism, moral principles and research other significant religions and adapt some of the principles that can be adapted into their daily life.
-Students will investigate being acceptable world civic, rights, duties and responsibility.
Unit 1-2 -Imaginative writing; pre-test checking writing and speaking ability.
-Presenting summary from main ideas from various media.

Unit 2 -Presenting summary from main ideas from various media.
Unit 3 -Summarization Passage detecting important information.Unit 4 -Analyze and interpret convincing information/media.Unit 5 -The King’s SpeechUnit 6-7 -Type of Essay and how to write proper essay.
-Imaginative writing (Composing story game).
Unit 8-9 -Writing skills in sharing opinions.
-Principle work ethic of the King.
Unit 9-10 -Principle work ethic of the King.
-“Diabetic” Journal
Unit 11 -Buddhism way of living and other important religions.Unit 11-12 -Buddhism way of living and other important religions.Unit 13 -Thai MetaphorsUnit 14 -Loy Kratong Festival -Review Content Learned and ExaminationAssessment will be varied and adjusted as follows:
Formal assessment;
• Presentation (proper content, supporting evidence, eye contact, order of
content, enthusiastic, able to answer audience questions).
• Opinion sharing (fluency, grammar, tone of voice)
• Summarizing information (style, content, grammar, words selection,
attribution)
• Group contribution (cooperation, process, opinion/thoughts, responsibility)
• Test score (spelling, essay)
• Booklet (content, neatness, word selection, illustration)
• Writing (Content, word usage/selection)

Informal assessment;
• Observing class participation
• Examining spelling words, words choice
• Asking questions to recheck their understanding
• Observing reading pronunciation
Some practical activities can be integrated with Arts, Social Study and humanity subjects by allowing students to be creative in producing projects and participating in community event/campaign.• Showing interest in learning about other cultures and places
• Communicating effectively in at least three languages
• Respectfully questioning the worldview of their teachers and classmates as
well as their own
• Having the confidence and ability to share their unique cultural perspective
• Showing empathy, tolerance and social awareness
• Using teamwork and collaboration to make the world a better place
• Being leaders with clear vision
• Being self-driven
• Being entrepreneurial
• Thinking critically
• Solving problems
• Adapting to challenges and being flexible
• Exploiting opportunities
• Being academically excellent
• Being lifelong learners
• Acquiring research skills
• Thinking critically and using higher-level thinking skills
• Reflecting on their learning and identifying areas of strength/growth.
• Being truthful
• Grammar and language usage (Y8), Ministry of Education
• VDO clip form Ministry of Energy
• News, Journal from various resources
• Media brochure from Ministry of Health
• Youtube, Media from Ministry of Culture
• Thai Civic Book (Y10), Ministry of Education
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Y10Business StudiesAkshika BansalThe broad learning objectives for this term will be to Understand Business Activity. This involves them to:

1.1 Understand the purpose of business activity and be able to demonstrate an understanding of business activity in adding value and helping to satisfy the needs of customers in a changing competitive environment.

1.2 Describe and classify business activity in terms of primary, secondary and tertiary sectors. They should be able to demonstrate an awareness of the changes that have taken place in these sectors in different countries. Also, they should be able to classify business activities between private sector and public sector in a mixed economy.

1.3 Identify characteristics of successful entrepreneurs. They should be able to identify and explain what is included in a business plan and be able to explain how business plans can assist entrepreneurs. They should be able to identify methods that Governments might use to help business start–ups and explain why they help such businesses. They should be able to show knowledge and understanding of the methods and problems of measuring the size of business. They should be able to explain reasons why businesses might want to expand, as well as reasons why some businesses remain small and some fail. They should be able to describe the different ways that businesses can grow, the problems linked to growth and be able to suggest how these problems might be overcome. They should be able to identify the causes of business failure and be able to explain why new businesses are at a greater risk of failure.

1.4 Identify and explain the main features of different forms of business organisation.

1.5 Identify the need for business objectives, explain the different objectives that businesses might have as well as explain the importance of them. They should be able to identify the objectives of social enterprises. They should be able to identify the main stakeholders, and their different objectives. They should be able to explain the reasons why stakeholders' objectives might conflict.They should demonstrate an awareness of the aims and objectives of enterprises in both private and public sectors.
Unit 1.1: The purpose and nature of business activity- difference between wants and needs, adding value and scarcityUnit 1.1: The purpose and nature of business activity- specialisation by business, by factors of production and by region or countryUnit 1.2: Types of business activity- primary, secondary & tertiary and private & public sector businessesUnit 1.3: Characteristics of successful entrepreneurs, contents of a business planUnit 1.3: Uses of a business plan,
How and why government supports business start ups, Business Growth
Unit 1.3: Measuring the size of a business and why business failUnit 1.4: Types of Business Organisations- sole trader and PartnershipUnit 1.4: Types of Business Organisations- Private and Public Joint Stock companyUnit 1.4:Types of Business Organisations- Joint Ventures, Cooperatives, Public Corporations and Social EnterprisesUnit 1.5: Business and stakeholders' objectivesUnit 1.5: Business and stakeholders' objectivesUnit 1.5: Aims of the private and public sectorsREVISIONTypes of assessments:

1. Continuous assessment on the basis of class participation in discussions, frequency of submissions and regularity of classwork

2. Written assignments containing short structured questions after end of every unit

3. Oral presentations of some topics through power point presentations

4. Making pictographs on chart paper for displaying understanding of some concepts

5. Assignments based on past year papers
The course content would be frequently linked with Economics, Geography, Human Psychology and History.

While learning about how a business functions, the context will be provided with the help of some real life examples where a business had to continuously adapt its operations according to the economic situations at various points in history.

At times, businesses are successful due to certain geographical advantages or fail because of geographical disadvantages. Such cases will be discussed.

Moreover, business studies is a subject which fundamentally involves study of human behaviour towards a certain end and would thus involve learning about human psychology to a certain extent.
Students will become internationally minded by learning the functions and role of businesses that operate across countries according to different cultural norms and geography. Students will learn the globally accepted business terminology which would help them to communicate effectively across the globe.They will develop critical thinking ability and will acquire entrepreneurial skills. The subject will make them innovative and creative as they would be required to consistently think out of the box to seek effective and efficient business solutions.The subject will make them acquire research skills which would help them excel academically.1. Borrington & Stimpson- Business Studies for IGCSE

2. Robert Dransfield, Leslie Garrett & Jane King- Business Studies for IGCSE

3. You Tube videos

4. Feature Movies & Documentaries- Founder (Mc Donalds case study)

5. Internet: www.bized.co.uk, www.businesscasestudies.co.uk, www.tutor2u.com, www.tes.co.uk, www.socialenterprise.org.uk

6. Newspapers & magazines: New York Times, Bangkok Post, Economic Times, Economist, Business Line

7. Kahoot app
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Y10ESLAaron Carlson- Develop learners’ ability to use English effectively for the purpose of practical communication
- Form a solid foundation for the skills required for further study or employment using English as the medium
-Develop learners’ awareness of the nature of language and language-learning skills
-Promote learners’ personal development.
"Getting to know each other" ... "classroom procedures" ..."weekly vocabulary"..."weekly grammar" and "writing baseline""The writing process-narrative writing"..."weekly vocabulary"..."weekly grammar" "The writing process-narrative writing"..."weekly vocabulary"..."weekly grammar" "Reading baseline" and "reading strategies"..."weekly vocabulary"..."weekly grammar" "Reading strategies"..."context clues"..."weekly vocabulary"..."weekly grammar" "Reading strategies"..."context clues"..."weekly vocabulary"..."weekly grammar" "Letter writing"..."weekly vocabulary"..."weekly grammar" "Letter writing"..."weekly vocabulary"..."weekly grammar" "Letter writing""Letter writing"..."weekly vocabulary"..."weekly grammar" "Note-making"..."weekly vocabulary"..."weekly grammar" "Debate"..."weekly vocabulary"..."weekly grammar" "Debate"..."weekly vocabulary"..."weekly grammar" Review for final examsThis course will include diagnostic, formative and summative assessments, regular IGCSE mock exams and three end-of-term exams.This course will often have a cross-curricular aspect and will be linked to other subjects such as music, art, geography, history, sport, maths and science etc...in order to foster open-mindedness and to allow students to see the connections that can be found, made and developed throughout the world.Year 10 ESL will incorporate our school-wide learner outcomes into each lesson to ensure our students are internationally-minded and pioneering scholars who explore and develop their own unique talents and interests while learning how to use their knowledge and skills to make a positive difference in the world.This course will empower students to be creative and approach objectives using their own unique ideas and skills and to become self-confident and self-motivated each step of the way.This course will also encourage students to question the ways of the world and to think critically about the different ways of doing things and to not marginalize the possibilities. Students will regularly be reflecting on their efforts, strengths and weaknesses and encouraged to always do their best.Students will be using the Cambridge IGCSE textbook, descriptive, narrative, expository, and argumentative texts, historical documents, and news articles. I am looking forward to working closely with all parents. Please feel free to contact me at any time (carlson.aaron@ips.ac.th). Finally, I suggest we encourage students to regularly be reading something of interest at home and for parents to briefly review the who, what, when, where, why and how's after each reading session. Thank you. Let's have a great year!
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Y10AccountingAnuradha MehraProvides a very broad introduction into why a business needs accounting. It identifies the differences between bookkeeping and accounting and the importance of profit calculation in the monitoring of business performance.
The purpose of accountingThe purpose of accountingThe double entry system of book-keepingThe double entry system of book-keepingThe double entry system of book-keepingThe double entry system of book-keepingThe double entry system of book-keepingBusiness documentsBooks of prime (original) entryBooks of prime (original) entryThe ledgerREVISIONSummative AssessmentExercises to integrate language learning within lessons- gap filing and match ups
Vocabulary and definition-Quizzes.
Structured support from past paper.
Accounting is a language which needs to be communicated to its users which needs skills of numeracy, literacy, communication, enquiry, presentation and interpretation.Students will gain knowledge and understanding of the principles and purposes of accounting for individuals, businesses,non-trading organisations and society as a whole
An understanding of accounting principles, policies, techniques, procedures and terminology
Students will have improved skills of numeracy, literacy, communication, enquiry, presentation and interpretation,improved accuracy, orderliness and the ability to think logicallyStudents will have excellent foundation for advanced studies.Accounting for Cambridge IGCSE Austen, D, Gilchrist C and Underhill J (Nelson Thornes, 2012)
Business Accounting 1 Wood, F (Financial Times/Prentice Hall, 2011)
Cambridge IGCSE Accounting Coucom, C (Cambridge University Press, 2012)
Cambridge IGCSE Accounting Workbook Coucom, C (Cambridge University Press, 2012)
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Y10EconomicsAkshika BansalUnit 1.1: Learners should be able to define the nature of the economic problem in terms of finite (limited) resources and infinite (unlimited) wants.

Unit 1.2: They should be able to define the factors of production (land, labour, capital, enterprise).

Unit 1.3: They should be able to define opportunity cost and analyse particular circumstances to illustrate the concept.

Unit 1.4: They should be able to demonstrate how production possibility curves can be used to illustrate choice and resource allocation. They should be able to evaluate the implications of particular courses of action in terms of opportunity cost.

Unit 2.1: Learners should be able to describe the allocation of resources in market and mixed economic systems; describe the terms primary, secondary and service (tertiary) sector in an economy.

Unit 2.2: Learners should be able to demonstrate the principle of equilibrium price and analyse simple market situations with changes in demand and supply. They should be able to describe the causes of changes in demand and supply conditions and analyse such changes to show effects in the market.

Unit 2.3: Learners should be able to define price elasticity of demand and supply and perform simple calculations.

Unit 2.4: Learners should be able to describe the concept of market failure and explain reasons for its occurrence. They should be able to define private and social costs and discuss conflicts of interest in relation to these costs and benefits. They should be able to explain how government intervention can prevent market failure.

Unit 3.1: Learners should be able to describe the functions of money and the need for exchange. They should be able to describe the functions of central banks, stock exchanges, commercial banks.
Unit 1: Introduction to basic economic problem, factors of productionUnit 1: Opportunity cost, choice and production possibility curvesUnit 2.1: Types of economic systems- market, social, mixed
Unit 2.2: Demand- Shape, factors affecting demand
Unit 2.2: Supply- shape, factors affecting supply; Market equilibrium; Shifts in demand and supplyUnit 2.3: Price Elasticity of DemandUnit 2.3: Price Elasticity of DemandUnit 2.3: Price Elasticity of SupplyUnit 2.3: Factors affecting price elasticity and uses of price elasticityUnit 2.4: Market failure, social and private costs and benefitsUnit 2.4: Government intervention in market failureUnit 3.1: Functions of Money & need for exchangeUnit 3.1: Functions of Central Bank, Commercial Banks & Stock ExchangesREVISIONTypes of assessments:

1. Continuous assessment on the basis of class participation in discussions, frequency of submissions and regularity of classwork

2. Written assignments containing Multiple Choice Questions and structured questions after end of every unit

3. Oral presentations of some topics through power point presentations

4. Making pictographs on chart paper for displaying understanding of some concepts

5. Assignments based on past year papers
The course content would be frequently linked with Business Studies, Political Science, Geography, Human Psychology, History and Philosophy.

While learning about opportunity cost, the context will be provided with the help of some real life examples where a business and government have to continuously make choices.

Economies of various countries are shaped by history of events and geography as factor endowments change and lead to various economic consequences.

They type of political environment will determine the various types of economic systems.

Economics is a subject which fundamentally involves study of human behaviour under various economic situations and how it can be nudged towards the most efficient and effective economic outcomes.
Students will learn about economies of various countries. They would be able to understand the impact of local action on global issues as in the age of globalisation, one country's economic actions have consequences for another country's economy. The subject will make them question various government policies and will enable them to debate on global issues of importance.Students will get a clear vision and perspective on global issues. They will develop problem solving attitude as they would consistently be required to discuss and analyse various solutions to a particular economic problem.Students will acquire research skills as they would be required to collect data, analyse the data and interpret the results. This will develop their critical thinking ability and higher-level thinking skills.1. Economics: A complete course by Dan Moynihan and Brian Titley

2. Economics for IGCSE by Robert Dransfield, Terry Cook & Jane King

3. A cartoon introduction to Microeconomics by Yoram Bauman

4. Striker Jones And The Midnight Archer by Maggie M. Larche

5. You Tube- Marginal Revolution University, ACDC Leadership etc.

6. Internet- Tutor2u.com, bized.co.uk

7. Kahoot App
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Y10Physics-0625S. Irfan NabiThe aims are:
1. to enable learners to acquire sufficient knowledge and understanding to:
• become confident citizens in a technological world and develop an informed interest in scientific matters
• be suitably prepared for studies beyond Cambridge IGCSE
2. to allow learners to recognise that science is evidence based and understand the usefulness, and the limitations, of scientific method
3. to develop skills that:
• are relevant to the study and practice of physics
• are useful in everyday life
• encourage a systematic approach to problem-solving
• encourage efficient and safe practice
• encourage effective communication through the language of science
Units and Significant Figures1.1 Length and time1.2 Motion1.2 Motion1.3 Mass and weight,1.4 Density1.5.1 Effects of forces1.5.1 Effects of forces1.5.2 Turning effect1.5.3 Conditions for equilibrium, 1.5.5 Scalars and vectors1.5.4 Centre of mass, 1.6 Momentum1.6 MomentumEnd Term Examination Formative assessment(at least two) and summative(end term examination ) consist of multiple and structured questions based on CIE exam pattern. History always help us to link past with present and we learn from mistakes and simulations(ICT) help us explain dangerous/hard to do experiment in an easier way.This course help our students to take action through discussion and collaboration to help build a better and peaceful world.Teaching of this course help our students to think critically, be self confident, be self driven, adapt to challenges
This course help our students to think critically, use higher-level thinking skills, be ready for higher education in Thailand and abroad and be life long learnerComplete Physics Cambridge IGCSE, Tes.com, PhET simulations
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Y10Information and Communication TechnologyNagabala Ramakrishna Setty• knowledge of ICT including new and emerging technologies
• autonomous and discerning use of ICT
• skills to enhance work produced in a range of contexts
• skills to analyse, design, implement, test and evaluate ICT systems
• skills to consider the impact of current and new technologies on methods of working in the outside world and on social, economic, ethical and moral issues
• ICT-based solutions to solve problems • the ability to recognise potential risks when using ICT, and use safe, secure and responsible practice
Unit 1: Students will know how they are scored in this term (Assignments, Assessments and Tasks)
Outline about the course (Briefly explain about this term)
1. Types and Components of a computer System(1.1 hardware and software
1.2 the main components of computer systems 1.3 operating systems)
1. Types and Components of a computer System(1.4 types of computer
1.5 impact of emerging technologies)
2. Input and Output Devices(2.1 input devices and their uses
2.2 direct data entry and associated devices 2.3 output devices and their uses)
11. File Management (11.1 manage files effectively
11.2 reduce file sizes for storage or transmission)
10. Communication (10.1 communicate with other ICT users using email)10. Communication(10.2 Effective use of the internet)
3. Storage Devices and Media (3.1 Backing up of Data
3.2 Types of access 3.3 Secondary Storage media)

12. Images(12.1 Software tools 12.2 Edit an image)
13. Layout(13.1 use software tools to prepare a basic document to match the purpose and target audience
13.2 use software tools to use headers and footers appropriately within a range of software packages)
14. Styles( 14.1 Corporate house styles 14.2 Create Styles in a document)Catch upAssignments/tasks will be given every week through Google Classroom. All Subjects: Students will be aware that all work must be saved in a sensible manner, using appropriate file names and separate folders for each subject/unit. Many students will be able to create a hierarchical folder structure which will make organization of work for other subjects simpler.
Links to many subjects, particularly those for which internet research is a component.
They may demonstrate this by:
Having the confidence and ability to share their unique cultural perspectives
Using teamwork and collaboration to make the world a better place.
They may demonstrate this by:
Being leaders with a clear vision
Being self-confident
Being self-driven
Thinking critically
Solving problems
Being entrepreneurial
Creative
Innovative
Exploiting opportunities
Adapting to challenges and being flexible
They may demonstrate this by:
Being academically excellent
Being lifelong learners
Acquiring research skills
Thinking critically and using higher level thinking skills
Being truthful
Reflecting on their learning and identifying areas of strength/growth
Complete IGCSE ICT, 2nd Edition, Stephen Doyle
Cambridge IGCSE ICT, 2nd Edition, Graham Brown, Brian Sargent, David Watson
Computer Lab and Software
Library
Online Resources
Instruction Media
Google Classroom
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Y10Chemistry(combined science)BasaveshwariahTo identify physical and chemical changes, and understand the differences between them
Describe paper chromatography
Interpret simple chromatograms
Describe methods of separation and purification
Demonstrate understanding of the terms atom and molecule
Describe the differences between elements, compounds and mixtures
Describe the structure of an atom in terms of electrons and a nucleus containing protons and neutrons
Describe the formation of bonds
Chemical and physical changeMethods of separation and purificationAtoms and moleculesElements, mixtures and compounds
Chemical Formulae
Overview of the Periodic TablePeriodic trends
Group I
Transition metalsIons and ionic bondsIonic bondsCovalent bondingCovalent bondingCovalent bondingSummative assessment- November 10th -17thLiteracy: Writing instructions for the demonstration/investigation using imperative verbs. Definitions of scientific vocabulary as part of a class science dictionary/glossary

Mathematics: Ratios, Measurement involving length, mass and volume.

Food Technology: Preservation of foods.
The course helps the students to take action through discussion and collaboration to help build a better and peaceful world.This course help the students come up with ideas,think good or bad and solve problems.This course help the students to do research and never stop learning.1. Complete chemistry- RoseMarie Gallagher, Paul Ingram.
2. New chemistry for you-Lawrie Ryan
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Y10PSHEArianne Joy CastilloEquip students with knowledge, skills, and attributes to make the most of changing opportunities in learning and work. Help students embrace change, feel positive about who they are and enjoy healthy, safe responsible and fulfilled lives.No classWelcome back - beginning of PSHE and discussion of goals for the yearEvaluating how self-confidence and self-esteem affects how we judge others; and vise versa.Differentiating constructive feedback and unhelpful criticismStrategies in managing strong emotions and feelingsIdentify the characteristics of an unhealthy relationships (friendship / intimate)Identify the characteristics of an unhealthy relationships (friendship / intimate)Rights and responsibilities at work
Forms of discrimination and unacceptability at work
Rights and responsibilities at work
Forms of discrimination and unacceptability at work
Visit different universities and/or meet with visiting universitiesNo classTermly reflectionsYour personal portfolio will serve as a way to keep track of yourself throughout your high school school. You will ideally keep all records of academic achievement, personal growth, and future planning in this portfolio in order to help you when you reach Key Stage 5. As there is no final exams for this course, your Personal Portfolio will be collected and checked instead at the end of each term.Lessons will include topics from biology, History, Geography and Economics.This course will help students to be aware of the diverse people around them, understanding the bigger world outside the comforts of their homes and beyond.The course will encourage students to be more creative and resourceful in resolving conflicts and to make healthy and lasting relationships.This course will also teach students how to become responsible in everything, with the emphasis on giving importance to school and other academic related works.PSHE notebooks and personal portfolio
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Y10GeographyNolan Harvey
Through a variety of assignments, projects, case studies, debates and news students will have a myriad of opportunities to: Gain an understanding of the processes which affect physical and human environments
• an understanding of location on a local, regional and global scale
• the ability to use and understand geographical data and information
• an understanding of how communities around the world are affected and constrained by different
environments.
As each term progresses, these themes will be looked at in greater detail, with cross-curricular opportunities.
Introductions, classroom expectations, ice breakers, get to know you activities, setting the tone for the year.
2.1-Plate Tectonics; types of volcano and their features
-Examples, case studies

2.1-Plate Tectonics; causes and effects of volcanoes

2.1-Plate Tectonics; causes and effects of earthquakes
-Case studies, and a video with reflection questions.

2.1-Plate Tectonics; case study of Volcanoes/Earthquakes. "Expert Talks", and an assessment on learned material to date (written, MC, T/F)

2.2-Rivers; hydrological cycle and river characteristics
What do we already know?

2.2-Rivers; erosional and depositional + features
2.2-Rivers; features especially waterfall formation and how they occur.

2.2-Rivers; opportunities and hazards of rivers
Hazards of rivers, case studies, 'graded' classroom debates. Students will have prepared debates to argue for/against specific prompts related to the curriculum.
-Introduction to new unit, upcoming term break.
Working on preparation for summative. Possible introduction to: CoastsReview and class discussion of all units/topics discussed to date. Scheduled expert talks and debates finished. Final assessments and presentations. Dates unknown at this point: Quiz every 2 weeks, written summative for each chapter topic, group project for each topic, and individual summative end of unit written paper/presentations. With Geography and the large umbrella of topics that fall underneath it, can be linked to nearly any subject. Through our daily classroom activities we will explore opportunities to learn and collaborate with other subjects/teachers. Most lessons will begin with a learning objective that will remind students how the SLO's will be incorporated into their daily lessons.
Students will learn to think critically through debates, they will have opportunities to learn about the world around them through in-depth case studies, CNN student news, debates and global issues. Students will learn how to work together, as well as individually. Formative and summative assessments will take place throughout the term, with a final summative for each.
Students will learn to think critically through debates, they will have opportunities to learn about the world around them through in-depth case studies, CNN student news, debates and global issues. Students will learn how to work together, as well as individually. Formative and summative assessments will take place throughout the term, with a final summative for each. Students will learn to think critically through debates, they will have opportunities to learn about the world around them through in-depth case studies, CNN student news, debates and global issues. Students will learn how to work together, as well as individually. Formative and summative assessments will take place throughout the term, with a final summative for each.
-Students at this level are expected to be responsible for their own learning-taking the initiative, preparing properly for assessments, contributing to the classroom and participating in discussions.
IGSCE Geography, edutopia, CNN student news, Kahoot, google devices, google expedition, additional resources as they're discovered and shared. Please feel free to contact me any time using my IPS email address: harvey.nolan@ips.ac.th
-Should you have any specific concerns regarding your students work, performance or behavior please communicate via email, and if you would like to meet in person (other than parent/teacher meetings) please make an appointment with the front office.
Learning should be fun, engaging and a growing experience! I'm a passionate teacher who will create a positive and fun educational environment for your child and work towards fostering their development to the best of my ability.
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Y10Chinese MandarinMAOWEI SHITo develop listening, speaking, reading and writing skills in accordance with expectation of IGCSE framework for Mandarin Chinese.Family and Personal InformationFamily and Personal InformationFamily and Personal InformationFamily and Person al InformationHome and SchoolHome and SchoolHome and SchoolHome and School Health and FitnessHealth and FitnessHealth and FitnessHealth and FitnessHealth and FitnessReview and Test L1-L3 for 25-29 September
Speaking and Writing test for13-17 November
For Chinese practice , I would like to designed different kinds of activities linking to different kinds of subjects that they've learnt, such as Practice Chinese writing linking to Painting Art. Investigate animals home linking to their Geographic knowledge.As for “I” ,through learning Chinese, The pupils can expose the other culture and thought different from their own culture and thought, which will cultivate the awareness of the international mind , tolerance and respect for other cultures and customs.As for “P” during the period of learning Chinese , the pupils will encounter different kinds of difficulties and challenges about Chinese language and culture shock between China and their own country. Pupils do their best to understand and solve these problems about cultures and languages to create an overall world’s view during the international community. As for “S” , Learning foreign language is the key to understand other thoughts and views. As scholars, the pupils can use these languages to know and discover the different opinions about some knowledge in some aspects that interests you.Learning more language is the new way to get the access to the new knowledge of the world.GuWu1.0 class 123 and Maobao relative to reading
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Y10ChemistryShaini SudheerStudents are able to explain the particulate nature of matter, perform the experimental techniques, describe the periodic table with its significance -metals and non-metals, reactions and extraction of metals types of bonding and the related topics.Introduction to ChemistryThe Particle Theory and the states of matterExperimental Techniques-Atoms , Elements and CompoundsThe Periodic tableStructure and Bonding
Structure and Bonding
Structure and Bonding:MacromoleculeStructure and Bonding:Metallic bonding and AlloysProperties of metals and reactivity seriesExtraction of metals and Uses of metalsFinalsI informal assessment in Sept and II informal assessment in OctTo develop skills like encouraging a systematic approach to problem-solving, efficient and safe practice, record observations, interpreting the experimental observations and data etc.In this unit students are able to describe about the particulate nature of matter, able to perform the different experiment techniques by choosing the appropriate apparatus, able to describe the atomic structure, periodic table, metals and nonmetals, extraction methods, differentiate the types of bonding etcBy allowing the students to recognize that science is evidence based and understand the usefulness ,and the limitations of scientific method.By developing skills like encouraging a systematic approach to problem-solving, efficient and safe practice, record observations, interpreting the experimental observations and data etc.Teacher’s resource book, videos, internet, lab equipment, worksheets-
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Y10Combined Science (10B)Parminder Changchreonkul- To describe the characteristics of living organisms by defining the terms: movement, respiration, sensitivity, growth, reproduction, excretion and nutrition
- To describe and compare the structure of a plant cell with an animal cell
- To state the functions of the structures in the plant cell and in the animal cell.
- To calculate magnification and size of biological specimens using millimetres as units
- To describe the effects on plant tissue of immersing them in solutions of different concentrations
- To explain enzyme action with reference to the complementary shape of the active site of an enzyme and its substrate
- To explain the effect of changes in temperature and pH on enzyme activity
_ To list the principal sources of and describe the dietary importance of carbohydrates, proteins, fats, vitamins, minerals, fibre and water.
- To describe the use of iodine solution to test for starch, benedicts solution to test for reducing sugars, biuret test for proteins and ethanol emulsion test for fats and oils.
OrientationB1 -Characteristics of living organismsB2.1 Cells- differences between Prokaryotes and Eukaryotes, plant and animal cell structureB 2.1 Cells - specialised cellsB 2.1- Classification of living organisms, dichotomous keysB 2.2 - Movement in and out of cells- diffusion, osmosis and active transportB4 EnzymesB3 Biological molecules and B6.1 DietB3 Biological molecules and B6.1 DietB3 Biological molecules and B6.1 DietB6.2 Alimentary canalB 6.2 Alimentary canalEnd Term 1 ExaminationsTypes of assessments:

There are two major assessments given apart from the assessments during or after every lesson and one end term exam.
English: Students explain a concept or describe a scientific phenomena which helps to polish their writing skills in English.
Mathematics: Students are engaged with some basic calculations in the course.
Students undertake the gathering of data, analyzing the data, and representing data graphically.
Art: Students are involved in drawing and labeling of diagrams which is linked to arts.
PSHE: Students research to understand the effects of malnutrition on the adolscents
This course help our students to take action through discussion and collaboration to help build a better and peaceful world. Students will work in groups to investigate and research in which countries Kwashiorkor and Marasmus (undernutrition) as well as obesity are widespread, causes and their prevention. This course help students to develop skills in problem solving that help them in decision making processes in sciences and also help them to acquire critical thinking skills. It also builds up self confidence in doing thingsThis course help our students to think critically, use higher-level thinking skills, be ready for higher education in Thailand and abroad and be a life long learnerCambridge IGCSE Combined and Co-ordinated coursebook, NeoK12, Biology for you and revision guides
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Y10Biology (10A)Parminder Changchreonkul- To describe the characteristics of living organisms by defining the terms: movement, respiration, sensitivity, growth, reproduction, excretion and nutrition
- To define and describe the binomial system of naming species
- To describe and compare the structure of a plant cell with an animal cell
- To state the functions of the structures in the plant cell and in the animal cell.
- To calculate magnification and size of biological specimens using millimetres as units
- To construct and use simple dichotomous keys based on easily identifiable features
- To relate the structure of specialised cells to their functions
- To describe the effects on plant tissue of immersing them in solutions of different concentrations
- To explain enzyme action with reference to the complementary shape of the active site of an enzyme and its substrate
- To explain the effect of changes in temperature and pH on enzyme activity
_ To list the principal sources of and describe the dietary importance of carbohydrates, proteins, fats, vitamins, minerals, fibre and water.
- To describe the use of iodine solution to test for starch, benedicts solution to test for reducing sugars, biuret test for proteins and ethanol emulsion test for fats and oils.
Orientation1.1 Characteristics of living Organisms1.2 Concept and use of a classification system
1.3 Features of organisms
1.3 Features of organisms1.4 Dichotomous keys
2.1 Cell Structure and Organisation
2.2 Levels of Organisation
2.3 Size of specimens
Movement in and out of cells 3.1- diffusion, 3.2 osmosis and 3.3 active transporMovement in and out of cells 3.1- diffusion, 3.2 osmosis and 3.3 active transport4.1 Biological molecules4.1 Biological molecules5.1 Enzymes7.1 DietEnd Of Term 1 ExaminationTypes of assessments:
There are two major assessments given apart from the assessments during or after every lesson and one end term exam.
English: Students explain a concept or describe a scientific phenomena which helps to polish their writing skills in English.
Mathematics: Students are engaged with some basic calculations in the course.
Students undertake the gathering of data, analyzing the data, and representing data graphically.
Art: Students are involved in drawing and labeling of diagrams which is linked to arts.
PSHE: Students research to understand the effects of malnutrition on the adolscents
This course help our students to take action through discussion and collaboration to help build a better and peaceful world. Students will work in groups to investigate and research in which countries Kwashiorkor and Marasmus (undernutrition) as well as obesity are widespread, causes and their prevention.This course help students to develop skills in problem solving that help them in decision making processes in sciences and also help them to acquire critical thinking skills. It also builds up self confidence in doing thingsThis course help our students to think critically, use higher-level thinking skills, be ready for higher education in Thailand and abroad and be a life long learnerComplete Biology for Cambridge IGCSE, Biology for Cambridge IGCSE Revision guide, Neo K12, Amoeba sisters videos
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Y10CS PhysicsPaul CainMotion; Matter and Forces; Energy, Work and PowerMotion: Define speed and calculate speed from a distance divided by a time.
Plot and interpret a speed - time graph and a distance - time graph.
Motion: Recognize from the shape of a speed - time graph when a body is at rest, moving with constant speed, moving with changing speed.
Demonstrate a qualitative understanding that acceleration is related to changing speed.
Motion: Recognize linear motion for which the acceleration is constant and calculate the acceleration. Recognize motion for which the acceleration is not constant. Calculate the area under a speed - time graph to work out the distance travelled for motion with constant acceleration.
Motion: Summary work and assessment.
Mass and weight: Be able to distinguish between the mass and weight of an object. Know that the Earth is the source of a gravitational field. Describe, and use the concept of, weight as the effect of a gravitational field on a mass.Density: Describe an experiment to determine the density of a liquid and of a regularly shaped solid and make the necessary calculation using the equation
density = mass / volume
or d = m / V
Describe the determination of the density of an irregularly shaped solid by the method of displacement, and make the necessary calculation.
Effects of forces: Know that a force is measured in newtons (N). Describe how forces may change the size, shape and motion of a body.Effects of forces: Plot and interpret extension-load graphs and describe the associated experimental procedure.State Hooke’s Law and recall and use the expression force = constant x extension (F = kx).Effects of forces: Recognise the significance of the term ‘limit of proportionality’ for an extension - load graph.
Revision and assessment.
Energy: Know that energy and work are measured in joules (J), and power in watts (W)
Energy: Demonstrate understanding that an object may have energy due to its motion (kinetic energy, K.E.) or its position (potential energy, P.E.), and that energy may be transferred and stored. Give and identify examples of energy in different forms, including kinetic, gravitational, chemical, nuclear, thermal (heat), electrical, light and soundEnergy: Give and identify examples of the conversion of energy from one form to another, and of its transfer from one place to another. Recall and use the expressions K.E.= 1/2 mv2 and P.E. = mgh.Energy: Apply the principle of energy conservation to simple examples. Energy resources: Distinguish between renewable and non-renewable sources of energy Know that the Sun is the source of energyfor all our energy resources except geothermal and nuclear.Revision and assessmentAs and when appropriate.Mathematics: units, graphs, equations, formulaetbctbctbcCombined and Co-ordinated Sciences textbook, worksheets, videos
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Y11EFLDominic JamesW1 - Articulate experienceand express what is thought, felt and imagined.
W2 - Sequence facts, ideas and opinions.
R4 - Demonstrate understanding of how writers achieve effects.
N/a - Introduction to helpful resources (grammarly, vocabulary, google classroom).Section 2 (Chapter 4) & Page 309 past paper questions. (Submission of assignment 1)Chapter 4 (unit 4 - 5) preparing to answer summary questions.-Chapter 4 (5) Exam-style questions and sample responses.Chapter 5 Comprehension and writer effects-Chapter 3 (4) Conventions of reports - writing of reports*-Report writing - Students will prepare a report on a topic of their choice - They can refer to the textbook for guidance.-Presentation of reports to the class - share ideas.Final exams. Students will be assessed throughout the term.
Key dates:
15th September - past paper practice.
20th October - Report writing presentation.
EFL will relate to all other subjects as students are communicating through written English. They will be able to use the correct register and format for written language. This will help in subjects such as Science and being able to format reports.
It will also be linked to English Literature and being able to understand the writers thoughts and interpret their emotions.
The use of empathy will be a key skill.
Students will understand how the world is connected through the language.
Through their writing they will demonstrate empathy and social awareness.
Students will be able to become innovative through written language. They will be able to see the good and the bad of written language.Students will continually assess their own language and understand what they do well and how they can improve their abilities of written language.Cambridge iGCSE English Student Book Revised Edition
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Y11ESLAaron Carlson-Develop learners’ ability to use English effectively for the purpose of practical communication
-Form a solid foundation for the skills required for further study or employment using English as the medium.
-Develop learners’ awareness of the nature of language and language-learning skills
-Promote learners’ personal development.
"Getting to know each other" ... "classroom procedures" ..."weekly vocabulary"..."weekly grammar" and "writing baseline""The writing process-narrative writing"..."weekly vocabulary"..."weekly grammar" "The writing process-narrative writing"..."weekly vocabulary"..."weekly grammar" "Reading baseline" and "reading strategies"..."weekly vocabulary"..."weekly grammar" "Reading strategies"..."context clues"..."weekly vocabulary"..."weekly grammar" "Reading strategies"..."context clues"..."weekly vocabulary"..."weekly grammar" "Persuasive texts and writing"..."weekly vocabulary"..."weekly grammar" "Persuasive texts and writing"..."weekly vocabulary"..."weekly grammar" "Persuasive texts and writing"..."weekly vocabulary"..."weekly grammar" "Letter writing"..."weekly vocabulary"..."weekly grammar" "Letter writing"..."weekly vocabulary"..."weekly grammar""Letter writing"..."weekly vocabulary"..."weekly grammar"Review for final examsThis course will include diagnostic, formative and summative assessments, regular IGCSE mock exams and three end-of-term exams.This course will often have a cross-curricular aspect and will be linked to other subjects such as music, art, geography, history, sport, maths and science etc...in order to foster open-mindedness and to allow students to see the connections that can be found, made and developed throughout the world.Year 11 ESL will incorporate our school-wide learner outcomes into each lesson to ensure our students are internationally-minded and pioneering scholars who explore and develop their own unique talents and interests while learning how to use their knowledge and skills to make a positive difference in the world.This course will empower students to be creative and approach objectives using their own unique ideas and skills and to become self-confident and self-motivated each step of the way.This course will also encourage students to question the ways of the world and to think critically about the different ways of doing things and to not marginalize the possibilities. Students will regularly be reflecting on their efforts, strengths and weaknesses and encouraged to always do their best.Students will be using the Cambridge IGCSE textbook, descriptive, narrative, expository, and argumentative texts, historical documents, and news articlesI am looking forward to working closely with all parents. Please feel free to contact me at any time (carlson.aaron@ips.ac.th). Finally, I suggest we encourage students to regularly be reading something of interest at home and for parents to briefly review the who, what, when, where, why and how's after each reading session. Thank you. Let's have a great year!
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Y11Thai Language and CultureSirirat Roaj-assawachai (T. Ann)-Students will enhance essay writing skill, comprehend main idea and able to write narrative essay.
-Students will present information formally; proper tone of voice, content, pronunciation as well as having manner in listening, speaking and sharing opinion.
-Students will understand various forms of writing; motto, precept, and able to write it properly with correct grammar, rhyming structure.
-Students will comprehend and analyze information; detect direct and indirect meaning, pronounce prose/verse sounding correctly and able to summarize hidden meaning, share their thoughts constructively without bias in writing format.
-Students will learn to examine, criticize information along with deepen investigation, able to answer question with their findings, apply positive knowledge to their life.
-Students will acknowledge the way of living and lifestyle, culture, beliefs of other regions and compare to Bangkok, Thailand or where they are from.
-Students will investigate and synthetize knowledge of Loy Kratong festival, adapt, prepare and rehearse for school activity; MC, material, resources.
-Students will understand and preserve the use of Thai metaphors and be able to apply it in appropriate setting.
-Students will study general Buddhism, moral principles and research other significant religions and adapt some of the principles that can be adapted into their daily life.
Unit 1-2 -Imaginative writing; pre-test checking writing and speaking ability.
-Analyze and summarize information using listening skill and high level
critical thinking skill and present their finding.
Unit 3 -Type and principle of writing essay.Unit 4 -Principle of writing skill in sharing opinion.Unit 5 -Writing proper congratulation in various forms, motto, campaign
rhymes gradually to level of language competency.
Unit 5 -Writing proper congratulation in various forms, mottos, campaign
rhymes gradually to level of language competency.
Unit 6-7 -Direct and indirect meaning.
-Analyze and interpret convincing information/media.
Unit 8-9 -Culture and beliefs
-Imaginative writing (Composing story game).
Unit 10 -Loy Kratong FestivalUnit 11 -Buddhism in Thailand and ASEAN and other religionsUnit 11 -Buddhism in Thailand and ASEAN and other religionsUnit 12 -Thai Metaphors-Review previous year exam paper -Review Content Learned and ExaminationAssessment will be vary based on unit of learning, type of activities and expected outcome.
Formal assessment;
• Presentation (proper content, supporting evidence, eye contact, order of
content, enthusiastic, able to answer audience questions).
• Project (Style, language, content)
• Opinion sharing (fluency, grammar, tone of voice)
• Summarizing information (style, content, grammar, words selection, attribution)
• Group contribution (cooperation, process, opinion/thoughts, responsibility)
• Test score (spelling, essay)
• Role play (creativity, confidence, props, cooperation, efficiency)
• Writing (Content, word usage/selection, syntax)

Informal assessment;
• Observing class participation
• Examining spelling words, words choice
• Asking questions to recheck their understanding
• Observing reading pronunciation
Some practical activities will be integrated with Arts, social studies and humanity subjects by allowing students to be creative in producing projects and participating in community event/campaign.• Showing interest in learning about other cultures and places
• Communicating effectively in at least three languages
• Respectfully questioning the worldview of their teachers and classmates as
well as their own
• Having the confidence and ability to share their unique cultural perspective
• Showing empathy, tolerance and social awareness
• Using teamwork and collaboration to make the world a better place
• Being leaders with clear vision
• Adapting to challenges and being flexible
• Thinking critically
• Solving problems
• Exploiting opportunities
• Being academically excellent
• Being lifelong learners
• Acquiring research skills
• Thinking critically and using higher-level thinking skills
• Reflecting on their learning and identifying areas of strength/growth
• Being ready for tertiary education in Thailand and abroad
• Buddhism (Y9/10), Ministry of Education
• Grammar and language usage (Y11), Ministry of Education
• VDO clip form Ministry of Cuture
• News, Journal from various resources and media
• Dictionary, Educational Department, Q Plus Company
• Youtube, Media from Ministry of Culture
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Y11Business StudiesAnuradha MehraIn this unit learners start to understand the 'nuts and bolts' of an organisation and how these are kept running efficiently, effectively and, most importantly, profitably.
Students will learn about various operation management issues in the business.
Students will learn about successful operations management as the key in all businesses to lower costs, higher quality and adding value to a product or service to fulfill the needs of customers – all key criteria for maximising profit.
Unit 4- Production of goods and servicesUnit 4- Production of goods and servicesUnit 4- Costs, scale of production and break-even analysisUnit 4- Costs, scale of production and break-even analysisUnit 4- Achieving quality productionUnit 4- Location decisionsUnit 4- Location decisionsUnit 5- Business finance: needs and sourcesUnit 5- Business finance: needs and sourcesUnit 5-Cash flow forecasting and working capitalUnit 5-Cash flow forecasting and working capitalRevisionSummative AssessmentGap fills, Match up, past paper question, hangman etc.Students instill with the skills of numeracy which can be directly linked with mathematics. Apart from this "jargons " used in the course of study will add to their vocabulary. Instill students with the techniques of operation management used in businesses across the world.
Student develop an awareness of the nature and significance of innovation and change within the context of business activities.
Students will gain knowledge on operation methods and which enable them to critically analyse the efficiency and effectiveness of the various businesses.
Students apply their knowledge and critical understanding to current issues and problems in a wide range of business contexts
Students distinguish between facts and opinions, and evaluate qualitative and quantitative data in order to help build arguments and make informed judgements.
Students will lead to the future business analyst.
Karren Borrington, Business Studies
Brian Titley , Business Studies Oxford Publicatio
www.bized.co.uk
www.businesscasestudies.co.uk
www.businessstudiesonline.co.uk
www.dineshbakshi.com
www.learningcurve.org.uk
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Y11Physics-0625S. Irfan NabiThe aims are:
1. to enable learners to acquire sufficient knowledge and understanding to:
• become confident citizens in a technological world and develop an informed interest in scientific matters
• be suitably prepared for studies beyond Cambridge IGCSE
2. to allow learners to recognise that science is evidence based and understand the usefulness, and the limitations, of scientific method
3. to develop skills that:
• are relevant to the study and practice of physics
• are useful in everyday life
• encourage a systematic approach to problem-solving
• encourage efficient and safe practice
• encourage effective communication through the language of science
4.1 Simple phenomena of magnetism-4.2.1 Electric charge4.2.1 Electric charge
4.2.2 Current
4.2.3 Electromotive force
4.2.4 Potential difference
4.2.5 Resistance
4.2.6 Electrical working
4.3.1 Circuit diagrams
4.3.2 Series and parallel circuits4.3.3 Action and use of circuit components-4.5 Dangers of electricity4.4 Digital electronicsMock IGCSE ExaminationMock IGCSE ExaminationFormative(at least two) and summative(end term eamination) assessment will comprises of multiple and structured question based on IGCSE pattern History always help us to link past with present and we learn from mistakes and simulations(ICT) help us explain dangerous/hard to do experiment in an easier way.This course help our students to take action through discussion and collaboration to help build a better and peaceful world.Teaching of this course help our students to think critically, be self confident, be self driven, adapt to challenges
This course help our students to think critically, use higher-level thinking skills, be ready for higher education in Thailand and abroad and be life long learnerComplete Physics Cambridge IGCSE , TES.com , PhET Interactive Simulations
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Y11English LiteratureDominic JamesKnowledge of the content of the text – through reference to detail and use of quotations from the text (AO1)
• understanding of characters, relationships, situations and themes (AO2)
• understanding of writer’s intentions and methods – response to the writer’s use of language (AO3)
• personal response – sometimes directly (answering questions such as ‘What do you think?’, ‘What are
your feelings about…?’) and sometimes by implication (answering questions such as ‘Explore the ways
in which…’) (AO4).
Understanding Google Classroom, Vocabulary.com and Grammarly.
First reading of The clod and the pebble by William Blake.
Reading a poem - how to uncover the information? Your own interpretation.
The clod and the pebble William Blake
The Lost Woman - Patricia Beer
Lion Heart - Amanda Chong
Lovers Infiniteness -John Donne
George Herbert - Love
Tiger in the Menagerie - Emma Jones
Last Sonnet - John Keats
Coming Home - Owen Sheers
Heart and Mind - Edith Sitwell
Song (Love a child...) Lady Mary Worth -Saki (Hector Hugo Munro)A View From The Bridge - Intro to and coursework discussion (expected dates of completion).-J G Ballard Billenium.Finals examination (mock iGCSE).
Coursework - Lord of The Flies 4th - 8th September.
Coursework - A View from the Bridge - final submission in February but draft copy submitted prior to Christmas holidays.
The course links with the skills developed in English language classes. Students will be able to understand the context of a piece of work and appreciate the writer's intentions and methods.Students will become internationally minded through:
- Discovering poems from a diverse range of cultures which will enable them to think critically and become socially aware of other cultures.
- This will allow students to share their own unique cultural perspectives.
Students will become pioneers by:
- Critically assessing the literature and understanding its purpose and rationale.
- Being able to identify and accurately explain the poetry and short stories.
Students will become scholars by:
- Finding a love of learning and discovering new ideas.
- Being able to evaluate their own performance and decide how to continuously improve their own performance.
The poems can be accessed online (links provided via Google Classroom). The school library also has copies of the poems (Songs of Ourselves Volume 2, Part 1).|
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Y11Information and Communication TechnologyNagabala Ramakrishna Setty• knowledge of ICT including new and emerging technologies
• autonomous and discerning use of ICT
• skills to enhance work produced in a range of contexts
• skills to analyse, design, implement, test and evaluate ICT systems
• skills to consider the impact of current and new technologies on methods of working in the outside world and on social, economic, ethical and moral issues
• ICT-based solutions to solve problems • the ability to recognise potential risks when using ICT, and use safe, secure and responsible practice
Unit 1: Students will know how they are scored in this term (Assignments, Assessments and Tasks)
Outline about the course (Briefly explain about this term)
21. Website Authoring (Web development layers )21. Website Authoring (Create a web page )21. Website Authoring ( Create a web page )21. Website Authoring (Use Style sheets)21. Website Authoring (Use Style sheets)21. Website Authoring (test and publish)20. Data Analysis(Create a data model)20. Data Analysis(Test the data model)20. Data Analysis(Manipulate the data )20. Data Analysis(Present Data)Catch upAssignments/tasks will be given every week through Google Classroom. All Subjects: Students will be aware that all work must be saved in a sensible manner, using appropriate file names and separate folders for each subject/unit. Many students will be able to create a hierarchical folder structure which will make organization of work for other subjects simpler.
Links to many subjects, particularly those for which internet research is a component.
They may demonstrate this by:
Having the confidence and ability to share their unique cultural perspectives.
Using teamwork and collaboration to make the world a better place.
They may demonstrate this by:
Being leaders with a clear vision
Being self-confident
Being self-driven
Thinking critically
Solving problems
Being entrepreneurial
Creative
Innovative
Exploiting opportunities
Adapting to challenges and being flexible
They may demonstrate this by:
Being academically excellent
Being lifelong learners
Acquiring research skills
Thinking critically and using higher level thinking skills
Being truthful
Reflecting on their learning and identifying areas of strength/growth
Complete IGCSE ICT, 2nd Edition, Stephen Doyle
Cambridge IGCSE ICT, 2nd Edition, Graham Brown, Brian Sargent, David Watson
Computer Lab and Software
Library
Online Resources
Instruction Media
Google Classroom
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Y11EconomicsAkshika BansalUnit 4: Learners should be able to describe and evaluate integration, economies and diseconomies of scale.

Unit 5.1 :Learners should be able to describe the government as a producer of goods and services and as an employer. They should be able to describe the aims of government policies, such as full employment, price stability, economic growth, redistribution of income, balance of payments stability. They should be able to explain and analyse the use of fiscal, monetary and supply-side policies. They should be able to discuss the possible conflicts between government aims.

Unit 5.2: They should be able to describe the types of taxation (direct, indirect, progressive, regressive, proportional) and the impact of taxation. They should be able to discuss the government’s influence (regulation, subsidies, taxes) on private producers.

Unit 6.1: Learners should be able to describe how a consumer price index / retail price index is calculated. They should be able to discuss the causes and consequences of inflation. They should be able to discuss the causes and
consequences of deflation.

Unit 6.2: They should be able to describe the changing patterns and levels of employment. They should be able to discuss the causes and consequences of unemployment.

Unit 6.3: They should be able to define Gross Domestic Product (GDP). They should be able to describe and have a general understanding of the causes and consequences of economic growth. They should be able to define the term recession. They should be able to describe simple measures and indicators of comparative living standards, such as GDP per head, Human Development
Only Syllabus and assessment overview for Term 1Unit 4: Economies and Diseconomies of Scale and an overview of the whole unitUnit 5.1: Demand Side policiesUnit 5.1: Demand Side Policies
Unit 5.1: Supply side policies & policy conflictsUnit 6.1: InflationUnit 6.1: InflationUnit 6.2: Employment & UnemploymentUnit 6.2: Employment & UnemploymentUnit 6.3: Output & GrowthUnit 6.3: Output & GrowthOverview of Unit 1 to 4 and overall revisionMOCK EXAMSTypes of assessments:

1. Continuous assessment on the basis of class participation in discussions, frequency of submissions and regularity of classwork

2. Written assignments and worksheets containing Multiple Choice Questions and structured questions after end of every unit based on past year papers
The course content would be frequently linked with Business Studies, Political Science, Geography, Human Psychology, History and Philosophy. Analysing the economy and government policies of developed and developing nations would involve study of their economic history, political structure, types of firms and the core political and economic philosophy of these nations.

Economics is a subject which fundamentally involves study of human behaviour under various economic situations and how it can be nudged towards the most efficient and effective economic outcomes.
The subject will help students develop an understanding of the economies of developed and developing nations. They will be able to understand the impact of local action on global issues as in the age of globalisation, one country's economic actions have consequences for another country's economy. They will develop the analytical skill of questioning various government policies and will enable them to debate on global issues of importance.
The subject will give a clear vision and perspective on global issues to students. They will develop problem solving attitude as they would consistently be required to discuss and analyse various solutions to a particular economic problem.
Students will acquire research skills as they will be required to collect data, analyse the data and interpret the results. This will develop their critical thinking ability and higher-level thinking skills.
1. Economics: A complete course by Dan Moynihan and Brian Titley

2. Economics for IGCSE by Robert Dransfield, Terry Cook & Jane King

3. You Tube- Marginal Revolution University, ACDC Leadership etc.

4. Websites- Tutor2u.com

5. Kahoot App
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Y11Chemistry(combined science)BasaveshwariahTo relate the terms, exothermic and endothermic to the temperature changes during chemical reactions
Describe the effect of concentration, particle size, catalysis and temperature on the rate of reaction
Define catalyst as an agent which increases rate of reaction but which remains unchanged
Describe the properties of alkanes (exemplified by methane) as being generally unreactive, except in terms of burning.
Endothermic and exothermic to the temperature changes observed during chemical reactions.Exothermic and endothermic changes relate to chemical energy transformed to heat, and vice versa.The effect of concentration, particle size, catalysis, Temperature on reaction rate.The effect of concentration, particle size, catalysis, Temperature on reaction rate.Oxidation and reduction in terms of oxygen gain, and identify such reactionsFossil fuelsPetroleum as a mix of hydrocarbons, and its separation by fractional distillation. and understand in terms of constituents, related to molecule size and IMF.Uses of refinery gas for heating, gasoline for cars, diesel for diesel enginesAlkanesCombustionStructure of AlkanesStructure of Alkanes06th - 17th Mock IGCSE ExaminationsLiteracy: Writing instructions for the demonstration/investigation using imperative verbs. Definitions of scientific vocabulary as part of a class science dictionary/glossary

Mathematics: Ratios, Measurement involving length, mass and volume.
The course helps the students to take action through discussion and collaboration to help build a better and peaceful world.This course help the students come up with ideas,think good or bad and solve problems.This course help the students to do research and never stop learning.1. Complete chemistry- RoseMarie Gallagher, Paul Ingram.
2. New chemistry for you-Lawrie Ryan
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Y11PSHEArianne Joy CastilloEquip students with knowledge, skills, and attributes to make the most of changing opportunities in learning an work. Prepare students to function in the real "world" through research and practice. Help students embrace change, feel positive about they are and enjoy healthy, safe responsible and fulfilled lives.Welcome back - beginning of PSHE and discussion of goals for the yearMedia's influences on body image.The consequences of teenage unintended pregnancy and teenage parenthood.The consequences of teenage unintended pregnancy and teenage parenthood.Career Action PlanNavigating through Uni websites; finding relevant information to help understand expectations for admissions; sharing to the class in a structured presentation.Navigating through Uni websites; finding relevant information to help understand expectations for admissions; sharing to the class in a structured presentation.Presentation and discuss the College FairPresentation and discuss the College FairVisit different universities and/or meet with visiting universitiesNo classTermly reflectionsYour Personal Portfolio will serve as a way to keep track of yourself throughout the rest of your high school career. You will ideally keep all records of academic achievement, personal growth, and future planning in this portfolio in order to help you prepare for university requirements. As there is no final exams for this course, your Personal portfolio will be collected and checked instead at the end of each term.Lessons will include topics from biology, History, Geography and Economics.This course will help students to be aware of the diverse people around them, understanding the bigger world outside the comforts of their homes and beyond.The course will encourage students to be more creative and resourceful in resolving conflicts and to build healthy and lasting relationships.This course will also teach students how to become responsible in everything, with the emphasis on giving importance to school and other related works.PSHE notebooks and personal portfolio
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Y11GeographyNolan HarveyThrough a variety of assignments, projects, case studies, debates and news students will have a myriad of opportunities to: Gain an understanding of the processes which affect physical and human environments
• an understanding of location on a local, regional and global scale
• the ability to use and understand geographical data and information
• an understanding of how communities around the world are affected and constrained by different
environments.
As each term progresses, these themes will be looked at in greater detail, with cross-curricular opportunities.
Introductions, class expectations, ice breakers, term outline. Recapping and assessment of the student’s knowledge of units they previously studied in year 10
-Introduction of topics for year 11, looking at 'tourism' more in-depth and linking last years knowledge with future knowledge.
10-Tourism introduction, advantages and disadvantages of tourism looking at Thailand as a case study, other countries around the world to compare. 10-Tourism, recapping, looking at sustainable tourism and case studies of 'over-tourism' and how it damages ecosystems and disrupts natures natural balance. Assessment, quiz, expert talks assigned.
End of unit test on tourism followed by an introduction to energy and water is possible.
11-Defining non-renewable energy types with their positives and negatives
11-2010 deep-water horizon spill case study, how did it damage the ecosystem in the Gulf of Mexico? Will it ever fully repair?
Oil spills and agricultural effects on corals and coral bleaching.
-Documentary on dying reefs/reflection
11- Renewable energy; positives and negatives, what the future olds
Student projects for 'renewable energy', debates on renewable vs non-renewable resources, presentations on case studies and group expert talks. 10- Water demands and supply, futue of water usageReview, recap of learned information, wrapping up debates and presentations, preparing for finals. Coursework, summative writing tasks, focusing on geographical terminology and paper contructionDates unknown at this point: Quiz every 2 weeks, written summative for each chapter topic, group project for each topic, and individual summative end of unit written paper/presentations. With Geography and the large umbrella of topics that fall underneath it, can be linked to nearly any subject. Through our daily classroom activities we will explore opportunities to learn and collaborate with other subjects/teachers. Most lessons will begin with a learning objective that will remind students how the SLO's will be incorporated into their daily lessons.
Students will learn to think critically through debates, they will have opportunities to learn about the world around them through in-depth case studies, CNN student news, debates and global issues. Students will learn how to work together, as well as individually. Formative and summative assessments will take place throughout the term, with a final summative for each.
Students will learn to think critically through debates, they will have opportunities to learn about the world around them through in-depth case studies, CNN student news, debates and global issues. Students will learn how to work together, as well as individually. Formative and summative assessments will take place throughout the term, with a final summative for each.
Students will learn to think critically through debates, they will have opportunities to learn about the world around them through in-depth case studies, CNN student news, debates and global issues. Students will learn how to work together, as well as individually. Formative and summative assessments will take place throughout the term, with a final summative for each.
-Prepared for assessments, working on vocabulary, studying is the responsibility of the student.
IGSCE Geography, edutopia, CNN student news, Kahoot, google devices, google expedition, additional resources as they're discovered and shared. Please feel free to contact me any time using my IPS email address: harvey.nolan@ips.ac.th
-Should you have any specific concerns regarding your students work, performance or behavior please communicate via email, and if you would like to meet in person (other than parent/teacher meetings) please make an appointment with the front office.
Learning should be fun, engaging and a growing experience! I'm a passionate teacher who will create a positive and fun educational environment for your child and work towards fostering their development to the best of my ability.
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Y11Chinese Mandarin Maowei ShiTo develop listening, speaking, reading and writing skills in accordance with expectation of IGCSE framework for Mandarin Chinese.Natural and Manmade EnvironmentNatural and Manmade Environment Natural and Manmade EnvironmentNatural and Manmade EnvironmentNatural and Manmade EnvironmentContinuing EducationContinuing EducationContinuing Education Continuing EducationCareer and EmploymentCareer and EmploymentCareer and EmploymentCareer and EmploymentReview and Test L1-L3 for 25-29 September
Speaking and Writing test for13-17 November
For Chinese practice , I would like to designed different kinds of activities linking to different kinds of subjects that they've learnt, such as Practice Chinese writing linking to Painting Art. Investigate animals home linking to their Geographic knowledge.As for “I” ,through learning Chinese, The pupils can expose the other culture and thought different from their own culture and thought, which will cultivate the awareness of the international mind , tolerance and respect for other cultures and customs.As for “P” during the period of learning Chinese , the pupils will encounter different kinds of difficulties and challenges about Chinese language and culture shock between China and their own country. Pupils do their best to understand and solve these problems about cultures and languages to create an overall world’s view during the international community. As for “S” , Learning foreign language is the key to understand other thoughts and views. As scholars, the pupils can use these languages to know and discover the different opinions about some knowledge in some aspects that interests you.Learning more language is the new way to get the access to the new knowledge of the world.GuWu class 123 and Maobao relative to reading
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Y11Combined Science 0653 (Biology)Parminder ChangchreonkulThe objective are:
• to differentiate between sexual and asexual reproduction
• to identify and label the parts of a flower and state their role
• to define pollination and name the agents of pollination
• To investigate and state the environmental conditions that affect germination of seeds
• To identify and label the parts of male and female reproductive system
• To state the function of each part of male and female reproductive system
• To describe the menstrual cycle in terms of changes in the ovaries and in the lining of the uterus.
• To describe the methods of transmission of HIV
No classB10.1 Asexual and sexual reproductionB 10.2 Sexual Reproduction in plantsB 10.3 Sexual reproduction in humans (Male reproductive system)B 10.3 Sexual reproduction in humans (Female reproductive system)B 10.3 Sexual reproduction in humans (Male and Female gamete adaptive features, Fertilisation, Role of Placenta)B 10.3 Sexual reproduction in humans (Menstrual Cycle)B 10.3 Sexual reproduction in humans (AIDS and sexually transmitted infections)B 11 - Organisms and their environment (Food chains and food web)B 11 - Organisms and their environment (Food chains and food web)RevisionMock IGCSEMock IGCSE"Types of assessments:

There are two major assessments given apart from the assessments during or after every lesson and one end term exam.
English: Students explain a concept or describe a scientific phenomena which helps to polish their writing skills in English.
Mathematics: Students are engaged with some basic calculations in the course.
Students undertake the gathering of data, analyzing the data, and representing data graphically.
Art: Students are involved in drawing and labeling of diagrams which is linked to arts.
Geography: Students will be learning about different habitats and influence of human activity on the environment which is a part of geography curriculum.
This course help our students to take action through discussion and collaboration to help build a better and peaceful world. Students will work in groups to investigate and research in which countries AIDS and other sexually transmitted diseases are widespread, causes and their prevention. This course help students to develop skills in problem solving that help them in decision making processes in sciences and also help them to acquire critical thinking skills. It also builds up self confidence in doing things.
This course help our students to think critically, use higher-level thinking skills, be ready for higher education in Thailand and abroad and be a life long learnerCambridge IGCSE Combined and Co-ordinated coursebook, NeoK12, Biology for you and revision guides
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Y11Biology (0610)Parminder Changchreonkul- To define phototropism and gravitropism and explain phototropism and gravitropism of a shoot
- To explain the role of auxin in controlling shoot growth
- To describe the use in weedkillers of the synthetic plant hormone
- To define drug and describe the effects of excessive alcohol consumption
- To explain how heroin affects the nervous system, limited to its effect on the function of synapses
- To discuss the use of hormones to improve sporting performance
- to differentiate between sexual and asexual reproduction
- To identify and label the parts of a flower and state their role
- To define pollination and differentiate between self and cross pollination.
- To investigate and state the environmental conditions that affect germination of seeds
-To identify and label the parts of male and female reproductive system
- To state the function of each part of male and female reproductive system
- To describe the menstrual cycle in terms of changes in the ovaries and in the lining of the uterus and explain the role of hormones in controlling the menstrual cycle and pregnancy, limited to FSH, LH, progesterone and oestrogen
- To discuss the advantages and disadvantages of breast-feeding compared with bottle-feeding using formula milk.
- To explain that DNA controls cell function by controlling the production of proteins
Orientation14.5 Tropic responses15.1 Drugs
15.2 Medicinal drugs
15.3 Misused drugs
16.1 Asexual reproduction
16.2 sexual reproduction
16.3 Sexual reproduction in plants
16.4 Sexual reproduction in humans16.4 Sexual reproduction in humans16.5 Sex hormones in humans
16.6 Methods of birth control in humans
16.7 Sexually transmitted infections
17.1 Inheritance
17.2 Chromosomes, genes and proteins
17.3 Mitosis
17.4 Meiosis
17.5 Monohybrid Inheritance
18.1 Variation
18.2 Adaptive Features 18.3 SelectionMock IGCSEMock IGCSEThere are two major assessments given apart from the assessments during or after every lesson and one end term exam.English: Students explain a concept or describe a scientific phenomena which helps to polish their writing skills in English.
Mathematics: Students are engaged with some basic calculations in the course.
Students undertake the gathering of data, analyzing the data, and representing data graphically.
Art: Students are involved in drawing and labeling of diagrams which is linked to arts.
PSHE: It not only provides opportunities to students to discuss the effect of smoking on lungs and alcohol on heart and brain but also helps them to reflect on what this information means in their lives, what influences people to drink or smoke too much and how it effects them, their friends and families and their communities. Students will know and understand the risks of early the risks of early sexual activity and the link with the use of alcohol, how the different forms of contraception work and where to get advice.They will also reflect on sex and relationships, and the effect of the media on young people.
This course help our students to take action through discussion and collaboration to help build a better and peaceful world. Students will work in groups to investigate and research in which countries AIDS and other sexually transmitted diseases are widespread, causes and their prevention. Students also discuss the social implications of contraception and fertility treatmentsThis course help students to develop skills in problem solving that help them in decision making processes in sciences and also help them to acquire critical thinking skills. It also builds up self confidence in doing things.This course help our students to think critically, use higher-level thinking skills, be ready for higher education in Thailand and abroad and be a life long learnerComplete Biology for Cambridge IGCSE, Biology for Cambridge IGCSE revision guide, amoeba sisters videos, neok12
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Y11ChemistryShaini SudheerStudents are able to describe about fuel ,organic chemistry, chemical energeticsRefreshing the previous knowledgeOrganic Chemistry: Fuels – Petroleum and its PurificationOrganic Chemistry: Types of hydrocarbons, name and draw their structure, Homologous seriesOrganic Chemistry: Reactions of Hydrocarbon and their usesOrganic Chemistry: Polymers- Macromolecules
Organic Chemistry: Polymerization and CrackingChemical Energetics: Differentiate between exothermic and endothermic reactionsChemical Energetics: Production of energy- Hydrogen as a fuel, Uses of IsotopesChemical Energetics: Rate of reaction Chemical Energetics: factors affecting rateSulphur: Manufacture of Sulphuric acidMock ExaminationsMock Examinations1 informal assessment in Sept and II informal assessment in OctIn relevant situations the subject is linked with economics, biology , maths etcBy allowing the students to recognize that science is evidence based and understand the usefulness ,and the limitations of scientific method.By developing skills like encouraging a systematic approach to problem-solving, efficient and safe practice, record observations, interpreting the experimental observations and data etcBy developing skills like encouraging a systematic approach to problem-solving, efficient and safe practice, record observations, interpreting the experimental observations and data etcTeacher’s resource book, smart board, videos, internet, lab equipment, worksheets-
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Y11Mathematics CorePaul CainNumber, Geometry, RevisionDiagnostic assessmentSelf-reflection, targeting revision topicsNumber: Understand the meaning and rules of indices;Use the standard form A × 10n where n is a positive or negative integer, and 1 < A , 10.Use the four rules for calculations with
whole numbers, decimals and vulgar (and
mixed) fractions, including correct ordering of
operations and use of brackets. Use directed numbers in practical situations. Give appropriate upper and lower bounds for
data given to a specified accuracy.
Calculate times in terms of the 24-hour and 12-hour clock. Read clocks, dials and timetables. Calculate a given percentage of a quantity. Express one quantity as a percentage of another. Calculate percentage increase or decrease.Use and interpret the geometrical terms: point, line, parallel, bearing, right-angle, acute, obtuse and reflex angles, perpendicular, similarity and congruence.Use and interpret vocabulary of triangles, quadrilaterals, circles, polygons and simple solid figures including nets.Calculate unknown angles using the following geometrical properties: angles at a point on a straight line and intersecting straight lines; angles formed within parallel lines; angle properties of triangles and quadrilaterals; angle properties of regular polygons; angle in a semi-circle; angle between tangent and radius of a
circle.
as aboveInterpret and use three-figure bearings. Apply Pythagoras’ theorem and the sine,
cosine and tangent ratios for acute angles to the calculation of a side or of an angle of a right-angled triangle.
Use current units of mass, length, area, volume and capacity in practical situations and express quantities in terms of larger or smaller units. Carry out calculations involving the perimeter and area of a rectangle, triangle, parallelogram and trapezium and compound shapes derived from these.Reflect simple plane figures in horizontal or vertical lines. Rotate simple plane figures about the origin, vertices or midpoints of edges of the figures, through multiples of 90°. Construct given translations and enlargements of simple plane figures. Recognise and describe reflections, rotations, translations and enlargements.Assessments based on past paper questions at suitable points in the term.Strong links with Science, particularly physics, business, and languagestbctbctbcPast paper example questions, 10Ticks worksheets, Myimaths.com
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Y12English LanguageMichael BraunAO1: read with understanding and analyse texts in a variety of forms
AO2: demonstrate a knowledge and understanding of English language (including, at A Level, spoken
language) and its use in a variety of contexts
AO3: write clearly, accurately, creatively and effectively for different purposes/audiences, using different
forms.
Intro: What is English Language? What do you already know?CommentaryCommentaryWriting non-fictionWriting non-fictionImaginative writingImaginative writingCommentary/ResponseCommentary/ResponseWriting non-fictionImaginative writingReviewReviewFrequent short quizzes throughout the term
Mock AS level exam at the end of the term
Humanities: Students will deal with texts from all over the world, taking into account the historical and geographical contextStudents will:
- read and analyse a range of texts dealing with world issues
- use Google apps to collaborate
- question the worldviews of the authors of texts, particularly speeches
Students will:
- show resilience by redrafting their work
- improve their self-confidence by acquiring new skills
Students will:
- do independent research
- do self- and peer-assessment
- acquire study skills that are important at university level
"English Language", Cambridge University Press (primary textbook)
"English Language", Oxford (supplementary textbook)
Online resources, including Grammarly, vocabulary.com
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Y12Psychology As LevelDominic JamesA01 – Demonstrate knowledge and understanding of scientific ideas, processes, techniques and procedures.
A02 – Apply knowledge and understanding of scientific ideas, processes, techniques and procedures:
- In a theoretical context
- In a practical context
- When handling qualitative data
- When handling quantitative data

A03 Analyse, interpret and evaluate scientific information, ideas and evidence, including in relation to issues, to:
- Make judgements and reach conclusions
- Develop and refine practical design and procedures.
Introduction to Psychology -
- What is Psychology?
- It is assumed that students have no prior knowledge.
- Demonstration of a simple psychology experiment.
- What areas do we study as psychologists?
- Where can a career in psychology take you?

Introduction to assessment:
Key dates of assessment (exam board and teacher assessment)
How students will be assessed by the exam board

Conducting research (ethical approval) Code of ethics in psychology
- Exploring the use of ethics.
Why? How? Who?
1 - Social Psychology
Obedience- Theories / Research / Factors influencing obedience.
Prejudice - Key research (Tajfel & Turner, 1979, 1986) and Sherif (1966)
- Factors influencing prejudice.
- Discrimination

Individual differences in prejudice (gender, race, culture etc)
Research methods in psychology
- Sample selection
- Designing questionnaires, interviews and experiments.
- Analysis of quantitative data: calculating measures
of central tendency, frequency tables, graphical
presentation using a bar chart, measures of
dispersion (range and standard deviation).
- Analysis of qualitative data using thematic analysis.

BPS Code of Ethics (2009)
Designing and conducting experiments.
- Students will be able to design their own 'mock experiments' with guidance from the teacher and subject to ethical approval from the teacher/director.
Reporting of data and analysing the results.

Decision making and interpretation of inferential
statistics
● Non-parametric test of difference:
Mann-Whitney U and Wilcoxon.
● Probability and levels of significance (p≤.10
p≤.05 p≤.01).
● Observed and critical values, and sense checking
of data.
● One- or two-tailed regarding inferential testing.
● Type I and type II errors.
● Normal and skewed distribution
Classic study
1.3.1 Sherif et al. (1954/1961) Intergroup conflict and
cooperation: The Robbers Cave Experiment.

One contemporary study from the following:
1.3.2 Burger (2009) Replicating Milgram: Would people
still obey today?
1.3.3 Reicher and Haslam (2006) Rethinking the
psychology of tyranny.
1.3.4 Cohrs et al. (2012) Individual differences in
ideological attitudes and prejudice: evidence from
peer report data
Topic 2 - Cognitive Psychology
1 The working memory model (Baddeley and Hitch,
1974).
2.1.2 The multi-store model of memory (Atkinson and
Shiffrin, 1968), including short- and long-term
memory and ideas about information processing,
encoding, storage and retrieval, capacity and
duration.
2.1.3 Explanation of long-term memory – episodic and
semantic memory (Tulving, 1972).
2.1.4 Reconstructive memory (Bartlett, 1932)
As above.Memory experiments
- Students will be able to carry out memory experiments within the class. They will plan, then carry out the experiment, record the data and create a lab report including a summary of results which will be displayed in a graph format.
Individual differences in memory ● Memory can be affected by individual differences in processing speed or by schemas that guide the reconstructive nature of memory. ● Autobiographical memory is by nature individual. 2.1.6 Developmental psychology in memory, at least one of these: ● Sebastián and Hernández-Gil (2012) discuss developmental issues in memory span development, which is low at 5 years old, then develops as memory develops, up to 17 years old. ● Dyslexia affects children's memory span and working memory which can affect their learning. ● The impact of Alzheimer's on older people and the effects on their memory.Classic study 2.3.1 Baddeley (1966b) Working memory model: The influence of acoustic and semantic similarity on long-term memory for word sequences. One contemporary study from the following: 2.3.2 Schmolck et al. (2002) Semantic knowledge in patient HM and other patients with bilateral medial and lateral temporal lobe lesions. 2.3.3 Steyvers and Hemmer (2012) Reconstruction from memory in naturalistic environments. 2.3.4 Sebastián and Hernández-Gil (2012) Developmental pattern of digit span in Spanish population.Mock exam time. Students will have a chance for revision in class prior to the exams.13th - 17th November Finals (Mock exam)Science - Psychology is a social science and therefore it follows the scientific method of research. Finding an idea to study, creating a hypothesis to test and reporting the results to find significance.
English - Report writing is a key skill in Psychology and this closely links with English and Science. Students written skills will need to adapt to the register of Psychological language. Students will also develop the skill of reading for gist and reading for detail when reading journal articles. It is important to extract the key information from these journals.
Geography - Students will become culturally aware of the beliefs/norms of those in other cultures. What may be acceptable in a collectivist culture may not be acceptable in an individualistic culture.
Students will be able to discover cultural differences around the world. We will look at social norms and what may be acceptable in one culture but not acceptable in another culture.
Students will be able to understand the notion of empathy and how it impacts us as a human being.
Students will be able to recognise that there are differences between people throughout the world and be able to respect each different view.
As Psychologists we become pioneers by:
finding solutions to difficult tasks/opinions
developing empathy and social awareness
use teamwork and collaboration to improve our lives and the lives of those around us.
As Psychologists we become scholars by:
using research as a solution to problems and answering questions
discover the truth behind research ideas
continually evaluate ones performance and peer performance.
The school currently does not have a textbook but I have recommended - Edexcel textbook (ISBN-10: 1447982460) / Google classroom (All class material will be posted on here, including homework, assessments, useful information) / journal articles (google scholar)You can keep track of your students progress on google classroom. This is a new topic that IPS is offering at the school. Should you have any questions about your child's progress or any questions relating to the syllabus please contact me. (James.Dominic@ips.ac.th)
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Y12BiologySamuel Olubunmi1. Explain the importance of water as a solvent in the transport, including its dipole nature.
2. Distinguish between mono saccharides and poly saccharides and relate their structure to their roles in providing and storing energy .
3. Describe how monosaccharide join to form disaccharide in condensation reaction and the hydrolysis back to monosaccharide.
4, Describe the synthesis of triglycerides and phospholipids
5. Explain the need for effective transport system in multicellular organisms, including the structure and function of the heart.
6. Describe the cardiac cycle and explain how the structure of blood vessels relate to their functions.
7. Describe the CVDs and the factors that increase the risk
Water and Carbohydrates-Molecular structure and functions.Last week topic continue.Protein and Lipid structure and functions. Food tests-Reducing sugar, protein etc.Cell membrane structure and functions..Diffusion, Facilitated diffusion, Osmosis, Active transport and Cytosis (endocytosis and exocytosis).Structure and role of DNA and RNA.Mode of action of enzymes and complexes.Factors that affects enzyme actions. Replication of DNA. Transcription of RNA and Translation to protein.Monohybrid Inheritance and Mutations.Principles of gene therapy, Social and Ethical Issues.Revisions and Examinations.1ST ASSESSMENT—4th – 8th, September, 2017.
2ND ASSESSMENT –2nd – 5th, October, 2017.
3RD ASSESSMENT—30th Oct- 3rd, November, 2017.
FINAL EXAMINATION: 10th – 17th, November, 2017.
English Language:
● Students would be engaged in continuous writing to explain concepts and
ideas .
● They will undertake reading and comprehensions with difficult words being
discussed.
Mathematics
● Students are engaged with some basic calculations in the course .
● Students undertake the gathering of data, analyzing the data, and
representing data graphically.
Art
● Students are involved in drawing and labeling which is linked to their
aesthetic values learned in art.
Chemistry
• The chemistry involved in enzymatic actions would be related to the
molecular nature and composition of the enzymes.

● Students would be required to use team work and collaboration to
investigate and research into CVD diseases and risk factors.
● Students are required to think critically like a scientist.
● Students are required to develop self confidence in doing things by
themselves.
● Students are also required to develop skills in problem solving that will help
them in decision making processes in science.
● Students are required to be creative and use their initiatives when the need
arises.
● This course will foster on academic excellence and make students to
acquire research skills.
● It will make students have a reflection on their learning and make them use
the higher- level thinking skills.
● Students would have the opportunity to advance to tertiary institution after
the mastery of relevant skills in this course.
● Use of textbooks, science videos, power point presentations, internet , and
worksheets
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Y12AccountingAnuradha MehraStudents are encouraged to develop an understanding of the importance of effective accounting information systems and an awareness of their limitations through a critical consideration of current financial issues
and modern business practices
Unit 1-1.1 Principles of accounting and double entry book keepingUnit 1-1.1 Principles of accounting and double entry book keepingUnit 1-1.1 Principles of accounting and double entry book keepingUnit 1-1.1 Principles of accounting and double entry book keepingUnit 1- 1.2 Control ProcedureUnit 1- 1.2 Control ProcedureUnit 1- 1.2 Control ProcedureUnit 1- 1.3 Sole trader and Year end AdjustmentsUnit 1- 1.3 Sole trader and Year end AdjustmentsUnit 1-1.3 Departmental RecordsUnit 1-1.3 Departmental RecordsRevisionSummative AssessmentGap filling, Match Up, Vocabulary Quiz and Past paper question Students will acquire the skills of numeracy, communication, literacy while evaluating the accounting context.Students will attain the skills of numeracy, communication, ICT, application, presentation, interpretation, analysis and evaluation in an accounting contextStudents will have a capacity for methodical and critical thought which would serve as an end in itself, as well as a basis for further study of accounting and other subjects.Students inculcate an appreciation of the effects of economic, legal, ethical, social, environmental and technological influences on accounting decisionsPearson Books
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Y12Business StudiesAnuradha MehraStudents will learn about the role of the entrepreneur, market research techniques, the importance and use of finance, break-even analysis and how to measure and analyse business performance. They will also consider how the wider economic environment and stakeholders may affect businesses, large and small.Unit 1: Business Enterprise- EntrepreneurshipUnit 1: Business Enterprise-EntrepreneurshipUnit 1: Business Enterprise-Researching a business opportunityUnit 1: Business Enterprise-Researching a business opportunityUnit 1: Business Enterprise- Supply and DemandUnit 1: Business Enterprise- Supply and DemandUnit 1: Business Enterprise- FinanceUnit 1: Business Enterprise- Measuring business performanceUnit 1: Business Enterprise-Measuring business performanceUnit 1: Business Enterprise-Measuring business performanceUnit 1: Business Enterprise-Measuring business performanceREVISIONSummative AssessmentsGap filling,MCQ, Match ups, Past paper questionsStudents will be able to analyse numerical information and understand how it assists the decision-making process of a business
Students will be aware of the economical dilemmas and responsibilities faced by organisations and individuals
This course provides an introduction to business practice, the importance of the
market and how businesses interact with customers and competitors.
Student will develop a critical understanding of organisations and their ability to meet society’s needs and wants.
Students will understand that business behaviour can be studied from a range of perspectives
Students acquire a range of relevant business and generic skills, including decision-making, problem solving, the challenging of assumptions and the
quantification and management of information.
Ian Marcousé: Business Studies for A-Level (4th edition), Hodder,
ISBN 978-1-444-12275-6
Dave Hall, Rob Jones, Carlo Raffo and Alain Anderton: Business Studies
(4th edition), Pearson, ISBN 978-1-4058-9231-5
Useful websites:
tutor2u: www.tutor2u.net/blog/index.php/business-studies/C130
The Times 100 Business Case Studies: www.businesscasestudies.co.uk/
#axzz2a31GPENm
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Y12EconomicsAkshika BansalThis term Unit 1 will be taught which gives an introduction to the nature of economics and examines how the price mechanism allocates resources in local, national and global markets. Students will learn to apply supply and demand analysis to real-world situations, and will be able to suggest reasons for consumer behaviour. They will analyse the nature and causes of market failure and also understand the strengths and weaknesses of possible policy remedies. Students are also expected to draw and label appropriate diagrams, interpret data presented in different forms, e.g. tables, graphs and index numbers, carry out simple calculations, e.g. percentages and percentage change and distinguish between real and nominal data.Unit 1.1: Nature of Economics: Scarcity and Basic Economic ProblemUnit 1.1: Production Possibility Frontier, Specialisation, the division of labour and the role of moneyUnit 1.1: Free Market and Mixed Economies, Normative and Positive Economics, Unit 1.2: Demand curve, Price, Income and Cross Elasticities of DemandUnit 1.2: Consumer Behaviour, Supply Curve and PESUnit 1.2: Market Equilibrium, Consumer and Producer SurplusUnit 1.2: Functions of Price Mechanism, Indirect Taxes and SubsidiesUnit 1.3: Demand and Supply of Labour Unit 1.3: determination of wage rates
Unit 1.4: Types of market failure
Unit 1.4: Externalities and Public goodsUnit 1.4: Imperfect market information and labour immobilityUnit 1.4: Government intervention and government failureREVISIONTypes of assessments:

1. Continuous assessment on the basis of class participation in discussions, frequency of submissions and regularity of classwork

2. Written assignments containing Multiple Choice Questions and structured questions after end of every unit

3. Oral presentations of some topics through power point presentations

4. Making pictographs on chart paper for displaying understanding of some concepts

5. Assignments based on past year papers
The course content would be frequently linked with Business Studies, Political Science, Geography, Human Psychology, History and Philosophy.

While learning about opportunity cost, the context will be provided with the help of some real life examples where a business and government have to continuously make choices.

Economies of various countries are shaped by history of events and geography as factor endowments change and lead to various economic consequences.

They type of political environment will determine the various types of economic systems.

Economics is a subject which fundamentally involves study of human behaviour under various economic situations and how it can be nudged towards the most efficient and effective economic outcomes.
Students will learn about economies of various countries. They would be able to understand the impact of local action on global issues as in the age of globalisation, one country's economic actions have consequences for another country's economy. The subject will make them question various government policies and will enable them to debate on global issues of importance.Students will get a clear vision and perspective on global issues. They will develop problem solving attitude as they would consistently be required to discuss and analyse various solutions to a particular economic problem.Students will acquire research skills as they would be required to collect data, analyse the data and interpret the results. This will develop their critical thinking ability and higher-level thinking skills.1. Alain Anderton: AS Economics Student Book, Pearson

2. Mark Gavin: Edexcel AS Economics: Unit 1: Competitive Markets, How They
Work and Why They Fail, Philip Allan

3. Magazines:
a. Economics Review, Philip Allan Updates
b. Economics Today, Anforme

2. A cartoon introduction to Microeconomics by Yoram Bauman

3. Striker Jones And The Midnight Archer by Maggie M. Larche

4. You Tube- Marginal Revolution University, ACDC Leadership etc.

5. Internet- Tutor2u.com, Sloman Economics: www.pearsonblog.campaignserver.co.uk/

6. Kahoot App
54
Y12Information Technology 9626Nagabala Ramakrishna Setty Recall, select and communicate knowledge and understanding of IT
Apply knowledge, understanding and skills to produce IT-based solutions
Analyse, evaluate, make reasoned judgements and present conclusions
Students will know how they are scored in this term (Assignments, Assessments and Tasks)
Outline about the course (Briefly explain about this term)
Unit 1: Data, information, knowledge and processing
1.1 Data, information and knowledge
1.2 Sources of data
1.3 Quality of information
Unit 1: Data, information, knowledge and processing
1.4 Coding, encoding and encrypting data
1.5 Checking the accuracy of data
Unit 2: Hardware and software
2.1 Hardware
2.2 System, application and user interface software
2.3 Utility software
2.4Custom written software and off-the-shelf software
2.5 Compiler and interpreter
Unit 4: E-safety and health and safetyUnit 3: Monitoring and controlUnit 10: Sound and video editingUnit 10: Sound and video editingUnit 10: Sound and video editingUnit 10: Sound and video editingCatch upCatch upAssignments/tasks will be given every week through Google Classroom. All Subjects: Students will be aware that all work must be saved in a sensible manner, using appropriate file names and separate folders for each subject/unit. Many students will be able to create a hierarchical folder structure which will make organization of work for other subjects simpler.
Links to many subjects, particularly those for which internet research is a component.
They may demonstrate this by:
- Having the confidence and ability to share their unique cultural perspectives
- Using teamwork and collaboration to make the world a better place.
They may demonstrate this by:
- Being leaders with a clear vision
- Being self-confident
- Being self-driven
- Thinking critically
- Solving problems
- Being entrepreneurial
- Creative
- Innovative
- Exploiting opportunities
- Adapting to challenges and being flexible
They may demonstrate this by:
- Being academically excellent
- Being lifelong learners
- Acquiring research skills
- Thinking critically and using higher level thinking skills
- Being truthful
Cambridge International AS and A Level IT: Coursebook with CD-ROM (Long, P, Lawrey, S and Ellis, V)
Cambridge International AS and A Level Information Technology (9626) Topic Support Guides(cie.org.uk)
Computer Lab and Software
Library
Online Resources
Instruction Media
Google Classroom
55
Y12PSHEArianne Joy CastilloEquip students with knowledge, skills, and attributes to make the most of changing opportunities in learning and work. Prepare students to function in the "real world" through research and practice. Help students embrace change, feel positive about who they are and enjoy healthy, safe, responsible and fulfilled lives.Welcome back – beginning of PSHE and discussion of goals for the year
Defining colleges / universities
Complete a “College Counselling Resume”; begin navigating through Uni websites; finding relevant information to help understand expectations for admissions
Complete a “College Counselling Resume”; begin navigating through Uni websites; finding relevant information to help understand expectations for admissions
Sharing findings to the class in a structured presentation(group)
Sharing findings to the class in a structured presentation(group)
Explanation of rec. letters, resumes, covering letters, etc. Practice
Explanation of rec. letters, resumes, covering letters, etc. Practice
Visit different universities and/or meet with visiting university representatives
Discuss university fair – choose a major of interest and research
Presentations
No classTermly reflectionsYour Personal Portfolio will serve as a way to keep track of yourself throughout the rest of your high school career. You will ideally keep all records of academic achievement, personal growth, and future planning in this portfolio in order to help you prepare for university requirements. As there is no final exams for this course, your Personal portfolio will be collected and checked instead at the end of each term.Lessons will include topics from biology, History, Geography and Economics.This course will help students to be aware of the diverse people around them, understanding the bigger world outside the comforts of their homes and beyond.The course will encourage students to be more creative and resourceful in resolving conflicts and to build healthy and lasting relationships.This course will also teach students how to become responsible in everything, with the emphasis on giving importance to school and other related works.PSHE notebooks and personal portfolio
56
Y12ChemistryShaini SudheerStudents are able to define and use terms like relative atomic, isotopic mass etc. Analyse mass spectrum, calculate EF and MF. Identify, describe distinguish between subatomic particles, types of bonding, States of matter etcRefreshing the previous knowledgeAtoms, Molecules and Stoichiometry: Defining and using the terms relative atomic , isotopic, molecular, formula masses
Analysing mass spectrum and calculating Ar/Mr
Atoms, Molecules and Stoichiometry: Perform calculations including the use of mole conceptAtomic Structure: Particles in atom and the nucleusAtomic Structure: Energy levels atomic orbitals, ionization energyChemical Bonding: Ionic, covalent, metallic and coordinate bondingChemical Bonding: Shapes of molecules and intermolecular forcesStates of matter:
The gaseous ,liquid and solid states , Lattice structures
States of matter:Enthalpy ChangesElectrochemistryEqulibriumFinal ExaminationsTwo informal assessments and one formal assessmentIn relevant situations it is liked with history, maths,physics and biologyIlustrates how quantitative relationships can be established when different substance react. Describes the type, number and distribution of the fundamental particles which makeup an atom and the impact of this on some atomic propertiesAble to demonstrate the knowledge they have.Able to illustrate or analyse or research about the knowledge they have.Teacher’s resource book, videos, internet, lab equipments, worksheets and class activities-
57
Y13BiologySamuel Olubunmi1.Describe the universal role of ATP as the energy currency in all living organisms.
2.Describe the structure of ATP as a phosphorylated nucleotide.
3.Outline and describe the stages involved in Aerobic and anaerobic respirations.
4.Explain respiratory quotient and its implications.
5.Describe photosynthesis as energy transfer process and that energy transferred as light is used during the light dependent stage of photosynthesis.
6.Discuss the importance of homeostasis in mammals and the principles involved.
7.Describe how water and salt, temperature and metabolites are controlled.
8.Explain the mechanism of communication between the internal and external environment in mammals.


ATP as energy currency- Structure, synthesis by glycolysis and Kreb’s cycle and functionsRespiratory pathways— Glycolysis and Krebs Cycle in details as well as Substrate and Oxidative phosphorylationRespiratory quotient and investigations to determine effect of factors on respiration of yeast cells e.g. temperature and substrate concentration.Photosynthesis as energy transfer process- Structure of chloroplast and the Light dependent stage reactions of photosynthesisRoles of electron carriers (NADP and FAD) in light independent reactions of photosynthesis.Investigations on the limiting factors and adaptation of plants to photosynthesisNeed for homeostatic processes in mammals and its principles in terms of internal and external stimuli etcNegative feedback in homeostatic mechanismsRoles of Nervous system in homeostatic mechanisms including hypothalamus, pituitary gland etcKidney as Homeostatic organ-Structure, function s and working mechanismCell signaling and the stages in the control of blood glucose by adrenaline.Revision and Examinations.1ST ASSESSMENT—4th – 8th, September, 2017.
2ND ASSESSMENT –2nd – 5th, October, 2017.
3RD ASSESSMENT—30th Oct- 3rd, November, 2017.
FINAL EXAMINATION: 10th – 17th, November, 2017.
English Language:
● Students are often engaged in continuous writing to explain concepts and
ideas.
● They undertake reading and comprehensions with difficult words being
discussed.
Mathematics
● Students are engaged with some basic calculations in the course.
● Students undertake the gathering of data, analyzing the data, and
representing data graphically.
Art
● Students are involved in drawing and labelling which is linked to their
aesthetic values learned in art.
Chemistry
• The chemistry involved in the conversion of glucose to usable biological
energy in form of ATP would be discussed as well as conversion of light
energy to organic compound in plants.
Physics
• Measurement of energy value in food by calorimeter would be carried out
and using respirometer to determine respiratory quotient and the effect of
temperature on respiration rate.
● Students would be required to use team work and collaboration to research
into the factors affecting rate of photosynthesis.
● Students would be required to think critically like a scientist.
● Students would be required to develop self confidence in doing things by
themselves.
● Students are also required to develop skills in problem solving that will help
them in decision making processes in science.
● Students are required to be creative and use their initiatives when the need
arises.
● This course will foster on academic excellence and make students to
acquire research skills.
● It will make students have a reflection on their learning and make them use
the higher- level thinking skills.
● Students would have the opportunity to advance to tertiary institution after
the mastery of relevant skills in this course.
● Use of textbook (Cambridge AS & A level Biology) science videos, power point presentations, Online resources , and worksheets.
58
Y13PhysicsS. Irfan NabiEnable students to acquire sufficient understanding and knowledge to
1. become confident citizens in a technological world and be able to take or develop an informed interest in scientific matters
2. recognise the usefulness, and limitations, of scientific method and to appreciate its applicability in other disciplines and in everyday life
3. be suitably prepared for studies beyond Cambridge International A Level in Physics, in Engineering or in Physics-dependent vocational courses.
Motion in a circleMotion in a circleGravitational fieldsGravitational fieldsIdeal gasesTemperatureThermal properties of materialsOscillationsOscillationsCommunication17 Electric fieldsMock ExamMock ExamFormative and Summative assessments will have only structured questions.History always help us to link past with present and we learn from mistakes and simulations(ICT) help us explain dangerous/hard to do experiment in an easier way.This course help our students to take action through discussion and collaboration to help build a better and peaceful world.Teaching of this course help our students to think critically, be self confident, be self driven, adapt to challengesThis course help our students to think critically, use higher-level thinking skills, be ready for higher education in Thailand and abroad and be life long learner
Cambridge International AS and A level Physics coursebook
59
Y13ChemistryShaini SudheerStudents are able to explain and use the term electron affinity, Lattice energy and related calculations, Electrloysis, Ionic equilibria etc
Refreshing the previous knowledgeChemical Energetics
Chemical Energetics
Electro chemistry: Electrolysis, Standard Electrode potentialsElectro chemistry:Fuel CellsEquilibriaEquilibriaReaction Kinetics
Reaction Kinetics
Reaction Kinetics
Transition Elements, GroupsgroupsExaminations2 informal assessments and 1 formal assessmentThrough activitiesStudents are working as a team while learningDemonstrates why some chemical reactions are spontaneous and others are not.
Illustrates the relationship between electricity and chemical changes
Illustrates about the chemical reactions which are reversible and involve an equilibrium process.
Illustrates about the chemical reactions which are reversible and involve an equilibrium process.
Investigates the factors that affect the rate of chemical reactions.
Introduces the physical and chemical properties of transition elements.
Teacher’s resource book, videos, internet, lab equipments, worksheets.
-
60
Y2Thai Language and CultureVorralak Nakpradit ( T. Ying )
- Students will be able to study and use Thai language,Thai vowels and Thai number properly
-Students will be able to behave attentively and properly in Thai cultural setting
-Students will be able to communicate , understand, enjoy and appreciate
- Students will be able to have faith in reading writing thinking and using Thai language accurately



Unit 1 Course overview
Thai Alphabets
Thai numbers

Unit 1 Lesson 1
Listen the story and answer by oral
Thai Vocabulary
Thai song (เพลงช้าง)
Thai game
Unit 2 Lesson 2
Listen story and answer by oral
Thai Vocabulary
Unit 2 Thai word writing in The beginning
Read short sentence
Unit3 Lesson 3
Thai manner of reading
Thai short words
Listen passage and answer short question
Unit 4 Lesson 4
Listen story and answer by oral
Thai Vowel
Thai manner of speaking
Vocabulary in Thai
Unit 5 Asean studyUnit 5 Asean study ( continued )
History of king Rama 9
(*13 Oct Passing of Late King Bhumibol )
Royal project of king Rama 9
(*13 Oct Passing of Late King Bhumibol )
Unit 6 Thai Festival ( Loy Krathong )
Unit 6 Thai Festival ( Loy Krathong ) continued and Krathong makingRevisionFinal AssessmentAssessment will be vary based on unit of learning, type of activities and expected outcome.Some practical activities are mostly integrated with Arts, Music, and Humanity subject by allowing students to be creative in producing projects using their imagination and creativity.
Showing interest in learning about other cultures and places
Communicating effectively in at least three languages
Showing empathy, tolerance and social awareness
Can communicate with Thai people
Being self-confident
Thinking critically
Creative
Adapting to challenges and being flexible
Being academically excellent
Being lifelong learners
Acquiring research skills
Being truthful
Thai workbook Prathom 1, Ministry of Education
Thai reading Prathom 1, Ministry of Education
Internet , Youtube, Thai distant learning plan
Handwriting book
61
Y2MusicVilma Ambi NaboaPupils should be taught to:

play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
improvise and compose music for a range of purposes using the interrelated dimensions of music
listen with attention to detail and recall sounds with increasing aural memory
use and understand staff and other musical notations
appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
develop an understanding of the history of music
Getting to knowSalute our Nations Unit 1: Fun with notes and Symbols (Lines and Space)Unit 1: Fun with notes and Symbols (Treble clef and bass clef)Unit 1: Fun with notes and Symbols (Music Staff and bar Lines)Unit 1: Fun with notes and Symbols (The Grand staff and Braces)Unit 1: Fun with notes and Symbols (Semibreve and Minim)Unit 1: Fun with notes and Symbols (Dotted minim and Crochet)Unit 1: Fun with notes and Symbols (Quaver and Semi quaver)Unit 1: Fun with notes and Symbols (Rests)1: Fun with notes and Symbols (Accidentals: Flat , Sharp and natural))Unit 2: The Beat (strong and weak beats)END OF TERM 1 FINAL ASSESSMENTNovember 13 to 17 Leran different traditional and western songsShowing an interest in learning about other cultures and places.Being self-confident and creativeBeing academically excellent and acquiring research skills.Worksheets,CDs, internet resources, Violin, Musical Instruments, YouTube videos, Music and activity book
62
Y2ICTEden Grace Bautista- understand what is a computer, what are its parts, uses, and importance
- enter simple words, using keyboard or other input device
- select and edit text
- select basic icons (e.g. print, save or spellcheck) using the mouse or other pointing device
- name, save and retrieve documents
- use appropriate methods to check text is error free
- use simple shapes and lines to create pictures or patterns
- edit pictures, using visual effects
- add details to an existing picture, using straight lines or geometric shapes
- copy or delete character or object
- use ‘save as’ to store edited pictures
OrientationAll About ComputersAll About ComputersAll About ComputersStarting with TextStarting with TextStarting with TextStarting with TextStarting with TextStarting ImagesStarting ImagesStarting ImagesFinal AssessmentTarget Assessment Dates:
Assessment #1: September 11-12, 2017
Assessment #2: October 9-10, 2017
Assessment #3: November 1-2, 2017
Assessment #4: November 14, 2017
Themes and topics from English, Maths, Science and other core subjects will be used when working on texts and images.This course has been mapped against national ICT standards so that the skills assessed reflect the competencies demanded internationally.This course will help students learn the necessary computer literacy in order to adapt to the changing world of the 21st century. This course will enable students to develop key ICT skills in a range of applications including word processing and computer graphics.Cambridge Initial Steps and Computer Era Book 1
63
Y2MathematicsArlene Encallado MabutolTo make them understand the concept of numbers and the number system. (count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and
backward
 recognise the place value of each digit in a two-digit number (tens, ones)
 identify, represent and estimate numbers using different representations, including
the number line
 compare and order numbers from 0 up to 100; use <, > and = signs
 read and write numbers to at least 100 in numerals and in words
 use place value and number facts to solve problems
solve problems with addition and subtraction:
 using concrete objects and pictorial representations, including those involving
numbers, quantities and measures
 applying their increasing knowledge of mental and written methods
 recall and use addition and subtraction facts to 20 fluently, and derive and use
related facts up to 100
 add and subtract numbers using concrete objects, pictorial representations, and
mentally, including:
 a two-digit number and ones
 a two-digit number and tens
 two two-digit numbers
 adding three one-digit numbers
 show that addition of two numbers can be done in any order (commutative) and
subtraction of one number from another cannot
 recognise and use the inverse relationship between addition and subtraction and use
this to check calculations and solve missing number problems )
Unit A1, A2, A3- Counting , Patitioning and calculating
Numbers in figures and in words up to 100
Counting in steps of 2's, 3's, 5's and 10's
Place Value ( units, tens hundreds) Extension: Thousand


Counting in steps of 2's, 3's, 5's and 10's
Place Value ( units, tens hundreds) Extension: Thousand
Ordinal Numbers - Days of the Week/ Months of the Year
Place Value ( units, tens hundreds) Extension: Thousand
Tally mark
Comparing and Ordering Numbers ( smallest to largest and vice-versa)
Odd and even Numbers
Sorting numbers using Venn and Carroll diagram

Estimation Round up/Round down to the nearest tens/ nearest hundredsFraction
Part of a whole
Half of a set/ Quarter of a set
Addition facts
Addition - Commutative Property
Number bonds of 10,20,50 and 100
Addition ( with and without regrouping)
Solving addition word problems ( involving money)
Addition ( with and without regrouping)
Solving Addition word problems ( involving money)

Subtraction ( with and without regrouping)

Solving Subtraction word problems ( involving money)
Addition ( with and without regrouping)
Solving Addition word problems ( involving money)
Inverse relationship between addition and subtraction
Subtraction ( with and without regrouping)
Solving Subtraction word problems ( involving money)
Solving word problems in addition and subtraction
(Decide what appropriate operations to solve the given word problems)
Revision: Rounding to the nearest tens and hundredsRevision: Solving word problems in addition and subtractionSolving word problems in addition and subtractionAssessment # 1 September 14-15 , 2017
Assessment # 2 October 12-13 , 2017
Assessment # 3 November 8-9, 2017
PSHE: Importance of saving money or wish spending (each child will have a piggy bank to keep then set a goal for saving money)
ICT: Answering of Myimaths tasks
English: Writing simple word problems in addition and subtraction.
Science: Counting different objects they see around them ( plants , peebles etc.)
This Term 1 Maths course will help my students to become internationally -minded by teaching them about the different monetary used around the world like; USA - dollars and cents; UK pounds and pence; India Rupees; Thailand Baht ;etcTerm 1 Maths course, will help my students to be more confident in solving word problems in addition and subtraction using different methods and possibly discovering new ways to solve and do calculations.Term 1 Maths course will help my students to become scholars when they can apply their calculation skills and never stop learning and improving skills in solving word problems that involves addition and subtraction.Myimaths
Collins Busy Ants Maths - Activity Books A, B and C

Other resources:
CGP Key Stage One Maths
Primary Mathematics Book C by Clare Wy
Schofield & Sims Key Stage 1 Maths
SATs PAPERS
Make it a habit to ask your child about the day's lesson and look at his/her notebook.
Always check your child's diary .
64
Y2ScienceArlene Encallado mabutolPupils should be taught to:
explore and compare the differences between things that are living, dead, and things
that have never been alive
 identify that most living things live in habitats to which they are suited and describe
how different habitats provide for the basic needs of different kinds of animals and
plants, and how they depend on each other
 identify and name a variety of plants and animals in their habitats, including microhabitats
 describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food.
observe and describe how seeds and bulbs grow into mature plants
 find out and describe how plants need water, light and a suitable temperature to grow and stay healthy
 notice that animals, including humans, have offspring which grow into adults
 find out about and describe the basic needs of animals, including humans, for
survival (water, food and air)
 describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.

 identify and compare the suitability of a variety of everyday materials, including
wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses
 find out how the shapes of solid objects made from some materials can be changed
by squashing, bending, twisting and stretching.
Topic 1: Natural and Built Environment
Caring for Environment
Topic 1: Comparing natural environments
Weather (observing and recording the weather)
Plants in different environments ( Needs, Parts and Functions of different parts of the plants, edible plants)
Plants in their habitats
Plants in different environments ( Needs, Parts and Functions of different parts of the plants, edible plants)
Plants in their habitats
Animals in different environments
Caring and needs of animals
Describing and sorting of animals according to movements,food and habitatsTopic 2: Rocks : Types and UsesTopic 2: Rocks : Types and UsesTopic 3: Materials : Natural and ManufacturedMaterial changesMaterial changesRevison on Material properties and changesRevision and project completion for Material properties and changesWritten /Demonstration/ Practical Test
Assessment # 1 September 19-20, 2017
Assessment # 2 October 11-12, 2017
Assessment # 3 November 9-10, 2017
Art: Making poster of natural and built environment
English : Use of adjectives in describing and comparing characteristics of plants,
animals and materials.
Maths: Interpreting and making simple graphs (pictograph, bar graph)
ICT: Researching about and printing pictures of different rocks, plants, animals
etc.
This Term 1 Science course will help my students to become internationally-minded by making them aware of the environmental problems that different countries face and how people around the world make their share and commitments to make the world a better place to live.This Term 1 Science course will help my students to become pioneers by leading others to act properly with issues about environment . Also, I will encourage my students to come up with good ideas to solve environment problems.This Term 1 Science course will help my students to become scholars by doing simple research on the different environmental issues here in Thailand then if possible in different countries as well.Collins International Primary Science Student's Book 2;
Other resources:
Schofields &Sims Science Key Stage 1;
Explore Science New International Edition;
Science Smart Textbook and Workbook 2
Science Success Starter Book
Reminders and topics to be revised for the assessments will be given a week before the testing days.
Always check your child's diary and notebook.
65
Y2EnglishMr. Michael Alvin CaravanaPrimary National Curriculum

Cambridge Primary English enables learners to communicate confidently and effectively to develop the critical skills to respond to a range of information, media and texts with understanding and enjoyment. Learners who follow this curriculum framework will develop a first language competency in English based on a curriculum designed to be successful in any culture to promote cross-cultural understanding.

Speaking and Listening/Writing:
Children should be able to retell familiar stories learnt. They need to vary the use of vocabulary words and level of details. They should be able to compose individual sentences orally and then write them down. They should be able to spell correctly most of the words covered. They should also be able to make phonically plausible attempts to spell words they have not yet learnt. They should be able to form individual letters correctly.

Reading:
They should be able to read all common graphemes. They should be able to read unfamiliar words containing these graphemes accurately and without undue hesitation by sounding them out in books that are matched closely to each student’s level of word reading knowledge.
Introduction of English Expectations

All About Me

Introduction of the Basic Dolch Words (Basic Sight Words)

Phonics and Basic Grammar revision (Nouns, Verbs and Adjectives)

Spelling: Days of the Week
Unit 1A: Stories with Familiar Settings

Spelling/ Phonics: Unit 1- a-e, ai and ay

Grammar: Sentences, Adding ‘ing’ to the magic ‘e’ words

Reading Non-Fiction: When Chico went Fishing

Characters and Setting
Unit 1A: Stories with Familiar Settings

Spelling/Phonics: Unit 2- ee, ea and e-e

More on When Chico went Fishing

Story Beginning, Middle and End

What happened next?

Writing: Reading Journal Output
Unit 1A: Stories with Familiar Settings

Spelling/Phonics: Unit 3- i-e, igh, y

Grammar: Nouns
Proper, Common, Collective, Compound, Possessive Nouns

Library: ORT and Reading Journal Entry
Unit 1A: Stories with Familiar Settings

Spelling/Phonics: Unit 4: o-e, oa, ow

Grammar: More on Sentences (Types of Sentences: Statement, Question and Exclamation)

Reading Fiction: Jonah feels tingly

Library: ORT and Reading Journal Entry
Unit 1A: Stories with Familiar Settings

Grammar: Connectives ‘and’, ‘but’, ‘because’

Reading Fiction: A Visit to Auntie’s by Sarah Snashall

Shared Reading: The Enormous Turnip
Unit 1A: Stories with Familiar Settings

Spelling/Phonics: Unit 5: u-e, oo, ew

Grammar and Punctuation: Verbs/ Suffix

Shared Reading: The Enormous Turnip
Unit 1A: Stories with Familiar Settings

Spelling/ Phonics: Unit 6- ar words

Reading Fiction: Happy Families

Grammar and Punctuation: Question Marks, Speech marks, Exclamation marks

Writing Fiction: Stories around the World

Shared Reading: The Enormous Turnip
Unit 1B: Instructions

Spelling/Phonics: Unit 7: oi, oy words

Reading Non-Fiction: Spotting Instructions
How to draw a silly bird

Shared Reading: The Enormous Turnip

Unit 1B: Instructions

Spelling/Phonics: Unit 8: ear, ea

Features of Instructions Text (Reading Instructions)
Grammar: Verbs (Bossy/Command Verbs)

Writing Instructions (Non-Fiction)
Unit 1B: Instructions /Spelling/Phonics: Unit 9: er, ir, ur /Reading Non-Fiction: A countryside walk /More on Writing Instructions (Non-Fiction) Giving Directions /Shared Reading: The Enormous TurnipRevision/AssessmentsRevision/CompletionThe English Assessments are divided into three parts:

Part 1: SPAG (Spelling, Punctuation and Grammar)
Part 2: Reading Comprehension
Part 3: Writing

Students writing, role plays, reading comprehension, spelling, conversation, listening and speaking tasks will be assessed during the Assessment days.

Assessment #1 - September 18-20, 2017
Assessment #2 - October 9-11, 2017
Assessment #3 - November 6-8, 2017
Geography- The students will learn the effective ways on how to give directions. Also, familiarisation in the different geographical terminologies all throughout the discussions of specific stories.

Arts- The students will use different materials to come up with one particular project. For instance, children designing and making birds for the Instructions Lessons can use their understanding of the primary colours.

Moral values- The students will learn the importance of respecting their own families from the different stories given on the textbook.

Science- The students will learn Science concepts through different stories, vocabulary building and creative writing.
The students will be exposed to different stories from varied cultures and countries around the world. The course material will include topics that cover issues from a range of different cultures and students will be encouraged to share their unique cultural perspectives during discussions of the materials. They will start to interact with other nationalities.
The students will be encouraged to be creative thinkers and use problem solving technique if possible to a range of tasks.
The students will increase their vocabulary and strengthen their language use. They will later express their ideas and insights in the various activities prepared for them. They will also reflect on their learning through peer assessments.
- Snashall, Sarah. Hodder Cambridge Primary English Stage 2 Learner’s Books

-Snashall, Sarah. Hodder Cambridge Primary English Stage 2 Workbook

-Oxford. Nelson Grammar Pupil Book 2.

-Oxford. Nelson Grammar Workbook 2A.

-Oxford. Nelson Grammar Workbook 2B.

-Oxford. Nelson Spelling Pupil Book 2.

-Oxford. Nelson Spelling Workbook 2A.

-Oxford. Nelson Spelling Workbook 2B.

-Oxford. The Enormous Turnip. (Shared Reading)

-Oxford. The Gingerbread Man. (Shared Reading)

Teaching files, worksheets, other reading materials, ICT, Copymasters, Youtube videos, audio materials, pictures, Oxford books, story books
Note: Weekly Oxford Reading Tree Book as well as Reading Journal will
be given to develop the students’ reading and writing skills.
66
Y2GeographyMr. Michael Alvin CaravanaThe general content of the course is to inspire children with an enthusiasm for geography and to empower them as learners. The underlying principles include a commitment to international understanding in a more equitable world, a concern for the future welfare of the planet and a recognition that creativity, hope and optimism play a fundamental role in lasting learning. Three different dimensions- connecting to the environment, connecting to each other and connecting to ourselves- are explored throughout the course in different contexts and at a range of scales.

Primary National Curriculum

Children should develop knowledge about the world, the United Kingdom and their locality. They should understand basic subject -specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness.

GOALS:

1. Help students to study the Earth’s surface and understand the human and physical forces which shape the environment. Help them to adapt their interest in immediate surroundings and want to know about places beyond their direct experiences.

2. Use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right] to describe the location of features and routes on a map.

3. Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key.

4. Name and locate the world’s seven continents and five oceans.

5. Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas.
Introduction of Geography

The Importance of Geography
An Overview
Different geographical terminologies
(Globe, map, equator, North and South Pole..)
Locational Knowledge

Hemispheres
Different Continents and Oceans
Name and locate the world’s seven continents and five oceans
Specific Details about the different continentsSpecific details about the different oceansLocational Knowledge

More on Continents and Oceans (Specific Details)
Globe Project-Making
World Countries 1

World Countries 2Countries in Asia, Americas, Africa and Oceania
Locational Knowledge

All About United Kingdom (UK)
Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas
Continuation of UK lessonsLocational Knowledge

United Kingdom Mountains and Rivers

Term ProjectRevision for AssessmentRevision/CompletionASSESSED ITEMS AND TENTATIVE EXAMINATION DATES:

Homework, Class Participation (individual work, pairwork, groupwork, recitation),
Quizzes, End Term Assessment

Assessment #1 - September 21, 2017
Assessment #2 - October 12, 2017
Assessment #3 - November 9, 2017
The lessons about the Earth have natural synergies with themes from sciences, as do the lessons on the water and land forms, weather and environment. Local area studies overlap with work in history. The opportunities for promoting links with literacy are particularly strong. Stories are an ideal way of giving children the chance to develop reading and literacy skills in context.
The students will be exposed to different lessons from varied cultures and countries around the world. The course material will include topics that cover issues from a range of different cultures and students will be encouraged to share their unique cultural perspectives during discussions of the materials. They will start to interact with other nationalities.
The students will be encouraged to be creative thinkers and use problem solving technique if possible to a range of tasks.
The students will increase their vocabulary and strengthen their language use. They will later express their ideas and insights in the various activities prepared for them. They will also reflect on their learning through peer assessments.
Collins Primary Resources World Around Us Pupil Book 1 and 2, Interactive Resources DVD, Copymasters, Primary Geography Teacher’s Book, Globe, reference books, New Primary Curriculum 2014 Guide, TES Resources, cut-out pictures and puzzle games/ activities, Teaching files, worksheets, other reading materials, globe, maps, internet-based worksheets, work books, Youtube videos, other educational books.
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Y2Art and DesignT.Aprila AnumaStudents will learn ways to investigate, communicate and illustrate different ideas, experiences and messages using composition, drawing and collage
comment on similarities and differences between their own and others’ work, suggest ways of improving their own work.
Introductions, getting to know each other, rules for art class
Introducing Art materials
What is a good composition?
drawing practices
Characters in stories (full shot composition)
drawing
Characters in stories (close up composition and emotions)
-drawing
-Illustrations
-Creating a short story and making an illustration to it
Creating a short story and making an illustration to it
drawing
-Viewfinders, starting composition collageComposition collage from recycled magazinesComposition collage from recycled magazinesCompleting unfinished tasks.Revision weekAssessmentNovember 13-17 2017 ADT finals.Cross-curricular links with Humanities week and important days and celebrations such as Diwali and Halloween.This course will help students become Internationally minded by:
-demonstrating an interest in learning about other cultures and places.
-communicating effectively in at least three languages.
-having the confidence and ability to share their unique cultural perspectives.
-showing empathy, tolerance and social awareness.
-using teamwork and collaboration to make the world a better place.
They may demonstrate this by:
-solving problems
-creative
-taking calculated risks
They may demonstrate this by:
-being lifelong learners
-thinking critically and using higher-level thinking skills
-being truthful
-reflecting on their learning and identifying areas of strength/growth
Art books, sketching paper, pencils, colored pencils, pictures from magazines (recycled material), copies related to assignments, Pictures of example works and artists’ works.
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Y2PSHE T.AprilaStudents will be able to:
-develop an active role as citizen.
-develop students communication skills.
-take turns in discussions and take different views into account.
-develop their understanding of the difference between right and wrong.
What is pshe?Getting to know .PSHE rulesClassroom and Playground rulesGrowing UpPeople who care for meBasic needsGood hygienecooperating and communicatinggetting along with othersHow would you feel?When I am angryBeing honestGetting along with othersNo Assessment for PsheLinks can be made with History, PE, and ArtThey may demonstrate this by:
-communicating effectively in at least three languages
-understanding the impact that local action can have on global issues; -
-having the confidence and ability to share their unique cultural perspectives
-showing empathy, tolerance and social awareness
They may demonstrate this by:
-being self-confident
-solving problems
-innovative
-taking calculated risks
-adapting to challenges and being flexible
-being resilient
They may demonstrate this by:
-thinking critically and using higher-level thinking skills
-being truthful
-reflecting on their learning and identifying areas of strength/growth
story books, videos,notebooks, worksheets
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Y2HistoryMr. Michael Alvin F. CaravanaThe general content of the course is to inspire children with an enthusiasm for history and to empower them as learners. Children will develop an understanding of chronology and an ability to ask and answer questions about different sources of information. A high-quality history lessons will help children gain a coherent knowledge and understanding of the past and that of the wider world. This will inspire their curiosity to know more about the past. Teaching this content will equip the children to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgment. History helps them to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.

Primary National Curriculum

Children should develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods.

GOALS:

1. The children should be able to understand the significant historical events,
people and places in their own locality.

2. The children should be able to know the lives of significant individuals in the
past who have contributed to national and international achievements.

3. The children should be able to show active involvement in knowing past relevant information about a specific topic as evidenced by their projects and other required tasks.
Introduction of History

The Importance of History
An Overview
Why do we study the lives of the past famous people?
Introduction about Florence Nightingale
Why do we remember Florence Nightingale?

Who was Florence Nightingale?
Recognise similarities and differences between what people wear today and what people wore a long time agoWhy do we remember Florence Nightingale?

Why did Florence Nightingale go to Crimea?
Locate the site of historical event on a mapWhy do we remember Florence Nightingale?

What was it like for Florence Nightingale working in the Crimean war and how did she make things better?
Conditions in the CrimeaImprovements made by Florence NightingaleWhy do we remember Florence Nightingale?

Florence Nightingale’s story
Timeline of Florence Nightingale’s Life Why do we remember Florence Nightingale?Revision Week/Completion ASSESSED ITEMS AND TENTATIVE EXAMINATION DATES:

Homework
Class Participation (individual work, pairwork, groupwork, recitation)
Quizzes
End Term Assessment

Assessment #1 - September 22, 2017
Assessment #2 - October 13,, 2017
Assessment #3 - November 10, 2017
The opportunities for promoting links with literacy, interpreting numerical data gathered, geographical background of famous places, learning scientific words associated to nurses, medicines and hospitals, using modern technology such as Google Maps/Earth for the location of the famous places, etc. The students will be exposed to different lessons from varied cultures and countries around the world. The course material will include topics that cover issues from a range of different cultures and students will be encouraged to share their unique cultural perspectives during discussions of the materials. They will start to interact with other nationalities.
The students will be encouraged to be creative thinkers and use problem solving technique if possible to a range of tasks.
The students will increase their vocabulary and strengthen their language use. They will later express their ideas and insights in the various activities prepared for them. They will also reflect on their learning through peer assessments.National Curriculum Guide,TES Resources, Comparing People from the Past (Mary Seacole, Florence Nightingale, Edith Cavell) internet-based resources, Interactive resources (BBC Famous People), reference books, cut-out pictures and puzzle games/ activities, homework, project work
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Y3ScienceMay Joy D. AurelioPupils should be taught to:
 identify and name a variety of common wild and garden plants, including deciduous
and evergreen trees
 identify and describe the basic structure of a variety of common flowering plants,
including trees.
 identify and name a variety of common animals including fish, amphibians, reptiles,
birds and mammals
 identify and name a variety of common animals that are carnivores, herbivores and
omnivores
describe and compare the structure of a variety of common animals (fish,
amphibians, reptiles, birds and mammals, including pets)
 identify, name, draw and label the basic parts of the human body and say which part
of the body is associated with each sense.
Students' orientation of what to expect about the lessons covered for Term 1. Plants: Plant parts and functions
Scientific Inquiry Activities
Plants: Plant requirements for growth
Scientific Inquiry Activities
Plants: Parts of a flower
Scientific Inquiry Activities
Plants: Pollination and fertilisation
Scientific Inquiry Activities
Plants: Life cycle of a flowering plant
Scientific Inquiry Activities
Animals: Animal diet
Scientific Inquiry Activities
Animals: Animal TeethHumans: Human diet
Different Food Groups
Humans: Balanced dietHumans: Human teethHumans: Different senses of the bodyRevision and Final AssessmentQuizzes will be given to the students at the end of each lessons as part of continuous assessment.
Scientific Inquiry Tasks for each lesson will be given to the students at the end of each lessons as part of continuous assessment.
An integrated project output will be given.
The core subjects in year 3 are designed to have an integrated activities such as projects and homework to ensure cross-curricular links of the lessons. Teachers in year 3 are collaborating to add more possible subjects to integrate apart from the core subjects.Since the lessons in Term 1 are focused on Plants, Animals and Humans, students will be encouraged to explore and investigate on the connections and relationships of things with other places. For example, there will be awareness of other common plants and flowers that thrive in other parts of the world. Another, students will explore and investigate about the diet of other people in other parts of the world.
Students work with a group most of the time in which they collaborate and make decisions to accomplish certain tasks.Students are encouraged to critic and reflect on their outputs and suggest ways to improve them.Students will be using prepared worksheets, online resources, and textbook.
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Y3Arts and DesignJosephus Bartin
To introduce, develop, discover their skills in...

1. Recognizing shapes, colors and patterns
2. Exploring stenciling and print-making techniques, different materials, etc.
3. Self and group assessment on ideas, substance and techniques

Introduction and setting of goalsIntroduction and setting of goals ( up to 3 proposals )Creating a sample work or first draft of the proposed goal, whether its the technique, the style or the idea chosen.Exploring other ideas, techniques and styles // IndividualExploring other ideas, techniques and styles thru sharing and collaboration // TeamIntroduction to popular cultural patterns Continue and Experiment on different cultural patterns, styles and ideas of choice.Incorporating popular cultural patterns to personal projectsCollaboration on popular cultural patterns to personal projectsPresentation, assessment and development of the group outputs Presentation, assessment and development of the individual outputs Exploration of new techniques, styles and ideas Presentation of Brand new Proposals and Sample Project Project based practical application of technique, style and topic of choice and how present proposals.This course will be strongly linked to English, developing their vocabulary and communication skills, Maths in recognizing shapes, size, perspective and balance, and finally Asian and the Asean culture, as source of inspiration and subject.This course will be designed to arouse their interest in learning new ideas and demonstrate their existing level of skills and artistic preferences by using teamwork and collaboration to increase fun, output and learning.Hopefully this will drive self confidence and become more self reliant.Hopefully this will teach them to genuine to their ideas and feelings and be lifelong learners. All drawing and coloring materials, found objects to be used for stenciling, etching and etc. and books and magazines for references and other purposes.
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Y3Thai Language and CultureVorralak Nakpritad ( T. Ying )
- Students will be able to read, write , listen in Thai Language
-Students will be able to behave attentively and properly in Thai cultural setting
-Students will be able to communicate , understand, enjoy and appreciate
- Students will be able to have faith in reading writing thinking and using Thai
language accurately


Unit 1 Course overview
Thai Alphabets
Thai Vowels
Unit 1 Lesson 1
Thai word writing
Thai Vocabulary
Unit 2 Lesson 2
Listen story and answer by oral
Thai Vocabulary
Listening skill
Answer the question by oral

Unit 2 Thai word writing in The beginning
Read short sentence
How to make Thai sentence
Unit 3 Lesson 3
Thai manner of reading
Thai short words
Listen passage and answer short question
Unit 4 Lesson 4
Listen story and answer by oral
Thai Vowel
Thai manner of speaking
Thai Vocabulary
Unit 5 Asean studyUnit 5 Asean study (continued)Unit 6 History of King Rama 9
Royal project of King Rama 9
(13 Oct Passing of Late King Bhumibol)
Unit 7 Thai Festival ( Loy Krathong )Unit 6Thai Festival ( Loy Krathong) continue Krathong making RevisionFinal AssessmentAssessment will be vary based on unit of learning, type of activities and expected outcomeSome practical activities are mostly integrated with Arts, Music, Humanity and History subject by allowing students to be creative in producing projects using their imagination and creativity.
Showing interest in learning about other cultures and places
Communicating effectively in at least three languages
Showing empathy, tolerance and social awareness
Can communicate with Thai people
Being self-confident
Thinking critically
Creative
Adapting to challenges and being flexible
Being academically excellent
Being lifelong learners
Acquiring research skills
Being truthful
Thai workbook Prathom 1
Thai reading Prathom 1
Internet , Youtube, Thai distant learning plan
Handwriting book
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Y3Thai Language and Culture Sunisa Loymek-รู้พยัญชนะไทย สระ วรรณยุกต์ การผันเสียง
-รู้ลักษณะนาม
-รู้มารยาทในการเขียน อ่าน
-คัดลายมือตัวบรรจง ถูกต้องตามอักขรวิธี
-เขียนและประสมคำได้ถูกต้อง
Thai Alphabets
-Vowels
-Thai Etiquette

-Reading Passage
-Intonation
-Practice handwriting

-Changing intonation of middle alphabet set.
-Phonics
-Moral tales

-Changing intonation of high alphabet set.
-Phonics
-Nouns

-Changing intonation of low alphabet set.
-Reading comprehension, answering question.
-Thai numbers

-ASEAN
-Countries, flags, foods, national costumes.

-ASEAN
-Countries, flags, foods, national costumes.

-Monophthongs
-Leading consonants

-Thai Festival; Loy Kratong
Reading comprehension, answering question.
-Forming sentences using vocabulary learned..
-Reading comprehension, answering question. -Forming sentences using vocabulary learned.. - Revision - ExaminationAssessment will be vary based on unit of learning, type of activities and expected outcome.
Formal assessment;
• Presentation (proper content, supporting evidence, eye contact, order of
content, enthusiastic, able to answer audience questions).
• Project (Style, language, content)
• Opinion sharing (fluency, grammar, tone of voice)
• Summarizing information (style, content, grammar, words selection, attribution)
• Group contribution (cooperation, process, opinion/thoughts, responsibility)
• Test score (spelling, essay)
• Role play (creativity, confidence, props, cooperation, efficiency)
• Writing (Content, word usage/selection, syntax)

Informal assessment;
• Observing class participation
• Examining spelling words, words choice
• Asking questions to recheck their understanding
• Observing reading pronunciation
•Some practical activities will be integrated with Arts, social studies and humanity subjects by allowing students to be creative in producing projects and participating in community event/campaign.Showing interest in learning about other cultures and places
• Respectfully questioning the worldview of their teachers and classmates as
well as their own
• Having the confidence and ability to share their unique cultural perspective
• Showing empathy, tolerance and social awareness
• Using teamwork and collaboration to make the world a better place
• Being leaders with clear vision
• Adapting to challenges and being flexible
• Thinking critically
• Solving problems
• Exploiting opportunities
• Being academically excellent
• Being lifelong learners
• Reflecting on their learning and identifying areas of strength/growth
แบบเรียนภาษาไทย ป.2 สนพ.อจท
หนังสือแบบเรียน ป.2 ภาษาพาที ศึกษาภัณฑ์พาณิชย์
แบบฝึกทักษะส่งเสริมการอ่านออกเขียนได้ 1 สนพ.พว
ทดสอบลักษณะนาม Picasso
อินเตอร์เน็ต ยูทูป

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Y3MathsJoy de la PazPupils use multiples of 2, 3, 4, 5, 8, 10, 50 and 100.
They use larger numbers to at least 1000, applying partitioning related to place value using varied and increasingly complex problems.. Using a variety of representations, including those related to measure, pupils continue to count in ones, tens and hundreds, so that they become fluent in the order and place value of numbers to 1000.Pupils practise solving varied addition and subtraction questions. For mental calculations with two-digit numbers, the answers could exceed 100.
Pupils use their understanding of place value and partitioning, and practise using columnar addition and subtraction with increasingly large numbers up to three digits or more digits.
Reading and writing large numbersReading and writing large numbersRecognize the place value and value of each digit
Partition numbers
Compare and order numbersIdentify, represent and estimate numbers using different representationscount from 0 in multiples of 4, 8, 50 and 100Find 10 or 100 more or less than a given numberadd numbers without regrouping and use inverse operation to check the answersadd numbers with regrouping and use inverse operation to check the answersSolving one to two-step word problem involving additionsubtract numbers without regrouping and use inverse operation to check the answerssubtract numbers with borrowing and use inverse operation to check the answersSolving one to two-step word problem involving subtractionquizzes, homework, class participation, project, formal assessmentMaths is integrated to other subjects by making it part of student's everyday life, showing real world applications and relating to the topics they are currently learning. Lessons will include intercultural understanding and global awareness through facts and problem solving.Students will be able to make, analyze and formulate creative way of solving problems. Students will improve their achievement and value learning maths. They will have deeper understanding of each concept through collaboration and differentiated instructions.textbooks, online resources, worksheets, portfolio
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Y3MusicVilma Ambi NaboaPupils should be taught to:

play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression
improvise and compose; and extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions
use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions
identify and use the interrelated dimensions of music expressively and with increasing sophistication, including use of tonalities, different types of scales and other musical devices
listen with increasing discrimination to a wide range of music from great composers and musicians
develop a deepening understanding of the music that they perform and to which they listen, and its history
Getting to know YouSalute Our NationUnit 1: Basic of Music Theory (Notes and number of beats)Unit 1: Basic of Music Theory (rests)Unit 1: Basic of Music Theory (Lines and Space Notes)Unit 2: Music to inspire ( The charm of Music)Unit 2: Music to inspire ( Music in Television)Unit 2: Music to inspire ( Rhythm in songs)Unit 3: Folk Songs for Children ( Well-love Children folk songs) Unit 3: Folk Songs for Children ( Popular children"s Music)Unit 3: Folk Songs for Children ( The charm of Music)Unit 4: Music Space Adventure (Fun with sounds)End of Term 1 Final AssessmentNov 13 - 17- Train students to work independently and to express their views confidently.
- Visual representation of music notes helps to reinforce students aural perception.
- Singing and playing musical instruments.
Showing an interest in Learning about other cultures and placesBeing self confidence and creative. Being academically excellent. Being lifelong learners.Worksheets, CDs of songs, internet resources, Violin, Musical Instruments found in the room YouTube videos Music and activity book.
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Y3EnglishGracelie MeloPhonics, Spelling and Vocabulary
• To spell common, phonically regular words correctly.
• To use effective strategies to tackle unfamiliar words in reading.
• To use dictionaries to confirm the meaning and pronunciation of unknown words.
Grammar and Punctuation
• To be aware of all punctuation when reading; to take note of how it is used.
• To introduce the metalangauge:”verb”, “noun”’,”adjective”,and “plural”
Writing/handwriting
• For the children to develop a fast and fluent handwriting style.
• For children to develop presentation skill in writing.
Fiction:
• Unit 1A:Stories with familiar settings
Reading, analyzing then planning and writing a story in a familiar setting.
Non-fiction:
• Unit1B: Instructions
Reading, analyzing then planning and writing instruction texts.
Poetry:
• Poems based on observation and the senses/Play script
Reading, analyzing then writing poems based on observation and the senses .reading, analyzing and writing a play script
Grammar UNIT 1 -Articles
Spelling Unit 9 -ing, ed
Hodder book Unit 1 Themes in stories(SETTING)



Grammar UNIT 16-Nouns
Spelling Unit 9-ing,ed
Hodder book-Unit 1 Themes in stories(CHARACTER)

Grammar UNIT 15-Singular and Plural
Spelling Unit 9 -ing,ed
Hodder book -Unit 1-Themes in stories
Friendship
Family…

Grammar Unit 11- Pronouns
Spelling Unit 9-ing,ed
Hodder book- Unit 1 Themes stories (Setting description)
Grammar Unit 9- Adjectives
Spelling Unit1 2-tion,ation
Hodder book- Unit 2-Non-Fiction and fiction( Context and indexes, Compound words)
Grammar Unit 3-Adjectives
Spelling Unit 12-tion,ation
Hodder book Unit 2-Non-fiction(Comprehension and Instructions)

Grammar Unit 8-Verbs (Simple tenses)
Spelling Unit 12-tion,ation
Hodder book Unit 2-Non-fiction (Using dictionary)
Grammar Unit 8-Verbs(Progressive and Perfect Tenses)
Spelling Unit 12-tion.ation
Hodder book Unit 3 Poetry fun--Shape poem
Grammar Units 6 and 12-Adverbs
Spelling Unit 13-sion
Hodder book Unit 3 Poetry fun-Shape poem
Grammar Units 6 and 12-Adverbs
Spelling Unit 13-sion
Hodder book Unit 3 Poetry Fun -Inference ans synonymsRevision week/Cross curricular activitiesFinal examquizzes(SPAG/ paragraph and poem writing)cross-curricular activities, portfolios, projects,classroom participationIdentify topics which could be used in cross curricular activitiesThrough the different activities such as cross curricular and differentiation the students would be able to enhance their learning about other cultures and places and use teamwork and collaboration.With different techniques and strategies and also with different activities and situations, the students would be able to do independent thinking on how to come up with the best outputs and to be able to lead others as well.It will help the students to encourage them more to be excellent in their studies, do research and find out things on their own.Nelson Spelling, Nelson Grammar,Hodder English Primary,
UsingEnglish.com
Adventures of Alice in Wonderland
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Y3GeographyGracelie Melo• To know the physical and human features in the locality.
• To develop geographical skills such as reading maps and symbols.
• To develop ideas about the weather conditions around the world.
UNIT 1
LANDSCAPES
• The Earth’s Surface
UNIT 1
LANDSCAPES
The Shape of the Land
UNIT 1
LANDSCAPES
• Investigating Landscapes
UNIT 2
WATER AROUND US
• A Wet Planet
UNIT 2
WATER AROUND US
• The Effects of water
UNIT 2
WATER AROUND US
• The Effects of water
UNIT 2
WATER AROUND US
• Recording Water
UNIT 3
WEATHER WORLDWIDE

• Different Types of Weather
UNIT 3
WEATHER WORLDWIDE
• Living in Hot and Cold Places
UNIT 3
WEATHER WORLDWIDE
• Sunshine Matters
UNIT 4 VILLAGES• A Village CommunityUNIT 4 VILLAGES• A Village Communityfinal exam/cross-curricular activities makingquizzes,projects, cross-curricular activities, group activities,class participation, notebooksBy identifying topics which could be used in cross curricular activitiesThrough the different activities such as cross curricular and differentiation the students would be able to enhance their learning about other cultures and places and use teamwork and collaboration.With different techniques and strategies and also with different activities and situations, the students would be able to do independent thinking on how to come up with the best outputs and to be able to lead others as well.It will help the students to encourage them more to be excellent in their studies, do research and find out things on their own.Collin's primary geography,Geography Success 1
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Y3HistoryGracelie Melo• To recognize that the past can be divided into periods, e.g. ancient, modern;
• To make appropriate use of dates and terms e.g. AD ,BC ,century;
• To demonstrate factual knowledge and understanding of characteristic features of life in ancient Egypt and Indus Valley civilization;
• To identify some of the different ways the past is represented;
• To select and combine information from a range of archeological sources;
• To ask and answer questions about the past by using sources in ways that go beyond simple observations;
• To communicate their learning and making appropriate use of specialist terms.
Ancient Egypt chapter 1
• Introduction to ancient History and Civilization
• Archaeology/Historical Evidences
Chapter 8
• The River Nile

Chapter 9
• Farming and food in Ancient Egypt
Chapter 9
• Farming and food in Ancient Egypt
Chapter 8
• Trading in Ancient Egypt
Chapter 10
• Workers and slaves in Ancient Egypt
Chapters 10 and 11

• Homes in Ancient Egypt /Costume and make-up
Chapter 13
• Writing

Chapters 2 and 3
• The Last Rulers
• The Pharaohs

Chapter 10
• The Gods
Chapter 10 • The Gods Chapter 5 • DeathFinals/ cross-curricular activities makingquizzes, projects, cross-curricular activities, class participation, notebooks,group activitiesBy identifying topics that could be used in cross-curricular activitiesThrough the different activities such as cross curricular and differentiation the students would be able to enhance their learning about other cultures and places and use teamwork and collaboration.With different techniques and strategies and also with different activities and situations, the students would be able to do independent thinking on how to come up with the best outputs and to be able to lead others as well.It will help the students to encourage them more to be excellent in their studies, do research and find out things on their own.Primary History-Ancient Egypt,Thematic unit-Ancient Egypt,Excavating the Past The Indus valley,Daily Life in the Indus Valley Civilization,history.com
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Y4FrenchT Yannick•understand and respond to spoken and written language from a variety of authentic sources
•speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation
•can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt
•discover and develop an appreciation of a range of writing in the language studied
Name tag, answer to registerStory books, personal reading diaryClassroom languageColors and animalsSpelling skills, traditional songFinger rhyme, classroom languageFrench art and paintersColors, numbersTraditional songsGrammar and sentence buildingGrammar and sentence buildingRevisionsContinuous assessments in the 4 skills (reading, writing, speaking, listening)English, Maths, geography, music, PELearn about French language and culture. Understand how French is connected with other European languages and culture. Show social awareness in between different student's culture in the classroom. Use teamwork activities throughout the year to develop our future citizens inside and also outside the classroomUse problem solving skills and higher order thinking activities such as analyze, create and evaluate. Develop student's confidence by engaging them in various oral activities such as role plays and speaking games. Create handcraft projects, video and presentation projects in small groups. Let students make decision for the class in a democratic way. Ongoing learning plan from Y4 to IGCSE and onward. Develop 21st century researching skills. Create curiosity in student's mind. Encourage the students to reflect on their strength and how to develop them.Y4 workbook
Story book :
Toutes les couleurs, Alex Sanders.
Je veux mon p’tipot, Tony Ross.
L’automne arrive, Altan.
Silence, Père Noël!, Julie Sykes & Tim Warnes.
Maman!, Mario Ramos.
Flocons de neige, Altan.
DVD
Mon Ane - 30 chansons enfantines
CD
Henri Dès Vol. 5 - Dessin Fou
Les Plus Belles Comptines des petits lascars: 1 à 4 ans
The Very Best of Debussy
Dictionary
Collins First Time French Dictionary
Youtube
Google maps
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Y4ScienceMay Joy D. AurelioPupils should be taught to:
 recognise that living things can be grouped in a variety of ways
 explore and use classification keys to help group, identify and name a variety of living
things in their local and wider environment
 recognise that environments can change and that this can sometimes pose dangers
to living things.
Biology: Animal and Human Body System: Skeletal
Scientific Inquiry Activities
Biology: Animal and Human Body System Body System: Muscles
Scientific Inquiry Activities
Biology: Animal and Human Body System Body System: Digestive
Scientific Inquiry Activities
Biology: Animal Life CycleScientific Inquiry ActivitiesBiology: Identifying and grouping Animals:
Scientific Inquiry Activities

Biology: Animal Habitat
Scientific Inquiry ActivitiesBiology: Animal AdaptationScientific Inquiry ActivitiesBiology: Human activity and the EnvironmentScientific Inquiry ActivitiesRevision and AssessmentQuizzes will be given to the students at the end of each lessons as part of continuous assessment.
Scientific Inquiry Tasks for each lesson will be given to the students at the end of each lessons as part of continuous assessment.
An integrated project output will be given.
The core subjects in year 4 are designed to have an integrated activities such as projects and homework to ensure cross-curricular links of the lessons. Teachers in year 4 are collaborating to add more possible subjects to integrate apart from the core subjects.Since the lessons in Term 1 are focused on Biology, students will be encouraged to explore and investigate on the connections and relationships of things with other places. For example, when the topic is about Animal Habitat, various animal habitat around the world will be dealt and explored with.Students work with a group most of the time in which they collaborate and make decisions to accomplish certain tasks.Students are encouraged to critic and reflect on their outputs and suggest ways to improve them.textbooks, online resources, worksheets, materials to be used for Scientific Inquiry Activities (Laboratory equipment)
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Y4Thai Language and CultureVorralak Nakpradit ( T. Ying )- Students will be able to study and use Thai language,Thai vowels and Thai number properly
-Students will be able to behave attentively and properly in Thai cultural setting
-Students will be able to communicate , understand, enjoy and appreciate
- Students will be able to have faith in reading, writing,thinking and using Thai language accurately
Unit 1 Course overview
Thai Alphabets
Thai Vowels
Unit 1 Lesson 1
Listen the story and answer by oral
Vocabulary in Thai
Read Thai short words
Unit 2 Lesson 2
Listen story and answer by oral
Thai Vocabulary

Unit 2 Thai word writing in The beginning
Read short sentence
Unit 3 Lesson 3
Thai Vocabulary
Thai manner of reading
Thai short words
Listen passage and answer short question
Unit 4 Lesson 4
Listen story and answer by oral
Thai Vowel
Thai manner of speaking
Thai Vocabulary
Unit 5 Asean study Unit 5 Asean study (continued)Unit 6 History of King Rama 9
Royal project of King Rama 9
(13 Oct Passing of Late King Bhumibol)
Unit 7 Thai Festival ( Loy Krathong )Unit 7 Thai Festival ( Loy Krathong )continuedRevisionFinal AssessmentAssessment will be vary based on unit of learning, type of activities and expected outcomeSome practical activities are mostly integrated with Arts, Music, Humanity and History subject by allowing students to be creative in producing projects using their imagination and creativity.
Showing interest in learning about other cultures and places
Communicating effectively in at least three languages
Showing empathy, tolerance and social awareness
Can communicate with Thai people
Being self-confident
Thinking critically
Creative
Adapting to challenges and being flexible
Being academically excellent
Being lifelong learners
Acquiring research skills
Being truthful
Thai workbook Prathom 2, Ministry of Education
Thai reading Prathom 2, Ministry of Education
Internet , Youtube, Thai distant learning plan
Handwriting book
82
Y4Art and DesignJosephus Bartin1. To explore ideas about personal vision, dreams and fantasies
and express it thru any style or genre, wether realism, impressionism, surrealism or combination of all and etc.
2. Discover and experiment on a variety of methods and techniques.
3. Introduction to storyboarding for animation, films or comics
Constant assessments and encourage positive feedback culture.
Introduction to the new Art room and policies
Goal Setting / Declaration of Interests to pursue
Exploration on genre, style and media of choice Exploration on genre, style and media of choice Introduction to Storyboarding, Series and draft makingIntroduction to Storyboarding, Series and draft makingStoryboarding, Series and draft assessmentStoryboarding, Series and draft Class AssessmentFinalizing Storyboards/SeriesFinalizing and Presenting Storyboards/SeriesOutput presentationCreate Projects in line with the activities on the school calendarCreate Projects in line with the activities on the school calendarExhibition and Final Assessment All Assessments will conducted thru teacher's observation and peer feedbacks, outputs may not solely the gauge their holistic development but will have its rightful percentage on their rubrics.Humanities week from 19th to 22nd of October and other important days and
celebrations, such as Math and Science week, Diwali, Halloween and Loy Krathong
1. Having the confidence and ability to share their unique cultural perspectives
2. Showing empathy, tolerance and social awareness
3. Using teamwork and collaboration to make the world a better place
1. Being leaders with a clear vision
2. Being self-confident
3. Being self-driven
1. Being lifelong learners
2. Acquiring research skills
3. Being truthful
Art books, sketchbooks, sketching paper, colored pencils, oil pastels, pencils, copies related to assignments, Pictures of example works and artists’ works and video clips. Please encourage the kids to bring any recycled material that they'd like to use for Art Class
83
Y4Thai Language and Culture Sunisa Loymek- รู้พยางค์และคำ มาตราตัวสะกด เสียงสระ ไตรยางศ์ การผันเสียงวรรณยุกต์
-รู้มารยาทในการเขียน อ่าน
-เขียนด้วยลายมือที่เหมาะสมกับสถานการณ์และวัตถุประสงค์เพื่อการสื่อสาร
-รู้จักการสังเกต คิด วิเคราะห์เหตุการณ์

-Thai Culture and Thai Etiquette.
-Vowels.
-Syllable and words.

-Thai Culture and Thai Etiquette.
-Vowels.
-Syllable and words.
Classes of Thai consonants
-Daily news

-Changing of intonation
-Spelling clause

-Gestures.
-Daily news

-Monophthongs
-Leading consonants
-Reading comprehension and answering questions.
-ASEAN

-Thai symbols
-The institution of Nation, Religion, and the King.

-Thai Festival; Loy Kratong

-Spelling clause
-Reading comprehension.
-Practice pronouncing consonants “ร” “ล” - Revision - Examination and AssessmentAssessment will be vary based on unit of learning, type of activities and expected outcome.
Formal assessment;
• Presentation (proper content, supporting evidence, eye contact, order of
content, enthusiastic, able to answer audience questions).
• Project (Style, language, content)
• Opinion sharing (fluency, grammar, tone of voice)
• Summarizing information (style, content, grammar, words selection, attribution)
• Group contribution (cooperation, process, opinion/thoughts, responsibility)
• Test score (spelling, essay)
• Role play (creativity, confidence, props, cooperation, efficiency)
• Writing (Content, word usage/selection, syntax)

Informal assessment;
• Observing class participation
• Examining spelling words, words choice
• Asking questions to recheck their understanding
• Observing reading pronunciation
•Some practical activities will be integrated with Arts, social studies and humanity subjects by allowing students to be creative in producing projects and participating in community event/campaign.Showing interest in learning about other cultures and places
• Respectfully questioning the worldview of their teachers and classmates as
well as their own
• Having the confidence and ability to share their unique cultural perspective
• Showing empathy, tolerance and social awareness
• Using teamwork and collaboration to make the world a better place
• Being leaders with clear vision
• Adapting to challenges and being flexible
• Thinking critically
• Solving problems
• Exploiting opportunities
• Being academically excellent
• Being lifelong learners
• Reflecting on their learning and identifying areas of strength/growth
แบบเรียนภาษาไทย ป.3 สนพ.อจท
หนังสือภาษาพาที ป.3 ศึกษาภัณฑ์พาณิชย์
แบบฝึกทักษะส่งเสริมการอ่านออกเขียนได้ 2 สนพ.พว
อินเตอร์เน็ต ยูทูป
84
Y4MathsJoy de la PazUsing a variety of representations, including measures, pupils become fluent in the order and place value of numbers beyond 1000, including counting in tens and hundreds, and maintaining fluency in other multiples through varied and frequent practice. They begin to extend their knowledge of the number system to include the decimal numbers and fractions that they have met so far.
They connect estimation and rounding numbers to the use of measuring instruments. Roman numerals should be put in their historical context so pupils understand that there have been different ways to write whole numbers and that the important concepts of zero and place value were introduced over a period of time. Pupils continue to practise both mental methods and columnar addition and subtraction with increasingly large numbers to aid fluency.
Read and write large numbersRead and write large numbers
recognize the place value of each digit in a four-digit number (1,000s, 100s, 10s, and 1s)
order and compare numbers beyond 1,000Count in multiples of 6, 7, 9, 25 and 1,000Find 1,000 more or less than a given numberadd numbers and use inverse operation to check the answerssubtract numbers and use inverse operation to check the answerssubtract with zero difficultymultiply numbers and use inverse operation to check the answerssolve one to two-step word problemDivide 2-digit numbers with or without remainderDivide using chunking or long methodRevision and assessmentquizzes, homework, class participation, project, formal assessmentMaths is integrated to other subjects by making it part of student's everyday life, showing real world applications and relating to the topics they are currently learning.Lessons will include intercultural understanding and global awareness through facts and problem solving.Students will be able to make, analyze and formulate creative way of solving problems. Students will improve their achievement and value learning maths. They will have deeper understanding of each concept through collaboration and differentiated instructions.textbooks, online resources, worksheets, portfolio
85
Y4MusicVilma Ambi NaboaPupils should be taught to:
 play and perform confidently in a range of solo and ensemble contexts using their
voice, playing instruments musically, fluently and with accuracy and expression
 improvise and compose; and extend and develop musical ideas by drawing on a range
of musical structures, styles, genres and traditions
 use staff and other relevant notations appropriately and accurately in a range of
musical styles, genres and traditions
 identify and use the inter-related dimensions of music expressively and with increasing
sophistication, including use of tonalities, different types of scales and other musical
devices
 listen with increasing discrimination to a wide range of music from great composers
and musicians
 develop a deepening understanding of the music that they perform and to which they
listen, and its history.
Salute Our NationGetting to know youUnit 1: Fun with Notes and Symbols ( Staff and Clef)Unit 1: Fun with Notes and Symbols ( Grand Staff, Bar Lines and Braces)Unit 1: Fun with Notes and Symbols ( Rests)Unit 1: Fun with Notes and Symbols ( Notes and Number of Beats)Unit 2: Pattern in Sounds (Time Signature)Unit 2: Pattern in Sounds (Rhythm Patterns)Unit 2: Pattern in Sounds (Rhythm in words)Unit 3: A World Filled with Love (express your feelings)Creating a moodStaccato and legatoTerm 1 Final AssessmentNov 13 - 17
- Train students to work independently and to express their views confidently.
Showing an interest in Learning about other cultures and places.
Having the confidence and ability to share their unique cultural perspective.
Being self-confident, creative and innovative.
Being academically excellent and Acquiring research skill.Worksheets, CDs of songs, internet resources, violin musical instruments found in the music room, YouTube videos, Music and Activity book
86
Y4EnglishMarita Maguddayao IringanThe overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written language, and to develop their love of literature through widespread reading for enjoyment. The national curriculum for English aims to ensure that all pupils:

• read easily, fluently and with good understanding
• develop the habit of reading widely and often, for both pleasure and information
• acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
• appreciate our rich and varied literary heritage
• write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
• use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate
Subject IntroductionsDifferences Between Fiction and Nonfiction
Explanation Text and its Features (Why do bats hang upside down? -sample text)
Spelling: Silent o, c, h words
Grammar: Nouns, proper and common nouns
Library and Shared Reading time
Reading Non Fiction Texts - How is Honey Made?
Writing Explanation Paragraphs using explanation connectives
Explanation Texts Connectives
Spelling: Prefixes dis, mis, in, im, il, ir, un
Grammar: abstract and concrete nouns
Library and Shared Reading time
Writing Explanation Paragraphs using explanation connectives
Spelling: silent w, words
Grammar: collective nouns
Library and Shared Reading time
Writing Explanation Paragraphs using explanation connectives
Spelling: Prefixes de, re, pre, non
Grammar: Adjectives, adverbs, phrase
Library and Shared Reading time
Persuasive Text: Fact and Opinion
Reading Adverts, Features of Adverts,
Connectives for persuasive
Spelling: Silent b Words
Grammar: Types of Sentences
Library and Shared Reading time
Writing Persuasive Paragraphs with connectives
Spelling: ly ending words
Grammar: clauses, Types of Sentences
Library and Shared Reading time
Writing Persuasive Paragraphs with connectives
Spelling: silent d words
Grammar: simple present, present progressive
Library and Shared Reading time
Argument Texts: Reading Argumentative texts, Features,
Arguments for, Arguments against
Connectives for argumentative text
Spelling: sure, ture words
Grammar: past participle verbs,
Library and Shared Reading time
Argument Texts:Debate Writing Argumentative texts with connectives
Arguments for, Arguments against
Spelling: sure, ture words
Grammar: present perfect tense
Library and Shared Reading time
Argument Texts: Debate Writing and Presenting Argumentative texts with connectives Arguments for, Arguments against Spelling: silent k words Grammar: present perfect tense Library and Shared Reading timeReport: Reading Newspaper Report , features Spelling: silent n words Grammar: end punctuations Library and Shared Reading timeWriting Newspaper Report Spelling: silent g words Grammar: simple past, past progressive tense Library and Shared Reading time12 September 2017 Reading and Reading Comprehension Test
13 September 2017- SPaG Long Test
14 September 2017 - Explanation Text Unit Test/Submission of Explanation Text
17 October 2017- Reading and Reading Comprehension Test
18 October 2017- Persuasive/Argumentative Unit Test/ Submission of Poster
Advert and Argumentative Written Text
19 October 2017- SPaG Long Test
14 November 2017-Reading and Reading Comprehension Test
15 November 2017-SPaG Long Test
16 November 2017-Newspaper Report Unit Test/ Submission of Newspaper
Report
This course shall also promote cross-curricular activities and tasks for the students to be able to develop an understanding of the interrelatedness of their different subject areas, hence they can be able to come up with projects to show their understanding of topics where many skills from the different subject areas are applied. This course shall help the students become internationally minded by showing value to the issues that confront the world by including them as topics in their writing, oral discussions, projects and speeches. This course shall equip the students in developing their conceptual understanding across subjects and shall offer opportunities for the students to inquire and reflect on topics that affect the world using the English Language. This course shall help the students become pioneers by using all the skills (speaking, writing, listening and reading) in developing ideas to propose approaches and solutions to problems and issues presented to them, and these same skills can eventually be illuminated in their other tasks in other subject areas. This course shall help the students become scholars through the critical thinking and creative thinking activities that shall be introduced to them such as giving them situations for role play, writing speeches for deliveries and short debates. Hodder Cambridge Primary English Learner's Book by Rachel Axten-Higgs
Revise for Cambridge Primary Checkpoint English Study Guide
Nelson Grammar Pupil Book 4 by Oxford
Nelson Spelling Pupil Book 4 by Oxford
The Call of the Wild by Jack London
Matilda by Roald Dahl
Oxford Dictionary, Internet, Vocabulary.com, Lessons posted in Google classroom
Dear Parents,

The learning of English shall develop the four macro skills (reading, listening, speaking and writing) using a variety of strategies, activities, short announced or unannounced quizzes, assessments, individual and integrated projects, roleplays, written reports, etc. Each of the topics shall address what we aspire our students to be as internationally-minded, pioneers and scholars.

Students have specific timetable for all English areas (Regular, SPaG, Library and Shared Reading- they are expected to bring books and notebooks correctly for the day). For Shared Reading, books are not brought home, we shall read them at the same time in the classroom. For Library, students are expected 10 book reports for Term 1, they are encouraged to use English ORT Books from the library, but they are also allowed to use books from home.

Class participation such as drills, recitation, completing task in individual, pair work, group work shall be expected from your child. They shall be put to a permanent pair and group each term where they shall work on drills and on assessed tasks.

Homework shall be kept to a minimum but some students who may not finish class work shall continue at home where parents' assistance shall be encouraged but should be minimal for students to learn independent learning.

Students are encouraged to bring home only those notebooks, books and other learning materials he/she needs for learning and others not needed can be left inside their shelves in the classroom. Every Friday, they can choose to bring all learning materials home for their revisions if they wish to.

For any clarifications I can be contacted through iringan.marita@ips.ac.th

Thank you.

Regards,

Teacher Marita
87
Y4HistoryMarita Maguddayao IringanThe national curriculum for history aims to ensure that all pupils:
• know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
• know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
• gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
• understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically valid questions and create their own structured accounts, including written narratives and analyses
• understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed
• gain historical perspective by placing their growing knowledge into different contexts: understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales
IntroductionsWhat is History? What is the Importance of Studying History?
How do Historians Learn History?
How do Historians Learn History?
BCE (BC) and CE (AD)
Uses of Timeline
Textbook Greek CitiesTextbook Land and TradeTextbook Greece and PersiaTextbook Beautiful BuildingsTextbook Daily LifeTextbook Greek GodsTextbook The Wooden HorseTextbook OlympicsTextbook Greek Theatre and MusicTextbook Greek Thinkers and Inventors6 September 2017 Long Quiz for Week 1,2,3 topics
27 September 2017 Long Quiz for Week 4, 5, 6 topics
27 September 2017 Submission of project (Ancient Greek Columns)
11 October 2017 Long Quiz for Week 7, 8 topics
01 November 2017 Long Quiz for Week 9,10 topics
01 November 2017 Submission of Olive Wreath Project
15 November 2017 Long Quiz for Week 11-12 topics
15 November 2017 Submission of Ancient Greek Theatre Masks
Year 4 History shall integrate knowledge and skills to English, Geography, Science, Maths and other subjects through projects and activities that require different knowledge and skills.Year 4 History shall help students become internationally-minded by actively learning about the past and current events that affect the world; develop an opinion as to how these events helped the world in becoming what is today.Year 4 History shall help develop students as pioneers by emulating in their work how the past has lived their lives and they should be able to propose ways in which these practices in the past may be done better for them to improve the present and the future.Year 4 History shall help students become scholars by thinking critically in analysing the importance and contributions of events, individuals, and groups of people to the present and its role in forming the future. Collins Primary History Ancient History by Richard Worsnop
BBC History for kids http://www.bbc.co.uk/history/forkids/
The British Museum http://www.ancientgreece.co.uk/menu.html
Dear Parents,

The learning of History shall develop in students their critical thinking using a variety of strategies, activities, short announced or unannounced quizzes, assessments, individual and integrated projects, roleplays, etc. Each of the topics shall address what we aspire our students to be as internationally-minded, pioneers and scholars.

Class participation such as drills, recitation, completing task in individual, pair work, group work shall be expected from your child. They shall be put to a permanent pair and group each term where they shall work on drills and on assessed tasks.

Homework shall be kept to a minimum but some students who may not finish class work shall continue at home where parents' assistance shall be encouraged but should be minimal for students to learn independent learning.

As timetables for assessments and project submissions are already indicated, students are expected to observe these dates.

For any clarifications I can be contacted through iringan.marita@ips.ac.th

Thank you.

Regards,

Teacher Marita
88
Y4GeographyMarita Maguddayao IringanThe national curriculum for geography aims to ensure that all pupils:

• develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes
• understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time
• are competent in the geographical skills needed to:
• collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
• interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
• communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length
Introductions What is Geography? Why is it important to study Geography?Textbook The SeashoreTextbook Shaping The CoastTextbook Exploring the CoastTextbook Exploring the CoastTextbook Describing RiversTextbook Rivers MatterTextbook Rivers MatterTextbook Managing RiversTextbook Extreme WeatherTextbook Weather ForecastsTextbook Recording the Weather21 September 2017 Long Quiz for Week 2,3,4,5,6 topics
21 September 2017 Submission of project about coasts
11 October 2017 Long Quiz for Week 7, 8, 9 topics
Submission of Project about rivers
14 November 2017 Long Quiz for Week 11, 12, 13 topics
14 September 2017 Submission of project about weather instruments
Certain Geography Topics shall be integrated in English, Science and Maths in accomplishing projects.Year 4 Geography Shall develop students as internationally-minded individuals by being aware and actively participate in the discussion of events the affect the world including him/her. He/She is going to develop sound opinions Year 4 Geography shall develop students as pioneers in addressing issues the confront the world that surround him/her. He/Shall propose sound solutions to issues and problems of the world by creating projects, roleplays, letters etc. Year 4 Geography shall develop students as scholars by choosing the best programs and solutions to problems identified during the study. They shall be able to explain the importance of the solutions chosen and shall discuss how these would make a difference in the world. Collins Primary Geography Movement Pupil Book 4
World Almanac
BBC for Kids http://www.bbc.com/
World Geography Games http://world-geography-games.com/
Educational Games - National Geographic Society
https://www.nationalgeographic.org/education/games-and-interactives/
National Geographic Kid http://kids.nationalgeographic.com/games/brain-games/
89
Y5FrenchT YannickThe emphasis in Year 5 is very much on developing listening skills, closely followed by speaking skills; this is why there is a clear focus on storytelling, finger rhymes and singing traditional songs. It is important to relate all language skills developed in French to what the children are learning in the rest of the curriculum, especially in literacy lessons. In Year 4 the teacher continues to develop the children’s listening and speaking skills through storytelling, songs and finger rhymes. However, the emphasis now shifts to developing an understanding of basic French grammar such as knowledge of word classes, agreements and some verb forms.

•understand and respond to spoken and written language from a variety of authentic sources
•speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation
•can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt
•discover and develop an appreciation of a range of writing in the language studied
Greetings, Masculin, feminin Colors, animalsQuestions who is itEuropeAnimals, special soundsAdjectives, class room languageSpelling, dictionary useFeminine nounsAdjectives with feminine nounsPresentation questionsRevisionsRevisionsContinuous assessments in 4 domains (reading, writing, speaking, listening)Maths, geography, music, PE, ArtLearn about French language and culture. Understand how French is connected with other European languages and culture. Show social awareness in between different student's culture in the classroom. Use teamwork activities throughout the year to develop our future citizens inside and also outside the classroom. Use of technology in a connected digital classroom.Use problem solving skills and higher order thinking activities such as analyze, create and evaluate. Develop student’s confidence by engaging them in various oral activities such as role plays and speaking games. Create handcraft projects, video and presentation projects in small groups. Let students make decision for the class in a democratic way.Ongoing learning plan from Y4 to IGCSE and onward. Develop 21st century researching skills. Create curiosity in student's mind. Encourage the students to reflect on their strength and how to develop them.Story book :
Lulu et le loup, Alex Sanders
Pourquoi ?, Alex Sanders
Va t’en grand monstre vert, Ed Emberley
L’annonce de Noël, Karine-Marie Amiot & Céline Bour-Chollet
Je ne veux pas aller à l’hôpital !, Tony Ross
Je ne veux pas aller au lit !, Tony Ross
Je veux une petite sœur ! Tony Ross
Je veux ma dent ! Tony Ross
Loup y es-tu ?, Claude Boujon
Il y a un cauchemar dans mon placard, : Mercer Meyer
Plouf !, Philippe Corentin

Non-fiction French resource book
Des Goûters de toute l’année avec mes copains, Delphine Godard

Resources to help children experience cultural traditions of France
Mon ne - 30 chansons enfantines
French Dance in the Primary Classroom - DVD & audio CD
Henri Dès CD No. 12, Du soleil
The Very Best Of Ravel

Youtube and google maps
90
Y5Chinese Mandarin level 1(hsk1.2)Shi MaoweiTo develop listening, speaking, reading and writing skills in accordance with expectation of IGCSE framework for Mandarin Chinese Personal Information (address1)Personal Information (address2)Personal Information (families1)Personal Information (families2)Personal Information (date1)Personal Information(date2)animals and pets1animals and pet2colors1colors2Personal Information (appearance)Personal Information (appearance) and reviewsAssessmentsspeaking and Listening test in 6-10 November
Writing and Reading test in 13-17 November
I would like to use different kinds of activities to practice new knowledge that they are learning. such as Chinese characters links to Art, Chinese number links to Math , some projects relative to different topics links to ICT Math or other subjects.As for “I” ,through learning Chinese, The pupils can expose the other culture and thought different from their own culture and thought, which will cultivate the awareness of the international mind , tolerance and respect for other cultures and customs.As for “P” during the period of learning Chinese , the pupils will encounter different kinds of difficulties and challenges about Chinese language and culture shock between China and their own country. Pupils do their best to understand and solve these problems about cultures and languages to create an overall world’s view during the international community. As for “S” , Learning foreign language is the key to understand other thoughts and views. As scholars, the pupils can use these languages to know and discover the different opinions about some knowledges in some aspects that interests you.Learning more language is the new way to get the access to the new knowledge of the world.Chinese Made Easy 2 for kids , App class dojo , youtube little fox etc.
91
Y5MusicNora Mae S. CarteraTrain Students to work independently and to express their views confidently in solo ensemble context, using their voices and playing musical instrument with increasing accuracy, fluency, control and expression.Getting to know you! Unit 1: Basic Information of Symbols - All About Music symbols The Five RestSharps, Flats, & NaturalsUnit 2: Body Percussion - Percussive Movements Melodies with PercussionVocal Percussion SoundComposing a Poem with Body Vocal PercussionUnit 3: Blending Instruments Together - Orchestral MelodiesCreating an Arrangement for Instrumental EnsembleUnit 4: Chinese Musical Instrument - Chinese Wind InstrumentPlucked & Bowed String InstrumentsUnits 1, 2, 3, & 4 Mid-Term Test / Long Test ( Oct. 16 - 20, 2017 )Students learn music in the same natural way as they learn a language where listening and imitating are key. Students are exposed to such an approach develop a keen sense of aural perception which enhances their musical expression.Learn and Explore the various style of music and musical instrument from other countries. Learn different traditional and western songs.Student s will be train to appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions from great composers and musicians.Students play and perform solo and can express their feelings in different music genre.Perfect Match Music Book, Tune In Music Book, Internet Resources, Activity Book, An Introduction for Music, Music Instrument- - - - - - - - - - - - - - - - - - - -
92
Y5Thai Language and CultureVorralak Nakpradit ( T. Ying )- Students will be able to study and use Thai language,Thai vowels and Thai number properly
-Students will be able to summarize facts, comment, interpret and summarize.
-Students will be able to behave attentively and properly in Thai cultural setting
-Students will be able to communicate , understand, enjoy and appreciate
- Students will be able to have faith in reading writing thinking and using Thai language accurately
Unit 1 Course overview
Lesson 1
Thai manner for speaking on various occasions
Unit 1 Thai manner for speaking on various occasions
How to read Thai word
Unit 2 Lesson 2
How to read Thai poem
Overall Thai vowel
Mixing words and reading words
Unit 3 Lesson 3
Kinds of Thai Alphabets
Thai manner for listening
Listening to instructions and advice
Unit 4 Lesson 4
Thai Vocabulary
Spelling word
Listener the passage and answer by oral
Reading commentary
Unit 5 Lesson 5
Listen story and answer by oral
Diphthong
Unit 5 Passage Make a Thai sentences
How to make questioning and answer questions
Words with lestters
Unit 6 Asean studyUnit 6 Asean study (continued)
History of King Rama 9 (13 Oct Passing of Late King Bhumibol)
Unit 7 Thai Festival ( Loy Krathong )Unit 7 Loy Krathong (continued) and making krathong RevisionFinal AssessmentAssessment will be vary based on unit of learning, type of activities and expected outcome.Some practical activities are mostly integrated with Arts, Music, Humanity and History subject by allowing students to be creative in producing projects using their imagination and creativity.Showing interest in learning about other cultures and places
Communicating effectively in at least three languages
Showing empathy, tolerance and social awareness
Can communicate with Thai people
Being self-confident
Thinking critically
Creative
Adapting to challenges and being flexible
Being academically excellent
Being lifelong learners
Acquiring research skills
Being truthful
Thai workbook Prathom 2 Akson-jaroenthat publishing company
Thai reading Prathom 2 Akson-jaroenthat publishing company
Internet , Youtube, Thai distant learning plan
Handwriting book
93
Y5Art and Design Josephus BartinExploring other forms of Art other than 2D
Encouraging more functional Art and introduction to contemporary designs on furniture, mobile and industrial machines
Brainstorming, Collaboration and recognizing leadership skills
Introduction to the new Art room and policies
School wide learning outcomes in Art
Introduction
Self Assessment and Setting of goalsExploration of ideas, inspirations, materials and planning 1st Draft of Planning and experimentationPresentation and development of ideas and BrainstormingStart of CreationWorkshop and Facilitation Workshop and Facilitation Submission and final feedbackPresentation of Art works 3D / functional / MobileProject number 2 Workshop and Facilitation Workshop and Facilitation Students will be assess thru observation and peer feedback, success of the output will always weighted equally. This unit strongly links with math, science and technology
Be cross curricular activities related to school events and annual celebrations as well, such as Math and Science week, Divali, Halloween and Loy Krathong.
Having the confidence and ability to share their unique cultural perspectives
Showing empathy, tolerance and social awareness
Using teamwork and collaboration to make the world a better place
Being leaders with a clear vision
Being self-confident
Being self-driven
Being lifelong learners
Acquiring research skills
Thinking critically and using higher-level thinking skills
All available materials in school
Found Objects
Recyclable materials
Google, Current Art and Design Magazines and all other sources
Please encourage your kids to collect reusable materials as well as encourage ideas that are useful to their environment as basis of our Concept for their projects.
94
Y5Thai Language and CultureSunisa Loymek - รู้ส่วนประกอบของคำ วรรณยุกต์ การผันวรรณยุกต์ พยัญชนะต้น สระ
-รู้มารยาทในการเขียน อ่าน
-เขียนด้วยลายมือที่เหมาะสมกับสถานการณ์และวัตถุประสงค์เพื่อการสื่อสาร
-รู้จักการสังเกต คิด วิเคราะห์เหตุการณ์
Thai Alphabets, parts of speech
-Thai Etiquette

-Thai Alphabets, parts of speech and intonation.
-Thai Etiquette

-First consonant and vowels
-Moral folk tales

-Reading comprehension, answering questions.
-Summary
Vowels
-Final pronounced letter of the word

-Word
-Final pronounced letter of the word

-Reading comprehension and answering questions.
-ASEAN

-Major rivers of Thailand
-Public speaking

-Thai Festival; Loy Kratong
Classes of Thai consonants
-Thai flags and Thai National Anthems.
-Sounding of Tone Marks -Vowels - Revision Examination and AssessmentAssessment will be vary based on unit of learning, type of activities and expected outcome.
Formal assessment;
• Presentation (proper content, supporting evidence, eye contact, order of
content, enthusiastic, able to answer audience questions).
• Project (Style, language, content)
• Opinion sharing (fluency, grammar, tone of voice)
• Summarizing information (style, content, grammar, words selection, attribution)
• Group contribution (cooperation, process, opinion/thoughts, responsibility)
• Test score (spelling, essay)
• Role play (creativity, confidence, props, cooperation, efficiency)
• Writing (Content, word usage/selection, syntax)

Informal assessment;
• Observing class participation
• Examining spelling words, words choice
• Asking questions to recheck their understanding
• Observing reading pronunciation
•Some practical activities will be integrated with Arts, social studies and humanity subjects by allowing students to be creative in producing projects and participating in community event/campaign.Showing interest in learning about other cultures and places
• Respectfully questioning the worldview of their teachers and classmates as
well as their own
• Having the confidence and ability to share their unique cultural perspective
• Showing empathy, tolerance and social awareness
• Using teamwork and collaboration to make the world a better place
• Being leaders with clear vision
• Adapting to challenges and being flexible
• Thinking critically
• Solving problems
• Exploiting opportunities
• Being academically excellent
• Being lifelong learners
• Reflecting on their learning and identifying areas of strength/growth
แบบเรียนภาษาไทย ป.4 สนพ.อจท
หนังสือเรียนภาษาพาที ป.4 ศึกษาภัณฑ์พาณิชย์
แบบฝึกทักษะส่งเสริมการอ่านออกเขียนได้ 3 สนพ.พว
อินเตอร์เน็ต ยูทูป

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Y5EnglishElin VibergThis term plan follows the Cambridge Primary scheme of work for English stage 5. In the first unit, students read, listen to and analyse excerpts from age-appropriate works of fiction. They respond by planning, writing and editing stories of their own. The second unit covers non-chronological reports and explanatory texts. Students read and analyse a variety of texts and create their own. In the last unit of the term, students investigate classic and modern poetry. They look at the forms and language used, and write their own poems. They also read and act out plays, both own and by other authors. Introduction to Y5 EnglishUnit 1: Fiction. Character descriptions. Reading: Roald Dahl. Suffixes and prefixes.Unit 1: Fiction. Setting the scene. Reading: North Child by Edith Pattou. Synonyms and antonyms. Unit 1: Fiction. Reading, analysis and response: Jaqueline Wilson: The Werepuppy. Direct and reported speech.Unit 1: Fiction. Review of Unit 1 grammar. Unit quiz. Writing project: Fiction.Unit 2: Non-fiction. How do we find and evaluate information? Punctuation, sentence structure and paragraphs.Unit 2: Non-fiction. Finding, analysing and organising information from explanatory texts and instructions. Punctuation, sentence structure and paragraphs.Unit 2: Non-fiction. Non-fiction writing project: Planning, writing and presenting an explanatory text or instruction. Unit quiz.Unit 3: Poetry and drama. Reading and analysing poetry.Unit 3: Poetry and drama. Writing poetry. Reading playscripts. Unit 3: Poetry and drama. Writing project: Writing and performing a play.Review of knowledge and skills.Exam week.Students will be graded on unit quizzes, weekly spelling quizzes, writing projects, book reports and the end-of-term exam. Additional minor tasks may also contribute to the students' grades. Geography -identifying origins of stories
Mathematics -utilising information presented in tables, charts and graphs when reading informative texts.
Science/history/geography -studying a range of non-fiction texts on various topics related to the subjects
Art -presenting oral and written texts creatively and effectively
Students gain an international perspective by interacting with literature from a variety of cultures and countries, and share their own ideas and perspectives through various media. Students plan their writing and present their ideas effectively.Students are required to display creativity and critical thinking in their analysis of literature and in their writing. Students develop and apply their metacognitive skills in reflecting on and addressing their personal strengths and weaknesses. Students develop strategies for finding information and assessing its reliability and usefulness.Hodder Cambridge Primary English 5
Nelson Grammar
Nelson Spelling
Cambridge Primary Ready To Go Lessons For English
Students will utilise a number of additional resources including extra reading materials, worksheets, projects, as well as the Internet for research, assignments, and other ICT activities.
Changes in the syllabus may occur as a result of assessments of students' progress or changes in the school calendar. Quizzes and assessments will be communicated in advance, orally and on Google Classroom. Lesson materials and additional resources will also be available on Classroom.
96
Y5GeographyElin VibergThe units focus on certain fields of physical geography: hydrology, geology and meteorology. Students will be able to describe seas and oceans, how physical processes shape the natural environment and how the earth’s climate zones shape life on our planet. They will also investigate how human impact influence marine and terrestrial environments. Students learn to analyse a variety of geographical maps and data. Introduction to Y5 Geography
Introduction: What is geography and why do we study geography? Observing our planet.
Unit 1: Hydrology and meteorology. Bodies of water: Seas and oceansUnit 1: Hydrology and meteorology. Mini quiz: Seas and oceans. Ocean environments in different climate zones.Unit 1: Hydrology and meteorology.Threats to ocean environments. Unit quiz.Unit 2: Processes shaping the Earth. Weathering and erosion.Unit 2: Processes shaping the Earth. Preventing flood damage.Unit 2: Processes shaping the Earth. Case study of the Mekong River. Unit quiz.Unit 3: Climate zones and seasons. Arctic/temperate/tropical zones.Unit 3: Climate zones and seasons. Life and activities in various climate zones.Unit 3: Climate zones and seasons. Continued: Climate zones and seasons: Life and activities in various climate zones.Review of knowledge and skills.End of term exams.Students will be assessed on quizzes and on the end-of-term exam as well as on selected classroom tasks throughout the term.English: Reading comprehension, writing, analysis and presentation of information
Mathematics: Data and graphing
Art: Application and presentation of knowledge and understanding
Students investigate land and water environments and climates in Southeast Asia and globally, and how differences in physical geography contribute to differences in lifestyle.Students learn about challenges and threats associated with our environment, and investigate and propose solutions.Students apply higher level thinking skills, research skills and are required to use their knowledge and skills in real-life situations.
Collins Primary Geography: Change Book 5
Students will utilise a number of additional resources including outside reading material, worksheets, projects, as well as the Internet for research, assignments, and other ICT activities.
Changes in the syllabus may occur as a result of assessments of students' progress or changes in the school calendar. Quizzes and assessments will be communicated in advance, orally and on Google Classroom. Lesson materials and additional resources will also be available on Classroom.
97
Y5HistoryElin VibergThe term begins with a brief introduction to history, discussing the importance of studying the past and how we can be certain of events in the past. It goes on to focus on aspects of the Roman empire, its legacy and significance for our life today. Students will be able to understand and discuss topics such as continuity and change, cause and consequence, similarities and differences, expansion and dissolution of empires.
*Although the curriculum states that students should learn about the Roman empire and its impact on Britain, this unit takes a more general approach in order to ensure relevance for all students.
Introduction to Y5 History.Unit 1: Introduction to history. What is history and why do we study history? How can we know for certain what happened in the past?Unit 1: Introduction to history. Artefacts and evidence. Timelines. Key vocabulary.Unit 1/2: Unit quiz: Introduction to history. Power and politics. Roman empire introduction, timeline and map work.Unit 2: Power and politics. How was the empire built and expanded? Why were the Romans powerful?Unit 2: Power and politics. Resistance: Case study of Boudicca. Julius Caesar.Unit 2: Power and politics. Julius Caesar, cont. Decline of the Roman Empire. Unit quiz.Unit 3: Life in the Roman Empire. Daily life (towns, roads, clothing, accessories, tools, etc.) Unit 3: Life in the Roman Empire. Art, architecture and culture.Unit 3: Life in the Roman Empire. Review of main topics and skills. Unit quiz.Unit 3: Life in the Roman Empire. Research project.Review of knowledge and skills.End of term exams.Students will be assessed on unit quizzes, projects and the end-of-term exam. Additional classroom tasks may also contribute to the students' grades.English -students apply reading comprehension, writing and presentation skills.
Geography -students investigate how the Roman empire started and expanded, and compare with modern maps.
Art -students study and try their hand at Roman art.
Students gain insights into factors that shape cultures and places, and make comparisons and connections with their own life.Students develop an understanding for how curiosity, creativity and problem solving skills are keys to studying history.students apply research and critical thinking skills to find information and draw logical conclusions.Folens Primary History Invaders
Collins Primary History Invaders: The Romans
Scholastic Ancient Rome
Students will utilise a number of additional resources including outside reading material, worksheets, projects, as well as the Internet for research, assignments, and other ICT activities.
Changes in the syllabus may occur as a result of assessments of students' progress or changes in the school calendar. Quizzes and assessments will be communicated in advance, orally and on Google Classroom. Lesson materials and additional resources will also be available on Classroom.
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Y5MathsChristian Joy GaliciaThe principal focus of mathematics teaching in upper key stage 2 are:
- to ensure that pupils extend their understanding of the number system and
place value to include larger integers;
- develop the connections that pupils make between multiplication and
division with fractions, decimals, percentages and ratio; and
- develop their ability to solve a wider range of problems including
increasingly complex properties of numbers and arithmetic, and problems
demanding efficient written and mental methods of calculation.
1. Count on and back extending beyond zero
2. Value and place value of five- and six-digit numbers
3. Partition of numbers up to one million
4. Decimal notation for tenths and hundredths
Continuation5. Multiply and divide number from 1 to 10 000 by 10 or 100
6. Rounding four-digit numbers
7. Rounding numbers with one or two decimal places
8. Ordering and comparing numbers up to a million
9. Ordering and comparing negative and positive numbers
10. Calculate a rise and fall in temperature
11. Ordering and comparing numbers with one or two decimal places
12. Recognise and extend number sequences
13. Recognise odd and even numbers and multiples of 5, 10, 25, 50 and 100 up to 1 000
14. Make general statements about sums, differences and multiples of odd and even numbers
15. Recognise equivalence between: 1/2, 1/4 and 1/8, 1/3 and 1/6, 1/5 and 1/10
16. Recognise equivalence between the decimal and fraction forms of halves, tenths and hundredths17. Change an improper fraction to a mixed number and vice versa
18. Relate finding fractions to division and use to find simple fractions of quantities
19. Percentage
20. Express halves, tenths and hundredths as percentages
21. Use fraction to describe and estimate simple proportions
22. Use ratio to solve simple word problems
23. Know pairs of one-place decimals with a total of 1
24. Derive pairs with a total of 10, and with a total of 1
25. Multiplication and division facts for the 2x to 10x tables
26. Apply tests of divisibility by 2, 5, 10 and 100
27. Recognise multiples of 6, 7, 8, and 9 up to 10th multiple
28. Know squares of all numbers to 10x10 29. Find factors of two-digit numbers 30. Count on or back in thousands, hundreds, tens and ones to add or subtract31. Add or subtract near multiples of 10 or 100 32. Use appropriate strategies to add or subtract pairs of two-and three-digit numbers and numbers with one decimal place 33. Calculate differences between near multiples of 1 00034. Multiply multiples of 10 to 90, and multiples of 100 to 900, by a single-digit number 35. Multiply by 19 or 21 by multiplying by 20 36. Multiply by 25 by multiplying by 100 and dividing by 4Four continuous assessments
One final assessment
Students will be able to develop their English/language lessons through using mathematical vocabulary, by explaining and justifying their methods and conclusions, by interpreting results and by communicating orally and written.Students will be to exposed to mathematical activities that will help them establish social awareness by engaging themselves in group tasks that include different views and understanding sharing unique ideas and perspectives.Students will be challenged to the extent of coming up with new ways and strategies in solving problems by taking risks and never giving up easily in a certain task. Activities will be given in such a way that self-confidence and sense of independence will be developed and enhanced.Students will be able to strive hard using different ways in coming up with the correct answer and be inspired and motivated in the improvement of one's self. Students will be encouraged to work hard to become excellent learners not only academically but in all aspects of the learning process.Collins Busy Ant Maths
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Y6FrenchT YannickIn Year 6 there is a strong emphasis on the development of fundamental reading and writing skills rooted in phonics, and training in how to use a dictionary. The teacher uses story books, modern and traditional songs and non-fiction texts to sustain the development of oracy and literacy skills. The children have opportunities create complex spoken sentences and to write using writing frames, creating sentences with nouns, verbs, adjectives, adverbs and conjunctions.
Oracy goals
· Prepare and practice a simple conversation re-using familiar vocabulary and structures in new contexts
· Understand and express simple opinion
· Listen attentively and understand more complex phrases and sentences
· Prepare a short presentation on a familiar topic

Literacy goals
· Re-read frequently a variety of short texts
· Make simple sentences and short texts
· Write words, phrases and short sentences, using a reference source

Intercultural Understanding goals
· Compare symbols, objects or products which represent their own culture with those of another country
· Look at further aspects of their everyday lives from the perspective of someone from another country
· Recognize similarities and differences between places.



Name, dateSpecial sounds, calendarNouns masculine, adverbsNumbers, animals and colorsAdverbs of place, verbsMaths in FrenchExpressing opinionsSpellingRevising all the numbersNouns feminineSpecial sounds, dictationRevisionsContinuous assessments in 4 domains (reading, writing, speaking, listening)Maths, geography, music, PE, ArtLearn about French language and culture. Understand how French is connected with other European languages and culture. Show social awareness in between different student's culture in the classroom. Use teamwork activities throughout the year to develop our future citizens inside and also outside the classroom. Use of technology in a connected digital classroomUse problem solving skills and higher order thinking activities such as analyze, create and evaluate. Develop student’s confidence by engaging them in various oral activities such as role plays and speaking games. Create handcraft projects, video and presentation projects in small groups. Let students make decision for the class in a democratic way.Ongoing learning plan from Y4 to IGCSE and onward. Develop 21st century researching skills. Create curiosity in student's mind. Encourage the students to reflect on their strength and how to develop them.Catherine Cheaters Schemes of work KS2
Printed workbook
Youtube, google maps
Please make sure your child brings his French book (if applicable) notebook and workbook as well as his diary at every lesson
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Y6Chinese Mandarin ( level 2 hsk1.2) Shi MaoweiTo develop listening, speaking, reading and writing skills in accordance with expectation of IGCSE framework for Mandarin Chinese Personal Information( occupations and relatives)Personal Information( occupations and relatives)Personal Information( Appearance)Personal Information( Appearance)Clothes 1Clothes 2Clothes 3Clothes 4Weather 1Weather 2Weather3Weather4 and ReviewsAssessmentsSpeaking and Listening test for 6- 10 November
Reading and Writing test for 13-17 November
By meas of different kinds activities to practice Chinese language, Art ICT Math music and Science will be linked such as practicing Chinese Characters linked to Art to appreciate its art value . Practicing Chinese Sentences that they've learnt is linked to Music.As for “I” ,through learning Chinese, The pupils can expose the other culture and thought different from their own culture and thought, which will cultivate the awareness of the international mind , tolerance and respect for other cultures and customs.As for “P” during the period of learning Chinese , the pupils will encounter different kinds of difficulties and challenges about Chinese language and culture shock between China and their own country. Pupils do their best to understand and solve these problems about cultures and languages to create an overall world’s view during the international community. As for “S” , Learning foreign language is the key to understand other thoughts and views. As scholars, the pupils can use these languages to know and discover the different opinions about some knowledge in some aspects that interests you.Learning more language is the new way to get the access to the new knowledge of the world.Chinese Made Easy3 app class dojo Maobao for extracurricular reading
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