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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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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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
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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
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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
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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 .
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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.
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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.
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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
28
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

29
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
30
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.
31
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
32
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
33
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
34
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
35
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)
36
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
37
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
38
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
39
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
40
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
41
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
42
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
43
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/
44
Y4Chinese MandarinMAOWEI 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
45
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
46
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.
47
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- - - - - - - - - - - - - - - - - - - -
48
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
49
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.
50
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

51
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.
52
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.
53
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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Y6MusicNora 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: Elements of Music - Note DurationRest DurationFun with Music SymbolsMeasures & Time Signature Know your Intervals Unit 2: African Music - Elements of African MusicAfrican Musical InstrumentsAfrican Repetitive MelodiesAfrican Traditional SongsUnit 3: Budding Young Artists - Styles of MusicCoordinated PerformancesUnits 1, 2 & 3Mid - 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 - - - - - - - - - - - - - - - - - - - - -
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Y6Thai 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 Alphabets
Thai Vowels
Reading Thai passage
Unit 1 How to read Thai short words
Overall Thai vowel
Mixing words and reading words
Unit 2 Lesson 2
History of Thai old games
Listener the passage and answer by oral
Thai Vocabulary
Unit 2 Thai Vocabulary
Spelling clause
Reading Thai poem
Handwriting
Unit 3 Lesson 3
Listen story and answer by oral
Thai Vocabulary
How to use tonemark in Thai words
Read and write Thai short with tonemark
Unit 4 Lesson 4
Listen story and answer by oral
Thai Vocabulary
Diphthong
Words with letters
Unit 5 Asean studyUnit 5-6 Asean study (continued)
History of king Rama 9
(13 Oct Passing of Late King Bhumibol)
Unit 6 Royal project of King Rama 9
(13 Oct Passing of Late King Bhumibol)

Unit 7 Thai Festival ( Loy Krathong )
Unit 7Thai Festival ( Loy Krathong) continue Krathong making Revision Final 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 creativityShowing 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 3 Akson - jaroenthat publishing company
Thai reading Prathom 3 Akson - jaroenthat publishing company
Internet , Youtube, Thai distant learning plan
Handwriting book
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Y6Thai Language and CultureSunisa Loymek - รู้คำในภาษาไทย พยางค์ คำ วลี ประโยค สะกดคำ มาตราตัวสะกด การผันอักษร
-รู้มารยาทในการเขียน อ่าน
-เขียนด้วยลายมือที่เหมาะสมกับสถานการณ์และวัตถุประสงค์เพื่อการสื่อสาร
-รู้จักการสังเกต คิด วิเคราะห์เหตุการณ์

-Final pronounced letter of the word, classes of Thai consonants
-Thai Etiquette and Culture

-Final pronounced letter of the word, classes of Thai consonants
-Thai Etiquette and Culture

-Reading vocabulary
-Changing of tone marks
Syllable, word, phrase, sentence
-Daily news

-Syllable, word, phrase, sentence
-Daily news

-Reading sentences
-Reading text messages.

-Reading comprehension and answering questions.
-ASEAN

-Words
-Methaphors

-Thai Festival; Loy Kratong

-Words that spell with “บรร บัน รร”
-Daily News
-Character ”Gaa Run” -Moral Folk Tales - 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/growt
แบบเรียนภาษาไทย ป.5 สนพ.อจท
หนังสือเรียนภาษาพาที ป.5 ศึกษาภัณฑ์พาณิชย์
แบบฝึกทักษะส่งเสริมการอ่านออกเขียนได้ 4 สนพ.พว
อินเตอร์เน็ต ยูทูป
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Y6Art Ralph Gideon DoronPupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.Orientation & Review on Figure Drawing // Diagnostic (Hand Drawing)Elements & Principles of ArtElements & Principles of ArtCollage (Rhythm)Movement/Rhythm in other mediaRecord action sequence & facial expression (Photography)Flip book (Paper or software)Expressionism (Study)Expressionism (application)Expressionism (application)Expressionism (application)Expressionism (critiquing)Expressionism (presentation)TBAPossible integration with History (art history)Students will be able to broaden their world-view by creating artworks inspired by arts of different cultures and historic periods and effectively articulating the meaning using the English language.Students will value being self-confident, self-driven, critical thinkers, creative and innovative in creating their works of art.Students will be able to act mainly as artists and researchers which will help them grow holistically.google images and videos, articles, and books.Students may sometimes be asked to bring materials at least 3 days before the activity date.
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Y6MathsChristian 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 in fractions and decimals
2. Know what each digit represents in whole numbers up to a million
3. Know what each digit represents in one-and two-place decimal numbers
4. Multiply and divide whole numbers from 1 to 10 000 by 10, 100 or 1 000
Continuation5. Multiply and divide decimals by 10 or 100
6. Find factors of two-digit numbers
7. Find common multiples
8. Round whole numbers to the nearest 10, 100 or 1 000
9. Round a number with two decimal places to the nearest tenth or to the nearest whole number
10. Make and justify estimates and approximations of large numbers
11. Order and compare positive numbers to one million, and negative integers to an appropriate level
12. Use the >, < and = signs correctly
13. Estimate where four-digit numbers lie on an empty 0-10 000 line
14. Order numbers with up to two decimal places
15. Recognise and extend number sequences
16. Recognise and use decimals with up to three places in the context of measurement
17. Recognise odd and even numbers and multiples of 5, 10, 25, 50 and 100 up to 1 000
18. Make general statement about sums, differences and multiples of odd and even numbers
19. Recognise prime numbers up to 20 and find all prime numbers less than 100
20. Recognise the historical origins of our number system and begin to understand how it developed
21. Compare fractions with the same denominator and related denominators
22. Recognise equivalence between fractions
23. Recognise and use equivalence between decimal and fraction forms
24. Order mixed numbers and place between whole numbers on a number line
25. Change on improper to mixed number and vice-versa
26. Reduce fractions to their simplest form
27. Begin to convert a vulgar fraction to a decimal fraction using division
28. Understand percentage as parts in every 100 and express some unit fractions as percentages
29. Find simple percentages of shapes and whole numbers
30. Solve simple problems involving ratio and direct proportion
31. Recall addition and subtraction facts for numbers to 20 and pairs of one-place decimals with a total of 1 32. Derive quickly pairs of one-place decimals totaling 10 33. Know and apply tests of divisibility by 2, 4, 5, 10, 25 and 10034. Use place value and number facts to add or subtract two-digit whole numbers and to add or subtract three-digit multiples of 10 and pairs of decimals 35. Add/Subtract near multiples of one when adding numbers with one decimal place 36. Add/Subtract a near multiple of 10, 100 or 1 000, or a near whole unit of money37. Use place value and multiplication facts to multiply/divide mentally 38. Multiply pairs of multiples of 10 or multiples of 10 and 100 39. Divide two-digit numbers by single-digit numbers, including leaving a remainderFour 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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Y6ScienceJoy MelocotonesStudents can identify weight as a force and measure forces using a forecemeter; recognize that when light is blocked a shadow is formed; recognize conventional symbols for some electrical components. Draw and create different models of circuit.Reflection; PreparationAdvantages and disadvantages of Mains and Batteries; What Is Electrical Conductor? What is Electrical Insulator? Good Electrical Conductors/Good Electrical InsulatorsRepresent series circuits with drawings and conventional
symbols.
Simple Circuit/Series Circuits/ Parallel CircuitsSeries Circuit/Parallel CircuitCompletion of Project (Different Models)Different Types of ForcesDifferent ForcesMeasuring ForcesHow We see Things - ShadowHow We See Things - ReflectionHow We See Things - LightsRevisionPractical tests, Short written tests(Critical thinking), InvestigationsDifferent skills will be applied during this term such as strengthening creativity that can be integrated with Arts subjects. Measuring forces and dealing with numbers are also expected in this course. It can also be combined with Literacy, the use of scientific language. Students can identify weight as a force and measure forces using a forecemeter; recognize that when light is blocked a shadow is formed; recognize conventional symbols for some electrical components. Draw and create different models of circuit.Teamwork and collaboration of ideas will be this term's theme. Students are able to build camaraderie by helping to solve a problem and making new things. As they complete tasks, students will strengthen their self-confidence.

The course will help them develop their critical thinking skills and build research skills. Terry Jennings; Oxford University, Science Success 4, Exploring Science 6, Cambridge Primary Science, Science Smart Textbook
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Y7HistoryMaria Pante1. know and understand the history of the Middle Ages and how it shaped and influenced people’s lives in the world
2. understand historical concepts in order to create their own structured accounts
3. understand the methods of historical enquiry, and discern how and why contrasting arguments and interpretations of the past have been constructed
I. Unit 1: Introductory Unit - What's it all about?II. Unit 6: What were the achievements of the Islamic states 600 - 1600?
A. What is Islam
B. How did the world of the Middle East Change during the Life of the Prophet Muhammad and the First Four Caliphs
B. How did the world of the Middle East Change during the Life of the Prophet Muhammad and the First Four CaliphsB. How did the world of the Middle East Change during the life of the Prophet Muhammad and the first four caliphsC. Welcome to Baghdad – Center of the Islamic Empire
D. Islamic Thinking – Maths and Science
D. Islamic Thinking – Maths and ScienceII. Unit 6: What were the achievements of the Islamic states 600 - 1600? E. The Byzantine Empire
1. Byzantine Foundations
2. Justinian’s Rule
3. Byzantine Religion
4. Byzantine Life
5. Byzantine Art and Learning
6. Decline and Fall of the Byzantine EmpireRevision WeekUnit 1: What is it all about? Unit 6: Islamic and Byzantine Empire1. Short Quizzes
a. Sept 7/8 : Quiz 1.1: Islam and Islamic Empire (Pen and Paper)
b. Sept 18: Quiz 1.2: Baghdad and Islamic Thinking (Pen and Paper)
2. Long tests
a. Sept 25: Long test: Unit 6: What were the achievements of the Islamic states 6 - 1600 (Pen and Paper)
b. Oct 16: Long test: Byzantine Empire (Pen and Paper)
c. Nov 2/3: Long test: Byzantine Culture
3. Projects
Oct 19/20: Project Presentation (Mosaic Art)
4. Blog Posts
from time to time, the teacher will be asking them to reflect on several questions that are related to the content of their course and their everyday life as an individual. using what they have learned and their experiences they will be completing a three paragraph blog post.
English - students will be asked to write reflection blog posts on different topics in history in which can be seen happening in their own lives. Lessons on grammar and writing can use this activity to practice what they have learned from their classes.

Art - students will be building a mosaic art that shows the importance of learning history. in this activity, students can apply the concepts and skills that they have learned from their art classes to create their own piece and interpretation using the art form assigned to them

PSHE- one of the values that will be highlighted by this unit is the importance of unity in order to achieve a goal.
Learners will be evaluating and analyzing how one event in a country can affect its neighboring countries by looking at past events in relation to contemporary events through class discussions, group work, or reflection papers.
Learners will realize how culturally different people are all over the world and how they can use this realization of diversity in unifying the people as citizens of this world by taking a stand on specific issues.


P - Pioneering
Learners will create possible solutions to problems of the world and their own localities, that are rooted in history

S - Scholars
Learners will be using both primary and secondary evidences in assessing a historical events to have a better view of what had happened in the past. Students will be taking a stand on certain issues in history by incorporating their own values as a person.
Heinemann History Scheme: Life in Medieval Times
For the list of learning resources you may visit https://sites.google.com/ips.ac.th/y7medievalhistory/home
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Y7Thai Language and Culture Ms. Sirirat Roaj-assawachai (T.Ann)-Students will study foundation of integrated Thai language to enhance their reading, writing, speaking skills achieving higher level gradually.
-Students will learn the important of speaking in variety setting; formal and informal as well as the gathering process of information/thoughts, how to present their speech properly.
-Students will learn and familiarize with Thai etiquette, traditional culture and also being respectful to others and environment.
-Students will study variety of Thai metaphors, idioms and be able to apply in daily life.
-Students will study the democracy way of living and implementing practices in classroom project and school campaign.
Unit 1
-Imaginative writing; pre-test checking writing and speaking ability.
-Integrated Thai language; reading, writing, speaking, listening skills.
Unit 1-2
-Integrated Thai language; reading, writing, speaking, listening skills.
-Review vocabulary learned (Word Chain Game).
Unit 3
-Presenting Speech; information/thoughts gathering, ordering of information, proper presentation.
Unit 4
-Thai etiquette; proper “Wai”, attire, hosting.
Unit 4-5
-Thai etiquette; proper “Wai”, attire, hosting.
-Reading comprehension, analytical thinking, sharing opinion.
Unit 6-7 -Vocabulary building, composing sentences (Syntax, meaning). -Reading comprehension, analytical thinking, sharing opinion.Unit 8-10 -Communication and listening skill (Charade Game). -Vocabulary building, composing sentences (Syntax, meaning). -Imaginative writing (Composing story game).Unit 11 -Thai metaphors and idioms; meaning and applying them in correct setting.Unit 12
-Thai Festival; Loy Kratong
Unit 13
-Reading comprehension, analytical thinking, writing summary.
Unit 14 -Democracy way of living. Unit 15-16 -Vocabulary building, composing sentences (Syntax, meaning). -Reading comprehension, vocabulary building, writing paragraph. Unit 16 -Reading comprehension, vocabulary building, writing paragraph. -Reviewing content -ExaminationIntegrated Thai language will be assessed vary depending on units of learning.

Formal assessment;
-Presentation (fluency, grammar, tone of voice)
-Group contribution (cooperation, process, opinion/thoughts, responsibility)
-Test score (spelling, multiple choice)
-Project (pattern/style, language/grammar, content)
-Role play (creativity, confidence, props, cooperation)

Informal assessment;
-Observing class participation
-Examining homework
-Asking questions to recheck their understanding
Some practical activities are mostly integrated with Arts 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
-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
-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 level 5, Director Peerayod Boonpeng
-Thai Civic Book (Y7), Ministry of Education
-Thai Reading, Pasaphatee (Y6), Ministry of Education
-Dictionary, Education Department, IQ Plus
-Internet; youtube, Thai distant learning plan
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Y7FrenchT YannickThe initial unit introduces students to the aspects of French language and the French speaking world, including opportunity to get used to French sounds. It is intended to whet the students ‘appetite and to draw on their own experience and knowledge. It also provides preliminary guidance in how to use the course book. How to use key language to express what they want to say, how to keep a record of vocab, how to understand and use classroom language and how to find their way around the course book.
In the second unit students describe themselves and others in terms of physical appearance and personality. To this they learn and use a range of adjective, both regular and irregular, supported by the verbs avoir and etre. Students understand the underlying of the structure sentence they use in term of the meaning and function of high-frequency words, word order and the use of the redundant les. Students learn how to use the glossary to look up the meaning of new words. Students demonstrate their learning by adapting texts for their own spoken/written work by responding to a range of prompts in order to produce sentences and short descriptive paragraphs.

Gain awareness of foreign languages. Say what languages you speak and discriminate between English and French
Accumulate and apply a stock language words fit the classroom
Reading and pronouncing
Develop strategies to understand a simple text
Gain cultural awareness, French language, places and people, record vocab effectively, recognize gender, recognize cognates and near cognatesAccumulate and apply a stock of words for language learning and classroom talk, understand instructions and follow speech of different kinds in different contexts.Develop the ability to follow instructions in the textbook, find your way around the course bookRecognize je and tu forms, respond to instructions, questions. Contribute to spontaneous talk in target languageRevisions and assessmentsTalk about brothers and sisters, how many you have, names, ages, adapt text to give your own details, revise numbers0-31, develop knowledge of sound spelling linksTalk about family, giving names and ages, count to 69, recognize and use French accents, use mon, ma ,mesDescribe your own and someone else’s character, learn some regular and irregular adjectives to describe personality, understand when to make adjectives agreements, read text aloudDescribe your own and someone else’s character, learn some regular and irregular adjectives to describe personality, understand when to make adjectives agreements, read text aloudAsk what someone looks like, say what you look like and describe what someone else looks like. Understand the importance of high frequency wordsRevisionsRevisionsContinuous 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.Equipe Nouvelle 1
Workbook equipe nouvelle 1
Cds
Internet

Gain awareness of foreign languages, say what language you speak, discriminate between English and French. Adapt simple sentences to communicate personal information
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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Y7CHEMISTRYSAMUEL OLUBUNMI1. Outline how the particle theory of matter explains the properties of solid, liquid
and gases. Including changing of states.
2. Distinguish between metals and non-metals and describe everyday materials
with their properties.
3.To make a careful observation of an experiment and discuss the observations
Introduction to matter and materials around us - Why matter matters.Properties of the states of matter and their particle arraugements.Changes in states of matter using the particle theory explanations.Matter /materials are made up of elements.Metals -Properties.Properties of nonmetalsProperties of materials .Investigating the solubility of different materialsProperty profilesGrouping materials according to their properties.Revisions on matter and materials.Revision and examinations.1st Assessment—4th – 8th, September, 2017.(Structured questions and MCQ)
2nd Assessment –2nd – 5th, October, 2017. ''
3rd Assessment—30th Oct- 3rd, November, 2017. ''
Final Terminal Examination 10th – 17th, November, 2017
English Language:
● Students would often be engaged in continuous writing to explain concepts
and ideas about the materials around us and why matter matters..
● They would undertake reading and comprehensions of difficult words
being used in our discussion about matter and materials.
Mathematics
● Students would be engaged with some basic calculations in the course.
● Students would also 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.
Biology
• Students would be listing some living things as living matter occupying
space relate them to being made of elements.
Physics
• Students would be engaged in some measuring of liquid and solids ice to
explain the particle theory of matter.
● Students would be required to use team work and collaboration to find out
and learn about the materials in our world and carry out investigations about
matter together , respecting the views of others when decision is to be
taken.
● 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 (Cambridge Checkpoint Science Bk. 7 & Workbook)
science videos, power point presentations, online resources , worksheets
and OHP images.
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Y7geographyMaria Pante1. develop contextual knowledge on how to locate 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

2. develop competency in 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.
I. Subject Orientation
II. Unit Orientation: Unit 1 It's Geography
A. Hey you over there
B. Our Planet: always changing
C. Your Place on the Planet
D. It’s all Geography III. Unit Orientation: Making and Mapping connections
A. Making Connections
B. Project Making
C. A Plan of Walter’s room
D. Your mental maps
E. Real Maps
E. Real MapsF. Using Grid references F. How farF. How Far
G. Ordnance Survey Map
G. Ordnance Survey Map
H. Which Direction
H. Which Direction I. How HighRevisionUnit 1: It's Geography Unit 2: Making and Mapping ConnectionsA. Project
1. Aug 23/25: My Place on this Earth: Creative Individual Output
2. Oct 18: Thailand Mental Map : Creative Group Output

B. Unit test
1. Aug 30/ Sept 1: Unit 1: It's Geography pen and paper assessment

C. Short Quiz
1. Sept 20/22: Quiz 1.1 Topics 2.2 and 2.3 pen and paper assessment
2. Oct 3/4: Quiz 1.2 Topics 2.4 and 2.5
3. Nov 1: Quiz 1.3: Topics

D. Long Test
1. Nov 7: LT 1.1: Topics 2.6 - 2.9 pen and paper assessment
History: Geography is about gathering sources and interpretation, which is a skill that is also being developed in history classes. In geography class, they will be asked to study, research, and immerse themselves in their own localities and produce a visual representation of their field work.

Art: In this term, students will be dealing about space in making their maps, which is one of the skills that is taught is art, on how to use space effectively and efficiently.

Math: Students this term will be dealing with maps that uses scales, units of measurements, grids and graphs, and number lines. All these concepts are learned in their math classes and students will be applying these things to study, understand, and make their own maps.
Knowing one's place on this world helps learners to appreciate how connected each one in the whole world. Being internationally minded means you affirm and appreciate human and environmental interdependence, thus making one reflective of their own actions and decisions.Pioneers are synonymous to being an explorer. For this term in geography, students will be asked to explore their own areas equipped with the knowledge that they have mastered. Geography classes will ask students to gather sources, interpret them and communicate them to an audience. Skills that a scholarly student must have.textbook: Geog.1
visit: https://sites.google.com/ips.ac.th/geoy7withteachermaria/home for other recommended sources and materials
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Y7Chinese MandarinShi MaoweiTo develop listening, speaking, reading and writing skills in accordance with expectation of IGCSE framework for Mandarin Chinese.Lesson1 Countries , Languages 1.1Lesson1 Countries , Languages 1.2Lesson2 Subjects of Study 2.1 Lesson 2 Subjects of Study 2.2Lesson3 Making Phone Calls 3.1Lesson 3 Making Phone Calls 3.2Review and Test L1-L3Lesson4 Weather4.1Lesson 4 Weather4.2Lesson5 Seasons 5.1Lesson5 Seasons 5.2Lesson6 Sickness ( Reviews )AssessmentsReview 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.
Easy Steps to Chinese 2 class 123 and Maobao relative to reading
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Y7MusicNora 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: Making Music - Fun with Music SymbolsNote DurationRest DurationUnit 2 : Metrical Patterns - Measure & Time SignatureConducting PatternsMusic ScaleKnow Your IntervalsUnit 3: Fun With Reading Music - Solfege & HandsignsVocal & Instrumental MusicMelody & FormPentatonic & Melodic Form of MusicUnits 1, 2, & 3Mid - 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- - - - - - - - - - - - - - - - - - -
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Y7ICTJonathan MauleonIn this term, the students will learn how to use the most popular word processing program in the market right now. In the beginning the students will learn the basic components of computers(hardware/software) and the basic features of MS Word. Then the students will learn how to change fonts, shapes, paragraphs, pictures, graphs, diagrams, and tables. Students will make many different documents like timetables, web pages and letters. In the end of the semester, students will be making their own documents without the help of the teacher.Introduction
-Introduction to Computers
-Hardware and Software
Introduction
-Introduction to Computers
-Hardware and Software
Internet
-Internet
-Browsers
-Search Engines
-E-mail
Introduction to MS Word
-Components of MS Word
-Creating a new document
-Working with files and shortcut keys
When I grow up
-Text and font size
-Page Layout
-Insert pic using clip art, Copy/Paste
-Header/Footer
-Style your fonts and photos
My memories
-Proper use of text formatting. Press Tab and Text Align
Signs
-Page formatting
-Page Size
-Margins
Countries of the world
-Borders
-Bullets and Numbering
-Line Spacing
Animal Kingdom
-Style sheets
Matching Game
-Shapes
-Grouping
Invitation - Mail mergeCatch up - Previous workCatch up - Previous workStudents will be assessed in every class through assignments and activities
Final assessment: November 10-17
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.

Apply ICT to real-world situations when solving problems and carrying out a range of tasks and inquiries
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 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 level thinking skills
-Being truthful
-Reflecting on their learning and identifying ares of strength and growth
Shelly Cashman series: Microsoft Word 2010
Presentaions
Active Board
Internet
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Y7Thai for BeginnersPattawan Panchai- นักเรียนสามารถใช้กระบวนการอ่านสร้างความรู้เพื่อนำไปใช้ตัดสินใจ แก้ปัญหาในการดำเนินชีวิต
- นักเรียนสามารถใช้กระบวนการเขียน เขียนเรื่องราวในรูปแบบต่างๆ
- นักเรียนสามารถเลือกฟังและดูอย่างมีวิจารณญาณ และพูดแสดงความรู้ ความคิด และความรู้สึกในโอกาสต่างๆ
- นักเรียนสามารถเข้าใจหลักภาษาไทย
- นักเรียนสามารถเข้าใจและแสดงความคิดเห็นต่อวรรณคดีและวรรณกรรมไทยอย่างเห็นคุณค่าและนำมาประยุกต์ใช้ในชีวิตจริง
unit 1/1 - "แรกพบและแบบทดสอบก่อนเรียน"unit 1/2 - มาตราตัวสะกดunit 1/3 - การประสมคำ
- การอ่านออกเสียงบทประพันธ์
- คัดลายมือ
unit 1/4 - มารยาทในการฟัง ดู และพูด
- แบบทดสอบบทที่ 1
ีืunit 2/1 - วรรณกรรม “สิงโตเจ้าปัญหา”unit 2/2 - อักษรควบ
- อักษรนำ
unit 2/3 - การเขียนรายงานunit 2/4 - การพูดรายงาน
- แบบทดสอบบทที่ 2
unit 3/1 - งานลอยกระทงและการละเล่นไทยunit 3/2 - การผันวรรณยุกต์
- คำเป็น คำตาย
unit 3/3 - การอ่าน - การตั้งคำถามและตอบคำถามunit 3/4 - ข้อควรปฏิบัติในการใช้ห้องสมุด - แบบทดสอบบทที่ 3- ทบทวนเนื้อหาการเรียน - สอบการประเมินชิ้นงาน
การอ่านออกเสียง
การพูดนำเสนองาน
การเขียนต่างๆ
การทำงานเป็นกลุ่ม
แบบทดสอบ
Some practical activities can be integrated with Arts, Music and History 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
- Being self-confident
- Thinking critically
- Creative
- Being academically excellent
- Being lifelong learners
- Acquiring research skills
- หลักภาษาไทย, กำชัย ทองหล่อ
- บรรทัดฐานภาษาไทย เล่ม 1, สถาบันภาษาไทย
- ภาษาไทย หลักภาษาและการใช้ภาษา ระดับชั้นประถมศึกษาปีที่ 4, อักษรเจริญทัศน์
- แบบฝึกหัดภาษาไทย หลักภาษาและการใช้ภาษา ระดับชั้นประถมศึกษาปีที่ 4, อักษรเจริญทัศน์
*หมายเหตุ วรรณกรรมต่างๆ อาจเปลี่ยนแปลงตามความเหมาะสมและความสนใจของผู้เรียน
72
Y7EnglishDominic JamesDemonstrate understanding of explicit meaning in texts - Extract the main points and relevant information from a text or IT source, using a range of strategies such as skimming and scanning.
Comment on a writer’s use of language, demonstrating an understanding
of the implications of their use of vocabulary.
Use the terms ‘image’, ‘simile’, ‘metaphor’, ‘onomatopoeia’, ‘setting’ and
‘genre’ in discussion about texts.
Holes Introduction - Key questions. Students to read the chapter and will be guided by key questions to aid their reading.
- Introduce students to using Grammarly, Vocabulary.com and Google Classroom.
Chapter 1 & 2 Holes - Camp Green Lake: Research skills. Finding out the location - What is it like?
CIE chapter 1 - Factual writing - Reading factual information.
Students create two pieces of factual writing.
Homework task - Exercise 1
Chapter 2 Holes - Written task.
CIE chapter 1 - Factual writing - Exercise 2 Pompeii (Qs 1-3)
Writing task - Page 12 activity and extended activity.
CIE chapter 1 - Factual writing - examples on page 13-17. We will be examining the use of language within the writing.
Students to prepare a piece of factual writing based on their preferred holiday destination.
Holes chapter 4
CIE chapter 1 - Key skills - Parts of speech. Looking at nouns and being able to identify the different type of nouns.
Tasks - Identify the list of nouns in a piece of text.
Verbs - Identify what verbs are and their use in a piece of text. (Transitive/intransitive, subject, object, complement etc.)
Sentence structure - forming basic and complex sentences.
Holes chapter 5 & 6
Chapter 1 - Designing complex sentences.
Punctuation (This will link to the reading of Holes). The use of full stops. Task for students (discovery learning) - Read an example text. Identify where the full stops and capital letters should be.
Holes chapter 7
Chapter 2 - Reading for pleasure
Autobiography - Who writes autobiographies? Why are they written?
Holes chapter 8
Chapter 2 - designing your own autobiography. Topic - Write an article entitled 'When I Was Younger' for a magazine aimed at people in your own age group.

Holes chapter 9
Key skills - Pronouns, adjectives, adverbs, prepositions, conjunctions etc.

Holes chapter 10
Chapter 3 Descriptive writing page 41
How to make writing more effective by including detailed descriptions of people and places.
Holes chapter 11.
Page 46 - reading for pleasure. Hard times by Charles Dickens + My family and Other Animals (Gerald Durrell). Look at the use of similies and metaphors. How this can influence our writing skills.Non fiction - Reading (Chapter 4 + 5) Non fiction.Revision for checkpoint exams.Students will have some form of assessment throughout the term including homework tasks and in-class activities.
We will also be introducing students to the checkpoint exams and exposing them to the types of questions they will be asked. We will work on techniques for answering these exam-style questions in class and for homework.
October 9-12 - Checkpoint questions for homework - this will introduce students to the questions asked in the examinations.
Students will be exposed to language and techniques that can be applied across the curriculum. They will learn how to summarize long texts which can be a valuable technique in any subject area. The subject will also encourage them to use reading techniques such as 'gist' in order to digest the information. This is also a valuable technique that can be used in any subject. Students will be immersed in the English Language and discover its uses throughout the world. They will become internationally minded through the literature presented in the term.Students will discover how to find solutions to their problems within the subject. Peer collaboration throughout the term will be key in succeeding in English.Students will learn to evaluate their own work and identify strengths and weaknesses so that they can improve their work throughout the year.The shared reading book will be 'Holes'.
The textbook being used is 'Checkpoint 1 English' from CIE.
73
Y7Thai for BeginnersMs. Pattawan Panchai- Students engage in conversations, obtain and provide information, express feelings, and exchange opinions in Thai.
- Students demonstrate an understanding of the similarities and differences between the Thai culture and the students’ cultures, and apply themselves appropriately with the Thai cultural practices.
- Students use English or the school primary language to communicate their knowledge and understanding of Thai culture, Thai society, Thai literature, Thai traditional practices in different regions, and participate in Thai cultural activities appropriately.
Unit 1 - Short story “I don’t want to be a buffalo”Unit 1 - Final consonant Unit 1 - Compounding words
- Reading Thai Poetry
- Handwriting practice
Unit 1 - Manners in listening, watching and speaking
- Test unit 1
Unit 2 - Short story “Grumpy lion”Unit 2 - Cluster consonants
- Leading consonants
Unit 2 - Report writing Unit 2 - Report speaking
- Unit 2 test
Unit 3 - Loy Kra Tong festivalUnit 3 - TonesUnit 3 - How to read properly - Asking questions and answers Unit 3 - How to use the library - Unit 3 test- Reviewing content - 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).
• 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)
• 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 are mostly integrated with Arts, Music 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.
- 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.
- Being self-confident
- Thinking critically
- Creative
- Being academically excellent
- Being lifelong learners
- Acquiring research skills
- Thai Grammar, Khamchai Tonglor
- Thai Fundamental 1, Thai Language Institute
- Thai Language: Thai Grammar and Using Thai Language (4), Aksorncharoentat
- Thai workbook (4), Aksorncharoentat
All literatures are subject to change depending on students' abilities and interests.
74
Y7PSHEArianne Joy CastilloTo equip students with knowledge, skills and attributes to make the most of changing opportunities in learning and in work; and to help students embrace change, feel positive of who they are and enjoy healthy, safe, responsible and fulfilled lives.Welcome back – beginning of PSHE and discussion of goals for the year Self-exploration, recognise strengths, achievements, and weaknesses; how they relate to future optionsSelf-exploration, recognise strengths, achievements, and weaknesses; how they relate to future optionsMental and emotional health, managing growth and changes of growing upMental and emotional health, managing growth and changes of growing upQualities and behaviours in different relationships, peer approval and influencesSafe and responsible use of ICTSafe and responsible use of ICTSetting realistic and challenging personal goals, diversity among people, discrimination and stereotypingSetting realistic and challenging personal goals, diversity among people, discrimination and stereotypingTerm breakTermly reflection, addressing changes made and goals set for Term 2 Your 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 when you reach Key Stages 4 & 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 also 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 great importance to school and other academic related works.PSHE notebook and personal portfolio
75
Y7PhysicsBasaveshwariahLearn the names of lab equipment, know how to use them.
Identify what hazard symbols mean.
Use SI units/other units of measurement to measure length, mass and time.
Describe that friction is force opposes the motion of one object over another object in contact with it.
Science and scientistsScience and scientistsScientific equipmentGeneral laboratory apparatusScience activitiesScience activitiesSafety in the science laboratoryMeasurementsMeasurementsForces and motionForces and motionForces and motionForces and motionSummative assessment- November 10th -17th 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.Checkpoint Science 1-Peter D Ridley
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Y8Thai Language and CultureMs. Sirirat Roaj-assawachai (T. Ann)-Students will study foundation of integrated Thai language to enhance their reading, writing, speaking skills achieving higher level gradually.
-Students will read verse and prose to expand vocabulary, and detect meaning as well as the structure of story; 5W 1H, main event of story, outcome at the end, what they have learned from it and how can they apply this lesson to their life.
-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 information from various media, processing/discuss them with peers/teacher and share their opinion in form of writing and speaking.
-Students will study variety of Thai metaphors, idioms and be able to apply in daily life.
-Students will study Thai heritage; culture, games, festival, the way of living and help preserving them.
Unit 1-2 -Imaginative writing; pre-test checking writing and speaking ability.
-Review vocabulary learned (Word Chain Game).
Unit 3 -Integrated Thai language; reading, writing, speaking, listening skills.Unit 3-4 -Integrated Thai language; reading, writing, speaking, listening skills.
-“Literature Fan Club”, MOE reading book; integrated Thai language.
Unit 4-5 -“Literature Fan Club”, MOE reading book; integrated Thai language.
-Communication and listening skill (Charade Game).
Unit 6 -King Bhumibol Adulyadej’s speechUnit 7-8 -Vocabulary building, composing sentences (Syntax, meaning).
-“Rabies” reading comprehension; analyze and share
opinion/experience.
Unit 9 -Thai metaphors and idioms; meaning and applying them in correct
setting.
Unit 10-11 -Imaginative writing (Composing story game).
-Vocabulary building, composing sentences (Syntax, meaning).
Unit 12-13 -“No drunk driving” reading interpretation; analyze, share opinion.
-Preserving culture.
Unit 13-14 -Preserving culture
-Thai Festival; Loy Kratong
Unit 15 -Vocabulary building, composing sentences (Syntax, meaning).Unit 16 -Vocabulary building, composing sentences (Syntax, meaning).-Reviewing content -ExaminationIntegrated Thai subject will be assessed vary depending on units of learning.

Formal assessment;
-Structured mind map (sequence of event periodically, main idea, words selection, grammar, space, neatness)
-Presentation (content, eye contact, tone of voice, supporting evidence, preparation, able to answer audience questions)
-Group contribution (cooperation, process, opinion/thoughts, responsibility)
-Test score (spelling, multiple choice)
-Role play (creativity, confidence, props, cooperation)

Informal assessment;
-Observing class participation
-Examining homework/note
-Asking questions to recheck their understanding
Some practical activities can be integrated with Arts 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
• Thinking critically
• Solving problems
• Exploiting opportunities
• Being academically excellent
• Being lifelong learners
• Acquiring research skills
• Thinking critically and using higher-level thinking skills
• Being truthful
• Youtube, Media from Ministry of Culture
• Thai Civic Book (Y7), Ministry of Education
• Workbook, Secondary Education District 33, Ministry of Education
• Wannakadee Lumnum Book (Y7), Ministry of Education
• Dictionary, Education Department, IQ Plus
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Y8GeographyMaria PanteA. develop contextual knowledge of the location of London, Brazil and Thailand - including their defining physical (i.e. coasts and ecosytem) characteristics and how these provide a geographical context for understanding the actions of processes;
B. understand the processes that give rise to key physical features of the world (i.e. population), how it is interdependent and how they bring about spatial variation and change over time; and
C. are competent in the geographical skills needed to: interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS) and communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length
I. Subject Orientation
A. Students and teachers expectations
B. Term Project: Eco Story Book
II. Unit 2: Coasts (Introduction)
A. Waves and Tides
B. The waves at work
II. Unit 2: Coasts
C. Landforms created by the waves
D. The coast and us
III. Unit 9: London Your Capital City
A. What’s London like
II. Unit 2: Coasts
E. Your Holiday in Newquay
II. Unit 2: Coasts
F. How long can Happisburgh hang on?
G. The war against the sea
H. Defend or Let go?
IV. Unit 4: IntroductionIV. Unit 2: CoastsIV. Unit 4: Ecosystem
4.1 Climate and ecosystem
4.2 The Tropical Rainforest
IV. Unit 4: Ecosystem
4.2: the Tropical rainforest
V. Oi! Brazil
8.8 Brazil’s rainforest
IV. Unit 4: Ecosystem
4.3: What are we doing with our rainforest
V. Oi! Brazil 8.9: The challenges facing Brazil Revision weekUnit 2: Coasts, Unit 4: Ecosystem, Unit 8: Oi! Brazin and Unit 9: London, your capital cityA. Quizzes
1. Sept 1: Quiz 1.1: Topics (Unit 2.1-2.3) pen and paper assessment
2. Sept 18: Quiz 1.2: Topics (Unit 2.4, 2.7, 9.2) pen and paper assessment

B. Unit test
1. Sept 27/28: Unit Test 1.1: Topic (Unit 2: Coasts) pen and paper assessment

C. Project
1. Oct 18/19: Eco Story Book Presentation: group creative output assessment

D. Long Test
1. Nov 3: Rainforest and Brazil's rainforest: pen and paper assessment

Homework, Classwork, Blog Entries
English classes: From time to time, students will be composing a reflection paper on issues that we will be discussing in class. They will also be building a story books that shows the beauty and problems that are threatening our ecosystem. These story books will be presented to a student audience as well. In these compositions and outputs, students can practice the skills in writing and public speaking that they have learned from their English classes.

For ICT because this is a blog, the class can also look at teaching how to make online blogs, the do’s and don’t in using social media platforms.
Several examples and issues from other countries such as Brazil, Great Britain, and Thailand will be given to students to get a world view of our environment. In line with that, environmental issues that concerns the ecosystems that are being experienced by these countries will also be presented so that students will realize that the problems are not only specifically happening in one country but our small actions affect the whole world.Students will be asked to pick an environmental problem that is being experienced by their assigned ecosystem and they would try to think of their resolution that they could suggest to solve this problem through a creative workThey would have a deeper understanding of how man is interrelated to his or her surroundings.Textbook geog.2
Visist the link for other materials to be used in class https://sites.google.com/ips.ac.th/geoy8withteachermaria/home
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Y8Chinese Mandarin hsk2 levelShi MaoweiTo develop listening, speaking, reading and writing skills in accordance with expectation of IGCSE framework for Mandarin Chinese.Lesson7 Hobby (1) Music 1.1Lesson 7 Hobby (1) Music 1.2Lesson 8 Hobby (2) Sports 2.1Lesson 8 Hobby (2)Sports 2.2Lesson 9 Hobby (3) Dance 3.1Lesson 9 Hobby (3) Dance 3.2Revison Test L7 to L9Lesson 10 Vegetables and Fruits 1.1Lesson10 Vegetables and Fruits 1.2Lesson11 Tree Meals a Day 1.1Lesson 11 Tree Meals a Day 1.2Lesson 12 Eating out 1.1 and Review AssessmentsTest L7 to L9 for 25-29 September
Speaking Test for 6-10 November
Writing and Reading Test for 13-17 November
for Chinese Practice , I would Like to design different kinds of activities to maximum their abilities. For Instance , Practice Chinese Characters linking to Painting Art. To develop listening, speaking, reading and writing skills in accordance with expectation of IGCSE framework for Mandarin Chinese 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. Easy Steps to Chinese App class123 and Chair Mao relative to topics
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Y8FrenchT YannickUnderstand 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
Revise how to introduce and describe yourself and others, say nationality, revise how to ask questions, revise the present tense of etre, revise sound spelling links p.6-7Describe clothes and colours, say what you’re wearing and what your favourite clothes are, revise gender, adjectival agreement and position, revise the present tense of avoir, revise how to pronouns new words p8-9Talk about the types of clothes you like, say what you think about clothes using parce que, revise present en er verbs, pronounce the sound un/uneSay what you wear for different occasions and in different weather, revise going to revise places using aller+prepositions+place. Revise weather, use connectives in longer sentences p12-13Develop listening and reading skills via soap story based on the language of the unit p14-15
Describe yourself and someone else in more detail, understand and use comparatives adjectives, unit review, assessments
Name parts of the body, revise masculine, feminine and plural forms, use exclamations and sound French, use dictionary to help with grammar and spelling p20-21Ask someone what’s wrong, say where it hurts, say how you feel and what is wrong with you, understand that you can’t always translate literally p.22-23Say what is good or bad for your health, understand and give basic advice on healthy living using imperative, say you agree and disagree, revise negatives p.24-45Understand and describe what someone did to be healthy and use it as a source for own writing, use the perfect tense, revise accents and pronunciation p26-27Develop listening skills via sopa story based based on the language of the unit, develop ability to regonize and use features that add authenticity and expression to written texts p.28-29Develop the use of plural forms of perfect tense verbs, research and write about famous French sport personality p.30Unit 1 and 2 revisions and assessmentsContinuous assessments in 4 domains (reading, writing, speaking, listening)
Maths, geography, music, PE, Art
Learn 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.Students’s book 2
Encore 2 workbook
Cds, youtube, games such as monopoly, taxi, qui est ce, ni oui ni non
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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Y8MusicNora 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: The Elements of Music - All About Symbols Notes & Rest DurationThe Pyramid of Notes and RestsThe Grand Staff & Clefs Unit 2: Structure of Melody - Pitch Name & Sofa SyllablesRhythm & Time SignatureSharp, Flats, & NaturalsUnit 3: Music Scale & Extension Lines - The Scale & The OctaveSteps & AccidentalsDots & TiesLedger LinesUnits 1, 2, & 3 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 - - - - - - - - - - - - - - - - - - - - - - - -
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Y8BiologySamuel Olubunmi1. Explore how plants need carbon dioxide, water and light for photosynthesis in
order to make biomass and oxygen.
2. Identify the constituents of a balanced diet and the functions of various
nutrients.
3. Understand the relationship between diet and fitness
4. Recognize the organs of the alimentary canal and know their functions
5. Understand the function of enzymes as biological catalysts in breaking down
food to simple chemicals.
Photosynthesis and starch test on leave.Effect of Carbon dioxide in photosynthesis.Oxygen production in plantsEffect of light on starch production.Transport of water through plant to leavePlant biomass and Minerals for plants growth.Roles of different mineral elements in plantsNutrients in our food and their functionsNeed for balanced diet and Food testsFood nutrients, Enzymes and DigestionHuman Digestive System- Structure and FunctionsProcess of digestion of Carbohydrate and ProteinRevisions and Examinations1ST 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 about nutrition and food.
● They will undertake reading and comprehensions with difficult words being
discussed.
Mathematics
● Students would be engaged with some basic calculations in determining the
rate of photosynthesis.
● Students will undertake the gathering of data, analyzing the data, and
representing data graphically.
Art
● Students would be involved in drawing and labelling of the digestive system
of human which is linked to their aesthetic values in art.
Chemistry
• Students would observe some enzyme activities and relate them to the
study of chemical reactions in chemistry.
● Students would be required to use team work and collaboration to carry out
scientific investigations on food and 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 textbooks (Cambridge Science Bk. 8 and workbook) science videos,
power point presentation, online materials, worksheets and OHP images.
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Y8Thai for BeginnersPattawan Panchai- นักเรียนสามารถใช้กระบวนการอ่านสร้างความรู้เพื่อนำไปใช้ตัดสินใจ แก้ปัญหาในการดำเนินชีวิต
- นักเรียนสามารถใช้กระบวนการเขียน เขียนเรื่องราวในรูปแบบต่างๆ
- นักเรียนสามารถเลือกฟังและดูอย่างมีวิจารณญาณ และพูดแสดงความรู้ ความคิด และความรู้สึกในโอกาสต่างๆ
- นักเรียนสามารถเข้าใจหลักภาษาไทย
- นักเรียนสามารถเข้าใจและแสดงความคิดเห็นต่อวรรณคดีและวรรณกรรมไทยอย่างเห็นคุณค่าและนำมาประยุกต์ใช้ในชีวิตจริง
unit1/1 - แรกพบและแบบทดสอบก่อนเรียน
- นิทานพื้นบ้านไทย
unit1/2 - การอ่านคำในภาษาไทยunit1/3 - การอ่านออกเสียงบทร้อยแก้วและบทร้อยกรองunit1/4 - การสร้างนิสัยรักการอ่าน
- แบบทดสอบบทที่ 1
unit2/1 - น้อมรำลึกพระคุณครูunit2/2 - ชนิดของคำunit2/3 - การคัดลายมือunit2/4 - การแยกข้อเท็จจริงและข้อคิดเห็นจากเรื่องที่อ่าน
- แบบทดสอบบทที่ 2
unit3/1 - งานลอยกระทงunit3/2 - ประโยค
- การย่อความ
unit3/3 - การพูดรายงาน และการพูดแสดงความคิดเห็นunit3/4 - มารยาทในการฟัง การดู และการพูด - แบบทดสอบบทที่ 3- ทบทวนเนื้อหาการเรียน - สอบการประเมินชิ้นงาน
การอ่านออกเสียง
การพูดนำเสนองาน
การเขียนต่างๆ
แบบทดสอบ
Some practical activities can be integrated with Arts, Music and History 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
- Being self-confident
- Thinking critically
- Creative
- Being academically excellent
- Being lifelong learners
- Acquiring research skills
- หลักภาษาไทย, กำชัย ทองหล่อ
- บรรทัดฐานภาษาไทย เล่ม 1, สถาบันภาษาไทย
- ภาษาไทย หลักภาษาและการใช้ภาษา ระดับชั้นประถมศึกษาปีที่ 5, อักษร
- แบบฝึกหัดภาษาไทย หลักภาษาและการใช้ภาษา ระดับชั้นประถมศึกษาปีที่ 5, อักษร
*หมายเหตุ วรรณกรรมต่างๆ อาจเปลี่ยนแปลงตามความเหมาะสมและความสนใจของผู้เรียน
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Y8Thai for BeginnersMs. Pattawan Panchai- Students engage in conversations, obtain and provide information, express feelings, and exchange opinions in Thai.
- Students demonstrate an understanding of the similarities and differences between the Thai culture and the students’ cultures, and apply themselves appropriately with the Thai cultural practices.
- Students use English or the school primary language to communicate their knowledge and understanding of Thai culture, Thai society, Thai literature, Thai traditional practices in different regions, and participate in Thai cultural activities appropriately.
Unit 1 - Thai fablesUnit 1 - How to read words in Thai languageUnit 1 - Reading Thai poetsUnit 1- How to be a good reader
- Unit 1 test
Unit 2 - Teacher’s appreciation Unit 2 - Types of wordsUnit 2 - Handwriting practiceUnit 2 - Critical thinking from the story
- Unit 2 test
Unit 3 - Loy Kra Tong festivalUnit 3 - Sentences
- Summarizing
Unit 3 - Report speaking and opinion Unit 3 - Manners in listening, watching and speaking - Unit 3 test- Reviewing content - 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).
• 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)
• 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 are mostly integrated with Arts, Music 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
- 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
- Being self-confident
- Thinking critically
- Creative
- Being academically excellent
- Being lifelong learners
- Acquiring research skills
- Thai Grammar, Khamchai Tonglor
- Thai Fundamental 1, Thai Language Institute
- Thai Language: Thai Grammar and Using Thai Language (5), Aksorncharoentat
- Thai workbook (5), Aksorncharoentat
*All literatures are subject to change depending on students' abilities and interests.
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Y8EnglishNolan HarveyThis term will focus primarily on the following (flexible given time/other unanticipated change)The course will include specific time periods dedicated towards: Reading, writing and speaking/listening skills.
-Broaden experience of reading a wide range of texts and express preferences and opinions.
-Explore how different audiences choose and respond to texts.
-Make relevant notes when researching different sources, comparing and contrasting information.
Reading/Writing-Cambridge Secondary 1 curriculum.
(8Rw1)-Comment on how a writers\'s use of language contributes to the overall effect on the reader (diction/style), using appropriate terminology.
(8Rw4)-Explain, using accurate terminology, how language is used to create effect (figurative language).
(8Rv1)-Trace development of a writer's or poet's ideas, viewpoint, and themes through a text and relate these to other texts read/studied. (S2 carried over).

(8Wo1)-Apply editing and proofreading skills to a range of different texts and contexts.
(8Wo2)-Extend vocabulary by noting down powerful words in books read
. (S2 carried over).
(8Wa1)-Identify the most appropriate approach to planning their writing in order to explore, connect and shape ideas.
(8Wa2)-Develop ideas to suit a specific audience, purpose and task.
(8Wp1)-Draw on their knowledge of a variety of sentence lengths and use a variety of sentence structures.
(8Wp2)-Demonstrate controlled use of a variety of simple and complex sentences to achieve purpose and contribute to overall effect.
Speaking and Listening-Curriculum Standards
(8SL1-3)-Give short presentations and answer questions, maintaining effective organization of talk.
-Adapt speech, non-verbal gesture and movement to meet an increasing range of demands.
-Explore complex ideas and feelings, both succinctly and at length.

Unit 1-Descriptive writing--Understand and respond to literary texts in different forms and from different periods and cultures.
- Appreciate different ways in which writers achieve their effects.
Unit 2- Myths and Legends- Enjoy the experience of reading literature.
-explore the contribution of literature to an understanding of areas of human concern.
Unit 3- Diary/Personal reflection (Journal) writing- Communicate an informed personal response appropriately and effectively
-Appreciate different ways in which writers achieve their effects
Descriptive Writing- Introductions, descriptive writing (extract 1), use of similes, simple / compound / complex sentences, words with ‘qu’.
Sample works from students, get to know you activities.
Descriptive Writing (cont'd)-
(extract 2 and 3), main and subordinate clauses, words with silent letters ‘u h t n’.
Intro to novel.
Descriptive writing (key skills and writing practice), using varied sentence types, words with ‘au’, ‘aw’ and ‘ic’.
-Continued shared reading, read-aloud's with "Stone Cold."
Wrap up descriptive writing-Introduce diary writing.
Diaries and journals (extract 1 and 2), past simple / continuous, words with ‘ff’.
-"Stone Cold" readings/assigned work.
Diaries and journals-Students use descriptive knowledge to enhance their personal writing. (analysing and commenting), past simple / continuous / perfect, words with ‘us’, ‘ture’ and ‘sure’.
-"Stone Cold" readings/assigned work.
Diaries and journals (key skills and writing practice), present simple / perfect, words with ‘dd’.
-"Stone Cold" readings/assigned work.
Wrapping up diaries and journals-Quiz, final assignments, entries, etc.
Time-pending, possibly: Myths and legends (extracts 1 and 2); words with ‘gue’.
-"Stone Cold" readings/assigned work.
Introduction to Myths and Legends, class discussion.

Myths and legends (extracts 3 and 4), direct and indirect speech, words with ‘ss’.
-"Stone Cold" working towards a summative assessment task (writing piece, diary piece, descriptive writing, etc.)
Projects and choices of papers for submitting original and textual work on Myths and Legends. Assignment details and class discussion, student examples, brainstorming sessions
-Review
-Projects
-Assessment
-Debates
-Final Summative task (groups or individually).
-"Stone Cold" working towards a summative assessment task (writing piece, diary piece, descriptive writing, etc.)
Projects and choices of papers for submitting original and textual work on Myths and Legends. Assignment details and class discussion, student examples, brainstorming sessions
-Review
-Projects
-Assessment
-Debates
-Final Summative task (groups or individually).
-"Stone Cold" working towards a summative assessment task (writing piece, diary piece, descriptive writing, etc.)
Introduction to 'creative writing workshop', outline the concept for the students and their learning objectives. Writing workshops, grammar clinic, oral presentations, words with ‘age’ and ‘ate’.Review of Unit 1, Unit 2, Unit 3Review and finals for Term 1Students will be graded on a balanced criteria of: Writing skills, reading knowledge, ability to verbalize what they are thinking, debating skills, oral presentation skills, grammar, punctuation and formatting. There will be a final written component as well as an oral component for EACH UNIT that will be assessed. Formal assessments can be daily interactions/activities but formal assessments will be done following each completed unit.
Students may approach the teacher at any time, for guidance, clarification, help and encouragement. I'm visible around the school, so students know that I am approachable and willing to help them succeed as much as I am able!
There are the most opportunities to incorporate English in all subjects and in all aspects of daily life. With the improvement of academic writing, speaking and critical thinking students can use these abilities in Humanities, Geography, Sciences and electives. English skills such as reading, writing, and speaking, texts will come from other subjects such as science and the humanities to improve vocabulary in those areas as well as to ensure analytical skills using a wide-range of information and resources.
Through a myriad of teaching styles, activities, differentiation and texts students will be able to think critically about texts, have good presentation skills and be able to write descriptively. Through independent work, group work and various teacher-prompted and student-led activities there will be a strong balance of the curriculum keeping the global citizen in mind.
Students will be encouraged to take risks and be creative with their language use and use creative problem solving and analytical techniques in a range of academic assignments and projects. From debates to writing argumentative papers, students will become well-balances individuals, able to think critically and creatively but also be able to interpret textual knowledge in a deeper sense. Students need to work diligently with a key focus on 'being responsible for their own learning.' By increasing students textual knowledge, vocabulary and strengthening their language use and comprehension, students will pursue knowledge and confidently express their creativity through writing, speaking and reading.
Checkpoint English 2; Skills in Grammar and Style 2; Skills in Spelling and Vocabulary 2.
Novel Unit 1- Stone Cold
Students will be using a plethora of additional resources including outside reading material, worksheets, projects, oral debates, Kahoot website and Quizlet for vocabulary and textual knowledge and summaries.

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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Y8PSHEArianne Joy CastilloTo equip students with knowledge, skills, and attributes to make the most of changing opportunities in learning and work; and to 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 year Recognise personal qualities, skills, attitudes
Building self-esteem and confidence
Recognise personal qualities, skills, attitudes
Building self-esteem and confidence
Roles and responsibilities in each type relationship, and how to distinguish each type
Dealing with relationship breakdowns
Roles and responsibilities in each type relationship, and how to distinguish each type
Dealing with relationship breakdowns
Identifying strengths, skills and qualities important for future employment
Introduction to different types of employments and their career pathways
Develop a stronger understanding of the world of workDevelop a stronger understanding of the world of workVisit with a number of visiting universitiesTerm breakTermly reflection; addressing changes made and goals set for Term 2; Action PlanYour 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 when you reach Key Stage 4 & 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 the students to be more creative and resourceful in resolving conflicts and to make healthy and lasting relationships.This course will teach students how to become responsible in everything, with the emphasis on giving great importance to school and other academic related works.PSHE notebooks and personal portfolio
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Y8ChemistryBasaveshwariahTo understand how the particle theory of matter can be used to explain the properties of solids, liquids and gases, including changes of state, gas pressure and diffusion.
Understand that elements are made of atoms.
The particle theory of MatterThe properties of matter and particle theory The properties of matter and particle theory States of matter changeStates of matter changeStates of matter changePressure and DiffusionPressure and DiffusionThe differences between metals and non-metals.The differences between metals and non-metals.Chemical symbols for the first twenty elements of the Periodic TableChemical symbols for the first twenty elements of the Periodic TableNovember 10 -17 Term 1Literacy: Writing instructions for the demonstration/investigation using imperative verbs. Definitions of scientific vocabulary as part of a class science dictionary/glossary
Mathematics: Discussion and use of a variety of tables, diagrams Some understanding of large numbers when describing how small atoms and molecules are and expressing these possibly as factors and powers.
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 learning1. Cambridge checkpoint 2-Peter D Ridley
2.https://science.education.nih.gov/supplements/nih6/inquiry/guide/nih_doing-science.pdf
3.http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/lesson_plans/physical_sci/matter/sess_PS-2a.pdf
4.http://www.education.vic.gov.au/school/teachers/teachingresources/discipline/science/continuum/Pages/particletheory2.aspx
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Y8PhysicsBasaveshwariahTo calculate average speeds and interpret simple distance/time graphs.Scientific InquiryScientific InquiryCreative thinking, variables and calculationsCreative thinking, variables and calculationsCreative thinking, variables and calculationsCalculate average speeds, including through the use of timing gates.Calculate average speeds, including through the use of timing gates.Calculate average speeds, including through the use of timing gates.Calculate average speeds, including through the use of timing gates.Interpret simple distance/time graphs.Interpret simple distance/time graphs.Interpret simple distance/time graphs.Summative assessment- November 10th -17thMathematics: Reading scales, measuring speed, distance/time graph
Physical Education: Understand the speed of athletes in events and compares.
Social Studies: Link motion to transportation and discuss ways people went from place to place in the past, present and future.
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.Cambridge checkpoint 1-Peter D Ridley
2. https://science.education.nih.gov/supplements/nih6/inquiry/guide/nih_doing-science.pdf
3. http://www.education.leeds.ac.uk/assets/files/research/cssme/ns-tu/force_and_motion.pdf
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Y8Art Ralph Gideon DoronPupils should be taught to develop their creativity and ideas, and increase proficiency in their execution. They should develop a critical understanding of artists, architects and designers, expressing reasoned judgement that can inform their own work.Orientation & Review on Figures // Diagnostic (Object Drawing)Shading TechniquesSketching (Small scale)Sketching (Big scale)Sketching (Big scale)Real Model sketching Real Model sketching Object & self-representation (Art-making) SketchingObject & self-representation (Art-making) SketchingObject & self-representation (Art-making) PaintingObject & self-representation (Art-making) PaintingPresentationTBAPossible integration with HistoryStudents will be able to broaden their world-view by creating artworks inspired by arts of different cultures and historic periods and effectively articulating the meaning using the English language.Students will value being self-confident, self-driven, critical thinkers, creative and innovative in creating their works of art.Students will be able to act mainly as artists and researchers which will help them grow holistically.Google pictures, videos, books, articles.Students may sometimes be asked to bring materials at least 3 days before the activity date.
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Y8ICTJonathan MauleonIn this term, the students will learn how to use the most popular raster graphics editor program in the market right now. In the beginning the students will learn the concepts of graphics and CG, features of the program and the frequently used tools. Study the relationship between technology and the other disciplines such as technology analysis and technology management.

Using software like Adobe Photoshop which is a program used to create graphic designs such as magazines, brochures, flyers, calendar, business cards, comic books, etc. To create quality, integrity in the work. Show the usage of hardware and software for communicating and finding information over the internet.

Learning the skills in process to manage the system for development and choosing the appropriate technology for designing. Students will be given the necessary task. Provide methods for information searching, internet communications and effective problem solving.
Introduction
-Graphics
-CG
-Different Image formats
Introduction
-Graphics
-CG
-Different Image formats
GUI and tools
-Tool Bars
-Document settings
-Change image size
Cut and paste
-Selection tool
-Move tool
-Layer
Banner
-Text
-Layers
-Gradient
Pamphlet
-Shapes
-Pencil
-Color
Birthday Card
-Background
-Clone stamp
-Border
CD Cover
-Text along path
-Shapes
Restaurant Menu
-Paragraph Style
Magazine Cover
-Character styles
-Define pattern
Poster - Combine all what they have learntCatch up - Previous workCatch up - Previous workFinal assessment: November 10-17All 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.

Apply ICT to real-world situations when solving problems and carrying out a range of tasks and inquiries
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 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 level thinking skills
-Being truthful
-Reflecting on their learning and identifying ares of strength and growth
-Computer Lab and Photoshop CC 2017 (software)
-Library
-Online resources
-Instructional Media
-Illustrations and examples of activities
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Y9Thai Language and CultureMs. Sirirat Roaj-assawachai (T. Ann)-Students will study foundation of integrated Thai language to enhance their reading, writing, speaking skills achieving higher level gradually.
--Students will analyze information from various media, processing/discuss them with peers/teacher and share their opinion in form of writing and speaking.
-Students will grasp ideas from stories read and produce structured mind map in constructive way using appropriate words.
-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 study Thai heritage; culture, games, festival, the way of living and help preserving them.
-Students will interpret Thai rhymes (metaphors), analyze meaning and able to create sentences using those rhyme metaphors).
-Students will have manner in reading and writing.
Unit 1-2 -Imaginative writing and presenting, assessing language competency
-Vocabulary Building; word chain game
Unit 3 -Integrated Thai language; reading, writing, listening, speakingUnit 3-4 -Integrated Thai language; reading, writing, listening, speaking
-"E Cigarette" reading comprehension; analyze information and share
opinion in speaking and writing
Unit 5 -Thai Heritage; understanding, appreciating and preserving it.Unit 6-7 -Vocabulary building, composing sentences (Syntax, meaning).
-Communication and listening skill (Charade Game).
Unit 8-9 -"Alcohol Law" reading comprehension; using high level of critical
thinking, analyze information and share opinion.
-Vocabulary building, composing sentences (Syntax, meaning).
Unit 10 -Thai idioms; interpret meaning and apply it in proper setting.Unit 11-12 -Imaginative writing (Composing story game).
-Vocabulary building, composing sentences (Syntax, meaning).
Unit 13 -Loy Kratong Festival; history in brief, activities that Thai people do
commonly.
Unit 14-15 -"Increasing physical activity avoiding possible illness" reading
comprehension; analyze information and share opinion of ways to
apply/adjust your lifestyle.
-King Bhumibol Adulyadej’s speech
Unit 16 -News; reading comprehension, analyze information using critical thinking and share opinion.Unit 17 -Thai rhyme metaphors; interpret meaning and apply it in meaningful sentences.-Review content and vocabulary learned, discuss expectation of examination, examination.Integrated Thai language will be assessed vary depending on units of learning.

Formal assessment;
-Presentation (fluency, grammar, tone of voice)
-Group contribution (cooperation, process, opinion/thoughts, responsibility)
-Test score (spelling, essay, reading comprehension)
-Project (pattern/style, language/grammar, content)
-Role play (creativity, confidence, props, cooperation)

Informal assessment;
-Observing class participation
-Examining homework
-Asking questions to recheck their understanding
Some activities will be related and integrated with Arts subject which requires sequence thinking yet to be creative in producing projects using their creativity.-Showing an 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 perspectives.
-Using teamwork and collaboration to make the world a better place.

-Being leader with a clear vision
-Being self-driven
-Thinking critically
-Solving problems
-Adapting to challenges and being flexible
-Being academically excellent
-Being lifelong learners
-Acquiring research skills
-Thinking critically and using higher level thinking skills
-Being truthful
-Workbook, Secondary Education District 33, Ministry of Education
-Civic Book, (Y7), Ministry of Education
-Thai workbook level 6, Director Peerayod Boonpeng
-Thai Health Organization Online Poster
-Disease Control Department Online Brochure
-Youtube
-VDO Clip from Ministry of Culture
-Dictionary, Education Department,I.Q. Plus
-Thai Workbook (Y9), Teacher Preeyamas Laphet, International Community School
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Y9GeographyMaria Pante1. develop contextual knowledge of the location of USA – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of globalisation
2. understand the process of globalisation 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
3. develop competency in geographical skills needed to: collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical phenomenon; 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.
I. Subject Orientation
II. Unit Orientation: Off to the USA
Discussion of Project : Americanized Thailand
A. The USA: Physical geography
B. The native Americans
C. A Nation of Immigrants
D. A Little HistoryE. The American Dream
F. California, the golden state
G. I love my Car!
H. What about the farmers
I. The USA: a super power
I. The USA: a super powerIII. Unit Introduction: Unit 4: Global Fashion
A. Our Shrinking World
B. Walter’s global jeans
C. Nike: A global brand
D. Why go global?
E. A fashion Victim
F. Global Action, local effects
G. So is globalisation a good thing?H. Against GlobalisationRevision weekUnit 3 and Unit 41. Short Quizzes
A. Sept 1: Q1.1 Topics 3.1, 3.3-3.4 pen and paper assessment
B. Sept 13/15: Quiz 1.2 Topics 3.6 – 3.7 pen and paper assessment

2. Project
A. Sept 25: Americanized Thailand (ICT and pen paper assessment)
B. Oct 16 - 20: Modified Debate (oral and written output)

3. Unit test
A. Sept 20/22: Unit 3: Off to the USA pen and paper assessment
B. Nov 1/2: Unit 4: Global Fashion differentiated output
ICT: Students will be going through a field work entitled, "Americanized Thailand" in which students will be taking photos of everyday things that they use or buy that proves or disapproves the power of USA in influencing their daily activities and the country, Thailand. Students will be using the application, instagram to present their work.

English: Students will be undergoing a modified debate exercise in which they will be discussing whether globalisation is good or bad. In this exercise, students will be able to apply the skills that they have learned in their English classes in writing their speeches and arguments and how to speak in a formal set up publicly.

History: Students will be using their skills in researching and the usage and interpretation of sources in order to compose their speeches, questions,and arguments for their modified debate exercise.
Students will have a better understanding of what and how globalisation affects cultural, social, and political practices all over the world that in return would help them to assess how their own actions and decisions contribute and are being affected by this phenomenonThey will be given a chance to present their original ideas or suggestions on pressing issues of the world through campaign materials and speechesStudents will be able to analyze and infer future events that could happen in the world by using different materials. These activities will deepen their knowledge about the world and their role as global citizensTextbook: Geography 3
visit : https://sites.google.com/ips.ac.th/geoy9withteachermaria/home for resources and materials that will be used
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Y9Information and Communication TechnologyNagabala Ramakrishna Setty1. Design, use and evaluate computational abstractions that model the state and
behaviour of real-world problems and physical systems.
2. Understand the hardware and software components that make up computer systems, and how they communicate with one another and with other systems.
3. Use of internet, different kinds of browsers, e-mail, and file attachments.
4. Identify what information is needed for a task.
5. Learn about the web development layers.
6. Create a series of connected web pages.
7. Recognise HTML code.
Introduction, Rules and RegulationsUnit 1: Students will know how they are scored in this term (Assignments, Assessments and Tasks)
Outline about the course (Briefly explain about this term)
Unit 2: Hardware and software components that make up computer systems, and how they communicate with one another and with other systems(Basics of Networking).Unit 3: Physical Safety, E- Safety, Phishing, Pharming, Smishing, Security of Data against hacking and Email SpamUnit 4: Introduction to Internet and Web Development layersUnit 5: HTML Structure and creating a simple webpage and insert images
Activity: About Yourself
Unit 6: Insert background colour and Images
Activity: Tourism in Thailand
Unit 7: Internal Styles for text colour, size, types
Activity: Vegetarian Festival in Thailand
Unit 8: Lists (Ordered lists)
Activity: Restaurant menu
Unit 9: Lists(Unordered lists)
Activity: Ice-cream shop menu or Coffee menu
Unit 10: TablesCatch upTasks (through google classroom) will be assigned in every class.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
Business Studies: Querying reports. Reports in design view
Mathematics: Calculation
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
Computer Lab (Microsoft Access 2010)
Google Classroom
Presentations
Instruction Media
Online resources
Video Tutorials
Check the scores of the given tasks in google classroom
93
Y9FrenchT YannickUnderstand 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
S 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
Find out more about Lenaic Le Braz his family and where he is from, discuss the reasons for lerning a language, research, using the Internet, take part in plenaries in FrenchDescribe your family, use qui in extended sentencesDescribe your character and other people’s charchter, say how you get on with people, revise giving and justifying your opinion, use emphatic pronouns
Discuss what are/aren’t you allowed to do. Improve pronunciation Develop knowledge of key grammar points.
Use imaginary I a description. Write creatively
Review and assessmentsFind more about Camille Robertson, her family and where they live, discuss the reasons for learning a languageName popular jobs, ask about jobs, discuss what job you would like to do and why, pronunciationTalk about pocket money, how much, how often, from whom, say what you save it for, use negativesSay what part time job you do and what you think of it, say if you’ve ever worked before, what you did and what you thought of it, learn how to write persuasivelyRead about when a French film star was young, understand text containing complex language.RevisionsContinuous assessments in 4 domains (reading, writing, speaking, listening)
Maths, geography, music, PE, Art
Learn 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.Students’s book 3
Encore 3 workbook
Cds, youtube, games such as monopoly, taxi, qui est ce, ni oui ni non

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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Y9MusicNora 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: Music Notation - All About SymbolsNotes & Rest DurationStaff & ClefsScale & The Octaves The Tone LadderRhythmic ValueTime SignatureUnit 2: Know Your Intervals - Intro. to IntervalsChordsChord ProgressionThe TriadsUnits 1 & 2Mid-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- - - - - - - -- - - - - - - - - -
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Y9EnglishAaron Carlson-Develop an appreciation and love of reading, and read increasingly challenging material independently.
-Understand increasingly challenging texts.
-Read critically.
-Write accurately, fluently, effectively and at length for pleasure and information.
-Plan, draft, edit and proofread.
-Consolidate and build on their knowledge of grammar and vocabulary.
-Speak confidently and effectively.
"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 writing"..."weekly vocabulary"..."weekly grammar" "Persuasive writing"..."weekly vocabulary"..."weekly grammar" "Persuasive writing"..."weekly vocabulary"..."weekly grammar" "Informative texts and writing to inform"..."weekly vocabulary"..."weekly grammar" "Informative texts and writing to inform"..."weekly vocabulary"..."weekly grammar" "Descriptive writing""Informative texts and writing to inform"..."weekly vocabulary"..."weekly grammar" "Review for Exams"This course will include diagnostic, formative and summative assessments with 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 9 English 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 Checkpoint textbook and workbook, Skellig, descriptive, narrative, expository, and argumentative texts, historical documents, news articles etc...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!
96
Y9BiologySamuel Olubunmi1. Define and describe photosynthesis and use the word equation.
.2. Understand those factors that are necessary for high rate of photosynthesis.
3. Understand the importance of water and mineral salts to plant growth.
4. Know the structures of the reproductive system in flowering plants
5. Understand how pollination, fertilization, seed formation and dispersal occur.
6. Select ideas and produce plans for testing based on previous knowledge,
understanding and research.
7. Make sufficient observations and measurements to reduce error and make
results more reliable
Testing the presence of starch in a leaf.Water and Plant life.CO2 and light for starch production.Chlorophyll and starch production.Photosynthesis and O2 productionMinerals requirements and Plant growth.Reproductive parts of a plant.Pollination—Types and adaptations.Double Fertilization process in flowering plants.Seed formation in plants.Seed and fruit dispersal.Revisions ^ Examinations.Examinations1ST 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 will often be engaged in continuous writing to explain concepts
and ideas.
● They will undertake reading and comprehensions with difficult words being
discussed in photosynthesis and reproduction in flowering plants.
Mathematics
● Students would be engaged in some basic calculations in the course.
● Students would undertake the gathering of data, analyzing the data, and
representing data graphically relating to the rate of photosynthesis.
Art
● Students will be involved in drawing and labelling which is linked to their
aesthetic values learned in art.
Chemistry
• Students would have to understand photosynthesis is a reaction and be able
to write a balanced equation for it.
Physics
• Students will be engaged in the use of syringe to measure volume of oxygen
given off during photosynthesis.
• Also, they will do comparative investigation on different plant species under
different conditions that are given graphically.
● Students would be required to use team work and collaboration in carrying
out some researches on photosynthesis and nutrition in connection with out
SLO of making our world a better place to live in.
● Students will be required to think critically like a scientist.
● Students would be required to develop self confidence in doing things by
themselves.
● Studentswould also be required to develop skills in problem solving that will
help them in decision making processes in science.
● Students would be 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 Checkpoint Science 9 and workbook )videos, Power point presentations, Models, OHP images and online materials.
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Y9Thai for BeginnersMs. Pattawan Panchai- Students engage in conversations, obtain and provide information, express feelings, and exchange opinions in Thai.
- Students demonstrate an understanding of the similarities and differences between the Thai culture and the students’ cultures, and apply themselves appropriately with the Thai cultural practices.
- Students use English or the school primary language to communicate their knowledge and understanding of Thai culture, Thai society, Thai literature, Thai traditional practices in different regions, and participate in Thai cultural activities appropriately.
Unit 1 -Thai poetUnit 1 - How to read ThaiUnit 1 - How to read Thai poet
- How to choose a good book
Unit 1 - Manners in reading
- Unit 1 test

Unit 2 - Khun Chang Khun Pan
Unit 2 - Types of words and part of speechUnit 2 - Handwriting practiceUnit 2 - Manners in writing
- Unit 2 test
Unit 3 - Loy Kra Tong festivalUnit 3 - Thai proverbsUnit 3 - Listening, watching and speakingUnit 3 - Critical thinking from the advertisement - Unit 3 test- Reviewing content - 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).
• 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)
• 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 are mostly integrated with Arts, Music 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
- 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
- Being self-confident
- Thinking critically
- Creative
- Being academically excellent
- Being lifelong learners
- Acquiring research skills
- Thai Grammar, Khamchai Tonglor
- Thai Fundamental 1, Thai Language Institute
- Thai Language: Thai Grammar and Using Thai Language (6), Aksorncharoentat
- Thai workbook (6), Aksorncharoentat
*All literatures are subject to change depending on students' abilities and interests.
98
Y9PhysicsBasaveshwariahTo Know that forces can cause objects to turn on a pivot.
Determine densities of solids, liquids and gases.
Explain that pressure is caused by the action of a force on an area.
Scientific enquiryScientific enquiryScientific enquiryPressurePressurePressurePressureDensityDensityDensityTurning on a pivotTurning on a pivotTurning on a pivotSummative 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.
Geography: Population density, Climate.
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.Cambridge checkpoint 3-Peter D Ridley
2.https://www.youtube.com/watch?v=SimFy9wOMXY
3.https://www.youtube.com/watch?v=u5sMhH0rQmA
4.http://www.stmary.ws/HighSchool/Physics/home/links/techStuff/TikLiemScientificInquiry.pdf
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Y9ArtRalph Gideon DoronPupils should be taught to develop their creativity and ideas, and increase proficiency in their execution. They should develop a critical understanding of artists, architects and designers, expressing reasoned judgements that can inform their own work.Orientation & Review on Figure Drawing // Diagnostic (Hand Drawing)Elements & Principles of ArtElements & Principles of ArtCollage (Rhythm)Movement/Rhythm in other mediaRecord action sequence & facial expression (Photography)Flip book (Paper or software)Expressionism (study)Expressionism (application)Expressionism (application)CritiquingPresentationTBAPossible integration with History-Students will be able to broaden their world-view by creating artworks inspired by arts of different cultures and historic periods and effectively articulating the meaning using the English language.Students will value being self-confident, self-driven, critical thinkers, creative and innovative in creating their works of art.Students will be able to act mainly as artists and researchers which will help them grow holistically.
Google images, youtube videos, books and articlesStudents may sometimes be asked to bring materials at least 3 days before the activity date.
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Y9PSHEArianne 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 yearEffect of media to young people especially on identity and sense of selfUnderstanding the importance of friendshipsExplore the different levels of intimacy
When am I ready?
Understand the expectations of each individual within the (intimate) relationshipLaws relating to young people who are employedDifferent work roles and career pathwaysDifferent work roles and career pathwaysVisit 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 when you reach Key Stages 4 & 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 acdemic related works.PSHE notebook and personal portfolio
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