VALLEY INTERNATIONAL SCHOOL

PHILOSOPHY

At Valley International School, we embrace a child-centered philosophy that promotes creative thinking
and lifelong learning. Our educators are dedicated to inspiring children to achieve the very highest
standards in all their endeavors as they progress their educational journey with us. Through
partnerships with parents, we strive to make every academic dream a reality.

MISSION

To nurture inquiring, knowledgeable and caring young lifelong learners who are engaged citizens of our
world through intercultural understanding and respect.

VISION

At Valley International School, we believe in each individual to develop into a Global citizen who have
knowledge, compassion, leadership and are empowered to stand up to the challenges to understand
our world and improve conditions for local and global communities.

Dear Parents,

At the outset,we would like to welcome you all to the new academic year!

Valley International School is excited to share that the learning experiences throughout the year are
designed towards fostering skill development, independent and collaborative decision making in order
to prepare the students for smooth transitions every year. Students work in partnership with their
peers, parents and teachers – each recognizing their individual and collective responsibilities to create a
community of global learners ready to take on the challenges of the 21stcentury.

The learning environment at Valley International School aims at the all round development of the child.
It provides ample opportunities for development in academic, physical, emotional and social spheres.
Individual attention is ensured as the staff caters to the distinctive needs and talents of a child which is
nurtured in a full -fledged manner.

How can parents assist students?

Parents can help their child in a variety of ways:

 Establish a regular routine to complete the homework andassigned tasks independently in an

appropriate location that best suits the family.
 Available to discuss homework assignments.

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  Exhibit support by being focused on time management and choice of resources.
As a courtesy to classroom teachers, parents are requested to notify, in writing , any change in the
student’s regular routine. Examples of these include: changes in bus routine or afternoon pick up or
after school programs/schedule changes. It is recommended that notification occurs through:

Email: a day before (or) A message in the student’s diary

Communication with teachers

 At Valley International School, all teachers value open and constant communication. We
encourage students and parents to work in partnershipwitheachothertofosterself
responsibility by reflecting on dailyr outines.Any concerns of teachers and parents should be
communicated in a respectful congenial manner. We also encourage parents to use the parent
portal for communication/concern.
 If you wish to discuss any serious matter with the child’s class teacher, please send us an email
with the issue on hand and request for an appointment. We do not encourage appointments for
general progress updates, since six open forums have been scheduled periodically throughout
the year.
 Communication Diary: The student diary contains important information concerning school
expectations, and procedures. The purpose of the diary is to support students in their efforts to
develop organizational and time management skills. It is an important means of communication
between school and home.
 School circulars: Specific information regarding class routines and organizational matters are
communicated through circulars.Additional detailed curriculum information will also be sent
home throughout the year in the form ofcirculars or flyers.

CAMBRIDGE INTERNATIONAL PROGRAMME

Cambridge Assessment International Education(CAIE) prepares school students for life, helping them
develop an informed curiosity and a lastingpassion for learning.

Challenging and inspiring students worldwide

The Cambridge international curriculum sets a global standard for education, and is recognised by
universities and employers worldwide. The curriculum is flexible, challenging and inspiring, culturally
sensitive yet international in approach. Cambridge students develop an informed curiosity and a lasting
passion for learning. They also gain the essential skills they need for success at university and in their
future careers..

Knowledge, understanding and higher order thinking skills

Cambridge programmes combine an emphasis on mastering subjects in depth with the development
skills for study and work in the future. It values deep subject knowledge as well as the conceptual
understanding that helps students make links between different aspects of a subject. It also encourage
students to develop higher order thinking skills - problem solving, critical thinking, independent

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research, collaboration and presenting arguments. These are transferable skills that will last a lifetime,
preparing students for their future lives. It also make learning enjoyable and rewarding.

Cambridge learner attributes:

Confident in working with information and ideas - their own and those of others. Cambridge learners
are confident, secure in their knowledge, unwilling to take things for granted and ready to take
intellectual risks. They are keen to explore and evaluate ideas and arguments in a structured, critical and
analytical way. They are able to communicate and defend views and opinions as well as respect those of
others.

Responsible for themselves, responsive to and respectful of others - Cambridge learners take ownership
of their learning, set targets and insist on intellectual integrity. They are collaborative and supportive.
They understand that their actions have impacts on others and on the environment. They appreciate the
importance of culture, context and community.

Reflective as learners, developing their ability to learn - Cambridge learners understand themselves as
learners. They are concerned with the processes as well as the products of their learning and develop
the awareness and strategies to be life-long learners.

Innovative and equipped for new and future challenges - Cambridge learners welcome new challenges
and meet them resourcefully, creatively and imaginatively. They are capable of applying their knowledge
and understanding to solve new and unfamiliar problems. They can adapt flexibly to new situations
requiring new ways of thinking

Engaged intellectually and socially, ready to make a difference - Cambridge learners are alive with
curiosity, embody a spirit of enquiry and want to dig more deeply. They are keen to learn new skills and
are receptive to new ideas. They work well independently but also with others. They are equipped to
participate constructively in society and the economy – locally, nationally and globally.

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 SLC (Student Led Conference)

Overview

Student Led Conference is a platform to get a better picture of each child. It forces parents and teachers
to sit down with each student and review strengths and weaknesses. These conversation/ presentations
inform teaching and learning more than perhaps conventional assessments. Student -led conferences
communicate how a student is performing but also why. It also enable the student to take
responsibility and control of their own efforts to learn and at the same time be a team member and
ensure success for all.

Schedule of SLCs & PTMs

Student Led Conference and Parent Teacher Meeting are scheduled to happen for each term. Each
term to include 1 SLC and 1 PTM.

 Students of year 1 to year 9 will have 3 SLCs and 3 PTMs in an academic year.
 SLC may be scheduled in between or before completion of the lessons / unit .
 SLC1&2 will be held on a scheduled date in two sessions.
 SLC3‐Project based learning and Presentation.

SLC Format:

SLC‐1 to focus on the curriculum covered from the beginning of the academic year to the date of first
SLC.

SLC‐2 to focus on the curriculum covered from the first SLC to second SLC across subject areas.

SLC‐3 the final SLC to focus on an elaborate Science Project undertaken by the students as part of their
Science Learning till date.

 Students will be able to choose from one of 2-3 science projects given to them based on the
science earning completed during the academic year.
 Students to develop and exhibit their understanding of the selected project with the help of
working models /ppts /displays and oral presentation as specified by the project document.
 The assessment criteria and rubrics will be shared with the students for their selected science
project.
 The students would be assessed for their performance.
 Project selection and project details will be completed by Dec/Jan to provide ample time for
successful project completion.

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 SLC Overview – (1 & 2)

Student led conference (SLC) is a platform for the students to celebrate their learning with his/her
parents.

Each SLC will cover the learning experiences of the students from one SLC to another.

Presenters may make use of PPT/ Working Model/ Live demonstration/ Experiment/ Manipulative/
Note‐books etc to showcase their learning experiences

Presentation Format: time allotted 10 mins to each student

 Introduction
 Significance of the topic
 Contentdevelopment
 Conclusion
 Acknowledgements

Essential conditions for SLC:

 Parental participation in all the SLCs is mandatory. The student will be assessed by both the
parent and the teacher.
 Absentees will be marked zero
 Parents to assess on the given criteria, out of FIVEpoints.
 Teachers to assess the child on the given criteria, out of TEN.
 The final points will be an yearly average of all SLC's

Expectations from the Parents:

 Be present for the SLC on time

 Encourage the child in her/his preparation
 Ask relevant questions to prepare the child as per the expectations
 Assess the child without bias

SLC Assessment:

 Each child is assessed on the following criteria by parents and teachers alike
 Presentation style and confidence
 Clarity
 Subject content
 Self- management skills

Both parents and teachers are integral in ensuring student success.

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 Project-based learning

Project-based learning (PBL) is an instructional framework that encourages critical thinking,

creativity, innovation, inquiry, collaboration and communication. Students investigate real-world
questions and solve authentic challenges. Science-based PBL integrates science, technology,
engineering, Math, language arts, and other content areas.

Each PBL pack presents a scenario that establishes a problem to be solved and asks a Driving
Question. This question sets a purpose for a student-driven investigation or challenge. Then students
design a solution to the problem, develop a project, and deliver a presentation to the audience.

Based on the Project Based learning,

 Students will research, plan, create and present the project based on the driving question of
the unit.
 KWLS, Recommended Reading, Project Ideas, Project Description, Project Check Up,
Presentation Rubric, and Team Reflection.
 Parents participation is very essential in organizing the groups, providing the materials needed
and supporting the child in every step to complete the project.
 This inquiry based student-directed instruction will help the children to communicate and
collaborate with others to solve problems which is an integral part in the real world.

Parent Teacher Meeting:

PTM is an informal session in the class room of your child with the class teacher. The Coordinator can
also be met on the same day. This is an opportunity for parents to review their child's progress and
discuss other issues with the class teacher. Parental participation in PTM is mandatory. School will
organize 3 PTMs in an academic year.

Management Review Meetings:

The management of TIPS receives feedback about the academic year from the parents as well as shares
the future plans with them. This platform provides another opportunity for parents to communicate and
put forward their suggestions directly. The management provides an excellent platform for direct
communication to the parents. They receive individual feedback about the academic year and about the
future plans of the school.

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 ANNUAL CURRICULUM PLAN – YEAR 5

Robotics - 6%
ICT - 6%
Outdoor play - 8%
Library - 3%
Music/Roleplay - 2.5%
Language- 3%
Global Perspective - 5.5%
Science - 20%
Math - 23%
English - 23%

This pie chart gives you an approximate break-up of the various disciplines offered by the Valley
International School.

ASSESSMENT OVERVIEW

 Teacher observations and records: Foundation 1 to Year 2

 Classroom Formative Assessment Activities: Year 3 to 9
 Cambridge International Primary Progression Tests: Year 3 to 5
 Cambridge International Primary Achievement Tests: Year 6
 Cambridge Lower secondary progression tests : Year 7 and 8
 Cambridge Lower secondary Checkpoint : Year 9

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Why assessment?

 Assessments identify and address strengths and weaknesses .

 Provide International benchmark
 Detailed reporting of students performance
 Excellent preparation for Cambridge upper secondary
 Strong foundation for progression to other education system

ANNUAL CURRICULUM TIMELINE

TERM 1
Subject Lessons
Science The life cycle of a flowering plants
Investigating plant growth
Mathematics Number and Problem solving
English Unit 1A: Stories by significant writers
Unit 1B: Non-chronological reports and explanatory texts
Unit 1C: Poems by significant children’s writers and plays
Global Perspective Water, Food and Farming
Reduce, Reuse and Recycle
ICT Inscribe
Assessment and Feedback
Student led conference 1 &
Parent teacher meeting 1
TERM 2
Science States of matter
The way we see things
Mathematics Geometry
Unit 2A: Reading and analysing traditional stories, myths, legends
English and fables.
Unit 2B: Recounts
Unit 2C: Narrative poetry
Sports and Leisure
Global Perspective Values and beliefs
ICT Prezo
Assessment and Feedback
Student led conference 2 &
Parent teacher meeting 2
TERM 3
Science Shadows

The Earth and beyond

Mathematics Measure and Problem solving
Handling data

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 Unit 3A: Stories from different cultures
English Unit 3B: Persuasive writing
Unit 3C: Performance poetry
Global Perspective Family
Disease and health
ICT Spread sheet
Database
Assessment and Feedback
Student led conference 3 &
Parent teacher meeting 3

TERM OVERVIEW

TERM 1

SCIENCE
Lessons Outcomes
The life cycle of a  Identify parts of plants
flowering plants  Identify the male and female parts of a flower
 Describe how flowers are pollinated
 Explain how seeds are formed
 Describe the different ways seeds can be dispersed
 Name and order the stages in the life cycle of flowering plants
Investigating plant  Describe the characteristics of plants, including their growth habit
growth  Explain what seeds need in order to germinate
 Describe how differences in light, temperature and water affect
germination and plant growth
MATHEMATICS
Lessons Outcomes
Number and Numbers and the number system
Problem solving
 Count on and back in steps of constant size, extending beyond zero.
 Know what each digit represents in 5 and 6 digit numbers.
 Partition any number up to one million into thousands, hundreds, tens and
units.
 Multiply and divide any number from 1 to 10000 by 10 or 100 and
understand the effect.
 Round 4 digit numbers to
 the nearest 10, 100 or 1000.
 Order and compare numbers up to a million using the > and < signs.
 Recognise and extend number sequences.
 Recognise odd and even numbers and multiples of 5, 10, 25, 50 and 100
up to 1000.
 Use decimal notation for tenths and hundredths and understand what each
digit represents.
 Round a number with one or two decimal places to the nearest whole

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 number.
 Order and compare negative and positive numbers on a number line and
temperature scale.
 Calculate a rise or fall in temperature.
 Order numbers with one or two decimal places and compare using the >
and < signs.
 Make general statements about sums, differences and multiples of odd and
even numbers.
 Relate finding fractions to division and use to find simple fractions of
Quantities.

 Recognise equivalence between the decimal and fraction forms of

halves, tenths and hundredths and use this to help order fractions,
 Change an improper fraction to a mixed number, e.g. 7/4 to 1 ¾ ; order
mixed numbers and place between whole numbers on a number line.
 Understand percentage as the number of parts in every 100 and find
simple percentages of quantities
 Express halves, tenths and hundredths as percentages.
 Use fractions to describe and estimate a simple proportion, e.g. 1/5 of the
beads are yellow.
 Use ratio to solve problems, e.g. to adapt a recipe for 6 people to one for 3
or 12 people.
ENGLISH
 To read widely and explore the features of different fiction text types.
 To consider how characters are presented.
 To consider openings and structures of the stories.
Stories by  To consider how the addition of a new character would change a story.
significant writers  To plan to retell a story with a different or new character.
 To write a story from a plan.
 To edit and redraft the story, improving the selection of vocabulary and
checking spelling and punctuation.
 To locate information in a variety of texts and use it to build on what is
already known.
 To make notes, including abbreviations.
Non-chronological  To make notes, including abbreviations.
reports and  To revise the features of non-chronological reports and explanatory texts.
explanatory texts  To plan to write a non-chronological report text.
 To talk through the plans prior to writing.
 To write a text from a plan

 To identify what is distinctive about a particular poet.

Poems by significant  To develop the language to describe the poems.
children’s writers  To read and enjoy playscripts.
and plays  To begin to plan to perform a play.
 To write a poem based on the poems of significant poets.
GLOBAL PERSPECTIVE
Water, Food and Targeted skills:
Farming Research
Constructing research questions
•• Begin to construct research questions with support

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 Information skills
•• Identify sources and locate relevant information and answers to questions
within them

Analysis
Identifying perspectives
•• Identify some key points from different perspectives on the same topic within a
source
Interpreting data
•• Find and interpret simple patterns in graphical or numerical data

Evaluation
Evaluating sources
Reduce, Reuse and •• Discuss a source, considering the author and/or purpose, and comment on its
Recycle strengths and limitations

Reflection
Personal contribution
•• Discuss the impact of personal contribution to teamwork
Teamwork
•• Identify benefits and challenges of working together to achieve a shared
outcome

Collaboration
Cooperation and interdependence
•• The team plan and divide tasks fairly to achieve a shared outcome, considering
skills of team members and time available

Communication
Communicating information
•• Present information clearly with an appropriate structure and with some
reference to sources where appropriate

TERM 2

SCIENCE
Lessons Outcomes
States of matter  Explain what is evaporation
 Explain about the condensation process and how it is related to
evaporation
 Explain about the boiling and freezing point
 Describe what happens when a liquid evaporates from a solution
The way we see  Sources of light
things  Describe how to measure the brightness of a light source
 Explain the process of reflection and refraction
 Explain when and how light is reflected
 Describe how we see objects

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 MATHEMATICS
Geometry and Geometry
Problem Solving
 Identify and describe properties of triangles and classify as isosceles,
equilateral or scalene.
 Recognise reflective and rotational symmetry in regular polygons.
 Visualise 3D shapes from 2D drawings and nets, e.g. different nets of an
open or closed cube.
 Recognise perpendicular and parallel lines in 2D shapes, drawings and the
environment.
 Read and plot co-ordinates in the first quadrant.
 Predict where a polygon will be after reflection where the mirror line is
parallel to one of the sides, including where the line is oblique.
 Understand translation as movement along a straight line, identify where
polygons will be after a translation and give instructions for translating
shapes.
 Create patterns with two lines of symmetry, e.g. on a pegboard or
squared paper.
 Understand and use angle measure in degrees; measure angles to
the nearest 5°; identify, describe and estimate the size of angles and
classify them as acute, right or obtuse.
 Calculate angles in a straight line

ENGLISH
Reading and  Read and identify characteristics of myths, legends and fables.
analysing traditional  To consider structural characteristics of myths, legends and fables.
stories, myths,
 To plan features of a new version of a myth, legend or fable, making
legends and fables.
strong choices of vocabulary and using figurative language to enhance
meaning.
 To plan to retell a story with a different or new character.
 To write a story from a plan.
 To edit and redraft the story, improving the selection of vocabulary and
checking spelling and punctuation.

Recounts  To read different kinds of recount text.

 To explore the features of texts that recount events
 To read and listen to more recounts to verify the features.
 To plan a recount.
 To orally recount the events and to listen and respond.
 To write a recount from a plan.
 To orally recount an anecdote.
 To remember key features of the talk.

Narrative poetry  Understand the form of narrative poems.

 Understand its form, structure, pattern of rhyme and rhythm, usage of
imaginery and figurative language
 To prepare to perform a poem.
 To develop confidence in performing.

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 GLOBAL PERSPECTIVE
Sports and Leisure Targeted skills:
Research
Constructing research questions
•• Begin to construct research questions with support
Information skills
•• Identify sources and locate relevant information and answers to questions
within them
Conducting research
•• Conduct investigations, using interviews or questionnaires to test a prediction
or begin to answer a research question

Values and beliefs Analysis

Identifying perspectives
•• Identify some key points from different perspectives on the same topic within a
source
Making connections
•• Talk about simple causes of a local issue and consequences on others

Evaluation
Evaluating sources
•• Discuss a source, considering the author and/or purpose, and comment on its
strengths and limitations
Evaluating arguments
•• Express opinions about a source, making reference to its features and
arguments

Reflection
Teamwork
•• Identify benefits and challenges of working together to achieve a shared
outcome

Collaboration
Cooperation and interdependence
•• The team plan and divide tasks fairly to achieve a shared outcome, considering
skills of team members and time available
Engaging in teamwork
•• The team member introduces useful ideas which are likely to help achieve a
shared outcome and works positively to solve problems faced by the team

Communication
Communicating information
•• Present information clearly with an appropriate structure and with some
reference to sources where appropriate
Listening and responding
•• Listen to ideas and information about an issue and ask questions relevant to
the issue

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 TERM 3

SCIENCE
Lessons Outcomes
Shadows  Explain how shadows are formed
 Describe about the change in the size of shadow
 Describe the shadows made by transparent, opaque and translucent
materials
 Illustrate to show how the length and position of shadows cast by the Sun
change throughout the day
The Earth and  Understand how the motion of the Earth creates the apparent motion of
beyond the Sun
 Explain how the unit of time ‘day’ relates to the motion of the Earth
 Explain how the unit of time ‘year’ relates to the motion of the Earth
 Name one or more famous astronomers and explain how they contributed
to scientific knowledge
MATHEMATICS
Measure and Measures
Problem solving
 Read, choose, use and record standard units to estimate and measure
length, mass and capacity to a suitable degree of accuracy
 Convert larger to smaller metric units
 Order measurements in mixed units.
 Round measurements to the nearest whole unit.
 Interpret a reading that lies between two unnumbered divisions on a scale.
 Compare readings on different scales.
 Draw and measure lines to the nearest centimetre and millimetre.
 Recognise and use the units for time: seconds, minutes, hours, days,
months and years.
 Tell and compare the time using digital and analogue clocks using the
24hour clock.
 Read timetables using the 24hour clock.
 Calculate time intervals in seconds, minutes, hours using digital and
analogue formats.
 Use a calendar to calculate time intervals in days and weeks
 Measure and calculate the perimeter of regular and irregular polygons.
 Understand area measured in square centimetres.
 Use the formula for the area of a rectangle to calculate the rectangles
area.
Handling data Organising, categorising and representing data
 Answer a set of related questions by collecting, selecting and organising
relevant data; draw conclusions from their own and others’ data and
identify further questions to ask.
 Draw and interpret frequency tables, pictograms and bar line charts, with
the vertical axis labelled for example in twos, fives, tens, twenties or
hundreds. Consider the effect of changing the scale on the vertical axis.
 Construct simple line graphs, e.g. to show changes in temperature over
time.
 Understand where intermediate points have and do not have
 meaning, e.g. comparing a line graph of temperature against time with a

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 graph of class attendance for each day of the week.
 Find and interpret the mode of a set of data.

Probability
 Describe the occurrence of familiar events using the language of chance or
likelihood.

ENGLISH
Stories from  To read stories from around the world and consider the point of view from
different cultures which the story is told and the way that characters are presented.
 To consider what the beginning of the story tells us about the setting and
the characters.
 To plan an alternative version of a story you have read with a different
point of view character.
 To plan to retell a story with a different point of view character.
 To write a story from a plan.
Persuasive writing  To orally persuade someone to do something
 To note the persuasive devices, words and phrases used in print and other
media.
 To compare writing that informs and persuades.
 To plan a persuasive text advertising a place, event or holiday

Performance poetry  To understand the language and features of a poem such as form,
structure, pattern of rhythm
 To prepare to perform a poem.
 To develop confidence in performing.
 To contrast and evaluate their own performance.

GLOBAL PERSPECTIVE
Family Targeted skills:
Research
Constructing research questions
•• Begin to construct research questions with support
Information skills
•• Identify sources and locate relevant information and answers to questions
within them
Conducting research
•• Conduct investigations, using interviews or questionnaires to test a prediction
or begin to answer a research question

Analysis
Identifying perspectives
•• Identify some key points from different perspectives on the same topic within a
source
Interpreting data
•• Find and interpret simple patterns in graphical or numerical data
Making connections
•• Talk about simple causes of a local issue and consequences on others

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 Evaluation
Evaluating sources
•• Discuss a source, considering the author and/or purpose, and comment on its
strengths and limitations
Evaluating arguments
•• Express opinions about a source, making reference to its features and
arguments

Disease and health Reflection

Teamwork
•• Identify benefits and challenges of working together to achieve a shared
outcome
Personal learning
•• Identify skills learned or improved during team activity

Collaboration
Cooperation and interdependence
•• The team plan and divide tasks fairly to achieve a shared outcome, considering
skills of team members and time available
Engaging in teamwork
•• The team member introduces useful ideas which are likely to help achieve a
shared outcome and works positively to solve problems faced by the team

Communication
Communicating information
•• Present information clearly with an appropriate structure and with some
reference to sources where appropriate
Listening and responding
•• Listen to ideas and information about an issue and ask questions relevant to
the issue

Our language programme includes all the aspects of English.

Reading The multi-sensory approach and the The hands-on activities help them learn the important
components of reading -Phonological awareness, Decoding, Vocabulary, Fluency and
Comprehension. This curriculum aims at laying a firm foundation of learning and create interest
in reading for a lifetime.
Writing Pupils learn to write in a range of genres or styles, organizing and developing their ideas logically,
using appropriate vocabulary and a variety of sentence structures. By the end of the academic
year children would have progressed in their specifically selected and age appropriate writing
skills.
Listening and The language of the classroom is English. Our aim is that children will become comfortable
Speaking speaking English in the classroom. Children will be given the opportunity to express their
opinions and ideas on a range of issues. They will be expected to listen appreciatively to the
viewpoints of others.

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Vocabulary Robert J. Marzano identified basic and advanced vocabulary which a speaker who wishes to
building- communicate in the English language should know. These wordsare grouped into clusters. year 2
Clusters to year 4 will be given basic vocabulary, while year 5&6 will be given advanced vocabulary. We
will be sending home sets of words which will be discussed in the class. Your child will illustrate
his / her understanding of the word in the space provided. Allow your child to take time to look
at the word, recall the meaning and illustrate. This practice will help them to build their
background academic vocabulary.
Write rights Write Rights is daily grammar practice that targets on the key grammar skills and writing skills.
This includes quick, daily activities to practice grammar, punctuation, capitalization, spelling, or
other skills essential to effective writing. This is practiced everyday to enhance student’s
language skills.
Role Role play is an essential area of learning and is built in to the curriculum. Role play/Dramatics
play/Drama enables the development of creative skills, verbal and non- verbal expression, an awareness of
the perspectives of others and aesthetic appreciation. Role play encourages students, to
communicate in powerful ways that go beyond their spoken language ability.

LANGUAGE

BAHASA

TERM LESSON OBJECTIVES

Term I Unit 1 : KekalkanWarisan
Kita Membimbinguntukmenulisayat
Unit 2 : KenaliKeseniankita Membimbinguntukmembacadan label dgnbetul& kata ganda

Unit 3 : Tahuuntukmejelaskandanmenilaisesuatuperkara.
Term 2 IndahnyaSenidanBudaya Kita

Unit 4 : PengurusSisaPepejal Tahumembinaayat Tanya dengan kata Tanya.

Unit 5 : Sumbangan Kita Mengetahuiuntukberlakonsecarakumpulan.

Term 3
Unit 6 : Tahukahanda? Mengetahui kata
gantinamadanmemberikanresponterhadapsuruhandanpermi
ntaan.

HINDI

TERM LESSON OBJECTIVES

Term I Chapter 1 - हमको मन की शक्ति दे ना
Grammar - विलोम शब्द
पर्ाा र्िाची शब्द और िचन Reading
संज्ञा - पररभाषा और भे द

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 Chapter 2 - चींटी से सीखो
Term II Chapter 3 - मीठे बोल Listening
Grammar - वलं ग
Grammar - विर्ा - पररभाषा
Chapter 4 - हाथी दादा Grammar
Chapter - 5 सच्ची वमत्रता
Term III chapter 6 - प्यारा सा एक पत्र
chapter 7 - काला कौआ
chapter 8 - वगलहरी और कबूतर Comprehension
Grammar - सिामान - पररभाषा
Grammar - काल

APPLIED COMPUTERS

Technology Integration:

Integration with the use of technology involves the infusion of technology as a tool to enhance the
learning in a content area or multidisciplinary setting. The primary goal for this integration isto provide
children with the core computing skills which will help them in academics and also best prepare them
for the future.

Learning Outcomes:

 Students will be able to,

 write a report, article, or letter using Word
 record, calculate, graph, and analyze data with Excel
 store and manipulate data on a topic using Access
 create a simple webpage

Objective Focus Software Technical

Applications Skills
Term 1 – Students gather the facts  About Microsoft Microsoft Word
Inscribe from the Internet and Word office word Processing
create a report in two  Research the facts
column format  Picture Collection
 Page Layout
 Formatting
Techniques

Term 2 – Students use Power Point  About Presentation Microsoft Graphics

Prezo to create a presentation  Make a Time-line Office
with Shapes, Smart Art.  Link Power-point Presentation
Format the slides and use  Formatting
Hyper-link to link between  Animation and Slide
Show
the slides

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Term 3 – Students analyze financial  About Excel Microsoft Spread
Spread data, add and manipulate  Basics Functions Office Excel sheet
sheet the data to create a chart  Creating and
inserting a chart
 Formatting
Techniques
Term 3 – Students design a table,  About Microsoft Microsoft Database
Database add records and modify Access Office Access
using formatting tools and  Database
sort the data  Picture & Navigation
keys
 Formatting
techniques

APPLIED SCIENCE - STEM

STEM inculcates Science, Technology, Engineering and Mathematics. We focus on these areas
together not only because the skills and knowledge in each discipline are essential for student
success,but also because these fields are deeply interwined in the real world and in how students
learn more effectively. STEM is an interdisciplinary and applied approach that is coupled with
problem based learning.

STEM through Robotics:

An early introduction to robotics through STEM encourages our children’s essential growth and
expression, engaging their cognitive, critical, and creative potential. When used in this way, robotics
can help these future creators, designers, and engineers to better understand and explore the world
around them.

Core values of STEM:

 New Opportunities for Creative and Critical Thinking
 Hands-On Lessons with Real-World Applications
 Fun and Inspired Learning, Safe Introduction toTechnology
 Establish links between 'cause and effect'
 Actively build, explore, investigate, inquire and communicate together

Annual Curriculum timeline – STEM

Time frame Topics Objectives
Simple Machine: Letter Investigating the difference between the weights of different
balance objects.
Term I

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 Renewable Energy:Land Investigating a safe cart that is powered by the wind and
yacht carries atleast one LEGO weight block

Pneumatics:Robot hand Build a robot hand and investigate what pressure is needed to
hold different objects without dropping or crushing them

Powered Machine: Making a dragster car go further by applying combination of

Dragster gears
Term II

Simple Machine:Wind Investigating its ability to generate power from a wind turbine
mill
Advance Machine:Gear Understanding the concepts of gear,gear ratio and the change
racer of speed based on the different gear combination

Term III Click clock Exploring the scientific concepts of gear mechanism and
investing the momentum in Physics

Tower crane Understanding the working principle of Tower crane and

different types of pulley system

WORKSHEET :

As students come in for each session , they will do worksheet for the modules practiced in the lab. All
these worksheets will be recorded and maintained in the form of log book which will be evaluated.

PHYSICAL EDUCATION (PE)

PE involves human movement in relation to the physical environment. It is concerned with learning
about physical activity and through physical activity. PE offers students the opportunity to discover the
capabilities of their body and the variety of ways in which they are able to use their body to solve
problems, address physical challenges, function as part of a group, manipulate equipment or apparatus
and express themselves in a range of situations. Through movement, students develop personally,
socially, emotionally as well as physically. They learn to understand and accept their own strengths and
weaknesses in Physical fitness sessions.

Students will be exposed to a number of activities that will develop motor skills, which may later be
applied in various physical activities within and beyond the school setting. They will become aware of a
number of positive leisure-time pursuits. In PE, students are exposed to a wide range of physical and
health-related activities and experiences so that they can make informed choices throughout their lives.

The PE component of the curriculum also provides opportunities for students to:

 learn about body control and spatialawareness

 master new skills and techniques in a variety of physicalactivities

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  manipulate equipment or apparatus
 recognize the importance of fairplay
 understand how strategies can assist them when participating in physical activities
 use cooperative behaviours in order to function as part of a group o rteam
 use proper safety precautions while engaged in physical activities

Annual curriculum overview

Discipline Game Skills
Basketball Dribbling
Physical Education Passing
Shooting
Defense

PERFORMING ARTS (PA)

Arts are the form of expression that is inherent in all cultures. They are a powerful means to assist in the
development of the whole child, and are important for interpreting and understanding the world. Arts
promote imagination, communication, creativity, social development and original thinking.

The arts component of the curriculum also provides opportunities for students to:

 develop proficiency as musicians, actors and visual artists

 acquire audience skills such as listening and viewing responsively
 interpret and present their own or others works to a range of audiences
 evaluate the different roles of artists in society such as to entertain, provoke debate or
challenge views and perceptions
 create and critique plays, compositions and artwork using a selection of tools and techniques
 express feeling, ideas, experiences and beliefs in a variety of ways
 improve coordination, flexibility, agility, strength and fine motorskills.

Role play/Drama perspective

Role play includes the development of creative skills, verbal and non-verbal expression, an awareness of
the perspectives of others, and aesthetic appreciation. Role play enables all students to communicate in
powerful ways that go beyond their spoken language ability. Through role play, students can begin to
construct an understanding of their community, their environment and their own feelings and emotions.
They will also have opportunities to work cooperatively to put together a performance and to
experience situations from different viewpoints. With Valley International School, students explore
elements of role play and become a master of this art.

Music perspective

Music includes the study and exploration of sound and the expressive use of musical elements. Students
will join together in musical activities using their voices, bodies and simple instruments to develop

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concepts about sound and musical awareness. Students will be exposed to and work on, a wide range of
musical stimuli. They will participate both individually and in groups. Students will read, develop and
record musical ideas in composition. They will develop an awareness and appreciation of music from a
range of times, places and cultures. The development of listening skills will be constantly reinforced
through live and recorded performances. Students will have opportunities for practice and consistent
exposure to music in order to produce mastery and lifelong appreciation.

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