SMMIS K1 G5 Curriculum Handbook

CURRICULUM HANDBOOK
PRIMARY SCHOOL K1-G5
KINDERGARTEN 1
CURRICULUM

LITERACY
Based on the UK National Curriculum
Spoken Language Spelling, Handwriting and Presentation

• Express themselves effectively, showing • Use a pencil and holding it correctly
awareness of listeners’ needs • Write recognisable letters, mostly formed
• Listen carefully correctly and facing the right way
• Act out stories • Write their name
• Sing songs with actions and intonation • Write labels, captions and mini books
• Take part in ‘show and tell’ sessions; for • Use phonics to write simple consonant-
example, your child may make a model at vowel-consonant words, and having a go at
home, and tell the class about it more complicated words
• Make up stories, rhymes and poems • Begin to learn to spell
• Develop their own narratives and
explanations by connecting ideas or
events
Reading and Comprehension Vocabulary, Grammar and Punctuation

• Name and sound the letters of the • Begin to form simple sentences
alphabet • Use basic punctuation
• Link sounds to letters (phonics) • Speak clearly and grammatically correctly
• Recognise groups of letters, for example, • Use past, present and future forms
‘oo’ and ‘ee’ accurately when talking about events that
• Hear and say sounds in words have happened or are to happen in the
• Recognise familiar and common words future
• Understand a story has a beginning,
middle and end
• Follow instructions involving several
ideas or actions
• Answer ‘how’ and ‘why’ questions about
their experiences and in response to
stories or events

NUMERACY

Whole Numbers Measurement

Numbers Time and Temperature
• Number concepts • Begin to understand the passage of days and
• Sort and classify using dot cards the calendar
• Recognize numerals 1-20 • Be able to describe the temperature using
• Write numerals 1-20 the appropriate vocabulary such as hot,
• Rote count up to 50 warm and cold
• Count reliably with one to one • Understand position and direction
correspondence • Compare attributions of height, length and
• Use of manipulatives constructively weight

Addition and subtraction within 20
• Add and subtract using manipulatives
and pictures
• Make addition and subtraction stories

Geometry Data Analysis

Shapes and Patterns Exploring Data
• Identify and name basic geometric shapes • Build and discuss graphs that are theme
• Explore 2D shapes related
• Name basic 3D shapes • Identify the highest and lowest numbers in a
• Follow simple patterns data set
• Extend patterns to AB and ABC patterning • Compare less than, greater than and equal
to from a graph

K1 THEMATIC UNITS

Through a carefully chosen set of themes, the children will explore the following topics while focusing on the four
strands - independence and interdependence, communicating, exploring and healthy living.

Themed units help children to see how subjects are both independent and interdependent. This enables them to see
different subjects, and talk about a topic from multiple
the big picture of their learning, make connections across
perspectives.

Changes Plants and Flowers

The children will learn all about changes all around The children will learn about plants and flowers and
them. They will look at how they have changed from they will:
a baby and will explore and engage in activities which • Grow some plants and flowers of their own
will include: • Make a garden for their class

• Making ice cubes • Have a flower shop
• Look at some of the things that grow around
• Learning about young animals changing into
the school
adults
• Playing in sand and water trays and see how
• Listen to stories about plants
many ways they can change the sand and Books on this topic:
water • The tiny seed- Eric Carle
• Make new shapes • Planting a rainbow-Lois Ehlert
• Oh Say, can you seed- Dr. Seuss
• Make loud and soft music
• How a seed grows-Helene Jordan
Books on this topic: • Growing vegetable soup- Lois Ehlert
• The Hungry Caterpillar- Eric Carle • Make new shapes
• The Little Cloud- Eric Carle • Make loud and soft music
• A colour of his own- Lio Lionni

Clothes Bears
The children will learn all about clothes and they will: The children will have the opportunity to look at
• Have pretend clothes shop in the class some old teddy bears and compare them with the
• Find out about special clothes new teddy bears. They will:

• Play dressing up games • Find out about real bears
• Wash some clothes • Listen to the story of Goldilocks and the three
• Listen to stories on the topic bears
• Looking at words with patterns • Make porridge

• Clapping and dancing to musical patterns • Make their own story book based on
Goldilocks
Books on this topic:
• Make a portrait of their own teddy bear
• Elmer the patchwork elephant
• The Emperor’s New Clothes
• Make bear masks

• A colour of his own- Lio Lionni

Physical Education Mandarin

The physical education curriculum for K1 focuses on The Mandarin curriculum aims to develop the four
the following skills: essential skills of listening, speaking, reading and
writing. The students will:
Strength, Agility and Resilience -Students are
introduced to safety first and basic techniques of quick • Acquire a core vocabulary of 40 words
body agility drills.

• Identify common frequently used words that
Captain’s Ball- Students are introduced to the safety are closed to daily life.
rules and learn the skills of hard passes and catch drill, • Identifying basic frequently used greetings and
short passes with two hands and overhead passes. phrases. Ability to express and practise with
Baseball with standing Tee - Students are introduced basic words and phrases.
to baseball, they will learn to demonstrate a swing
• Identifying basic radicals in Mandarin
with the bat and the ball on the tee. This will be characters to aid recognition. Building a
extended to running to the cone bases after swinging. foundation to recognise basic frequently used
Skipping - Students are introduced to basic jump rope
Chinese characters.
skills swing. They will build on the skills of running or • Chinese culture appreciation in selected topics
moving while skipping, and backwards jumps.
such as holidays and Chinese folk stories.

Music Swimming
The curriculum for music aims to ensure that all

students The swimming curriculum ranges from learn to swim
classes, to competitive programmes. It includes pool
• perform, listen to, review and evaluate music
safety rules, water confidence and developing
appropriate technique in four competitive swimming
across a range of historical periods, genres, styles
strokes.
and traditions, including the works of the great
composers and musicians

• learn to sing and to use their voices, to create and

compose music on their own and with others, Personal, Social and Emotional
have the opportunity to learn a musical
Development
instrument, use technology appropriately and
have the opportunity to progress to the next level Personal, Social, and Emotional development involves
helping children to develop a positive sense of
of musical excellence
• understand and explore how music is created, themselves, and others; to form positive relationships
produced and communicated, including through and develop respect for others; to develop social skills
the inter-related dimensions: pitch, duration, and learn how to manage their feelings; to understand
dynamics, tempo, timbre, texture, structure and appropriate behaviour in groups; and to have
appropriate musical notations.
confidence in their own abilities.

KINDERGARTEN 2
CURRICULUM

LITERACY
• Name the letters of the alphabet in order

• Attempt to spell words using each of the
• Speak audibly and fluently with an increasing phonemes already taught.
command of Standard English • Begin to form lower-case letters in the
• Listen and respond appropriately correct direction
• Work productively individually and in groups • Form capital letters and digits 0-9
• Use spoken language to develop • Understand which letters belong to which
understanding through speculating, handwriting families
hypothesising, imagining and exploring ideas • Use the spelling rule for the plurals (nouns)
• Participate in discussions, presentations, • Spell the days of the week, common sight
performances, roleplay/improvisations words
• Compose a sentence orally before writing
• Sequencing sentences to form short
narratives

• Apply phonic knowledge and skills as the • Leave spaces between words
route to decode words • Use a capital letter for people, places, the
• Read accurately by blending sounds in days of the week and ‘I’
unfamiliar words • Combine words to make sentences
• Read common sight words, regular words • Join words using ‘and’
with short vowels • Use and understand the grammatical
• Develop pleasure, vocabulary and terminology in discussing their writing and
understanding in reading by: reading.
• Listening to and discussing a wide range of
stories and non-fiction

• Becoming familiar and retelling stories Writing Composition

• Discussing and clarifying meaning of words
• Understand what they read and listen by
• Drawing on what they already know and • Write short recount, narrative and personal
correcting inaccurate reading texts.
• Discussing the significance of title and events • Re-reading what they have written to check
• Making inferences and predicting on the it makes sense and consider additions to
basis of what is being said and done further their ideas.
• Reading for themselves, taking turns and • Read aloud their writing clearly enough to be
listening to others heard by their peers and the teacher.
• Begin to punctuate sentences using capital
letters, full stops and question marks.

NUMERACY


Numbers to 100 Length
• Recognise, count, read and write from 0 • Compare objects using the words
to 99 in numerals tall/taller/tallest, long/longer/longest and
• Express numbers up to 99 as tens and short/shorter/shortest
ones • Compare two lengths by comparing each
• Compare and order numbers to 99 with a third length
• Find the missing numbers in a number • Measure length using non-standard units
position • Familiarise with standard units of
• Skip count by ones, twos, fives and tens measurement for length: inch and
• Spell number words centimeter
Addition and subtraction within 20 Weight
• Add and subtract using manipulatives • Compare objects using the words
and pictures heavy/heavier/heaviest and
• Add by counting on and using a number light/lighter/lightest
line • Use the weighing balance to compare
• Make addition and subtraction stories length
using pictures • Measure weight using non-standard units
• Subtract by taking away and counting Temperature
back, using a number line • Describe temperature using appropriate
• Write and complete addition and vocabulary such as hot, warm, cold
subtraction equations • Identify the thermometer as a tool for
• Relate addition and subtraction measuring temperature
equations Money
Multiplication and division • Name different coins and notes of the
• Use picture and objects to find the total Singapore currency
number of items in groups of the same • Understand and use the symbols ¢for cents
size • Skip count to find the value of the group of
• Use objects or pictures to find the coins/notes of the same denomination
number of items in a group when sharing
equally
Geometry Fractions & Data Analysis

Shapes, Patterns and Symmetry Fractions
• Identify, name, describe and classify 2D • Use manipulatives and drawings to model
shapes: circle, semi-circle, oval, triangle, halves, thirds and fourths as equal parts
square, crescent, star • Identify fractions as equal parts of a whole or a
• Recognise, name and describe the circle, collection
triangle, square and rectangle in real objects • Make notation for writing fractions
and pictures
• Make patterns using rhythm, sound, shapes, Exploring data
rotation, color, number, size and sequence • Count using tally marks
of events • Build and discuss graphs made that are
• Use patterns to predict what comes next theme related
• Identify dot patterns in dominoes • Collect and classify data
• Identify shapes that has a line of symmetry • Identify the highest and lowest numbers in
a data set
• Compare less than, greater than and equal
to from a graph

INTERNATIONAL PRIMARY CURRICULUM

Learning Goals Unit of Work

Learning Goals are the foundation on which the The Process of the IPC
International Primary Curriculum is built. The The units of work provide practical activities, plus a
Learning Goals define what children might be wealth of other supportive information. Each unit is
expected to know, what they might be able to do and structured to make sure that children's learning
the understandings they might develop as they move
through grade levels.
experiences are as stimulating as possible.

The IPC contains Learning Goals for every subject of
the curriculum, for personal development and for the
development of international understanding.

The subject goals cover the knowledge (the facts and

information children might learn), the skills (those
practical abilities children need to be able to do) and
the understandings (the deeper awareness of key
concepts which develops over time).

K2 Units

Themed units help children to see how subjects are
both independent and interdependent. This enables
them to see the big picture of their learning, make The entry point is an activity for children that begins
connections across different subjects, and talk about each unit of work and provides an exciting
a topic from multiple perspectives. introduction to the work that is to follow. Entry points
can last from one hour to a week, depending on the
age of the children and the task at hand.
Brainwave Unit:
Our brain is special because it does a lot of amazing
things. Once we understand how our brain works and The knowledge harvest takes place in the early stages
what we can do to make it work even better, then of each unit and provides an opportunity for children
we can improve the way that we learn. to reveal what they already know about the themes
they are studying. This bank of knowledge can then be
Our World: added to, developed and even challenged by the
Our world is where we live: our home, our family, our
school. It is the places that we go, the people that we teacher, throughout the course of the unit.
meet, the things that we can see, smell, hear, taste
The big picture provides teachers with subject-based
and touch. Our world is important, because we share background information to the issues contained within
it with lots of other living things. We need to treat
the unit. Explaining the theme involves the teacher
our world with respect to ensure that it is well looked
after so that every person, animal and plant can live helping the children to see the 'big idea' of the unit of
work before embarking on the subject learning.
healthily and enjoy it.

A Day in the Life: Each IPC unit has research activities and recording
It can be fun to imagine what we want to do when activities. Research activities always precede the
we grow up. The world is full of lots of different and recording activities. During research activities, children
exciting jobs. But we should remember to celebrate use a variety of methods and work in different group
the things we can do now; the hobbies and interests sizes to find out a range of information. During the
that we enjoy, and the learning we do at school to recording activities, children interpret the learning
help us achieve our goals. they have researched and have the opportunity to
demonstrate, share and explain their learning in

The Magic Toymaker:

different ways.
Toys come in many shapes and sizes. They are made
of different materials but all are designed for us to
have fun with, to learn new skills and to exercise our
The exit point has two main purposes. First, to help
bodies and our imagination. children pull together their learning from the unit and
second, to celebrate the learning that has taken place.

Science Mandarin

In addition to the International Primary Curriculum,
K2 will have an investigation led science curriculum The Mandarin curriculum aims to develop the four
which will focus on the following topics: essential skills of listening, speaking, reading and
Life Science : Animals two by two • Acquire a core vocabulary of 50 words
The Animals two by two Module provides experiences • Identify common frequently used words that are
that heighten students’ awareness of the living world.

closed to daily life
They observe and compare guppies and goldfish, land • Identify frequently used greetings and phrases.
and water snails, red worms and night crawlers and Communicate with basic words and phrases
learn about the structures and behaviour.
• Identify and practice basic radicals in Mandarin
characters to aid recognition. Build a foundation to
Earth Science : Trees and Weather
recognise and write basic frequently used Chinese
The Trees and Weather module provides students’ characters
with the skills to observe and compare trees and • Appreciate Chinese culture in selected topics such
weather using their senses and simple tools. They will
be able to communicate their observations made
as holidays, Chinese folk stories and traditional
Chinese family values
about different trees, leaves and weather conditions

orally and through drawings.

Physical Education
Music
The physical education curriculum for K2 focuses on the
The curriculum for music aims to ensure that all following skills:
students
Strength, Agility and Resilience -Students are
perform, listen to, review and evaluate music
introduced to safety first and basic techniques of quick
•
across a range of historical periods, genres, body agility drills.
styles and traditions, including the works of the Captain’s Ball- Students are introduced to the safety
great composers and musicians rules and learn the skills of hard passes and catch drill,
learn to sing and to use their voices, to create
•
short passes with two hands and overhead passes.
and compose music on their own and with Baseball with standing Tee - Students are introduced to
others, have the opportunity to learn a musical baseball, they will learn to demonstrate a swing with
instrument, use technology appropriately and the bat and the ball on the tee. This will be extended to
have the opportunity to progress to the next running to the cone bases after swinging.
level of musical excellence
understand and explore how music is created,
Skipping - Students are introduced to basic jump rope
• skills swing. They will build on the skills of running or
produced and communicated, including through moving while skipping, and backwards jumps.
the inter-related dimensions: pitch, duration,
dynamics, tempo, timbre, texture, structure and

Swimming

Swimming curriculum ranges from learn to swim
classes, to competitive programmes, it includes pool
strokes.

GRADE 1 CURRICULUM
LITERACY


• Speak audibly and fluently with an increasing • Segment spoken words into phonemes
command of Standard English • Learn to spell sight words
• Articulate and justify answers, arguments and • learning new ways of spelling phonemes for which
opinions one or more spellings are already known, and learn
• Work productively individually and in groups some words with each spelling, including common
• Use spoken language to develop homophones.
understanding through speculating, • Write from memory simple sentences
hypothesizing, imagining and exploring ideas • Form lowercase letters, start using cursive
• Participate in discussions, presentations, • Write capital letters and digits of correct size
performances, roleplay/improvisations and • Use spacing between words that reflect the size of
debates the letters


• Continue to apply phonic knowledge and • Learn how to use sentences with different forms:
skills as the route to decode words until statement, question, exclamation, command
automatic decoding has become embedded • Use punctuation correctly
and reading is fluent • Consistent use of present tense and past tense
• Read accurately by blending sounds and throughout writing
words with common suffixes • Identify nouns, personal pronouns, verbs and
• Develop pleasure, vocabulary and adverbs and use them in sentences
understanding in reading by: • Use and understand the grammatical terminology
o Listening to and discussing a wide accurately and appropriately in discussing their
genre of books writing and reading.
o Discussing the sequence of events and
retell a wider range of stories
o Discussing and clarifying meaning of

words, their favourite words and Writing Composition

phrases
• Develop positive attitudes towards and stamina for
• Understand what they read and listen by
writing by writing for different purposes, including:
o Drawing on what they already know
o Writing narratives about personal experiences
and correcting inaccurate reading
and those of others (real and fictional)
o Making inference on the basis of what
o Writing about real events
is said and done
o Writing poetry
o Predicting, answering and asking
• Consider what they are going to write before
questions
beginning by planning or saying out loud what they
o Reading for themselves, taking turns
are going to write about.
and listening to others
• Make simple revisions, additions and corrections to
their own writing by re-reading to check it makes
sense, including verb tense.
• Proof-read writing to check for errors in spelling,
punctuation and grammar.
• Read aloud what they have written with appropriate
intonation and expression.
• Learn how to use expanded noun phrases to
describe and specify [for example, the blue
butterfly]

NUMERACY
Based on Singapore Maths: My Pals Are Here


Length
Numbers to 999 • Compare objects using the words
• Recognise, read and write from 0 to 999 tall/taller/tallest, long/longer/longest and
in numerals and words short/shorter/shortest
• Use the place value chart to show • Compare objects using a start line
numbers up to 999, compare and order • Measure length using non-standard units
numbers to 999
• Use the symbols >, < and = to compare Weight and Temperature
numbers • Measure weight using non-standard units
• Use ordinal numbers to tell order and • Identify the thermometer as a tool for
position measuring temperature
• Use position words to name relative • Read temperature on Celsius and Fahrenheit
positions scales to the nearest 10 degrees

Addition and subtraction within 100
Money
• Add and subtract a 2--digit number and a
• Exchange a coin/note of one denomination
1-digit number with and without
for an equivalent set of a smaller
regrouping
denomination
• Add two two-digit numbers without
• Understand the denomination of coins of the
regrouping
Singapore currency
• Add three 1-digit numbers
• Add and subtract money in cents (up to $1)
• Solve word problems using addition and or dollars (up to $100)
subtraction
• Solve real-world problems involving addition
and subtraction of money
Multiplication and division
• Relate and write repeated addition to

multiplication and multiplication Time
equations • Use the term o'clock to tell the time
• Relate equally sharing to division • Read the time to the half hour, use the term
half past
• Use pictorial representation to solve
word problems • Relate time to daily activities, use a calendar
to identify weeks, months and dates
• Read the time up to 5 min intervals;
distinguish between am and pm


Shapes, Patterns and Symmetry Fractions
• Recognise, name and describe circles, • Identify fractions as equal parts of a whole
triangles, squares and rectangles in real or a collection
objects and pictures • Make notation for writing fractions
• Make and complete patterns with shapes • Identify the numerator and the denominator
according to some attributes Picture Graphs
• Distinguish odd and even patterns, • Collect and show data in a picture graph
identify line symmetry • Understand the data shown in a picture
• Name 3D shapes: sphere, cone, cylinder, graph
rectangular prism, cube and pyramid • Collect and show data in a picture graph
• Understand the data shown in a picture
graph using symbols



International Primary Curriculum is built. The The units of work provide practical activities, plus a
Learning Goals define what children might be wealth of other supportive information. Each unit is
structured to make sure that children's learning
expected to know, what they might be able to do and experiences are as stimulating as possible.
the understandings they might develop as they move
through grade levels.

The IPC contains Learning Goals for every subject of
the curriculum, for personal development and for the


practical abilities children need to be able to do) and
the understandings (the deeper awareness of key
concepts which develops over time).

Grade 1 Units

The entry point is an activity for children that begins
Themed units help children to see how subjects are
each unit of work and provides an exciting introduction
both independent and interdependent. This enables to the work that is to follow. Entry points can last from
them to see the big picture of their learning, make one hour to a week, depending on the age of the
connections across different subjects, and talk about children and the task at hand.
a topic from multiple perspectives. The knowledge harvest takes place in the early stages

of each unit and provides an opportunity for children to
reveal what they already know about the themes they
Brainwave Unit: are studying. This bank of knowledge can then be
Our brain is special because it does a lot of amazing
things. Once we understand how our brain works and added to, developed and even challenged by the
teacher, throughout the course of the unit.
what we can do to make it work even better, then
The big picture provides teachers with subject-based
we can improve the way that we learn. background information to the issues contained within

From A-B: the unit. Explaining the theme involves the teacher
helping the children to see the 'big idea' of the unit of
Every day people all over the world make different work before embarking on the subject learning.
types of journeys – on land, on sea and in the air. To
make these journeys we have invented a lot of
Each IPC unit has research activities and recording
different ways of getting from A to B. activities. Research activities always precede the
Buildings: recording activities. During research activities, children
use a variety of methods and work in different group
There are structures around us all the time, some of sizes to find out a range of information. During the
which we barely notice. What are they made from?
What is their purpose? What do you notice about their recording activities, children interpret the learning they
have researched and have the opportunity to
shapes? What can be done to make them stronger?
Through this unit you will become builders and
discover the secrets to holding up bridges and different ways.
skyscrapers.
Time Travellers: children pull together their learning from the unit and
To step back in time we have to become a history
detective. We have to find and solve the clues to second, to celebrate the learning that has taken place.
unlock the mysteries and meaning of past events.

Science Mandarin
Grade 1 will have an investigation led science
The Mandarin curriculum aims to develop the four
curriculum which will focus on the following topics: essential skills of listening, speaking, reading and
Life Science: Plants and animals
Students will understand what plants and animals need writing. The students will:
to live and grow, they will study the structures and
• Acquire a core vocabulary of 60 words
behaviours that plants and animals have to help them
live in their habitat. • Identify high-occurrence sentence patterns
Earth Science: Air and Weather relating to the daily routine
The students will discover properties of air by observing • Appreciate Chinese culture in selected topics
interactions of air with objects, construct parachutes, • Understand and express simple words and have a

pinwheels and kites and observe how they interact with foundation to pursue more advanced studies
air and use weather instruments to measure air-
conditions.

Physical Education PSHE (Personal, Social, Health Education)

PSHE education offers both explicit and implicit
The physical education curriculum for Grade 1 focuses learning opportunities and experiences which reflect

on the following skills:
the students’ increasing independence, physical and
Strength, Agility and Resilience :Students are
social awareness as they move through the primary
introduced to safety first and basic techniques of quick phase.
body agility drills. PSHE builds on the skills for students to develop
Touch Rugby: Students are introduced to Touch Rugby, effective relationships, assume greater responsibility
which is derived from Rugby in which the players do not and manage personal safety. It will introduce the
tackle but instead touch their opponents. students to a wider world and enable them to make
Kickball : Students are introduced to Kickball and the an active contribution to their communities.
safety rules. It is similar to Baseball, but uses only the
feet to kick and a ball. No bats are used for this sport.
Floorball :Students are introduced to Floorball kits and World Religions
safety rules. They will learn how to hold the stick and
pass and receive. The purpose of World Religions at SMMIS is to
provide students with opportunities to learn about,
and learn from the world’s major religions: Hinduism,
Music Buddhism, Christianity, Islam and Sikhism. Various
The curriculum for music aims to ensure that all aspects of these religions are discussed, with
knowledge and understanding being built up over the
students
years. Grade 1 will focus on: Beliefs; Symbols; Special
People; Celebrations.
Swimming
• learn to sing and to use their voices, to create and
compose music on their own and with others, Swimming curriculum ranges from learn to swim
have the opportunity to learn a musical classes, to competitive programmes, it includes pool
instrument, use technology appropriately and safety rules, water confidence and developing
have the opportunity to progress to the next level appropriate technique in four competitive swimming
of musical excellence strokes.
• understand and explore how music is created,
produced and communicated, including through
GRADE 2 – CURRICULUM
LITERACY
• Speak audibly and fluently with an increasing
command of Standard English • Use prefixes, suffixes and homophones
• Articulate and justify answers, arguments and • Write common words with regular and irregular
opinions plurals
• Work productively individually and in groups • Write from memory simple sentences
• Use spoken language to develop • Increase the legibility, consistency and quality of
understanding through speculating, their cursive handwriting
hypothesising, imagining and exploring ideas • Write using appropriate structure, vocabulary and
• Participate in discussions, presentations, grammar
performances, roleplay/improvisations and • Discuss and record ideas
debates

• Proof read for spelling, grammar and punctuation
• Apply their growing knowledge of root words, errors
prefixes and suffixes, both to read aloud and • Use punctuation such as commas, full stop, question
to understand the meaning of new words mark and exclamation mark correctly
they meet • Use apostrophes to show ownership and contractions
• Read exception words, noting the unusual • Write sentences with an adverbial clause, conjunction
correspondences between spelling and and a number adjective
sound, and where these occur in the word • Use the present perfect form of verbs in contrast to
the past tense
• Develop positive attitudes by • Choose nouns or pronouns appropriately
o Listening to and discussing a wide • Use conjunctions, adverbs and prepositions to
genre of books express time and cause
o Identifying themes and conventions in • Identify adjectives in sentences (behaviour/
a wide range of books personality, physical appearance)
o Discussing words and phrases that • Use and understand the grammatical terminology
capture the reader’s interest and accurately and appropriately in writing and reading.
imagination

Writing Composition
• Understand what they read by
• Read and discuss writing similar to that which they
o Checking the text for understanding
are planning to write in order to understand and
o Drawing inference and predicting the
learn from its features, organisation and vocabulary.
outcome
o Identifying main ideas and • Plan for writing by discussing ideas for the common
summarising them elements found in writing for a particular purpose
o Identifying how language, structure, [for example, characters, setting and plot in
and presentation contribute to narratives].
meaning • Progressively build a varied and rich vocabulary and
use an increasing range of sentence structures.
• In narratives, include information about characters,
setting and plot.
• In non-narrative material, use simple organisational
devices, such as headings and sub-headings.
• Propose changes to grammar and vocabulary to
improve consistency, including accurately using
pronouns.
Read aloud their own writing, to a group or to the
class, using appropriate intonation and expression
and controlling the tone and volume.
NUMERACY


Numbers to 1000 Length
• Measure in meters and centimetres
• Understand counting & Place value
• Compare lengths in metres
• Compare numbers within 1000
• Compare lengths in centimetres
• Round numbers within 1000 to the nearest
10 or 100. • Add and subtract length
• Order and pattern numbers to 1000 • Multiply and divide of length

Addition and subtraction within 1000 Mass
• Measure in grams and kilograms
• Practice simple addition and subtraction • Compare masses in kilograms and grams
within 1000
• Add and subtract mass
• Practice addition with regrouping in ones and
• Multiply and divide mass
tens

• Practise subtraction with regrouping in tens
Money
and ones, hundreds
• Understand denominations and name
• Subtract with numbers that have zeros
Singapore coins and notes
• Solve simple word problems using models
• Count and change dollars and cents
• Solve two-step word problems using models
• Compare amounts of money
• Practise mental addition and subtraction
• Solve word problems

Time
• Practise how to multiply and divide • Read the minute hand
• Multiply 2 & 3: skip-count and use dot paper • Read and write time
• Understand division • Learn a.m. and p.m.
• Memorise multiplication tables of 4, 5 and • Understand time taken in hours and minutes
10; skip-count and use dot paper
• Solve multiplication and division using
models

Volume Fractions
• Understand volume • Understand fractions & solve problems
• Measure in litres • Compare and order fractions
• Add and subtract volumes • Add and subtract like fractions
• Multiply and divide volumes
Graphs
Lines and surfaces • Read picture graphs with scales
• Understand straight lines and curves • Make picture graphs and bar graphs with scales
• Understand flat surfaces • Read and interpret bar graphs
Shapes and patterns

• Understand shapes and 3D figures
• Make Patterns


International Primary Curriculum is built. The Learning The units of work provide practical activities, plus a
Goals define what children might be expected to know,
what they might be able to do and the understandings
wealth of other supportive information. Each unit is
they might develop as they move through grade levels. experiences are as stimulating as possible.

The IPC contains Learning Goals for every subject of the
curriculum, for personal development and for the

practical abilities children need to be able to do) and the
understandings (the deeper awareness of key concepts
which develops over time).

Grade 2 Units

Themed units help children to see how subjects are both
independent and interdependent. This enables them to each unit of work and provides an exciting
see the big picture of their learning, make connections introduction to the work that is to follow. Entry points
across different subjects, and talk about a topic from can last from one hour to a week, depending on the
multiple perspectives. age of the children and the task at hand.

Brainwave Unit:
Our brain is special because it does a lot of amazing The knowledge harvest takes place in the early stages
of each unit and provides an opportunity for children
things. Once we understand how our brain works and
what we can do to make it work even better, then we to reveal what they already know about the themes
can improve the way that we learn. they are studying. This bank of knowledge can then be
added to, developed and even challenged by the
Saving the World teacher, throughout the course of the unit.

Rainforests once covered 14% of our world’s surface.
Now they cover less than 5%. Every second, an area of The big picture provides teachers with subject-based
the rainforest the size of a football field is being background information to the issues contained within
destroyed. Some scientists believe that, if we lose our the unit. Explaining the theme involves the teacher
rainforests, we might put our whole planet at risk. What
will we do to help save the rainforest?

Temples, Tombs and Treasures Each IPC unit has research activities and recording
The people who helped create the first great civilisations activities. Research activities always precede the
were not unlike you and me. Today we can learn a lot recording activities. During research activities, children
about these people and their way of life through the use a variety of methods and work in different group
things they left behind : from everyday objects to sizes to find out a range of information. During the
magnificent and rare treasures. recording activities, children interpret the learning
they have researched and have the opportunity to
Different Places, Similar Lives
People lead different lives. Even people in the same different ways.
country, the same town or the same street can have
different lifestyles. But they can have things in common, children pull together their learning from the unit and
too : they can both like the same food or football team! second, to celebrate the learning that has taken place.

Science Mandarin

Grade 2 will have an investigation led science The Mandarin curriculum aims to develop the four
essential skills of listening, speaking, reading and
curriculum which will focus on the following topics:

Earth Science: Pebbles, Sand and Silt
The Pebbles, Sand and Silt Module provides • Acquire a core vocabulary of 80 words
experiences that heighten primary students’ • Identify high-occurrence sentence patterns
awareness, curiosity and understanding of Earth’s
relating to the daily routine
natural resources – rocks, soil and water – and • Appreciate Chinese culture in selected topics
provides opportunities for students to engage in Understand and express simple words and have a
scientific and engineering. foundation to pursue more advanced studies

Physical Science: Solids and Liquids
The Solids and Liquids Module provides experiences

that heighten primary students’ awareness, curiosity
and understanding of the physical world and provides PSHE (Personal, Social, Health Education)
opportunities for young students to engage in scientific
Physical Education learning opportunities and experiences which reflect
The physical education curriculum for Grade 2 focuses social awareness as they move through the primary
on the following skills: phase.
Strength, Agility and Resilience-The students continue
PSHE builds on the skills for students to develop
to learn more about safety first and basic techniques of effective relationships, assume greater responsibility
quick body agility drills. and manage personal safety. It will introduce the
Touch Rugby- The students continue to build their skills students to a wider world and enable them to make
on Touch Rugby, which is derived from Rugby where

an active contribution to their communities.
the players do not tackle but instead touch their
opponents.
Kickball – Students will practise and play the game of
Kickball and the rules, using only the feet to kick and a
World Religions
ball. No bats are used for this sport.

Floorball -Students will practise the game of Floorball The purpose of World Religions at SMMIS is to
kits and safety rules. They will learn how to hold the provide students with opportunities to learn about
stick and pass and receive. and learn from the world’s major religions: Hinduism,

Buddhism, Christianity, Islam and Sikhism. Various
aspects of these religions are discussed, with
Music years. Grade 2 will focus on Stories and Special
Books, Special Places and Celebrations.
The curriculum for music aims to ensure that all students

and traditions, including the works of the great Swimming
• learn to sing and to use their voices, to create and Swimming curriculum ranges from learn to swim
compose music on their own and with others, have classes, to competitive programmes, it includes pool
the opportunity to learn a musical instrument, use safety rules, water confidence and developing
technology appropriately and have the opportunity appropriate technique in four competitive swimming
to progress to the next level of musical excellence strokes.
LITERACY


• Listen and respond, ask relevant questions • Use prefixes, suffixes and how to add them
• Articulate and justify answers, arguments • Spell homophones, mastery of 300 sight
and opinions words
• Participate actively in conversations, staying • Write from memory simple sentences
on topic, initiating and responding to • Increase the legibility, consistency and quality
comments of their cursive handwriting
• Use spoken language to develop • Write using appropriate structure, vocabulary
understanding through speculating, and grammar
hypothesising, imagining and exploring ideas • Discuss and record ideas and information
• Participate in discussions, presentations, • Organise paragraphs around a theme
performances, roleplay/improvisations and • Proofread and edit for spelling and
debates. punctuation errors.


• Extend the range of sentences with more than
• Apply their growing knowledge of root one clause
words, prefixes and suffixes, both to read • Using conjunctions, adverbs, adjectives and
aloud and to understand the meaning of prepositions to express time and cause
new words they meet • Use concept of a topic sentence in a
• Read exception words, noting the unusual descriptive/narrative paragraph
correspondences between spelling and • Combine sentences using compound subjects
sound, and where these occur in the word and predicates
• Read Latin and Greek derivatives with • Use the present perfect form of verbs in
common suffixes contrast to past tense
• Develop positive attitudes by • Choose nouns and pronouns appropriately
o Listening to and discussing a wide • Use and understand the grammatical
genre of books terminology accurately and appropriately in
o Recognising different forms of poetry discussing their writing and reading.
o Discussing words and phrases that
capture the reader’s interest and Writing Composition

imagination
• Read and discuss writing similar to that which
• Understand what they read by
they are planning to write in order to
o Checking the text for understanding
understand and learn from its structure,
o Drawing inference and predicting the
vocabulary and grammar.
outcome
o Identifying main ideas and • Plan for writing by recording ideas in a
summarising them structured written form.
o Identifying how language, structure, • Progressively build a varied and rich
and presentation contribute to vocabulary and use an increasing range of
meaning sentence structures.
• In narratives, create increasingly detailed
characters, settings and plots.
• In non-narrative material, use organisational
devices such as headings, sub-headings and
bullet points.
• Assess the effectiveness of their own and
others’ writing and suggest improvements.
Read aloud their own writing, to a group or to
the class, using appropriate intonation and
expression and controlling the tone and
volume.
NUMERACY


Numbers to 10,000 Length, Mass and Volume
• Count up to 10,000 • Measure in meters and centimeters
• Understand place value • Measure in inches, feet, yard and miles
• Compare, order and pattern numbers • Measure in kilometers and meters
• Measure in kilograms and grams
Addition and subtraction within 10,000 • Measure in liters and milliliters
• Understand the meaning of sum and • Measure in pounds, gallon and ounces
difference • Solve one-step and two step word problems
• Practise simple addition and subtraction
within 10000 Money
• Add and subtract in regrouping in ones, tens • Add and subtract problems involving money
and hundreds • Count and change dollars and cents
• Practise subtraction with numbers that have • Solve word problems
zeros
• Solve two-step word problems using models Time
• Use mental addition and subtraction • Practise telling time
• Convert hours and minutes
Multiplication and division • Practise adding and subtracting time
• Understand duration in hours and minutes
• Multiply with and without regrouping in ones,
tens, and hundreds • Solve word problems
• Multiply without regrouping in ones, tens,
hundreds and thousands
• Memorise multiplication tables of 6,7,8 & 9
• Understand quotient and remainder
• solve problems using odd and even numbers
• Divide without remainder and regrouping
• Divide with regrouping in tens and ones and
hundreds

Geometry Fractions

Angles Fractions
• Understand and identify angles • Find the numerator and denominator
• Understand and identify right angles • Understand equivalent fractions
• Measure angles • Understand equivalent fractions: short cuts
• Compare fractions
Perpendicular and parallel lines • Add and subtract like fractions
• Understand perpendicular lines • Solve problems involving fractions
• Draw perpendicular lines
• Understand parallel lines
• Draw parallel lines
Area and perimeter

• Understand area
• Use square centimetres (cm²)
• Use square metres ( m²)
• Understand the perimeter and area
• Find the area of a rectangle





Grade 3 Units

independent and interdependent. This enables them to
see the big picture of their learning, make connections The entry point is an activity for children that begins
each unit of work and provides an exciting
across different subjects, and talk about a topic from introduction to the work that is to follow. Entry points
multiple perspectives.
Brain Wave age of the children and the task at hand.
Every day we are learning a lot of new and different
things - gaining the knowledge, skills and understanding

The knowledge harvest takes place in the early stages
that we will need to become successful adults. By of each unit and provides an opportunity for children
finding out more about how we learn, and how we can to reveal what they already know about the themes
improve our learning, we will be better equipped for they are studying. This bank of knowledge can then be
meeting the many challenges ahead of us.
Chocolate teacher, throughout the course of the unit.

Wouldn’t it be amazing if chocolate grew on trees? Well,
it does! Wouldn’t it be amazing if I said we were going to The big picture provides teachers with subject-based
make some chocolate? Well, we are! And we’re going to background information to the issues contained within
discover even more amazing things about chocolate… the unit. Explaining the theme involves the teacher

Explorers and Adventurers work before embarking on the subject learning.
Do you love discovering new places? Yes? Well you
might just be an explorer. Explorers are people who
travel to new places in the world and discover new Each IPC unit has research activities and recording
activities. Research activities always precede the
things that they didn’t know existed. So much of what recording activities. During research activities, children
we know today about our world is because we have use a variety of methods and work in different group
been explorers in the past. Being an explorer is exciting
but scary at the same time. Could you be an explorer?
sizes to find out a range of information. During the
Let’s find out. recording activities, children interpret the learning

Island Life
Geographers and explorers estimate that there are over different ways.
one million islands on earth. They range hugely in size,
location, habitat and climate, but all are surrounded by The exit point has two main purposes. First, to help
water. As one in six people live on an island, let’s children pull together their learning from the unit and
explore what some islands are like across the globe! second, to celebrate the learning that has taken place.

Mandarin
Science

The Mandarin curriculum aims to develop the four
Grade 3 will have an investigation led science essential skills of listening, speaking, reading and
curriculum which will focus on the following topics:

Life Science: Structures of Life • Acquire a core vocabulary of 120 words
• Identify high-occurrence sentence patterns
Students will conduct investigations dealing with
observable characteristics of organisms, investigate relating to the daily routine
• Identify high-occurrence radicals in Mandarin
food chain dynamics, study skeletal systems using
bones, images and models. characters to aid recognition
• Appreciate Chinese culture in selected topics.
Earth Science: Water • Understand and express simple words and have a
Students will conduct investigations to explore the foundation to pursue more advanced studies
properties of water, changes in water and interaction

between water and other earth materials. PSHE (Personal, Social, Health Education)

learning opportunities and experiences which reflect
Physical Education social awareness as they move through the primary
Students will enhance their gross motor skills acquired phase.
during in their lower school stages such as balancing, PSHE builds on the skills for students to develop
effective relationships, assume greater responsibility
throwing, agility, running, jumping, and body and manage personal safety. It will introduce the
coordination through a variety of games.
students to a wider world and enable them to make
Students will be provided with an opportunity to an active contribution to their communities.

acquire advance sport skills and strategies on effective
performance such as attacking, dribbling, teamwork
through a broad range of physical activities including World Religions
ball games, striking games, athletic, dance, and outdoor

activities. The purpose of World Religions at SMMIS is to
provide students with opportunities to learn about
By the end of grade 8, pupils are expected to perform a and learn from, the world’s major religions:

range of advance sport skills, including monitoring, Hinduism, Buddhism, Christianity, Islam and Sikhism.
evaluating their own performance and that of their
Various aspects of these religions are discussed, with
years. Grade 3 will focus on Religion and the
Music Individual, Sacred Texts, Pilgrimage and Sacred

Places.

across a range of historical periods, genres, styles Swimming
composers and musicians Swimming curriculum ranges from learn to swim
• learn to sing and to use their voices, to create and classes, to competitive programmes, it includes pool
compose music on their own and with others, have safety rules, water confidence and developing
the opportunity to learn a musical instrument, use appropriate technique in four competitive swimming
technology appropriately and have the opportunity strokes.
to progress to the next level of musical excellence
LITERACY
• Use prefixes, suffixes and how to add them

• Listen and respond, ask relevant questions
• Accurately spell using the long vowel, vowel-r
• Articulate and justify answers, arguments and
and vowel pair syllables
opinions
• Apply spelling rules with derivatives, using
• Give well-structured descriptions, explanations
etymology and morphology in spelling
and narratives for different purposes
• Able to write a grammatically correct 10-12
• Use spoken language to develop understanding
sentence paragraph
through speculating, hypothesizing, imagining
• Write using appropriate structure, vocabulary
and exploring ideas
and grammar
• Participate in discussions, presentations,
• Discuss and record ideas and information
performances, roleplay/improvisations and
• Use organisational and presentational devices
debates
• Write compare and contrast, expository,
• Consider and evaluate different viewpoints
persuasive and narrative paragraphs
• Apply their growing knowledge of root words, • Use expanded noun phrases to convey
prefixes and suffixes, both to read aloud and to complicated information
understand the meaning of new words they • Use modal verbs, passive verbs
meet • Use concept of a topic sentence in a
• Read and discuss a wide genre of books or texts descriptive/narrative paragraph
• Develop positive attitudes by • Combine sentences using compound subjects
• Recommend books to peers, giving reasons and predicates
• Make comparisons within and across books • Link ideas across paragraphs using adverbials of
• Understand what they read by time
• Check the text for understanding • Convert nouns or adjectives into verbs using
• Draw inference and justifying inferences with suffixes
evidence • Use and understand the grammatical
• Identify how language, structure and terminology accurately and appropriately in
presentation contribute to meaning discussing their writing and reading.
• Summarise main ideas drawn from more than
one paragraph Writing Composition
• Distinguish between statements of fact and
• Plan for writing by identifying the audience and
opinion
purpose for the writing, selecting the
• Provide reasoned justification for views appropriate structure and using other similar
writing as models for their own.
• Note and develop initial ideas, drawing on
research when needed.
• When writing narratives, consider how authors
have developed characters and settings and
use these techniques in their own writing.
• Understand how choices in vocabulary and
grammar can change and enhance meaning.
others’ writing and propose changes to
enhance effects and clarify meaning.
Ensure correct subject and verb agreement
when using singular and plural.

NUMERACY

Whole Numbers Decimals and Measurement
Whole Numbers
Decimals
• Identify place values of digits
• Use notation, understand tenths, hundredths, and
• Compare and order numbers within 100,000.
thousandths, locate decimal numbers on a number
• Use place-value models to represent numbers to line, compare decimal numbers
100,000
• Convert a decimal to a fraction and simplify
• Round numbers within 100,000 to the nearest 10
• Convert a fraction to a decimal number
or 100
(denominators are a factor of 10, 100)
• Find and complete regular number patterns for
• Compare and order decimal numbers of up to 3
numbers within 100,000
decimal places and fractions
• Find the factors and common factors of whole
• Round decimal numbers of up to 3 decimal places
numbers within 100
to the nearest whole number or to 3 decimal
places
• Add/subtract decimal numbers of up to 3 decimal
• Multiply numbers within 10,000 by a 1-digit places
number • Multiply/divide decimal numbers of up to 2
• Divide numbers within 10,000 by a 1-digit number, decimal places by a whole number
including situations where there is a remainder • Round off the quotient of a division problem
• Multiply numbers within 10,000 by a 2-digit correct to 2 decimal places
number • Estimate answers in calculations and check
• Divide numbers within 10,000 by a 2-digit number reasonableness of answers
• Use estimation to verify the reasonableness of Time
calculated results in multiplication and division • Tell time with seconds
problems • Understand the 24 hour clock
• Check division problems using multiplication. • Solve word problems
• Use order of operations to solve mathematical
expressions
Geometry Area, Perimeter & Volume, Tables & Line Graphs

Area, Perimeter and Volume
• Identify acute, obtuse, and right angles and relate • Find the area and perimeter of composite figures
90°, 180°, 270°, and 360° with quarter, half, three- made from squares and rectangles
quarter, and whole turn • Find the area, perimeter, and unknown sides of
• Measure and construct angles less than 360° with rectangles
a circular protractor • Find the volume of solid figures by counting cubic
• Recognise properties of angles, triangles, units
quadrangles, parallelograms and polygons • Understand and use units of volume, such as cubic
• Identify figures that have line symmetry centimeter and cubic inch
• Identify congruent and similar figures • Find the volume of rectangular prisms with
• Create tessellations centimeter cubes
• Identify perpendicular and parallel lines Tables and Line Graphs
• Collect, organize, and analyze data using tables
and line graphs
• Ask and solve questions related to data
representation
• Collect, organize, and analyse data using line plots
and line graphs
• Collect, organize, and analyse data using tables
and bar graphs





Grade 4 Units


see the big picture of their learning, make connections
across different subjects, and talk about a topic from
each unit of work and provides an exciting
multiple perspectives. introduction to the work that is to follow. Entry points

Brainwave Unit:
Every day we are learning a lot of new and different age of the children and the task at hand.
things – gaining the knowledge, skills and understanding
that we will need to become successful adults. By The knowledge harvest takes place in the early stages
finding out more about how we learn, and how we can
improve our learning, we will be better equipped for to reveal what they already know about the themes
meeting the many challenges ahead of us. they are studying. This bank of knowledge can then be

What a Wonderful World teacher, throughout the course of the unit.

Natural forces have been shaping our planet for many
billions of years and these dramatic changes are still The big picture provides teachers with subject-based
going on, right now, all around us. Throughout this unit background information to the issues contained within
we will be learning more about the physical processes the unit. Explaining the theme involves the teacher
that shape our planet – and the vital role that we play in helping the children to see the 'big idea' of the unit of
safeguarding our planet and its resources for future work before embarking on the subject learning.
generations.

What Price Progress? Each IPC unit has research activities and recording
Advances in science and technology are transforming activities. Research activities always precede the
the way that we live our lives. Each and every one of us
recording activities. During research activities, children
is affected by change – but have we ever stopped to use a variety of methods and work in different group
consider what this change means for ourselves, our sizes to find out a range of information. During the
communities and the world? recording activities, children interpret the learning

Earth as an Island demonstrate, share and explain their learning in
Islands used to be isolated places, with unique cultures,
different ways.
geographical features and ecosystems. In today's

increasingly-interdependent global community, even the
most remote of islands are being ever-more affected by
children pull together their learning from the unit and
human existence. Explore the impact of humans on second, to celebrate the learning that has taken place.

Science Mandarin

In addition to the International Primary Curriculum, The Mandarin curriculum aims to develop the four
Grade 4 will have an investigation led science
curriculum which will focus on the following topics: essential skills of listening, speaking, reading and

• Core vocabulary list of 150 words
Life Science: Environments
Students will learn and determine an organism’s • Identify high-occurrence sentence patterns
relating to daily routines
environmental preference for various nonliving factors
for survival. They will conduct controlled experiments • Identify high-occurrence radicals in Mandarin
with organisms to discover their range of tolerance for characters to aid recognition
• Understand and express simple words and
environmental factors.
Physical Science: Mixtures and Solutions have a foundation to pursue more advanced
studies
Students will plan and conduct investigations on
saturation, solubility. They will observe and compare • Appreciate Chinese culture in selected topics
reactants and products of chemical reactions.

World Religions
The purpose of World Religions at SMMIS is to
Physical Education provide students with opportunities to learn about
and learn from the world’s major religions: Hinduism,
Students will enhance their gross motor skills acquired
during in their lower school stages such as balancing, aspects of these religions are discussed, with
throwing, agility, running, jumping, and body
coordination through a variety of games.
years.

Students will be provided with an opportunity to
Grade 4 will focus on Religion, Family and the
acquire advance sport skills and strategies on effective Community, Beliefs, Journey of Life and Death and
through a broad range of physical activities including
Worship.
ball games, striking games, athletic, dance, and outdoor
activities.
PSHE (Personal, Social, Health Education)

Music the students’ increasing independence, physical and
social awareness as they move through the primary
phase.
PSHE builds on the skills for students to develop
and traditions, including the works of the great and manage personal safety. It will introduce the
composers and musicians students to a wider world and enable them to make
learn to sing and to use their voices, to create and an active contribution to their communities.
•
compose music on their own and with others, have
the opportunity to learn a musical instrument, use

technology appropriately and have the opportunity
Swimming
to progress to the next level of musical excellence
• understand and explore how music is created, Swimming curriculum ranges from learn to swim
the inter-related dimensions: pitch, duration, classes, to competitive programmes, it includes pool
appropriate musical notations. strokes.

LITERACY

• Listen and respond, ask relevant questions • Use prefixes, suffixes and how to add them
• Articulate and justify answers, arguments • Accurately spell using the long vowel, vowel-
and opinions r and vowel pair syllables
• Give well-structured descriptions, • Apply spelling rules with derivatives, using
explanations and narratives for different etymology and morphology in spelling
purposes • Able to write a grammatically correct 10-12
• Use spoken language to develop sentence paragraph
understanding through speculating, • Write using appropriate structure,
hypothesizing, imagining and exploring ideas vocabulary and grammar
• Participate in discussions, presentations, • Discuss and record ideas and information
performances, roleplay/improvisations and • Use organisational and presentational
debates devices
• Consider and evaluate different viewpoints • Write compare and contrast, expository,
persuasive and narrative paragraphs

• Understand the difference between
• Apply the growing knowledge of root words, vocabulary typical of informal speech, formal
prefixes and suffixes, both to read aloud and speech and writing
to understand the meaning of new words • Use of the passive to affect the presentation
they meet of information
• Read and discuss a wide genre of books or • Link ideas across paragraphs using a wide
texts range of cohesive devices: repetition of a
• Develop positive attitudes and word or phrase, grammatical connections
o Recommend books to peers, giving and layout devices
reasons • Use of semi-colon, colon, bullet points
o Make comparisons within and across • Use and understand the grammatical
books terminology accurately and appropriately in
• Understand what is read by discussing their writing and reading.
o Check the text for understanding
o Draw inference and justifying Writing Composition
inferences with evidence
• Plan for writing by identifying the audience
o Identify how language, structure and
and purpose for the writing, selecting the
presentation contribute to meaning
appropriate structure and using other similar
o Summarise main ideas drawn from
writing as models for their own.
more than one paragraph
• Note and develop initial ideas,
o Distinguish between statements of
supplementing knowledge with research and
fact and opinion
reading.
o Provide reasoned justification for
views • When writing narratives, consider how other
authors have developed characters and
settings and use these techniques in their
own writing.
others’ writing and propose changes to
enhance effects and clarify meaning.
Ensure correct subject and verb agreement
when using singular and plural, distinguish
between the language of speech and writing
and choose the appropriate register.

NUMERACY

Whole Numbers, Ratio & Decimals Measurement, Average, Percentage

Measurements
Numbers to 10 million
• Convert a measurement from a larger unit to
• Use place value a smaller unit
• Compare, order and pattern within 10 • Convert a measurement from a smaller unit
million to a larger unit
• Round off and estimate upto 10 million
• Use a calculator Volume of Cube and Cuboid
• Multiply by 10s, 100s, 1000s • Build solids using unit cubes
• Divide by 10s, 100s, 1000s • Draw cubes and cuboids
• Understand order of operations • Understand and measure volume
• Solve word problems • Measure volume of a cuboid
Ratio • Measure volume of liquid
• Find ratio
• Understand equivalent ratios Average
• Compare 3 quantities • Understand average
• Solve word problems • Solve word problems
Decimals Percentage
• Multiply decimals by 10s, 100s, 1000s • Understand percent
• Divide decimals by 10s, 100s, 1000s • Convert fractions to percentages
• Use a calculator • Find the percentage of a quantity
• Solve word problems • Solve word problems
Geometry Fractions

Triangles
Fractions
• Find the base and height of a triangle • Understand like and unlike fractions
• Find the area of triangles • Add unlike fractions
Angles • Subtract unlike fractions
• Understand fractions and division
• Find angles on a straight line • Convert fractions to decimals
• Find angles at a point • Add mixed numbers
• Find Vertically opposite angles • Subtract mixed numbers
• Find unknown angles • Find the product of fractions
Properties of Triangles & 4-sided figures • Divide fractions
• Recognise and find angles of a triangle
• Identify Right-angled triangles
• Identify Isosceles triangles
• Identify Equilateral triangles
• Identify Parallelograms
• Identify Rhombuses
• Identify Trapeziums
Geometrical Construction
• Draw triangles
• Draw 4-sided figures





Grade 5 Units

see the big picture of their learning, make connections The entry point is an activity for children that begins
across different subjects, and talk about a topic from each unit of work and provides an exciting
multiple perspectives. introduction to the work that is to follow. Entry points

Brainwave Unit
Every day we are learning a lot of new and different age of the children and the task at hand.
things – gaining the knowledge, skills and understanding
that we will need to become successful adults. By The knowledge harvest takes place in the early stages
finding out more about how we learn, and how we can
improve our learning, we will be better equipped for
to reveal what they already know about the themes
meeting the many challenges ahead of us. they are studying. This bank of knowledge can then be
The Great, The Bold and The Brave added to, developed and even challenged by the
The history of western civilisation begins with the teacher, throughout the course of the unit.

Greeks and the Romans. Their expanding empires
helped to spread ideas about architecture, food, The big picture provides teachers with subject-based
entertainment, literature, science, medicine and politics background information to the issues contained within
across the globe. As their empires ended, other cultures the unit. Explaining the theme involves the teacher
rose to prominence, absorbing and passing on their own helping the children to see the 'big idea' of the unit of
ideas and cultures – creating the world we know today.

Space Explorers
We know that when we look up at our sky we will see
Each IPC unit has research activities and recording
activities. Research activities always precede the
the Sun, the Moon and the stars. We take them for recording activities. During research activities, children
granted. But why are they there? What do they do? How use a variety of methods and work in different group
do they affect the Earth? Astronomy, like all sciences, is sizes to find out a range of information. During the
about asking questions. By becoming space explorers,
we can find out more about our solar system and the recording activities, children interpret the learning
deeper mysteries of the universe. demonstrate, share and explain their learning in
different ways.

Black Gold?
Oil is essential to our daily lives. It gives us many
thousands of different products, most of which we have The exit point has two main purposes. First, to help
all come to rely on. But what might happen when the oil children pull together their learning from the unit and
runs out?
second, to celebrate the learning that has taken place.

Science Mandarin
In addition to the International Primary Curriculum, The Mandarin curriculum aims to develop the four
Grade 5 will have an investigation led science essential skills of listening, speaking, reading and
curriculum which will focus on the following topics: writing. The students will:
Life Science: Living Systems
Students will analyse systems and subsystems: nutrient • Acquire a core vocabulary list of 200 words.
system, transport system, circulatory system,
• Develop listening and speaking of high-
respiratory system, sensory system. They will describe occurrence sentence patterns relating to self-
ecosystems by looking at feeding relationships and expression
energy transfers.
• Identify high-occurrence radicals in Mandarin
Physical Science: Motion, Force and Models characters to aid recognition and electronic
Students will be introduced to motion, force and input
models using controlled experiments with pendulums, • Understand and express simple words and
steel balls and ramps. They will identify the sentences to achieve specific communication
relationship between the independent and the tasks
dependent variable in the system. They will explore a

• Appreciate Chinese culture in selected topics
model catapult called a flipper system to find out how
the parts function together. They will learn about
Kinetic and potential energy, momentum and
PSHE (Personal, Social, Health Education)
Physical Education

Students will enhance their gross motor skills acquired PSHE education offers both explicit and implicit
during in their lower school stages such as balancing,
throwing, agility, running, jumping, and body
coordination through a variety of games. social awareness as they move through the primary
Students will be provided with an opportunity to phase.
acquire advance sport skills and strategies on effective PSHE builds on the skills for students to develop
through a broad range of physical activities including and manage personal safety. It will introduce the
ball games, striking games, athletic, dance, and outdoor students to a wider world and enable them to make
activities. an active contribution to their communities.

World Religions
Music
The purpose of World Religions at SMMIS is to provide
The curriculum for music aims to ensure that all students with opportunities to learn about and learn
students : from the world’s major religions: Hinduism,
• perform, listen to, review and evaluate music aspects of these religions are discussed, with
across a range of historical periods, genres, knowledge and understanding being built up over the
styles and traditions, including the works of the years. Grade 5 will focus on Religion, Family and the
great composers and musicians
Community, Beliefs, Journey of Life and Death and
• learn to sing and to use their voices, to create Worship.
and compose music on their own and with
others, have the opportunity to learn a musical
instrument, use technology appropriately and Swimming
have the opportunity to progress to the next
level of musical excellence Swimming curriculum ranges from learn to swim
• understand and explore how music is created, classes, to competitive programmes, it includes pool
dynamics, tempo, timbre, texture, structure and strokes.

Jewish Education It prepares the young children to speak in the
K1 – K2 Hebrew language using a basic and frequently
used vocabulary simultaneously with teaching the
Chagim (Festivals) sounds and all of the Hebrew alphabet.
The Festivals curriculum in K1 and K2 is infused
with spirituality and Jewish Values. An important
overall goal is to help students develop love and The programme is comprehensive, interactive
enthusiasm for their Jewish identity, as well as easy to use and fun. It focusses on Hebrew
beginning to acquire a strong knowledge base reading (developing decoding skills) and Hebrew
about their Jewish history. We concentrate on language acquisition simultaneously, and
the following areas: Jewish Festivals (Chagim), provides a research based and solid instruction
Bible stories (Torah) and Values (Middot). for beginning readers. It is teacher and child
friendly.
Shabbat
Every Week the students of K1 and K2 re-enact K2
the Shabbat rituals and customs through their In K2 we use Ariot which covers the acquisition of
Kabbalat Shabbat celebration, an Imma (mother) Hebrew letters through songs stories
and Abba (father) is chosen weekly to host the comprehension activities and games. The goal of
Kabbalat Shabbat. The students are introduced to the programme is for the students to enjoy the
the objects, the prayers, the songs and rituals of a Hebrew language and develop the ability to
Shabbath celebration. They light candles, say the understand Hebrew, read Hebrew, speak in
Kiddush (blessing over wine), make their own Hebrew and connect with the Heritage of the
challah and sing all the related songs. Jewish people. In addition, students will develop
active vocabulary, communicate in Hebrew and
Middot (Jewish Values) make mistakes of their own. An emphasis is
At the centre of our Preschool education are placed on creating an immersive Hebrew
Middot – Jewish Values. Our goal is to produce environment with workbooks, posters flashcards
responsible, respectful and outstanding citizens and games.
and members of the general community. By being
role models to the students, we are successful in In the programme, students use all the
achieving our goal in building little Mensches - communication skills at their disposal to absorb
Good and upright individuals. the various content, areas of emphasis include:
listening, exposure to standardised Hebrew over
MFL: Ivrit (Hebrew Reading, Writing and an extended period of time; developing listening
Language Skills) skills and focusing on learner’s attention skills.
Reading includes a combination of phonetic
K1 reading and complete word reading; writing
In K1 we follow the Migdal Or curriculum. A focuses on sharpening the letter to sound
Hebrew readiness programme that is useful at connection; speaking by building confidence
the pre-reading stage of the language acquisition. through oral expression in Hebrew.

Jewish Education Parasha
Grade 1- Grade 5 The study of the weekly Parasha familiarises the
students with the characters, events and laws of
From Grade 1 students are given the choice the Torah. As they learn the storyline, they
between two Jewish Education Tracks: discuss the Jewish values and ethics found, and
how they can be practically incorporated into
1. Jewish Education: Tal Am, which is taught their daily lives.
in Hebrew
2. Jewish Education: Culture, which is taught The younger children are encouraged to share the
in English and is combined with a course weekly Parasha at home with their parents with
in World Religion the use of a weekly Parasha workbooks while the
older students are required to prepare a Dvar
Track One: Jewish Education: TalAm Torah (an oral summary) to share at home.

Tefilla (Prayer) Halachot and Minhagim (Laws and Customs)
The children begin each day with Tefila (prayer) The students follow the units on Jewish laws and
which progresses through each grade. They are customs applicable to daily life and festivals
introduced to the meaning of the prayers being including: Shabbat; Tefilla; Brachot, and Kashrut.
said, their origin and the concept of Kavana (how
we should be focusing during prayer). The material is presented progressively, from
simple to advanced, and is accompanied by maps,
Chagim (Festivals) charts, diagrams, illustrations and an assortment
Throughout the year, the students learn about of interactive activities. The material is designed
each Jewish festival. They look at the festivals to promote love for Judaism, acquaint the
from both a historical and contemporary student with various Jewish customs and enhance
perspective, the stories behind the festivals and Hebrew comprehension.
how they lead to the laws and customs Jews
practice today. The students feel the atmosphere Middot (Jewish Values)
of the festivals with songs, crafts, role playing and Jewish Values have a central focus in the
experience the rituals connected to the festival. curriculum where students are encouraged to
explore Jewish values from the perspectives that
Torah – Bereishit and Shemot are thought provoking and meaningful. Each class
We begin our study of Chumash at the beginning will focus on Jewish values in a way that
of the second grade, after the students have highlights the distinctive contribution Judaism can
acquired an adequate level of proficiency in make to the challenges of modern life. There is a
Hebrew reading. Our focus is on acquiring the strong emphasis on Tikun Olam, Healing the
skills necessary to learn and understand the World and each class will be expected to be
original text, understanding the layout of the involved in a Social Action project
Chumash: Psukim; Parashot; Chumashim. This
includes translation skills (from biblical to modern Track Two: Jewish Education: Culture
Hebrew) knowledge of prefixes, suffixes, root
words, and the ability to recognise the similarities
of the Psukim.

We begin the study of Rashi commentaries in
Grade 3 to encourage questioning that leads to a
deeper understanding of the text and the reading
of Rashi letters begins in Grade 4 to enable the
students to read Rashi text on their own.

Jewish Learning and Culture
This course provides students with opportunities • To know about and understand the
to learn about Judaism and to learn from vibrancy and development of Jewish
Judaism. The curriculum covers key Jewish learning and culture
beliefs, stories, rituals, leadership, festivals and • To value the importance of Jewish
sacred texts. Students are encouraged to respond learning and culture
and reflect on the lessons being taught with a • To engage in life-long Jewish learning and
strong emphasis on the importance of respecting to become both creators and consumers
each other’s beliefs. of Jewish culture
Israel
Jewish values have a central focus in this • To know about and understand the history
curriculum where students are encouraged to and development of the modern State of
explore Jewish values from different perspectives Israel
that are thought provoking and meaningful. This • To appreciate Israel as central to the
course is taught in an interactive and dynamic Jewish People
way with students being expected to involved • To develop a meaningful and life long
themselves in research projects and relationship with the State of Israel
presentations
Tikun Olam (Social Action)
Judaism • To know and understand how the Jewish
• To know about and understand the origins people have engaged in Social Action
and development of Judaism and its throughout the ages
rituals • To appreciate the value of Social Action as
• To appreciate the vibrancy of Judaism, its a fundamental aspect of Judaism
rich heritage and culture • To engage in Social Action, as an
• To appreciate the central role of Jewish expression of Jewish values. Both inside
rituals to the Jewish experience and
and outside of the Jewish community
practice
• To develop a meaningful and life long Universal Values
relationship with Judaism, its rich heritage • To understand that Jews have a
and culture
responsibility to have a positive impact on

Sacred Texts the world
• To know and understand the origins and • To understand similarities between
importance of Jewish Sacred texts Judaism and other cultures and have
• To appreciate the different ways of shared values
interpreting texts • To develop a lifelong commitment to
• To develop and analyse own engaging with the universal values and
interpretations of Jewish Sacred texts integrating them into their lives
Jewish People
• To know about and understand the origins
and the development of the Jewish People
• To identify with the diversity of individuals
and groups that make up the Jewish
People
• To develop a lifelong, meaningful
commitment to the Jewish People whilst
connecting to their history and
contributing to Jewish communal life

MFL: Ivrit, TalAm
MFL: Ivrit, Native Speakers
At SMMIS we follow the TalAm Ivrit B’Ivrit
philosophy where the students are fully We follow the Israel Ministry of Education
immersed in a Hebrew environment, which leads recommended syllabus for native Hebrew
to a mastery of conversational and written speakers.
Hebrew.
From K2 the students perfect their Hebrew
A progressive Hebrew language programme is writing through the Ariot and TalAm
introduced through the use of themes and programmes. By Grade 2 the students learn how
concepts which are explored in Hebrew. Common to write Hebrew script. Older students practice
Hebrew phrases are integrated into the and reinforce these skills through various level
classroom, objects are referred to by their appropriate workbooks. Each class is given a set
Hebrew names, and instructions are given in of Matarot, goals to achieve throughout the year.
Hebrew.

Hebrew vocabulary holds a main focal point in MFL: Ivrit, Ulpan, Beginners
the study of Hebrew and is emphasised with
weekly lists and various games and activities. We ensure that students that are new to the
The students practice their language skills by Hebrew language or that do not have enough
reading and writing Hebrew in correlation to the prior language acquisition are placed in our Ulpan
topics taught in class. From Grade 1 the students programme, which enables them to have a solid
are divided per class based on their ability and foundation before entering the mainstream
proficiency in Hebrew. We ensure that an classroom.
appropriate enrichment and levelling programme
is implemented in all Hebrew classes. In our Hebrew programme the students placed in
Ulpan have an opportunity to move up to the
A special enrichment programme is offered to next level once a set of goals are acquired.
Hebrew speakers and the use of various Students are monitored regularly throughout
workbooks relevant to each level is implemented. their time in Ulpan.

SMMIS K1 G5 Curriculum Handbook

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

SMMIS K1 G5 Curriculum Handbook

Uploaded by

Copyright:

Available Formats

CURRICULUM HANDBOOK

Spoken Language Spelling, Handwriting and Presentation

Reading and Comprehension Vocabulary, Grammar and Punctuation

Geometry Data Analysis

Spoken Language Spelling, Handwriting and Presentation

• Name the letters of the alphabet in order

Reading and Comprehension Vocabulary, Grammar and Punctuation

• Becoming familiar and retelling stories Writing Composition

Geometry Fractions & Data Analysis

The Magic Toymaker:

words, their favourite words and Writing Composition

Geometry Fractions & Data Analysis

Reading and Comprehension Vocabulary, Grammar and Punctuation

Geometry Fractions & Data Analysis

Shapes and patterns

Spoken Language Spelling, Handwriting and Presentation

Reading and Comprehension Vocabulary, Grammar and Punctuation

capture the reader’s interest and Writing Composition

Whole Numbers Measurement

Area and perimeter

Spoken Language Spelling, Handwriting and Presentation

• Use prefixes, suffixes and how to add them

Reading and Comprehension Vocabulary, Grammar and Punctuation

Geometry Area, Perimeter & Volume, Tables & Line Graphs

What a Wonderful World teacher, throughout the course of the unit.

Spoken Language Spelling, Handwriting and Presentation

Reading and Comprehension Vocabulary, Grammar and Punctuation

You might also like