Grade 4

CURRICULUM GUIDE

2024 - 2025
As an International Baccalaureate (IB) World School, we at Bonn International School are
committed to the Primary Years Programme (PYP). This is the IB programme designed for
students aged 3–12 years. At BIS, students are in the PYP from Early Learning until Grade 5.
The PYP is the best preparation for the IB programmes that follow, the Middle Years
Programme (MYP) in Grades 6 - 10 and the Diploma Programme (DP) in Grades 11 and 12.

The PYP is an international curriculum framework, based on best practice and research from
around the world. The programme focuses on the development of the whole child, both in the
classroom and in the world outside. We challenge students to excel in their learning and in
their personal growth, and we aim to inspire in them a quest for learning throughout life.

Learning in the PYP is:

Inquiry-based: We believe children learn best through structured, purposeful inquiry. Students
are expected to play an active role in, and take responsibility for, their own learning. Students
are encouraged to ask questions, investigate and find ways to answer these questions, and to
sustain this enjoyment of learning throughout life.

Collaborative: Learning is a social endeavour, and there is great emphasis on sharing, group
work and collaboration at our school. Students learn to communicate well, to encourage each
other, and to develop an open mind so they can learn from each other.

Differentiated: The learner is at the heart of our curriculum framework. Children come to school
with a range of experiences, backgrounds and prior knowledge. Teachers in the PYP aim to

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BIS Grade 4 Information and Curriculum
design learning to suit children at all different levels of competence or experience, providing
support for those who need it, and extensions for those who need more challenge.

Concept-driven: Students spend their time at school exploring and learning about important
concepts that have relevance in their own lives, and that they can transfer to other contexts.
Our aim is to develop students’ understanding of big ideas, not just their knowledge or skills.

The Learner Attributes

International mindedness is defined by the IB in the attributes of the Learner Profile. The PYP
curriculum design supports students in developing these attributes, which are actively modeled
by all members of our learning community. The Learner Profile attributes help develop
internationally minded people. We want our learners to become:

Inquirers:
We nurture our curiosity, developing skills for inquiry and research. We know how to learn
independently and with others. We learn with enthusiasm and sustain our love of learning
throughout life.

Knowledgeable:
We develop and use conceptual understanding, exploring knowledge across a range of
disciplines. We engage with issues and ideas that have local and global significance.

Thinkers:
We use critical and creative thinking skills to analyze and take responsible action on complex
problems. We exercise initiative in making reasoned, ethical decisions.

Communicators:
We express ourselves confidently and creatively in more than one language and in many
forms. We collaborate effectively, listening carefully to the perspectives of other individuals and
groups.

Principled:
We act with integrity and honesty, with a strong sense of fairness and justice, and with respect
for the dignity and rights of people everywhere. We take responsibility for our actions and their
consequences.

Open-minded:
We critically appreciate our own cultures and personal histories, as well as the values and
traditions of others. We seek and evaluate a range of points of view, and we are willing to grow
from the experience.

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BIS Grade 4 Information and Curriculum
Caring:
We show empathy, compassion and respect. We have a commitment to service, and we act to
make a positive difference in the lives of others and in the world around us.

Risk-Takers:
We approach uncertainty with forethought and determination; we work independently and
cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient
in the face of challenges and change.

Balanced:
We understand the importance of balancing different aspects of our lives — intellectual,
physical, and emotional — to achieve well-being for ourselves and others. We recognize our
interdependence with other people and with the world in which we live.

Reflective:
We thoughtfully consider the world and our own ideas and experience. We work to understand
our strengths and weaknesses in order to support our learning and personal development.

Concepts
Our aim is for students to develop an understanding of big concepts, to explore these concepts
in different ways, and to be able to apply their understanding of these concepts to new and
unfamiliar situations. Our Units of Inquiry are organized in such a way that they offer
opportunities for students to explore the PYP key concepts multiple times and in lots of ways
throughout the PYP. These key concepts are:

Form (what is it like?)

Function (how does it work?)
Change (how is it changing?)
Connection (how is it connected to other things?)
Causation (why is it like it is?)
Responsibility (what is our responsibility?)
Perspective (what are the points of view?)

Approaches to Learning
Students develop a range of transdisciplinary skills throughout the PYP. These skills are
divided into the following sets of skills:

Communication skills
Social skills

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BIS Grade 4 Information and Curriculum
Self-management skills
Research skills
Thinking skills

Action
We believe that real learning will lead to some action or some change in attitude or thinking.
Once something is learned and fully understood, it will lead to action of some kind. Student
action in the PYP can be big or small, happen at school or at home, and will develop over time.
Examples of student action might be: including more people on the playground, choosing
healthy foods, trying a new activity, turning off the lights when leaving a room, and lots more.

The Programme of Inquiry

in Grade 4

Each school year, students explore six different ‘Units of Inquiry’. Each unit of inquiry lasts for
approximately 6 weeks. The units are designed to be relevant, significant, engaging and
challenging, as well as developmentally appropriate. Our units provide the context for much of
the learning in Language and Mathematics, as well as all content within Science and Social
Studies. Units of Inquiry are transdisciplinary and, where appropriate and authentic,
connections are also made between the units and the single subjects Music, Visual Arts,
German and PE.

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BIS Grade 4 Information and Curriculum
 Grade 4 Units of Inquiry

Who we are Where we are in place How we express

and time ourselves

An inquiry into the nature of the An inquiry into orientation in place An inquiry into the ways in
self; beliefs and values; and time; personal histories; which we discover and express
personal, physical, mental, homes and journeys; the ideas, feelings, nature, culture,
social and spiritual health; discoveries, explorations and beliefs and values; the ways in
human relationships including migrations of humankind; the which we reflect on, extend
families, friends, communities, relationships between and the and enjoy our creativity; our
and cultures; rights and interconnectedness of individuals appreciation of the aesthetic.
responsibilities; what it means and civilizations, from local and
to be human. global perspectives.

Central idea Central idea Central idea

Understanding who we are as Human migration is a response to Performing Arts allow people
individuals and as a community risks, challenges and to express themselves in ways
empowers us to grow as opportunities. that evoke responses and
learners. emotions.
Lines of Inquiry:
Lines of Inquiry: ● The reasons people Lines of Inquiry:
● My own identity migrate ● How artists express
understanding other ● The experiences of and evoke emotions
people’s identities migrants through performing
● Belief systems and ● The effects of migration on arts
communities and
values from other ● Tools and techniques
individuals
cultures in performing arts
● Our responsibilities as ● Interpreting
global citizens characters through
different lenses

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BIS Grade 4 Information and Curriculum
 How the world works How we organize Sharing the planet
ourselves
An inquiry into the natural world An inquiry into rights and
An inquiry into the
and its laws; the interaction responsibilities in the struggle
interconnectedness of
between the natural world to share finite resources with
human-made systems and
(physical and biological) and other people and with other
communities; the structure and
human societies; how humans living things; communities and
function of organizations; societal
use their understanding of the relationships within and
decision-making; economic
scientific principles; the impact between them; access to equal
activities and their impact on
of scientific and technological opportunities; peace and
humankind and the environment.
advances on society and on conflict resolution.
the environment.

Central idea Central idea Central idea

Living things adapt to meet the Government systems influence the Climate change affects people
challenges of their lives of citizens. around the world in different
environment. ways.
Lines of Inquiry:
Lines of Inquiry: ● How government systems Lines of Inquiry:
● Challenges to living function ● Causes of climate
things in different ● Decision making change
habitats processes ● The effect of climate
● Adaptations of living ● The impact of the change on people's
things to the conditions government on citizens lives.
they live in ● Human responsibility in
● How living things dealing with climate
change over time change

Languages
Language
English is our shared language of instruction and communication. In a PYP school the focus is
not just on learning language in isolation, but also on the application of language skills across
the subject areas and throughout the Programme of Inquiry. Some language is taught as
‘stand-alone’, while other aspects of language are taught in the context of our Units of Inquiry.
We believe students learn best when they have opportunities to learn within meaningful
contexts, and when the teaching is in response to students’ needs, interests and previous
experiences. Students at BIS come from a wide range of language and cultural backgrounds,
which we view as a major asset to our learning community.

In a PYP language classroom:

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BIS Grade 4 Information and Curriculum
 - Students and teachers appreciate language diversity
- All students feel supported in taking risks in language learning
- There are close connections with the Media Centre, other classrooms and single
subject teachers
- Students connect to the broader world through technology
- Students have many opportunities to engage with high-quality literature

Students develop skills in the following strands of language learning:

- Written Language: Reading and Writing
- Oral Language: Listening and Speaking

Our English programme encompasses a readers’ and writers’ workshop model, as well as
offering opportunities to develop speaking and listening skills within an integrated programme.

Students develop skills and understandings across the four areas of language learning.

Reading ● Reading and thinking work together to enable us to make meaning

● Applying a range of strategies helps us to read and understand new and more
complex texts
● Identifying the main ideas or central theme in a text helps us to understand what
is important
● Knowing what we aim to achieve helps us to select useful reference material to
conduct research
● Effective stories have a deliberate structure and sequence of events that link with
a particular genre
● Reading opens our minds to multiple perspectives and helps us to understand
how people think, feel and act

Writing ● The way we structure and organize our writing helps others to understand and to
appreciate it
● Rereading and editing our own writing enables us to express what we want to say
more clearly
● Writing and thinking work together to enable us to express ideas and convey
meaning
● Asking questions of ourselves and others helps to make our writing more focused
and purposeful
● Effective stories have a purpose and structure that help to make the author’s
intention clear
● Knowing what we aim to achieve helps us to plan and develop different forms of
writing
● Through the process of planning, drafting, conferring, refining and publishing, our
writing improves over time

Speaking ● Taking time to reflect on what we hear and say helps us to make informed

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BIS Grade 4 Information and Curriculum
and judgements and form new opinions
Listening ● The grammatical structures of a language enable members of a language
community to communicate with each other
● Thinking about the perspective of our audience helps us to communicate more
effectively and appropriately
● Spoken language can be used to persuade and influence people
● People draw on what they already know in order to infer new meaning from what
they hear

Readers and Writers Workshop:

We work with the Readers and Writers Workshop model, based on the resources developed
by the Columbia University Teacher’s College Reading and Writing Project. The workshop
model consists of several components each day, allowing for teachers to teach specific skills
and for students to have lots of time to practice and apply the skills taught. The workshop
model also allows teachers to support and challenge all students, no matter their level of
competence. Each year, we teach four Writing Units of Study and four Reading Units of Study.

Writing Units of Study in Grade 4:

● ‘The Arc of Story’ - writing realistic fiction
● ‘Bringing History to Life’ – Historical fiction with migration
● ‘Boxes and Bullets’ – Opinion writing, personal and persuasive essays
● ‘Literacy Essays’ – Writing about fiction

Reading Units of Study in Grade 4:

● ‘Interpreting Characters’ – The heart of the story
● ‘Reading the Weather, Reading the World’ – Nonfiction reading
● ‘Historic Fiction’ – Book clubs
● ‘Reading History’ – Research texts

Spelling:
We work with the spelling programme ‘Read Write Inc.’. Students take part in short, focused
sessions which are based on structured and cumulative activities exploring rules and concepts,
enabling the students to become confident at spelling familiar and unfamiliar words.

German
All students at BIS study the German Language. Students enter either German Language and
Literature (for students who speak German at a native language level) or German Language
Acquisition (for students learning German as an additional language). German Language
Acquisition is further divided into three phases of language acquisition. Students of all classes
within the grade level have German at the same time, as we have four different groups with
four German teachers. As in the English language, students work on written and oral
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BIS Grade 4 Information and Curriculum
communication skills in German. Aspects of German culture are explored through our host
country celebrations such as St. Martin in November and Carnival in February. Students in the
German programme also learn other aspects about Germany within some topics/Units of
Inquiry in their language programme.

Mathematics
We believe that students learn best through purposeful, structured inquiry. The aim of our
Mathematics Programme is to develop students into confident mathematical thinkers, with a
sound knowledge of numbers and the creativity to apply this knowledge to solve problems in
many ways. Our main resource for teaching Mathematics is the New Zealand Numeracy
Framework. This framework involves a clear outline of progression in number knowledge and
strategies, as well as rigorous assessment tools for tracking students’ development.
Mathematics lessons are usually differentiated, with students working on a variety of tasks in
various different flexible groupings, in order to challenge and support all students, regardless
their level of competency or experience. For more information on the NZ Numeracy
Framework, you can go to: http://nzmaths.co.nz/families. Please note that Grade 4 at BIS is
the equivalent of Year 5 in New Zealand.

The different strands of Mathematics are:

- Number (addition and subtraction, multiplication and division, proportion and ratios)
- Geometry and Measurement
- Statistics and Probability

In Grade 4, students work within the number strand for about 60/70% of the Mathematics
teaching time. Students in Grades 4 and 5 typically work through Stage 6 of the Numeracy
Framework, though of course some students may work in a higher or lower stage. The
expectation is that students have mastered all outcomes within Stage 6 at the end of Grade 5.
The strategies and knowledge in this phase will take about two years to develop completely,
and some aspects might be consolidated earlier or later than other aspects.

Specific outcomes in Stage 6 are:

Number Knowledge
● Recall the multiplication and division facts for the multiples of 2,3,5 and 10
● Recall multiplication to 10x10 and the corresponding division facts
● Recall groupings of twos, threes, fives and tens that are in numbers to 100 and the
resulting remainders
● Identify all of the numbers in the range 0- 1 000 000

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BIS Grade 4 Information and Curriculum
 ● Say the forwards and backwards whole number word sequences by ones, tens,
hundreds and thousands in the range 0 – 1 000 000, including finding numbers that are
10, 100 or 1000 more or less than a given number
● Order whole numbers in the range 0 -1 000 000
● Read decimals with tenths, count forwards and backwards in tenths, order decimals
with tenths
● Recall groupings within 1000 (eg 270 + 730)
● Round whole numbers to 10, 100 or 1000
● Find out how many ones, tens, hundreds and thousands there are in all of a whole
number
● Find the number of tenths and hundredths in decimals to two places
● Round decimals with up to two places to the nearest whole number
● Identify symbols for any fraction, including tenths, hundredths, thousandths and those
greater than 1
● Say the forwards and backwards word sequences for halves, quarters, thirds, fifths and
tenths
● Order unit fractions
● Rename improper fractions as mixed numbers and position improper fractions on a
number line

Number Strategies
● Solve addition and subtractions problems by going back through tens
● Solve addition and subtraction problems by using place value
● Solve addition problems by looking for compatible numbers
● Solve addition and subtraction problems by compensating with tidy numbers
● Solve subtraction problems by using reversing
● Solve addition and subtraction problems using decomposition, leading to a written
algorithm
● Choose critically from a range of mental strategies to solve addition and subtraction
problems
● Derive multiplication facts from 2, 5 and 10 times tables
● Change the order of factors to make a multiplication problem easier
● Multiply by 10s, 100s, 1000s and other multiples of 10
● Solve multiplication and division problems by using multiplication facts
● Solve problems using a combination of addition, subtraction, multiplication and division
mental strategies
● Find fractions of a set using multiplication and division
● Find fractions of regions
● Solve division problems involving fractions

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BIS Grade 4 Information and Curriculum
Geometry in Grade 4
● Construct models of polyhedra
● Use the terms faces, edges and vertices to describe models of polyhedra
● Investigate properties of symmetry in shapes
● Investigate spatial features of shapes
● Find all the lines of reflection symmetry in shapes
● Identify the order of rotational symmetry of a given shape
● Create designs which have reflection, rotational and translational symmetry

Measurement in Grade 4
● Make estimates of lengths
● Accurately measure lengths in metres, centimetres and millimetres
● Convert between metres and cm
● Develop a concept of a km
● Measure a distance of a km
● Find perimeters of objects using addition
● Use a square metre to measure areas
● Estimate and measure to the nearest square metre
● Use multiplication to calculate the area of a rectangle
● Use proportional reasoning to find the area of a rectangle
● Measure time in periods of up to 15 minutes
● Recognize the need for a standard unit of temperature
● Measure temperatures in degrees Celsius using a thermometer
● Calculate changes in temperature

Statistics and Probability in Grade 4

● Interpret information from graphs
● Make statements based on data shown on graphs
● Identify the most suitable graph to show survey results

Personal, Social and Physical Education (PSPE)

Personal and Social Education
The development of a student’s well-being is addressed through all areas of the PYP
curriculum. Therefore students’ social, personal and emotional development is the shared
responsibility of all teachers at BIS. Children are given guidance to help develop positive
attitudes and behaviours in order to meet challenges, make healthy lifestyle choices, and
become successful learners.

Physical Education

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BIS Grade 4 Information and Curriculum
Physical Education at BIS is about more than just student participation in sports and games. Its
purpose is to develop a combination of transferable skills promoting physical, intellectual,
emotional and social development. During the PYP, we provide meaningful opportunities for
learning about movement and through movement in a range of contexts.

Students in Grade 4 have PE lessons in the Sports Hall two periods per week. Depending on
the time of year, some lessons take place outside on our fields.

PE units in Grade 4 include:

● Healthy lifestyle - the body and exercise, circuit training
● Movement Composition - dance to express emotions
● Handball
● Gymnastics
● Striking and Fielding Games
● Adventure Challenge: Communication and teamwork

The Arts
Learning about and through the Arts is fundamental to the development of the whole child. It
promotes creativity, critical thinking, problem-solving skills and social interactions. Through our
Arts Programme students develop attitudes such as appreciation, empathy and Learner Profile
attributes such as being a communicator and a risk-taker.

Grade 4 students have three periods of Visual Arts, two periods of Music and two periods of
Drama over a ten-day cycle. Lessons take place in the Primary Art Room and the Primary
Music Room.

Visual Art units in Grade 4 include:

● Anatomical Drawing & Ink Shading Techniques
● Wildlife Drawing: Animal Figure Sketching, Grid Drawing, Graded Pencils
● Visual Art in Theatre: Mask Making
● Painting migration: Mian Situ, Jacob Lawrence, Howard Terpning
● Political Posters

Music units in Grade 4 include:

● Vocal studies
● Exploring Wind and String instruments (flute, violin and guitar)
● Singing (as part of the Upper Primary School Choir)
● Sound effects
● Musical elements - Form
● Music appreciation - Improvisation

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BIS Grade 4 Information and Curriculum
Drama units in Grade 4 include:

● Presentation Skills: Focus on the Voice, Delivery and Projection. Pronunciation and Articulation.
● Script Writing Techniques: Dialogue that leaps off the page! Creating characters. Plot
development.
● Acting Techniques: Physical & Vocal Warm ups. Building a Role. Using the voice effectively to
convey emotions.
● Drama Techniques to enhance thinking skills: Storytelling, Character Hot Seating, Tableaux
Work, Intro to Improvisation Techniques.

iPads
iPads are used as a tool for learning from Early Learning to Grade 10, including a 1-to-1 iPad
programme in Grade 4. Students in Grades 4 and 5 are allocated iPads, which remain in
school and are used in many different ways to enhance and extend students' learning.
Students use their iPads as research tools, to create animations, to recorded observations and
to present their learning. We encourage students to be ‘balanced’, so learning with technology
is part of broad range of activities and approaches to learning. We also recommend to parents
to balance ‘screen-time’ with other age appropriate activities.

Toddle
Students are involved in learning how to assess, and reflect on, their own and others’ work.
Toddle is an online assessment, journal and portfolio tool. Toddle is used to record student
progress, to plan for their next steps in learning and to document the learning journey. Parents
log on to see and respond to examples of their children’s learning.

Assessment and Reporting

In the PYP, assessment is integral to all teaching and learning. We use assessment data to
inform our planning. This enables us to differentiate our programme so that each student is
included, engaged and challenged at their own level.

Teachers use a range of assessment strategies and tools for formative (assessment FOR
learning) and summative (assessment OF learning) assessments.

We also use a range of standardized assessment tools to keep track of children’s progress, in
Grade 2 these include:

- Developmental Reading Assessment (DRA) - administered at least twice a year to give

an indication of reading level
- On demand writing samples using the Lucy Calkins Scaled Score Rubric - administered
twice a year
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BIS Grade 4 Information and Curriculum
 - GloSS (Global Strategy Stage) Mathematics Assessment - administered at least twice
a year to track student progress through the New Zealand Numeracy Framework

Annual Reporting Cycle

There are several opportunities each year for parents to be informed about their child’s
progress at school. In addition to the scheduled conferences, parents are encouraged to
engage in open conversations with their child’s teachers throughout the year, and can make
appointments to speak with the teachers whenever they so wish. Teachers may also request
additional meetings with parents if needed. Parents are also kept up to date through regular
posts on Toddle.

Scheduled reporting times are:

October Students in Grade One - Grade Five will

participate in a three-way meeting with the teacher
and parent to establish learning goals for the year.

January Parent/teacher conferences are scheduled where

you can discuss the progress your child is making.

March Parents are invited in for a student-led conference

whereby each student will talk through their
learning progress with their parents.

June At the end of the year, parents receive a formal

written report for the academic year.

Students in Grades 3 - 5 will carry out the International Schools Assessment. This is primarily
used by the school to document growth and to track patterns across time.

Student Support
At BIS, we have a range of ways in which we support our students. We believe that sound
relationships between teachers, support staff and students, as well as between students, are
vital to ensure a good learning environment. Our aim is for all our students to feel safe, to feel

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accepted, to feel included and to feel cared about. We have a Primary School Counselor, who
works with those students who might need some additional emotional or social support. She
also works with whole classes on issues that might impact all children, such as bullying or
safety issues.

The philosophy of the Learning Support Department (LS) is to empower students with learning
differences to become confident, independent, well-balanced, responsible students who can
self-advocate and find their own path to success. Our LS Programme is designed for students
with mild to moderate learning difficulties. The LS teachers work in collaboration with
homeroom teachers and parents to ensure that these students can make progress and show
academic growth.

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BIS Grade 4 Information and Curriculum