ROSARY SCHOOL HALWAN Cambridge Curriculum Framework 2018 2019

ROSARY SCHOOL, HALWAN Cambridge Curriculum Framework 2018 -2019

INTRODUCTION • National Agenda Vision 2021 – one of the goals is for UAE to be in top 15 countries in education. Therefore, ministry has made it compulsory for all schools to participate in external benchmark exams such as TIMSS, UAE NAP, etc.

INTRODUCTION • Students’ internal attainment was found to be higher than external attainment. Schools are judged more based on students’ external results as they are standardised. We are challenged by the Mo. E to have both the internal and external attainment aligned. • Our future plan is to include the Cambridge assessment for all level grades after being affiliated.

INTRODUCTION • Most important recommendation of the 2017 -2018 accreditation is to raise students’ external level of attainment in standardised assessments.

INTRODUCTION • Therefore, our school’s operational plan prioritizes raising the level of achievement of students in core subjects, and to improve students’ achievement in international and national tests. This will prepare them for a successful international life.

Why Cambridge Curriculum? • Cambridge Primary is an international education programme, typically for young learners aged 5 to 11 years and is used in primary schools around the world. It develops young learners who are confident, responsible, reflective, innovative and engaged.

Why Cambridge Curriculum? • Cambridge Primary develops skills in English, mathematics, science. The curriculum is flexible with clearning objectives.

Why Cambridge Curriculum? • Cambridge focuses more on developing skills rather than knowledge, which are required for jobs of the future generations. 70% of today’s jobs will be non-existent and replaced by new jobs requiring 21 st century skills.

Cambridge Primary Curriculum outline • The curriculum frameworks for each subject for Cambridge Primary are organised into six stages. • They reflect the teaching target for each year group and provide comprehensive learning objectives.

Cambridge Primary Curriculum Resources • • • Collin’s International Primary Student Book Collin’s International Primary Workbook Collin’s International Primary Teacher’s Guide Collin’s Connect (Online learning platform) Library Internet resources Note: Text books are just one of the resources. We need to focus on skills rather than subject contents.

Assessments • INTERNAL ASSESSMENTS • Diagnostic / Baseline Test • Formative assessment (30%) • Summative assessment (70%) • EXTERNAL ASSESSMENTS • • TIMSS CAT 4 PTE, PTM, PTS (Progress Tests) UAE NAP

Department of English • Cambridge Primary English curriculum is presented in five content areas or strands. • These are further subdivided into sub strands. • The framework promotes an enquiry – based approach to learning to develop thinking skills and encourage intellectual engagement.

Strands and sub-strands are: 1. Phonics, spelling and vocabulary Grammar and Punctuation 2. Reading Fiction, poetry, non-fiction 3. Writing Fiction, presentation and non-fiction 4. Speaking 5. Listening

Department of Mathematics • For Cambridge Primary Mathematics, the curriculum is presented in five content areas or ‘strands’. These are further subdivided into ‘sub strands’.

Strands and sub strands are: 1) Number Ø Numbers and the number system. Ø Calculation – Mental strategies, Addition and subtraction, Multiplication and division. 2) Geometry Ø Shapes and geometric reasoning Ø Position and movement

3) Measure Ø Money (until stage 3) Ø Length, mass and capacity Ø Time Ø Area and perimeter (from stage 4)

4) Handling data ØOrganising, categorising and representing data. Ø Probability (from stage 5) Problem solving. ØUsing techniques and skills in solving mathematical problems. Ø Using understanding and strategies in solving problems (from stage 4).

• The first four content areas are all underpinned by Problem solving, which describes using techniques and skills and the application of understanding and strategies in solving problems. Mental strategies are also a key part of the Number content. This curriculum focuses on principles, patterns, systems, functions and relationships so that learners can apply their mathematical knowledge and develop a holistic understanding of the subject.

Department of Science • For Cambridge Primary Science, the curriculum is presented in four content areas or ‘strands’. • These are further subdivided into ‘sub strands’. The four strands and sub strands are:

The four strands are: • • 1 - Scientific enquiry 2 - Biology 3 - Chemistry 4 - Physics

The strands and sub-strands are: 1 - SCIENTIFIC INQUIRY • Ideas and evidence • Plan investigative work • Obtain and present evidence • Consider evidence and approach

2 - BIOLOGY • Plants • Humans and animals • Living things in their environment (from stage 2) 3 - CHEMISTRY • Material properties • Material changes (from stage 2) • States of matter (from stage 4)

4 - PHYSICS • Forces (forces and motion from stage 3) • Light and dark (from stage 2) • Electricity (from stage 2, Electricity and magnetism from stage 4) • The Earth and beyond (from stage 2) • Sound

Assessment Importance of Rubrics • Rubrics is a scoring guide to evaluate student’s work fairly! • All subjects follow rubrics for assessing activities, projects, classwork and homework. • It’s not enough that students just do their work, but more importantly it’s the quality that matters which includes many areas such as. . .

Rubrics for Group Activity AREAS ASSESSED GOOD JOB! MATERIALS & ORGANISATION *Makes excellent contribution to activity material. *All materials are neat and information is easy to understand. *Makes good contribution to activity material. *Most materials are neat and most information is easy to understand. *Makes acceptable contribution to activity material. *Some materials are neat and some information is easy to understand *Makes little/ no contribution to activity material. *Materials are not neat and information is difficult to understand ACCURACY & COMPLETION Content is accurate. All work is complete. Most of the work is accurate and complete. Some of the work is accurate and complete. Most of the work is inaccurate and incomplete. Group member makes good contribution to many areas of the activity, listens, helps and is disciplined most of the time Group member makes contribution to some areas of the activity, listens, helps others and is disciplined some times. Group member makes minimal contribution to few areas of the activity and does not maintain discipline Group member makes excellent contribution to DISCIPLINE & all areas of activity COLLABORATION listens, helps others, and is well disciplined. GETTING THERE NEEDS IMPROVEMENT GREAT WORK!! CONTENT & COMPREHENSION Subject area mastery is demonstrated with excellent comprehension Subject area is demonstrated with good comprehension Basic understanding of subject area is demonstrated Demonstrates lack of understanding of subject area CREATIVITY & PRESENTATION Information is well presented with knowledge and creativity Information is presented with acceptable knowledge and creativity Information is presented with limited knowledge and minimal creativity Information is unclear or lacking and presented with little creativity

Rubrics for Classwork AREAS ASSESSED GREAT WORK!! GOOD JOB! GETTING THERE NEEDS IMPROVEMENT NEATNESS All materials are neat and information is easy to understand. Most materials are neat and most of the information is easy to understand. Some materials are neat and some information is easy to understand. Materials are not neat and information is difficult to understand. COMPLETION All work is complete. Most of the work is complete. Some of the work is complete. Most of the work is incomplete. ACCURACY Content is accurate. Most of the work is accurate. Some of the work is accurate. Most of the work is inaccurate. DISCIPLINE Is well disciplined and always listens to teacher’s instructions Is disciplined and tries to follow teacher’s instructions most of the time. Does not follow Is disciplined and tries teacher’s instructions to follow teacher’s and does not maintain instructions sometimes. discipline most of the time. COMPREHENSION Subject area mastery is demonstrated with excellent comprehension. Subject area is demonstrated with good comprehension Basic understanding of subject area is demonstrated Demonstrates lack of understanding of subject area

Rubrics for Homework AREAS ASSESSED GREAT WORK!! GOOD JOB! GETTING THERE NEEDS IMPROVEMENT All materials are neat and information is easy to understand. Most materials are neat and most information is easy to understand. Some materials are neat and some information is easy to understand Materials are not neat and information is difficult to understand COMPLETION All work is complete. Most of the work is complete. Some of the work is accurate and complete. Most of the work is incomplete. ACCURACY Content is accurate. Most of the work is accurate. Some of the work is accurate Most of the work is inaccurate TIMELINESS Homework is submitted on time. Homework is submitted a day later. Homework is submitted late. Homework is submitted very late. LABELLING All labeling (date, heading, titles, etc. ) are done. Most of the labeling is done. Some of the labeling is done. Most of the labeling is not done. NEATNESS