PYP Curriculum Guide

Grade 5
2019 - 2020
Advanced Learning Schools Grade Five Curriculum Guide 2019-2020

IB MISSION STATEMENT

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people
who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to
develop challenging programs of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and
lifelong learners who understand that other people, with their differences, can also be right.

ADVANCED LEARNING SCHOOLS MISSION STATEMENT

Advanced Learning Schools provides students with an opportunity to acquire and demonstrate
knowledge, appreciation and respect for their own cultural heritage, integrated with an understanding
of, curiosity about, compassion and tolerance toward other cultures of the world.

It provides an environment that encourages moral development, active and independent learning,
analytical thinking, life-long learning, and respect for individual differences and sensitivity to the
moral, social and environmental requirements of the global community.

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Advanced Learning Schools Grade Five Curriculum Guide 2019-2020

IB Learner Profile
The PYP IB program aims to develop internationally minded people who, recognizing our
common humanity and shared guardianship of the planet, help to create a better and more
peaceful world. IB learners strive to be:
They develop their natural curiosity. They acquire the skills necessary
to conduct inquiry and research and show independence in learning.
Inquirers
They actively enjoy learning and this love of learning will be sustained
throughout their lives.
They explore concepts, ideas and issues that have local and global
Knowledgeable significance. In so doing, they acquire in-depth knowledge and develop
understanding across a broad and balanced range of disciplines.
They exercise initiative in applying thinking skills critically and
Thinkers creatively to pose and approach complex problems, and make reasoned,
ethical decisions.
They understand and express ideas and information confidently and
creatively in more than one language and in a variety of modes of
Communicators
communication. They work effectively and willingly in collaboration
with others.
They act with integrity and honesty, with a strong sense of fairness,
justice and respect for the dignity of the individual, groups and
Principled
communities. They take responsibility for their own actions and the
consequences that accompany them.
They understand and appreciate their own cultures and personal
histories, and are open to the perspectives, values and traditions of other
Open-minded individuals and communities. They are accustomed to seeking and
evaluating a range of points of view, and are willing to grow from the
experience.
They approach unfamiliar situations and uncertainty with courage and
forethought, and have the independence of spirit to explore new roles,
Risk-takers
ideas and strategies. They are brave and articulate in defending their
beliefs.
They understand the importance of intellectual, physical and emotional
Balanced
balance to achieve personal well-being for themselves and others.
They show empathy, compassion and respect towards the needs and
feelings of others. They have a personal commitment to service and act
Caring
to make a positive difference to the lives of others and to the
environment.
They give thoughtful consideration to their own learning and
Reflective experience. They are able to assess and understand their strengths and
limitations in order to support their learning and personal development.

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Advanced Learning Schools Grade Five Curriculum Guide 2019-2020

Teacher Introductions
Welcome to a new and exciting year! The teachers for grade five are Ms. Dana Alkurdi, Ms.
Nada Baraki, and Mr. Sean Neary.

Ms. Dana has a bachelor’s degree in Neurobiology, Physiology and Behavior from the
University of California, Davis. She also has her teaching credential from California and is
certified to teach English to speakers of other languages. Ms. Dana has taught in California
for four years and this is her seventh year teaching at ALS. Ms. Dana can be contacted at
[email protected]

Ms Nada holds a bachelor's degree from the Lebenese University, Faculty of Pedagogy. This
is her 6th year teaching at an IB school and her 4th year teaching at ALS. She is interested in
reading and writing short stories. She believes that a student centered classroom is the best
approach to learning. Ms. Nada can be contacted at [email protected]

Mr. Sean holds a bachelor's degree from California State University at Chico, and a Master of
Education degree from The College of New Jersey. His home town is San Francisco,
California. He had taught in South Africa, Eritrea, Vietnam, Egypt, Denmark, Guinea, and the
United States. He believes it is essential that parents and teachers communicate. So please
feel free to come by, call, or email when you have questions or concerns. You may reach him
during the school day at 0544895224 or at [email protected].

Our teamwork will assure that your child has a positive and fruitful fifth grade experience.

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Advanced Learning Schools Grade Five Curriculum Guide 2019-2020

Grade 5 Supply List

Each student needs the following:

● 1 box of Faber Castell Pencils (12 pencils)

● 1 can of Faber Castell colored pencils (set of 36 colors)
● 1 bottle of white liquid glue
● 5 glue sticks (large size)
● personal small white board plus board eraser
● Set of white-board markers
● 2 erasers
● 1 sharpener
● A4 hardcovered artists sketchbook with no less than 50 pages
● 1 pack of Dettol wipes
● My Clear Bag (a set of 5)
● Girls: prayer outfit
● Girls: Abaya
● A water bottle for PE

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Advanced Learning Schools Grade Five Curriculum Guide 2019-2020

Curriculum Overview:
ALS is authorized by the IBO to offer the PYP (Primary Years Programme). This year, Grade
5 students will have the chance to center their learning around six PYP Units of Inquiry
where one of these units will be guided by the students:

# 1 2 3 4 5 6
Where How We Who We How the How We Sharing
We are in Organize Are World Express The Planet
Place & Ourselves An inquiry Works Ourselves An inquiry
Time An inquiry into the An inquiry An inquiry into rights
An into the nature of the into the into the and
inquiry interconnec self; beliefs natural ways in responsibilit
into tedness of and values; world and which we ies in the
orientation human- personal, its laws; discover struggle to
in place made physical, the and express share finite
and time; systems mental, interaction ideas, resources
personal and social and between feelings, with other
histories; communiti spiritual the natural nature, people and
homes and es; the health; world culture, with other
journeys; structure human (physical beliefs and living
the and relationships and values; the things;
discoverie function of including biological) ways in communitie
s, organizatio families, and human which we s and the
exploratio ns; societal communities societies; reflect on, relationship
TD
ns and decision- and cultures; how extend and s within and
Them
migrations making; rights and humans enjoy our between
e
of economic responsibilit use their creativity; them;
humankin activities ies; what it understand our access to
d; the and their means to be ing of appreciatio equal
relationshi impact on human scientific n of the opportunitie
ps humankind principles; aesthetic. s; peace and
between and the the impact conflict
and the environmen of resolution.
interconne t. scientific
ctedness and
of technologi
individual cal
s and advances
civilizatio on society
ns, from and on the
local and environme
global nt.
perspectiv
es.

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Advanced Learning Schools Grade Five Curriculum Guide 2019-2020

Regions The Conflicts

My Body is
Title of the Market Matter Exhibition and
Changing
World Place Resolutions

The
Markets scientific
Responsibiliti
People depend on structure of
es change as Exhibition:
adapt and the the world Conflict
adolescents Students will
survive in production can be causes people
CI experience create their
different of goods and examined to seek
social and own central
regions of services that on an resolution.
emotional ideas.
the world. can be atomic and
growth.
exchanged. molecular
level.
Change,
Form, Form, Causation, Causation,
KC function, All
connection connection change connection
Connection
Density,
molecules,
Adaptation,
Equilibrium, Growth, chemical Systems,
RC environme Varied
production Body form and conflict
nt
physical
changes
Knowledge Knowledge
Principled, Balanced, Reflective,
LP able, able, All
Risk-Taker thinker caring
inquirer inquirer

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Advanced Learning Schools Grade Five Curriculum Guide 2019-2020

- The
changes that
occur at the
three
- The
molecular
different
levels
world
- The within the
regions -Mediums of
emotional three states -Possible
exchange in
and physical of matter causes and
-The various
changes that - The events that
location of market
occur in the function of lead to
countries in places
body during molecules, conflict
Lines the world
puberty mass and
-
of density -
- Dependency -Varied
Inquir - The causes during Consequence
Characteris on other
of change in chemical s of conflicts
y tics of people and
the body and
different products
physical -Ways/
word
- Strategies to changes techniques to
regions -Ethics of
cope with - The resolve
the
situations of connection conflicts
-Adapting marketplace
change between our
within the
understandi
environme
ng of
nt
molecules
and atoms
and our
world view

Arabic, Islamic
SSAW,
French Science, Studies,
French Arabic, PE.
Islamic Math, SSAW,
SS Social Science, All
Studies, Art, Language Language
Studies, PSPE
Social Arts Arts, Social
Science
Studies Studies

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Advanced Learning Schools Grade Five Curriculum Guide 2019-2020

1) Where We Are in Place & Time – Regions of the World

We are inquiring into orientation in place and time, homes and journeys, the
discoveries, explorations and migrations of humankind. Students will learn the
relationships between and the interconnectedness of individuals and civilizations from
local and global perspectives.

2) How we Organize Ourselves – The Market Place

We are inquiring into the interconnectedness of human-made systems and communities;
the societal decision-making; economic activities and their impact on humankind and the
environment. Students will learn the different types of marketplace, its effect on the
economy and social-life. They will also learn the different techniques of advertising and
its effect on the marketplace.

3) Who We Are – My Body is Changing

We are inquiring into the nature of the self, personal, physical, mental, social and
health. Students will learn about the changes that occur during puberty and their causes
as well as strategies to cope with situations of change.

4) How the World Works – Matter

We are inquiring into the natural world and its laws; how humans use their
understanding of scientific principles; the impact of scientific and technological advances
on society and on the environment. Students will learn to observe changes and do
experiments on physical and chemical changes. They will also learn and master the IB
research skills which lead them to interpret data and draw scientific conclusions.

5) How We Express Ourselves – Exhibition

Within this UOI, students will choose their own research topics under the
Transdisciplinary Theme of their choice. Students will generate their own central ideas,
lines of inquiry, and questions to guide their research. The writing process will focus on
Research Writing skills. In ICT students will learn how to research to gather information
about their topics and cite their work to avoid plagiarism. In mathematics, we will work
with numbers and operations, and measurement.

6) Sharing the Planet – Conflicts Connect with Conflict Resolutions

We are inquiring into rights and responsibilities in the struggle to share finite
resources as well as access to equal opportunities; peace and conflict resolution.
Students will learn about possible causes and events that lead to conflict, its
consequences and ways to resolve them.

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Advanced Learning Schools Grade Five Curriculum Guide 2019-2020

Language Arts
Students will engage in all areas of language learning: oral, written, and visual. They will
understand that language is a medium for learning.
Students will read from a wide variety of texts and learn to use various reading strategies.
They will discuss what has been read, reflect on the feelings and motivations of the
characters in a story, as well as their own feelings in relation to plot and characterization, and
analyze the details of the plot. They will use a range of reference materials to find
information and guide research. They will write for a wide range of purposes and use a
variety of styles. They will learn how to use relevant details, effective vocabulary, and
various sentence structures. They will use a writing process to create independent work:
planning, revising, editing, and critiquing their own writing.
Students will demonstrate appropriate viewing behavior for a large range of visual material.
They will respond to these viewing experiences orally and in writing using specific
vocabulary and terminology.
Mathematics
Students will be engaged in problem-solving activities. They will use number facts to
perform various operations and understand the relationship between them. They will also
develop, display and model simple algebraic formulas. Students will model and compare
fractions and percentages (including improper fractions and mixed numbers), simplify
fractions, and add and subtract fractions with related denominators. They will read, write, add
and subtract decimals to the one thousandth place. Students will measure, estimate, and
compare perimeter, volume and area, and will measure and construct angles in degrees using
a protractor. Students will work with statistics and probability, collecting, displaying,
interpreting and comparing data in a variety of ways. They will learn to use the mathematical
vocabulary to classify. Students will read, write and model numbers to 1 million and beyond.
Students will describe multiple strategies to create and solve word problems.
Resources
A wide variety of resources are used to support the Units of Inquiry, to present a variety of
perspectives and to differentiate learning.
! Write Source
! Words your way
! Leveled Readers
! Novel sets
! Everyday Math
! Math manipulative materials and Mathletics (online) learning activities
! Various other materials in the classroom, the school library, and the community (novels,
classroom reading sets, nonfiction reference material, field trips, etc.)

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Advanced Learning Schools Grade Five Curriculum Guide 2019-2020

Assessment
Your child’s progress will be assessed in many ways, such as:
! Teacher observation of students’ participation and performance in class
! Collected evidence (portfolio) of students’ understanding and thinking
! Student self-reflection on the learning process
! Summative assessments

Homework
Students are expected to participate fully in class, and to complete work independently.
Teachers observe students throughout the day to gauge understanding, offer assistance, and
plan future learning activities. It is important for children of this age to spend time in
recreational pursuits, and in “down-time” with family and friends. Therefore, homework is
given only to review concepts and to practice specific skills previously taught at school.
Students will be expected to read for 30 minutes nightly at home in addition to approximately
1 hour of homework.

Classroom Agreements
Students are expected to:
1. Be punctual
2. Listen to others
3. Respect others
4. Use English in the classroom only
5. Come prepared to class with materials and homework
The school-home partnership is essential to support each student’s development, and we
value your input and suggestions. If you ever have concerns or questions regarding the
progress of your child’s education, please feel free to contact the appropriate teacher. Email is
also a convenient way to stay in touch, so our email addresses are listed below. We look
forward to a wonderful year!

Behavior Expectations
In the beginning of the year, students will come up with class essential agreements. Students
are expected to stay on task, arrive and leave the school on time, make good choices, use kind
words , listen and speak at appropriate times, and show respect for adults, self, and others at
all times.
Please note that coming late has both intellectual and social consequences. When students
arrive late, they distract their classmates’ learning and interrupt the instructor’s train of
thought.

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Advanced Learning Schools Grade Five Curriculum Guide 2019-2020

Dietary Request:
Please make sure the lunch box contains two healthy meals; breakfast and lunch.
Below are suggested items you might consider.

Fruits and Vegetables: Bread and Grains:

Bananas: cut into quarters or halves with Waffles with fruit syrup
peel on for convenience. Pita bread
Apples and pears: sliced in wedges Whole wheat crackers or pretzels
Oranges: wedges Whole wheat bread
Grapes: cut in quarters or halves Tortillas
Plums, peaches and nectarines: pitted and Fruit or vegetable muffin
cut in half Cookies and granola bars- choose lower
Sugar snap peas: serve as is sugar, whole wheat versions.
Broccoli: cut into small florets
Cucumber: sliced
Cherry tomatoes
Meat and Meat Supplements: Drinks:
NO PEANUTS or products with peanuts Milk: preferably plain
or peanut by products allowed at ALS due Natural Juice
to life threatening allergies
Nuts: chop into pieces
Nut butters: almond butter on fruit,
vegetables, bread or crackers.
Beans: make bean dips like refried bean dip
or hummus
Yogurt: try using plain, low fat yogurt served
with fruit or honey
Cheese: slices of cheddar or white cheese
Meat: preferably turkey

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Advanced Learning Schools Grade Five Curriculum Guide 2019-2020

Special Occasions
BIRTHDAY POLICY AND GUIDELINES for K-5
The staff of Advanced Learning Schools recognize that, on occasion, it is appropriate for our
classroom communities to celebrate together as a class to mark a special event or the birthday
of a classmate. While these events do provide a social learning opportunity, they do impede
upon precious academic learning time. The following guidelines are designed to allow for
classroom parties and birthday recognitions, without unnecessarily infringing upon academic
time.

Student Birthday Celebrations If you would like to have a class birthday for your child,
please speak with your child’s teacher in advance. These birthday celebrations are limited to
the classroom community and will take place during lunch time. Parents are asked to drop off
only cupcakes in the K-3 office, and these treats will be delivered to the classroom. Parents
should be mindful that nuts are not allowed to be in any of the cupcakes provided.

Goody bags are not allowed. The school will not permit bouquets of balloons and other
celebratory decorations to be sent to the classrooms. These can be distracting to students’
learning. Please do not send these items to avoid embarrassment.

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‫‪Advanced Learning Schools Grade Five Curriculum Guide‬‬ ‫‪2019-2020‬‬

‫ﻣﺎدة اﻟﻠﻐﺔ اﻟﻌﺮﺑﯿﺔ‬

‫اﻟﺘﻌﺮﯾﻒ ﺑﺎﻟﻤﻌﻠﻤﯿﻦ‬
‫ﻧﺮﺣﺐ ﺑﻜﻢ ﻓﻲ اﻟﻌﺎم اﻟﺪراﺳﻲ اﻟﺠﺪﯾﺪ ‪ ،‬وإﻧﮫ ﻣﻦ دواﻋﻲ ﺳﺮورﻧﺎ أن ﯾﻜﻮن اﺑﻨﻜﻢ ‪ /‬اﺑﻨﺘﻜﻢ ﻓﻲ ﺻﻔﻨﺎ ھﺬا اﻟﻌﺎم‬
‫ﻣﺪرﺳﺎ اﻟﻤﺎدة ھﻤﺎ‬
‫أرﯾﺞ اﻟﺨﻮﻟﻲ ‪ :‬ﻣﺪرﺳﺔ ﻟﻠﺼﻔﻮف اﻟﺨﺎﻣﺲ واﻟﺘﺎﺳﻊ واﻟﺤﺎدي ﻋﺸﺮ)ﺑﻨﺎت( ﻣﺎدة اﻟﻠﻐﺔ اﻟﻌﺮﺑﯿﺔ ‪،‬ﺣﺎﺻﻠﺔ ﻋﻠﻰ ﺷﮭﺎدة‬
‫اﻟﺒﻜﺎﻟﻮرﯾﻮس ﻓﻲ اﻟﻠﻐﺔ اﻟﻌﺮﺑﯿﺔ ﻣﻦ اﻟﺠﺎﻣﻌﺔ اﻷردﻧﯿﺔ – ﻋﻤﺎن ‪ ،‬ﻟﺪي ﺧﺒﺮات ﻋﻤﻠﯿﺔ ﻣﺘﻌﺪدة ﻓﻲ ﻛﺒﺮى ﻣﺪارس اﻟﺮﯾﺎض‬
‫ﻛﻤﺪرﺳﺔ ﻟﻤﺮاﺣﻞ دراﺳﯿﺔ ﻣﺨﺘﻠﻔﺔ ﻋﻠﻰ ﻣﺪى ﺳﺖ ﻋﺸﺮة ﺳﻨﺔ‬
‫ﻣﺪرس ﻟﻠﺼﻒ اﻟﺮاﺑﻊ واﻟﺨﺎﻣﺲ ) ﺑﻨﯿﻦ( ﻣﺎدة اﻟﻠﻐﺔ اﻟﻌﺮﺑﯿﺔ ‪ ،‬ﺣﺎﺻﻞ ﻋﻠﻰ ﺷﮭﺎدة اﻟﺒﻜﺎﻟﻮرﯾﻮس ﻓﻲ اﻟﻠﻐﺔ ‪ :‬ﻣﺤﻤﺪ أﺑﻮ ﻋﯿﺎد‬
‫اﻟﻌﺮﺑﯿﺔ ‪ ،‬وﺷﮭﺎدة اﻟﺪﺑﻠﻮم ﻋﺎﻟﻲ ﻓﻲ اﻟﺘﺮﺑﯿﺔ ‪ ،‬ﺧﺒﺮﺗﻲ اﻟﻌﻤﻠﯿﺔ ﻋﺸﺮون ﻋﺎﻣﺎ ﻗﻀﯿﺘﮭﺎ ﻓﻲ ﻣﺪارس ﻣﺘﻌﺪدة ﻓﻲ اﻟﻤﻤﻠﻜﺔ وﺧﺎرﺟﮭﺎ‬
‫أھﺪاف ﺗﺪرﯾﺲ اﻟﻠﻐﺔ اﻟﻌﺮﺑﯿﺔ‬
‫ـ إدراك ﻗﯿﻤﺔ اﻟﻠﻐﺔ وأھﻤﯿﺘﮭﺎ ﻓﻲ ﺣﯿﺎة ﻛﻞ طﺎﻟﺐ‬
‫ـ ﺗﻨﻤﯿﺔ ﺛﻘﺔ اﻟﻄﺎﻟﺐ ﺑﻨﻔﺴﮫ ‪ ،‬واﻋﺘﺰازه ﺑﻘﯿﻤﮫ واﻧﺘﻤﺎﺋﮫ وﻟﻐﺘﮫ‬
‫‪-‬اﻟﻘﺪرة ﻋﻠﻰ اﻟﺤﻮار ﺑﺎﻟﻠﻐﺔ اﻟﻌﺮﺑﯿﺔ اﻟﻔﺼﺤﻰ‬
‫ً‬
‫ـ إﺛﺮاء اﻟﻤﺨﺰون اﻟﻠﻐﻮي ﻟﺪى اﻟﻄﺎﻟﺐ ﻟﯿﺼﺒﺢ ﻗﺎدرا ﻋﻠﻰ اﻟﻜﺘﺎﺑﺔ واﻟﺘﻌﺒﯿﺮ ﺑﻠﻐﺔ ﺳﻠﯿﻤﺔ‬
‫ـ اﻹﻟﻤﺎم ﺑﻘﻮاﻋﺪ اﻟﻠﻐﺔ اﻟﻌﺮﺑﯿﺔ ذﻟﻚ أﻧﮭﺎ وﺳﯿﻠﺔ ﻟﺘﻨﻤﯿﺔ ﻣﮭﺎرة اﻟﺘﻠﻤﯿﺬ ﻓﻲ اﻟﺘﻌﺒﯿﺮ اﻟﺴﻠﯿﻢ ﻋﻠﻰ اﻟﻤﺴﺘﻮﯾﯿﻦ اﻟﺸﻔﮭﻲ واﻟﻜﺘﺎﺑﻲ‬
‫ﻗﺪر اﻹﻣﻜﺎن ـ اﻛﺘﺴﺎب اﻟﻤﮭﺎرات اﻹﻣﻼﺋﯿﺔ ﻟﻠﺘﻮﺻﻞ إﻟﻰ ﻛﺘﺎﺑﺔ ﻧﺺ ﺧﺎل ﻣﻦ اﻷﺧﻄﺎء‬
‫ـ اﻛﺘﺴﺎب اﻟﻤﯿﻞ إﻟﻰ اﻟﻘﺮاءة اﻟﺤﺮة وﺻﻮﻻً إﻟﻰ ﻗﺮاءة ﻣﻌﺒﺮة ﺳﻠﯿﻤﺔ‬
‫ـ اﻟﺘﻌﻮد ﻋﻠﻰ اﻟﺘﻔﻜﯿﺮ اﻟﻤﻨﻄﻘﻲ اﻟﺴﻠﯿﻢ وﺗﺤﻠﯿﻞ اﻟﻨﺺ اﻟﻤﻘﺮوء أو اﻟﻤﺴﻤﻮع‬
‫ـ اﻟﻜﺘﺎﺑﺔ ﺑﺨﻂ واﺿﺢ ﺟﻤﯿﻞ‬
‫اﻟﻤﻮاد اﻟﻤﻄﻠﻮﺑﺔ‬
‫ـ ﻛﺘﺎب ﻟﻐﺘﻲ اﻟﺠﻤﯿﻠﺔ – وزارة اﻟﺘﺮﺑﯿﺔ واﻟﺘﻌﻠﯿﻢ‬
‫ـ ﻣﻨﮭﺞ إﺛﺮاﺋﻲ ﻣﺪﻋﻢ ﻟﻠﻤﮭﺎرات اﻟﻠﻐﻮﯾﺔ اﻟﻤﺨﺘﻠﻔﺔ‬
‫ـ دﻓﺘﺮ إﻣﻼء‬
‫ـ دﻓﺘﺮ واﺟﺒﺎت‬
‫اﻟﺘﻘﯿﯿﻢ‬
‫اﻟﺘﻘﯿﯿﻢ ﺟﺎﻧﺐ ھﺎم وأﺳﺎﺳﻲ ﻟﺮﺻﺪ اﻟﺘﻘﺪم اﻟﺬي ﯾﺤﺮزه اﻟﻄﻼب ﻓﻲ ﺟﻮاﻧﺐ اﻟﻠﻐﺔ اﻟﻤﺨﺘﻠﻔﺔ ‪ ،‬وﺳﯿﺘﻢ اﻟﺘﻘﯿﯿﻢ ﺑﻄﺮق ﻣﺨﺘﻠﻔﺔ ‪،‬‬
‫وﯾﺸﻤﻞ ‪ :‬اﻟﻮاﺟﺒﺎت اﻟﻤﻨﺰﻟﯿﺔ ‪ ،‬اﻷﻋﻤﺎل اﻟﺼﻔﯿﺔ ‪ ،‬اﻟﻤﺸﺎرﯾﻊ ‪ ،‬اﻻﺧﺘﺒﺎرات اﻟﻄﻮﯾﻠﺔ ‪ ،‬اﻻﺧﺘﺒﺎرات اﻟﻘﺼﯿﺮة‬
‫اﻟﻘﻮاﻧﯿﻦ واﻷﻧﻈﻤﺔ اﻟﺼﻔﯿﺔ‬
‫ﻋﻠﻰ اﻟﻄﻠﺒﺔ اﻻﻟﺘﺰام ﺑﺎﻟﻘﻮاﻋﺪ اﻟﺴﻠﻮﻛﯿﺔ اﻟﺘﺎﻟﯿﺔ اﻟﺘﻲ ﯾﺘﻢ اﻻﺗﻔﺎق ﻣﻌﮭﻢ ﺑﮭﺎ ‪،‬وھﻲ‬
‫‪. .1‬اﻟﺤﻀﻮر إﻟﻰ اﻟﺤﺼﺔ ﻓﻲ اﻟﻮﻗﺖ اﻟﻤﺤﺪد‬
‫‪. .2‬اﻟﺠﻠﻮس ﻓﻲ اﻟﻤﻜﺎن اﻟﻤﺤﺪد‬
‫‪. .3‬أدواﺗﮫ إﻟﻰ اﻟﻔﺼﻞ إﺣﻀﺎر ﺟﻤﯿﻊ‬
‫‪ .4‬اﻟﻤﺤﺎﻓﻈﺔ ﻋﻠﻰ ﻧﻈﺎﻓﺔ اﻟﺼﻒ‬
‫‪. .5‬اﻹﻧﺼﺎت واﺣﺘﺮام رأي اﻵﺧﺮﯾﻦ‬
‫اﻟﻮاﺟﺒﺎت اﻟﻤﻨﺰﻟﯿﺔ‬
‫ﯾﻨﺒﻐﻲ اﻟﻘﯿﺎم ﺑﮭﺎ ﻓﻲ اﻟﻤﻨﺰل ﻣﻦ ﻗﺒﻞ اﻟﻄﺎﻟﺐ وﺗﺴﻠﯿﻤﮭﺎ ﻓﻲ اﻟﻮﻗﺖ اﻟﻤﺤﺪد‬
‫اﻟﺘﻮاﺻﻞ ﻣﻌﻜﻢ ﺳﯿﺴﺎﻋﺪﻧﺎ ﻋﻠﻰ ﺗﺤﻘﯿﻖ أھﺪاﻓﻨﺎ‪ ،‬ﻓﻲ ﺣﺎل وﺟﻮد أي اﺳﺘﻔﺴﺎر اﻟﺮﺟﺎء ﻋﺪم اﻟﺘﺮدد ﻓﻲ اﻻﺗﺼﺎل ﻋﻠﻰ رﻗﻢ‬
‫‪:‬اﻟﻤﺪارس أو اﻟﺘﻮاﺻﻞ ﻋﺒﺮ اﻟﺒﺮﯾﺪ اﻹﻟﻜﺘﺮوﻧﻲ‬

‫أرﯾﺞ اﻟﺨﻮﻟﻲ‬ ‫‪[email protected]‬‬

‫ﻣﺤﻤﺪ أﺑﻮ ﻋﯿﺎد‬ ‫‪[email protected]‬‬

‫) ﯾﺪاً ﺑﯿﺪ ﻧﺤﻮ ﻣﺴﺘﻘﺒﻞ ﺗﻌﻠﯿﻤﻲ أﻓﻀﻞ (‬

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Advanced Learning Schools Grade Five Curriculum Guide 2019-2020

PYP PE
Once again we are at the start of a new academic year and we welcome back all our students.
We would like to extend a very special welcome to those students and their parents that are
joining our ALS family for the first time.
In accordance with the IB mission statement, we encourage our students to become
active and compassionate lifelong learners. It is our responsibility to produce learners that
strive to develop the attributes of the IBO Learner Profile.
Curriculum
To assist our students achieve the above qualities our Physical Education Curriculum must
consist of the following strands:
Health-related fitness:
! Recognize the importance of a healthy lifestyle
! Awareness of exercising regularly
! Ability to make healthy choices
Games:
! Recognizing the challenges presented by games
! Importance of manipulating space
! Development of appropriate skills
! Applies rules effectively
Individual Pursuits:
! Shows development of gross motor skills
! Shows development of fine motor skills
! Movement through manipulative skills
Movement Composition:
! Can effectively follow a sequence of movements
! Express movement through feelings, emotions and ideas
Adventure Challenges:
! Can effectively work as part of a team
! Shows critical thinking
! Shows ability to solve problems
Assessment
Progress during Physical Education will be determined by various ways including:
! Teacher’s observation
! Rubrics
! Peer assessments
! Checklists
! Projects

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Advanced Learning Schools Grade Five Curriculum Guide 2019-2020

Resources
We have access to an indoor area, volleyball court, inner-field and a grass soccer field.
We utilize all of these resources and a range of other specialized physical education
equipment during all Physical Education lessons to expose our students to as many
learning situations as we possibly can.

We look forward to working with your children this academic year. We are very excited to
assist your children in reaching their full potential. We are also fully aware that you entrust us
with your most valuable assets; your children. Please feel free to contact us if you have any
questions.

Ioan Pisoc [email protected]

Randa Shnaneer [email protected]

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‫‪Advanced Learning Schools Grade Five Curriculum Guide‬‬ ‫‪2019-2020‬‬

‫اﻟﺘﺮﺑﯿﺔ اﻹﺳﻼﻣﯿﺔ واﻻﺟﺘﻤﺎﻋﯿﺔ‬

‫اﻟﺘﻌﺮﯾﻒ ﺑﺎﻟﻤﻨﮭﺞ‬

‫اﻟﺘﺮﺑﯿﺔ اﻹﺳﻼﻣﯿﺔ‬
‫ـ ﺳﻮرة اﻟﻤﻄﻔﻔﯿﻦ ‪-‬ﻻم )أل(‪-‬ﻻم اﻟﻔﻌﻞ ‪-‬ﻋﻼﻣﺎت اﻟﻮﻗﻒ ﻓﻲ اﻟﻤﺼﺤﻒ اﻟﺸﺮﯾﻒ ‪ -‬ﺳﻮرة اﻻﻧﺸﻘﺎق ‪-‬‬
‫اﻟﻘﻠﻘﻠﺔ ‪-‬اﻟﻼﻣﺎت اﻟﺴﻮاﻛﻦ ـ ﺳﻮرة اﻟﺒﺮوج ‪-‬اﻟﺘﻔﺨﯿﻢ واﻟﺘﺮﻗﯿﻖ ـ ﺳﻮرة اﻷﻋﻠﻰ ‪ -‬اﻟﻤﺪ اﻟﻼزم ) ﺗﻌﺮﯾﻔﮫ‪،‬‬
‫ﻗﺮآن‬
‫أﻗﺴﺎﻣﮫ ‪ ،‬ﺣﻜﻤﮫ‪ ،‬ﻣﻘﺪاره‪ ،‬أﻣﺜﻠﺘﮫ(‪ -‬اﻟﻤﺪ اﻟﻼزم اﻟﻜﻠﻤﻲ ‪-‬اﻟﻤﺪ اﻟﻼزم اﻟﺤﺮﻓﻲ ‪ -‬ﺗﺪرﯾﺒﺎت ﻋﻤﻠﯿﺔ ﻋﻠﻰ أﺣﻜﺎم‬
‫اﻟﻤﺪود ‪-‬ـ ﺳﻮرة اﻟﻄﺎرق ‪ -‬اﻟﻤﺪ اﻟﻤﺘﺼﻞ ‪ -‬اﻟﻤﺪ اﻟﻤﻨﻔﺼﻞ ‪ -‬اﻟﻤﺪ‬
‫اﻟﻌﻠﻢ و اﻟﻌﻤﻞ ‪ -‬اﻟﺪﻋﻮة إﻟﻰ ﷲ و اﻟﺼﺒﺮ– ﻣﻌﺮﻓﺔ اﻟﺮب ‪ -‬اﺳﺘﺤﻘﺎﻗﮫ ﻟﻠﻌﺒﺎدة – أﻧﻮاع اﻟﻌﺒﺎدات‬
‫ﺗﻮﺣﯿﺪ‬
‫اﻟﺪﻋﺎء و اﻟﺨﻮف و اﻟﺮﺟﺎء‬
‫ھﺪي اﻟﻨﺒﻲ ﺻﻠﻰ ﷲ ﻋﻠﯿﮫ وﺳﻠﻢ ﻓﻲ اﻟﻌﺒﺎدة‪ ،‬ﻓﻲ اﻟﺬﻛﺮ‪ ،‬ﻣﻊ اﻟﻘﺮآن‪ ،‬ﻓﻲ اﻟﻄﮭﺎرة‪ ،‬ﻓﻲ اﻟﺼﻼة‪ ،‬ﻓﻲ‬
‫ﺣﺪﯾﺚ وﺳﯿﺮة‬
‫اﻟﻤﺴﺠﺪ‪ ،‬ﻓﻲ اﻷﻋﯿﺎد‬
‫اﻷذان واﻹﻗﺎﻣﺔ‪ ،‬آداب اﻟﻤﺸﻲ إﻟﻰ اﻟﺼﻼة‪ ،‬ﻣﻜﺎﻧﺔ اﻟﺼﻼة‪ ،‬ﺻﻔﺔ اﻟﺼﻼة‪ ،‬ﺳﻨﻦ و ﻣﻜﺮوھﺎت اﻟﺼﻼة‪ ،‬و‬
‫ﻓﻘﮫ وﺳﻠﻮك‬
‫آداﺑﮭﺎ‬
‫اﻟﺘﺮﺑﯿﺔ اﻻﺟﺘﻤﺎﻋﯿﺔ‬
‫‪،‬دول ﺷﺒﮫ اﻟﺠﺰﯾﺮة اﻟﻌﺮﺑﯿﺔ‪ ،‬اﻟﺨﺼﺎﺋﺺ اﻟﻄﺒﯿﻌﯿﺔ ﻟﺪول ﺷﺒﮫ اﻟﺠﺰﯾﺮة اﻟﻌﺮﺑﯿﺔ‬
‫اﻟﺠﻐﺮاﻓﯿﺎ‬
‫اﻟﺨﺼﺎﺋﺺ اﻟﺒﺸﺮﯾﺔ‪ ،‬ﻣﺸﺎﻛﻞ و ﻗﻀﺎﯾﺎ‬
‫اﻟﺨﻠﻔﺎء اﻟﺮاﺷﺪون‪ ،‬أﻋﻤﺎﻟﮭﻢ و ﻋﻼﻗﺘﮭﻢ ﺑﻐﯿﺮ اﻟﻤﺴﻠﻤﯿﻦ‪ ،‬اﻟﺸﻮرى‪,،‬اﻟﺨﻼﻓﺔ اﻹﺳﻼﻣﯿﺔ‪ ،‬اﻷﻣﻮﯾﯿﻦ و‬
‫اﻟﺘﺎرﯾﺦ‬
‫اﻟﻌﺒﺎﺳﯿﯿﻦ‬
‫اﻟﺠﮭﺪ اﻟﻤﺒﺬول ﻟﺘﻮﻓﯿﺮ اﻟﻤﺎء واﻟﻜﮭﺮﺑﺎء‪ ،‬ﻣﻈﺎھﺮ اﻹﺳﺮاف‪ ،‬اﻟﺘﻠﻮث‪ ،‬اﻟﻤﺤﺎﻓﻈﺔ ﻋﻠﻰ اﻟﺒﯿﺌﺔ اﻟﺒﺮﯾﺔ و‬
‫اﻟﻮطﻨﯿﺔ‬
‫اﻟﺒﺤﺮﯾﺔ‬

‫ﻣﻼﺣﻈﺎت‬
‫ﺳﯿﺘﻢ ﺗﺪرﯾﺲ اﻟﻤﺎدة وﻓﻘﺎ ً ﻟﻤﺤﺎور ﺑﺮﻧﺎﻣﺞ اﻟﺴﻨﻮات اﻻﺑﺘﺪاﺋﯿﺔ ) ﻣﻦ ﻧﺤﻦ ‪ ،‬أﯾﻦ ﻧﺤﻦ ﻓﻲ اﻟﺰﻣﺎن واﻟﻤﻜﺎن ‪.. ,‬إﻟﺦ (‬
‫أﻣﺎ ﺑﺎﻟﻨﺴﺒﺔ إﻟﻰ اﻟﺘﻘﯿﯿﻢ ﻓﮭﻮ ﯾﺘﺨﺬ أﺷﻜﺎﻻً ﻛﺜﯿﺮةً ﻓﻘﺪ ﯾﻜﻮن ﺷﻔﮭﯿﺎ ً ‪ ،‬أوﻛﺘﺎﺑﯿﺎ ً ﻣﻦ ﺧﻼل اﻻﺧﺘﺒﺎرات اﻟﻘﺼﯿﺮة و اﻟﻄﻮﯾﻠﺔ ‪،‬‬
‫اﻟﻮاﺟﺒﺎت اﻟﻤﻨﺰﻟﯿﺔ ‪ ،‬اﻟﻤﺸﺎرﯾﻊ‬
‫ﻟﻤﺰﯾﺪ ﻣﻦ اﻟﺘﻮاﺻﻞ ﻋﺒﺮ اﻟﺒﺮﯾﺪ اﻻﻟﻜﺘﺮوﻧﻲ‬
‫‪Mohammed Al Amri‬‬ ‫‪[email protected]‬‬
‫‪Haifa Al Dasi‬‬ ‫‪[email protected]‬‬
‫‪Tamam ElSheikh‬‬ ‫‪[email protected]‬‬

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Advanced Learning Schools Grade Five Curriculum Guide 2019-2020

PYP Visual Arts

It is my pleasure to be able to teach your children visual art in the PYP program. Since the
beginnings of human history, artists have recorded the human experience in their work. The
PYP program provides a wonderful opportunity for students to learn art techniques and
processes while considering topics related to science, history, mathematics, communication
and the human condition. Art within the context of the PYP program will prepare your child
for their MYP years by encouraging curiosity and establishing a foundation of problem-
solving skills.
Projects:
PYP art classes introduce students to drawing, painting, printmaking, clay, collage, and
mixed media. For at least two Units of Inquiry per grade, we work with homeroom teachers
to relate the concepts they are learning in their regular classrooms to the world of art and art-
making.
Student Expectations:
Students are expected to participate in classroom discussions and activities, to put for their
best effort in making art projects, and to have fun. Art will be a creative and collaborative
effort in which the children will be expected to work together to create and discover new
possibilities.
Discipline Policy
The classrooms follow the expectations described in the ALS Student Handbook. We are
happy to meet with parents by appointment to discuss any areas of concern. We expect all
students to observe the following in the art classes:
1. Do not interrupt during role call and instructions.

2. Respect the work process of others and their personal and physical integrity.

3. Use an indoor voice when indoors.

4. Treat the art supplies with respect.

5. Treat your own work and the work of others with respect.

6. At the end of each class, clean up and make sure that all of the art work is labeled and
put away.

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Advanced Learning Schools Grade Five Curriculum Guide 2019-2020

Assessment Policy
Students are assessed on effort, as well as, their age appropriate development in fine motor
development, conceptual understandings and the learner outcomes.
Homework Expectations
Homework is not generally assigned unless they are asked to bring in a specified visual
reference. Students will be expected to do work in class, and thus regular attendance is vital.
Supplies:
For each class, each student should bring a water bottle, a pencil, pencil sharpener ruler,
pencil crayons, an eraser and a hard cover A4 sketchbook.
Please feel free to contact us if you have any questions or concerns. We look forward to a
great year.

Mohammed Fattouh [email protected]

Jennifer Pickering [email protected]

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Advanced Learning Schools Grade Five Curriculum Guide 2019-2020

PYP French (Boys Only)

In order for you to have a better understanding of the French classes, a brief overview of French
learning activities are presented below. At your convenience, please take time to review it.
French Learning Activities
Oral: Students will learn the proper way to pronounce the difficult phonemes in French like “on”,
“an”, “ui”, “oi”….
They will be able to communicate in French and hold a simple conversation in a French speaking
community.
Grammar and Vocabulary: Students will learn to form sentences in French and use all the
vocabulary related to their social surrounding and community including and not limited to food,
shopping, sports, hobbies, greetings, human body, colors, and numbers.
Written Comprehension: Students will be able to read simple French texts, understand their
global meaning and answer related simple questions.
Writing: Students will invest all the above mentioned competencies to improve their writing
skills; they will be able at the end of each unit of inquiry to write a short paragraph of
approximately four sentences concerning the unit.
French will be part in two units of inquiry (1 and 2):
In unit 1: Students will learn about the Francophonie countries. We will explore the difference in
dialect and culture.
In unit 2: Students will discover the different nominations of Markets in French and they will
learn all the related concepts of Market in grammar and vocabulary .They will be able at the end
of the unit to do a dialogue in French and we will do a small market in class.
The rest of the year we will be doing stand alone units from their book Tip Top 2, they can also
practice the entire concept that we are practicing on this website: www.francaisfacile.com.
The students have to come to class with their books, a notebook and a French file.
The Homework and the tests will be mentioned in the cycle plan.
Assessment:
o Oral test (play role or reading)
o Teacher observation
o Quizzes and exercises
o Special projects
French is a third language at ALS and it can be difficult for English educated students. Therefore,
a lot of attention and support is needed from home to motivate your children to acquire a
beautiful language that can distinguish them in the future, and help them be role models of
excellence in their society and their future careers.
Thank you very much, and we look forward to a fruitful academic year for our students.

Mustapha Belkacemi [email protected]

20