GRADE 4

Introduction

This booklet is designed to give an overview of all the learning targets for students in Grade 4 throughout the year. The aim is that by the end of their year in Grade 4, every student at BWYA will be able to achieve all of the outcomes identified in this booklet. However, these standards are by no means meant to limit a student’s achievement, with all students encouraged to extend themselves to learn and grow to their potential.

The standards identified in this booklet come from highly respected curricula from around the world and were chosen because they are developmentally appropriate and sequentially build on each other from year to year. Teaching goals, assessments and student reports at the BWYA primary school all align to these standards, and these standards also align to those used in the BWYA secondary school.

It is hoped that this booklet will enhance parents’ understanding of what their child should be learning during Grade 4 and enable parents to better partner with the school in seeing their child be successful. Both parents and teachers are able to refer to the standards during conversations and then plan future growth goals in line with the standards’ expectations. Through this, everyone can work together in unity for the benefit of the child.

The standards for Grade 4 cover the following learning areas:

English Language Arts

English Language Arts

The BWYA English Language Arts Standards come from the United States Common Core Standards.

Reading: Literature
  • Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
  • Determine a theme of a story, drama, or poem from details in the text; summarize the text.
  • Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
  • Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
  • Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
  • Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
  • Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
  • Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
  • By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Reading: Information Texts
  • Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
  • Determine the main idea of a text and explain how it is supported by key details; summarize the text.
  • Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
  • Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
  • Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
  • Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
  • Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
  • Explain how an author uses reasons and evidence to support particular points in a text.
  • Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
  • By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Reading: Foundation Skills
  • Know and apply grade-level phonics and word analysis skills in decoding words.
  • Read with sufficient accuracy and fluency to support comprehension.
Writing
  • Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
  • Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
  • Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
  • Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
  • With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 4 here.)
  • With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
  • Conduct short research projects that build knowledge through investigation of different aspects of a topic.
  • Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information and provide a list of sources.
  • Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Speaking and Listening
  • Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
  • Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
  • Identify the reasons and evidence a speaker provides to support particular points.
  • Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
  • Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
  • Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. 
Language
  • Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  • Use knowledge of language and its conventions when writing, speaking, reading, or listening.
  • Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
  • Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
  • Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

Mathematics

Mathematics

The BWYA Mathematics Standards come from the United States Common Core Standards.

Overview

In Grade 4, instructional time should focus on three critical areas:

  • Developing understanding and fluency with multi-digit multiplication, and developing understanding of dividing to find quotients involving multi-digit dividends;

  • Developing an understanding of fraction equivalence, addition and subtraction of fractions with like denominators, and multiplication of fractions by whole numbers;

  • Understanding that geometric figures can be analyzed and classified based on their properties, such as having parallel sides, perpendicular sides, particular angle measures, and symmetry.

  • (1) Students generalize their understanding of place value to 1,000,000, understanding the relative sizes of numbers in each place. They apply their understanding of models for multiplication (equal-sized groups, arrays, area models), place value, and properties of operations, in particular the distributive property, as they develop, discuss, and use efficient, accurate, and generalizable methods to compute products of multi-digit whole numbers. Depending on the numbers and the context, they select and accurately apply appropriate methods to estimate or mentally calculate products. They develop fluency with efficient procedures for multiplying whole numbers; understand and explain why the procedures work based on place value and properties of operations; and use them to solve problems. Students apply their understanding of models for division, place value, properties of operations, and the relationship of division to multiplication as they develop, discuss, and use efficient, accurate, and generalizable procedures to find quotients involving multi-digit dividends. They select and accurately apply appropriate methods to estimate and mentally calculate quotients, and interpret remainders based upon the context.
  • (2) Students develop understanding of fraction equivalence and operations with fractions. They recognize that two different fractions can be equal (e.g., 15/9 = 5/3), and they develop methods for generating and recognizing equivalent fractions. Students extend previous understandings about how fractions are built from unit fractions, composing fractions from unit fractions, decomposing fractions into unit fractions, and using the meaning of fractions and the meaning of multiplication to multiply a fraction by a whole number.

  • (3) Students describe, analyze, compare, and classify two-dimensional shapes. Through building, drawing, and analyzing two-dimensional shapes, students deepen their understanding of properties of two-dimensional objects and the use of them to solve problems involving symmetry.

Operations and Algebraic Thinking
  • Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
  • Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.
  • Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
  • Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite.
  • Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.
Number and Operations in Base 10
  • Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.
  • Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
  • Use place value understanding to round multi-digit whole numbers to any place.
Number and Operations - Fractions
  • Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
  • Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
  • Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
  • Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.
  • Express a fraction with denominator 10 as an equivalent fraction with denominator 100 and use this technique to add two fractions with respective denominators 10 and 100.2 For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.
  • Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
  • Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.
Measurement and Data
  • Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36)
  • Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.
  • Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.
  • Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection.
  • Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint and understand concepts of angle measurement.
  • Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.
  • Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure.
Geometry
  • Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.
  • Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category and identify right triangles.
  • Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.

Science and Engineering

Science and Engineering

The BWYA Science and Engineering Standards come from the US Next Generations Science Standards.

Overview

The performance expectations in fourth grade help students formulate answers to questions such as: “What are waves and what are some things they can do? How can water, ice, wind and vegetation change the land? What patterns of Earth’s features can be determined with the use of maps? How do internal and external structures support the survival, growth, behaviour, and reproduction of plants and animals? What is energy and how is it related to motion? How is energy transferred? How can energy be used to solve a problem?”

Students are able to use a model of waves to describe patterns of waves in terms of amplitude and wavelength, and that waves can cause objects to move.

Students are expected to develop understanding of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. They apply their knowledge of natural Earth processes to generate and compare multiple solutions to reduce the impacts of such processes on humans. In order to describe patterns of Earth’s features, students analyse and interpret data from maps.

Fourth graders are expected to develop an understanding that plants and animals have internal and external structures that function to support survival, growth, behaviour, and reproduction.

By developing a model, they describe that an object can be seen when light reflected from its surface enters the eye. Students are able to use evidence to construct an explanation of the relationship between the speed of an object and the energy of that object.

Students are expected to develop an understanding that energy can be transferred from place to place by sound, light, heat, and electric currents or from object to object through collisions. They apply their understanding of energy to design, test, and refine a device that converts energy from one form to another.

The crosscutting concepts of patterns; cause and effect; energy and matter; systems and system models; interdependence of science, engineering, and technology; and influence of engineering, technology, and science on society and the natural world are called out as organizing concepts for these disciplinary core ideas.

In the fourth grade performance expectations, students are expected to demonstrate grade-appropriate proficiency in asking questions, developing and using models, planning and carrying out investigations, analysing and interpreting data, constructing explanations and designing solutions, engaging in argument from evidence, and obtaining, evaluating, and communicating information.

Students are expected to use these practices to demonstrate understanding of the core ideas.

Science Knowledge
  • Physical Science
  • Life Science
  • Earth and Space Science
  • Engineering, Technology and Applications of Science
Science Skills
  • Asking Questions and Defining Problems
  • Developing and Using Models
  • Planning and Carrying Out Investigations
  • Aalyzing and Interpreting Data
  • Using Mathematics and Computational Thinking
  • Constructing Explanations and Designing Solutions
  • Engaging in Arguments from Evidence
  • Obtaining, Evaluating and Communicating Information

Grade 4 Achievement Standards

  • Use evidence to construct an explanation relating the speed of an object to the energy of that object.
  • Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
  • Ask questions and predict outcomes about the changes in energy that occur when objects collide.
  • Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
  • Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.
  • Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.
  • Generate and compare multiple solutions that use patterns to transfer information.
  • Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
  • Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
  • Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.
  • Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.
  • Analyze and interpret data from maps to describe patterns of Earth’s features.
  • Obtain and combine information to describe that energy and fuels are derived from natural resources and that their uses affect the environment.
  • Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.

Units of Inquiry

Units of Inquiry

The BWYA Units of Inquiry Standards come from the International Primary Curriculum.

Subject Areas
  • History
  • Society
  • Geography
  • International Mindedness
Knowledge Standards
  • Know that the study of history is concerned with the past in relation to the present.
  • Know about the characteristic features of particular periods and societies.
  • Know about the general history of the host country.
  • Know about the general history of their home country.
  • Know about the characteristic features of a particular period in the history of the host country.
  • Know about ideas, beliefs, attitudes and experiences of people in the past.
  • Know about the social, cultural, religious and ethnic diversity of the periods.
  • Know the terms associated with the periods they have studied.
  • Know that the study of society is concerned with learning about living as members of groups.
  • Know about the major forms of national government, including those in the host country and their home country.
  • Know about significant international organisations.
  • Know about the major traditions, celebrations and ways of living in the host country and their home country.
  • Know that the study of geography is concerned with places and environments in the world around them.
  • Know about the main physical and human features and environmental issues in particular localities.
  • Know how the features of particular localities influence the nature of human activities within them.
  • Know about recent and proposed changes in particular localities.
  • Know about the major geographical features of the host country.
  • Know about the geography of the area around the school.
  • Know about the major geographical features in their home country.
  • Know about the weather and climate conditions in their home country and how they affect the environment and the lives of the people living there
  • Know about the weather and climatic conditions in the host country and how they affect the environment and the lives of people living there.
  • Know how people affect the environment.
  • Know about the key features related to the lives of people in their home country and, where appropriate, their parents’ home countries.
  • Know about the key features related to the lives of people in the host country and/or, where appropriate, other countries in which they have lived.
  • Know about ways in which the lives of people in the countries they have studied affect each other.
  • Know about similarities and differences between the lives of people in different countries.
Skill Standards
  • Be able to find out about aspects of the past from a range of sources.
  • Be able to describe and identify reasons for and results of historical events, situations, and changes in the periods they have studied.
  • Be able to describe how the history of the host country affects the lives of people who live there now.
  • Be able to describe how the history of one country affects that of another.
  • Be able to place the events, people and changes in the periods they have studied into a chronological framework.
  • Be able to enquire into the nature of groups and social institutions and their effects on people’s lives.
  • Be able to explain how the lives of people in one country or group are affected by the activities of other countries or groups.
  • Be able to identify ways in which people work together for mutual benefit.
Understanding Standards
  • Understand how some aspects of the past have been represented and interpreted in different ways.
  • Understand that historical sources can be different from and contradict one another and that they reflect their context of time, place and viewpoint.
  • Understand their own responsibilities in the groups to which they belong.
  • Understand the responsibilities of others in those groups and in the wider community.
  • Understand the way in which people fulfil their responsibilities affects the lives of others.
  • Understand how places fit into a wider geographical context.
  • Understand that the quality of the environment can be sustained and improved.
  • Understand that there is value both in the similarities and the differences between different countries.

Chinese Studies

Chinese Studies

The BWYA Chinese Studies Standards come from the Chinese National Curriculum.

识字和写字
  • 对学习汉字有浓厚的兴趣,养成主动识字的习惯。
  • 有初步的独立识字能力,会运用音序检字法和部首检字法查字典、词典。
  • 能使用硬笔熟练地书写正楷字,做到规范、端正、整洁。
阅读
  • 用普通话正确、流利、有感情地朗读课文。
  • 学习略读,粗知文章大意。
  • 能联系上下文,理解词句的意思,体会课文中关键词句表达情意的作用,能借助字典、词典和生活积累,理解生词的意义。
  • 能初步把握文章的内容,体会文章表达的思想感情,能对课文中不理解的地方提出疑问。
  • 背诵优秀诗文,注意在诵读过程中体验情感,展开想象,领悟内容。
  • 积累课文中的优美词语,精彩句段,以及在课外阅读和生活中获得的语言材料
  • 养成读书看报的习惯,收藏并与同学交流图书资料,课外阅读总量不少于40万字。
习作
  • 留心周围事物,乐于书面表达,增强习作的自信心,愿意将自己的习作读给人听,与他人分享习作的快乐。
  • 能不拘形式地写下自己的见闻,感受和想象,注意把自己觉得新奇有趣或印象最深、最受感动的内容写清楚。
  • 尝试在习作中运用自己平时积累的语言材料,特别是有新鲜感的词句。
  • 学习修改习作中有明显错误的词句,根据表达的需要,正确使用常用标点符号。
  • 习作每学年14次左右
口语交际
  • 能用普通话交谈。在交谈中能认真倾听,养成向人请教,与人商讨的习惯。
  • 听人说话能把握主要内容,并能简要转述。
  • 能清楚明白地讲述见闻,并说出自己的感受和想法。讲述故事力求具体生动。

The BWYA Music Standards come from the US National Association for Music Education.

Creating
  • Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific purpose and context (such as social and cultural).
  • Generate musical ideas (such as rhythms, melodies, and simple accompaniment patterns) within related tonalities (such as major and minor) and meters.
  • Demonstrate selected and organized musical ideas for an improvisation, arrangement, or composition to express intent, and explain connection to purpose and context.
  • Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and simple harmonic musical ideas.
  • Evaluate, refine, and document revisions to personal music, applying teacher- provided and collaboratively- developed criteria and feedback to show improvement over time.
  • Present the final version of personal created music to others and explain connection to expressive intent.
Performing
  • Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, context, and technical skill.
  • Demonstrate understanding of the structure and the elements of music (such as rhythm, pitch, and form) in music selected for performance.
  • When analyzing selected music, read and perform using ionic and/or standard notation.
  • Explain how context (such as social and cultural) informs a performance.
  • Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities (such as dynamics, tempo, and timbre).
  • Apply teacher-provided and collaboratively- developed criteria and feedback to evaluate accuracy and expressiveness of ensemble and personal performances.
  • Rehearse to refine technical accuracy and expressive qualities, and address performance challenges.
  • Perform music, alone or with others, with expression and technical accuracy, and appropriate interpretation.
  • Demonstrate performance decorum and audience etiquette appropriate for the context, venue, and genre.
Responding
  • Demonstrate and explain how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.
  • Demonstrate and explain how responses to music are informed by the structure, the use of the elements of music, and context (such as social and cultural).
  • Demonstrate and explain how the expressive qualities (such as dynamics, tempo, and timbre) are used in performers’ and personal interpretations to reflect expressive intent.
  • Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context.
Connecting
  • Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
  • Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.

Visual Arts

Visual Arts

The BWYA Visual Arts Standards come from the US National Art Education Association.

Creating
  • Brainstorm original approaches to an art or design problem.
  • Collaboratively set goals and create artwork that is meaningful and has purpose to the makers.
  • Explore and invent art-making techniques and approaches using developmentally appropriate craftsmanship.
  • Utilize and care for materials, tools, and equipment in a manner that prevents danger to oneself and others.
  • Document, describe, and represent community spaces and environments.
  • Revise artwork in progress on the basis of insights gained through peer critique.
Presenting
  • Analyze how traditional and emerging technologies have impacted the preservation and presentation of artwork.
  • Analyze strategies for exhibiting and preserving a variety of artforms in both traditional and emerging presentation spaces.
  • Compare and contrast purposes of a variety of presentation spaces and the types of experiences they provide.
Responding
  • Determine the main idea of an image and explain how it is supported by key details.
  • Compare responses to a work of art before and after experimenting with similar processes.
  • Interpret art by analyzing how context, relevant subject matter, and use of media shape meaning while using appropriate art vocabulary.
  • Apply one set of criteria to evaluate more than one work of art.
Connecting
  • Create art that communicates the cultural traditions of one’s community.
  • Through observation, infer information about time, place, and culture in which a work of art was created.

The BWYA Drama Standards come from the US Educational Theatre Association’s Core Theatre Standards.

Creating
  • Articulate the visual details of imagined worlds, and improvised stories that support the given circumstances in a drama/theatre work. 
  • Visualize and design technical elements that support the story and given circumstances in a drama/theatre work. 
  • Imagine how a character might move to support the story and given circumstances in a drama/theatre work. 
  • Collaborate to devise original ideas for a drama/theatre work by asking questions about characters and plots. 
  • Make and discuss group decisions and identify responsibilities required to present a drama/theatre work to peers. 
  • Revise and improve an improvised or scripted drama/theatre work through repetition and collaborative review. 
  • Develop physical and vocal exercise techniques for an improvised or scripted drama/theatre work. 
  • Collaborate on solutions to design and technical problems that arise in rehearsal for a drama/theatre work. 
Performance
  • Modify the dialogue and action to change the story in a drama/theatre work. 
  • Make physical choices to develop a character in a drama/theatre work. 
  • Practice selected exercises that can be used in a group setting for drama/theatre work. 
  • Propose the use of technical elements in a drama/theatre work. 
  • Share small-group drama/theatre work, with peers as audience. 
Responding
  • Identify artistic choices made in a drama/theatre work through participation and observation. 
  • Compare and contrast multiple personal experiences when participating in or observing a drama/theatre work. 
  • Compare and contrast the qualities of characters in a drama/theatre work through physical characteristics and prop or costume design choices that reflect cultural perspectives. 
  • Identify and discuss psychological changes connected to emotions in drama/theatre work.
  • Propose a plan to evaluate drama/theatre work. 
  • Investigate how technical elements may support a theme or idea in a drama/theatre work. 
  • Observe how a character’s choices impact an audience’s perspective in a drama/theatre work. 
Connecting
  • Identify the ways drama/theatre work reflects the perspectives of a community or culture.
  • Respond to community and social issues and incorporate other content areas in drama/theatre work. 
  • Investigate cross-cultural approaches to story-telling in drama/theatre work. 
  • Compare the drama/theatre conventions of a given time period with those of the present. 

Physical Education

Physical Education

The BWYA Physical Education Standards come from the Shape America Grade Level Outcomes.

Overview

By the end of Grade 5, the learner will demonstrate competence in fundamental motor skills and selected combinations of skills; use basic movement concepts in dance, gymnastics and small-sided practice tasks; identify basic health-related fitness concepts; exhibit acceptance of self and others in physical activities; and identify the benefits of a physically active lifestyle.

Motor Skills and Movement Patterns
  • Uses various locomotor skills in a variety of small- sided practice tasks, dance and educational gymnastics experiences. 
  • Runs for distance using a mature pattern. 
  • Uses spring-and-step take-offs and landings specific to gymnastics. 
  • Combines locomotor movement patterns and dance steps to create and perform an original dance. 
  • Combines traveling with manipulative skills of dribbling, throwing, catching and striking in teacher- and/or student-designed small-sided practice tasks. 
  • Balances on different bases of support on apparatus, demonstrating levels and shapes. 
  • Transfer weight from feet to hands, varying speed and using large extensions (e.g., mule kick, handstand, cartwheel).
  • Moves into and out of balances on apparatus with curling, twisting and stretching actions. 
  • Combines locomotor skills and movement concepts (levels, shapes, extensions, pathways, force, time, flow) to create and perform a dance with a partner. 
  • Combines traveling with balance and weight transfers to create a gymnastics sequence with and without equipment 
  • Throws overhand using a mature pattern in non-dynamic environments (closed skills). 
  • Throws overhand to a partner or at a target with accuracy at a reasonable distance. 
  • Throws to a moving partner with reasonable accuracy in a non-dynamic environment (closed skills). 
  • Catches a thrown ball above the head, at chest or waist level, and below the waist using a mature pattern in a non-dynamic environment (closed skills). 
  • Dribbles in self-space with both the preferred and the non-preferred hands using a mature pattern. 
  • Dribbles in general space with control of ball and body while increasing and decreasing speed. 
  • Dribbles with the feet in general space with control of ball and body while increasing and decreasing speed. 
  • Passes and receives a ball with the in-sides of the feet to a moving partner in a non-dynamic environment (closed skills). 
  • Passes and receives a ball with the out-sides and in-sides of the feet to a stationary partner, “giving” on reception before returning the pass. 
  • Dribbles with hands or feet in combination with other skills (e.g., passing, receiving, shooting). 
  • Volleys underhand using a mature pattern, in a dynamic environment (e.g., two square, four square, handball). 
  • Volleys a ball with a two-hand overhead pattern, sending it upward, demonstrating 4 of the 5 critical elements of a mature pattern. 
  • Strikes an object with a short-handled implement while demonstrating a mature pattern.
  • Strikes an object with a short-handled implement, alternating hits with a partner over a low net or against a wall.
  • Strikes an object with a long-handled implement (e.g., hockey stick, golf club, bat, tennis racket, badminton racket), while demonstrating 3 of the 5 critical elements of a mature pattern for the implement (grip, stance, body orientation, swing plane and follow-through). 
  • Combines traveling with the manipulative skills of dribbling, throwing, catching and striking in teacher- and/ or student-designed small-sided practice-task environments. 
  • Creates a jump-rope routine with either a short or long rope.
Movement and Performance
  • Applies the concept of open spaces to combination skills involving traveling (e.g., dribbling and traveling). 
  • Applies the concept of closing spaces in small-sided practice tasks. 
  • Dribbles in general space with changes in direction and speed. 
  • Combines movement concepts with skills in small-sided practice tasks, gymnastics and dance environments. 
  • Applies the movement concepts of speed, endurance and pacing for running. 
  • Applies the concepts of direction and force when striking an object with a short-handled implement, sending it toward a designated target. 
  • Applies simple offensive strategies and tactics in chasing and fleeing activities. 
  • Applies simple defensive strategies and tactics in chasing and fleeing activities. 
  • Recognizes the types of kicks needed for different games and sports situations. 
Physical Activity and Fitness
  • Analyzes opportunities for participating in physical activity outside physical education class. 
  • Engages actively in the activities of physical education class, both teacher-directed and independent. 
  • Identifies the components of health-related fitness.
  • Demonstrates warm-up and cool-down relative to the cardiorespiratory fitness assessment. 
  • Completes fitness assessments (pre and post). 
  • Identifies areas of needed remediation from personal test and, with teacher assistance, identifies strategies for progress in those areas. 
  • Discusses the importance of hydration and hydration choices relative to physical activities. 
Responsible Personal and Social Behaviour
  • Exhibits responsible behavior in independent group situations. 
  • Reflects on personal social behavior in physical activity. 
  • Listens respectfully to corrective feed- back from others (e.g., peers, adults). 
  • Praises the movement performance of others both more skilled and less skilled. 
  • Accepts players of all skill levels into the physical activity. 
  • Exhibits etiquette and adherence to rules in a variety of physical activities. 
  • Works safely with peers and equipment in physical activity settings. 
Values Physical Activity
  • Examines the health benefits of participating in physical exercise.
  • Rates the enjoyment of participating in challenging and mastered physical activity.
  • Ranks the enjoyment of participating in different physical activities.
  • Describes and compares the positive social interactions when engaged in partner, small-group and large-group physical activity.

Schoolwide Learner Outcomes

Schoolwide Learner Outcomes

The BWYA Schoolwide Learner Outcomes were developed by Beijing World Youth Academy.

Respect

We show respect in the way we treat others and are tolerant of our differences

International Mindedness

We show our international-mindedness in the way we work to make our school, community, and world a better place.

Fairness

We show our fairness in the way we share, listen, stay open-minded, and play by the rules.

Caring

We show that we are caring in the way that we are kind, compassionate, and happy to help.

Resilience

We show our resilience in the way that we persevere, believe in ourselves, and always do our best.

Adaptability

We show our adaptability in the way that we are flexible, abide by local rules and customs, and practice ‘give and take’.

Knowledge

We show our knowledge by having inquiring minds, and by striving to be independent learners that are happy to engage socially and intellectually.