SUBJECT: DRAMA YEAR GROUP: Form 5 SUBJECT: English

SUBJECT: DRAMA YEAR GROUP: Form 5 SUBJECT: English

SUBJECT: DRAMA
YEAR GROUP: Form 5
In drama classes, emphasis will be placed on pronunciation and diction, as well as intonation for dramatic effect. Values that foster selfesteem, self-respect and respect and deep caring for others will also be developed to enable both independence in thought and in
planned teamwork, as well as to encourage communitycommitment. The programme will culminate with an end-of-term Junior School
Production for the Form 3 to Form 5 year groups.
SUBJECT: English
YEAR GROUP: Form 5
The curriculum outlines for students in Form 5 are:
Speak competently and creatively;
 tell a story using notes designed to cue techniques, such as repetition, recap and humour;
 present a spoken argument, sequencing points logically, defending views with evidence and making use of persuasive language;
 use and explore different question types.
Listen with understanding and respond appropriately;
 identify different question types;
 analyse the use of persuasive language;
Take part in group discussion and interaction;
 plan and manage a group task over time using different levels of planning;
 understand different ways to take the lead and support others in groups;
 understand the process of decision making.
Use drama to explore and evaluate ideas;



reflect on how working in role helps to explore complex issues;
perform a scripted scene making use of dramatic conventions;
use and recognise the impact of theatrical effects in drama.
Willingness to speak in English;
 Speak English spontaneously in the classroom and, at times, in situations other than those related to classroom routines.
Use a variety of strategies to establish the meaning of words;
 use phonics to decode unknown words;
 use knowledge of words, roots, derivations and spelling patterns to read unknown words;
Select and retrieve information;
 make notes on and use evidence from across a text to explain events or ideas;
 understand texts;
 infer writers’ perspectives from what is written and from what is implied;
Interpret different types of texts and comment on language used;
 compare different types of narrative and information texts and identify how they are structured;
 explore how writers use language for comic and dramatic effects;
Evaluate and respond respond to texts;
 compare the usefulness of techniques, e.g. visualisation, prediction and empathy, in exploring the meaning of texts;
 compare how a common theme is presented in poetry, prose and other media.
Willingness to engage in reading activities;
 read independently for purpose, pleasure and learning - reflect on reading habits and preferences and plan personal reading
goals.
Plan, draft, edit and evaluate written work;
 use the elements of the process of writing to produce texts; planning, drafting, redrafting, editing, proof-reading, publishing,
evaluation;
 use drafting and editing skills, independently and critically on their own writing, to improve it.
Write in a variety of styles, using appropriate vocabulary;







write factual texts using structures of different text types, to include: recount, report, instructional and explanation, and
develop features of an argument text;
adapt non-narrative (factual) texts to write their own factual or literary versions, including poems;
identify and apply specific vocabulary, including connectives;
write their own literary texts using structures of different text types, to include: narrative; drama; poetry;
write their own stories in different narrative styles (fairy-tale, science-fiction, adventure, detective, etc.);
write a literary narrative imaginatively, to create suspense, vary pace and develop viewpoint through the use of direct and
reported speech, portrayal of action and selection of detail;
identify and apply specific vocabulary, including connectives, adjectives and adverbs.
Organise ideas using clear structure (including layout, sections and paragraphs);
 organise texts into sections and paragraphs, experimenting with the order of these to achieve different effects;
 change the order of material within a paragraph, moving the topic sentence.
Write accurate sentences using the correct grammar;
 compose correctly formed complex sentences, including extended sentences of three clauses;
 use correct grammar and verb tense to reflect the purpose of the text (e.g. imperative, question, etc.);
 compose sentences, with consistent use of verb tense – past continuous, present perfect, simple past regular verbs, and simple
past irregular verbs;
 define, identify and apply specific points of grammar: adjectives (comparative and superlative – regular, and irregular, e.g. bad,
worse, worst);
 nouns (proper – titles, and collective);
 prepositions (in, after, from, with, etc.);
 pronouns (relative - who, which; reflexive - myself, yourself, etc.);
 adverbs (comparative and superlative – regular and irregular);
 subject and object; subject and verb agreement; subject and predicate;
 double negatives; reported speech.
Use a range of punctuation effectively;
 clarify meaning through the use of correct punctuation, including the following: commas (in split direct speech);
 apostrophe (of singular and plural possession - e.g. the dog’s tail / the dogs’ tails, and for contraction).
Use a range of strategies to spell accurately;
 spell the high frequency words correctly;
 spell unfamiliar words using known conventions and a range of strategies, including sounds (phonics), root (base) words, and
origin (etymology).
Use clear and fluent joined handwriting;
 write neatly, legibly and speedily, with joined and sloped handwriting, which is consistent in size and spacing;
 begin to develop an individual style.
Willingness to engage in writing activities;
 Show a positive disposition towards Writing, and produce texts that demonstrate understanding and application of the
specified elements of the writing process.
SUBJECT: LIBRARY
YEAR GROUP: Form 5
In Form 5, students will use the library collection for cross-curricular research, and for their own pleasure and interest. Pupils will refine
their skills in selecting and evaluating materials, in order to present their finished projects.






In Information Literacy, the following skills will be taught:
· To work with the Dewey Decimal System as a means to organize and retrieve information.
· To develop further skills on the online catalogue, such as cross-reference subjects as a means to locate information.
· To be able to use the Reference collection (hard copy or digital) and the hanging files as a source of information in the
research process, as a first step to gain basic and trustworthy understanding of the topic.
· To become aware of different literary genres.
· To know a variety of authors and their works.
SUBJECT: Maths (in English)
YEAR GROUP: Form 5
The curriculum outlines for students in Form 5 are:
Perform basic operations efficiently;
 multiply by 2 or 3-digit numbers with zeros in any of the factors;
 perform division by 2-digits on paper;
 add, subtract and multiply whole and decimal numbers;
 mentally multiply and divide decimals by powers of 10 ;
Develop number sense;
 recognise factors, multiples and prime / composite numbers;
 explore divisibility tests for 2, 3, 5, 6 and 10;
 express fractions as decimals and vice versa;
 arrange decimals in order of size;
 express equivalent fractions and identify the simplest form;
Develop knowledge of Geometry;
 explore relationships between angles, and calculate the size of missing angles;
 construct triangles to given instructions and classify them;
 explore common properties of quadrilaterals;
 draw and measure angles using a protractor;
Demonstrate knowledge of
 record measurements in terms of metres, decimetres, centimetres and millimetres;
 make estimates based on familiar units;
 basic units of measurement;
 record measurements in terms of kilogrammes, grammes and tonnes;
 apply division to find unitary cost;
Become confident and competent in problem solving;
 find a fraction of a quantity;
 look for patterns and find a formula.
SUBJECT: MUSIC
YEAR GROUP: Form 5
The objectives of the music lessons are to continue working on intonation and correct breathing in singing, through the use of ageappropriate material. The teaching of the notation programme, through rhythms, polyrhythm, polyphony, dictation, playing class
instruments, and song writing, will also take place, as well as the revision of concepts such as qualities of sound and mood, styles and
form. In the School Musical, time will be spent on the melody of the songs, as well as on correct pronunciation and intonation of the
lyrics in order to assist in the development of language. Children will also continue listening and learning more about orchestras, as well
as focusing on Beethoven’s life and the instruments he used.
SUBJECT: Spanish
YEAR GROUP: Form 5
Oralidad:
 lograr el desarrollo de habilidades lingüísticas que colaboren en la construcción del conocimiento;
 incorporar el vocabulario específico de cada asignatura y su eficaz utilización en diferentes situaciones comunicativas;
 interrelacionar información y conocimientos entre diferentes asignaturas.
Lectura:






analizar la estructura externa de un texto, identificando: párrafos, ideas o conceptos fundamentales e ideas secundarias;
reconocer diálogos; descripciones; textos informativos e instructivos;
ampliar el vocabulario para una mejor comprensión del texto;
reconocer la información explícita e implícita de diferentes tipos de texto;
usar adecuadamente diccionarios, planos, mapas, guías, como textos instrumentales;
adquirir hábitos de lectura recreativa.
Escritura:
 analizar un texto y elaborar resúmenes, esquemas y cuadros comparativos;
 elaborar textos narrativos atendiendo a la secuencia ordenada de hechos, así como al uso correcto de conectores y el empleo
adecuado de los signos de puntuación. Incluir diálogos y descripciones en la narración;



identificar y elaborar textos informativos y argumentativos;
utilizar argumentos pertinentes para sostener sus opiniones;
utilizar adecuadamente sinónimos y antónimos; comparaciones y metáforas; imágenes sensoriales y afectivas.
Ortografía:
 demostrar habilidad en la aplicación correcta de las reglas ortográficas estudiadas;
 diferenciar las palabras por su acentuación;
 adquirir estrategias de búsqueda de ampliación de vocabulario.
Gramática:
 comprender y aplicar conocimientos gramaticales;
 elaborar enunciados atendiendo a la concordancia verbal de persona y número;
 reconocer clases de palabras y las funciones que cumplen en los enunciados;
 identificar verbos en un texto y reconocer su función léxica y gramatical;
 enriquecer el vocabulario a través de la formación de palabras por sufijación y prefijación.
Construcción de Ciudadanía - Ética:
 demostrar actitudes de afecto, colaboración, solidaridad y respeto;
 incorporar reglas de cortesía a través del vocabulario y las acciones concretas;
 desarrollar hábitos de trabajo responsable;
 fortalecer vínculos entre grupos de compañeros;
 demostrar interés y compromiso activo en la conservación del medio que lo rodea;
 manifestar hábitos de cuidado de su integridad física, salud y presentación personal;
 incorporar normas de participación activa en la vida democrática de nuestro país.
Historia
 Profundizar la búsqueda de la verdad histórica en relación a las raíces de la cultura americana: antecedentes de los procesos
independentistas en América;
 jerarquizar la dimensión temporal de los procesos sociales;
 seleccionar, registrar y analizar la información desde diferentes tipos de fuentes;
 comprender los conceptos históricos relevantes y sus consecuencias a nivel social, político y económico, con el objetivo de
comprender la realidad actual;
 establecer relaciones y buscar contextos explicativos para los hechos sociales;
 relacionar los procesos independentistas americanos con los cambios políticos, sociales y económicos ocurridos en Europa
durante el Siglo XVII;
 encontrar coincidencias y diferencias en el pensamiento de los próceres americanos, en especial entre Artigas y Bolívar;
 destacar el concepto de integración regional y su vigencia hasta nuestros días;
 conocer el período revolucionario artigüista e integrarlo al proceso regional;
 comprender y transferir las ideas artigüistas a través del análisis de sus documentos;
 relacionar causas y consecuencias de la Revolución Oriental;
 incorporar los conceptos de soberanía y libertad, para el nacimiento del nuevo país;
 comprender la importancia de una Constitución en la organización democrática de un país. Reconocer deberes y derechos de
los ciudadanos;
 entender cómo el caudillismo influyó en la gestación de la vida política de nuestro Estado: surgimiento de los partidos
tradicionales:
 incorporar el concepto de evolución política e institucional del país y el comienzo de la primera modernizaciones de nuestro
Estado.
Geografía









Adquirir conocimientos geográficos que lo capaciten para descubrir la interacción del hombre y el medio en el continente
americano;
integrar conductas que le permitan ser un elemento activo en el equilibrio dinámico del paisaje;
relacionar factores socioeconómicos, tecnológicos y culturales de nuestro continente;
transferir conocimientos geográficos físicos y políticos adquiridos en grados anteriores;
analizar la necesidad de fortalecer la integración latinoamericana para el logro de objetivos comunes: adquisición de una visión
global de la región, diferenciando la realidad espacial, social y económica de los países americanos;
adquirir una visión de conjunto de la región a partir del análisis comparativo de los paisajes que la integran;
internalizar la relación del hombre con el medio que habita;
incorporar el concepto de espacios físicos y humanos, destacando el papel del hombre como transformador del paisaje que
habita, aprovechando los recursos naturales que el medio le ofrece;
Profundizar el conocimiento de los procesos productivos.