GRADE 5 Curriculum Guide

Grade 5




CURRICULUM GUIDE
‘Igniting curiosity the Clarion way’

CONTENTS




Welcome..………………………………………………………………………………………………………………………………………………….….3

Clarion Curriculum…………………………………………………………………………………………………………………………………..…..4

What is Progressive Education? ……………………………………… ……………………………………………………………………….5

Clarion Student Profile…………………………………………………………………………………………………………………………….…..7

Elementary Grade 1 – 5 Overview…………………………………………………………………………..9

Inclusive Education……………………………………………………………………………………………………………………………….…..10

English Language Learners………………………………………………………………………………………………….……………...…..10

Technology………………………………………………………………………………………………………………………………….………….....11

Grade 5 Expectations…………………………………………………………………………………………………………………….……….…12

Assessment………………………………………………………………………………………………………………………………………..…..….17

Moral Education……………………………………………………………………………………………………………………………………..….19





























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GRADE 5
Curriculum Guide

2017-2018


WELCOME to Clarion School Dubai

This is an overview of the Clarion School Curriculum & Instruction Program as it connects to each grade level
following the Bank Street Philosophy and American Common Core Standards. It highlights our mission to
provide a challenging, engaging and supportive educational program, enriched by the innovation of Dubai,
strengthened by collaboration with parents and external partnerships and delivered by the highest quality of
faculty.

Our mission is to cultivate inspirational and creative opportunities to develop each student’s potential. We will
nurture intellectual curiosity, reflection and higher order thinking through experiential and meaningful learning
and innovative applications of understanding and skills.

Our students will be challenged to high expectations and engaging with the world as collaborative, productive
and responsible members of a global community. They will be prepared for acceptance into competitive
universities in the United States and across the world, as well as for future success in work and life.

To make the learning meaningful and engaging, our curriculum and pedagogy incorporates many aspects of
the local environment and culture, forming a significant part of the learning experiences of our students.

The challenge of getting to know a school is time-consuming and complicated. As we mention throughout
the process and within our materials, it is our goal to provide you with as much information as possible
about our educational program and community so that you can make a well-informed decision based on the
type of school community your family values.

In helping you to better understand Clarion School, we will make every effort to make both you and your
child feel welcome and comfortable at every point along the way. We invite you to review the following
Grade Level Curriculum Guide, research materials and website and to freely ask questions in order to learn
more about what we have to offer. We hope you find this information helpful and respectful of your
commitment to Clarion School.



As important as WHAT we study, is HOW we study and HOW we know we have achieved


























3

CLARION CURRICULUM

WHAT we study
As children become more aware of a widening world, they can begin to explore their own past and present
and how history shapes the present. Regardless of age, a “study” is by definition broad so that children may
find areas of special interest, but also because this is how human beings encounter phenomena in the real
world – as complex, entangled dilemmas.

Each grade level has a set of Learning Goals: end points in each core subject area. These learning goals
incorporate goals aligned to emotional growth, social justice, action and advocacy. Tracking student prior
knowledge and experiences and eliciting their questions and wonderings about what they are learning about
through their study and the Common Core Standards forms the platform for teachers to develop opportunities
for students that are meaningful, relevant, significant and challenging.

Foundation Skills: How students apply core skills to everyday tasks: Literacy, Numeracy, Scientific Literacy,
ICT Literacy, Financial Literacy, Cultural and Civil literacy.


HOW we study
Children want to feel like part of the community, and when they feel connected to a community, they are likely
to invest effort in it especially when they are expected to participate in its functioning from day to day. In order
to achieve this type of classroom culture, the first weeks of school are crucial and become the foundation for
routines and expectations throughout the year.
Children will be engaged in learning that provides opportunities for them to:
• Closely observe, experience, analyze, and make sense of the world around them.
• Build intellectual curiosity and develop skills to gain new understandings.
• Build equitable communities in which they participate, learn and advocate for one another and what
they believe.
• Think critically to analyze issues and design solutions to solve problems that are current and relevant
to themselves, their communities and the world.
• See themselves and each other as whole people and active members of society.
• See the interdependent relationships of human created systems and Earth systems.
• Reflect on their learning and draw connections between new ideas and prior experiences.

Enhanced Skills: How students approach complex challenges: Critical thinking/problem solving, creativity,
communication, and collaboration.


HOW we know
Our students will be challenged to high expectations as they engage with the world as collaborative,
productive and responsible members of a global community. By igniting curiosity, they will be willing to take
risks, be active participants in their own learning, demonstrate flexibility of thinking, make connections in their
learning across the core subjects, synthesize and confidently articulate their understanding.

Students will be guided to demonstrate their understanding of the big ideas and questions underlying and
guiding their study by demonstrating the following:
• How to ask questions – thick and thin questions (who, what, when, where, why, how?)
• How to find out answers to questions (use 5 senses, books, experts, visits)
• How to sort the information found (group into categories, lists, Venn diagrams)
• How to analyze the information found (findings and hypotheses for findings)
• How to present the new understandings (poster, skit, block building, painting, book)
• How to work independently and collaborate/work together

Character Skills: How students approach their changing environment: Curiosity, initiative, persistence/grit,
adaptability, leadership, and empathy.







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Social




Student
Centered
Learning
Intellectual Physical
Developmental
Interactive
Approach




Emotional






WHAT IS PROGRESSIVE EDUCATION?

At Clarion, we believe in progressive education. Progressive education is dynamic, student led, and not easily
defined. Progressive education stresses the importance of experience, rather than learning facts. Students
are taught how to think, rather than being told what to think about. Our children learn through experiencing,
asking questions, and exploring.

In a progressive classroom, you will not see students sitting in desks while a teacher stands in front of the
room. Students are the focus of our classroom, and thus drive the classroom experience. This means that no
two classrooms will have the same experience. You will see hand on learning, opportunities for students to
share their ideas with support from adults and peers, so they know their ideas matter. The teacher is a
mediator in the classroom, not the leader. We take our resources from a variety of sources, often selected by
the students, rather than textbooks. Our students are not judged on external timelines, or tests, but are rather
evaluated on the products they create; we allow them to show us what they have learned, rather than us
telling them what they did not learn.

We use an integrated, themed based curriculum, following the New York State Early Learning Guidelines and
State Common Core Standards, which allows our students to see connections between concepts. Students
are encouraged to collaborate and learn from and with each other, their teachers, and parents. Our classroom
is not limited to four walls, but extends into the community, were we learn social responsibility. By
experiencing events beyond our class, we learn important social and emotional skills. We learn that mistakes
happen and ideas fail. We understand these mistakes and failures are essential to learning; it is through fixing
our mistakes that we improve. Our students become active learners, who are passionate, curious, critical
thinkers who evolve, adapt, and contribute to a rapidly changing world.

WHAT DO PROGRESSIVE EDUCATORS DO?

• Respect the child as a capable individual who is a member of a community.
• Respect the child’s work (We do not write or draw on children’s work. Our opinions of their work are
not what is important.)
• We give genuine and specific praise for growth and cooperation by naming the positive and setting
goals. (Rewards come from success and the joy of learning. No stickers, no smiley/frowny faces)
• We know that everyone makes mistakes. When we correct children’s behavior, we help them learn from
their mistakes. (It is the behavior we are correcting, not the child.)
• We guide children toward independence. (We don’t do for them.)



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HOW WILL WE KNOW WE HAVE BEEN SUCCESSFUL?

• Assessment by evaluation of the student projects and productions (not testing)
• Student presentation of work for the community at the end of each learning set / Student articulation of
what they know and can do in individual/small group/class group learning celebrations.
• Compliance with Ministry mandates in order to use data to inform curriculum development, review,
teaching and learning.
o MAP to monitor student progress and attainment
o CAT 4 to identify student cognitive abilities

WHAT DOES A PROGRESSIVE CLASSROOM LOOK LIKE?
At Clarion, the children are given the tools, materials, opportunities and guidance to pursue their own interests
within the curriculum in deep ways. Students are taught how to think rather than being told what to think
about. Our students learn through experiencing, asking questions and exploring. Doing this means it will be
‘theirs forever’.

Furniture Arrangements
Our spaces are often defined by the work we do in each area. We have tables in clusters and a meeting area
in every room. Children learn as individuals, in small groups and as a whole group. Tables are arranges so
that children experience each other as resources and for inspiration – with an emphasis on the fact that
everyone has strengths and skills to work on. Collaborative work is encouraged, but boundaries are respected
so that children can feel ownership over their own work.

Classrooms are rich in resources and materials
Early Years classroom shave many open ended materials, Exploration is encouraged and designed to
support discovery and master in a range of domains. Didactic materials are also used to support skill
development
Elementary classrooms have print rich environments as well as defined areas to support Reading, Writing,
Math, Science and the Arts. Use of technology by children becomes a larger part of the curriculum in Grade
3 and continues to develop into the Middle School.

Rooms are deliberately organized
Areas are clearly defined according to function. Shelves are labeled with words and/or pictures and schedules
are prominently displayed so that children develop familiarity with the routines of school and feel in control of
the space, materials and the flow of time. Everyone in the classroom community contributes to the
appearance and organization of the environment and helps to develop and maintain it.

Our walls and bulletin boards
Pictures, charts, schedules and graphs tell a story for each classroom about the work that children are engage
in, the things they are wondering about, the social relationships they are developing. Art, Literacy Math and
Unit of study work is displayed both inside and outside the room and demonstrates the integration of
curriculum areas as well as the importance of all subjects that children participate in. The work displayed
represents all of the students in the class.

The Language you hear
Teachers use language to affirm, redirect correct, encourage, limit or elicit ideas from children. Adults are
often heard framing their observations and questions to affirm the behavior they would like to reinforce. Open
ended questions, space for the quiet thoughtful child in meeting, limiting an impulsive behavior are all done
from the foundation of respectful trusting relationships among adults and children. We expect that children
will learn from this model and engage with their peers similarly.

Classroom Structure in the Clarion Classroom
Classroom structure and curriculum take into account the developmental stage of students. The younger
children are in a self-contained classroom with a Master Educator and a Teaching Assistant, and often a
support member of staff. Their classroom is the center of all learning activities with Social Studies, Science,
Literacy and the Expressive Arts, Arabic, French and Technology integrated into the daily work and play of
the children. Although they leave their room for outdoor time, and time with specialists in Physical Education
skills and swimming. Their classroom life offers them the emotional security provided by a small stable
community and familiar environment. As students progress through school, informational demands increase
in the various subject areas and children see more specialist teachers. While subject areas are clearly defined
and studied, the concept of the self-contained classroom continue to influence the schedule and classroom
organization.

6

Clarion Student Profile




CLARION STUDENT PROFILE ACADEMIC ASSIMILATING FOUNDATION SKILLS TAKING ACTION WITH

WHAT IS WORTH
KNOWING

LEARNING HOW TO
SOCIAL
CHARACTER SKILLS
CHARACTER
LEARN
APPLYING
CIVIC
ENHANCED SKILLS

ACQUIRING ACADEMIC
ACHIEVEMENT SERVICE WHAT YOU KNOW





Our educational goals are best reflected by the Student Profile we seek to develop in support of successful
engagement with the world that our students will inherit.

Academic Goals
Clarion students will:
• Develop higher order thinking skills including critical thinking, creative thinking and problem solving
• Master the subject standards
• Graduate with a proficiency in Arabic (advanced for non-native speakers, superior for native speakers)
• Graduate with an advanced proficiency in technology, information and media literacy

Social Goals
Clarion students will:
• Be responsible for their own learning
• Be resourceful, adaptive and creative as well as willing to take calculated risks to extend themselves
• Have compassion, empathy & tolerance for others driven by an open mindedness and the ability to view
issues
• from multiple perspectives
• Have a respect and appreciation for the diversity of people and cultures
• be able to self-reflect and have a self-awareness to contextualize themselves and their actions within a
larger framework, allowing them to act appropriately and self-regulate
• Have strong social skills including effective communication and collaboration skills
• Have a strong work ethic, proactivity, perseverance and resilience to meet challenges planned or
unplanned
• Have a healthy balance to life including a commitment to staying healthy

Civic Goals
Clarion students will:
• Understand that their actions have consequences
• Have a sense of responsibility to others and the environment
• Participate as active members in the community and the world at large and contribute positively to all







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Our curriculum is crafted into three sections:

The Composed Curriculum: As important as WHAT we know is HOW we know it and, WHY it is worth
knowing
Grade Level Units of Study are based on 9 Meta Concepts of which have the NY Standards woven into
them. These specifically written, developmentally appropriate units of study specifically focused on Dubai as
the laboratory for learning.

The Coached Curriculum: As important as WHAT we learn is Learning HOW to learn
Experiential learning, integrated studies, student centered planned teaching and learning engagements.
Differentiated, authentic, relevant, connected learning opportunities for students to collaboratively problem
find and solve.

The Considered Curriculum – As important as WHAT we do is HOW do we do it.
Students demonstrate what they have learned and what they know. With guidance students apply their
knowledge and skills in meaningful investigations and projects. Students reflect, share and celebrate.



Unit of Study

GRADE 5 CHINA: The Land, the People, the History
Enduring Understandings;
A deeper understanding of geography and the Three Gorges Dam helps us know more
about ancient Chinese culture, emperors and dynasties, and the cultural revolution.
Research skills: independent, group, internet and across the year

* The Geography of China
Students will develop an understanding of geographical concepts, vocabulary, and other map skills by
exploring a three-dimensional terrain model, and later building a relief map of China. Students will also
research, write, and create a visual project representing the flora, fauna, human culture, and man-made
structures that exist in the areas.

* Three Gorges Dam
Students will discover the wonders of the world’s biggest and most expansive dam, built on the Yangtze
River. Students will learn the reasons for the dam being built and how the feat of engineering the world’s
largest hydro-electric power plant was accomplished. Students will debate the positive and negative effects
of the dam on the people and the natural environment.

* Ancient Chinese Culture
Students will explore the concept of culture, beginning with their own, and moving on toward the exploration
of ancient Chinese culture, and into the China of present day. This exploration will take place through field
trips including those to Chinatown, Dragon Mart, and area museums. The class will discover the teachings
of Confucius as well as other amazing Chinese philosophers. Students will learn to understand the values
of the people of ancient China, and how those values may be reflected in their own lives today.

* Emperors and Dynasties
Students will explore the advantages and disadvantages of dynastic rule. The class will act as
archeologists in order to discover how we know about the ancient people of China. Students will develop
an understanding about the Forbidden City, construct a timeline, and delve into the religions of China and
how they developed over time.

* The Cultural Revolution
The class will explore the Chinese Revolution and the subsequent establishment of the Republic of China.
Students will learn about the new political parties that emerged and follow the Chinese people into the
modern era.

Throughout the Unit of Study, the Art, Music, Literacy, Math, and Science will be integrated whenever
possible, in order to further connect students to their learning.
.
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ELEMENTARY – Grade 1-5

In the Elementary Years, the curriculum will maintain its interdisciplinary nature focusing on both
developmental and academic goals. Elementary school subjects taught are the following, which are
vertically aligned to the Early Years developmental domains.





























Arabic (from Grade 1) t



* Islamic Education is for Muslim students only

* Arts will be broken into Visual Arts, Dance, Drama and Music
* MoE Social Studies will be integrated into Social Studies.

Subject offerings are broad and balanced holistically building the students’ knowledge, understanding, skills
and attitudes as well as providing them the opportunity to explore and discover their interests. Each discrete
subject will have its own scope and sequence broken into different units geared towards meeting subject
standards. These standards are appropriately spiraled and scaffolded to provide for the progression of
learning where knowledge, understanding, skills and attitudes advance and deepen over time. (We do
acknowledge that learning is a developmental process and that the phases a learner passes through are not
always linear or age related).
Through the Study, the teachers will be able to meet learning goals using a relevant, rich and engaging topic
bringing subject standards to life in meaningful ways that are tied to real world experiences. The Study will
be coordinated and systematic, focusing on essential questions while addressing the diverse subject
standards as well as Learner Profile.

Each Interdisciplinary Study will have its essential questions. However, the Study itself will have an emergent
aspect that allows for the pursuit of students’ interests and their own questions. It also provides students an
opportunity to take responsibility for their own learning. This not only makes the learning fun and engaging
but allows for unplanned problems and questions which require students to apply increasing higher order and
critical thinking skills. This also means that the way a Study evolves or the very Study itself may change from
year to year to reflect the interests of the current cohort.








9







Math
New York State Common Core Standards
http://www.p12.nysed.gov/ciai/common_core_standards/pdfdocs/nysp12cclsmath.pdf
Bridges Math: https://www.mathlearningcenter.org/bridges

The Elementary Bridges mathematics program emphasizes conceptual understanding of mathematical ideas.
Students explore relationships and properties of number through the use of materials, including cubes, Place
value blocks (Base 10 materials), color cubes, and pattern blocks, before they write down their discoveries.
They learn to perform fundamental operations and derive algorithms (common procedures for addition,
subtraction, multiplication, and division) by using manipulatives. Elementary children relate mathematics to
practical and real-life situations through measurement, telling time, money, mapping, graphing, patterns,
spatial relations, and statistics.

The program provides a balance between the development of a strong number sense and problem solving
skills on the one hand, and practicing computational skills on the other. Math instruction involves a variety of
experiences, including investigations with materials, class discussions, games, projects, and paper and pencil
work. At each age level, students review, consolidate, and build on prior knowledge. Teachers encourage
students to develop their own intuitive mathematical sense and to trust their hypotheses. There is as much
emphasis on the strategy, process, and mental exercise used to solve a problem as on getting the right
answer. Valuing the process as well as the product is an essential part of the school's philosophy regarding
learning; we believe learners internalize new concepts through a thorough grasp of the process involved.
Mathematics is taught by the classroom teacher.

At the completion of the academic year, students in GRADE 5 should:
Processes and Practices
• Applies concepts and strategies to solve math problems
• Communicate and represent mathematical thinking

Number
• Show understanding of number, quantities, and their relationships
• Estimates and accurately computes addition and subtractions problems
• Estimate and compute multiplication and division problems
• Show understanding of fractions decimals, and percentages.

Patterns, relationships, and functions
• Apply understanding of patterns to make predictions and draw conclusions
• Use variables in equations and inequalities to express number relationships

Measurement
• Demonstrate understanding of attributes that can be measure
• Estimate and accurately measure using appropriate tools and techniques.

Data Analysis
• Begin to collect, classify, and represent data

Geometry and Spatial relations
• Analyze properties and relationships among 2-D and 3-D shapes
• Explore and solve spatial problems

Data collection and probability
• Use tables, charts, and graphs to collect record, and interpret data
• Show understanding of basic concepts of probability.






13

Science
Next Generation Science Standards: https://www.nextgenscience.org/
The science program emphasizes original thinking, inquiry and scientific investigation. Across the age groups,
the study of science is hands-on, interdisciplinary and incorporates math and language acquisition while
teaching scientific principles applicable to the whole curriculum.

At the completion of the academic year, students in GRADE 5 should:
Inquiry
• Demonstrate some understanding of the principles of scientific inquiry
• Demonstrate understanding of how tools and technology advance scientific investigation
• Forms explanations and communicates scientific information in a variety of ways

Physical Science
• Investigate the properties and motion of objects
• Explore basic concepts of energy

Life Science
• Demonstrate understanding of the characteristics and life cycles of living things
• Understand the relationships between the basic needs of organisms and their environment

Earth Science
• Show understanding of the earth’s properties and the processes that change the earth
• Show beginning understanding of the composition and structure of the universe


Social Studies

The philosophy and practice at Clarion School begins with the idea that children are makers of meaning
through their interactions in the human world. As such, social studies serves as the core interdisciplinary
curriculum. Teachers integrate concepts and skills from the other academic areas within children's daily
experiential work. The program addresses two major themes: (1) the study of human life as it presents itself
from moment to moment, e.g., sharing, working together cooperatively, resolving conflicts; and (2) the study
of the connections and relationships necessary for physical and psychological survival in the world around
us.

The social studies curricula in Elementary gradually moves from the "here and now" in Grade 1 to "long
ago" in the Grade 3 and to long ago and far away in Grade 3. Students continue to learn primarily from
direct experience; however, as they get older, they also employ other sources of knowledge such as books,
museums, pictures, documents, and information from the internet.

Through this kind of work, children begin to make powerful connections between historical and distant
occurrences and the situations they experience in their everyday lives. All of the social studies curricula
draw upon and extend children's developing skills as readers and writers. In each study, children have
opportunities to participate in interdisciplinary activities that enrich their learning in a variety of ways.

At the completion of the academic year, students in GRADE 5 should through their unit of study on
ANCIENT CIVILIZATIONS should:
People, Past and Present
• Show understanding of how people conduct their lives now and in the past
• Identify historical factors that shaped the local community state and nation

Human Interdependence
• Show some understanding of how people rely on each other for economic needs
• Show understanding of how technology has influenced people’s lives throughout history

Citizenship and Government
• Recognize how individuals participate in society
• Show understanding of the purposes and structures of governments
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People and Where they live
• Use geographic tools to collect, analyze and interpret data
• Show understanding of how environment factors shape people’s lives
• Recognize positive and negative ways that people affect their environment.


The Arts - VISUAL
NSAE - Kennedy Center for Art Edge Standards https://artsedge.kennedy-center.org/educators/standards

In their first year in Elementary, children come to the art and shop studios for the first time. Painting, drawing,
clay, collage and construction, paper mache, and printmaking are done in the art room. Shop has wood, a
variety of construction materials, and carpentry tools. As children gain an understanding and appreciation of
the expressive qualities of materials, they develop skills and discover their potential for creating increasingly
complex subject matter in art and shop.

At the completion of the academic year, students in GRADE 5 should:
Expression and Representation
• Experiments with new materials, techniques, and processes in the arts
• Use the arts to express and represent ideas, experiences, and emotions

Understanding and Appreciation
• Interpret and extract meaning from artistic products and experiences
• Demonstrate understanding of how the arts connect with culture and history

The Arts – MUSIC
https://artsedge.kennedy-center.org/educators/standards

The Elementary music curriculum is largely influenced by the philosophy of Kodaly, while also including
techniques from the Orff approach. Singing traditional songs of various cultures and time periods provides
the foundation for musical literacy and for studying the comparative and structural elements of music; among
these are pitch, dynamics, tempo, texture, and form. Students are able to take ownership of these concepts
when they use them in their own compositions and improvisations. Along with accompanying songs with
instruments, children create original music in their instrumental work. In an age appropriate manner, all
students improvise.

At the completion of the academic year, students in GRADE 5 should:
Expression and Representation
• Use music to express and represent ideas, experiences, and emotions.
• Visualize music in relation to history and culture.

Understanding and Appreciation
• Understanding relationships between music, the other arts, and disciplines outside the arts.
• Students identify ways in which the principles and subject matter of other disciplines taught in the
school are interrelated with those of music (e.g., foreign languages: singing songs in various languages;
language arts: using the expressive elements of music in interpretive readings; mathematics:
mathematical basis of values of notes, rests, and time signatures; science: vibration of strings, drum
heads, or air columns generating sounds used in music; geography: songs associated with various
countries or regions)

Personal, Social and Physical Education
SHAPE America’s National Standards https://www.shapeamerica.org/standards/pe

Physical education teachers introduce activities based on their approaches to children's cognitive and
physical development in order to give all children an opportunity to succeed. In physical education, as in other
areas of the curriculum, staff members encourage and support the participation of all students in activities,
but allow the children to develop at their own pace, free from any pressure to perform at certain skill levels at
a particular age.

At the completion of the academic year, students in GRADE 5 should:
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Gross Motor Development
• Moves with agility speed, and control while performing complex gross motor activities
• Apply gross motor skills in games, sports, and other physical activities

Fine Motor Development
• Combines and organizes several find motor skills to produce a product
• Use tools with coordination and control

Personal health and safety
• Use problem-solving and makes decisions that promote personal well-being
• Show familiarity and knowledge of current issues related to health and safety

World Languages: Arabic and French

Students meet for World Language instruction in smaller groups throughout the Elementary School, and the
program builds on the work done in the Early Years. Whereas the focus in the Early Years is on receptive
language and creating a disposition for language learning, the emphasis in the Elementary School is on
helping students develop strategies for acquiring and retaining the language. Arabic A is instruction in Arabic
on a daily basis. Arabic B is learning Arabic through English 3 lessons per week. Two lessons of French are
offered each week.

The learning of World Languages aligns with the same expectations we have for children’s literacy learning
in English. Our goal is to:
• Use and apply ‘learning to learn’ tools and strategies across all subject areas
• Integrate world languages across the curriculum in all grade levels

English as a Second Language Learning

At the completion of the academic year, students in GRADE 5 should:
Listening for English/Arabic/French Language Learners
• Gain meaning by listening
• Follows directions

Phonological Awareness for English/Arabic/French Language Learners
• Develop awareness of the sounds of English/Arabic/French

Speaking for English/Arabic/French Language Learners
• Speak in social situations

Library

Building on skills acquired through formal instruction, discussion, and storytelling, students become proficient
in the following areas: finding information, selecting books, understanding fiction/non-fiction, using shelf
markers, comprehension and appreciation of folktales, assisted use of the computer catalog, awareness of
genres, and how to care for books.

With the cooperation of classroom teachers, students embark on research that enables them to become
discerning and capable users of information. They learn how to gather data efficiently and effectively, evaluate
it critically, and then use and present it accurately and creatively. As children get older, they become proficient
and independent library users. In order to support their independent research, they continue to develop their
skills in evaluating print and on-line materials for accuracy, currency, and bias.

During weekly interactions with library material and teachers, students read and discuss stories from different
literary genres. Children borrow books and learn about the organization and uses of the library.





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ASSESSMENTS

The purpose of assessment is to gather and analyze information about student performance. It is designed
to inform teaching and learning. It identifies what students know, understand, can do and feel at different
stages in the learning process.

School-Based Assessments that support student learning
These assessments are varied and may include depending on the developmental age of the students.

• Running Records
• Math Assessments pre, during and post each unit
• Observational monitoring
• Performance assessments
• Process-focused assessments
• Selected responses
• Open ended tasks

National Assessments that support student learning

MAP – Measure of Academic Progress
Mandated by the Ministry of Education MAP assessments are administered 3 times across the year: September,
January and May.
MAP assessments are unique in that they adapt to be appropriate for your child’s level of learning. As a
result, each student has the same opportunity to succeed and maintain a positive attitude toward
assessments. And with MAP assessments, we can administer shorter assessments and use less class
time while still receiving detailed, accurate information about your child’s growth.

After each assessment period you will receive a report showing your child’s results. In class, teachers will
use this data to guide students in ongoing specific goal setting, monitoring and reflection.
We are truly excited to begin a new era that focuses on every child’s individual growth and achievement.
Partnering to help all kids learn, parents and teachers can have a profound positive effect on the lives of
our children.
For more information on resources for parents, download the Parent Toolkit.

We give students MAP assessments to determine your child’s instructional level and to measure academic
growth throughout the school year, and from year to year in the areas of:

• Grade 2: Reading, Language, and Math
• Grade 3,4,5: Reading, Language, Math, and Science.

Your child will take the assessments on a computer.

CAT 4 – Cognitive Abilities Test
Mandated by the Ministry of Education CAT 4 Assessments are taken at the beginning of each school for
students in Grades 3 and above.

The Cognitive Abilities Test (CAT) is a suite of tests that assesses a students reasoning (thinking) abilities
in key areas that support educational development an academic attainment. CAT 4 consists of the following
aspects:

Verbal Reasoning – thinking with words
• Verbal classification
• Verbal Analogies

Quantitative (or numerical) Reasoning – thinking with numbers
• Number Analogies
• Number Series

Non-Verbal Reasoning – thinking with shapes
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• Figure classification
• Figure Matrices

Spatial Ability – thinking with shape and space
• Figure analysis
• Figure recognition

Information gleaned from these assessments, which are shared with parents, is to inform teachers about
the abilities of their students, identify students with particular / similar characteristics, better identify student
needs and target resources to support student learning and growth over time.

While we are aware that students’ preferences for learning are influenced by other factors we know that our
teachers take the time to know their students. They use resources to determine students’ interests, learning
styles, and multiple intelligences. This data is used in effective instructional planning and classroom
organization.

































































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Moral Education

Moral Education is an innovative, engaging curriculum designed to develop young people of all nationalities
and ages in the UAE with universal principles and values, that reflect the shared experiences of humanity. At
Clarion School, Moral Education is embedded in the very ethos, vision and values of who we are as a
school.

Moral Education 20/20 Vision Clarion School Vision
‘A journey to preparing a generation of young ‘Our students will be challenged to high
people who are responsible, resilient and expectations and engaging with the world as
knowledgeable who can contribute to their collaborative, productive and responsible members
community locally and globally.’ of a global community’.


At Clarion the Moral Education Curriculum is best illustrated and evidenced in Social Studies. Social
Studies is made up of several components that provide opportunities for teachers and children to:
• Learn in an interdisciplinary way—using literacy, mathematics, science, and art for example, as
means for exploration and expression.
• Examine the interaction between people and their environments and analyze how human life is
shaped by the environment and how people have reshaped it;
• Study human technologies from the simple to the complex, and how technology serves the basic
human needs of food, clothing, and shelter and communication;
• Explore the social systems—family, community, work, laws, taboos, customs, and beliefs—
that determine a people’s way of life and structure individual and group behavior;
• Study cultures through myths, religion, science, and art to gain an understanding of how a
people arrive at a sense of meaning;
• Recognize that we live in an ever-changing world and examine the competencies needed to meet
and challenge that world
• Prepare to live as citizens by being part of a classroom where children have the opportunity to
participate in making decisions, learning to work collaboratively, listening to each other’s ideas, and
coming to respect different points of view.
Social Studies includes the social fabric of classroom life. EVERYTHING is Social Studies.
EVERYTHING is Moral Education.

At Clarion, the implicit curriculum refers to —how children interact with each other, how they speak
to the adults in the room, what happens when playing outside or in the lunchroom. This is why the
routines and setting of expectations for classroom living are so important in the beginning of the year.
The organization and the management of the classroom reflect the kind of values we share as a
community.
As important as WHAT we Study, is HOW we Study.

The Moral Education program is designed using the following 4 pillars. These pillars are reflected in our
Clarion Student Profile:
• Character and Morality
• The Individual and the community
• Cultural Studies
• Civic Studies
















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Links to Curriculum Standards:


Subject Link
Arabic https://sigeducation-
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Native
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Arabic https://sigeducation-
for Non
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s FThdxewE0Bu8fRGeW7PMzrEa_sEpvM8A?e=FTPxVr
https://sigeducation-
French my.sharepoint.com/:b:/g/personal/cs_parents_clarionschool_com/EWYcNqLtvidOg6Z
ATCFL
9mEZEvdcB6owrOni63VCuFerwRT6GBg?e=RtsNAE
Islamic
Studie https://sigeducation-
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Native bASVPl_qphuEvQvkBYyIfmBoiOecUallGKTjfyw?e=9nRjb8
s
Islamic
Studie https://sigeducation-
my.sharepoint.com/:w:/g/personal/cs_parents_clarionschool_com/EYsoggDNqxpGv0
s Non-
natives G-fTu2PicBES7Yt3M8BlSgZETvBdj4jw?e=VlRcj8
ISTE
Educat https://sigeducation-
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Techn e_ahiRPsBD2nao0K74_I8lbRJjJeR-w?e=LebcH6
ology
NGSS
Crossc https://sigeducation-
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Conce 8mvqwUaCUBRW0hV0yPIAmFh_8gTQWhsQ?e=mMSO3L
pts
NGSS
Discipli https://sigeducation-
nary my.sharepoint.com/:w:/g/personal/cs_parents_clarionschool_com/EY6jheDqy_dKqNh
Core Pr8hwjegBjXtF8lHFkdTIZo5VpJQrkw?e=CrM7X8
Idea
NGSS https://sigeducation-
Scienc my.sharepoint.com/:w:/g/personal/cs_parents_clarionschool_com/ES5ADTG7Nm1Irm
e 8P27kXXyABcI79QFqyWxVyuMGmztv6Xw?e=Cidueh
NGSS
Scienc https://sigeducation-
e and my.sharepoint.com/:w:/g/personal/cs_parents_clarionschool_com/ESbpEJQzR1FGqp
Engine 42GTi1jKwBtULJ8JnkPZS02iKSmG7cBQ?e=pzVnzQ
ering
https://sigeducation-
NYS my.sharepoint.com/:w:/g/personal/cs_parents_clarionschool_com/Edw4jf-
Lang
tvGlLpyROtDEK51sB_cHCOTxpIqf8v7YyxEyZrw?e=hMCDyK




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https://sigeducation-
NYS my.sharepoint.com/:w:/g/personal/cs_parents_clarionschool_com/EcEu3Gfd_1hFhEj
Math
3b-r3SHsBazE0jsCH-uYNcrZoXRDrOg?e=UmOZle
https://sigeducation-
NYS my.sharepoint.com/:w:/g/personal/cs_parents_clarionschool_com/Ee87e2djdAVPiCul
Music
qZz4vjUB_yfJArNfSWBGBuMAd-7E4A?e=53mE5t
NYS https://sigeducation-
the my.sharepoint.com/:w:/g/personal/cs_parents_clarionschool_com/EQ4PRiyn2tNDiLx2
Arts _u12KoQBkxOPc9nlpD86RtMTHU_aOA?e=xfgfZY
https://sigeducation-
SHAP
E PE my.sharepoint.com/:w:/g/personal/cs_parents_clarionschool_com/ETomHAfal5VEqOl
ek86dg7YBlnyoHClgCQ03ywuUVJXAyA?e=QfpQfI
Social https://sigeducation-
Studie
s Non my.sharepoint.com/:w:/g/personal/cs_parents_clarionschool_com/EfakDGWh9VJFm
natives AapdiiEMKMBWNaJK_5r7zpWH3PR2CWdPQ?e=w3buBm






















































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