GRADE 4 CURRICULUM SYNOPSIS

VOLUME 1
[20 MARCH – 17th JULY]
th

2023-24
Dear Parent,

Welcome to the new academic session 2023-24!

Nature teaches us to continuously evolve, refine, improve, and enhance ourselves. Our quest to live in a world that is safe and
happy, where everyone is able to thrive can be created only when we look with in and consciously change our mindset, habits,
daily routine, and actions to inculcate values of compassion, trust, patience, humility, trust and mutual respect. Our aim in the
session will be to create self-dependent, mindful learners who will work towards not only their own growth but will uplift and
support their peers, creating a conducive learning ecosystem.

This synopsis document will give you comprehensive information on the teaching pedagogies that will be followed in the
classroom and the overview of the curriculum along with other relevant information. We suggest you take some time out to read
this document intensely as it will answer many questions you may have regarding the curriculum and how we will move forward
academically in Volume 1.

1. This document contains:

• Subject-wise overview of concepts to be covered
• English and Hindi Poems for Poetry Elocution Assessment
• Hindi Vocabulary List
• List of Holidays
2. The school will reopen on Monday, 20th March 2023.
3. Information related to bus routes is available on the portal or the BHIS app for those who have opted for the school bus
facility.
4. Students must carry the following things to school every day:
• Water bottle
• A snack box with preferably some fruit, and a light, healthy snack (Avoid fried, unhealthy food)
• Lunch box with age appropriate healthy, wholesome food
• 2 Napkins (cloth)
• Pencil box/pouch with 2 sharpened pencils, an eraser, a sharpener, and a ruler
5. All items should be labelled with the name and section of the child.
6. Please avoid sending fancy stationery.
GRADE 4 CURRICULUM SYNOPSIS
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2023-24
7. Check the Timetable on the school portal and send the books accordingly.
8. Books that will be retained in school:
• Global Perspectives Learner book
• Trackpad
• Computer notebook
• Art book
9. Books to be retained at home for additional practice:
• Maths Ahead
• Climb With Corner Stone
• Main Aur Mera Vyakaran
10. New Initiative – Impressions- Students will spend time in the morning every day with their class teachers learning the art of
'Mindfulness' and 'Conscious living'. The new classroom programme, 'Impressions' will guide students to imbibe core human
values of respect, humility, compassion, patience, empathy, and trust through a wide range of purposefully chosen books.
11. Guidelines on Maximum Weight of Bags:
• Students must carry books strictly as per the timetable. No additional books/notebooks should be sent.
• Rough notebook (single line) should be submitted with the class teacher.
• Trolley bags are not permitted. Bags should be light weight with shoulder straps. The size of the bag should not exceed
the given dimensions – 40 cm long and 30 cm wide.
• Students should carry plastic or light weight metal bottles to school. Heavy, large size flasks are not permitted. Filtered
RO water available in the school can be used to refill bottles.
• The lunch box should be made of light weight material and the weight of the lunch box when filled should not exceed 500
gm.
• Only pencil pouches made of fabric or lightweight plastic are permitted. Any pouch/box not adhering to this will be
retained in the school. The student should NOT carry more than two pencils, one eraser, one sharpener and one small
size plastic scale in the pouch.
• No colour/paint boxes or extra stationery in any form should be carried to school.
• Dictionaries/ Atlas etc. should not be carried to school.
• The library book should be carried only on the day it has to be exchanged.
• Any bag found with additional items or books will be retained in the school.
GRADE 4 CURRICULUM SYNOPSIS
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2023-24
12. All assessments except Poetry Elocution Assessment will be conducted through continuous observations/activities/quizzes
etc. and not be announced.
13. Poetry Elocution Assessment in both English and Hindi will be conducted as follows:
• Hindi Poetry Elocution (dnac dk isM+)– 17th April 2023.
• English Poetry Elocution (Little by little)– 24th April 2023.
• These dates are visible on the School Calendar as well.
• The poems for Poetry Elocution are attached with this document along with the criteria for assessment.
• Being an announced assessment, this will not be repeated. In case of illness, the child may come to school to appear for
the same and leave soon after.
14. Notebook work is part of evaluation hence, students must complete written work on time in neat and legible handwriting.
15. Notebooks should be submitted only after the student has self-checked for spellings and punctuation. The statement –
‘Checked for spellings and punctuation’ should be mentioned at the end of the work.
16. Work submitted after the due date will not be checked.
17. Curriculum Update (CU) should be checked every day to stay updated with daily progression of the syllabus. Homework will
be assigned on Curriculum Update (CU) with the date of submission mentioned.
18. The timetable is available for view on the portal. Students must carry activity kits based on the timetable failing which they
will not be able to participate in the activity on that day.
19. Mindspark is an online Math and English support programme that students will attempt at home for additional Math and
English practice. The login credentials (login id and password) and steps for accessing Mindspark will be shared with you
through communication. Mindspark Math and English will be operational from 1st April 2023 in the new grade.
20. The Annual summer break will commence from Monday, 1st May 2023 to Sunday, 18th June 2023. The school will reopen
after the summer break on Monday, 19th June 2023.
GRADE 4 CURRICULUM SYNOPSIS
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[20 MARCH – 17th JULY]
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2023-24
THE CURRICULUM AT BILLABONG HIGH
The primary curriculum is designed by integrating the outcomes stated by CAIE with the ICSE and the CBSE boards. Our curriculum
extends beyond the boundaries of the board syllabi. It is enriched with a methodology based on Design Thinking, Multiple Intelligences
theory, Bloom’s Taxonomy, Interdisciplinary approach, Learning styles, Neuroscience and Positive energy.

 Design Thinking – is an educational approach that aims at creative problem solving for
learners with the added value of an entrepreneurial outlook. It is an approach that could
and should lead to more entrepreneurship — or at least, to a more entrepreneurial way
of facing challenges in the future. The creative process engages a person in opportunities
to empathise and understand user needs, identify/re-define problems, brainstorm ideas
and finally test these ideas using prototypes to learn and iterate towards the best solution.

 Howard Gardner’s Theory of Multiple Intelligences - propagates that each individual has a way of learning and
engaging with the world, which is unique to him/her and is referred to as ‘intelligence’.
The application of this theory helps us implement strategies to promote all intelligences and cater to all the children’s learning needs.
Our curriculum encourages children to perform their understanding of knowledge and acquisition of skills. It caters to the 8
intelligences and in some to a combination of these which are indicated by the respective icons.

 Bloom’s Taxonomy - Our curriculum engages children to move from lower-order thinking to a higher order
thinking level. Any information that the brain cannot connect to, in a meaningful way, is difficult to recall
and causes stress to the brain. Memorising is the lowest level of brain function and causes the highest stress
as the brain feels completely disengaged. This lower order learning gets accessed only by the brain’s short
term memory and gets deleted once the brain no longer feels the need to retain it - post a test or
exam.
Children achieve higher-order thinking when they have the necessary knowledge and
comprehension. These are better acquired and retained in the long term memory through more challenging tasks.
The learning tasks in the worksheets take children from a lower level of thinking – remembering, applying, to a higher level -
analysing, evaluating and synthesising.
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 Interdisciplinary Approach - The brain seeks patterns and searches meanings from them. Imaging studies have shown differences in
brain architecture and activity that correspond to a host of capabilities - reading, mathematics, music, athletics and interpersonal
relations. We see all these abilities as aspects of intelligence and build neural connections between the different intelligences wherein
content across disciplines (subjects) are woven together in the plans and worksheets. This interdisciplinary approach encourages the
brain to seek patterns that develop a creative brain.

 Learning Styles - refers to the preferential way in which children absorb, process, comprehend and retain information, using
different senses - visual, auditory, reading/writing and kinaesthetic. The worksheets include various modalities to cater to these styles
e.g.
 Visual - use of graphic organiser, highlight keywords
 Aural - explain your notes to peers
 Read and Write - record main ideas
 Kinaesthetic – real-life examples, case studies, projects, experiments

 Neuroscience - Our curriculum is designed on scientific brain-based principles of how the brain best learns.
The most important principle is based on ‘fun’ or high engagement and novelty. This motivates the brain to
learn. When the brain is engaged and excited (having fun) it releases a chemical called dopamine. When
dopamine is high, we recall more what is learnt (short term memory). This is addictive and so we get children
addicted to learning. Brain research states that each child is born with 100 million brain cells or neurons.
Synapses or connections determine usable intelligence. During early childhood, children develop many more
synapses than adults do, which are later pruned when not used. Therefore, it is important to teach concepts in
as many ways as possible to create multiple pathways - learning styles. Hence our curriculum is integrated
(interdisciplinary) - using skills, knowledge of one discipline in another.

 Implicit (Hidden) Curriculum - refers to the unwritten, unofficial intended values and perspectives that children learn in school. An
explicit or formal curriculum consists of activities and worksheets that teach knowledge and skills to the children. Our worksheets
also include implicit academic, social and cultural messages for the children. Children absorb these lessons, which are not a part of the
formal curriculum, through interaction with peers; for example, accepting diversity. We also dissuade children from undesirable
behaviours like bullying, conflicts, etc. through our implicit curriculum.
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SOCIAL AND EMOTIONAL LEARNING (SEL)
Social-emotional learning (SEL) is the process of developing the self-awareness, self-control, and
interpersonal skills that are important for school, work, and life success.
Learners with strong social-emotional skills are better able to cope with everyday challenges and benefit
academically and socially. From effective problem-solving to self-discipline, from impulse control to
emotion management and more, SEL provides a foundation for positive, long-term effects on kids, adults,
and communities.

How does SEL benefit learners:

 Social-emotional learning (SEL) helps learners work on things like coping with feelings and setting
goals.
 It also helps with interpersonal skills like working in teams and resolving conflicts.
 SEL can help learners who learn and think differently talk about their challenges and build self-esteem.

Here are a few ways you can help develop SEL at home:
1. Maintain a Gratitude Dairy: Encourage your child to start writing a daily dedication to give thanks. Keeping a gratitude journal
helps children increase their self-awareness and self-management. Share pointers to help them encourage deeper thinking and
more precise gratitude like who is the one person that made you feel grateful today? Or What was one thing that you ate today for
which you feel grateful? Or What is that one thing you are able to do that makes you feel grateful?
2. Glitter Jar: Visual stimulation often awaken our senses and calm our feelings of anxiety or anger. Watching glitter swirling and
floating in a jar of water can encourage children’s self-management, as they pick up their glitter jar and calm their strong emotions
with greater independence. To make your own glitter jar you will need a jar, airtight lid, water, and a bit of glitter.
3. Write a letter or draw a picture for a loved one: Positive social connections give us reason to reflect and feel joy. Writing letters
or drawing pictures for others can help build children’s relationship skills and social awareness, even if they are working alone.
Try encouraging your child by guiding them with the help of questions like Who is someone that makes you feel grateful? Or
Someone that you are really glad to have in your life? Who is someone that you think would love to hear from you? Someone whose
days you could brighten.
For younger children, you can ask them to tell you what they’d like to say in the letter and you can write it down for them.
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4. Make a list of to-dos: Creating and maintaining a daily schedule helps children stay structured. It allows children to rely on a sense
of predictability and safety. Being involved in this process allows children to practise responsible decision making and self-
management. It gives children the opportunity to reflect on previous days and the day ahead, as they make choices in their schedule
to help manage their emotions. Make a schedule or a to-do list by prompting them as to what things they would like to do tomorrow
or to think about when we want to do what today.

These activities will help you incorporate SEL in easy and meaningful ways into your children’s lives.

We believe in the importance of developing a GROWTH MINDSET, even for our young learners. Growth Mindset was discovered by
Stanford Professor Carol Dweck. It is the belief that we can learn and develop our abilities. People with a GROWTH MINDSET
recognise the value of accepting challenges and learning from mistakes. They see that regardless of their natural ability, they can improve
their skills with effort and perseverance.
One way that you can really help your child is by carefully choosing the words that are used when you praise him/her. Every word that
you say and action you perform sends a message to your child. These words and actions tell your child how to think about
himself/herself. Always praise your child’s efforts instead of praising accomplishments. Here are a few ways you can help reinforce the
importance of Growth Mindset at home:
 Praise Efforts: Dweck’s research shows that when we praise children for being “smart”, it sends a message that their success is
simply a result of their natural ability. Instead, praising children for WORKING HARD promotes a GROWTH MINDSET. It sends
the message that the child’s EFFORT is what leads to success. So instead of saying “You are so smart!” – try saying “You work
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hard in school and it shows.” OR “You always get good grades and that makes me happy” – try saying “When you put forth effort,
it really shows in your work. You should be so proud of yourself. We are proud of you.”
 The Brain Can Grow: Remind your child that their intelligence is NOT fixed. Remind him/her that
when things get challenging, the brain grows if he/she persists through the challenge. Each time
something new is learnt, the brain is making new connections.
 Help Your Child Change The Dialogue: The way your child talks to self makes a huge impact on their
mindset. If he/she says, “It is too difficult”, help him/her rephrase it to “I cannot do this YET, but I will
keep trying.” Have your child take a deep breath and add a YET to each statement. Provide your child
with words to say when he/she is feeling defeated by modelling it yourself! This may not be easy, but it
does not mean you’re never going to meet the CHALLENGE!
 Set An Example: Talk about your successes and failures. Share examples of how you have LEARNED
FROM MISTAKES and challenged yourself so that you could improve and grow.
 Celebrate Mistakes: When your child makes a mistake, help them see it as an opportunity for GROWTH.

SUMMATIVE AND FORMATIVE ASSESSMENTS

Skill Based Continuous Classroom Observations
 Poetry Elocution
 Reading Assessment
 Listening and Speaking activities
 Notebook/Scrapbook
 Class activities/worksheets
 Vocabulary based worksheets
 Quizzes
 Written tests conducted in each Volume to test conceptual understanding
 Practical Assessments

 
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
English
Language and Literature
Literature fgUnh
 Reader- “The People’s President” lkfgR;
 Fruits of Labour  dgkuh & [ksy Hkh LokLFl Hkh] xyrh dk iNrkok
 The People's President - Part I
 Of Hard work and Honesty
 dfork & dnac dk isM+
 The People's President - Part II
 Humble Beings
O;kdj.k
 The People's President - Part III  leku rqd okys 'kCn
 i;kZ;okph 'kCn
Language  laKk
 Nouns and their types
 foykse 'kCn
 Pronouns and their types
 Verbs and their types  opu
 Tenses  la;qDrk{kj
 Adjectives and their types  fd] dh] _ vkSj fj esa varj
 Prepositions  loZuke
Writing Skills
 vusd 'kCnksa ds fy, ,d 'kCn
 Paragraph Writing
 Writing a Character Sketch ys[ku dkS’ky&
 Descriptive Writing  vuqPNsn ys[ku
 Letter Writing (Informal)  fp= o.kZu
 vukSipkfjd i=
Vocabulary Skills
 Based on Vocabulary section of the Learner Book 'kCn dks’k & fo"k; la{ksi (synopsis) ds lkFk layxz gSA
GRADE 4 CURRICULUM SYNOPSIS
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Science Mathematics
Our Body Take a Breath-The Numbers Additions and Subtraction
 Organ system Respiratory System  5-digit numbers  Using shapes and
 Main organs  Need for respiratory  6-digit numbers symbols to represent
 Organs in human system  Place value and face value unknown numbers
body  Parts of the  Expanded form  Addition of 5 and 6-digit
Food for Fuel - The respiratory system  Comparing numbers numbers
Digestive System  Working of the  Ordering numbers  Finding missing digits in
 Digestion respiratory system
 Forming numbers, successor and an addition calculation
 Teeth  Diseases related to predecessor  Properties of addition
 Journey of food respiratory system
 Rounding numbers to 10 and 100  Number stories on
 Taking care of Go with the Flow -
 Roman numerals addition
digestive system The Circulatory  Subtraction of 5 and 6-
 Digestive system System
Multiplication digit numbers
in different  Parts of the  Finding missing digits in
 Multiplication tables up to 20
vertebrates circulatory system
 Properties of multiplication a subtraction calculation
What-a-Waste - The  Working of the  Properties of subtraction
 Multiplication by 10, 100 and 1000
Urinary System circulatory system  Number stories on
 Diseases related of  Multiplication by multiples of 10,
 Need for excretory subtraction
100 and 1000
system the circulatory Presenting and Interpreting
 Multiplication by a 2-digit
 Working of urinary system Data
More about our Body multiplier
system
 Multiplication by a 3-digit  Bar charts
 Working of  Importance of sleep  Dot plots
 Professions multiplier
kidneys  Frequency diagrams
 Line graphs
GRADE 4 CURRICULUM SYNOPSIS
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2022-23

Computer Education
HISTORY Move, Turn and Point Global Perspectives (Safe
The Computer Timeline  How to move a sprite With UNICEF)
 Evolution of Computers  How to turn  Why, What And How
 Generations of  How to point into a  Organs of the United Nations
Computers given direction or  Important agencies of united nation
 Features of Computers another sprite.  Functions of the UNICEF
 Limitations of  Go and Glide  Act Of Kindness
Computers
PROGRAMMING Blocks
CREATIVITY in Scratch
Images and Objects in  Motion Block
Word 2016  Events Block ART
 Inserting a Picture  Looks Block  Explore the elements of art - colours,
 Wrapping Text Around  Sound Block lines, shapes, and space
a Picture  Control Block  Learn about the principle of design -
 pattern
Inserting Word Art  Operators Block
 Working with Shapes  Explore and learn about the designer Orla
Kiely
HARDWARE &  Create a colour wheel following Wassily
SOFTWARE Kandinsky's style of abstract painting
 Managing Files and  Colourful trees
Folders
 Windows 10 OS
 Managing Files and
Folders

GRADE 4 CURRICULUM SYNOPSIS
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2022-23

Poetry Elocution Assessment

Dear Parents,
“Yes, there’s magic in a poem. And some poems cast their spell over you in such a way that they
remain with you all your life.”
‐ Ruskin Bond
Though appreciation of poetry is an experience one enjoys at an older age, we believe in catching the
children young and initiating them into this process.
Children are expected to memorize the age‐appropriate poem being attached herewith.

Assessment Criteria:
1. Memorization - Accuracy in memorization of the poem
2. Confidence - Posture, actions, placement of hands (if no actions performed), eye contact
with the audience and confident body language
3. Articulation and Expression - Clarity in recitation in a voice that is audible clearly; using
appropriate pace, pausing and expression to bring out the meaning and mood of the poem
GRADE 4 CURRICULUM SYNOPSIS
VOLUME 1
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2022-23

"Little by little"
“Little by little”, an acorn said,
As it slowly sank in its mossy bed;
“I am improving every day,
Hidden deep in the earth away.”
Little by little each day it grew,
Little by little it sipped the dew.
Downward it sent out a thread-like root
Up in the air sprang a tiny shoot;
Day by day, and year by year,
Little by little the leaves appear,
And the slender branches spread far and wide
Till the mighty oak is the forest’s pride.
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dkO; ikB ewY;kadu gsrq dfork
fç; vfHkHkkod]
dfork og lqjax gS] ftlds Hkhrj ls euq"; ,d fo'o dks NksM+dj nwljs fo'o esa ços'k djrk gSA
‐ jke/kkjh flag fnudj

dfork dks mlds ewyHkko ds lkFk çLrqr djuk ,d dfBu çfØ;k gSA ge cPpksa dks bl çfØ;k esa fuiq.k cukus gsrq fujarj ç;kljr gSaA

cPpksa ls vis{kk dh tkrh gS fd os blds lkFk layXu dh tk jgh dfork dks daBLFk dj ysaA

ewY;kadu ds ekinaM
1- Lej.k 'kfDr& dfork ;kn djus esa fuiq.krk
2- vkRefo'okl& n'kZdksa ds le{k mfpr gko&Hkko ,oa vkRefo’okl ds lkFk çLrqfrdj.k
3- 'kq) mPpkj.k ,oa y;c/nrk& dfork ds ewyHkko vkSj vFkZ dks lkeus ykus ds fy, Li"V Loj esa mfpr y;c/nrk vkSj fojke ds
lkFk vfHkO;fDrA
GRADE 4 CURRICULUM SYNOPSIS
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^dnac dk isM+*
&lqHknzkdqekjh pkSgku
;g dnac dk isM+ vxj ek¡] gksrk ;equk rhjs]
eSa Hkh ml ij cSB dUgS;k curk /khjs&/khjsA
ys nsrha ;fn eq>s ck¡lqjh rqe nks iSls okyh]
fdlh rjg uhps gks tkrh ;g dnac dh MkyhA

rqEgsa ugha dqN dgrk ij eSa pqids&pqids vkrk]

ml uhph Mkyh ls vEek] Å¡ps ij p<+ tkrkA
ogha cSB fQj cM+s ets+&ls eSa ck¡lqjh ctkrk]
vEek&vEek dg oalh ds Loj esa rqEgs cqykrkA

lqu esjh calh dks ek¡] rqe bruh [kq'k gks tkrha]
eq>s ns[kus dke NksM+dj] ckgj rd rqe vkrhaA
rqedks vkrk ns[k ck¡lqjh j[k eSa pqi gks tkrk]
iÙkksa esa fNidj /khjs&ls fQj ck¡lqjh ctkrkA

xqLlk gksdj eq>s Mk¡Vrha] dgrha&uhps vk tk]

ij tc eSa uk mrjrk] galdj dgrha & eqUuk jktkA
uhps mrjks esjs HkS;k rqEgsa feBkbZ nw¡xh]
u, f[kykSus] ek[ku&feljh] nw/k&eykbZ nw¡xhA
GRADE 4 CURRICULUM SYNOPSIS
VOLUME 1
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2022-23

eSa g¡ldj lcls Åij dh Vguh ij p<+ tkrk]

,d ckj dg ^^ek¡** iRrksa esa ogha dgha fNi tkrkA
cgqr cqykus ij Hkh ek¡] tc eSa u mrjdj vkrk]
rc ek¡ ân; rqEgkjk cgqr fody gks tkrkA

rqe vk¡py iljkdj vEek] ogha isM+ ds uhps]

bZ'oj ls dqN fourh djrha] cSBh vk¡[ksa ehapsA
rqEgsa /;ku esa yxk ns[k eSa /khjs&/khjs vkrk]
vkSj rqEgkjs QSys vk¡py ds uhps fNi tkrkA

rqe ?kcjk dj vk¡[k [kksyrha] fQj [kq'k gks tkrha]

tc vius eqUuk jktk dks xksnh esa gh ikrhaA
blh rjg dqN [ksyk djrs ge&rqe /khjs&/khjs]
ek¡] dnac dk isM+ vxj ;g gksrk ;equk&rhjsA
GRADE 4 CURRICULUM SYNOPSIS
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2022-23
Hindi Vocabulary List
Øekad 'kCn vFkZ
1 calh ck¡lqjh
2 fody O;kdqy] ijs'kku
3 rhjs unh] rkykc vkfn dk fdukjk
4 fourh çkFkZuk
5 x`gdk;Z Ldwy ls feyk dke
6 vk¡[k yx tkuk uhan vk tkuk
7 otg dkj.k
8 ukScr fLFkfr] gkykr
9 iNrkok Xykfu] vQ+lksl
10 cM+Iiu lc ls vPNk gksus dk xq.k ;k Hkko
11 tku lw[kuk Mj tkuk
12 varjjkT;h; fdlh çns'k ls laca/k j[kus okyk
13 vk'khokZn 'kqHkopu] eaxydkeuk
14 çn'kZu ukVd] [ksy vkfn dks fn[kkus dh fØ;k
15 p;u pquuk
16 mEehn vk'kk
17 cslczh mrkoykiu
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18 larqfyr mfpr] cjkcj
19 fgnk;r lh[k
20 fot; thr
21 iqjLdkj buke] ikfjrks"kd
22 fu;fer tks fu;r ;k fu/kkZfjr gks
23 xys yxkuk xys feyuk] viukuk
24 loZJs"B lcls vPNk
25 çfr;ksfxrk eqdkcyk

LIST OF HOLIDAYS
Ramnavmi Thursday, 30th March 2023
Mahavir Jayanti Tuesday, 4th April 2023
Good Friday Friday, 7th April 2023
Ambedkar Jayanti Friday, 14th April 2023
Eid ul-Fitr Saturday, 22nd April 2023
Summer Break Monday, 1st May 2023 to Sunday, 18th June 2023
Eid ul-Adha Thursday, 29th June 2023