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The basketball module begins with basic skill development, allowing students to explore the ball and gain confidence through simple activities. Gradually, lessons build on these skills—starting with dribbling and control, moving to passing and shooting, and finally combining everything in small-sided games.

Throughout the process, emphasis is placed on fun, teamwork, and fair play. Students learn by doing, working together to practise and apply skills in real game situations. The module ends with a mini tournament or skills challenge, celebrating effort, progress, and enjoyment rather than competition alone.

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Selection in physical computing.	Selection in quizzes 

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Selection in physical computing.	Selection in quizzes 

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Exploring conditions and selection using coding environment.

Exploring selection in programming to design and code an interactive quiz.

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1. Exploring conditions

2. Selecting outcomes

3. Asking questions

4. Designing a quiz

5. Testing a quiz

6. Evaluating a quiz

7. Controlling with conditions

8. Starting with selection

9. Writing and testing algorithms

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Programming with conditionals, logical reasoning, debugging, sensor control, input and output handling, problem-solving, creativity, algorithm design, testing and evaluation, perseverance

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Istorie  cl.4 varianta Pitila-Mihailescu-Aramis, Anca N., 2025_26.docx

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  Lb. rom, Pl.Calend.cl.4_intuitext, Anca N., 2025_26.docx

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Grade IV Leadership Plan _2025-2026. (1)

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Stiințe_Pl.Canend cl.4, intuitext, Anca N.. S 2025_26.docx

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German: Haustiere und Geburtstag (Pets & Birthday)

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German: Haustiere und Geburtstag (Pets & Birthday)

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to name pets in German

to be able to describe pets (colour, size)

to use plural form of nouns

to learn names of domestic and wild animals

to be able to name months

to use question word "wann"

to tell when you and your classmate have Birthday

to learn days of the week

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This is a comprehensive, collaborative learning project for Grade 4 ESL students that builds upon foundational research. Students will have to create a physical poster detailing life in the Dacian and Roman eras. The next phase challenges them to translate this knowledge into a structured Google Slides presentation, culminating in a peer-to-peer interview session where they demonstrate their English comprehension and speaking skills. The project ensures students engage with history through research, digital creation, and confident oral communication.

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What if we could send a Roman soldier and a Dacian warrior a text message? What three questions would we ask them about their daily lives?

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Week 1 and 2: Poster Creation: Initial research, fact gathering, drawing, and creation of the physical poster summarising Dacian and Roman daily life.

Week 3: Fact Check & First Slides- Goal: Transfer poster content to a digital format. Students select the best facts from their posters to create the Title Slide and the first content slides covering Dacian Life and Roman Life in Google Slides.

Week 4: The Great Encounter- Goal: Research the major historical event. Students research the key leaders (Decebal and Trajan) and the results of the war (Romanisation and legacy). They finalize the design and check all English sentences for simplicity and clarity.

Week 5: Becoming History Reporters- Goal: Intensive speaking and listening practice. Students write simple answers to pre-selected interview questions and practice asking and answering these questions in pairs using clear, simple English.

Week 6: The Final Unveiling- Goal: Assessment and presentation. Groups conduct a full rehearsal of their digital presentation. The project concludes with the formal presentation and the structured peer-to-peer interviews.

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The final product is a three-part submission demonstrating mastery in content, organization, and English communication:

1. Physical Poster: (Completed) Serves as the initial, hands-on research artifact.

2. Digital Presentation (Google Slides): A complete, visually appealing presentation covering Dacian life, Roman life, the conflict (Decebal vs. Trajan), and the lasting Roman legacy.

3. History Reporter Interview: The student's ability to participate in a structured, peer-to-peer interview, confidently asking and answering simple English questions about the Dacians and Romans.

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The students will present their projects to their younger colleagues from G3.