2015-16 PYP Handbook by Busan International Foreign School

PYP Handbook 2015-2016

Busan International Foreign School

Guiding Statements

Vision Our students will develop and pursue their passions, be successful and contribute to a positive global future.

Mission We are a diverse, supportive and dynamic international school that inspires and challenges students to explore, discover and thrive in the global community to which we belong.

We Believe • Students are to be at the center of all that we do. • Education is the shared responsibility of our entire community. • In being an independent non-denominational international family school. • In being unified and respectful in our diversity. • In providing the very best inquiry-based, relevant, and experiential education for each student. • Students are to give back through community service.

Busan InternatIonal ForeIgn school united in our Diversity, thriving in our Individuality

Primary Years Programme Handbook 2015-2016

Table of Contents BIFs : an IB World school ..................................................................................................................................................... 3 IBâ&#x20AC;&#x2122;s Mission statement ............................................................................................................................................................. 3 how IB supports BIFs ............................................................................................................................................................... 3 our approach to teaching ..................................................................................................................................................... 4 our approach to learning ...................................................................................................................................................... 4 PYP curricular Framework ...................................................................................................................................................... 5 the IB learner Profile ................................................................................................................................................................ 6 transdisciplinary learning ...................................................................................................................................................... 8 subject areas ............................................................................................................................................................................... 9 language ............................................................................................................................................................................ 9 host country language (Korean) ............................................................................................................................ 9 Mathematics ...................................................................................................................................................................... 10 Visual arts ........................................................................................................................................................................... 10 Personal, social and Physical education ............................................................................................................... 10 Music .................................................................................................................................................................................... 11 science ................................................................................................................................................................................. 11 social studies ..................................................................................................................................................................... 11 PYP transdisciplinary themes ............................................................................................................................................... 12 PYP Key concepts : What do we want students to understand? .......................................................................... 13 IBâ&#x20AC;&#x2122;s approaches to learningm : What do we want the students to be able to do? ...................................... 14 PYP attitudes : What do we want the students to value and feel? ....................................................................... 15 action in the PYP : how do we want students to act? ................................................................................................ 16 Inquiry-Based learning ........................................................................................................................................................... 17 approach to a Balanced literacy Framework ................................................................................................................ 18 assessment ................................................................................................................................................................................... 19 PYP exhibition .............................................................................................................................................................................. 19

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BIFS : An IB World School the Primary Years Programme (PYP) is an international curriculum framework for children in the 3-12 year age range encompassing both the academic and non-academic areas of school life. along with cognitive development, PYP at BIFs addresses all students’ social, emotional, physical and cultural needs. 2009 2012 2017

BIFs became a fully authorized PYP school First PYP evaluation Visit second PYP evaluation Visit

BIFs is one of the over 4,000 schools worldwide that are authorized to offer the IB programs. there are currently more than 70,000 educators involved in the development and implementation of the IB programs to more than one million students (and growing!).

IB’s Mission Statement The International Baccalaureate organization aims to develope inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. to this end, IB works with schools, governments and international organizations to develope challenging programs of international education and rigorous assessment. these programs encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. For more information about the IB, visit www.ibo.org.

How IB Supports BIFS BIFs and all IB schools around the globe work directly with IB through the following : 1. Development of curriculum - IB provides a curricular framework that ensures BIFs offers a learning environment that is engaging, relevant, challenging and significant. 2. Provision of Professional Development – BIFs ensures that our teaching staff is IB-trained. trainings may come in the form of in-school workshops, regional workshops, IB publications and networking with other PYP schools. 3. authorization and evaluation of schools – after a school is authorized, IB ensures that the same rigorous standards are maintained through periodic evaluation visits and review. 4. assessment of students – external assessments are required for our students in the Middle and high schools after their penultimate year in both the Middle Years Programme (MYP) and the Diploma Programme (DP). Primary Years Programme handbook

Our Approach to Teaching how do we teach so that our students become “inquiring, knowledgeable and caring young people who help to create a better and more peaceful world?” our approaches : • student-centered • teach through concepts • teach through inquiry • Put learning into context, both local and global • Differentiate the learning experiences • create a community of learners • Develope independent, lifelong-learners • Informed by assessment

Our Approach to Learning students at BIFs are continuously challenged to develope transdisciplinary and transferable skill sets that they can continue to build on and apply in various contexts. We teach : • research skills

• communication skills

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• social skills

• thinking skills

• self-management skills

PYP Curricular Framework IBâ&#x20AC;&#x2122;s curricular framework centers around three components : Written Curriculum What do we want to learn? the written curriculum that has been identified and documented in a school Taught Curriculum How best will we learn? how the curriculum is implemented in the day to day teaching and learning Assessed Curriculum How will we know what we have learnt? the assessment of studentsâ&#x20AC;&#x2122; work to inform teaching and learning, e.g., written assignments, practical and oral assignments, portfolios, tests/quizzes, reports

Primary Years Programme handbook

The IB Learner Profile Primary to our mission is to nurture international-minded students. as such, all members of the community will strive to develope the attributes of the learner Profile.

I will listen carefully. I can share my ideas and opinions in more than one language. I present clearly and confidently.

I use what I know to solve problems. I can apply what I know to other situations. I make informed decisions.

I learn new and interesting things every day. I like to know about other people, other countries and other cultures. I apply my knowledge to unfamiliar situations.

I ask questions every day. I am curious and ask purposeful questions about what interests me. I can search for information about many things using different resources.

I am learning how to take care of my environment. I am aware of how other people feel and I help them when they need it. I can help people at school and those outside my community.

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I will make the better choice. I am honest and I treat everyone with fairness. I stand by my beliefs while maintaining an open mind.

I am willing to have a go at new things. I take calculated risks. I am not afraid to talk about my beliefs.

I think about what my day has been like. I think about what I am good at, what I need to get better at and the ways I can do to improve. I think about my ideas and decide what I can do to make them better.

I will play, eat healthy foods and get rest. I share my time between my family, my friends and myself. I understand the importance of personal well-being and I balance my time between academic, physical and social pursuits.

I understand that it is okay to be different. I listen to my classmates and try to understand them I am respectful of other peopleâ&#x20AC;&#x2122;s ideas and opinions.

Primary Years Programme handbook

Transdisciplinary Learning there are five main elements in the PYP curriculum. these elements are core to the transdisciplinary nature of the program. • the Programme of Inquiry (shown at the end of the PYP handbook) is the core transdisciplinary element for the knowledge component of the PYP. • the PYP key concepts are primary drivers in developing the inquiry across all subject areas. • the approaches to learning, or the transdisciplinary skills, are transferable in any area. • the PYP attitudes broadly support all learning and contribute to the holistic approach of the program. • opportunities are provided to take action arising from the learning. In a unesco presentation in 2006, a transdisciplinary program is defined : “Focus on issues across learning areas, between them and beyond them, for the emergence of new and broader perspectives and for deeper understanding of the interrelatedness of complex issues.”

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Subject Areas there are six subject areas that comprise the knowledge element of the PYP: Languages, Social Studies, Mathematics, Science, Arts, and Personal, Social and Physical Education. IB PYP students are required to learn an additional language. at BIFs, the host country language, Korean, is taught either for language acquisition (non-native speakers) or as an additional language and literature subject (mother tongue). scope and sequence documents for these subject areas can be found on the school website.

Language the teaching and assessment of english language at BIFs developes the students' abilities in reading, writing, oral and visual communication skills. It focuses on a range of texts and introduces students to a range of genres and writing styles. grammar, spelling and punctuation skills are taught within the contexts of these texts. a range of resources is used to support students' learning in english language. the students' language learning experience is very strongly integrated in our Program of Inquiry.

Host Country Language (Korean) BIFs offers the host country language as our additional language offering in the elementary. students learn about the host country culture through celebrations, history, and different cultural aspects of Korea. the study of the structure of the Korean language happens in different levels, from beginners to advanced levels.

Primary Years Programme handbook

Mathematics BIFs values the need for hands-on experience combined with relevant problem solving tasks to build a strong fundamental understanding of mathematics. these values are reinforced by providing an ideal balance between teacher-directed learning and student-centered inquiry. students are expected to learn beyond basic number operation facts, and are provided opportunities to construct meaning in mathematics and apply them in real life contexts.

Visual Arts Visual arts in the elementary gives emphasis on developing a deeper understanding of the elements of art and principles of design. students focus on ideas and themes, use a variety of media, and plan and execute how their ideas are communicated to a larger audience. ongoing reflection and response to other people's artwork is given equal importance. to promote the arts program to a wider community, our students' artworks have been used for various exhibits both around the Busan community and internationally.

Personal, Social and Physical Education Physical education at BIFs goes beyond student participation in sports and games. the transdisciplinary nature of the program means that communication, research, thinking, social, and self-management skills are developed as students learn about movement through the study of movement skills, movement concepts and movement principles.

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the development of students' personal and social skills happens throughout all the areas of the curriculum. teachers at BIFs support these through learning engagements both within and outside the program of inquiry.

Music our music program focuses on developing our students' music performance skills and music concepts. students perform to audiences through school concerts and off-campus activities. currently, the school runs a program that interlinks the following music aspects: performing, creating and composing, notation, listening and appreciation.

Science science in the PYP leads students to an awareness and appreciation of the world through the contextual lens of the various areas in science - force and energy, materials and matter, living things, and earth and space. through the units of Inquiry, students develope the transdisciplinary skills as well as a range of science-specific skills and processes.

Social Studies social studies in the PYP enables students to gain a deeper understanding about human behavior - themselves and others, and the characteristics of their own place and the rest of the world. the different strands in this area include - human systems and economic activities, social organization and culture, continuity and change through time, human and natural environments, and resources and the environment.

Primary Years Programme handbook

PYP Transdisciplinary Themes the program defines themes that identify areas of shared experience and have meaning for individuals from different cultures. these are commonly called as the units of Inquiry (uoIâ&#x20AC;&#x2122;s). students inquire into and learn about issues in the context of the units of inquiry. they are organized according to the six transdisciplinary themes as follows: Who we are an inquiry into the nature of the self, beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; rights and responsibilities; what it means to be human. Where we are in place and time an inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationship between and the interconnectedness of individuals and civilizations, from local and global perspectives. How we express ourselves an inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity, our appreciation of the aesthetic. How the world works an inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment. How we organize ourselves an inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment. Sharing the planet an inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.

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PYP Key Concepts :

What do we want students to understand? the inquiry has been designed around a key set of important ideas or concepts. these concepts provide the foundation for exploration across all disciplines. to focus the inquiry process, students and teachers are encouraged to model questions on the concepts of: Form

What is it like?

Function

How does it work?

Causation

Why is it like it is?

Change

How is it changing?

Connection

How is it connected to other things?

Perspective

What are the points of view?

Responsibility

What is our responsibility?

Reflection

How do we know?

In addition to these key concepts, related concepts - or subject-specific concepts - are explored through the inquiry. For example, in science, concepts such as matter, energy, and resources are revisited in every grade level through the units of Inquiry. social studies concepts such as place, conflict, beliefs, and interactions are discussed in various grade levels, with increasing complexity. the single subjects also choose the subject-specific related concepts to help the class focus on their inquiry.

Primary Years Programme handbook

IBâ&#x20AC;&#x2122;s Approaches to Learning :

What do we want the students to be able to do? through all the different subject areas, students engage in various learning engagements that introduce, develope and consolidate these transdisciplinary skills: Social Skills accepting responsibility, respecting others, cooperating, resolving conflicts, group decision-making, adopting a variety of group roles. Communication Skills listening, speaking, reading, writing, non-verbal communication, viewing, presenting Thinking Skills acquisition of knowledge, comprehension, application, analysis, synthesis, evaluation, dialectical thought, metacognition Research Skills Formulating questions, observing, planning, collecting data, recording data, organizing data, interpreting data, presenting research findings Self-Management Skills gross motor skills, fine motor skills, spatial awareness, organization, time management, safety, healthy lifestyle, codes of behavior, informed choices

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PYP Attitudes :

What do we want the students to value and feel? the following attitudes will contribute to the development of the learner profile : Appreciation

appreciating the wonder and beauty of the world and its people

Commitment

being committed to their own learning, preserving and showing self- discipline and responsibility

Confidence

feeling confident in their ability as learners, having the courage to take risks, applying what they have learned and making appropriate decisions and choices

Cooperation

cooperating, collaborating and leading or following as the situation demands

Creativity

being creative and imaginative in their thinking and in their approach to problems and dilemmas

Curiosity

being curious about the nature of learning about the world, its people and cultures

Empathy

imagining themselves in anotherâ&#x20AC;&#x2122;s situation, in order to understand his/her reasoning and emotions so as to be open-minded and reflective about the perspectives of others

Enthusiasm Independence

enjoying learning and willingly putting the effort into the process thinking and acting independently, making their own judgements, based on reasoned principles and being able to defend their judgements

Integrity

being honest and demonstrating a considered sense of fairness

Respect

respecting themselves, others and the world around them

Tolerance

being sensitive about differences and diversity in the world and being responsive to the needs of others

Primary Years Programme handbook

Action in the PYP :

How do we want students to act? students are encouraged to reflect, to choose wisely and to act responsibly with their peers, school staff and in the wider community. the action component of the PYP involves service in the widest sense of the word: service to fellow students, to the staff and to the community. through such service, students are able to grow both socially and personally, developing skills such as cooperation, problem solving, conflict resolution and creative and critical thinking. action can also include any self-initiated study or reflection on inquiries outside of the classroom.

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Inquiry-Based Learning at BIFs, we believe that no one text, person or experience can best cater to the learning needs of all. Multiple resources and multiple teaching strategies are employed in order to support our constructivist approach towards learning. this means that students construct knowledge (or co-constructing knowledge with peers and teachers) using the connections they create with both their pre-existing and new knowledge. this approach leads to a deeper level of understanding. Inquiry can take many forms: (Making the PYP Happen 2009) • Exploring, wondering, questioning • Experimenting and playing with possibilities • Making connections between previous and current knowledge • Making predictions and acting purposefully to see what happens • Collecting data and reporting findings • Clarifying existing ideas, and reappraising perception of events • Deepening understanding through the application of a concept • Making and testing theories • Researching and seeking information • Taking and defending a position • Solving problems in a variety of ways

Primary Years Programme handbook

Approach to a Balanced Literacy Framework at BIFs, we use multiple resources and assessment tools to ensure that literacy development supports inquiry. students will be given opportunities before, during and after the inquiry to develope their literacy skills, both through stand-alone literacy lessons and through the units of inquiry. 1. reading comprehension (primary tool : 7 Keys to Comprehension Strategies) We aim to help students read for meaning using seven specific thinking strategies that are used by proficient readers. • reading aloud • shared reading • guided reading • Independent reading

2. Writing (primary tool : 6+1 Trait Writing) the traits approach to writing instruction makes writing accessible for all learners by breaking a complex cognitive process into the different traits. • Modeled writing • shared writing • guided writing • Independent construction

3. Word study (primary resource : Words Their Way) Word study is a teacher-guided, studentcentered approach to vocabulary growth and spelling development whereby students engage in a variety of sound, pattern and meaning activities, while sorting pictures and words.

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Assessment learning is informed through assessments, both formative and summative, and using a variety of strategies and tools. assessing student learning may take the form of observations or anecdotal records, performance assessments, process-focused assessments, quizzes and tests, and open-ended tasks, among others. assessments of student learning are reported to parents through the following : • report cards • Portfolios • Parent-teacher conferences • student-led conferences external assessment is provided to gr 3-5 students through the International schools’ assessment (Isa) taken in February every year. For more information about Isa, go to http://www.acer.edu.au/isa.

PYP Exhibition the PYP exhibition is a requirement for students who are in their last year of the PYP. at BIFs, grade 5 students are required “to engage in an in-depth, collaborative inquiry process that involves them in identifying, investigating and offering solutions to real life issues or problems”. through the exhibition, students are provided the opportunity to demonstrate independence and responsibility for their own learning in their inquiry. they use and apply research, self-management, and social, communication and thinking skills as they work towards their exhibition presentation. students synthesize and apply their learning from previous years, and reflect on their learning journey through the PYP. usually scheduled in the spring, the exhibition is a celebration involving all the members of the community : parents, mentors, school administration, teachers, students, and other members of the wider community (local to global).

Primary Years Programme handbook

Program of WHO WE ARE

WHERE WE ARE IN PLACE AND TIME

HOW WE EXPRESS OU

JUNIOR PRESCHOOL An inquiry into…

… nature of the self; human relationships including families and friends, communities and cultures

… the ways in which we extend and enjoy our

Central Idea

Family cultures contribute to shaping our identity.

through stories, we learn our ideas about places

Lines of Inquiry

1. Diversity of families 2. Similarities and differences between families

Key Concepts

Form, Perspective

Related Concepts

similarities and differences, Belonging roles, community

not required for this age group

communication • With teacher guidance and using props, children will begin to share ideas to their peers both in formal and informal setting • Begin to develop both their mother tongue and additional language vocabulary • share their reflection, both verbal and nonverbal forms • Begin to use their journals to talk about their ideas

Approaches to Learning

research • Begin to use books, videos, places and people to find out interesting information • Frame questions about home and school experiences

1. Structure of stories 2. How stories make us feel 3. What we learn from stories Form, Perspective, con

characters, Feelings, social and self • Begin to develop strategies, both verbal and nonverbal, to help problem solve when in conflict with peers • Begin to adopt strategies when working with others, e.g. waiting for one’s turn, using respectful language • Begin to be aware of own responsibilities when in class (e.g. lining up, washing hands, tidying up, etc.)

thinking • Begin to use everyday materials and simple tools to create various art forms for different purposes • Begin to make connections between school and home experiences

Science Strand Focus

Social Studies Strand Focus

• social organization and culture (the study of study of people, communities, cultures and societies) • continuity and change through time (the relationships between people and events through time)

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• social organization and (the study of the ways in which individuals, groups and societies interact with

Inquiry 2015-16 RSELVES

HOW THE WORLD WORKS

SHARING THE PLANET

HOW WE ORGANIZE OURSELVES

(3-4 years old) reflect on, creativity

and share and people.

… how humans use their understanding of scientific principles

… the communities and the relationships within and between them

our understanding of how light works allow us to use it many different ways.

living things interact in different ways and in different contexts.

1. Properties of light 2. Sources of light 3. How we use light in our daily life

not required for this age group

1. What living things are 2. What living things need 3. How humans interact with animals

nection

Form, Function

Form, Function, connection

theme

Properties

Interaction, needs

science skills a. observe carefully in order to gather data* B. use a variety of instruments and tools to measure data accurately c. (Begin to) use scientific vocabulary to explain their observations and experiences* D. (Begin to) identify or generate a question or problem to be explored* e. Plan and carry out systematic investigations, manipulating variables as necessary F. (Begin to) make and test predictions* g. Interpret and evaluate data gathered in order g. to draw conclusions h. consider scientific models and applications of these models (including their limitations) social studies skills a. (Begin to) formulate and ask questions about the past, the future, places and society B. use and analyze evidence from a variety of historical, geographical and societal sources c. (Begin to) orientate in relation to place and time D. (Begin to) identify roles, rights and responsibilities in society* e. assess the accuracy, validity and possible e. bias of sources *Requires explicit modelling from adults.

culture each other)

• Materials and Matter (the properties, behaviors, and uses of materials, both natural and man-made, and how they are manipulated to suit a purpose)

• living things (the study of the interactions and relationships between and among living things, and with their environment) • Forces and energy (the energy that sustains life)

• resources and the environment (interaction between people and environment)

• human and natural environments (study of the distinctive features that give a place its identity)

*Note : Details may change as units are refined. Primary Years Programme handbook

Program of WHO WE ARE

WHERE WE ARE IN PLACE AND TIME

HOW WE EXPRESS OU

SENIOR PRESCHOOL An inquiry into…

… nature of the self; human relationships including families and friends, communities and cultures

Central Idea

Friendships enrich our lives and require nurturing in order to develop.

Lines of Inquiry

1. Friends around us 2. Why friends are important 3. Maintaining healthy friendships

Key Concepts

causation, responsibility

Related Concepts

Friendship, Wellness, relationship

… the ways in which we discover ideas, feelings, nature, culture, values; the ways in which we extend and enjoy our People use different forms to express their

not required for this age group

communication • With teacher guidance and using props, children will present and share ideas to the class • Begin to develop subject-specific vocabulary • Begin to share their reflection both verbally and in written form

Approaches to Learning

research • Begin to use books, videos, places and people to find out interesting information • Begin to frame questions focused on the topic • Begin to use simple instruments for simple measurements • Begin to interview people outside the class community • Begin to use pictographs and charts to gather information

1. Different forms of visual 2. Creative use of art mate 3. Responses to own work and those of others Form, Perspective, Processes, creativity,

social and self • Begin to develop strategies, both verbal and nonverbal, to help problem solve when in conflict with peers • Begin to adopt strategies when working with others, e.g. waiting for one’s turn, using respectful language • Begin to adopt strategies when working with others, e.g. waiting for one’s turn, listening to others, using respectful language, etc. • Begin to be aware of own responsibilities when in class (e.g. class jobs)

thinking • Begin to make connections on, and give examples of, how people in a community are interdependent of each other • use everyday materials and simple tools to create various art forms for different purposes • use school and home experiences to make connections with the texts explored • Materials and Matter (the properties, behaviors, materials, both natural and and how they are manipul purpose)

Science Strand Focus

Social Studies Strand Focus

• social organization and culture (the study of the ways in which individuals, groups and societies interact with each other)

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• social organization and (the study of study of people, communities, cultures and societies)

Inquiry 2015-16 RSELVES

HOW WE ORGANIZE OURSELVES

SHARING THE PLANET

… how humans use their understanding of scientific principles; impact of scientific and technological advances on society and the environment

… the interconnectedness of human-made systems and communities

…the rights and responsibilities in sharing finite resources with other people and other living things; communities and the relationships within and between them

Different materials can be used to show one’s creativity and imagination.

People use a variety of skills and strategies to perform their roles in the community.

Plants are a life-sustaining resource for living things.

1. Materials around us 2. Planning and creating simple designs 3. Reflecting about one’s work

1. What a community means 2. The different roles in the BIFS community 3. The skills that people use to contribute to the community

1. How living things grow 2. How plants help sustain life on Earth 3. Caring for living things

HOW THE WORLD WORKS

(4-5 years old) and express beliefs and reflect on, creativity of visual arts ideas. arts rials

reflection

Form, Function, reflection

responsibility, causation

Form, connection, responsibility

Materials

Properties, structure

community, roles

growth, sustainability, structure, system

science skills a. observe carefully in order to gather data* B. use a variety of instruments and tools to measure data accurately c. (Begin to) use scientific vocabulary to explain their observations and experiences* D. (Begin to) identify or generate a question or problem to be explored* e. Plan and carry out systematic investigations, manipulating variables as necessary F. (Begin to) make and test predictions* g. Interpret and evaluate data gathered in order g. to draw conclusions h. consider scientific models and applications of these models (including their limitations) social studies skills a. (Begin to) formulate and ask questions about the past, the future, places and society* B. use and analyze evidence from a variety of historical, geographical and societal sources c. (Begin to) orientate in relation to place and time* D. (Begin to) identify roles, rights and responsibilities in society* e. assess the accuracy, validity and possible e. bias of sources *Requires explicit modelling from adults.

and uses of man-made, ated to suit a

culture

• Force and energy (the application of scientific understanding through inventions and machines) • Materials and Matter (the properties, behaviors, and uses of materials, both natural and man-made, and how they are manipulated to suit a purpose)

• living things (the study of the characteristics, systems and behaviors of humans and other animals, and of plants) • earth and space (the natural phenomena and systems that shape the planet; the finite and infinite resources of the planet) • Forces and energy (the energy that sustains life)

• social organization and culture (the study of the ways in which individuals, groups and societies interact with each other) • human systems and economic activities (the study of how and why people construct organizations and systems; the ways in which people connect locally and globally)

• resources and the environment (the interaction between people and the environment)

*Note : Details may change as units are refined. Primary Years Programme handbook

Program of WHO WE ARE

WHERE WE ARE IN PLACE AND TIME

HOW WE EXPRESS OU

KINDERGARTEN … the ways in which we discover ideas, feelings, nature, culture, values; the ways in which we extend and enjoy our

An inquiry into…

… the nature of the self; personal and physical health

… the orientation in place and time; the discoveries, explorations and migrations of humankind

Central Idea

Personal health care habits and hygiene practices promote overall wellness.

transport systems reflect the changing needs of people.

expressing our feelings ideas helps us come to understandings.

Lines of Inquiry

1. Daily practices for health care and good hygiene 2. Common illnesses 3. Our responsibility in keeping ourselves healthy

1. How transport systems have changed over time 2. Reasons for different transport systems 3. How transport system supports the community

1. How feelings can be expre 2. Communicating through movement 3. Why people need to express 4. How celebrations help express

Key Concepts

causation, responsibility

change, reflection, Function

reflection, causation

Related Concepts

Wellness, Diseases, Prevention

Inventions, system, Migration

emotions, celebrations, conflict resolution

Approaches to Learning

Science Strand Focus

communication • Develop subject-specific vocabulary and use them appropriately in their observations and explanations • as articulated in the following documents : Language scope and sequence, Balanced literacy framework research • Begin to use books, videos, people and places to find out information • Begin to use simple instruments for simple measurements • Begin to frame questions focused on the topic • Begin to conduct interview with peers, family members and other people in the school community • Begin to use tally marks and pictographs to organize and present information thinking • use everyday materials and simple tools to create various art forms for different purposes • use background knowledge to make connections with the texts explored • Begin to determine the ideas in a text that are most relevant to the discussion

social and self • listen to others people’s ideas • Develop fine motor skills to effectively use materials in creating hands-on projects • Begin to develop strategies, both verbal and nonverbal, to help problem solve when in conflict with peers • Develop strategies when working with others, e.g. identifying short-term goals, recognizing roles and responsibilities, waiting for one’s turn, listening to others, using respectful language, etc. • use developing knowledge to make healthy and safe choices

• living things (the study of the characteristics, systems and behavior of humans and other animals)

Social Studies Strand Focus

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• continuity and change through time (the past, its influences on the present and its implications for the future)

• social organization and (the study of the ways in individuals, groups and societies interact with each

Inquiry 2015-16 RSELVES

HOW WE ORGANIZE OURSELVES

SHARING THE PLANET

…the natural world and its laws; the interaction between the natural world (physical and biological) and human societies

… the structure and function of organizations; societal decision-making

…the rights and responsibilities in sharing finite resources with other people and other living things

the earth’s natural cycles influence the activity of living things.

communities function more effectively when rules and routines are shared with all members.

People protect the earth’s resources for the good of all living things.

1. Natural cycles – e.g. Seasons, Night and Day, Days of the Week/Month, Life Cycle 2. The actions people take in response to changing seasons 3. Changes in the environment throughout the seasons

1. What an organization is 2. Different systems of organizations that we see in our community 3. Qualities and attributes of a good team

change, reflection, Form

Function, responsibility

Form, responsibility, reflection

cycles, time, environment, lifestyle

community, teamwork, organization, system

resources, environment, sustainability

HOW THE WORLD WORKS

(5-6 years old) and express beliefs and reflect on, creativity and new

ssed stories and how they feel people’s culture

culture,

1. Earth’s natural resources 2. How people use Earth’s resources 3. Ways we can protect Earth’s resources

science skills a. observe carefully in order to gather data* B. use a variety of instruments and tools to measure data accurately c. (Begin to) use scientific vocabulary to explain their observations and experiences* D. (Begin to) identify or generate a question or problem to be explored* e. Plan and carry out systematic investigations, manipulating variables as necessary F. (Begin to) make and test predictions* g. Interpret and evaluate data gathered in order g. to draw conclusions h. consider scientific models and applications of these models (including their limitations) social studies skills a. (Begin to) formulate and ask questions about the past, the future, places and society* B. use and analyze evidence from a variety of historical, geographical and societal sources c. (Begin to) orientate in relation to place and time* D. (Begin to) identify roles, rights and responsibilities in society* e. assess the accuracy, validity and possible e. bias of sources *Requires explicit modelling from adults. • living things (the interactions and relationships between and among living things, and with their environment.) • earth and space (the infinite and finite resources of the planet)

• earth and space (the natural phenomena and systems that shape the planet and the distinctive features that identify it)

culture which other)

• human and natural environments (the study of the distinctive features that give a place its identity; how people adapt to and alter their environment)

• social organization and culture (the study of the ways in which individuals, groups and societies interact with each other)

• resources and the environment (the interaction between people and the environment)

*Note : Details may change as units are refined. Primary Years Programme handbook

Program of WHO WE ARE

WHERE WE ARE IN PLACE AND TIME

HOW WE EXPRESS OU

GRADE An inquiry into…

… the nature of the self; personal and physical health

… orientation in place and time; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives

… the ways in which we and express culture, beliefs

Central Idea

an understanding of a well-balanced lifestyle allows us to make healthier choices.

learning about the previous generation helps us understand the relationship between the past and the present.

Images communicate information.

1. Ways to find out about the past 2. Behaviors and practices that have changed or remained the same over time 3. Connection between present and future

1. Signs and symbols around 2. Creative ways to communicate ideas and 3. Global importance of signs symbols

Lines of Inquiry

1. What healthy nutrition looks like 2. Why body care is important 3. Maintaining a balanced and healthy lifestyle

Key Concepts

Form, responsibility, reflection

change, connection, reflection

Form, Function, Persp

Related Concepts

Wellness, health, Balance, nutrition, lifestyle

time, Family, culture

communication, no

Approaches to Learning

Science Strand Focus

communication • Develop subject-specific vocabulary and use them appropriately in their observations and explanations • Begin to develop their presentation skills for a wider audience • as articulated in the following documents: language scope and sequence, Balanced literacy framework research • Formulate questions that are on topic and are testable/answerable • collect data from multiple sources and organize them using tally charts, graphs, graphic organizers, etc. • Begin to cite sources of information • Make and test predictions thinking • Making reasonable hypothesis based on prior knowledge or experience • Determines the most important ideas from texts explored • uses background knowledge to make connections with texts • creates mental images when exploring texts • analyze and synthesize information to draw conclusions based on multiple resources, multiple tests, multiple points of view • orientate in place and time, e.g. distinguish between past and present; explore similarities and differences between the past and the present ; explore and share instances of change and continuity in personal lives, family and local histories; sequence events, routines, personal histories in chronological order; interpret place and time using tools such as maps and timelines; investigate directions and distances within the local environment

social • recognize that there are a variety of roles and responsibilities in various settings and perform the assigned tasks • Begin to develop strategies when working in a group, e.g. identifying group goals, listening to other people’s ideas, making shared decisions, etc. self-management • With teacher guidance, set achievable goals for personal, social and academic development • Make informed choices to achieve a healthy and balanced lifestyle • Develop and apply fine motor skills with precision • Develop and apply gross motor skills appropriately

• living things (the study of the characteristics, systems, and behaviors of humans) • Force and energy (the study of energy in living things)

Social Studies Strand Focus

26 Busan International Foreign school

• social organization and culture (the study of people, communities, cultures and societies) • continuity and change through time (the study of the relationships between people and events through time )

• social organization and (the study of how and why construct systems; the ways connect locally and globally)

Inquiry 2015-16 HOW THE WORLD WORKS

HOW WE ORGANIZE OURSELVES

SHARING THE PLANET

discover and values

… the natural world and its laws; how humans use their understanding of scientific principles

… the interconnectedness of human-made systems and communities

… the rights and responsibilities in the struggle to share finite resources with other people and other living things

ideas and

Materials have properties which we can change and use.

Production of goods involves people, resources and various processes.

living things depend on the environment for its survival.

1. Human and natural resources 2. Processes involved in the production of goods 3. Our responsibility as producers

1. What living things need to survive 2. The flow of energy in an ecosystem 3. The interaction between the living things and the environment

RSELVES

ONE

us information and

1. Properties of materials 2. How properties of materials can be changed 3. Scientific skills and processes

ective

Form, change, Function

Form, Function, responsibility

causation, Function, connection

tation

Properties, Matter, Design

resources, Processes, Production

energy, ecosystem, Interaction, environment, resources

social studies skills a. Formulate and ask questions about the past, the future, places and society B. use and analyze evidence from a variety of historical, geographical and societal sources c. orientate in relation to place and time D. Identify roles, rights and responsibilities in society e. assess the accuracy, validity and possible e. bias of sources

culture people people

Writing traits 1. Ideas 2. organization 3. Voice 4. Word choice 5. sentence Fluency 6. conventions 7. Presentation

• Materials and Matter (the properties, behaviors, and uses of materials, both natural and man-made, and how they are manipulated to suit a purpose)

• living things (the study of the interactions and relationships between and among living things, and with their environment) • earth and space (the natural phenomena and systems that shape the planet; the finite and infinite resources of the planet) • Forces and energy (the energy that sustains life)

• resources and the environment (interaction between people and environment)

• human systems and economic activities (the study of how and why people construct systems) • resources and the environment (the study of how humans allocate and manage resources)

• human and natural environments (study of the distinctive features that give a place its identity)

*Note : Details may change as units are refined. Primary Years Programme handbook

Program of WHO WE ARE

WHERE WE ARE IN PLACE AND TIME

HOW WE EXPRESS OU

GRADE An inquiry into…

… the nature of the self; personal and physical health

… orientation in place and time; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives

… the ways in which we discover culture, beliefs and values

Central Idea

the different structures of the human body functions together to support life.

the earth’s physical geography has an impact on human interactions and settlements.

People mark important and cultural events through and traditions.

Lines of Inquiry

1. How body systems work 2. How body systems are interdependent 3. Impact of lifestyle choices on the body

1. How home designs are influenced by the environment 2. How home designs reflect people’s culture and daily life 3. The different climates around the world

1. Personal and cultural events 2. What, why, when we celebrate 3. Similarities and differences between traditions and celebrations across cultures

Key Concepts

Function, connection, responsibility

causation, reflection, Form

Related Concepts

system, characteristics, Interdependence, energy

environment, resources, culture, geography

Approaches to Learning

Science Strand Focus

communication • Develop subject-specific vocabulary and use them appropriately in their observations and explanations • use the Writing traits to enhance their writing • Develop effective presentation skills for a specific audience • use technology to enhance communication of ideas • represent findings using models • as articulated in the following documents : Language scope and sequence, Balanced literacy framework research • Formulate questions that are testable/ answerable • collect data from multiple resources and begin to cite their sources, e.g. historical, societal, geographical sources • organize data using charts, graphic organizers, video and voice recording, etc. • Begin to design and carry out simple surveys • Begin to cite sources of information • use a variety of measuring instruments with accuracy and use measured data to explain own observations • Make and test predictions thinking • Determine the most important ideas from texts explored • use background knowledge to make connections with texts and to formulate hypothesis • create mental images when exploring texts • Begin to make inferences based on acceptable clues when exploring texts • analyze and synthesize information to draw conclusions based on multiple resources, multiple tests, multiple points of view • Metacognition: Identify how one best think and learn • apply social studies skills to explore and share instances of change and continuity in personal lives, family and local and world histories; interpret place and time using tools such as maps and timelines

• living things (the study of the characteristics, systems and behaviors of humans) • Forces and energy (the energy that sustains life processes)

Social Studies Strand Focus

28 Busan International Foreign school

Form, Perspective, traditions, culture, Identity,

social • With teacher guidance, develop strategies to effectively work with a team, e.g. identifying individual responsibilities, listening to others, disagreeing respectfully, arriving at a consensus, etc. self-management • With teacher guidance, develop goals and strategies towards personal, social and academic development • With teacher guidance, set goals and manage time and resources to complete a task within the allotted time • Make informed choices based on own evaluation of facts and experiences • Develop and apply fine motor skills with precision • Develop and apply gross motor skills appropriately

• Materials and Matter (the study of the origins of humanmade materials and how they are manipulated to suit a purpose) • earth and space (the distinctive features that identify the planet earth ) • social organization and culture (the study of people, • human and natural environments and societies; the ways in which individuals, groups (the study of the distinctive features that give a with each other) place its identity; how people adapt to and alter • human and natural environments(the study their environment; how people experience and features that give a place its identity) • continuity and change through time represent place) (the study of the relationships between people • resources and the environment (the study of the through time; the past, its influences on the interaction between people and its environment) implications for the future)

Inquiry 2015-16 RSELVES

HOW THE WORLD WORKS

HOW WE ORGANIZE OURSELVES

SHARING THE PLANET

… the natural world and its laws; the interaction between the natural world and human societies

… the interconnectedness of human-made systems and communities

… the rights and responsibilities in the struggle to share finite resources with other people and other living things

energy is found in various forms and is used to support human endeavors.

the community provides systems to meet people’s basic needs and wants.

When interacting with the environment, humans make choices that can affect other living things.

1. Different forms of energy 2. How energy is used 3. How energy flows through the Earth’s systems

1. Community’s needs and wants 2. How community provides work for people to meet their needs and wants 3. How jobs help shape a community

1. Changes on Earth over time 2. Human activities that affect the environment 3. Human responsibilities in protecting the environment

TWO and express

personal celebrations

reflection

Form, Function

Perspective, connection

change, causation, responsibility

Diversity

energy, sustainability, Properties, renewability

community, needs and Wants, environment, resources

environment, Interaction, resources

science skills a. observe carefully in order to gather data B. use a variety of instruments and tools to measure data accurately c. use scientific vocabulary to explain their observations and experiences D. Identify or generate a question or problem to be explored e. Plan and carry out systematic investigations, manipulating variables as necessary F. Make and test predictions g. Interpret and evaluate data gathered in order g. to draw conclusions h. consider scientific models and applications of these models (including their limitations) social studies skills a. Formulate and ask questions about the past, the future, places and society B. use and analyze evidence from a variety of historical, geographical and societal sources c. orientate in relation to place and time D. Identify roles, rights and responsibilities in society e. assess the accuracy, validity and possible e. bias of sources • Forces and energy (the study of energy, its origins, storage and transfer, and the work it can do; the application of scientific understanding through inventions and machines) • Materials and Matter (the study of the properties, behaviors and uses of materials, both natural and human-made) communities, cultures and societies interact of the distinctive and events present and its

• resources and the environment (the impact of scientific and technological developments on the environment)

reading comprehension Keys (thinking about reading) 1. using background knowledge (schema) 2. creating mental images 3. Questioning 4. Inferring 5. Determining Importance 6. synthesizing 7. Monitoring for meaning (“fix-ups”) Writing traits 1. Ideas 2. organization 3. Voice 4. Word choice 5. sentence Fluency 6. conventions 7. Presentation • earth and space (the infinite and finite resources of the planet) • living things (the interactions and relationships between living things and the environment)

• human systems and economic activities (the study of how and why people construct organizations and systems) • social organization and culture (the study of the ways in which individuals, groups and societies interact with each other)

• resources and the environment (interaction between people and environment) • human and natural environments (the study of how people adapt to, and alter their environment)

*Note : Details may change as units are refined. Primary Years Programme handbook

Program of WHO WE ARE

WHERE WE ARE IN PLACE AND TIME

HOW WE EXPRESS OU

GRADE An inquiry into…

… the nature of the self; beliefs and values

… orientation in place and time; the discoveries, explorations and migrations of humankind

… the ways in which we reflect and enjoy our creativity; our appreciation of the

Central Idea

choices of role models reflect the beliefs and values of individuals and societies.

explorations lead to discoveries, opportunities, and new understandings.

Different types of art capture and imagination.

Lines of Inquiry

1. What determines our beliefs and values 2. Significant people through place and time and their influence on the society 3. Influence of role models on our choices and actions

1. Reasons for exploration (historical and personal) 2. How explorations have taken place over time 3. The consequences of exploration

Key Concepts

Perspective, reflection, causation

causation, change, reflection

Perspective, Form, con

Related Concepts

Identity, choice, action, Beliefs, Values, leadership

geography, navigation, Past, consequence, Discoveries

self-expression, creativity, Media, Processes

Approaches to Learning

communication • Develop subject-specific vocabulary and use them appropriately in their observations and explanations • use the Writing traits to enhance their writing • Develop effective presentation skills for a specific audience and using appropriate props, e.g. models, charts, technology, etc. • recognize and develop nonverbal strategies to communicate ideas and opinions research • Formulate questions that are testable/ answerable and relevant to specific elements of a topic; formulate questions about the past, about people and about society. • Manipulate variables in a controlled experiment and analyze the results • use measurement tools accurately when gathering data • collect, summarize and analyze data from multiple resources and cite them appropriately (historical, geographical and societal sources) • use models to present own interpretation of data • Identify roles, rights and responsibilities in society • assess the accuracy and possible bias of sources, e.g. distinguish between fact and opinion; piece together evidence to explain, report or persuade; make predictions to test understanding • cite sources of research information thinking • use and apply the thinking strategies (7 Keys) when exploring texts • analyze and synthesize information to draw conclusions based on multiple resources, multiple tests, multiple points of view • Metacognition : analyze how one best think and learn; self-questioning • orientate in relation to place and time, e.g. sequence events, explore similarities and differences between the past and the present, interpret place and time using tools such as maps and timelines, explore and share instances of change and continuity in personal, local and global histories • apply learned ideas and concepts to another situation • Make judgments or decisions given a criteria

Science Strand Focus

Social Studies Strand Focus

• human systems and economic activities (the ways people connect locally and globally) • social organization and culture (the study of people, communities, cultures and societies) • continuity and change through time (the study of people who have shaped the future through their actions)

30 Busan International Foreign school

1. The diverse ways people ideas and interests 2. The stages of creative proc 3. Artistic strategies to enhance

social • adopt a variety of roles and responsibilities in various settings • listen sensitively to other people’s opinions • state own opinions with respectful consideration to other’s point of view • continue to develop strategies to resolve conflicts within a group self-management • With teacher guidance, develop goals and strategies towards personal, social and academic development • With teacher guidance, set goals and manage time and resources to complete a task within the allotted time • select an appropriate course of action based on accurate facts and well-formed opinions • Develop and apply both fine and gross motor skills with precision

• earth and space (the distinctive features that identify the planet earth )

• Materials and Matter (the properties and uses of

• human systems and economic activities (the ways people connect locally and globally) • continuity and change through time (the study of the past, its influences on the present and its implications for the future; people who have shaped the future through their actions)

• human systems and economic activities (the ways people connect globally) • continuity and change thr (the study of people who shaped the future through

Inquiry 2015-16 RSELVES

HOW THE WORLD WORKS

HOW WE ORGANIZE OURSELVES

SHARING THE PLANET

… the natural world and its laws; how humans use their understanding of scientific principles

… the interconnectedness of human-made systems and communities

… the rights and responsibilities in the struggle to share finite resources with other people and other living things

Forces are all around us and have an impact on people and objects.

communities support each other in times of needs.

the cycles in earth’s systems help regenerate its resources.

1. Types of forces 2. Measuring forces 3. How forces effect people and objects

1. How and why natural disasters occur 2. Effects of natural disasters on the community 3. The responsibility of communities to support each other in times of need

1. Earth’s renewable and nonrenewable resources 2. The importance of natural cycles 3. Our responsibility in managing the Earth’s resources

THREE on, extend, aesthetic our ideas

convey their esses meaning nection

Form, Function, causation

Form, causation, responsibility

causation, responsibility, connection

theme,

Interaction, systems, Balanced, Measurement

geology, energy, Plate tectonics, community, organization

resources, cycles, system, energy, renewability

materials)

locally and ough time have their actions)

• Force and energy (the study of balanced and unbalanced forces and its effects on objects)

Writing traits 1. Ideas 2. organization 3. Voice 4. Word choice 5. sentence Fluency 6. conventions 7. Presentation

• earth and space (the natural phenomena and systems that shape the planet and the distinctive features that identify it) • Forces and energy (energy and forces that enable the changes on earth to happen)

• earth and space (the natural phenomena and systems that shape the planet and the distinctive features that identify it; the infinite and finite resources of the planet) • Materials and Matter (the properties and uses of materials)

• resources and the environment (interaction between people and environment) • human systems and economic activities (the study of how and why people construct organizations and systems) • social organization and culture (the study of the ways in which individuals, groups and societies interact with each other)

• resources and the environment (interaction between people and environment; how humans allocate and manage resources)

*Note : Details may change as units are refined. Primary Years Programme handbook

Program of WHO WE ARE

WHERE WE ARE IN PLACE AND TIME

HOW WE EXPRESS OU

GRADE An inquiry into…

…personal, physical, mental, social and spiritual health

… the orientation in place and time; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives

Central Idea

People who understand how to be healthy can use this knowledge to enhance their well-being

Past civilizations shape present day systems and technologies.

Lines of Inquiry

1. Health and wellness 2. Nutrition and diet 3. Setting health goals to promote wellness

1. Aspects of past civilizations that have survived 2. Reasons these systems and technologies developed and continue to develop 3. Implications for the future

Key Concepts

Form, causation, responsibility

causation, change, connection

Related Concepts

health, Diseases, heredity, environment, safety, Wellness

civilization, technology, Progress , system

communication • listening and speaking skill development • reading and writing skill development • Viewing and presenting skill development • non-verbal communication skill development

Approaches to Learning

research skills • Formulate compelling and relevant questions about local and global issues • collect data from multiple resources, both primary and secondary sources • cite sources using the agreed format (Mla) • record research data using appropriate tools • Draw valid conclusions, supported by a range of evidence thinking skills • acquisition of knowledge, comprehension and application • Increasing complexity in the analysis, synthesis and evaluation of a set of information • Dialectical thought • Metacognition: learning how one learns best

the different ways people express themselves influenced by their 1. Similarities and differences between world religions 2. How people’s lives are affected by beliefs 3. Variety of ways that people their beliefs connection, Perspective, Beliefs, Diversity, comm

social skills • accept responsibility for class work • respect others’ beliefs and opinions • cooperate in school tasks • resolve conflict appropriately • actively help with group decision-making • adopt a variety of roles depending on the situation self-management skills • create an organizational plan for individual and group tasks • Manage time and resources effectively and appropriately • Make behavior choices that do not put own and others in danger • Make informed choices to select appropriate courses of action

• Forces and energy (the application of scientific understanding through inventions and machines) • Materials and Matter (the properties and uses of materials; the origins of human-made materials and how they are manipulated to suit a purpose.)

Science Strand Focus

Social Studies Strand Focus

… the ways in which we and express culture, beliefs,

• human systems and economic activities (the study of how and why people construct organizations and systems; the distribution of power and authority.) • continuity and change through time (the study of the past, its influences on the present and its implications for the future) • social organization and culture (the ways in which individuals, groups and societies interact with each other)

32 Busan International Foreign school

• resources and the environment (interaction between people and environment; how humans allocate and manage resources; the impact of scientific and technological developments on the environment) • continuity and change through time (the study of the past, its influences on the present and its implications for the future; people who have shaped the future through their actions) • social organization and culture (the study of people, communities, cultures and societies)

• social organization and culture people, communities, cultures and ways in which individuals, groups interact with each other) • continuity and change through study of the relationships between events through time; the past, its the present and its implications

Inquiry 2015-16 RSELVES

HOW THE WORLD WORKS

HOW WE ORGANIZE OURSELVES

SHARING THE PLANET

FOUR discover and values

… the natural world and its laws; how humans use their understanding of scientific principles

… economic activities and their impact on humankind and the environment

… rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them

live and are beliefs.

systematic investigations allow for people to understand how materials can be changed.

economic activity brings about changes to economies and the environment.

Biodiversity relies on maintaining the interdependent balance of organisms within systems.

express

1. Properties of matter 2. Physical and chemical changes in matter 3. Processes involved in a systematic investigation

1. How an economy works 2. The changes that have occurred due to the expansion of industries 3. How geography dictates the industries that develop in an area

1. Interdependence within ecosystems, biomes and environments 2. Similarities and differences between ecosystems 3. How human interaction with the environment can affect the balance of systems

reflection

Form, change

Function, causation, change

Function, connection, responsibility

unication

Matter, Properties, characteristics

economy, environment, resources, geography, needs and Wants

Biodiversity, Interaction, systems, extinction, Balance, Interdependence reading comprehension Keys (thinking about reading) 1. Using background knowledge (schema) 2. Creating mental images 3. Questioning 4. Inferring 5. Determining Importance 6. Synthesizing 7. Monitoring for meaning (“fix-ups”)

• living things (the study of the interactions and relationships between and among them, and with their environment) • Force and energy (the study of energy and the work it can do; how it is transferred from a living thing to another to sustain life) • earth and space (the natural phenomena and systems that shape the planet and the distinctive features that identify it)

• Forces and energy (the application of scientific understanding through inventions and machines) (the study of societies; the and societies time (the people and influences on for the future)

• human systems and economic activities (the study of how and why people construct organizations and systems; the ways people connect locally and globally) • continuity and change through time (the study of the past, its influences on the present and its implications for the future; people who have shaped the future through their actions) • resources and the environment (the study of the impact of scientific and technological advances on the environment)

Writing traits 1. Ideas 2. Organization 3. Voice 4. Word Choice 5. Sentence Fluency 6. Conventions 7. Presentation

• human systems and economic activities (the study of why people construct organizations and systems; the ways in which people connect locally and globally) • resources and the environment (the study of how humans allocate and manage resources; the positive and negative effects of this management; the impact of scientific and technological advances on the environment)

• human and natural environments (the study of the distinctive features that give a place its identity) • resources and the environment (the interaction between people and the environment)

*Note : Details may change as units are refined. Primary Years Programme handbook

Program of WHO WE ARE

WHERE WE ARE IN PLACE AND TIME

HOW WE EXPRESS OU

GRADE An inquiry into…

… personal, physical, mental, social, and spiritual health; rights and responsibilities

… the discoveries, explorations (and migrations) of humankind

Central Idea

the changes people experience throughout their life affect their evolving sense of self.

curiosity leads to discoveries that help us better understand the universe.

Lines of Inquiry

1. The changes that occur during puberty 2. Factors that contribute to well-being during puberty 3. How relationships contribute to selfconcept

Key Concepts

causation, change, responsibility

Form, Function

Related Concepts

Puberty, self-concept, relationships, Wellbeing

curiosity, Investigation, Discovery, system

1. The scientific inquiry process. 2. Scientific discoveries throughout time 3. The Solar System

communication • listening and speaking skill development • reading and writing skill development • Viewing and presenting skill development • non-verbal communication skill development

Approaches to Learning

Science Strand Focus

Social Studies Strand Focus

eXhIBItIon

• living things (the study of characteristics, systems and behaviors of humans)

• earth and space (the study of planet earth and its position in the universe, particularly its relationship with the sun; the natural phenomena and systems that shape the planet and the distinctive features that identify it)

• social organization and culture (the study of people, communities, cultures and societies; the ways in which individuals, groups and societies interact with each other)

• continuity and change through time (the study of the relationships between people and events through time; the past, its influences on the present and its implications for the future; people who have shaped the future through their actions) • resources and the environment (the study of the interaction between people and the environment; the impact of scientific and technological advances on the environment)

34 Busan International Foreign school

… the ways in which we reflect enjoy our creativity; our appreciation of the

eXhIBItIon

Inquiry 2015-16 RSELVES

HOW THE WORLD WORKS

HOW WE ORGANIZE OURSELVES

SHARING THE PLANET

… the natural world and its laws; how humans use their understanding of scientific principles

… economic activities and their impact on humankind and the environment

… peace and conflict resolution

Different sources of energy and the different ways energy can be transformed, transported, and stored each have different benefits and drawbacks.

Knowledgeable consumers use critical thinking to make informed choices.

Different wants and needs result in conflict.

FIVE on, extend and aesthetic

1. The nature of energy 2. How energy is changed from one form to another 3. How people access energy for daily uses

1. The purpose of media 2. Recognizing bias in media 3. Evaluating messages in media

1. Causes of Conflict 2. Conflicts around the world throughout time 3. Consequences of conflicts

Form, change, connection

Function, Perspective, responsibility

causation, Perspective, responsibility

energy, sustainability, conservation, transformation

economics, Media, choice, Perception

global conflicts, conflict resolution reading comprehension Keys (thinking about reading) 1. Using background knowledge (schema) 2. Creating mental images 3. Questioning 4. Inferring 5. Determining Importance 6. Synthesizing 7. Monitoring for meaning (“fix-ups”)

Writing traits 1. Ideas 2. Organization 3. Voice 4. Word Choice 5. Sentence Fluency 6. Conventions 7. Presentation

• Forces and energy (the study of energy, its origins, storage and transfer, and the work it can do; the application of scientific understanding through inventions and machines) • human systems and economic activities • resources and the environment (the study of how and why people construct (the study of interaction between people and organizations and systems; the ways people the environment; the study of how humans connect locally and globally) allocate and manage resources; the positive • social organization and culture and negative effects of this management; (the study of people, communities, cultures and the impact of scientific and technological societies; the ways in which individuals, groups and societies interact with each other) developments on the environment)

• social organization and culture (the study of people, communities, cultures and societies; the ways in which individuals, groups and societies interact with each other) • continuity and change through time (the study of the relationships between people and events through time; the past, its influences on the present and its implications for the future; people who have shaped the future through their actions) • human systems and economic activities (the study of how and why people construct organizations and systems; the ways people connect locally and globally; the distribution of power and authority)

*Note : Details may change as units are refined. Primary Years Programme handbook

36 Busan International Foreign school To develop their scientific thinking, students will be provided opportunities to : • develop their observational skills by using their senses to gather and record information. • use their observations to identify patterns, make predictions and refine their ideas. • explore the way objects and phenomena function. • identify parts of a system. • gain an understanding of cause and effect relationships. • examine change over varying time periods. • recognize that more than one variable may affect change. • be aware of different perspectives and ways of organizing the world. • they will show care and respect for themselves, other living things and the environment. • communicate their ideas or provide explanations using their own scientific experience.

To develop their scientific thinking, students will be provided opportunities to :

• develop their observational skills by using their senses to gather and record information. • use their observations to identify simple patterns, make predictions and discuss their ideas. • explore the way objects and phenomena function. • recognize basic cause and effect relationships. • examine change over varying time periods. • know that different variables and conditions may affect change. • be aware of different perspectives. • show care and respect for themselves, other living things and the environment. • communicate their ideas or provide explanations using their own scientific experience and vocabulary.

see also : BIFs Programme of Inquiry document

(5-7 years old)

Kindergarten to Grade 1

(3-5 years old)

Preschool

To develop their scientific thinking, students will be provided opportunities to : • develop their observational skills by using their senses and selected observational tools. • gather and record observed information in a number of ways, and they will reflect on these findings to identify patterns or connections, make predictions, and test and refine their ideas with increasing accuracy. • explore the way objects and phenomena function, identify parts of a system, and gain an understanding of increasingly complex cause and effect relationships. • examine change over time, and they will recognize that change may be affected by one or more variables. • reflect on the impact that the application of science, including advances in technology, has had on themselves, society and the environment. • be aware of different perspectives and ways of organizing the world, and they will be able to consider how these views and customs may have been formulated. • examine ethical and social issues in sciencerelated contexts and express their responses appropriately. • use their learning in science to plan thoughtful and realistic action in order to improve their welfare and that of other living things and the environment. • communicate their ideas or provide explanations using their own scientific experience and that of others.

• develop their observational skills by using their senses and selected observational tools. • gather and record observed information in a number of ways, and they will reflect on these findings to identify patterns or connections, make predictions, and test and refine their ideas with increasing accuracy. • explore the way objects and phenomena function. • identify parts of a system. • gain an understanding of increasingly complex cause and effect relationships. • examine change over time, and will recognize that change may be affected by one or more variables. • examine how products and tools have been developed through the application of science concepts. • be aware of different perspectives and ways of organizing the world, and they will be able to consider how these views and customs may have been formulated. • consider ethical issues in science-related contexts and use their learning in science to plan thoughtful and realistic action in order to improve their welfare and that of other living things and the environment. • communicate their ideas or provide explanations using their own scientific experience and that of others.

(9-12 years old)

Grade 4 to Grade 5

(source : Making the PYP Happen 2012)

To develop their scientific thinking, students will be provided opportunities to :

(7-9 years old)

Grade 2 to Grade 3

Overall expectations in science

IB PYP Overall Expectations

Primary Years Programme handbook

As young historians / geographers / social scientists, students will be provided opportunities to : • increase their understanding of their world, focusing on themselves, their friends and families and their environment. • appreciate the reasons why people belong to groups, the roles they fulfill and the different ways that people interact within groups. • recognize connections within and between systems by which people organize themselves. • broaden their sense of place and the reasons why particular places are important to people. • understand how and why people’s activities influence, and are influenced by, the places in their environment. • start to develop an understanding of their relationship with the environment. • gain a greater sense of time, recognizing important events in their own lives. • recognize how time and change affect people. • become increasingly aware of how advances in technology affect individuals and the environment.

As young historians / geographers / social scientists, students will be provided opportunities to :

• explore their understanding of people and their lives, focusing on themselves, their friends and families, and their immediate environment. • will practice applying rules and routines to work and play. • gain an increasing awareness of themselves in relation to the various groups to which they belong. • be conscious of systems by which they organize themselves. • develop their sense of place, and the reasons why particular places are important to people. • develop their sense of time. • recognize important events in their own lives, and how time and change affect people. • explore the role of technology in their lives.

see also : BIFs Programme of Inquiry document

(5-7 years old)

Kindergarten to Grade 1

(3-5 years old)

Preschool

• extend their understanding of human society, focusing on themselves and others within their own community as well as other communities that are distant in time and place. • investigate how and why groups are organized within communities, and the ways in which communities reflect the cultures and customs of their people. • recognize the interdependency of systems and their function within local and national communities. • increase their awareness of how people influence, and are influenced by, the places in their environment. • explore the relationship between valuing the environment and protecting it. • extend their understanding of time, recognizing important events in people’s lives. • understand how the past is recorded and remembered in different ways. • broaden their understanding of the impact of advances in technology over time, on individuals, society and the environment.

As young historians / geographers / social scientists, students will be provided opportunities to :

(7-9 years old)

Grade 2 to Grade 3

Overall expectations in social studies

IB PYP Overall Expectations

• recognize different aspects of human society, focusing on themselves and others within their own community as well as groups of people that are distant in time and place. • extend their understanding of how and why groups are organized within communities, and how participation within groups involves both rights and responsibilities. • understand the interdependency of systems and their function within local and national communities. • gain an appreciation of how cultural groups may vary in their customs and practices but reflect similar purposes. • deepen their awareness of how people influence, and are influenced by, places in the environment. • realize the significance of developing a sense of belonging and stewardship towards the environment, valuing and caring for it, in the interests of themselves and future generations. • consolidate their understanding of time, recognizing how ideas and actions of people in the past have changed the lives of other. • deepen their knowledge and appreciation of how the past is recorded and remembered in different ways. • gain an understanding of how and why people manage resources. • understand the impact of technological advances on their own lives, on society and on the world. • reflect on the need to make responsible decisions concerning the use of technologies.

As young historians / geographers / social scientists, students will be provided opportunities to :

(9-12 years old)

Grade 4 to Grade 5

(source : Making the PYP Happen 2012)

38 Busan International Foreign school Shape and Space* • continue to work with 2D and 3D shapes, developing the understanding that shapes are classified and named according to their properties. • understand that examples of symmetry and transformations can be found in their immediate environment. • interpret, create and use simple directions and specific vocabulary to describe paths, regions, positions and boundaries of their immediate environment.

Data Handling* • understand how information can be expressed as organized and structured data and that this can occur in a range of ways. • collect and represent data in different types of graphs, interpreting the resulting information for the purpose of answering questions. • develop an understanding that some events in daily life are more likely to happen than others and they will identify and describe likelihood using appropriate vocabulary.

Shape and Space* • understand the properties of regular and irregular polyhedra. • understand the properties of 2D shapes and understand that 2D representations of 3D objects can be used to visualize and solve problems in the real world, for example, through the use of drawing and modelling. • develop their understanding of the use of scale (ratio) to enlarge and reduce shapes. • apply the language and notation of bearing to describe direction and position. Shape and Space* • sort, describe and model regular and irregular polygons, developing an understanding of their properties. • describe and model congruency and similarity in 2D shapes • develop their understanding of symmetry, in particular reflective and rotational symmetry. • understand how geometric shapes and associated vocabulary are useful for representing and describing objects and events in real-world situations.

see also : BIFs Mathematics scope and sequence document

* teachers will strive to introduce or consolidate these mathematical concepts and processes through the Programme of Inquiry (PoI). We believe that mathematics is an inquiry tool that can be used to describe and analyze the world around us. In cases when an integration is not meaningful, mathematical content and processes can be taught outside the PoI.

Shape and Space* • understand that shapes have characteristics that can be described and compared. • understand and use common language to describe paths, regions and boundaries of their immediate environment.

Data Handling* • develop an understanding of how the collection and organization of information helps to make sense of the world. • sort, describe and label objects by attributes and represent information in graphs, including pictographs and tally marks. • discuss chance in daily events.

Data Handling* • collect, organize and display data for the purposes of valid interpretation and communication. • use the mode, median, mean and range to summarize a set of data. • create and manipulate an electronic database for their own purposes, including setting up spreadsheets and using simple formulas to create graphs. • understand that probability can be expressed on a scale (0–1 or 0%–100%) and that the probability of an event can be predicted theoretically.

Measurement* • continue to use standard units to measure objects, in particular developing their understanding of measuring perimeter, area and volume. • select and use appropriate tools and units of measurement, and will be able to describe measures that fall between two numbers on a scale. • construct meaning about the concept of an angle as a measure of rotation.

Measurement* • understand that standard units allow us to have a common language to measure and describe objects and events. • understand that while estimation is a strategy that can be applied for approximate measurements, particular tools allow us to measure and describe attributes of objects and events with more accuracy. • develop these understandings in relation to measurement involving length, mass, capacity, money, temperature and time.

Measurement* • develop an understanding of how measurement involves the comparison of objects and the ordering and sequencing of events. • identify, compare and describe attributes of real objects . • describe and sequence familiar events in their daily routine.

To develop their mathematical thinking, students will be provided opportunities to : Measurement* • understand that a range of procedures exists to measure different attributes of objects and events, for example, the use of formulas for finding area, perimeter and volume. • Decide on the level of accuracy required for measuring and using decimal and fraction notation when precise measurements are necessary. • measure and construct angles to demonstrate their understanding of angles as a measure of rotation.

(9-12 years old)

Grade 4 to Grade 5

(source : Making the PYP Happen 2012)

Data Handling* • continue to collect, organize, display and analyze data, developing an understanding of how different graphs highlight different aspects of data more efficiently. • understand that scale can represent different quantities in graphs and that mode can be used to summarize a set of data. • make the connection that probability is based on experimental events and can be expressed numerically.

To develop their mathematical thinking, students will be provided opportunities to :

(7-9 years old)

Grade 2 to Grade 3

(5-7 years old)

Kindergarten to Grade 1

(3-5 years old)

Preschool

Overall expectations in mathematics

IB PYP Overall Expectations

Primary Years Programme handbook

Number* • develop the understanding that fractions and decimals are ways of representing whole-part relationships. • model equivalent fractions and decimal fractions to hundredths or beyond. • model, read, write, compare and order fractions, and use them in real-life situations • have automatic recall of addition, subtraction, multiplication and division facts. • select, use and describe a range of strategies to solve problems involving addition, subtraction, multiplication and division, using estimation strategies to check the reasonableness of their answers. Pattern and Function* • analyze patterns and identify rules for patterns, developing the understanding that functions • describe the relationship or rules that uniquely associate members of one set with members of another set • understand the inverse relationship between multiplication and division, and the associative and commutative properties of multiplication. • use their understanding of pattern and function to represent and make sense of real-life situations and, where appropriate, to solve problems involving the four operations.

Number* • develop their understanding of the base 10 place value system. • model, read, write, estimate, compare and order numbers to hundreds or beyond. • have automatic recall of basic addition and subtraction facts. • model addition and subtraction of whole numbers using the appropriate mathematical language to describe their mental and written strategies. • begin to understand that fractions are representations of whole-part relationships and • model fractions and use fraction names in reallife situations. Pattern and Function* • understand that whole numbers exhibit patterns and relationships that can be observed and described. • understand that the patterns can be represented using numbers and other symbols. • understand the inverse relationship between addition and subtraction, and the associative and commutative properties of addition. • use their understanding of pattern to represent and make sense of real-life situations and, where appropriate, to solve problems involving addition and subtraction.

Pattern and Function* • understand that patterns can be represented, analyzed and generalized using algebraic expressions, equations or functions. • use words, tables, graphs and, where possible, symbolic rules to analyze and represent patterns. • develop an understanding of exponential notation as a way to express repeated products, and of the inverse relationship that exists between exponents and roots. • continue to use their understanding of pattern and function to represent and make sense of real-life situations and to solve problems involving the four operations.

Number* • understand that the base 10 place value system extends infinitely in two directions • model, compare, read, write and order numbers to millions or beyond, as well as model integers. • develop an understanding of ratios. • understand that fractions, decimals and percentages are ways of representing wholepart relationships • work towards modelling, comparing, reading, writing, ordering and converting fractions, decimals and percentages. • use mental and written strategies to solve problems involving whole numbers, fractions and decimals in real-life situations, using a range of strategies to evaluate reasonableness of answers.

To develop their mathematical thinking, students will be provided opportunities to :

(9-12 years old)

Grade 4 to Grade 5

(source : Making the PYP Happen 2012)

see also : BIFs Mathematics scope and sequence document

* We understand that these numeracy concepts and processes may require a systematic approach during teaching and learning. therefore, much of the numeracy content and processes will be developed through stand-alone units and will be addressed throughout the year. In cases when an integration is meaningful, they can further be developed through the PoI.

Pattern and Function* • understand that patterns and sequences occur in everyday situations. • identify, describe, extend and create patterns in various ways.

Number* • understand that numbers are used for many different purposes in the real world. • develop an understanding of one-to-one correspondence and conservation of number, • be able to count and use number words and numerals to represent quantities.

To develop their mathematical thinking, students will be provided opportunities to :

(7-9 years old)

Grade 2 to Grade 3

(5-7 years old)

Kindergarten to Grade 1

(3-5 years old)

Preschool

Overall expectations in mathematics

IB PYP Overall Expectations

40 Busan International Foreign school To develop their artistic thinking, students will be provided opportunities to : Creating • show an understanding that they can use arts to communicate their ideas, feelings and experiences. • use strategies in their work to enhance the meaning conveyed and to make it more enjoyable for others. • become aware that their work can provoke different responses from others. • understand the value of working individually and collaboratively when creating different art forms. Responding • show an understanding that ideas, feelings and experiences can be communicated through arts. • recognize that their own art practices and artwork may be different from others. • begin to reflect on and learn from their own stages of creating artworks • begin to become aware that arts may be created with a specific audience in mind.

To develop their artistic thinking, students will be provided opportunities to :

Creating • show an understanding that they can express themselves by creating artworks in music and visual arts. • know that creating in arts can be done on their own or with others. • become aware that inspiration to create in arts comes from their own experiences and imagination. • recognize that they use symbols and representations to convey meaning in their work.

Responding • show an understanding that the different forms of arts are forms of expression to be enjoyed. • know that music and visual arts use symbols and representations to convey meaning. • have a concept of being an audience of different art forms. • display awareness of sharing art with others. • interpret and respond to different art forms, including their own work and that of others.

see also : Music scope and sequence, Visual arts scope and sequence and Programme of Inquiry documents

(5-7 years old)

Kindergarten to Grade 1

(3-5 years old)

Preschool

Responding • show an understanding that issues, beliefs and values can be explored in arts. • Demonstrate an understanding that there are similarities and differences between different cultures, places and times. • analyze their own work and identify areas to revise to improve its quality. • use strategies, based on what they know, to interpret arts and understand the role of arts in our world.

Creating • show that, as artists, they can influence thinking and behavior through the arts they create. • think critically about their work • recognize that their personal interests, beliefs and values can inform their creative work. • show an understanding of the relationships between their work and that of others.

To develop their artistic thinking, students will be provided opportunities to :

(7-9 years old)

Grade 2 to Grade 3

Overall expectations in arts

IB PYP Overall Expectations

Responding • show an understanding that throughout different cultures, places and times, people have innovated and created new modes in arts. • analyze different art forms and identify common or recurring themes or issues. • recognize that there are many ways to enjoy and interpret arts. • accept feedback from others.

Creating • show an understanding that their own creative work in music and visual arts can be interpreted and appreciated in different ways. • explore different media and begin to innovate in arts. • consider the feedback from others in improving their work. • recognize that creating in arts provides a sense of accomplishment, not only in the process, but also in providing them with a way to understand the world.

To develop their artistic thinking, students will be provided opportunities to :

(9-12 years old)

Grade 4 to Grade 5

(source : Making the PYP Happen 2012)

50 Gijang-daero, Gijang-eup, Gijang-gun, Busan, 46081, Korea Ph : +82 51 742 3332 Fax : +82 51 742 3375 E-mail : enquiries@bifskorea.org Website : www.bifskorea.org