Primry Years Programme - Tanjong Katong

CURRICULUM GUIDE - 2011/2012 PRIMARY YEARS PROGRAMME TANJONG KATONG CAMPUS

TABLE OF CONTENTS INTRODUCTION 2 MISSION, VISION AND CORE VALUES 3 THE HUSKY PAW 4 THE PRIMARY YEARS PROGRAMME AT CIS 5 EARLY CHILDHOOD EDUCATION (ECE) 12 JUNIOR KINDERGARTEN (JK) 13 SENIOR KINDERGARTEN (SK) 15 GRADE 1 17 GRADE 2 19 GRADE 3 21 GRADE 4 23 GRADE 5 26 GRADE 6 28

INTRODUCTION CANADIAN INTERNATIONAL SCHOOL: AN IB WORLD SCHOOL PRIMARY YEARS PROGRAMME PARENT CURRICULUM GUIDE Welcome, Parents! Thank you for taking an interest in the goings on of your child’s programme of study at CIS. We recognize that a positive partnership with our parent community is a key element to the success of our programmes, and believe that we are in this journey together with a common goal: to provide an optimum educational experience for our children.

At CIS we care deeply about our students and the happenings that we provide them on a daily basis. We recognize that each student will experience each year of study for only one year of their life, and that it is indeed, precious, and has a profound impact on their social, emotional, physical, and intellectual development. We value the work that we do and continually ask ourselves, “What can we do better?”

This PYP Parent Curriculum Guide has been organized by posing what we believe are the most frequently asked questions regarding our curriculum from our parent community. Our aim is to answer these queries, in this guide to provide essential insight into our primary schools’ curriculum and a solid understanding of our PYP. We aim to instill parents with great confidence in our ability to affirm that in selecting CIS for your child, you are providing them with an outstanding education.

Throughout this section, you will find general information pertaining to the International Baccalaureate (IB) followed by information specific to CIS. We welcome parents to provide feedback, and encourage you to ask further questions of our PYP Principals, Coordinators, and Teachers as needed. Thank you again. We look forward to a fruitful relationship with you and your child.

What is the IB? The International Baccalaureate Organization (IBO, often referred to simply as the IB), is an educational organization dedicated to the development of internationally-minded students who help create a better and more peaceful world through intercultural understanding and respect.

From its modest beginnings to its current size of working with 3,304 schools in 141 countries and approximately 969,000 students, the IBO continues to make an ever-

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increasing impact on schools around the world. The original Diploma Programme, established at The International School of Geneva in 1968, was founded on the concept of creating a continuous, broad-based international educational experience for internationally mobile secondary students preparing to enter university.

Over the subsequent decades, the Diploma Programme grew in scope to include programmes for younger students, and the IB mission evolved with international mindedness at its core. With the introduction of the Primary Years Programme (PYP) in 1997, the IB is accessible to students from 3 to 18 years of age (early childhood to pre-university) in schools around the globe.

Continually increasing in popularity, it is recognized by higher educational institutions as a robust academic programme, providing students with a solid foundation on which to continue their quests as lifelong learners and global citizens.

There are three regional IBO offices: IB Americas; IB Africa, Europe, Middle East; and the region to which CIS belongs, the International Baccalaureate Asia Pacific (IBAP).

What does it mean to be an IB World School?

To be an IB World School means that your school has adopted and successfully demonstrated a commitment towards meeting all the standards, practices, and requirements in developing each programme as stipulated by the IBO. By committing to this framework, the school is in turn supported by the IBO to ensure high quality delivery and fidelity in the implementation of its programmes. IBO support covers four main areas: authorization and evaluation; training and professional development; assessment; and curriculum.

The structure of the IB programmes are designed to provide all students with common understandings of key terms and tenets, while allowing schools to creatively use their resources to provide experiences that meet the needs of their student body. Not all IB schools look and feel the same around the globe; however, students in IB schools do gain a shared awareness of what it means, for example, to be internationally-minded, to value and cultivate human ingenuity, to hone and make use of transdisciplinary skills, to approach learning with attitudes that yield optimum results, and to assess one’s learning in a myriad of ways.

MISSION, VISION AND CORE VALUES The IB provides extensive workshops on all aspects of the consideration and implementation of its programmes, whether it be the Primary Years Programme (PYP), the Middle Years Programme (MYP), or the Diploma Programme (DP). As part of the authorization requirements, schools are obligated by the IBO to support IB recognized professional development opportunities for their staff, aimed at ensuring excellence in the execution of its programmes.

The mission statement of the International Baccalaureate Organization: The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. (www.ibo.org)

The IB Learner Profile: The IB Learner Profile is the IBO mission statement translated into a set of learning outcomes for the 21st century. It is a set of ideals that can inspire, motivate and focus the work of schools and teachers, uniting them in a common purpose.

The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. (www.ibo.org)

IB learners strive to be: Inquirers Open-minded Knowledgeable Caring Thinkers Risk-takers Communicators Balanced Principled Reflective

With the IB framework at its core, CIS has developed a mission, vision, and core values and beliefs on which to cultivate our unique world-class educational experience for our students.

Our Mission at Canadian International School: Engage. Enlighten. Empower.

Our Vision: The Canadian International School in Singapore is a dynamic, caring and safe learning environment. Our school community celebrates its internationalism.

With our challenging, well-rounded curriculum and our dedicated teachers and staff, we strive to develop the whole child. Students enjoy learning by making meaningful connections between the classroom and the world at large. CIS prepares students to be successful, well-balanced and responsible global citizens.

Our Core Values: Respect Commitment Integrity Collaboration Responsibility

Our Touchstones for Learning – Core beliefs that guide teaching and learning: • • • • • • • •

Children need to feel safe and valued in order to learn.

Learning is developmental.

We hold an image of children as learners who are already competent, creative and full of ideas when they first come to school.

Learners construct and co-construct knowledge.

Environments must be thoughtfully created to support active learning.

Children’s progress can be seen as a continuum.

There are multiple forms of representation through which children may develop and express their understanding.

Learners make the best progress toward their academic potential when they are challenged with high standards.

The attributes of the Learner Profile are deliberately taught throughout the year within each Unit of Inquiry, and are reinforced in practice through all subject areas.

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THE HUSKY PAW

The Husky, renowned for its strength, intelligence, power and endurance in Canada’s Arctic, is the official mascot of the Canadian International School. As you walk through our school and browse our school publications you will be greeted by the colourful images of the Husky Paw Print.

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Fundamental to our programme is the belief that students progress through significant and identifiable stages of learning. At CIS, we have chosen to represent those stages symbolically through the use of the Husky Paw Print. Together, the pads complete a footprint to follow from Early Childhood to High School graduation.

THE PRIMARY YEARS PROGRAMME (PYP) AT CIS CIS is an IB World School authorized to offer the Primary Years Programme (PYP) from ECE to Grade 6.

As a PYP school, the CIS curriculum is built on the PYP framework of essential elements – knowledge, concepts, skills, attitudes, and action. These elements are addressed through a balanced curriculum aimed at meeting the academic, social, emotional, cultural, and physical needs of students.

The framework is designed to provide schools with a solid foundation on which to develop a unique and effective programme that meets the needs of the school community. At CIS, we are a community of collaborators who care – all working towards continual improvement of our programme, seeking the most effective ways to fulfill our mission and vision for our students within the framework of the PYP.

How are students engaged in learning in a CIS PYP classroom?

In the PYP, students engage in large, transdisciplinary themes organized as Units of Inquiry (UOIs). Throughout the UOI, the classroom becomes a centre of structured inquiry through which students acquire skills and build new knowledge. Each UOI provides significant, relevant, and challenging learning experiences, and involves students in a range of learning activities. A variety of methods and strategies are used to accommodate learners’ needs and capitalize on teachers’ expertise.

How are the students in a CIS PYP classroom assessed? How does the teacher ascertain whether his or her students are developing as expected?

In the same way that teachers use a variety of methods in their teaching, students are provided with opportunities to demonstrate their learning in a myriad of ways. Assessment practices at CIS are founded on the concepts of assessment of learning, assessment for learning, and assessment as learning. They are varied in their purpose and in their outcomes, and provide teachers with a wide range of perspective and evidence of students’ development. Examples of assessment strategies and tools used throughout the programme are observation, performance tasks, openended tasks, reflection, standardized assessments such as PM benchmarks, rubrics, exemplars, checklists, and anecdotal records. A portfolio and learning log is maintained for all students for each year of study, providing evidence of learning from a range of experiences and curriculum areas. Teachers use the information garnered from all of these practices, along with established developmental-appropriate criteria and learning continuums to determine a child’s progress and needs.

With the UOI at its core, where Language, Mathematics, Social Studies, and Science benchmarks are addressed, the programme is complemented through Additional Languages (Mandarin and French), Personal, Social, and Physical Education (PSPE), Arts (Visual Arts, Drama, Music and Dance), and Information and Communication Technology (ICT) all taught by specialist teachers in their respective field.

Perhaps most importantly, when your child enters any class in the PYP at CIS, they are greeted by a happy, nurturing, creative, educated, effective and highly dedicated teacher. At CIS, we are fully committed to recruiting and retaining proven professionals, and our promise to our students and parents is an inspirational teacher in every classroom.

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THE PRIMARY YEARS PROGRAMME (PYP) AT CIS How do parents know what and how their child is doing in the PYP?

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At CIS we are committed to building solid relationships with our students’ parents. We understand the value in communication and implement practices aimed at keeping parents informed:

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All students in ECE to Grade 6 are provided with an agenda, or a communication book, in which notes and/or homework assignments are recorded.

Every week, teachers send an individual electronic update on the goings on of their classroom, providing parents with a written and visual record of the class’ learning experiences.

Every week, the school sends home relevant news electronically via the Week At a Glance (WAG), and maintains a website that can be accessed at any time for up to date information.

Parents meet the teachers and are given an overview of the year at Parent Welcome Night in September.

Three Way Conferences with the teacher, parent, and student in Grades 4 to 6, and Parent Teacher Conferences for ECE to Grade 3 take place in September.

End of semester written reports are issued in

January and are followed by a Parent Teacher Conference.

In April/May, students lead a conference with their parent (Student Led Conferences), reporting on their progress and achievement.

End of year written reports are distributed in June.

Informational Curriculum Nights are held throughout the year.

Parents are encouraged to regularly communicate with Classroom Teachers so that they have an ongoing understanding of their child’s progress.

How does CIS strive to meet the diverse needs of its PYP students?

All teachers are professionally trained to assess student needs and respond accordingly. The teacher is adept at differentiating, or individualizing instruction to meet the needs of individual students. Some students in the PYP need additional support in the acquisition of English, or in becoming skilled at using coping strategies for learning exceptionalities. For these students, CIS has an English Language Learner (ELL) Programme (formerly known as the ESOL Programme) and a Learning Support (LS) Programme (formerly known as the Academic Resource Programme).

English Language Learner (ELL) Formerly referred to as the English for Speakers of Other Languages (ESOL) Programme, the ELL Programme offers children who are new to English an opportunity to develop the language skills they need to be successful learners. Children may attend ELL class in place of Mandarin and/or French. In ELL classes, children have the support they need to develop their language skills in a safe and dynamic environment with a smaller class size.

The ELL curriculum provides a framework for learning outcomes for children with different levels of ability in English, and links with the PYP followed in homeroom classes. Additional in-class support is provided for students as they progress through the English language learning process.

Learning Support (LP) Formerly referred to as Academic Resource, the Learning Support Programme in the PYP provides services for children with learning exceptionalities. Support is provided for students who require assistance with specific aspects of their regular classroom programme.

Children may receive tailored support in the classroom,

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THE PRIMARY YEARS PROGRAMME (PYP) AT CIS or they may participate in an individual or small group setting to provide for their learning needs.

Are there additional elements of support to the school’s curriculum?

There are a number of exciting, unique, and enriching experiential learning programmes at CIS, all of which extend learning beyond the traditional boundaries of the classroom: Open Minds Our Open Minds Coordinators are committed to providing CIS students with meaningful opportunities to experience learning in real world settings, where they can put their observation, questioning, and critical thinking skills into action. At sites such as the Singapore Zoo, the Art Museums of Singapore, Little India, Chinatown, the Science Centre, Bukit Timah Nature Reserve and more, students work with the Coordinator, Teachers and guest experts in exploring the mysteries of these sites over a four day period. Students are able to delve into the inquiry process in depth within stimulating and resource-rich settings. During Open Minds, students are fully engaged in the learning process, where hands-on, minds-on activities enable students to achieve a greater level of understanding of their world.

Excursion Week Each year in March or April, students in Grades 4 to 6 participate in Excursion Week. The purpose of Excursion Week is to expose students to experiences that will increase their curiosity, awareness, understanding and sensitivity to the world within and beyond the school community. The expedition is intended to support our students in their ongoing development as intelligent, caring, and responsible global citizens. Excursion Week destinations include Sembawang, Singapore; D’Coconut Island and Taman Negara, Malaysia; Telunas, Indonesia; Chiang Mai, Thailand; and Phnom Penh, Cambodia.

WAELP For Grade 4 to 6 students, the Wednesday Afternoon Experiential Learning Programme (WAELP) provides an opportunity for students to sample a variety of nontraditional learning experiences to enrich their lives and foster life-long learning in a holistic environment.

Over the course of the year, students are able to select from different learning activities to be a part of, with the

emphasis being on participating in activities outside one’s own experience and meeting new challenges.

A sampling of the many offerings available through WAELP is kayaking, photography, plant-based cooking, performing arts, and community outreach. WAELP offers students the chance to expand their horizons through engaging learning experiences.

Field Trips Each year in the PYP, all CIS students go on field trips.

Field trip destinations are linked to the Units of Inquiry, and include a variety of destinations from museums, to theatres, to other academic institutions. As part of our commitment to expose our students to noteworthy learning experiences in an array of settings, field trips are arranged with a great deal of thought and careful planning.

What activities outside the regular school day complement the PYP at CIS? The PYP classroom experience is enhanced by the school’s Extra-Curricular Activity (ECA) offerings, most of which are offered after school. A multitude of high quality activities are available for students to participate in, whether it be karate, skating, specialized art projects, field hockey, soccer, dramatic or musical productions. We offer a large number of internal ECAs, run by our Classroom Teachers, and external ECAs, run by specialists brought in from the community.

External ECAs do attract a user based fee. For more information regarding the CIS ECA Programme, please see the Activities section on the CIS website.

What are the expectations for Homework in the PYP? The CIS homework policy reflects children’s stages of development and growing independence, and is guided by educational research.

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Reading is an essential part of a child’s educational experience. Parents are expected to read with/to their child on a daily basis. Independent readers are expected to engage in reading as part of their daily routine.

Time for play, exploration, and the pursuit of personal interests is an essential part of human learning. Parents are encouraged to provide ample

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THE PRIMARY YEARS PROGRAMME (PYP) AT CIS •

free time for their child at home to engage in selfdirected activities.

At the start of each Unit of Inquiry (UOI), teachers provide parents with inquiry questions. Parents are encouraged to use these questions for engaging in additional school-related home learning experiences.

For students in Grades 1 to 6: • • •

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Homework activities are used to reinforce new concepts and skills, and to help build effective learning habits.

Homework activities may include tasks set by teachers to support Units of Inquiry (UOI), weekly word study, and number knowledge practice.

The amount of time that children spend doing homework will vary somewhat from day to day, depending on the learning tasks assigned, the student’s programme and grade level; and the ability and diligence of the individual student.

Parents can use the following time guidelines for homework (not including daily shared/independent reading time): • • • • • •

Grade 1 – 10 minutes Grade 2 – 20 minutes Grade 3 – 30 minutes Grade 4 – 40 minutes Grade 5 – 50 minutes Grade 6 – 60 minutes

Parents are expected to give support and encouragement to their child in developing good learning habits by: • • • • • •

Talking with your child about what he or she is learning.

Establishing a daily homework routine.

Providing a quiet place to do their assigned activities.

Being available to answer questions Reviewing completed tasks.

Informing the teacher when problems arise.

What are the some of the learning outcomes that my child will gain in each year of the PYP? This portion of the CIS Parent PYP Curriculum Guide is designed to provide parents with an overview of the subject areas and the main learning objectives in each year of study in the PYP. It is not an exhaustive representation of the school’s curriculum. If, after

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reviewing this information, you would like further details, please contact the PYP Principals or the PYP Coordinators. CIS is in the process of making the full curriculum documents available to community members online.

We begin by listing the themes for the Units of Inquiry that are addressed in every year of the programme. This information is followed by brief summaries of our areas of instruction and specific learning outcomes for each area for each year of study.

Please note: It is of the utmost importance that parents understand that children grow through similar developmental stages, but progress at different rates and with distinct challenges and leaps of understanding.

While CIS sets expectations for each year of the programme in the form of expected learning outcomes for each area of study, developmental continuums are used as diagnostic tools to assist teachers in planning for and monitoring student growth. The continuums consist of developmental phases with each phase building upon and complementing the previous one. For a description of each phase in each subject area, please contact our PYP Coordinators.

Throughout the PYP, the Units of Inquiry are built upon six common themes: • • • • • •

How We Express Ourselves Who We Are How We Organize Ourselves Where We Are in Place and Time How the World Works Sharing the Planet

Language A: English (the language of instruction) At CIS, we know that best practice for language learning involves affording students a supportive environment of rich opportunities to experience language in different ways and for different purposes. Our language programme is multi-faceted, focusing on developing children’s depth of understanding, fluency in communication, and mastery of skills. Throughout the day and in all subject areas, language literacy skills in reading, writing, speaking, listening, presenting and viewing are incorporated as crucial tools for learning.

Mathematics Learning mathematics requires active inquiry that engages students and teachers in answering questions and solving

THE PRIMARY YEARS PROGRAMME (PYP) AT CIS real life problems. The PYP Mathematics Programme at CIS provides students the opportunity to develop strategies, acquire a body of knowledge, and learn fundamental skills – all of which yield a foundation on which to build increasing Math adeptness throughout their lives. This foundation covers five main mathematical strands: numbers; algebra: patterns and functions; data handling and statistics, including probability, measurement, and space and shape.

In each year of the programme, learning engagements include discussions, hands-on exploration with the use of manipulatives, investigations, problem solving, number practice, and application. Students have opportunities to work individually and in groups, ensuring that the needs of each learner are met, and that they are making continual progress along the mathematics continuum of learning.

Science A key tenet of the PYP is the importance of learning science in context and exploring content relevant to students, rather than treating it as an isolated subject. In practice, this means ensuring that a breadth and balance of science content is covered through the Units of Inquiry. It also means allowing science concepts and skills to drive the curriculum, rather than prescribed content. Expectations for knowledge and understanding of science are shaped by considering four science strands: living things, Earth and space, materials and matter, and forces and energy.

Throughout the PYP, science provides opportunities for students to engage in scientific investigations, make accurate observations, handle tools, and record and compare data. Students use this information to formulate explanations and think critically about the perspectives of others.

Social Studies Social studies in the PYP is viewed as the study of people in relation to their past, their present, and their future, their environment and their society. Students are provided with ample opportunities to discuss people: how they think, feel and act; how they interact with others; their beliefs, aspirations and pleasures; the problems they have to face; how and where they live (or lived); how they interact with their environment; the work they do; and how they organize themselves. Like science, social studies teaching and learning takes place within the Programme of Inquiry, with the central objective being the promotion of intercultural understanding and respect for individuals and their values and traditions. Over the course of the PYP, this is achieved through the consideration of five social studies strands: human systems and economic activities; social organization and culture; community and

change through time; human and natural environments; and resources and the environment.

Personal, Social, and Physical Education (PSPE) In the PYP, Personal, Social and Physical Education (PSPE) centres on individual well-being through the promotion and development of concepts, knowledge, attitudes and skills that contribute to this well-being. It is broad in scope, covering physical, emotional, cognitive, spiritual and social health and development. PSPE helps students gain a better understanding of self, understand what it takes to develop and maintain relationships with others, and learn how to participate in an active healthy lifestyle.

This is achieved through the focus on three PSPE strands: identity; interactions; and active living.

At CIS, our PSPE Programme takes a balanced approach, providing students with a variety of developmentally appropriate experiences, including individual pursuits, movement composition, games, adventure challenges, and health-related fitness.

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THE PRIMARY YEARS PROGRAMME (PYP) AT CIS choice. Students participate in a variety of enjoyable learning experiences that our teachers provide in a safe setting. In our French Programme, students learn through inquiry, including the use of “Histories en action!” using stories, music, plays, songs, chants, and raps; and through the Gesture Approach, using hand signs to help students learn and remember vocabulary. In the Mandarin Programme children learn through inquiry where the focus is on the usage of the Chinese language functionally for communication purposes in every day situations.

The programme has been structured through careful planning and aims to develop students’ use of Chinese within meaningful and relevant contexts. As children progress through the language courses, the initial focus on participation and oral language acquisition gradually moves to the introduction of the written language, where reading and writing skills are developed. In addition to language awareness, emphasis is also placed on cultural appreciation. Authentic links to the classroom Programme of Inquiry are made in the Language B Programmes.

Integrated Information and Communication Technology (ICT)

The Arts: Visual Arts, Drama, Music and Dance The Arts are an integral part of the PYP, and provide essential areas of learning that allow students to engage in a range of performing and visual arts experiences.

Throughout the Arts Programme two strands are focused on: creating and responding. Not only do students have the opportunity to develop proficiency as performers, they also acquire audience skills such as listening and viewing responsively. In addition, arts encounters include interpreting and presenting their own or others’ works, evaluating the roles of artists in society, creating and critiquing a variety of art forms, and improving coordination, flexibility, agility, strength and fine motor skills. When you visit CIS, you will take note of the variety and quality of student art that is showcased on our campuses.

Language B: French and Mandarin CIS offers an additional languages programme, where from the age of four (Junior Kindergarten), students attend French and Mandarin classes twice a week.

Once students reach Grade 4, they select either French or Mandarin as their additional language of

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Integrated Information and Communication Technology (ICT) is an interconnecting component throughout the school curriculum, and all teachers are responsible for using ICT to its best effect. It encompasses a wide range of digital tools, media and learning environments for teaching, learning, and assessing. As students engage in ICT across and between themes and subjects, they come to a deeper understanding of its relevance and applicability in our everyday lives. At CIS, we are committed to making our ICT Programme more than an exposure to and usage of hardware and software. Our goal is to provide students with transferable skills and understanding so that they can actively participate in a rapidly changing digitally connected world. Teachers are mindful of six ICT skills when planning for teaching and seek guidance from our ICT specialist on how best to integrate ICT with the Units of Inquiry: investigating, creating, communicating, collaborating, organizing, and becoming responsible digital citizens. Our ICT Programme is integral to our provision of a 21st century education for the global citizen.

THE PRIMARY YEARS PROGRAMME (PYP) ECE TO GRADE 6

EARLY CHILDHOOD EDUCATION (ECE) Language •

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Listening and Speaking Students will: • Use oral language to interact socially and to obtain understanding.

• Communicate needs, feelings, and ideas.

• Tell stories and events in sequence.

• Give and follow instructions.

• Have daily opportunities to listen and to speak in a variety of authentic contexts.

Viewing and Presenting Students will: • Play, experiment, talk about and relate to different media materials.

• View and react to simple messages and describe what they see.

• Begin to use drama, movement, and art.

Reading and Writing Students will: • Show an interest in books, stories, charts, and songs.

• Enjoy playing and experimenting with reading behaviors.

• Read daily in a variety of situations and have opportunities to discuss what has been read.

• Enjoy playing and experimenting with writing.

• Move from scribble to writing letters.

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Music (Music and Dance)

Students will: • Match objects by one to one correspondence.

• Count, identify, and order from 0 to 10.

• Find and describe simple patterns.

• Estimate, measure, and compare using nonstandard units of measurement.

• Sort and classify objects into sets.

• Place objects on graphs and discuss data represented on class-generated graphs.

• Use words describing spatial relationships (above/below, near/far, next).

Arts (Visual Arts and Drama)

Students will: • Respond to live performances, stories, and plays.

• Engage in imaginative play using a range of stimuli.

• Display audience etiquette and appropriate responses.

• Show curiosity and ask questions about artworks.

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Students will: • Use voice to imitate sounds and learn songs.

• Distinguish the sounds of different instruments in music.

• Engage in pitch exploration, echo songs, musical finger play, call and response, simple songs, movement, beat motions, clap patterns and song tales.

• Move their bodies to music and describe how music makes them feel.

• Use stimulus materials to extend the body and enhance movements such as streamers, scarves, props, and costumes.

Personal, Social, and Physical Education (PSPE)

Mathematics

Express an opinion about an artwork.

Create artwork in response to a range of stimuli.

Take responsibility for the care of art and drama tools and materials.

Students will: • Describe some personal and physical characteristics.

• Engage in a variety of different physical activities, and develop a range of fine and gross motor skills.

• Identify some of the effects of different physical activity on the body.

• Enjoy interacting, playing, and engaging with others.

• Take turns.

• Reach out for help when it is needed for themselves and/or others.

• Be introduced to a variety of individual pursuits, movement composition, games, adventure challenges, and health-related fitness.

ICT (Information and Communication Technology)

Students will: • Develop mouse skills through a variety of teacher-selected software applications.

JUNIOR KINDERGARTEN (JK) Language •

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Listening and Speaking Students will: • Use oral language to interact socially and to obtain understanding.

• Communicate needs, feelings, and ideas.

• Tell stories and events in sequence.

• Give and follow instructions.

• Have daily opportunities to listen and to speak in a variety of authentic contexts.

Viewing and Presenting Students will: • Play, experiment, talk about and relate to different media materials.

• View and react to simple messages and describe what they see.

• Begin to use media and other forms of representation such as drama, movement, and art to make sense of their world.

Reading and Writing Students will: • Show an interest in books, stories, charts, and songs.

• Enjoy playing and experimenting with reading behaviors.

• Read daily in a variety of situations and have opportunities to discuss what has been read.

• Enjoy playing and experimenting with writing.

• Move from scribble to writing letters and words.

• Assign meaning to messages regardless of their stage of written development.

Mathematics

Students will: • Match objects by one to one correspondence.

• Count, identify, and order from 0 to 10.

• Use cardinal and ordinal numbers during play and classroom routines.

• Find, describe, reproduce, create, and extend simple patterns.

• Estimate, measure, and compare using non-standard units of measurement.

• Sort and classify objects into sets.

• Place objects on graphs and discuss data represented on class-generated graphs.

• Sort, describe, and compare three dimensional shapes and objects.

• Use words describing spatial relationships (above/below, near/far, next).

French Students will: • Engage in theme related study (colors, body, fruits and vegetable, etc).

• Learn games and songs with theme-related vocabulary.

• Enjoy participating in class.

• Respond in French in simple words and phrases with increasing confidence.

• Learn through the central idea, “Every day, I can learn about who I am and what I can do”.

Mandarin

Students will: • Become familiar with the sounds and rhythm of Mandarin • Develop an interest in Mandarin and Chinese culture through fun learning engagements, including singing • Use daily greetings in Mandarin • Follow basic classroom instructions in Mandarin • Learn to introduce oneself in Mandarin • Name a variety of colors and fruits • Be introduced to the similarities and differences between the writing systems of Mandarin and English

Arts (Visual Arts and Drama)

Students will: • Respond to live performances, stories, and plays.

• Talk about ideas and feelings in response to dramatic performances.

• Engage in imaginative play using a range of stimuli.

• Explore familiar roles, themes, and stories dramatically.

• Display audience etiquette and appropriate responses.

• Show curiosity and ask questions about artworks.

• Express an opinion about an artwork.

• Create artwork in response to a range of stimuli.

• Engage with and enjoy a variety of visual arts experiences.

• Take responsibility for the care of art and drama tools and materials.

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JUNIOR KINDERGARTEN (JK) • • • • • •

Identify some of the effects of different physical activity on the body.

Enjoy interacting, playing, and engaging with others.

Take turns.

Reach out for help when it is needed for themselves and/or others.

Identify when their actions have impacted others.

Be introduced to a variety of individual pursuits, movement composition, games, adventure challenges, and health-related fitness.

ICT (Information and Communication Technology)

Music (Music and Dance)

Students will: • Use voice to imitate sounds and learn songs.

• Distinguish the sounds of different instruments in music.

• Engage in pitch exploration, echo songs, musical finger play, call and response, simple songs, movement, beat motions, clap patterns and song tales.

• Play un-tuned percussion instruments in time with a beat.

• Move their bodies to express the mood of the music and describe how music makes them feel.

• Use stimulus materials to extend the body and enhance movements such as streamers, scarves, props, and costumes.

Personal, Social, and Physical Education (PSPE)

Students will: • Describe some personal and physical characteristics and personal preferences.

• Engage in a variety of different physical activities, and develop a range of fine and gross motor skills.

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Students will: • Continue to develop mouse skills through a variety of teacher-selected software applications.

SENIOR KINDERGARTEN (SK) Language •

•

Listening and Speaking Students will: • Use a variety of oral language appropriately with increasing confidence.

• Talk about their thoughts, feelings, and opinions.

• Listen with increasing concentration and consideration.

• Increase their ability to anticipate and predict.

• Have daily opportunities to listen and to speak in a variety of authentic contexts.

Viewing and Presenting Students will: • Understand that communication involves verbal, visual, and kinesthetic features.

• Understand that signs and symbols carry meaning.

• Begin to read a range of signs in the environment.

• Understand information presented in a range of visual forms.

• Begin to develop skills in using drama, movement, and art as modes for extending and sharing understanding.

•

Reading and Writing Students will: • Show an interest in books, stories, charts, and songs.

• Enjoy playing and experimenting with reading behaviors.

• Read daily in a variety of situations and have opportunities to discuss what has been read.

• Enjoy playing and experimenting with writing.

• Gradually produce recognizable spellings of a range of words.

• Assign meaning to messages regardless of their stage of written development.

Mathematics

Students will: • Read and say the numbers from 1 to 10 forwards and backwards.

• Write numbers from 1 to 10 correctly.

• Read and say the numbers up to 20.

• Recognize numbers to 20 and beyond with objects and on the number line.

• Name the number before and after up to

2011/2012 PYP CURRICULUM GUIDE - 15

SENIOR KINDERGARTEN (SK) • • • •

10, to 20, and beyond.

Joining groups of objects to find the total up to 10, within 5, with 5, within 10, and doubles Recognize and state similarities and differences in a variety of attributes.

Discuss and compare data represented in teacher guided and student driven diagrams.

Give and follow simple directions: left, right, forward, backward, above, below, behind, in front.

Music (Music and Dance)

French

Students will: • Learn vocabulary and structures through a play, such as “La Poule Maboule”.

• Do a mini puppet show for their parents in April.

• Learn through the central idea, “Organizing a performance requires planning and working together”.

• Follow basic classroom instructions.

• Ask and answer simple questions.

Personal, Social, and Physical Education (PSPE)

Mandarin

Students will: • Listen for a specific purpose in a variety of situations.

• Learn how to ask and to respond to simple questions.

• Learn to identify parts of the body.

• Properly address family members.

• Learn simple sentences about animals and food.

Arts (Visual Arts and Drama)

Students will: • Respond to live performances, stories, and plays.

• Talk about ideas and feelings in response to dramatic performances.

• Display audience etiquette and appropriate responses.

• Describe similarities and differences between artworks.

• Express an opinion about an artwork.

• Identify, plan, and make specific choices of tools and materials.

• Demonstrate control of tools and materials.

• Create roles in response to props, set, and costumes.

• Explore familiar roles, themes, and stories dramatically.

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Students will: • Sing individually and in unison.

• Recognize music from a basic range of cultures and styles.

• Engage in pitch exploration, echo songs, musical finger play, call and response, simple songs, movement, beat motions, clap patterns and song tales.

• Perform simple musical patterns and phrases.

• Collaboratively create a musical sequence • Create movement to various tempos.

• Use stimulus materials to extend the body and enhance movements such as streamers, scarves, props, and costumes.

Students will: • Describe how they have grown and changed.

• Recognize that others have emotions, feelings, and perspectives that may be different from their own.

• Engage in a variety of different physical activities, and develop a range of fine and gross motor skills.

• Recognize that acting upon instructions and being aware of other helps to ensure safety.

• Identify some of the effects of different physical activity on the body.

• Enjoy interacting, playing, and engaging with others.

• Celebrate the accomplishments of others.

• Take turns.

• Reach out for help when it is needed for themselves and/or others.

• Identify when their actions have impacted on others.

• Continue to develop skills through a variety of individual pursuits, movement composition, games, adventure challenges, and health-related fitness activities.

ICT (Information and Communication Technology)

Students will: • Continue developing mouse skills.

• Become familiar with keyboard.

• Explore a variety of relevant, pre-selected educational software.

GRADE 1 Language •

•

•

Listening and Speaking Students will: • Use a variety of oral language appropriately with increasing confidence.

• Talk about their thoughts, feelings, and opinions.

• Work in groups and discuss ideas.

• Listen with increasing concentration and consideration.

• Pick out main events and relevant points • Have daily opportunities to listen and to speak in a variety of authentic contexts.

Viewing and Presenting Students will: • Understand that communication involves verbal, visual, and kinesthetic features.

• Understand that signs and symbols carry meaning.

• Read a range of signs in the environment.

• Understand information presented in a range of visual forms, and begin to make choices about what is relevant and useful.

• Begin to develop skills in using drama, movement, and art as modes for extending and sharing understanding.

Reading and Writing Students will: • Read simple texts with confidence and pleasure.

• Use a range of strategies to decode text • Discuss stories heard and read, demonstrating an increasing awareness of character and plot.

• Write confidently with developing legibility and fluency.

• Begin to spell high frequency words accurately.

• Use simple spelling patterns or spell phonetically.

• • • • • • • • •

French

Students will: • Recall groupings with 10s.

• Solve addition and subtraction problems to 20.

• Count forward and backward in groups of 10 up to 100.

• Recall addition and subtraction facts with 10, doubles up to 20, and the matching halves.

• Read, write, and model numbers to 100.

Students will: • Learn vocabulary and structures through play, such as, “Le petit chat cherche une famille”.

• Perform a mini puppet show for their parents in April.

• Learn through the central idea, “People communicate in different ways”.

• Talk about familiar topics using simple phrases and sentences.

• Read simple texts containing basic learned vocabulary.

• Read aloud familiar material, using correct pronunciation and intonation.

• Use and spell known vocabulary accurately.

• Write simple sentences.

Mandarin

Mathematics

Demonstrate understanding of place value up to 100.

Skip count in 2s, 5s, and 10s.

Demonstrate an understanding of addition and subtraction and the relationship between these operations.

Estimate, measure, label, and compare using non standard units of measurement: length and time.

Read and write the time using the hour.

Sort and label objects into sets by one or more attributes.

Create a pictogram and a simple bar graph Discuss, identify, predict, and place outcomes in order of likelihood: impossible, unlikely, likely, and certain.

Sort and label using math vocabulary: sides, corners, circle, square, oblong, cube.

Students will: • Carry out simple conversations.

• Understand the main topic through talk and working in pairs and groups.

• Use language appropriately and with increasing accuracy.

• Hear and accept different tones.

• Learn to use correct strokes to write characters.

Arts (Visual Arts and Drama)

Students will: • Compare varied performance.

styles

of

dramatic

2011/2012 PYP CURRICULUM GUIDE - 17

GRADE 1 Personal, Social, and Physical Education (PSPE)

Students will: • Describe how personal growth has resulted in new skills and abilities.

• Demonstrate a positive belief in their abilities and believe they can reach their goals by persevering.

• Identify healthy food choices.

• Use and adapt basic movement (gross and fine motor) in a variety of activities.

• Cooperate with others.

• Understand the impact of their actions on each other and the environment.

ICT (Information and Communication Technology)

• • • • • • • •

Use drama performance to tell stories about people and events.

Discuss and explain the way ideas, feelings, and experiences can be communicated through stories and performance.

Create roles in response to props, set, and costumes.

Explore familiar roles, themes, and stories dramatically.

Investigate the purposes of artwork from different times, places, and cultures.

Express an opinion about an artwork.

Identify, plan, and make specific choices of tools and materials.

Demonstrate control of tools and materials.

Music (Music and Dance)

Students will: • Sing individually and in unison.

• Recognize music from a basic range of cultures and styles.

• Reflect on and communicate their reactions to music.

• Create a musical composition to match the mood of a visual image.

• Create movement to various tempos.

• Compare a variety of dance genres.

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Students will: • Use the keyboard to type words and simple sentences.

• Identify digital tools and resources.

• Demonstrate the ability to navigate in teacher-selected virtual environment.

GRADE 2 Language •

•

•

Listening and Speaking Students will: • Use speech with increasing responsibility and talk about a wide range of topics.

• Use increasingly complex language confidently and creatively.

• Use language with increasing accuracy, detail and range of vocabulary.

• Participate appropriately in discussions.

• Have daily opportunities to listen and to speak in a variety of authentic contexts.

Viewing and Presenting Students will: • Experience a wide variety of visual media.

• Respond to viewing experiences orally and in writing.

• Use a variety of materials to plan and create projects with different media.

• Add to their range of skills in using drama, movement, and art as modes for extending and sharing understanding.

Reading and Writing Students will: • Read a variety of fiction and non-fiction texts with confidence, fluency, and independence.

• Select texts appropriate to their reading level and for a specific purpose.

• Be interested in a variety of literary styles.

• Use reference books and dictionaries independently.

• Read daily and for sustained periods.

• Write independently, with confidence and fluency.

• Use a wide vocabulary.

• Write for a range of purposes.

• Plan, edit, and review their writing.

• Use a range of strategies to spell complex words.

Mathematics

Students will: • Read, write, and model numbers using the base 10 place value system to 1000.

• Count, compare, and order numbers by 10, 100, and 1000, and intervals between including naming the number of hundreds, tens, and ones in 3 digit numbers.

• Recall all additional and subtraction facts efficiently and accurately.

• Join and separate tens and ones to solve addition and subtraction problems up to 100 in a range of ways.

• • • • • • • • • • •

Introduce and show on the number line tidy numbers to solve addition and subtraction problems.

Model simple addition and subtraction of fractions with the same denominator.

Estimate answers using rounding and approximation using 10s to 100.

Model using manipulatives the relationship between addition and subtraction, and addition and multiplication.

Create a pattern in which two or more attributes change.

Estimate, measure, label, and compare using formal methods of standard units of measurement: length and mass.

Select and use appropriate measurement tools: cm, m, and kg.

Read and write time for half, quarter, to and after the hour.

Design a simple survey, process, and interpret the data.

Sort, describe, and model regular and irregular polygons: quadrilateral, triangle, hexagon.

Identify common three-dimensional shapes.

2011/2012 PYP CURRICULUM GUIDE - 19

GRADE 2 French

Music (Music and Dance) Students will: • Learn vocabulary and structures through a play, such as, “Ou est mon chien”.

• Organize and present the play to their parents in May. • Learn through the central idea, “Stories can be shared in different ways”.

• Use some conventions of oral language to speak in rehearsed contexts and spontaneous situations.

• Make simple revisions to oral language in form and content using feedback, gestural assistance, and initial sound/silent cues from the teacher.

• Read and respond appropriately to written material.

Personal, Social, and Physical Education (PSPE)

Mandarin

Students will: • Continue to develop common conversational structures with ease.

• Compose short, simple patterned sentences based on learned phrases and classroom discussions.

• Read text aloud with accuracy.

• Participate in shared reading, guided reading and read-aloud situations.

Arts (Visual Arts and Drama)

Students will: • Work cooperatively towards a common goal, taking an active part in a creative experience.

• Consider and maintain appropriate behaviors in drama, as an audience member or performer.

• Create a devised or scripted performance for a particular audience.

• Investigate the purposes of artwork from different times, places, and cultures.

• Express an opinion about an artwork.

• Identify, plan, and make specific choices of tools and materials.

• Demonstrate control of tools and materials • Consider their audience when creating artwork.

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Students will: • Explore vocal sounds, rhythms, instruments, and timbres.

• Create a musical sequence.

• Read and perform simple musical patterns and phrases.

• Develop music vocabulary.

• Identify dance components such as rhythm and use of space.

• Interpret and replicate a variety of dance styles.

Students will: • Solve problems and overcome difficulties with a sense of optimism.

• Identify and understand the consequences of actions.

• Recognize the importance of regular exercise in the development of wellbeing.

• Use and adapt basic movement skills (gross and fine motor) in a variety of activities.

• Recognize the value of interacting, playing, and learning with others.

• Reflect on the process of achievement and value the achievements of others.

• Continue to develop skills through a variety of individual pursuits, movement composition, games, adventure challenges, and health related fitness activities.

ICT (Information and Communication Technology)

Students will: • Develop keyboarding skills • Select an application to complete a task • Recognize common terminology, icons, and symbols related to basic functions of technology • Combine images and text • Name and save files • Learn online safety and security

GRADE 3 Language •

•

•

Listening and Speaking Students will: • Listen critically for main ideas.

• Understand and recall details, sequences, and directions.

• Use speech with increasing responsibility and talk about a wide range of topics.

• Use increasingly complex language confidently and creatively.

• Use language with increasing accuracy, detail and range of vocabulary.

• Participate appropriately in discussions.

• Have daily opportunities to listen and to speak in a variety of authentic contexts.

Viewing and Presenting Students will: • Experience a wide variety of visual media.

• Respond to viewing experiences orally and in writing.

• Interpret visual media and recognize its power to influence thinking and behavior.

• Begin to learn how to make informed choices in their personal viewing experiences.

• Use a variety of materials to plan and create projects with different media.

• Add to their range of skills in using drama, movement, and art as modes for extending and sharing understanding.

Reading and Writing Students will: • Read a variety of fiction and non-fiction texts with confidence, fluency, and independence.

• Select texts appropriate to their reading level and for a specific purpose.

• Be interested in a variety of literary styles.

• Understand and respond to ideas, feelings, and attitudes expressed in reading materials.

• Use reference materials including information technology independently.

• Read daily and for sustained periods.

• Write independently, with confidence and fluency.

• Use a wide vocabulary.

• Write for a range of purposes.

• Plan, edit, and review their writing.

• Use a range of strategies to spell complex words.

Mathematics

Students will: • Demonstrate a range of part/whole strategies for addition and subtraction.

• Demonstrate simple repeated addition and part/whole strategies for multiplication and division problems.

• Read, write, and solve simple problems for the four operations.

• Read, write, and model numbers using the base 10 system to 100,000.

• Count, compare, and order numbers by 10, 100, 1000, 10,000.

• Estimate and round quantities to 100,000.

• Recall all 2s, 3s, 4s, 5s, and 10s multiplication and division facts.

• Create, record, and order fractions with the same numerator and/or denominator.

• Analyze patterns in numbers to 1000; odd, even, multiples of 5, 10, and 2.

• Identify simple patterns and rules for multiplication and division.

• Given a rule, extend a pattern and describe it in mathematical language.

• Estimate, measure, label and compare using formal methods and standards units of measurement: length, mass, and temperature.

• Select and use appropriate tools for measurement: length and mass.

• Accurately read and write the time.

• Collect and display data in a range of graphs.

• Use probability to determine mathematically fair and unfair games and to explain possible outcomes.

• Sort, describe, and model regular and irregular polygons: quadrilateral, triangle, pentagon, hexagon, and octagon.

• Identify, describe, and model congruency in two-dimensional shapes.

• Identify lines of symmetry.

French

Students will: • Learn vocabulary and structures through a play, such as, “Les trios petits cochons”.

• Organize and present the play to their parents in May. • Learn through the central idea, “Planning events and projects requires organization and collaboration”.

• Develop the ability to sequence thought in

2011/2012 PYP CURRICULUM GUIDE - 21

GRADE 3 • • • • •

Compare, contrast, and categorize artwork from a range of cultures, places, and times.

Recognize that different audiences respond to artworks in different ways.

Identify, plan, and make specific choices of tools and materials.

Demonstrate control of tools and materials.

Consider their audience when creating artwork.

Music (Music and Dance)

Students will: • Sing with accuracy and control focusing awareness on the musical elements.

• Sing partner songs.

• Describe the process used to create their own music and compare it with others.

• Read and perform musical patterns and phrases.

• Continue to develop music vocabulary.

• Create and perform a music sequence.

Personal, Social, and Physical Education (PSPE)

• •

French, paraphrase, and add details to a known story.

Participate in dialogues about familiar topics.

Write simple sentences based on the play.

Mandarin

Students will: • Continue to develop communication skills; listening, speaking, writing, viewing, and presenting.

• Read simple familiar texts.

• Read texts aloud with accuracy.

• Identify common radicals.

Arts (Visual Arts and Drama)

Students will: • Work cooperatively towards a common goal, taking an active part in a creative experience.

• Consider and maintain appropriate behaviors in drama, as an audience member or performer.

• Create a devised or scripted performance for a particular audience.

22 - 2011/2012 PYP CURRICULUM GUIDE

Students will: • Recognize personal qualities, strengths, and limitations.

• Work and learn with increasing independence and optimism.

• Identify ways to live a healthier lifestyle.

• Understand that there are substances that can cause harm to health.

• Identify individual strengths that can contribute to shared goals.

• Continue to develop skills through a variety of individual pursuits, movement composition, games, adventure challenges, and health related fitness activities.

ICT (Information and Communication Technology)

Students will: • Continue to develop keyboarding skills • Use a variety of appropriate online curriculum-based resources • Select from a variety of applications to complete a task • Expand understanding of safety and security online

GRADE 4 Language •

•

•

Listening and Speaking Students will: • Listen critically for main ideas.

• Use speech responsibly to inform, entertain and influence others.

• Use increasingly complex language confidently and creatively.

• Use language with increasing accuracy, detail and range of vocabulary.

• Interact confidently in a variety of situations • Use oral language to articulate, organize, and reflect on learning.

• Have daily opportunities to listen and to speak in a variety of authentic contexts.

Viewing and Presenting Students will: • Experience a wide variety of visual media.

• Respond to viewing experiences orally and in writing.

• Interpret visual media and recognize its power to influence thinking and behavior.

• Begin to learn how to make informed choices in their personal viewing experiences.

• Use a variety of media technologies for research, synthesis, and presentation.

• Add to their range of skills in using drama, movement, and art as modes for extending and sharing understanding.

Reading and Writing Students will: • Use a range of strategies to read a wide variety of texts with understanding and accuracy.

• Select texts appropriate to their reading level and for a specific purpose.

• Be interested in a variety of literary styles.

• Reflect upon and analyze details of character and plot.

• Locate and use a range of reference materials.

• Read daily for enjoyment and information, for sustained periods.

• Write fluently and effectively in a range of styles.

• Match different styles and structures of writing to the task.

• Vary sentence structure and length.

• Plan, edit, and review their writing.

• Use a range of strategies to spell complex words.

• Engage in word and grammar study.

Mathematics

Students will: • Demonstrate an increasing range of part/whole strategies to solve problems involving the four operations including decimals to the tenths.

• Recall and use place value from tenths to millions accurately.

• Read, write, order, and model numbers using the base 10 system to millions and to hundredths.

• Create and solve simple multiple digit problems over the four operations and using a combination of operations.

• Approximate the solution to problems by rounding decimals to a given place value or whole number.

• Model equivalency of simple fractions, including improper fractions, mixed numerals, and simplified fractions.

• Given a rule, extend a pattern.

• Estimate, measure, label and compare using formal methods and standards units of measurement: length, mass, and temperature.

2011/2012 PYP CURRICULUM GUIDE - 23

GRADE 4 • • • • • • • • • •

Use measuring tools with simple scales accurately (millimeter, centimeter, meter, kilogram, and liter).

Develop procedures for finding the area and perimeter of simple shapes and figures.

Understand that an angle is a measure of rotation.

Recognize and measure common angles using a protractor.

Use and determine timetables and identify times world wide, 24 hour clock and time zones.

Collect and display data in a range of graphs.

Create, interpret, discuss, and compare a range of data displays.

Find, describe, and explain the mean in a basic set of data.

Determine the theoretical probability of an event and explain why it might differ from an experimental probability.

Use geometric vocabulary: parallel, edge, vertex.

• •

Classify, sort, and label quadrilaterals: rhombus, trapezium, parallelogram, kite, square, and rectangle.

Understand and use vocabulary of lines, ray, and segments; parallel and perpendicular.

French

Students will: • Continue to develop communication skills; listening, speaking, reading, writing, viewing, and presenting.

• Learn through a play, such as, “Veux-tu aller au Carnaval?”

• Assist others in class using familiar words and structures.

• Participate in a variety of reading situations, such as guided, shared, and choral reading using correct pronunciation and intonation.

• Develop the ability to retell and/or extend an original text using the same and some different vocabulary.

• Communicate ideas and facts in writing for a specific purpose.

Mandarin

Students will: • Continue to develop communication skills; listening, speaking, reading, writing, viewing, and presenting.

• Expand every day, seasonal, and inquiryrelated vocabulary.

• Recognize and identify an increasing number of Mandarin characters.

• Write an increasing number of Mandarin characters using correct stroke order.

Arts (Drama and Visual Arts)

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Students will: • Express their unique values, beliefs, and interests through a dramatic form.

• Interpret written dialogues or scenarios.

• Compare, contrast, and categorize artwork from a range of cultures, places, and times.

• Reflect on their own and others’ creative processes.

• Provide constructive criticism when responding to artwork.

• Make connections between the ideas they are exploring in their artwork and those

GRADE 4 • •

explored by other artists through time, place, and cultures.

Create artwork for a specific audience.

Use a personal interest, belief, or value as the starting point to create a piece of artwork.

Music (Music and Dance)

Students will: • Sing individually.

• Compare aspects of music from different times and places.

• Analyze different compositions describing how the musical elements enhance the message.

• Create a musical composition expressing their own ideas and feelings about a social issue.

• Deliver a musical message to different audiences.

• Improvise upon a basic pattern.

• Express themselves through musical composition.

• Read and write music using nontraditional notation.

• Investigate and perform a cultural or historical dance form.

ICT (Information and Communication Technology)

Students will: • Continue to refine keyboarding skills.

• Use a variety of appropriate online curriculum-based resources.

• Select from a variety of applications to complete a task.

• Communicate clearly through word processing, voice recording, and image creation.

• Use editing tools in word processing, including copy, cut, and paste.

• Expand understanding of safety and security online.

Personal, Social, and Physical Education (PSPE)

Students will: • Recognize personal qualities, strengths, and limitations.

• Embrace optimism to shape a positive attitude towards themselves.

• Demonstrate an understanding of the principles of training in developing and maintaining fitness.

• Demonstrate greater body control and spatial awareness.

• Recognize that committing to shared goals in group situations improves individual and shared experiences and outcomes.

• Continue to develop skills through a variety of individual pursuits, movement composition, games, adventure challenges, and health-related fitness activities.

2011/2012 PYP CURRICULUM GUIDE - 25

GRADE 5 Language •

•

•

Listening and Speaking Students will: • Listen critically for main ideas.

• Use speech responsibly to inform, entertain and influence others.

• Interact confidently in a variety of situations.

• Use a wide range of linguistic structures and features to present ideas and information.

• Adapt speaking and listening strategies to context, purpose, and audience.

• Have daily opportunities to listen and to speak in a variety of authentic contexts.

Viewing and Presenting Students will: • Respond to viewing experiences orally and in writing, using specific vocabulary and terminology.

• Identify stereotypes and purposes of visual media.

• Use a variety of media technology skills and work with a variety of materials to plan and carry out projects.

• Recognize the implications of commercial media and make informed judgments about media productions.

Reading and Writing Students will: • Use a range of strategies to read a wide variety of texts with understanding and accuracy.

• Recognize and appreciate various literary styles, form, and structures.

• Appreciate structural and stylistic differences between fiction and non-fiction.

• Reflect upon and analyze details of character and plot.

• Appreciate authors’ use of language and begin to recognize meaning beyond the literal.

• Read daily for enjoyment and information, for sustained periods.

• Write fluently and effectively in a range of styles.

• Match different styles and structures of writing to the task.

• Show an awareness of audience.

• Use relevant and appropriate supporting details and effective vocabulary.

• Use an appropriate writing process independently and confidently.

• Develop their own voice and style.

• Write for enjoyment and communication daily.

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Mathematics

Students will: • Confidently use a range of part/whole strategies to solve problems involving the four operations including decimals to hundredths and common fractions.

• Read, write, order, and model numbers using the base 10 system to millions and to thousandths.

• Recall and use all basic facts in a range of problem types.

• Approximate the solution to problems by rounding decimals to a given place value or whole number.

• Model equivalency of simple fractions, including improper fractions, mixed numerals, and simplified fractions.

• Solve problems that include fractions • Compare and order fractions.

• Describe patterns encountered in any context, make models of the patterns, and create charts to display the patterns.

• Use measuring tools with simple scales accurately (millimeter, centimeter, meter, kilometer, milligram, gram, kilogram, milliliter, and liter).

• Determine and discuss the relationship between area, perimeter, and volume.

• Find, describe, and explain the range, mode, median, and mean in a set of data, and use these to communicate their usefulness.

• Determine the theoretical probability of an event and explain why it might differ from an experimental probability.

• Classify, sort, and label triangles and quadrilaterals: scalene, isosceles, equilateral, rhombus, and trapezium.

• Understand and use vocabulary of lines, ray, and segments; parallel and perpendicular.

French

Students will: • Continue to develop communication skills; listening, speaking, reading, writing, viewing, and presenting.

• Learn through a play, such as, “Marc le magician”.

• Identify and use vocabulary, structures and grammar conventions introduced so far.

• Develop oral fluency and an ability for sustained speech.

GRADE 5 •

•

Create a story improvisationally, demonstrating an ability to speak using correct syntax and grammar; sequence a plot; and add detail, humour, suspense, etc., to the story.

Write texts using basic vocabulary and simple language structures, drawing from their knowledge of a familiar plot.

Mandarin

Students will: • Continue to develop communication skills; listening, speaking, reading, writing, viewing, and presenting.

• Recognize and reinforce previouslylearned vocabulary and acquire new vocabulary structures.

• Recognize and identify an increasing number of Mandarin characters.

• Write an increasing number of Mandarin characters using correct stroke order.

Music (Music and Dance) Students will: • Sing a repertoire of songs from diverse cultures.

• Participate in singing games and dances.

• Read staff notation.

• Play pitched and non-pitched percussion instruments.

• Study famous composers.

• Choreograph movement to music, word, and sound.

Personal, Social, and Physical Education (PSPE)

Arts (Drama and Visual Arts)

Students will: • Describe how drama plays an innovative role in communicating ideas within societies.

• Reflect on a variety of dramatic forms • Recognize and explore some of the different roles in theater.

• Create and perform a sequential drama.

• Consider the skills and techniques used by a range of drama practitioners in the performing arts.

• Show an awareness of audience and adapt performances accordingly consider the advice and feedback of others as an essential part of the creative process.

• Critique and make informed judgments about artwork.

• Become increasingly independent in the realization of the creative process.

• Adjust and refine their creative process in response to constructive criticism.

• Identify factors to be considered when displaying an artwork.

Students will: • Use emotional awareness and personal skills to relate to and help others.

• Embrace a strong sense of self-efficacy that enhances their accomplishments.

• Reflect and act upon their preferences for physical activities in leisure time.

• Understand the interdependence of factors that can effect health and well-being.

• Build on previous experiences to improve group performance.

• Independently use different strategies to resolve conflict.

• Continue to develop skills through a variety of individual pursuits, movement composition, games, adventure challenges, and health related fitness activities.

ICT (Information and Communication Technology)

Students will: • Continue to refine keyboard skills.

• Use a variety of appropriate online curriculum based resources.

• Select from a variety of applications to complete a task.

• Communicate clearly through word processing, voice recording, and image creation.

• Use editing tools in word processing, including copy, cut, and paste.

• Expand understanding of safety and security online.

2011/2012 PYP CURRICULUM GUIDE - 27

GRADE 6 •

•

Language •

•

Listening and Speaking Students will: • Have an increasing awareness of the power of oral language, how it helps them to construct meaning and connect with others.

• Use speech responsibly to inform, entertain and influence others.

• Understand that oral language is a medium for learning as well as for individual enjoyment.

• Interact confidently in a variety of situations.

• Use a wide range of linguistic structures and features to present ideas and information.

• Adapt speaking and listening strategies to context, purpose, and audience.

• Reflect upon communication to monitor and assess their learning.

Viewing and Presenting Students will: • Demonstrate appropriate viewing behavior for a range of visual materials.

• Respond to viewing experiences orally and in writing, using specific vocabulary and terminology.

• Understand the effect of design on the meaning of the visual.

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Identify stereotypes and purposes of visual media.

• Use a variety of media technology skills and work with a variety of materials to plan and carry out projects.

• Recognize the implications of commercial media and make informed judgments about media productions.

Reading and Writing Students will: • Use a range of strategies to read a wide variety of texts with understanding and accuracy.

• Recognize and appreciate various literary styles, form, and structures.

• Appreciate structural and stylistic differences between fiction and nonfiction.

• Reflect upon and analyze details of character and plot.

• Appreciate authors’ use of language and begin to recognize meaning beyond the literal.

• Locate and use a range of reference materials to find information and guide research.

• Read daily for enjoyment and information, for sustained periods.

• Write fluently and effectively in a range of styles.

• Match different styles and structures of writing to the task.

• Show an awareness of audience.

• Use relevant and appropriate supporting details and effective vocabulary.

• Vary sentence structure and length.

• Use an appropriate writing process independently and confidently.

• Develop their own voice and style.

• Write for enjoyment and communication daily for sustained periods.

Mathematics

Students will: • Confidently use a range of part/whole strategies to solve problems involving the four operations including decimals, fractions, ratios and proportions.

• Read, write, order, and model numbers using the base 10 system to millions and beyond; to thousandths and beyond.

• Create and solve multiple digit problems over the four operations and using a combination of operations.

GRADE 6 • • • • •

• • • • • • • • • • • • • • • • • •

Rename numbers from thousandths to millions in alternate forms.

Approximate the solution to problems by rounding decimals to a given place value or whole number.

Name percentage and calculate mentally or using a formula.

Find the least common factors and the highest common multiples.

Model equivalency of fractions including improper fractions, mixed numerals, and simplified fractions, ratios and proportions.

Read, write, model, and solve every day examples and problems related to percentages.

Solve problems that include fractions, ratios and proportions.

Compare and order fractions in a range of forms.

Interchange fractions, decimals, and percentages.

Read, write, and model integers and solve problems as related to simple real life contexts.

Read, write, and model scientific notation.

Select and defend the most appropriate and efficient method of solving a problem using a range of estimation strategies.

Use real-life problems to create, model, and explain number patterns.

Recognize mathematical relationships evident in patterns.

Use letters to represent numbers and be able to translate between words and algebraic symbols.

Create, record, and analyze patterns using words and algebraic symbols.

Use the algebraic symbol system to simplify, expand, and factorize simple algebraic expressions.

Use algebraic techniques to solve linear equations and simple inequalities.

Understand and use exponents and roots as inverse operations.

Use procedures for finding the area, perimeter, and volume of a wide range of shapes and objects.

Calculate the sum of angles.

Calculate angles from given information.

Find, describe, and explain the range, mode, median, and mean in a set of data, and use these to communicate their usefulness.

• • •

Create and manipulate an electronic database.

Create and use a multifunctional spreadsheet Use a numerical probability scale of 0 to 1, or 1% to 100%.

French

Students will: • Continue to develop communication skills; listening, speaking, reading, writing, viewing, and presenting.

• Learn through a play, such as, “Chaperon Rouge et le loup fou”.

• Talk about familiar topics using simple and complex sentences.

• Give an oral presentation in the form of spontaneous story retelling with a partner.

• Discuss with a partner how to create a story based on an image.

• Write texts in different forms using learned vocabulary and simple and complex language structures.

• Identify the main idea and a few supporting details in a written text.

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GRADE 6 Mandarin

•

Students will: • Continue to develop communication skills; listening, speaking, reading, writing, viewing, and presenting.

• Recognize and reinforce previously-learned vocabulary and acquire new vocabulary structures.

• Recognize and identify an increasing number of Mandarin characters.

• Write an increasing number of Mandarin characters using correct stroke order.

• • • • •

Arts (Drama and Visual Arts)

Students will: • Describe how drama plays an innovative role in communicating ideas within societies.

• Understand the role and relevance of drama in their own society through exposure to a variety of performers and their perspective.

• Reflect on a variety of dramatic forms to identify new understandings within the arts.

• Recognize and explore some of the different roles in theater.

• Create and perform a sequential drama.

• • •

Consider the skills and techniques used by a range of drama practitioners in the performing arts.

Show an awareness of audience and adapt performances accordingly.

Consider the advice and feedback of others as an essential part of the creative process.

Explore writing for performance.

Reflect throughout the creative process to challenge their thinking and enact new and unusual possibilities.

Become increasingly independent in the realization of the creative process.

Adjust and refine their creative process in response to constructive criticism.

Identify factors to be considered when displaying an artwork.

Select, research, and develop an idea or theme for an artwork.

Music (Music and Dance)

Students will: • Sing with accuracy and control focusing awareness on the musical elements.

• Sing individually and in harmony.

• Explain the role and relevance of music in their culture, its uses and associations through place and time.

• Interpret and explain the cultural and/ or historical perspectives of a musical composition.

• Create music that will be continually refined after being shared with others.

• Present, in small groups, innovative musical performances.

• Read and write music in traditional and/or non-traditional notation.

• Improvise to create various movements for specific purposes.

• Work to develop each other’s ideas during the creative process.

• Analyze and integrate the reflections of others into the creative process when evaluating and improving.

• Choreograph movement to music, word, and sound.

Personal, Social, and Physical Education (PSPE) Students will: • Understand the role and strategies for optimism in the development of their own well-being.

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GRADE 6 • • • • •

Analyze self-talk and use it constructively.

Identify realistic goals and strategies to improve personal fitness.

Exhibit effective decision making processes in the application of skills during physical activity.

Work towards a consensus, understanding the need to negotiate and compromise.

Continue to develop skills through a variety of individual pursuits, movement composition, games, adventure challenges, and health related fitness activities.

ICT (Information and Communication Technology)

Students will: • Continue to refine keyboarding skills.

• Use a variety of appropriate online curriculum-based resources.

• Create increasingly complex presentations.

• Select from a variety of applications to complete a task.

• Communicate clearly through word processing, voice recording, and image creation.

• Use editing tools in word processing, including copy, cut, and paste.

• Expand understanding of online safety and security.

Grade 6 PYP Exhibition The PYP exhibition is an exciting, culminating project signifying the transition from the Primary Years to the Middle Years Programme. The exhibition is a unique presentation each year as it is driven by the students’ interests. The process involves the selection of a reallife issue or problem to be explored and investigated.

Schools are given considerable flexibility in their choice. Under the guidance of their teachers, students engage in an extended, collaborative inquiry project, incorporating knowledge and skills that they have acquired throughout their schooling. It is an opportunity for students to exhibit the attributes of the student profile that they have been developing throughout the programme. The exhibition is shared with the wider community and it results in a great deal of pride and a great sense of accomplishment in our students, parents, and teachers.

2011/2012 PYP CURRICULUM GUIDE - 31

NOTES

Canadian International School

Tanjong Katong Campus Early Childhood Education to Grade 10 371 Tanjong Katong Road Singapore 437128 T: +65 6345 1573 F: +65 6345 4057 E: admissionstk@cis.edu.sg

Lakeside Campus Early Childhood Education to Grade 12 7 Jurong West Street 41 Singapore 649414 T: +65 6467 1732 F: +65 6467 1729 E: admissions@cis.edu.sg URL: www.cis.edu.sg

www.cis.edu.sg