Primary Years Programme Curriculum Guide 2015/2016
INTERNATIONAL SCHOOL OF ESTONIA
TABLE OF CONTENTS
1. Introduction ……………………………………….. 3 2. ISE Mission and Philosophy……………………4 3. IB Learner Profile……………………………….…5 4. Primary Years Programme at ISE…………6 5. Academic Programme………………………. 13 6. Assessment Policy ……………………………..37
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1. Introduction Dear Students and Parents, It is a great pleasure to welcome both new and returning pupils to the International School of Estonia. This handbook has important curriculum information for families. It is important that we all understand the expectations and responsibilities that are required by the school as these help us provide a safe and comfortable learning environment for all our pupils. Please familiarize yourself with the information provided in the handbook. Have a happy, successful and enjoyable school year!
Dan Franch ISE Principal
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2. ISE Mission and Philosophy.
Mission: The mission of the school is to develop inquires, communicators, risk-takers, and leaders. We strive to provide an environment of creativity, innovation and care. Our mission is to foster intercultural understanding and respect and empower students to implement positive change in the face of future challenges. Philosophy The IB philosophy focuses on inter-cultural awareness, understanding and holistic education. It promotes student-centered programmes as well as an individual approach. Students are exposed to the interrelatedness of various disciplines, skills and experiences.
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3. IB Learner Profile 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. IB learners strive to be: Inquirers
We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.
Knowledgeable
We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.
Thinkers
We use critical and creative thinking skills to analyze and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions. We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.
Communicators
Principled
We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.
Open-minded
We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.
Caring
We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.
Risk-takers
We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and
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innovative strategies. We are resourceful and resilient in the face of challenges and change.
Balanced
We understand the importance of balancing different aspects of our lives - intellectual, physical, and emotional- to achieve well-being for others and ourselves. We recognize our interdependence with other people and with the world in which we live.
Reflective
We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.
4. Primary Years Programme at ISE The IB Primary Years Program (PYP) is designed for students aged 4 to 12 (grades 0 - 5). It is a transdisciplinary programme of international education designed to foster the development of the whole child. It focuses on the total growth of the developing child, touching hearts as well as minds and encompassing social, physical, emotional and cultural needs in addition to academic development. The PYP curriculum has an international perspective where the diversity of student experiences and backgrounds is welcomed and celebrated. A PYP school strives towards developing an internationally minded person who demonstrates the attributes of the Learner Profile, which represent the qualities of a life-long learner.
4.1 The PYP Curriculum Model. The Primary Years Program is an inquiry-based method of teaching and learning. Six transdisciplinary themes provide a framework for the exploration of knowledge as well as opportunities for students to develop skills, attitudes, concepts and knowledge needed to 6
become internationally minded people and responsible world citizens.
The curriculum in the PYP includes three interrelated components:
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The written curriculum (What do we want to learn?)
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The taught curriculum (How best will we learn?)
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The assessed curriculum (How will we know what we have learned?).
4.1.1 The written curriculum
In order to achieve balance there are five essential elements of the written curriculum.
Concept
Skills
Attitude Action Knowledge
What do we want students to understand?
What do we want students to be able to do?
What do we want students to feel, value and demonstrate?
How do we want students to act?
What do we want students to know about?
Form
Thinking
Tolerance
Reflect
Function
Communication
Respect
Choose
Six transdisciplinary units of inquiry
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Causation
Social
Integrity
Change
Research Self-management
Independence
Connection
Enthusiasm
Act
Languages Social Studies Mathematics
Perspective
Empathy
Science and technology
Responsibility
Curiosity
Arts
Reflection
Creativity
Personal, social and health education
Cooperation Confidence
Physical Education
Commitment Appreciation
Concepts: The concepts are expressed by the key questions used to support and structure the inquiries, providing a context in which students can understand and, at the same time, acquire essential knowledge, skills and attitudes.
These concepts and questions are: • • • • • • • • 9
Form Function Causation Change Connection Perspective Responsibility Reflection
What is it like? How does it work? Why is it like this? How is it changing? How is it connected to other things? What are the points of view? What is our responsibility? How do we know?
Skills: The transdisciplinary skills are valuable, not only in the units of inquiry, but also for any teaching and learning that goes on within the classroom, and in life outside the school. Attitudes: They help to create an internationally minded person and contribute to the well being of the individual and of the group. Action: The students are encouraged to reflect, make choices and take actions that will help not only individuals but also a wider community. Knowledge: This is the significant, relevant content that we wish the students to explore and know about, taking into consideration their prior experience and understanding. There are six transdisciplinary themes that guide the curriculum. The transdisciplinary themes: Who we are?
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An inquiry into the nature of 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 relationships between and the interconnectedness of individuals and civilizations, from both local and global perspectives.
An inquiry into the ways in which we discover and express How we ideas, feelings, nature, culture, beliefs and values; the ways in express ourselves? 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 the environment.
An inquiry into the interconnectedness of human-made systems How we and communities; the structure and function of organizations; organize ourselves? societal decision-making; economic activities and their impact on humankind and the environment.
An inquiry into rights and responsibilities in the struggle to Sharing the planet share finite resources with other people and with other living things; communities and the relationship within and between them; access to equal opportunities; peace and conflict resolution.
4.1.2 The taught curriculum
Taught curriculum is the “written curriculum in action”. It involves the methodologies that teachers use to engage students with the written curriculum. It is not only “what” students will learn but also “how” they will learn it that matters in a PYP school. PYP teachers are expected to constantly examine and improve the practices they use to actively involve students in learning and to 11
make learning self – initiated. Teachers also support and guide their students through the process of finding answers. This may involve research, experiments, field trips or discoveries made through reading and classroom experiences. Teachers know that regardless of skill level or background, students vary in their academic abilities, learning styles, interests, background knowledge and experiences. It is their goal to provide a variety of experiences to meet the needs of all their students. 4.1.3 The assessed curriculum
The PYP promotes the use of a range of assessment strategies, which are designed to give a clear picture of a student’s progress. We use techniques for assessing children’s work that take into account the diverse, complicated and sophisticated ways that individual children use to understand experience. We recognize the importance of assessing the process of learning and inquiry as well as the final results. Assessment in the PYP is of two types, each of which has a specific function: Formative assessment is interwoven with daily learning and helps teachers and students find out what the students already know in order to plan the next stage in learning. Formative assessment and teaching are directly linked; neither can function effectively or purposefully without the other. Summative assessment happens at the end of the teaching and learning process and gives the students opportunities to demonstrate what they have learned and teachers the chance to assess the current understanding of their students. We use a range and balance of school-based assessment and feedback techniques, including writing samples, structured observations, and performance tasks, which are assessed by 12
teachers and by students themselves. Students are provided with regular opportunities to reflect on their own learning. A student’s progress is reported to parents regularly and in a variety of ways. There are teacher-led conferences and student-led conferences scheduled during the year, as well as progress reports, portfolio sharing and a formal written report. We believe in open communication between home and the school and value the collaboration of parents, teachers and students in our learning community.
4.2 The PYP Exhibition Students in the final year of the PYP carry out an extended, transdisciplinary inquiry project, the PYP exhibition. It is an opportunity for students to work collaboratively with other students, teachers, parents and experts to identify, investigate and take positive action on an issue that matters to them. The PYP Exhibition is a major project that allows students to apply skills from all five sets of transdisciplinary skills: communication, research, and thinking, social and self- management skills. Students will display the attitudes that they have been developing in the PYP, as well as the attributes of the Learner Profile. It is both a transdisciplinary inquiry as well as a summative assessment activity that is a celebration of the passage from the Primary Years Programme in the Elementary School to the Middle Years Programme in the Middle School. Students begin early in the year to identify issues that they are hearing about, notice around them, want to know more about, want to do something about, and that really matter to them. In the second half of the year students negotiate with each other to collaboratively identify and agree upon the central idea and focus of the PYP exhibition for the year within the umbrella of the Transdisciplinary Theme chosen. Towards the end of the year, the 13
students set up interactive displays to share their learning with the rest of the ISE community: all students, parents, as well as other community members are invited.
5. Academic programme 5.1. Subject areas 5.1.1. Language Arts
What are our specific learning objectives in language? Language in PYP is developed through 4 strands: oral language (listening and speaking), visual language (viewing and presenting), written language (reading) and written language (writing). Oral language encompasses all aspects of listening and speaking—skills that are essential for ongoing language development, for learning and for relating to others. Viewing and presenting allow students to understand the ways in which images and language interact to convey ideas, values and beliefs. Reading is a developmental process that involves constructing meaning from text. Reading helps students to clarify their ideas, feelings, thoughts and opinions. And writing is a way of expressing themselves. It is a personal act that grows and develops with the individual. 1. Oral language—listening and speaking At ISE we believe Oral language: •Spoken language varies according to the purpose and audience •People interpret messages according to their unique experiences and ways of understanding •Spoken communication is different from written communication—it has its own set of rules Overall expectations Learners show an understanding of the wide range of purposes of spoken language: that it instructs, informs, entertains, reassures; that each listener’s perception of what he hears is unique. They are compiling rules about the use of different aspects of language. 14
2. Visual language—viewing and presenting At ISE we believe Visual language: •Visual texts can expand our database of sources of information •Visual texts provide alternative means to develop new levels of understanding •Selecting the most suitable form of visual presentation enhances our ability to express ideas and images •Different visual techniques produce different effects and are used to present different types of information Overall expectations Learners show an understanding that visual text may represent reality or fantasy. They recognize that visual text resources can provide factual information and increase understanding. They use visual text in a reflective way to enrich their storytelling or presentations, and to organize and represent information. 3. Written language—reading The ISE reading philosophy is: • Children learn to read by reading. • Reading is a developmental process that involves constructing meaning from text. The process is interactive and involves the reader’s purpose for reading, the reader’s prior knowledge and experience, and the text itself. • Reading helps us to clarify our ideas, feelings, thoughts and opinions. • Literature and discussions about literature offer us a means of understanding others, and ourselves and has the power to influence and structure thinking. • The ability to read and comprehend non-fiction is essential for the process of inquiry. As inquirers, learners need to be able to identify, synthesize and apply useful and relevant information from text. • As learners engage with interesting and appealing texts, appropriate to their experiences and developmental phase, they acquire the skills, strategies and conceptual understanding necessary to become competent, motivated, independent readers. Reading instruction at ISE follows a specific progression, building on children’s skills to develop strong, independent readers. 15
Children think along and respond
Teacher reads out loud, models different strategies that readers use
Read aloud Children finish sentences or rhymes or read out loud where they can
Shared reading
Children read out loud and practice what has been learned Child uses learnt skills and reads out loud to a skilled reader
Teacher reads and guides
Guided reading
Paired reading
Child uses learned skills and strategies independently It may be pretend reading in preschool
Teacher supports readers in small groups Teacher supports the reader
Independent reading
4. Written language—writing The ISE writing philosophy is: • Children learn to write by writing, reading and by example. • Writing is a way of expressing ourselves. It is a personal act that grows and develops with the individual. • Writing is a tool for thinking. We use it to clarify and organize thinking and ideas as well as solve problems. • We write for a variety of purposes and audiences. • Writing involves developing a variety of structures, strategies and literary techniques and applying them with increasing skill and effectiveness. • Writing is a process. 16
5.1.2. Mathematics What are our specific learning objectives in mathematics? The power of mathematics for describing and analyzing the world around us is such that it has become a highly effective tool for solving problems. Students can appreciate the intrinsic fascination of mathematics and explore the world through its unique perceptions. The programme provides students with the opportunity to see themselves as “mathematicians�, where they enjoy and are enthusiastic when exploring and learning about mathematics. In the IB Primary Years Programme (PYP), mathematics is also viewed as a vehicle to support inquiry, providing a global language through which we make sense of the world around us. It is intended that students become competent users of the language of mathematics, and can begin to use it as a way of thinking, as opposed to seeing it as a series of facts and equations to be memorized. It is important that learners acquire mathematical understanding by constructing their own meaning through ever-increasing levels of abstraction, starting with exploring their own personal experiences, understandings and knowledge. Additionally, it is fundamental to the philosophy of the PYP that, since it is to be used in real-life situations, mathematics needs to be taught in relevant, realistic contexts, rather than by attempting to impart a fixed body of knowledge directly to students. Mathematics in PYP looks at 5 strands: Number Our number system is a language for describing quantities and the relationships between quantities. Numbers are used to interpret information, make decisions and solve problems. For example, the operations of addition, subtraction, multiplication and division are related to one another and are used to process information in order to solve problems. Shape and space The regions, paths and boundaries of natural space can be described by shape. An understanding of the interrelationships of shape allows us to 17
interpret, understand and appreciate our two-dimensional (2D) and threedimensional (3D) world. Measurement To measure is to attach a number to a quantity using a chosen unit. Since the attributes being measured are continuous, ways must be found to deal with quantities that fall between numbers. It is important to know how accurate a measurement needs to be or can ever be. Data handling Data handling allows us to make a summary of what we know about the world and to make inferences about what we do not know. Data can be collected, organized, represented and summarized in a variety of ways. Probability can be expressed qualitatively by using terms such as “unlikely”, “certain” or “impossible”. It can be expressed quantitatively on a numerical scale. Pattern and function To identify pattern is to begin to understand how mathematics applies to the world in which we live. The repetitive features of patterns can be identified and described as generalized rules called “functions”. This builds a foundation for the later study of algebra.
5.1.4. Social studies
In the Primary Years Programme (PYP), social studies learning guides students towards a deeper understanding of themselves and others, and of their place in an increasingly global society. It provides opportunities for students to look at and think about human behavior and activities realistically, objectively, and with sensitivity. Exposure to and experience with social studies therefore opens doors to key questions about life and learning. (Social studies scope and sequence 2008)
Social Studies consists of five strands (areas) 18
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; the distribution of power and authority. 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 and natural environments The study of the distinctive features that give a place its identity; how people adapt to and alter their environment; how people experience and represent place; the impact of natural disasters on people and the built environment. Resources and the environment The interaction between people 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 developments on the environment.
5.1.5. Personal, Social and Physical Education 19
PSPE in the IB Primary Years Programme (PYP) is concerned with the individual’s well-being through the promotion and development of concepts, knowledge, attitudes and skills that contribute to this wellbeing. Well-being is intrinsically linked to all aspects of a student’s experience at school and beyond. It encompasses physical, emotional, cognitive, spiritual and social health and development, and contributes to an understanding of self, to developing and maintaining relationships with others, and to participation in an active, healthy lifestyle. (Personal, social and physical education scope and sequence 2009) PSPE consists of three strands (areas) Identity
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an understanding of our own beliefs, values, attitudes, experiences and feelings and how they shape us
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the impact of cultural influences
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the recognition of strengths, limitations and challenges as well as the ability to cope successfully with situations of change and adversity
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how the learner’s concept of self and feelings of self-worth affect his or her approach to learning and how he or she interacts with others
Active living •
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an understanding of the factors that contribute to developing and maintaining a balanced, healthy lifestyle the importance of regular physical activity
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the body’s response to exercise
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the importance of developing basic motor skills
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understanding and developing the body’s potential for movement and expression
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the importance of nutrition
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understanding the causes and possible prevention of ill health
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the promotion of safety
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rights and the responsibilities we have to ourselves and others to promote well-being
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making informed choices and evaluating consequences, and taking action for healthy living now and in the future
Interactions
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an understanding of how an individual interacts with other people, other living things and the wider world
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Behaviors, rights and responsibilities of individuals in their relationships with others, communities, society and the world around them
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the awareness and understanding of similarities and differences
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an appreciation of the environment and an understanding
of, and commitment to, humankind’s responsibility as custodians of the Earth for future generations Each strand interacts with the other and is broken into phases of development. These are used to inform progression and future goals. At ISE, PSPE is taught through units of inquiry as well as being integrated into all areas and everything we do, that is, within the classroom, dining room, playground, sports hall, swimming pool etc. with the view that skills and knowledge will be applied as a natural understanding develops. 5.1.6. The Arts Arts are identified as dance, drama, music and visual arts. They are a powerful mode of communication through which students explore and construct a sense of self and develop an understanding of the world around them. Arts provide students with a wide range of opportunities and means to respond to their experiences and engage with historical, social and cultural perspectives. The students are stimulated to think and to articulate their thoughts in new ways, and through a variety of media and technologies. (The arts scope and sequence 2009) There are two strands of Arts: .
Responding – it provides students with opportunities to respond to their own and other artists’ works and processes, and in so doing develop the skills of critical analysis, interpretation, evaluation, reflection and communication. It may also include creative acts and encompasses presenting, sharing and communicating one’s own understanding
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Creating – it provides students with opportunities to communicate distinctive forms of meaning, develop their technical skills, take creative risks, solve problems and visualize consequences. It also gives students the chance to explore their personal interests, beliefs, and values and to engage in a personal artistic journey. 22
5.2. PROGRAMME OF INQUIRY PRE SCHOOL 3 only four units of inquiry are done at this age Transdisciplinary theme: Who we are Central Idea: Friends – People’s relationships with each other can have an impact on well-being Key Concepts: function, connection, responsibility Lines of Inquiry: • • •
How we develop relationships How relationships affect us Roles and behavior within relationships
Transdisciplinary theme: How we express ourselves Central Idea: Imagination- Imagination is a powerful tool for extending our ability to think, create and express ourselves Key Concepts: causation, perspective, reflection Lines of Inquiry: • • • •
How we demonstrate and enjoy our imagination How imagination helps to consider other perspectives How imagination helps us to solve problems The value of imagination
Transdisciplinary theme: How we organize ourselves 23
Central Idea: All Aboard- Communities make efforts to create transportation systems that meet their needs Key Concepts: form, function, change Lines of Inquiry: • • •
Features of transportation systems Decisions involving using transportation How systems of transportation respond to changing needs
Transdisciplinary theme: How we share the planet Central Idea: Amazing Animals- Animals and people interact in different ways in different contexts Key Concepts: connection, perspective, responsibility Lines of Inquiry: • • •
The different roles animals play in people’s lives Suitability of particular animal for specific functions Our responsibility for the well-being of animals
PRE SCHOOL 4 only four units of inquiry are done at this age Transdisciplinary theme: Who we are Central Idea: Me, Myself and I- Awareness of our characteristics, abilities and interests inform our learning and development Key Concepts: form, perspective, reflection Lines of Inquiry: • • •
Physical, social and emotional characteristics Similarities and differences between ourselves and others Personal abilities and interests
Transdisciplinary theme: How we express ourselves 24
Central Idea: Play- Through play we express our feelings and ideas and come to new understandings Key Concepts: function, connection, perspective Lines of Inquiry: • Communicating through play • Imaginative use of materials • The role of toys in play
Transdisciplinary theme: How the world works Central Idea: Seasons Change- The Earth’s natural cycles influence the activity of living things Key Concepts: form, function, responsibility Lines of Inquiry: • • •
Natural cycles Patterns or behavior in living things related to Earth’s natural cycles The action people take in response to Earth’s natural cycle
Transdisciplinary theme: How we share the planet Central Idea: Our Green Friends- Plants sustain life on Earth and play a role in our lives Key Concepts: causation, perspective, responsibility Lines of Inquiry: • • •
Caring for plants Products we derive from plants How plants contribute to life on Earth
* Preschool 3 and Preschool 4 are often in a combined class and the units of inquiry will be on a two-year rotation.
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RECEPTION Transdisciplinary theme: Who we are Central Idea: We Are Family – Family relationships contribute to shaping our identity. Key Concepts: form, change, responsibility Lines of Inquiry: • • •
Diversity of families Responsibilities within the family Changes in family life
Transdisciplinary theme: Where we are in time and place Central Idea: History Tells Our Story- Interpretation of artifacts contributes to our understanding of peoples’ histories Key Concepts: form, function, reflection Lines of Inquiry: • How people analyze artifacts • How artifacts contribute to our understanding of the past • Why people keep or discard artifacts Transdisciplinary theme: How we express ourselves Central Idea: Images- Images communicate ideas and information Key Concepts: function, reflection, perception Lines of Inquiry: • 26
How images, text and sounds are used to express ideas and feelings
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How we interpret and respond to images Evaluation of messages presented in media
Transdisciplinary theme: How the world works Central Idea: Circle of Life- All living things go through a process of change Key Concepts: causation, change, connection Lines of Inquiry: • • •
Patterns of growth How living things change over their lifetime Factors that can influence life cycles
Transdisciplinary theme: How we organize ourselves Central Idea: From Field to Table- Many products go through a process of change before they are consumed or used. Key Concepts: change, connection, responsiblity Lines of Inquiry: • • • •
Origins of food products The different stages that products go through Distribution of products How people select the products they use
Transdisciplinary theme: How we share the planet Central Idea: Water is Wet – Water has many different properties and is essential to all life Key Concepts: form, change, connection Lines of Inquiry: • Properties of water • How water can change • How water is used • How we can save water
GRADE 1 27
Transdisciplinary theme: Who we are Central Idea: Rights and Responsibilities – Successful communities are influenced by rights and responsibilities Key Concepts: function, perspective, responsibility Lines of Inquiry: • • •
What are our rights and responsibilities What happens if people do not keep to their responsibilities Why all communities make and revise agreements about rights and responsibilities in order to live together
Transdisciplinary theme: Where we are in place and time Central Idea: Home Sweet Home- Homes reflect cultural influences and local conditions Key Concepts: form, perspective, responsibility Lines of Inquiry: • • • •
The concept of home How homes reflect local culture Factors that determine where people live Different types of homes
Transdisciplinary theme: How we express ourselves Central Idea: Stories- Stories can engage their audience and communicate meaning Key Concepts: communication, characterization, expression Lines of Inquiry: • • • •
How to construct an effective story What stories can convey How stories are created and shared Feelings and emotions that stories evoke
Transdisciplinary theme: How the world works 28
Central Idea: Breathe in – Breathe out- Understanding the properties of air allows people to make practical applications Key Concepts: function, causation, responsibility Lines of Inquiry: • • •
The evidence of the existence of air What air can do and how we use it The factors that influence the quality of air
Transdisciplinary theme: How we organize ourselves Central Idea: Communities- Communities provide interconnected services designed to meet people’s needs Key Concepts: function, connection, causation Lines of Inquiry: • • •
Reasons people live in a local community Services needed to support a community Planning services for a community
Transdisciplinary theme: Sharing the Planet Central Idea: It’s a Balancing Act- When interacting with natural habitats; humans make choices that have an impact on other living things. Key Concepts: form, connection, causation, responsibility Lines of Inquiry: • • •
Interdependence within a habitat How living things respond to changing environmental conditions Balancing between rights and responsibilities with natural habitat
GRADE 2 29
Transdisciplinary theme: Who we are Central Idea: Home and Away- People’s cultural backgrounds have an impact on their beliefs, values and actions Key Concepts: form, connection, perspective Lines of Inquiry: • • •
Aspects of students culture and society Connection between local and home country How people use different experiences to inform their perspectives
Transdisciplinary theme: Where we are in place and time Central Idea: What’s Out There - The Earth is surrounded by space and is part of a vast and complex solar system Key Concepts: perspective, reflection, causation Lines of Inquiry: • • •
What is in our social system beyond Earth How is the solar system and deeper space organized How do we know what is beyond Earth
Transdisciplinary theme: How we express ourselves Central Idea: Communication- Humans have numerous ways of communicating Key Concepts: reflection, function, perspective Lines of Inquiry: • • •
What forms of communication are there How do we choose the right way to communicate How has communication changed over time
Transdisciplinary theme: How the world works Central Idea: What’s the Matter- Everything around us is made of matter; it has many properties and uses Key Concepts: causation, function, change, responsibility 30
Lines of Inquiry: • • •
Properties of solid, liquids and gases The process by which materials change How to safely conduct different types of experiments
Transdisciplinary theme: How we organize ourselves Central Idea: My Wants and My Needs- People have basic needs to be met in order to survive. These can be identified as different to a person’s wants Key Concepts: causation, responsibility, perspective Lines of Inquiry: • • •
What do we need to survive What do we like to have How and why are people’s needs and wants different
Transdisciplinary theme: Sharing the Planet Central Idea: Going, Going, Gone –Once a species is extinct, it can never be brought back to life Key Concepts: change, connection Lines of Inquiry: • • •
Why should be protect and preserve the living species here on Earth How can we protect endangered species Why are species endangered
GRADE 3 Transdisciplinary theme: Who we are Central Idea: My Body, My Job – The effective interaction between human body systems contribute to health and survival 31
Key Concepts: function, connection, responsibility Lines of Inquiry: The systems of the body and how they work (skeletal, muscular, respiratory, circulatory, digestive and nervous) • How body systems are interdependent • Impact of life style choice on the body •
Transdisciplinary theme: Where we are in place and time Central Idea: Family Stories- Personal and family stories provide an insight into cultural and personal identity Key Concepts: connection, change, reflection Lines of Inquiry: Ways to find out and record from the past How learning about past generations help to understand the relationships between the past and the present • Similarities and differences between generations within a family • •
Transdisciplinary theme: How we express ourselves Central Idea: Let’s Dance- Dance is an art form that allows people to express ideas, feelings, and beliefs through movement of the body Key Concepts: form, function, connection Lines of Inquiry: • • • •
What constitutes a dance The role of dance in different cultures, places and times How people communicate through dance Development of dance forms over time
Transdisciplinary theme: How the world works 32
Central Idea: Energy- Energy can be converted, transformed and used to support human progress Key Concepts: form, causation, responsibility Lines of Inquiry: • • • •
Forms of energy The storage and transformation of energy How energy is used Sustainable energy practices
Transdisciplinary theme: How we organize ourselves Central Idea: Innovation – Innovations change the way people do things and approach problems. Key Concepts: change, connection, responsibility Lines of Inquiry: What is innovation Circumstances that lead to the development of important innovations and their impact on global community and economy • How innovations change the way we connect to each other • •
Transdisciplinary theme: Sharing the planet Central Idea: Sustainability - People can establish practices in order to sustain the Earth's nature and resources. Key Concept: form, change, responsibility, reflection Lines of Inquiry: • What are some local and global issues related to sustainability • How human actions affect the sustainability of Earth's nature and resources • How every day practices can support or hinder sustainability
GRADE 4 33
Transdisciplinary theme: Who we are Central Idea: I Believe- Systems that define beliefs and values offer explanation about the world around us and what it means to be human. Key Concepts: form, perspective, reflection Lines of Inquiry: Similarities and differences between belief systems (secular and faith based) • How beliefs and values contribute to the formation of action of communities • The impact of spiritual tradition on society •
Transdisciplinary theme: Where we are in place and time Central Idea: Past Civilizations- Past civilizations shape present day systems and technologies Key Concepts: causation, change, perspective Lines of Inquiry: Aspects of past civilization that have survived Reasons these systems and technologies developed How and why modern societies continue to use adaptations of these systems and technologies • Implication for the future • • •
Transdisciplinary theme: How we express ourselves Central Idea: Encore – Throughout history people have used the elements of dramatic arts to communicate stories Key Concepts: function, connection, change Lines of Inquiry: • • • •
The elements of dramatic arts How people communicate stories through dramatic arts The role of drama in different cultures, places and time Development of dramatic arts over time
Transdisciplinary theme: How the world works Central Idea: Changing Earth- Human survival is connected to understanding the continual changing nature of the Earth Key Concepts: Connection, causation, change 34
Lines of Inquiry: • • • •
How different components of Earth are interrelated How the Earth has changed and continuing to change Why the Earth changes Human responses to the Earth’s changes
Transdisciplinary theme: How we organize ourselves Central Idea: It’s a Done Deal- Marketplaces depend on the ability to produce goods and supply services that can be exchanged Key Concepts: Function, connection, responsibility Lines of Inquiry: • • • •
Medium of exchange in various marketplaces Ethics of the marketplace How and in what ways we depend on people in other places How global movement and communication affect the availability of good and services
Transdisciplinary theme: Sharing the planet Central Idea: Power Sources– Consumption and production of different energy sources effect the lives of people and the global environment .
Key Concepts: change, responsibility, reflection Lines of Inquiry:
Renewable and non-renewable power sources Benefits and drawbacks of renewable and non-renewable power sources • How local environment influences the choices of power sources • Personal responsibility in consumption of energy • •
GRADE 5 35
Transdisciplinary theme: Who we are Central Idea: What’s Happening to Me –Changes people experience at different stages of their lives affect their evolving sense of self. Key Concepts: causation, change, reflection, perspective Lines of Inquiry: The physical, social, emotional and intellectual change that occurs throughout life • Factors that contribute to well being during adolescence • How relationships contribute to our self-concept •
Transdisciplinary theme: Where we are in place and time Central Idea: Beyond the Castle Walls - A Community’s response to significant events provide an insight into the history and values of that community Key Concepts: connection, reflection Lines of Inquiry: The ways in which significant events may be recognized locally and/or globally • How significant events has an impact on community • Why viewpoints differ about significant events •
Transdisciplinary theme: How we express ourselves Central Idea: Fine Art- Creating and responding to art develops understanding of ourselves and the world around us Key Concepts: form, function, perspective, reflection Lines of Inquiry: • • • •
How art can be a reflection of societal values and issues The contexts in which artwork was created How learning about arts develops appreciation Personal preference in arts
Transdisciplinary theme: How the world works
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Central Idea: Structures- The design of buildings and structures is dependent upon environmental factors, human ingenuity, and available materials. Key Concepts: causation, connection Lines of Inquiry: • • •
Considerations taken into account when building a structure Impact of buildings and structures on the environment Local architecture and its connection with the needs of the community and availability of materials
Transdisciplinary theme: How we organize ourselves Central Idea: PYP Exhibitition- Human societies impacts the world in many different ways. Key Concepts: form, function, change, connection, perspective, responsibility, reflection Lines of Inquiry: •
Students identify their own inquiry points
Transdisciplinary theme: How we share the planet. Central Idea: Give Peace a Chance- Reaching a resolution during periods or moments of conflict is influenced by the actions and reactions of all involved Key Concepts: causation, connection, perspective, responsibility Lines of Inquiry: • • • •
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Causes of conflict (local and global) Human rights and equity Strategies to resolve conflict Consequences of solutions
5.3. Homework In ISE’s Lower School, there are specific time guidelines in the student handbook for homework. Parents need to understand that the philosophy of homework in ISE’s Lower School is different than the traditional idea of homework. Educational research shows no benefit to time-wasting, rote, or repetitive tasks. The children are in school for an extended day and they are tired at the end of it. We want children to understand that they are always learners, both in school and after school. Instead of “homework,” activities for children in the evening should be considered “continued learning.” Children will be encouraged to read, write, perform arithmetic, better understand the world around them in terms of civics, science, and the arts, and, of course, develop their people skills -their emotional intelligence. In the ISE’s Lower School, children are asked to simply continue their learning at home and formal homework assignments will be rarely given.
6. Assessment Policy 6.1. Belief Statements on Assessment Assessment is the gathering and analysis of information about student learning. It identifies what students know, understand, can do and feel at different stages in the learning process. It is a basis for ongoing reflection and evaluation of curriculum and instruction. We believe assessment is integral with planning, teaching and learning. It is essential to our goal of inspiring students to participate responsibly, successfully and with integrity in the global community. We do this by guiding them through the essential elements of 38
learning: the understanding of concepts, the acquisition of knowledge, the mastery of skills, the development of attitudes and the decision to take responsible action. Through a variety of means, we strive to ensure that all members of the school community have an understanding of the reasons for the assessment, what is being assessed, the criteria for success and the method of assessment. Assessment focuses on the quality of student learning during the process of inquiry and instruction and on the quality of the products of the learning. It is the means by which we analyze student learning and the effectiveness of our teaching and acts as the foundation on which to base our future planning and practice.
6.2. Purposes of Assessment The purposes of assessment are to: Promote student learning This is done through –
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•
Giving constructive feedback to students highlighting strengths and areas for improvement
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Providing opportunities for self- and peer assessment/reflection
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Encouraging students to feel a sense of ownership of their learning
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Offering students opportunities to display their learning in a variety of ways
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Accommodating diverse learning styles and multiple intelligences
Provide information about student learning. This is done through•
Finding out what students know/don’t know and can/can’t do through assessing prior knowledge
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Giving students opportunities to demonstrate how well they can apply their understanding
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Recording student progress in the following skills: thinking, research, communication, social and self-management
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Monitoring student behavior and performance in order to highlight those students in need of additional support
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Providing data to support dialogue and analysis about class and individual learning with colleagues, parents, students and external bodies
Assist in the evaluation of instruction and the programme of studies This is done through•
Providing reflection on a unit of learning to assess: - the unit’s suitability for a range of cultural backgrounds, language levels and learning styles student attainment - suitability of assessment tasks/learning engagements – relevant, engaging, challenging - suitability of assessment tasks/learning engagements for the aspects of the five essential elements (knowledge, concepts etc.) being focused on
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•
Annual reflection on the programme of inquiry to track vertically and horizontally how each aspect of the essential element.
6.3. Principles of assessment Effective assessments allow the student to: •
have criteria that are known and understood in advance
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analyze their learning and understand what needs to be improved
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demonstrate the range of their conceptual understandings, their knowledge and their skills
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synthesize and apply their learning, not merely recall facts
•
base their learning on real-life experiences that can lead to other questions to ask or problems to solve
• •
• •
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focus on producing a quality product or performance highlight their strengths and demonstrate mastery and expertise express different points of view and interpretations promote reflection, self- and peer-evaluation.
Effective assessments allow the teacher to:
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•
plan them and build them into the learning, not add them after the fact
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identify what is worth knowing and assess it
•
include collaboration between the student and teacher or
among students •
•
take into account different cultural contexts and different ways of learning and knowing use scoring that is both analytical and holistic
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produce evidence that can be reported and understood by students, parents, teachers, administrators and board members
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inform every stage of the learning and teaching process
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plan further activities that address areas of interest for the teacher and the students.
Effective assessments allow the parents to: •
understand the learning process and the school’s vision, mission and values
•
actively support their child’s education.
6.4. What to assess The school curriculum provides the opportunity for learners to construct meaning, principally through structured inquiry, and emphasizes the connections between concepts and subject-specific knowledge, skills and attitudes. The units of learning provide a focus for student inquiry, while literacy and numeracy provide the tools for inquiry. Therefore, feedback is given on student progress and performance in each of these areas. Student progress and performance is assessed in the following curriculum areas language, mathematics, social studies, the arts, science and technology, and personal, social and physical education. Additionally, feedback is provided on the attributes listed in the IB learner profile. This profile serves to increase the learners’ awareness of, and sensitivity to, the experiences of others beyond 42
the local or national community, thereby promoting an understanding that there is a commonality of human experience.
Policy Continuous assessment is an integral part of teaching. The use of assessment to judge the effectiveness of both teaching and learning processes is essential to allow teachers and students to identify their strengths and weaknesses and the effectiveness of the programme. The students are clear about the purpose and means of assessment and information about the purpose and format of summative assessment tasks is communicated to students and parents. Formative assessment Formative assessment is interwoven with the daily learning and helps teachers and students find out what the students already know in order to plan the next stage of learning. Summative assessment Summative assessment takes place at the end of the teaching and learning processes and gives the student opportunities to demonstrate what has been learned. Summative assessments may include any of, and any combination of, the following: acquisition of data, synthesis of information, application of knowledge and processes. An example of summative assessment is the required PYP exhibition, an extended collaborative inquiry undertaken by students in their final year of the PYP, which provides the culminating experience of each learner’s engagement with the PYP. 43
Strategies The following methods cover a broad range of approaches, from the more subjective and intuitive to the more objective and scientific. They provide a range of approaches and therefore aim to provide a balanced view of the child.
Observations
All children are observed often and regularly, with the teacher taking a focus varying from wide angle focusing on the whole class to close-up focusing on one child or activity, and from nonparticipant observing from without to participant observing from within.
Portfolios
Portfolios are collections of students’ work that are designed to demonstrate successes, growth, higher order thinking, creativity and reflection. A portfolio should be thought of as an exhibition of an active mind at work. At Elementary level, portfolios, which include examples of self, peer and teacher reflections, are shown to parents at least two times a year, for example at Student- led conferences and StudentParent- Teacher conferences.
Open-ended tasks
These are situations in which children are presented with a stimulus and asked to communicate an original response. The answer might be a brief written answer, a drawing, a diagram or a solution.
Selected responses
These are single occasion, one-dimensional exercises such as tests, quizzes and examinations. Process-focused assessmentsThe 44
students’ skills are observed regularly and the observations are recorded.
Performance assessments
These are assessments of goal-directed tasks with established criteria that are authentic challenges and problems. There are numerous approaches to the challenges/problems that require the use of many skills and there is rarely only one correct response. Audio, video and narrative records are often useful for this kind of assessment. Taken together, the assessment strategies form the basis of a comprehensive approach to assessment. Whatever strategy is used, self and peer as well as teacher (and sometimes parent) reflections are seen as an important stage in the learning process. Peer reflections include reflections completed by students at different grade levels, and teacher reflections include those completed by teachers other than the homeroom or subject teacher.
How do we assess - Assessments tools:
Self teacher and peer assessment
Anecdotal records
Observation
Classroom displays
Student checklists
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Student-teacher negotiated rubrics
Artistic responses, including art, drama, songs, poetry
Tests and quizzes
Portfolios
Performances
Collaborative work
Written work, e.g. creative writing, essay, journal
Reading records
Conferencing
Standardized MAP TESTING
Student-led conferences
Benchmark tests
Oral presentation /debate
Homework
Video /photography
Exhibitions
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6.6. Reporting
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Criteria for effective reporting 46
Reporting is a means of giving feedback from assessment. It describes the progress of students’ learning, identifies areas for growth, and contributes to the consolidation of the entire school community. Because feedback is the component of assessment that lets us make sense of judgment and improve our work we encourage both assessment and feedback. Reporting at ISE:
involves parents, children and teachers as partners
reflects what the school community values
aims to be comprehensive, honest, fair and credible
aims to be clear and understandable to all parties
allows teachers to incorporate what they learn during the reporting process into their future
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teaching and assessment practice.
Involving parents, children and teachers as partners Parents, students and teachers have the opportunity to participate in the reporting process by asking for clarification and examining particular examples. In order for students to participate in the reporting procedure effectively, students are given guidance at different stages of assessment tasks in learning how to selfevaluate and report on their progress. Some of the many ways we support parent/student understanding of how assessment is linked to teaching and learning include: open house for parents, parent workshops, class and school newsletters, ISE website, regular communication through homework, Managebac, class blogs and school assemblies. 47
Reflecting the school community values The reporting process reflects the values of the ISE community, in particular: •
Education is a shared responsibility between parents, students, teachers, and the community.
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Diversity enriches our lives and the life of the community.
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Individuals have unique needs and always have potential for growth and improvement.
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Developing head, heart and hand is necessary to realize one’s potential.
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Clear expectations and accountability improve performance.
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Responsible citizenship requires open mindedness, global awareness, understanding and action.
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Learning is a lifelong process that is nurtured by encouraging enquiry and creativity.
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Effective communication promotes understanding, trust and support.
Being comprehensive, honest, fair and credible Reports analyze all available assessment results in order to present a comprehensive and accurate intellectual profile of students’ major strengths and weaknesses. Summary judgments made in the report are supported by data. Being clear and understandable to all parties We aim to present information in language that is clear to parents and students. All reports are written in English, the medium of instruction of the 48
school. Community members assist in translation whenever possible, including conferences. Allowing teachers to incorporate what they learn into their future teaching and assessment practice Teachers take into account the process of children’s learning as well as the products of that learning, so that they may monitor and modify their teaching and assessment practices to promote further progress in the children’s learning. Conferences The purpose of conferences is to give information to both students and parents. The following three formats are used. Teacher-student conferences These are usually informal and are designed to give children feedback so they can reflect on their work and further refine and develop their skills. The purpose of these conferences is to support and encourage the student’s learning. Student-parent-teacher conferences These are formal and are designed to give the parent(s) information about the student’s progress and needs. Teachers take this opportunity to answer the parents’ questions, to address their concerns and to help define their role in the learning process. The student portfolio plays a central role in these conferences. Student-led conference These are formal conferences during which students are involved in discussing their work and their progress with their parents. The students, with the support and guidance of their teachers, select the work to be discussed and/or presented. The format of these conferences depends on the age of the student, and all of the 49
participants are helped to understand the format and their roles prior to the conference. The value of student-led conferences is that the students reflect on and consolidate their progress and share the responsibility of informing their parents. The student portfolio plays a central role in these conferences. The written report At the end of each semester (twice a year) a digital report card is sent home. The ManageBac system creates this report that is specifically designed for the IB PYP program and will help promote an in-depth evaluation of a student’s learning. The goal is to provide greater insight to your child’s abilities along the learning continuum. There is a criteria explanation of each letter (E, C, B, NE) and parents are encouraged to contact the homeroom teacher if they need further discussion and explanation. Assessment Criteria
Abbreviation
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Title
Description
E
Established
Students demonstrate mastery. Students can do this independently.
C
Consolidating
Student demonstrates understanding, but still requires some guidance.
B
Beginning
Student shows limited understanding and requires lots of guidance.
NE
Not Evident Yet Student not able to demonstrate understanding, and requires reteaching.
NA
Not Assessed
The area has not yet be taught in class therefore not able to be assessed.
Attitudes: While recognizing the importance of knowledge, concepts and skills, these alone do not make an internationally minded person. It is vital that there is also focus on the development of personal attitudes towards people, towards the environment and towards learning, attitudes that contribute to the wellbeing of the individual and of the group. The attitudes are also assessed on the semester report. Attitudes
Description of Attitude
Appreciation
Appreciating the wonder and beauty of the world and its people.
Commitment
Being committed to their own learning, persevering 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.
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Curiosity
Being curious about the nature of learning, about the world, its people and cultures.
Empathy
Imagining themselves in another’s situation in order to understand his or her reasoning and emotions, so as to be open-minded and reflective about the perspectives of others.
Enthusiasm
Enjoying learning and willingly putting the effort into the process.
Independence
Thinking and acting independently, making their own judgments based on reasoned argument, and being able to defend their judgments.
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.
Transdisciplinary skills 52
Within their learning throughout the programme, students acquire and apply a set of transdisciplinary skills: social skills, communication skills, thinking skills, research skills and self-management skills. These skills are valuable, not only in the units of inquiry, but also for any teaching and learning that goes on within the classroom, and in life outside the school. This is another area that is assessed in the progress report. SKILLS - Social
Accepting Responsibility, Respecting Others, Cooperating, Resolving Conflict, Group Decision Making, Adopting a Variety of Group Roles
-Research
Formulating Questions, Observing, Planning, Collecting Data, Recording Data, Organizing Data, Interpreting Data, Presenting Research
-Communication Listening, Speaking, Reading, Writing, Non-verbal, Viewing, Presenting -SelfManagement
Gross Motor, Fine Motor, Spatial Awareness, Organization, Time Management, Safety, Healthy Lifestyles, Codes of Behavior, Informed Choices
-Thinking
Acquisition of Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation, Dialectical Thought, Metacognition
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