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ELEMENTARY SCHOOL PROGRAM

The International School of Krakow is dedicated to excellence in the intellectual and personal development of tomorrow's world citizens.

Dear Parents, The International School of Krakow’s Program of Studies booklet is an essential tool to assist you in planning the academic program for your child.

This booklet contains descriptions of subjects offered in the Elementary Program.

We are always happy to assist you or address your concerns. Please do not hesitate to get in touch with us.

Sincerely, Mamie Heard Director

The International School of Krakow is accredited by:

TABLE OF CONTENTS Elementary School Philosophy and Curriculum Elementary School Reporting Policy Language Arts Mathematics Science Social Studies Native and Foreign Languages Art Music Computer Science Physical Education English as a Second Language

ELEMENTARY SCHOOL PHILOSOPHY AND CURRICULUM The International School of Krakow aims to provide children with an academically rigorous, intellectually stimulating, and caring environment.

Instruction is geared to the individual needs of the student. The school seeks to nurture a learning environment based on trust, respect, integrity, responsibility and concern for others. Our international curriculum at once celebrates the rich and diverse backgrounds of our students and focuses on concepts common to us all.

In order to continually provide the best, and most truly international, education for our students, ISK blends together aspects of several different curricula to facilitate intellectual, social, emotional, and physical learning. For our core courses, we draw on standards from the International Primary Curriculum (IPC), from the US State of Virginia, and from the UK National Curriculum. For our languages and arts, we draw on additional standards from American Education Reaches Out (AERO), and from the national curricula of Poland, France and Germany.

Standards are reviewed regularly to make sure that we continue to provide the best learning environment for our students.

At ISK, we value enquiry-based learning. What children learn should respect the past but should be of help to them in their future lives. This involves a degree of prediction which may not always be accurate and which will always need to be revised. Prediction is a risk. Not to engage in it is a much bigger risk to children.

Children's learning must respond to their current and future personal needs, their future career needs and the needs of the varied societies and cultural groups in which they are likely to play a part.

Learning needs to be active, in the sense that children must engage with their own learning. For elementary school students, this means that learning which is relevant to the future must be placed in a context that is meaningful to their present lives.

Children need to share responsibility for their learning with their teachers, parents and careers. The proportion of responsibility each bears will depend on the age and characteristics of the children. Nevertheless, learning must be constructed in such a way that, by the end of the elementary years, children begin to see and experience the potential for taking responsibility for their own learning.

ELEMENTARY SCHOOL REPORTING POLICY Students in Grades 0 – 5 receive comments and numbers each quarter to help describe their learning growth. The numbers range from 1-4, as follows:

1 2 3 4

student is not meeting grade-level expectations student is approaching grade-level expectations student consistently meets grade-level expectations student consistently exceeds grade-level expectations

Grade-level expectations are described more fully in the list of our curriculum standards, which is available to parents on the ISK website (Rubicon Parent). It is important to remember that not every standard is assessed or reported on each quarter.

In addition to excellence in academic subjects, students are expected to show growth in their approach to learning, which includes enquiry and communication, resilience and adaptability, cooperation and thoughtfulness, responsibility, and respect.

Numbers and comments are also given for these qualities in the report card.

LANGUAGE ARTS PHILOSOPHY The language arts curriculum provides students with the foundation to become active learners and effective members of their community. The curriculum is designed as an integrated approach to literature, grammar, and composition. The language arts program stresses the development of basic language skills, critical thinking skills, an appreciation of literature, an exposure to diverse ideas, and awareness, through literature, of the relationship between oneself and others.

ORAL LANGUAGE The oral language component focuses on development of spoken language to gain and explain information through effective communication. There is emphasis on critical listening and oral communication, as well as delivering well-focused informal and formal oral presentations.

READING The reading component addresses developing fluency using the skills and strategies of the reading process. These strategies include basic phonetic principles, decoding words in isolation using meaning clues, employing language and sentence structure to read and substantially increase sight-word vocabulary. Students identify connections between their own ideas and knowledge from a variety of literary and mass media works. Age appropriate text is explored throughout elementary to encourage a love of reading.

WRITING Throughout the elementary years, activities are centered around writing with a command of informal and formal English. The program focuses on using general skills and strategies of the writing process to write with clarity, logic, validity, and effectiveness on a wide range of topics and for a variety of purposes and audiences.

MATHEMATICS PHILOSOPHY The philosophy of the mathematics program of the International School of Krakow is that it is our responsibility to provide a program to fulfill the mathematics needs of a student body from many parts of the world. The student will develop mathematical knowledge, reasoning, and concepts needed in problem solving. The student will see mathematics as it relates to many other fields of knowledge and will see connections between mathematics and daily life. The student will be prepared for further study in fields requiring mathematics.

ISK’s elementary math curriculum includes the following strands: NUMBER AND NUMBER SENSE: Students will use numbers to describe quantities and represent numbers in multiple ways.

COMPUTATION AND ESTIMATION: Students will demonstrate an understanding of, and proficiency with calculations, and will decide which arithmetic operation can be used to solve problems.

MEASUREMENT: Students will describe and compare everyday phenomena, using direct and indirect measurement.

GEOMETRY: Students will recognize, analyze and describe the characteristics of two-dimensional and three-dimensional figures.

PROBABILITY AND STATISTICS: Students will collect, display and analyze data to make predictions.

PATTERNS, FUNCTIONS AND ALGEBRA: Students will recognize patterns and represent algebraic expressions in different ways.

SCIENCE PHILOSOPHY The ISK science curriculum is designed to instill in the student an understanding and appreciation of the basic laws which describe our physical and natural environment, and should develop the various analytical and practical skills necessary to function successfully in an increasingly complex world. We provide a variety of learning experiences, designed to engage students at their capability level, but which will challenge them to reach their full potential. Students will also come to appreciate that science is not just a static body of information but rather an ongoing process.

Science as enquiry is basic to science education and a controlling principle in the ultimate organization and selection of students’ activities. The standards on enquiry highlight the ability to conduct enquiry and development understanding about scientific enquiry. Students at all grade levels and in every domain of science should have the opportunity to use scientific enquiry and develop the ability to think and act in ways associated with enquiry, including asking questions, planning and conducting

investigations using appropriate tools and techniques to gather data, thinking critically and logically about relationships between evidence and explanations, constructing and analyzing alternative explanations, and communicating scientific arguments.

ISK’s elementary science program includes the following strands: SCIENTIFIC THINKING AND SKILLS: Students will apply scientific process, skills and attitudes to work and communicate scientifically.

LIVING PROCESSES: Students will extend their understanding of the living world and their place within it by studying the diversity, continuity, interactions and balance among organisms and their environment.

MATERIALS: Students will build a foundation for their understanding of the material world by studying the different types, states, and interactions of matter, and exploring the relationship between matter and the world's resources.

PHYSICAL PROCESSES: Students will build a foundation for their understanding of the physical world by studying the forces, patterns and cycles on Earth and in the universe.

SOCIAL STUDIES PHILOSOPHY Acknowledging that each individual possesses inherent dignity and worth, the social studies program at ISK is designed to promote the development of global citizens.

The program strives to develop in students the ability to think critically about the human condition in order to make informed decisions about the world they live in. It involves the study of geography, history, and society from environments of the past, current and future populations. The program also recognizes the importance of knowing one’s local history and culture, and in being able to research and analyze information about our world. In summary, we believe that humans – their nature, needs, achievements and aspirations – are the primary focus of the social studies curriculum.

ISK’s elementary social studies curriculum includes the following strands: GEOGRAPHY: Students will explore about the main physical and human features of particular localities. They will interpret geographical information using maps, atlases and globes. Students will also focus on how people have organized their physical environment. They will learn to understand that the world extends beyond their own locality, and that the places they study exist within a broader geographical context.

HISTORY: Students will discover the ways in which the past has been interpreted and recorded, and how to draw conclusions about the past. They will identify similarities and differences between their own lives and those of people who have lived in the past.

Students will learn about a range of events that have happened in the past.

SOCIETY: Students will examine cultural, political, social, economic and personal aspects of past and present societies. They will study customs and cultures, and will learn about major celebrations, including those of Poland and other nations, in order to develop a knowledge and understanding beyond that related to their own nationalities. Our social studies program will facilitate an understanding of the independence and interdependence of peoples, countries and cultures.

RESEARCH AND ANALYSIS: Twenty-first century students need to be able to find out information about our world, think critically about the information they've found, and decide what to do with that information. Using both local resources and the technology available, students develop research and presentation skills which will be useful to them in all subjects, and throughout their future years of educational and professional lives.

NATIVE AND FOREIGN LANGUAGES PHILOSOPHY A strong foundation in one's native language helps to aid communication in all other languages. Native English instruction courses follow a similar curriculum as Language Arts, emphasizing further development of English through writing, reading, research and drama. The non-English native instruction courses follow the national curricula of Poland, France and Germany, and are designed for students to easily return to their native countries in case they are not able to continue at ISK, and also to assist students seeking to attend university in these countries. Many parents who have moved away from ISK have taken the time to comment on how successfully their children have reintegrated back into the national school system, and it is a great strength of ISK that we are able to provide an international education while simultaneously maintaining students’ native language development.

Learning a foreign language is both communication and interaction. Learning languages raises awareness of the multilingual and multicultural world. The aims of foreign language study at ISK are to prepare the student to function in a multicultural world and use the target language appropriately, in a wide range of situations and for a variety of purposes. In addition, it is hoped that the student will also gain an awareness of and an appreciation for the culture represented.

In addition, it is our belief that students who study English as an Additional Language (EAL) or Intensive English (IE) are fully capable of grade level cognition and learning, and that with appropriate support, they can and will succeed within the mainstream curriculum. The EAL / IE classroom is designed to create a safe and supportive milieu for its students so that it becomes not only an academic support system, but also a psychological one. The major objective of the EAL / IE program is to equip students to function successfully within the regular, English-speaking, mainstream classroom through language lesson support and a focus on mainstream content material.

ESSENTIAL AGREEMENTS • Topics studied in class will reflect the reality of life and culture of the target language.

• The choice of topic should be student oriented, stimulating their interest and creativity.

• Learning is promoted through interactive activities where content, form and purpose of activities motivate learners to participate and to develop language control.

• A variety of approaches will be necessary to develop students' view of language learning and a positive experience.

• Appropriate resources need to be utilized in order to extend the learning experience beyond the classroom walls. The International School of Krakow has a variety of Native and Foreign Language offerings.

Native Language Offerings: English as a Native Language Polish as a Native Language French as a Native Language German as a Native Language Native language ability will be determined by the language instructor. Students whose native language is not offered at ISK, and who need extra support in English, can choose Intensive English in place of a native language, even if they are already studying English as an Additional Language.

Foreign Language Offerings: Polish as a Foreign Language French as a Foreign Language German as a Foreign Language Spanish as a Foreign Language English as an Additional Language / Intensive English

ART PHILOSOPHY Art is an important part of the human experience. It is a universal language that transcends all national and individual differences. It is an integral part of the school curriculum, essential to developing the whole intellect through appreciating the students’ diverse historical and cultural heritage and to the development of the students’ creativity by producing art. With these concepts guiding our philosophy, the art program is discipline based, focusing on Creating Art, History and Culture, Perception and Evaluation, Connections.

ESSENTIAL AGREEMENTS • To develop an understanding of the elements and principles of art and visual literacy in an ever-changing world

• • • • •

To enable students to discover, develop and enjoy a means of creative visual expression in the studio which recognizes student uniqueness To stimulate and train the visual awareness, perception, and criticism of art through an interest in learning based on the past, knowing the present and anticipating the needs of the future To expand students’ creativity and develop their aesthetic and imaginative faculties through making creative problem solving decisions To encourage the pursuit of quality, through technical training, individual experimentation and persistent endeavor To foster and encourage each students’ sensitivity towards art and design in all its forms, from past to the present, through an inquiring and informed attitude of knowing, producing, and evaluating art

MUSIC PHILOSOPHY The International School of Krakow recognizes that music plays an important role in the lives of all students. Our philosophy reflects the needs of both the students with a general interest, as well as those intending to continue their study of music further.

Students will experience a broad spectrum of music ranging from that of Western and non-Western regions and cultures. ISK recognizes and benefits from the great variety of cultures represented by the multi-national make-up of the student body, and from the musical history and resources Poland has to offer.

ESSENTIAL AGREEMENTS The music curriculum will give the students opportunities to: • undertake a balanced program of activities which builds on previous work and takes account of previous achievement; • work individually, in groups, and as a whole class; • make appropriate use of information technology to create and record music.

Students will perform and listen to music in a variety of genres and styles, from different periods and cultures. The repertoire chosen will be broad and designed to extend students’ musical experience and knowledge. It will include examples of works taken from: • the European “classical" tradition, from its earliest roots to the present day; • folk and popular music; • a variety of cultures, Western and non-Western The repertoire selected for performance will be progressively more demanding and chosen in the light of students’ needs, backgrounds and stages of music development. Performing media will be at the beginner, intermediate and advanced levels through solos, ensembles and large vocal/instrumental groups. Students will be evaluated on vocal skills, instrumental skills, musical literacy, and ability to reflect, create and listen.

COMPUTER SCIENCE PHILOSOPHY The International School of Krakow’s computer science curriculum identifies and defines the progressive development of essential knowledge and skills necessary for students to access, evaluate, use and create information using technology. The program provides a framework for technology literacy and demonstrates a progression from physical manipulation skills for the use of technology, to intellectual skills necessary for information use, to skills needed for working responsibly and productively within groups. Computer/technology proficiency is not an end in itself, but lays the foundation for continuous learning. The focus is on learning using technology, rather than learning about technology.

ESSENTIAL AGREEMENTS • To become technologically proficient, the student must develop the skills through integrated activities in all content areas in the elementary grades, as well as through the computer science classes.

• These skills are introduced and refined collaboratively by all elementary teachers as an integral part of the learning process. Teachers use the curriculum for planning technology-based activities in which students achieve success in learning, communication, and prepare them to meet the challenges of today’s technology-rich world of work.

PHYSICAL EDUCATION PHILOSOPHY The intent of physical education is to help students to learn the skills necessary for performing a variety of physical activities and understand the benefits of achieving and maintaining a physically active lifestyle. Physical education emphasizes learning the rules and basic developmental skills in a variety of sport, fitness, and recreational activities. Throughout each activity the highest priority is placed on effort and sportsmanship/respect.

ESSENTIAL AGREEMENTS • To promote physical growth, development and maintenance through activities that develop strength, vigor, vitality, skill and coordination • To contribute to the development of social competencies in relationships with others • To enjoy and participate in wholesome physical recreation throughout life • To develop useful skills in physical activities Students are evaluated in physical education based on three equal categories: 1. Motor skills and object control (proficiency and improvement) 2. Fitness level (stamina and amount of physical activity) 3. Team play and skill application (teamwork, cooperation, attitude, respect, sportsmanship, responsibility, enthusiasm, effort)