Stamford Elementary School Curriculum Guide by Stamford American International School

Elementary School Curriculum Guide Early Years to Upper Elementary Nursery to Grade 5

Contents Vision.................................................................................................................................................................................... 2 Elementary School Curriculum Outline.................................................................................................................................. 3 IB Learner Profiles................................................................................................................................................................. 6 Curriculum Philosophy - Elementary...................................................................................................................................... 7 Course Descriptions: Early Years - Nursery............................................................................................................................. 9 Course Descriptions: Early Years - Pre-Kindergarten and Kindergarten 1.............................................................................. 14 Course Descriptions: Lower Elementary to Upper Elementary - Kindergarten 2 to Grade 5.................................................. 21 Additional Information........................................................................................................................................................ 35 Frequently Asked Questions................................................................................................................................................ 37

Vision As a school community we will continually strive to provide the best teaching and learning experiences for all so that each individual achieves more than they believe they can. We will celebrate our academic, sports and service accomplishments so that individuals and groups are recognized locally, nationally and globally. We will become the leading American international school in Singapore and achieve a global reputation for excellence and academic rigor.

Programs Stamford American International School offers the International Baccalaureate (IB) Primary Years Program, the IB Middle Years Program, the IB Diploma Program and Advanced Placement program, together with our High School diploma. We base our teaching and learning on challenging American standards. Our approach to education is student-centered following an inquiry based interdisciplinary curriculum. Our curriculum is broad based and academically rigorous. It incorporates the best practices in education and benefits from constant improvement.

Guiding Statements At Stamford we will: • Maintain high standards of academic progress, achievement and performance including preparation for admission to competitive universities in the U.S. and worldwide. • Embrace the attributes of the International Baccalaureate learner profile so that we guide all to be inquirers, knowledgeable, thinkers, communicators, principled, open-minded, risk-takers, balanced, caring and reflective. • Create an environment in our schools where all feel safe and secure and can thrive. • Develop students who are fluent in the Mandarin language or Spanish language as well as in English, the language of instruction. • Encourage all to become responsible contributing citizens of the school and within a global context.

• Instill in students confidence and an enthusiasm for lifelong learning. • Develop future leaders with active and innovative minds. • Develop internationally minded citizens by fostering multicultural and intercultural interaction. • Celebrate diversity and build an understanding of, and respect for, different value systems and cultures. • Promote critical understanding and compassion for others and the courage to act based on one’s beliefs. • Address a variety of learning needs including English as an Additional Language, native language support, special needs support, enrichment and counseling so that each individual can achieve success. • Recruit, retain and professionally develop leading American and international teachers and educators for our school. • Be a reflective and thoughtful community, seeking input from a variety of resources to successfully guide our progress. • Continue to develop a welcoming community that supports happy and passionate staff, students and parents. Stamford Vision and Guiding Statements will guide us to fulfill our vision of becoming the leading American and international school in Singapore, achieving excellence in education, and promoting consistent values throughout our community.

Elementary School Curriculum Outline Stamford’s Nursery Program, beginning from age 2, is based on the best of American and international standards to prepare students for entrance into the International Baccalaureate Primary Years Program (PYP) in Pre-Kindergarten. The Elementary School consists of three sub-schools, Early Years (Nursery - Kindergarten 1), Lower Elementary (Kindergarten 2 – Grade 2) and Upper Elementary (Grade 3 – Grade 5). The curriculum used in the Elementary School is based on AERO standards and the IB Primary Years Program (PYP).

American Education Reaches Out (AERO) Standards Stamford aligns the American Education Reaches Out (AERO) standards with the IB programs to ensure that students receive the best of American and international education. AERO standards are supported by the U.S. State Department’s Office of Overseas Schools and the Overseas Schools Advisory Council to assist schools in developing and implementing American standards-based school curricula. AERO began as a project to adapt the U.S. national standards in Mathematics, Science, Language Arts and Social Studies to serve the needs of international student bodies. Over the years, standards have also been developed in Music, Visual Arts and World Languages. AERO provides a framework for curriculum consistency from Kindergarten 2 to Grade 12 and for stability of curriculum in overseas schools. AERO’s curriculum and resources are in alignment with research based trends in the development of curriculum worldwide, and in particular with the common core standards in the United States. The AERO Curriculum Framework connects the process strands (problem solving, reasoning and proof, communication and reasoning and connections), which highlight ways of acquiring and using content knowledge, with the content standards, which outline the big concepts, to develop a coherent understanding.

The relationship between process and content standards is critical as students will not develop proficient understanding if either is taught in isolation. The primary goal of the AERO standards is to develop a framework of voluntary academic standards appropriate for American schools overseas. The AERO standards used the Council for Basic Education’s Standards for Excellence in Education as the basis. Standards for Excellence in Education is a condensed, edited version of the U.S. common core standards, so there is a strong relationship between the U.S. national standards and AERO. Twelve international schools lent their expertise to the AERO project, working together as a team twice a year and extensively at the school sites to discuss and refine the standards and benchmarks to ensure that they were appropriate for the international school community. This collaboration led to several changes: they added content or skills they felt were missing, modified the benchmarks for international schools and made the benchmarks more challenging, either by editing or by shifting ahead the grade span during which the benchmark would be targeted for achievement (e.g., from “by the end of Grade 8” to “by the end of Grade 5”). Stamford American International School is an IB World School and is authorized to offer the PYP. IB World Schools share a common philosophy – a commitment to high quality, challenging, international education that Stamford believes is important for our students. The PYP is an international curriculum framework

designed for children between the ages of 3 and 12 years. The program focuses on the total growth of the developing child addressing social, physical, emotional and cultural needs in addition to academic achievement. The PYP combines the best research and practice from a range of national systems with a wealth of experience from international schools to create a relevant and engaging educational program. The PYP offers a comprehensive, inquiry-based approach to teaching and learning. It incorporates guidelines on student learning styles, teaching methodologies and assessment strategies.

Language and Literacy The PYP emphasizes the importance of children making connections between their experience and the incremental pieces of new information they encounter. The program supports the child’s need to gain understanding of the world and to learn to function comfortably within it, to move from not knowing to knowing, to identifying what is real and what is not real, to acknowledging what is appropriate and what is not appropriate. To do this, the child must integrate a great deal of information and apply this accumulation of knowledge in a cohesive and effective way.

Inquiry based Teaching methods build on students’ prior knowledge and emphasize learning “how to learn” and “how to find out”, using both traditional and contemporary media. Inquiry, as the leading but not exclusive pedagogical approach of the PYP, is recognized as being intimately connected with the development of children’s comprehension of the world.

This can mean: • Exploring, wondering and questioning • Experimenting and playing with possibilities • Researching and seeking information • Collecting data and reporting findings • Clarifying existing ideas and reappraising events • Deepening understanding through the application of a concept or rule • Making and testing theories • Making predictions and acting purposefully to see what happens • Elaborating on solutions to problems Inquiry involves an active engagement with the environment in an effort to make sense of the world, and consequent reflection on the connections between the experiences encountered and the information gathered. Inquiry involves the synthesis, analysis and manipulation of knowledge, whether through play for younger children or through more formally structured learning in the primary years.

Integrated

The subject areas of Mathematics, Language Arts, Science, Social Studies, Art, Personal and Social Education, Physical Education and Modern Languages are taught through interdisciplinary units in order to help the students make connections between the subjects, thereby facilitating more effective learning. Technology is integrated across our curriculum to enhance student learning, and build student confidence in their ability to effectively use technology to acquire, process and communicate information. Stamford aligns challenging AERO standards in subject areas with the PYP framework to set learning goals.

Inquiry is the process initiated by the learner or the teacher which moves the learner from his or her current level of understanding to a new and deeper level of understanding.

Elementary School Curriculum Outline continued Concepts

The key concepts have relevance within and across subject areas. Expressed as questions, these ideas are explored through each unit studied. The concepts shape the extended, structured inquiry (units of inquiry) that are a distinguishing feature of the PYP. Stamford plans and implements a set of these units each year at each grade level. Collectively, these units form a transdisciplinary, coherent, school wide component of the PYP, called the program of inquiry.

International Perspective

In order to make the most of the diversity of background and experiences of our students, the PYP synthesizes the best from educational systems around the world. The PYP aims to develop international sensitivity through key questions derived from the concepts and through the content of the written curriculum.

IB Learner Profiles At the center of our school curriculum is the IB Learner Profile which details the qualities that all students are encouraged to develop and demonstrate.

Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives. Knowledgeable They explore concepts, ideas and issues that have local and global significance. In doing so, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines. Thinkers

They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems and make reasoned, ethical decisions.

Communicators

They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

Principled

They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

Open-minded

They understand and appreciate their own cultures and personal histories and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

Caring

They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service and act to make a positive difference to the lives of others and to the environment.

Risk-takers

They approach unfamiliar situations and uncertainty with courage and forethought and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

Balanced

They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

Reflective They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

Curriculum Philosophy - Elementary Stamford American International School merges two rigorous programs of study, American Education Reaches Out (AERO) standards and the International Baccalaureate (IB) framework. Stamford is authorized to offer the IB Primary Years Program (PYP). The PYP is an international curriculum framework designed for children between the ages of 3 and 12. The program focuses on the total growth of the developing child and addresses social, physical, emotional and cultural needs in addition to academic progress. The PYP combines the best research and practice from a range of national systems with a wealth of knowledge and experience from international schools to create a relevant and engaging educational program. The program offers a comprehensive, inquiry-based approach to teaching and learning. It provides an internationally-designed model for learning and incorporates guidelines on student learning styles, teaching methodologies and assessment strategies. The curriculum framework is an expression and extension of three interrelated questions: “What do we want to learn?”, “How best will we learn?” and “How will we know what we have learned?” Students are also expected to begin learning a foreign language in order to enhance an international perspective. The most significant and distinctive feature of the IB PYP is the six transdisciplinary themes. These themes are about issues that have meaning for, and are important to, all of us. The program offers a balance between learning about or through the subject areas and learning beyond them.

The six themes of global significance create a transdisciplinary framework that allows students to “step up” beyond the confines of learning with subject areas. They are as follows: 1. Who We Are 2. Where We Are in Place and Time 3. How We Express Ourselves 4. How the World Works 5. How We Organize Ourselves 6. Sharing the Planet

The program puts great emphasis on learning about these transdisciplinary themes. Each theme is addressed each year by all students, with the exception of students aged 3 to 5, who may engage with four of the themes each year. The themes provide the opportunity to incorporate local and global issues into the curriculum. The traditional disciplines retain a role in the IB Primary Years Program. The six specified subjects are language, mathematics, science, social studies, arts and personal, social and physical education. The overall expectations for each subject area are defined for each year of the program. The program can be illustrated by the six transdisciplinary themes surrounding six subject areas: • language • social studies • mathematics • arts • science • personal, social and physical education The transdisciplinary themes and subject areas outlined above form the knowledge element of the program. The five essential elements-concepts, knowledge, skills, attitudes, action-are incorporated into this framework, so that students are given the opportunity to: • gain knowledge that is relevant and of global significance • develop an understanding of concepts which allows them to make connections throughout their learning • acquire transdisciplinary and disciplinary skills • develop attitudes that will lead to international-mindedness • take action as a consequence of their learning.

Course Descriptions: Early Years Program - Nursery: Age 2-3 The Nursery Program at Stamford is designed to meet the needs of young children from age 2. Our focus is on the development of the whole child in a languagerich, challenging and caring environment that stimulates active participation and meaningful learning. The Nursery Program does not fall under the PYP framework but does have an inquiry-based, exploratory curriculum that prepares children for the progression into the PYP. The Nursery Program is based on play and experimentation, giving children time to explore, investigate, inquire, ponder and wonder at their own pace, thus building their confidence and self-esteem. Every activity of play that is introduced into the classroom has an underlying objective: development of pre-language, cognitive, social and emotional, creative and fine and gross motor skills. At the same time, we encourage your childâ&#x20AC;&#x2122;s spontaneity, curiosity and creativity. The Nursery curriculum has been devised to complement the PYP and is crafted from the best curricula and practices from around the world, including the U.S. Over the course of the academic year, the Nursery students will cover 4 topics of Exploration and Investigation, each of which will run for approximately 5-6 weeks. The Nursery curriculum will also focus on 5 areas of learning and development: Mathematics, Language, Social Studies and Science, the Arts, and Personal, Social and Physical Education. Additionally, the physical layout of the Nursery classroom has been divided into 4 areas of learning to facilitate student exploration including Language, Mathematics, the Arts and Social Studies and Science.

Language As children develop speaking and listening skills they are building the foundations for literacy, making sense of visual and verbal signs which ultimately lead to reading and writing. Young children need to be given the opportunity and encouragement to interact with others and to use a wide variety of resources to express their skills for a range of purposes, including mark-making, drawing and modeling. In Nursery, children are supported in developing the confidence to become skillful communicators. Language includes a gentle introduction to a foreign language through daily Mandarin or Spanish activities. Listening and Speaking â&#x20AC;&#x201C; Children begin to communicate by learning to listen and speak through emerging non-verbal communication which includes facial expression, eye contact and hand gestures. Children develop these essential communication skills through interaction with others, listening to and using language, extending their vocabulary and experiencing stories, songs, poems and rhymes. Children are encouraged and given opportunities to talk and clarify their thoughts and ideas or refer to events they have observed or are curious about. Reading and Writing â&#x20AC;&#x201C; Children are read a range of familiar stories, words and simple sentences and they begin to recognize that print carries meaning. Children are encouraged to independently self-select their favorite books to look at or request an adult to read to them, either one on one or in a group setting. Children build an understanding of written words and how, through mark-making, drawing and personal emergent writing, they attach meaning to text and attempt to write for a variety of purposes.

Mathematics In Nursery, we build mathematical understanding by giving children time to use new concepts, mathematical language and ideas during child-initiated activities and during play time. Children are encouraged to explore real-life problems by making patterns, counting and matching. For example, children might sort animal figures into familysized groups of “Daddy, Mama and Baby” and learn to value their own graphic and practical explorations of numbers, patterns, shape and space. We develop the children’s early mathematical experiences and understanding by using stories, songs, rhymes, games and imaginative play. Some of these activities have a mathematical focus and some of the activities enable mathematical learning to be drawn out. For example, exploring shape, size and pattern during block play or using mathematical language during daily routines such as snack. Children use their knowledge and skills to solve problems, generate new questions and make connections. Numbers and Counting – Children gradually learn how to use numbers and count during play and eventually to recognize and use numbers reliably to develop mathematical concepts to solve problems. Children use number games and number rhymes in small groups, individually and in adult directed activities. Calculating – Children develop an awareness of the relationship between numbers and amounts. Children learn that numbers can be added or combined and can be separated by taking away and that two or more amounts can be compared. Children are encouraged to understand the concepts of more and less, through hands-on experiences with familiar resources and games.

Shape, Space and Pattern – Children develop an understanding by talking about shapes and quantities and developing appropriate mathematical vocabulary. Children use their knowledge to develop ideas and to solve mathematical problems. Children are given time and opportunity to make and discover patterns, make connections and recognize relationships in shape, space and patterns.

Science and Social Studies Children are supported in the development of knowledge, skills and understanding that are needed to help them make sense of the world around them. Children explore and encounter a range of activities involving creatures, people, plants, natural resources, environments and real-life situations by undertaking practical, age-appropriate experiments. Children develop the ability to observe, predict, explore, investigate, interpret, discuss, make decisions and use tools and materials appropriately. Children explore the environment both indoors and outdoors and use skills and knowledge in practical activities such as cooking, melting chocolate for dipping strawberries and mixing flour, water and yeast to make bread. Investigate Time and Place – Children develop a sense of time and age-appropriate history. For example, they share and reflect their own personal and family history, and past and present events relevant to their lives and the lives of their family. Children develop a sense of age-appropriate geography including where they are in the world and that the world has many places. Children also develop an interest in the natural world and their local area, expressing their likes and dislikes about it.

Course Descriptions: Early Years Program - Nursery continued Communities – Children are given opportunities to explore and investigate their own culture and that of their peers. Children celebrate the similarities and differences between each other, as well as their cultures and festivals. Children learn to respect and value all people, to share, be polite and listen and play with others. Exploration – Children are given opportunities to explore and investigate objects and materials. They are encouraged to inquire and learn about how things change and work, how patterns are formed and their differences and similarities. Children are given opportunities to learn about the process of construction and the tools and techniques required to assemble materials creatively and safely. Information and Communications Technology (ICT) – Children are given the opportunity to explore technology through the use of electronic resources and simple mechanisms.

The Arts The Nursery Program supports children’s creativity through encouraging curiosity, exploration and play. The children are provided with opportunities to explore, share thoughts, ideas and feelings in a variety of art, music, dance, imaginative play and role play activities. Children are given opportunities to work alongside creative adults and artists in order for them to experience different ways of expressing and communicating ideas and to gain an understanding of how different media and materials respond in different situations. Visual Arts – Children have the opportunity to explore a variety of materials and media to experience what they see, hear, smell, touch, feel and how, as a result of these encounters, they can express and communicate their own ideas, thoughts and feelings. Children are given time to become absorbed in explorations of their own

ideas, expressing and transforming things by using media, materials, paints, clay, crayons, glue, paper and recyclable materials. Music and Dance – Children are given opportunities to explore, both independently and through guided engagement, sound, movement and music, through pre-recorded and live performances. They focus on how sounds can be changed, recognized and repeated by forming a pattern. Children are encouraged to explore with sound and movement, matching movement to sound and music and by singing simple songs from memory. Drama Role Play and Imaginative Play – Children are encouraged to build their imaginations through stories, role play and imaginative play using different media and materials. Children’s responses to what they see, hear and experience through their senses are celebrated for their own individual and unique achievements. Children are provided with opportunities to experiment and explore with a wide range of cultural artifacts, materials, spaces and environments to stimulate their creativity, originality and expressiveness. Children are exposed to live and prerecorded shows, plays and performances.

Personal, Social and Physical Education Children develop social skills, a positive disposition and a sense of respect for themselves and others. Children learn to develop coordination, control, manipulation and movement. It is vital for children’s physical, social and emotional development and well-being that they have positive role models who help them to feel special, well cared for and important. Children are encouraged to express their ideas and feelings freely, including happiness, sadness, frustration, excitement and fear. This enables them to develop strategies to cope with new challenges or stressful situations with more confidence.

Dispositions and Attitudes – Children develop an interest in learning and become excited and motivated by what they experience as they engage in activities that promote emotional, moral and social development. Children are provided with positive images and activities that challenge their thinking and help them to embrace differences in family, gender, ethnicity, language, religion and cultural backgrounds. Self-Confidence and Self-Esteem – Children develop a sense of their own importance and value, gaining an understanding and sensitivity for significant events in their own and other people’s lives. Children explore close relationships leading to the growth of self-assurance, which promotes a sense of belonging and security.

Personal Care – Children develop an understanding of self-respect and become aware of their own personal hygiene and care. Children develop a desire to become increasingly more independent and begin to show interest and pride in their personal hygiene and appearance. Children are given the opportunity to choose when and what to eat, and to promote independence and social development while enjoying food in a group setting. Physical Education – Nursery students benefit from a specialist led Physical Education class beginning in semester 2.

Making Relationships – Children form positive relationships by working alongside and collaboratively with others. They establish warm, caring relationships with their peers and teachers. Children are encouraged to learn through play, both in groups of varying size and sometimes individually. Physical Health – Children develop the confidence to move around safely, with awareness of the space around themselves and others. Children are given opportunities to explore challenging physical activities. Children are given time to experiment and persist in activities, to practice new and existing skills and to learn from their mistakes. Children learn appropriate vocabulary for these physical actions. Children explore a wide range of small and large equipment and tools, perfecting the skills required to use them safely and effectively.

Course Descriptions: Early Years Program - Pre-Kindergarten and Kindergarten 1: Age 3-5 The Pre-Kindergarten and Kindergarten 1 Programs at Stamford are designed to provide guided inquiry, based on each individual achieving more than they believe they can. All activities aim to enable students to become inquisitive, communicative and confident young learners. From Pre-Kindergarten onwards, our curriculum incorporates the IB Primary Years Program framework standards. The curriculum includes the subject areas of Mathematics, Language, Science, Social Studies, the Arts and Personal, Social and Physical Education taught through interdisciplinary themes in order to help the students make connections between the subjects. Language includes an introduction to a foreign language through daily Mandarin or Spanish activities. Integration provides a common framework, making learning experiences more meaningful and connected, and thus more effective.

Language It is recognized that the teaching of language should build on students’ previous experience, needs and interests. Language plays a vital role in the construction of meaning. It empowers the learner and provides an intellectual framework to support conceptual development and critical thinking. At Stamford, all students have the opportunity to learn more than one language. Acquisition of more than one language enriches personal development and helps facilitate international-mindedness. The influence of mother-tongue development is significant for all learners and is crucial for cognitive development and in maintaining cultural identity. Stamford’s Language Program identifies three main strands: • Oral communication • Written communication • Visual communication

These communication strands are organized into sub-strands which include listening and speaking, reading, writing, viewing and presenting. The sub-strands are addressed separately, although in practice they are interactive elements of the program.

Oral Communication: Listening and Speaking Listening and speaking are natural, developmental processes that infants and young children are immersed in from their earliest experiences. Most children arrive at school with an impressive command of their mother-tongue language. Oral language encompasses all aspects of listening and speaking—skills that are essential for ongoing language development, for learning and for relating to others. Listening (the receptive mode) and speaking (the expressive mode) work together in a transactional process between listeners and speakers. Listening involves more than just hearing sounds. It requires active and conscious attention in order to make sense of what is heard. Purposeful talk enables learners to articulate thoughts as they construct and reconstruct meaning to understand the world around them. Oral language involves recognizing and using certain types of language according to the audience and purpose.

Written Communication: 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. Children of all ages need to experience and enjoy a wide variety of interesting, informative, intriguing and creative reading materials. Reading helps us to clarify our ideas, feelings, thoughts and opinions. Literature offers us a means of understanding ourselves and others and has the power to influence and structure thinking. Well-written fiction provides opportunities for learners to imagine themselves in another’s situation, reflecting on feelings and actions, and developing empathy. The ability to read and comprehend non-fiction is essential for the process of

Course Descriptions: Early Years Program - Pre-Kindergarten and Kindergarten 1 continued inquiry. As inquirers, learners need to be able to identify, synthesize and apply useful and relevant information from text. Children learn to read by reading. In order to develop lifelong reading habits, learners need to have extended periods of time to read for pleasure, interest and information, experiencing an extensive range of quality fiction and non-fiction texts. 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.

Written Communication: Writing Writing is a way of expressing ourselves. It is a personal act that grows and develops with the individual and allows us to organize and communicate thoughts, ideas and information in a visible and tangible way. Writing is primarily concerned with communicating meaning and intention. The quality of expression lies in the authenticity of the message and the desire to communicate. If the writer has shared his or her message in such a way that others can appreciate it, the writer’s intention has been achieved. Over time, writing involves developing a variety of structures, strategies and literary techniques (spelling, grammar, plot, character, punctuation, voice) and applying them with increasing skill and effectiveness. Accuracy and skills grow out of the process of producing meaningful communication. Children learn to write by writing. It is only in the process of sharing their ideas in written form that skills are developed, applied and refined to produce increasingly effective written communication.

Visual Communication: Viewing and Presenting Viewing and presenting are fundamental processes that are powerful and significant in developing literacy. The receptive process (viewing) and expressive process (presenting) are connected and allow for reciprocal growth in understanding; neither process has meaning except in relation to the other. These processes allow students to understand

the ways in which images and language interact to convey ideas, values and beliefs. Visual texts may be paper, electronic or live, observable forms of communication that are consciously constructed to convey meaning and immediately engage viewers, allowing them instant access to data. Learning to interpret this data and to understand and use different media is invaluable in expanding the expressive abilities of students.

Mathematics 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. It is fundamental to Stamford’s philosophy that Mathematics be taught in relevant, realistic contexts to align with real-life use, rather than by attempting to impart a fixed body of knowledge directly to students. • C onstructing Meaning about Mathematics – Learners construct meaning based on their previous experiences, understanding and by reflecting upon their interactions with objects and ideas. • T ransferring Meaning into Symbols – Symbolic notation can take the form of pictures, diagrams or modeling with concrete objects and mathematical notation. Learners should be given the opportunity to describe their understanding by using their own method of symbolic notation, then learning to transfer it into conventional mathematical notation. • A pplying with Understanding – Students demonstrate learning through authentic activities and act on their understanding. In this way, learners are able to apply their understanding of mathematical concepts as well as utilize mathematical skills and knowledge.

Our Mathematics Program identifies the expectations considered essential in our curriculum. These expectations are arranged into five interwoven strands of knowledge: • Data handling • Measurement • Shape and space • Pattern, functions and algebra • Number 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 to highlight similarities, differences and trends. The chosen format should illustrate the information without bias or distortion. Measurement 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. Shape and space refers to the regions, paths and boundaries of natural space that can be described by shape. An understanding of the interrelationships of shape allows us to interpret, understand and appreciate our two-dimensional (2D) and three-dimensional (3D) world. Pattern and function helps students 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. The number strand is used to interpret information, make decisions and solve problems. Our number system is a language for describing quantities and the relationships between quantities.

Science Stamford’s Science Program is aligned with the AERO Science standards, and identifies the significant components into four main strands covered by the unit of inquiry: • Living things • Earth and space • Materials and matter • Forces and energy Living things focuses on the study of the characteristics, systems and behaviors of humans, other animals, and of plants, and the interactions and relationships between and among them, and with their environment. Earth and space is the study of planet Earth, its resources, its position in the universe and its relationship with the sun, and the natural phenomena and systems that shape the planet and the distinctive features that identify it. Materials and matter is the study of the properties, behaviors and uses of materials, both natural and human-made. Forces and energy is the study of energy, its origins, storage and transfer, and the work it can do. Students will develop their observational skills by using their senses to gather and record information, and they will use their observations to identify simple patterns, make predictions and discuss their ideas. They will explore the way objects and phenomena function and will recognize basic cause and effect relationships. Students will examine change over time and know that different variables and conditions may affect change. They will be aware of different perspectives and they will show care and respect for themselves, other living things and the environment. Students will communicate their ideas or provide explanations using their own scientific experience and vocabulary.

Course Descriptions: Early Years Program - Pre-Kindergarten and Kindergarten 1 continued Social Studies Social Studies content is covered through the units of inquiry. The transdisciplinary themes provide the framework for a highly defined, focused, in-depth program of inquiry, and as Social Studies is relevant to all the transdisciplinary themes, all planned Social Studies learning should take place within this framework. The Social Studies Program identifies central ideas considered significant into five main strands that are concept-driven and are inextricably linked to each other: • • • • •

Human systems and economic activities Social organization and culture Continuity and change through time Human and natural environments Resources and the environment

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

The Arts The Arts are integral to our overall curriculum and integrated within the units of inquiry. 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. The Arts are identified as Dance, Drama, Music and Visual Arts. The Arts Program identifies two key strands considered significant that apply across the different art forms and define the critical artistic processes: responding and creating. These intrinsically connected strands are concept-driven and have been designed to interact with each other, working together to support the overall development of students. Developing responses 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. Students will

demonstrate knowledge and understanding of the concepts, methods and elements of Dance, Drama, Music and Visual Arts, including using specialized language. Students consider their own and other artists’ works in context and from different perspectives in order to construct meaning and inform their own future works and processes. The responding strand is not simply about reflecting understanding. By responding to their own artwork and that of others, students become more mindful of their own artistic development and the role that the arts play in the world around them. The process of creating provides students with opportunities to communicate distinctive forms of meaning, develop their technical skills, take creative risks, solve problems and visualize consequences. Students are encouraged to draw on their imagination, experiences and knowledge of materials and processes as starting points for creative exploration. They can make connections between their work and that of other artists to inform their thinking and to provide inspiration. Both independently and collaboratively, students participate in creative processes through which they can communicate ideas and express feelings. The creating strand provides opportunities for students to explore their personal interests, beliefs and values and to engage in a personal artistic journey. Students in Pre-Kindergarten and Kindergarten 1 have the unique opportunity to be involved in Suzuki violin classes. Classes are run in the children’s classroom and are taught by a qualified Suzuki instructor.

Personal, Social and Physical Education Personal, Social and Physical Education (PSPE) is concerned with the individual’s wellbeing through the promotion and development of concepts, knowledge, attitudes and skills that contribute to this well-being. 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. The PSPE Program identifies three main strands considered significant for the development of overall well-being: • Identity • Active living • Interaction These strands are concept driven and have been designed to interact with each other, working together to support the overall development of students as part of the units of inquiry. Identity is an understanding of our own beliefs, values, attitudes, experiences and feelings and how they shape us; the impact of cultural influences; the recognition of strengths, limitations and challenges as well as the ability to cope successfully with situations of change and adversity; 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 is an understanding of the factors that contribute to developing and maintaining a balanced, healthy lifestyle; the importance of regular physical activity; the body’s response to exercise; the importance of developing basic motor skills; understanding and developing the body’s potential for movement and expression; the importance of nutrition; understanding the causes and possible prevention of ill health; the promotion of safety; rights and the responsibilities we have to ourselves and others to promote well-being; making informed choices and evaluating consequences, and taking action for healthy living now and in the future.

Course Descriptions: Early Years Program - Pre-Kindergarten and Kindergarten 1 continued Interaction refers to an understanding of how an individual interacts with other people, other living things and the wider world; behaviors, rights and responsibilities of individuals in their relationships with others, communities, society and the world around them; the awareness and understanding of similarities and differences; an appreciation of the environment and an understanding of, and commitment to, humankind’s responsibility as custodians of the Earth for future generations. Besides organized and fun play, Pre-Kindergarten students will benefit from one afternoon per week of Physical Education (PE) class, beginning in semester 2. Kindergarten 1 classes have two periods of organized PE per week. These classes are taught by qualified PE teachers.

Assessments and Progress Reports Assessment is integral to all teaching and learning. It is central to the goal of thoughtfully and effectively guiding students through the five essential elements of learning: • Understanding of concepts • Acquisition of knowledge • Mastering of skills • Development of attitudes • Decisions to take action The purpose of assessment is to promote student learning, to provide information about student learning and to contribute to the evaluation of the effectiveness of the program.

Assessments are taken on student progress throughout the year. The learning outcomes are a record of what the children have achieved and this evidence will feed into quarterly progress reports. Every child is a unique individual with different experiences and perceptions, so no two learners progress at the same rate, or along the same developmental pathways. Parents will receive four written reports per year. Progress reports are sent home at the end of the first and third quarter and are followed up by a parent-teacher meeting. Progress reports are intended to give an overall analysis of student progress at key interim points. Formal and more comprehensive reports are completed at the end of the first and second semester.

Course Descriptions: Lower Elementary to Upper Elementary Program - Kindergarten 2 to Grade 5: Age 5-11 Language Arts Language is fundamental to learning and permeates our curriculum. By learning language as well as learning about and through language, students develop an appreciation of the richness of language and a love of literature. Our program arranges the essential student development into three main strands: • Oral communication • Written communication • Visual communication These communication strands are organized into sub-strands which include listening and speaking, reading and writing, viewing and presenting. Each of the sub-strands is addressed separately, although in practice they are interactive elements of the program.

Oral Communication: Listening and Speaking Oral communication encompasses all aspects of listening and speaking skills that are essential for language development, for learning, and for relating to others. Listening involves listening to people and to texts for general meaning (i.e. for gist) and for precise meaning (i.e. for the key points). Students learn how to listen attentively, to understand and evaluate what they hear, to think about both literal and inferred meanings, and to respond appropriately. Speaking involves pronunciation, intonation and stress of speech: vocabulary development, communicative competence, the use of grammar, and the speaker’s fluency and accuracy. Oral language is used to communicate, reflect, gather, process and present information. Speakers use oral language to ask and answer questions, relate and retell, persuade, talk about needs, feelings, ideas and opinions – and to contribute to discussions in a range of formal and informal situations.

Written Communication: Reading and Writing Reading is for enjoyment, instruction and information, and reading helps us to understand and clarify ideas, feelings, thoughts and opinions. Literature in particular offers a means of understanding ourselves and others and has the power to influence and structure thinking. Students are introduced to a wide range of fiction and non-fiction texts and have opportunities to read for their own interest, pleasure and for information. The purpose of reading is to gain meaning from text. The process of reading is interactive and involves the reader’s purpose for reading, the reader’s prior knowledge and experience and the text itself. The reader learns about direction, spacing, punctuation cues and about the general features of text. Effective reading depends on the skillful integration and application of semantic cues (meaning), syntactic cues (structure), and graphophonic cues (sound-symbol relationships), using a variety of reading strategies (e.g. using picture cues, context cues, prediction, phonics, sight vocabulary, punctuation and syntax). Students learn how to understand, interpret and respond to the ideas, attitudes and feelings expressed in various texts; to think critically about what they read and to be able to make predictions and inferences based on information that is both explicit and implicit in a text. Writing helps make sense of the world. It is a powerful means by which to remember, develop, organize, gain self-knowledge and communicate ideas, feelings and information. Purpose and audience contribute to the form and substance of writing as well as to its style and tone. Learning to write is a developmental process and students initially focus on meaning rather than accuracy. Grammar, spelling, handwriting, punctuation and paragraphing are taught gradually through writing practice. The writing process involves creating an environment where students can acquire the skills to achieve written products for a variety of purposes. The written product can be

formal, informal, personal or reflective. It can be informative, persuasive, poetic or in the form of a story or dialogue. As motivation and a positive attitude are important factors in learning to read and write, it is essential that learners view themselves as capable readers and writers, having acquired a complex set of skills, attitudes, behaviors and expectations related to language.

Visual Communication: Viewing and Presenting Viewing and presenting are fundamental processes that are powerful and significant in developing literacy. Visual images immediately engage viewers, allowing them instant access to data. Therefore, opportunities are provided to explore the function and construction of images in order to analyze a wide variety of media. Learning to understand and use different media expands the sources of information and expressive abilities of students. Presenting information is an important skill that requires experience and practice. Language is a major connection between home and school. In the PYP classroom cooperative activities optimize development of all the languages. Mother tongue development is actively encouraged and supported. Language Arts teaching and learning is supplemented by a wide range of materials and resources including 6 + 1 Traits, Rigby Guided Reading and Words Their Way Spelling and Vocabulary Program.

Mathematics Mathematics is not viewed as a fixed body of knowledge to be transmitted, but as a way of thinking and a language for understanding meaning. To study Mathematics is to inquire into this language and to learn to think in this way.

Stamford’s Mathematics standards identify the expectations considered essential in our curriculum. These expectations are arranged into five interwoven strands of knowledge: • Number • Pattern and function • Data handling • Measurement • Space and shape In number and in pattern and function, students inquire into the number system and its operations, patterns and functions. This is where students become fluent users of the language of arithmetic as they learn to understand its meanings, symbols and conventions. The remaining strands: data handling, measurement and shape and space are the areas of Mathematics that other disciplines use to research, describe, represent and understand aspects of their domain. Mathematics provides the models, systems and processes for handling data, making and comparing measurements, and solving spatial problems. Cognitive psychologists have described the stages through which children learn mathematics: • Constructing meaning • Transferring meaning into signs and symbols • Understanding and applying As they work through these stages, students use certain processes of mathematical reasoning: • They use patterns and relationships to analyze the problem situations upon which they are working • They make and evaluate their own and each other’s ideas • They use models, facts, properties and relationships to explain their thinking • They justify their answers and the processes by which they arrive at solutions

Course Descriptions: Lower Elementary to Upper Elementary Program - Kindergarten 2 to Grade 5 continued Mathematics is a vital and engaging part of a student’s life. Students in the classroom are very active with an underlying sense of organization and cooperation. Teachers and students ask questions of each other, trying out and demonstrating ideas in small and large groups, using the language to describe their thinking, generating data to look for patterns and making conjectures. Students are encouraged to use multiple strategies, developing an understanding of which strategies are most effective and efficient. The students are given an opportunity to communicate their mathematical thinking and strategies to others and to have time to reflect upon them. Students at Stamford learn both the metric and imperial systems for measurement. They learn to use American money as well as local currency. American Education Reaches Out (AERO) Mathematics standards are a primary resource for Stamford’s Mathematics instruction. Teaching is supplemented by a wide range of other materials and resources. In line with our Vision statement, we believe that each student can achieve more than they believe they can in Mathematics. Our commitment to student progress in Mathematics is evident in the amount of time in our weekly schedule dedicated to the advancement of Mathematics proficiency, in our Mathematics assessments and by our specialized Mathematics Enrichment Program.

Science Stamford’s Science standards are arranged into four main strands: • Living things • Earth and space • Materials and matter • Forces and energy

In living things, students inquire into issues related to themselves and their environment. In Earth and space, students extend their inquiry to include the study of planet Earth and its relationship to the universe. Materials and matter and forces and energy focus on the study of the origins, properties and uses of solids, liquids, gases and energy sources. Science provides opportunities for students to engage in scientific investigations by making accurate observations, handling tools, recording and comparing data, and formulating explanations using their own scientific experiences and those of others. Students gain experience in testing their own assumptions and thinking critically about the perspectives of others in order to further develop their own ideas. Science is used to provide explanations and models of behavior for phenomena and objects around us. It is used to investigate the interrelationships between the natural, physical and material worlds. Our Science curriculum is driven by skills and concepts as well as content. Science is a way of thinking and a process that strives for balance between the construction of meaning and the acquisition of knowledge and skills. Our Science classrooms provide an environment that stimulates and challenges students’ ideas. Transdisciplinary units of inquiry are entry points into Science that promote learning in which students will experience what it is like to think and act like a scientist. Students and teachers work together to identify things they already know that might be relevant to an inquiry, what they want to know, what they need to know to answer their questions, and how best they might find that out. The study of Science can be used as a vehicle for teaching critical-thinking skills and as a way of exploring the world. The development of ways of investigating and using evidence enables students to interact with the world around them.

Course Descriptions: Lower Elementary to Upper Elementary Program - Kindergarten 2 to Grade 5 continued Social Studies

The Arts

Stamford’s Social Studies standards identify central ideas that we consider significant. Social Studies provides opportunities for students to look at and think about human behavior realistically, objectively and with sensitivity. It aims to guide students and teachers towards a deeper understanding of themselves and others, and of their place in an increasingly global society.

The Arts provide: • A means of communication • Opportunities for developing skills • A means of expression of both emotional and intellectual perspectives • Exposure to other cultures and other times • A means of accessing other disciplines • A vehicle for wondering, reflecting and consolidating

Our curriculum provides opportunities for students to: • Learn how to ask compelling and relevant questions that can be researched • Gain a secure understanding of their own identity and their place in the world • Develop an understanding of other cultural groups and an appreciation of other ideas and beliefs • Gain knowledge that is of genuine importance in understanding the human condition, through the exploration of themes that have significance for all students in all cultures • Gain conceptual understanding through participating in learning experiences that foster sensitivity, creativity and initiative, and lead to taking responsible action • Gain a sense of time and place in relation to their own experience and the experience of other people • Gain an understanding of humankind’s role in, and dependence on, the natural world and learn to apply this knowledge in responsible ways Successful learning in Social Studies develops students who are able to select key ideas and significant understanding from the data acquired for a unit of inquiry. Students are able to frame genuine, open-ended questions worthy of sustained research.

As they conduct their inquiries, they are able to provide accurate information, valid explanations and empathetic understandings. They are able to identify possible causes of an issue, choose a solution and determine appropriate action to be taken. Through these processes, they develop the habits and attitudes of successful lifelong learners.

The Arts are important areas of learning through which students learn the discipline of Visual Arts, Music and Drama, as well as learning about the Arts (artists, perspectives, themes and ideas using the Arts). In all areas of learning, Stamford values imagination, creativity and original thinking. The creative disciplines of Visual Arts, Music and Drama are closely connected to each other, as well as having strong links to other disciplines. The creative process is seen as a driving force in learning through inquiry. The Arts are built into the curriculum as essential areas of learning, not added on as optional extras. Students are exposed to all three Arts (Visual Arts, Music, Drama). Visual Arts, Music and Drama are significant disciplines in their own right and are also important sign systems for interpreting and understanding the world. Students are encouraged to consider the Arts as a means of communication and as an expressive language. Implementation of the Arts in the PYP involves full participation of all teachers in the collaborative planning of units of inquiry. Creativity is at the heart of the Arts. It allows for innovation, interpretation, research, analysis and transfer. Learning through the Arts has a positive influence on self-esteem and creative development, which carries over to all aspects of learning. Valuing imagination and celebrating original thinking promotes initiative and a lifelong love of learning.

Learning through the Arts provides strong links to the student profile. From an early age, students have the opportunity to develop genuine interest, to give careful consideration to their work, to become self-critical and reflective. They are provided with opportunities to communicate about their creative work and to share their understanding with teachers, peers and families. Students are encouraged to develop responsible attitudes and find appropriate ways to take action through the Arts, in order to make a difference in and to the world. Appropriate action could involve presenting, exhibiting, celebrating, communicating and sharing in a variety of ways.

Global Mentor Program Stamford enriches the academic programs by inviting visiting artists to present to students on topics that fall within the curriculum but require specialist expertise. In this way the school seeks to make students aware of the rich diversity of the Arts and share a variety of experiences with them. Previous visiting artists have included the Yale University A Capella Group, the Singapore Repertory Theater Shakespeare Workshop, Drama Playhouse, iTheatre Puppetry Workshop, iTune’s Garage Band and iTune’s Glee Club.

Visual Arts Stamford’s Visual Arts Program identifies the major expectations considered essential in our curriculum. These expectations are: • Creative processes • Elements of art and design • Visual Arts in society • Reflection and appreciation Each of the strands is addressed separately, although in practice they are interactive and interrelated elements.

In creative processes, students explore, develop and express their ideas using Visual Arts. In elements of art and design, students consider the practical and theoretical aspects of art and design: line, shape, form, color, texture and pattern as well as balance, emphasis, rhythm, unity, variety, repetition, proportion, tension, contrast and space. They also understand the importance of taking care of tools and materials and are aware of health and safety aspects associated with using a variety of tools and materials. Visual Arts in society looks at its role in society and diverse cultures, both historical and contemporary. In reflection and appreciation, students study and appreciate artwork from a range of cultures and media (including their own work) to develop their understanding of the principles of art and design in the world around them. Visual Arts as a discipline includes the development of creative skills, verbal and nonverbal expression, an awareness of the perspectives of others and aesthetic appreciation. Visual Arts enable students, including EAL students, to communicate in powerful ways that go beyond their spoken language ability. Through Visual Arts, students can begin to construct an understanding of their community, their environment, their own feelings and emotions and to develop their cultural awareness. Visual Art is part of everyday life. It is a form of non-verbal communication that allows us to convey our ideas, feelings and emotions. Visual Art contributes to personal, social and physical development. Fine motor control is developed in the use of media and tools. Visual Art is both active and reflective. Students are given opportunities to reflect upon their work and the work of others as well as being actively involved in creating and collaborating with other students. Students draw on a wide range of stimuli in their Visual Arts education: contemporary and historical literature, music, paintings, dance, their own imagination, real-life experiences, feelings and beliefs. They display their work informally as well as formally to help develop an awareness of the audience through practical application.

Course Descriptions: Lower Elementary to Upper Elementary Program - Kindergarten 2 to Grade 5 continued Music Stamford’s Music Program identifies the major expectations considered essential in our curriculum. These expectations are arranged into four strands: • Performing • Creating and composing • Notation • Listening and appreciation The performing strand is organized into sub-strands of singing and playing instruments. Each of the strands is addressed separately, although in practice they are interactive and interrelated elements. In performing – singing, students sing a repertoire of songs to display confidence, expression and an awareness of musical elements such as pitch and rhythm. Singing lies at the heart of the music curriculum as the voice is the most immediately available instrument for all students regardless of their age and ability. In performing – playing instruments, students play musical pieces using a range of instruments to demonstrate style, expression and an understanding of melodic direction, tempo and dynamics. They perform solo and as part of an ensemble for an audience and follow directions from a conductor. In creating and composing, students use their imagination and musical experience to organize sounds into various forms that communicate specific ideas or moods. In notation, students use non-traditional and traditional notation to record their compositions.

In listening and appreciation, students are given the opportunity to identify and describe various musical elements such as rhythmic patterns, melodic patterns and form. They

distinguish between a range of instrumental sounds and respond to different styles of music, as well as to music from different times and cultures. Music as a discipline includes the development of creative skills, non-verbal expression and aesthetic appreciation. Music enables students, including EAL students, to communicate in powerful ways that go beyond their spoken language ability. Through music, students can begin to construct an understanding of their environment, recognize patterns and structure and develop their cultural awareness. Music is a part of everyday life. It is a form of non-verbal communication that allows us to convey our ideas, feelings and emotions. Music contributes to personal, social and physical development. Music is both an active and reflective process. Students should be given opportunities to reflect upon their work and the work of others as well as being actively involved in creating and performing. Collaborative activities with students (in their own class and other classes) are encouraged. Where possible and appropriate, links are made with the school’s program of inquiry. All students from Kindergarten 2 to Grade 5 will have two periods per week of specialist led Music classes.

Drama Stamford’s Drama Program identifies the major expectations of our curriculum. These expectations are arranged into six strands: • Creative exploration and expression • Technical incorporation • Performance • Personal and social development • Reflection, evaluation and appreciation • Drama in society

Each of the strands is addressed separately, although in practice they are interactive and interrelated elements. In creative exploration, students have the opportunity to develop their imaginative skills and creativity and to apply them in a variety of drama situations. In technical incorporation, students develop their understanding of some of the technical aspects of the drama process such as script writing, stage directions and the management of props, costumes, special effects and set design. In performance, students develop and portray characters and remain in a role in a given situation by using voice, body and gestures. In personal and social development, students develop negotiation skills and are able to work independently and cooperatively in small groups. In reflection, evaluation and appreciation, students take time to reflect on their own work and the work of others in order to enhance performance. In drama in society, students discuss experiences of performing arts, explaining the way a story was communicated, recognizing theatrical conventions from other cultures and periods while identifying those elements of the production that were effective and those that were not. Drama as a discipline includes the development of creative skills, verbal and non-verbal expression, an awareness of the perspective of others and aesthetic appreciation. Drama enables students to communicate in powerful ways that go beyond their spoken language ability. Through Drama, students can begin to construct an understanding of their community, environment and their own feelings and emotions. They have opportunities to work cooperatively to put together a performance. Drama plays an important part in the language learning process. Through drama, storytelling and creative expression students are exposed to a language-rich environment that builds language skills. Drama is both an active and reflective process. Students are given opportunities to reflect upon their work and the work of others as well as being actively involved in creating and performing. Collaborative activities with other students (older or younger) are encouraged. All classes from Kindergarten 2 to Grade 5 have Drama instruction one period per week.

Physical Education (PE) Stamford’s PE Program identifies the major expectations considered essential in our curriculum. These expectations are arranged into eight strands: • Body control and spatial awareness • Adventure challenge • Athletics • Movement to music • Games • Gymnastics • Health-related activities • Dance Body control and spatial awareness focuses on exploring the human body’s capacity for movement, how to move around and in-between objects and ensure other individuals’ safety. Adventure challenge encourages the students to solve problems collaboratively involving physical and critical thinking skills. PE exposes students to three elements of athletics: jumping, throwing and running. It develops the different techniques for the individual events while striving to improve student performance. Movement to music is concerned with learning to move the body in a variety of ways in response to music, sounds or situations. It also involves awareness of the position of the body and how the body can be used to convey a feeling or emotion. Games sequentially develop the students’ competence, confidence, success and enjoyment of the advanced skills and concepts associated with games and sports. Gymnastics exposes the students to a variety of skills: on the floor, using small equipment and various apparatus. Health-related activities develops an awareness of the importance of physical activity and maintaining a healthy lifestyle. Dance classes will be in the PE rotation and will take place in the Stamford dance studio. Students will be taught by a full-time, qualified dance instructor.

Course Descriptions: Lower Elementary to Upper Elementary Program - Kindergarten 2 to Grade 5 continued Through PE, students are learning the “language” of physical movement, exploring the skills associated with different strands of PE. They learn to understand what they can and cannot do physically and become aware of their own strengths and weaknesses in this discipline. Physical activity is an essential aspect of a well-balanced, healthy lifestyle and learning through PE helps to build self-esteem, confidence, cooperation and fitness. Wherever possible and appropriate, links are made with the school’s program of inquiry. All students from Kindergarten 2 to Grade 5 have three periods of PE per week.

Modern Languages

encouraging environment to become responsible communicators, engaged in authentic and meaningful learning situations. Skills of listening, speaking and visual communication are strongly emphasized, as well as the reading and writing skills included in the upper elementary grades. Students have daily lessons in Mandarin, Spanish or EAL (English as an Additional Language). Each lesson is approximately 40 minutes long. Language learning instruction focuses on real communication and this focus defines proficiency in an additional language.

The PYP acknowledges the immediate and far-reaching benefits associated with learning additional languages. Not only does an individual enjoy cognitive, personal and social gains by acquiring another language, but it provides a competitive advantage for successful participation in a highly globalized society. Language is a key factor in the development of international understanding and, as such, has a major role at Stamford. Stamford recognizes that the study of languages is a foundation for all learning. Our school-wide Language Policy states that language study, including English, Modern Languages and Mother Tongue Languages, develops understanding, reinforces cultural identity, enhances personal growth and promotes effective communication.

The components of competence that learners must possess if they are to be capable of using language for real communication include: • Linguistic Structural Competence – Knowledge of vocabulary, sound and language structures through a wide variety of multi-sensorial activities. New vocabulary and language structures are presented in a meaningful context. Students see clearly how the language is relevant to their lives, thus increasing motivation and learning. • Sociolinguistic Competence – Knowledge of how to use language appropriately in different contexts. Students acquire developmentally appropriate cultural knowledge for use in authentic situations, such as in correspondence with pen pals and on school trips. • Discourse Competence – Linking elements of language together to take part in discourse, for example, conversation, role plays, creative dramatic skits or short oral presentations. • Strategic Competence – Knowledge of appropriate strategies in learning the new language. • Cultural Competence – Appreciation of language and culture (includes sensitivity towards attitudes, norms and cultures in which other languages are spoken).

The Modern Language Program encourages students to develop an interest and appreciation of other languages and cultures while also offering the opportunity to develop a useable command of English, Mandarin or Spanish. Students work in a positive,

The Modern Language department provides a positive experience in the learning of an additional language and aims to develop the attributes of empathy, open-mindedness and risk-taking.

The PYP requires that children study an additional language during their years in elementary school. The PYP seeks to enable children to function as international citizens which, in part, entails the ability to function capably and comfortably within and between cultures. Developing the capacity to speak more than one language is an integral part of this preparation.

Course Descriptions: Lower Elementary to Upper Elementary Program - Kindergarten 2 to Grade 5 continued Personal and Social Education (PSE)

in order to meet challenges, make healthy lifestyle choices and serve as responsible, respectful members of society. This guidance is specific, explicit and continuous.

PSE identifies some of the central ideas considered significant in the PYP and our curriculum. PSE is included throughout the curriculum wherever applicable in addition to opportunities found in units of the program of inquiry. Here, the content is arranged into four main strands: • Self-concept • Health and safety • Interaction with others • Organization for learning

Through exposure to new and difficult issues in a non-threatening environment, students are able to develop their own positive values and prepare for their role as international citizens. The PSE curriculum encourages Personal and Social Education to be a way of thinking that permeates the school. The values, attitudes and concepts advocated within the PSE curriculum are reflected in all areas of school life via the relationships that exist within and beyond the school. They are the founding principles of policies that direct decision making at the school.

In self-concept, students develop an awareness of their feelings, beliefs and behavior. They learn to recognize their own strengths and weaknesses. In health and safety, positive lifestyle choices to promote and maintain health are encouraged, and the development of safe behavior practices at home, school and in the community are considered. In interaction with others, social norms and values are considered, including strategies for the management of conflict as well as the study and acceptance of cultural, racial and religious similarities and differences. In organization for learning, strategies and choices in relation to becoming a successful learner are developed. Although these strands are considered separately, in practice they are inextricably linked. Students develop aspects of PSE continually, across the strands, through different disciplines and at their own pace.

PSE provides the models, processes and values for handling social and personal issues and ensuring health and well-being. Through PSE, students will develop their self-identity, use appropriate social skills when interacting with others in a range of situations, and learn to communicate and manage their feelings, emotions and opinions. The expectations of PSE emphasize attitudes, behaviors and skills that are closely aligned with the PYP student profile. Students are given guidance to help develop positive attitudes and behaviors

Second Step Social Curriculum At Stamford, we want all of our students to be successful and to achieve more than they believe they can. Success in school is not just about academic disciplines, it is also about knowing how to learn and how to get along with others. The Second Step Program is incorporated into our Personal, Social and Physical Education Program in Pre-Kindergarten through Grade 5 classes. The program helps students to develop critical skills necessary for success in school and in life and helps to prevent the development of problem behaviors. The Second Step Program promotes school success, school connectedness and a safe and respectful school climate by developing students’ self-regulation skills and social-emotional competencies. Second Step was developed by the Committee for Children, a non-profit organization helping students develop skills that help them stay safe, manage their emotions, solve problems, avoid risky behavior and improve their academics. The Second Step Program received the prestigious “Exemplary” award from the U.S. Department of Education and also received the highest rating from the Collaborative for Academic, Social and Emotional Learning (CASEL). The Second Step Program focuses on building student skills and empowering students to appropriately express themselves. Some key focus areas of the program include:

• Skills for Learning – Students gain skills to help themselves learn, including how to focus their attention, listen carefully and be assertive when asking for help with schoolwork. • Empathy – Students learn to identify and understand their own and others’ feelings. Students also learn how to take another’s perspective and how to show compassion. • Emotion Management – Students learn specific skills for calming down when experiencing strong feelings, such as anxiety or anger. • Problem Solving – Students learn a process for solving problems with others in a positive way. Instruction in Second Step is scheduled into the timetable on a weekly to bi-weekly basis. It is the primary resource for PSE and is used consistently across the school.

Information Literacy and Technology Information and Communications Technology (ICT) in the PYP encompasses the use of a wide range of digital tools, media and learning environments for teaching, learning and assessing. ICT provides opportunities for the transformation of teaching and learning and enables students to investigate, create, communicate, collaborate, organize and be responsible for their own learning and actions. ICT allows students to make connections and reach a deeper understanding of its relevance and applicability to their everyday lives. Through the use of ICT, learners develop and apply strategies for critical and creative thinking, engage in inquiry, make connections and apply new understandings and skills in different contexts. The aim of the Information Literacy and Technology Program is to develop students’ ability to confidently and effectively use the Learning Resource and Media Center (LRMC) to acquire, process and communicate information and explore creative ways of transforming data.

The curriculum determines the use of information literacy. Once teachers have identified the knowledge, skills and attitudes to be developed during a program of inquiry they consider the most appropriate way to enhance the students’ learning and investigate the questions the students are exploring. The Librarian and ICT Integrationists work closely with homeroom teachers to ensure the maximum benefit is obtained from technology and the LRMC. Promethean interactive white boards and iPads are used as teaching and learning tools across all areas of the curriculum in order to support the program of inquiry in the classroom. They are used to assist the effective access, storage, retrieval, organization and presentation of information, and enhance critical thinking and problem solving skills. Teachers incorporate the use of computers into all areas of classroom programs as appropriate. All students from Kindergarten 2 to Grade 5 have 1-to-1 access to iPads in their classrooms. A range of printers, digital and video cameras and other equipment is provided for use by the students. Identified computer skills and knowledge are taught in specific computer sessions or incidentally as the need arises. Students develop presentations, podcasts, videos and mind maps. The use of technology enhances and invigorates the inquiry based PYP program. Access to technology enhances student learning by: • Enabling them to access people, resources and ideas that would not otherwise be available • Enabling them to creatively compile and manipulate information and ideas in various forms from a wide range of sources • Accommodating varied learning styles, pace and preferences • Encouraging higher order thinking skills • Facilitating the production of high quality, creative work • Increasing motivation for learning facilitating independent learning

Course Descriptions: Lower Elementary to Upper Elementary Program - Kindergarten 2 to Grade 5 continued Library

Assessment

The Library Program aims to foster a love of literature in its various forms and to develop confident and competent library users, independent researchers and recreational readers. The Learning Resource and Media Center (LRMC) has an extensive collection of high quality children’s literature, both fiction and non-fiction, which caters for a wide range of students. Students have at least one Library session per week, to complement the work undertaken in the classroom. In addition, children have individual access to the LRMC throughout the week.

Assessment is integral to all teaching and learning. It is central to our goal of thoughtfully and effectively guiding students through the five essential elements of learning: • Understanding of concepts • Acquisition of knowledge • Mastering of skills • Development of attitudes • Decision to take action

The library literature curriculum includes: • Introducing children to a wide range of genres through authors and illustrators appropriate to the students’ abilities and interests • Encouraging children to become independent readers and to interpret, discuss and respond to literature in various ways • Fostering a love of literature in a stimulating environment where children are happy to be adventurous readers

Both students and teachers are actively engaged in assessing the student’s progress as part of the development of their wider critical thinking and self-evaluation skills. The purpose of assessment is to promote student learning, to provide information about student learning and to contribute to the evaluation of the effectiveness of the program.

The library information curriculum includes: • Sequential teaching of research skills, encouraging students to become efficient, independent researchers and library users who are confident in using the most appropriate tools to access specific information • Encouraging the children to interpret and record a variety of information competently to demonstrate their own understanding

Effective assessments: • Identify what is worth knowing and assess it • Have criteria that are known and understood in advance • Allow students to demonstrate the range of their conceptual understandings, their knowledge and their skills • Are made of tasks that require the synthesis and application of their learning • Focus on big ideas and transdisciplinary skills rather than facts • Focus on producing a quality product or performance • Highlight a student’s strength and expertise • Take into account different ways of learning and knowing and are sensitive to personal circumstances • Use scoring that focuses on the essence of the task and not on what is easiest to score • Produce evidence that can be reported and understood by students, parents, teachers and administration • Are ongoing and cumulative • Are subject to continuous review and improvement

Ongoing assessment provides insights into students’ understanding, knowledge, skill and attitudes. These are necessary to plan further activities, which address issues of concern to the teacher and the students. Teachers will use some of the following methods for collecting data about students: • Observations – Students are observed often and regularly, as part of a group or as an individual and both with teacher guidance and without. • Performance Assessments – Assessments are goal-directed tasks with established criteria. They are meaningful and significant challenges and problems. In these tasks there are numerous approaches to the problem and rarely only one correct response. Audio, video and narrative records are often useful for this kind of assessment. • Process Focused Assessments – Students are observed often and regularly for typical and non-typical behaviors. Teachers use multiple observations and often use checklists, inventories and narrative descriptions. • Selected Responses – These are single-occasion, one-dimensional exercises. Tests and quizzes are familiar examples. • Open-Ended Tasks – These are situations in which students 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. • Portfolios – This is a purposeful collection of a student’s work that is designed to demonstrate successes, growth, higher order thinking, creativity and reflection. Portfolios should not be thought of as a collection of work but rather as an exhibition of an active mind at work. Teachers evaluate the types of assessment using the following: • Rubrics – These are an established set of criteria used for scoring or rating students’ tests, performances or portfolios. The descriptors tell the assessor what characteristics or signs to look for in students’ work and then how to rate that work on a predetermined scale. Rubrics can be developed by students as well as by teachers.

• Benchmarks – These are samples of students’ work that serve as concrete standards against which other samples are judged. Generally there is one benchmark for each achievement level in a scoring rubric.

MAP – AERO Standards Assessment of student performance takes place within the school on a regular basis. External testing provides a benchmark for student progress and allows Stamford to monitor the achievement of individual students and also the value of the written curriculum. Stamford administers the adaptive NWEA Measures of Academic Progress (MAP) standardized testing, which is aligned with the American Education Reaches Out (AERO) standards. Testing takes place in the Fall and in the Spring and progress of students as individuals and by grade levels will be measured and used to support our highly differentiated approach. Students will have individual performance targets based on their internal and external assessments. Student reading levels (lexile level) are used in conjunction with other assessments to develop individual plans for reading development. Student mathematics scores are used in conjunction with MAP mathematics standards to plan a differentiated and targeted path for each student.

Youth Chinese Test (YCT) Mandarin students in Kindergarten 2 to Grade 5 are assessed once a year through the administering of the YCT . This test allows us to mark the progress of students’ Mandarin level and to chart their growth. Students receive a certificate following the test which lists scores. This test is regarded and recognized worldwide. At Stamford we use the data for student grouping and to evaluate our program.

Additional Information Fee Protection In compliance with the regulations under the Private Education Act 2009, all students’ fees must be insured under the Fee Protection Scheme (FPS). All Stamford students are covered by way of Insurance Protection as stipulated by the Council for Private Education. The Fee Protection Scheme serves to protect the course fees that are paid to Private Education Institutes in Singapore. Fees are only considered protected once they are paid to Stamford. Stamford then activates the insurance policy with the appointed provider. The provider will then issue a certificate to the family indicating the amount covered and the period of coverage. Stamford has appointed LONPAC Insurance Bhd to be the FPS provider for our students.

Medical Insurance Stamford American International School Ltd Pte has a medical insurance scheme in place for all students. The student’s parent/guardian is encouraged to seek advice on whether more comprehensive insurance cover is required or desired. This scheme provides a basic annual coverage limit of not less than $20,000 per student in B1 ward in government and restructured hospitals and up to overall maximum limit per policy year, with 24 hours coverage in Singapore and overseas (if the student is involved in the school-related activities) throughout the course duration as required by the Council for Private Education (CPE) under the EduTrust certification scheme. Stamford has appointed Sime Darby Insurance Brokers (Singapore) Pte Ltd. as the medical insurance provider for our students.

Refund Policy and Procedure Non-Refundable Application Fee The Application Fee is strictly non-refundable and non-transferable except in the following circumstances: 1) Stamford is unable to offer a place to a student applicant due to denial of student pass or failure to obtain approval by the relevant Singapore authorities 2) Stamford is unable to offer a place to a student applicant due to waitlist at Stamford and the student elects not to be placed on the waitlist 3) Student applicant does not meet the eligibility criteria for enrolment at Stamford 4) Stamford is unable to offer a place to a student applicant due to sibling priority policy as published by Stamford The Application Fee will be refunded in full in the event a Student application cannot be accepted at Stamford for the reasons set out in 1) to 4) as determined by Stamford in its sole discretion.

Non-Refundable Facility Fee The Facility Fee is payable in full at the time of acceptance in order to secure a place. If payment is not received within 7 calendar days of receipt of the school’s invoice, priority will be given to other applicants. The Facility Fee is a one-time administrative fee that is non-refundable. The full amount applies regardless of enrolment date.

Refund Policy 2.1 Refund for Withdrawal Due to Non-Delivery of Course: The PEI will notify the Student within three (3) working days upon knowledge of any of the following: (i) It does not commence the Course on the Course Commencement Date (ii) It terminates the Course before the Course Commencement Date (iii) It does not complete the Course by the Course Completion Date (iv) It terminates the Course before the Course Completion Date (v) It has not ensured that the Student meets the course entry or matriculation requirement as set by the organization stated in Schedule A within any stipulated timeline set by CPE or (vi) The Studentâ&#x20AC;&#x2122;s Pass application is rejected by Immigration and Checkpoints Authority (ICA) (vii) In relation to Singapore citizens, approval has not been received from Ministry of Education (MOE). The Student should be informed in writing of alternative study arrangements (if any), and also be entitled to a refund of the entire Course Fees and Miscellaneous Fees already paid should the Student decide to withdraw, within seven (7) working days of the above notice. 2.2 Refund for Withdrawal Due to Other Reasons: If the Student withdraws from the Course for any reason other than those stated in Clause 2.1, the PEI will, within seven (7) working days of receiving the Studentâ&#x20AC;&#x2122;s written notice of withdrawal, refund to the Student an amount based on the table in Schedule D of the PEI Student Contract..

2.3 Refund During Cooling-Off Period: The PEI will provide the Student with a cooling-off period of seven (7) working days after the date that the Contract has been signed by both parties and Notwithstanding Schedule D of the PEI Student Contract, the Student will be refunded all fees already paid if the Student submits a written notice of withdrawal to the PEI within the cooling-off period, regardless of whether the Student has started the course or not. Third Party Mediation: In the event that the Student and the PEI are unable to resolve a dispute in accordance with the grievance procedure referred to in Clause 5.2, the Student and the PEI may refer the dispute to the Singapore Mediation Centre (SMC) or Singapore Institute of Arbitrators (SIArb) through the CPE Student Services Centre for mediation prior to instituting any legal action. The Student and the PEI hereby agree to such procedures and to pay such fees as the Singapore Mediation Centre (SMC) or Singapore Institute of Arbitrators (SIArb) may prescribe from time to time for the purpose of resolving their dispute.

Response Time for Feedback/Complaints The PEI shall respond to any feedback or complaint, received in writing, within 30 days of the date of such feedback/complaint.

Frequently Asked Questions 1. What is the curriculum at Stamford? The curriculum at Stamford includes two rigorous programs of study: the International Baccalaureate (IB) program which encourages a process of guided inquiry aligned with challenging American Education Reaches Out (AERO) standards. The subject areas of Mathematics, Language Arts, Science, Social Studies, Art, Personal and Social Education, Physical Education and Modern Languages are taught through interdisciplinary themes (units of inquiry) that have relevance within and across subject areas to facilitate more effective learning.

2. What is the Primary Years Program (PYP)? T he PYP is an international curriculum framework designed for children between the ages of 3 and 12 years old. The program focuses on the total growth of the developing child, addressing social, physical, emotional and cultural needs in addition to academic welfare. The PYP offers a comprehensive, inquiry-based approach to teaching and learning that prepares students to be active participants in a lifelong journey of learning.

3. How are teachers trained to teach Stamford’s program? At Stamford we recruit, retain and professionally develop leading American and international teachers and educators for our school. All grade level teachers are formally trained in their respective IB programs. All teachers receive inhouse ongoing training to teach our program as well as continuous professional development to ensure best practices are being followed.

4. How are students assessed?

T eachers organize ongoing benchmark assessments to provide insight into students’ understanding, knowledge, skills and attitudes. Teachers assess student performance using an established set of specific criteria and benchmarks for scoring or rating students’ tests, performances or portfolios. Teachers are responsible for structuring varied and valid assessment tasks, which allow students to demonstrate achievement according to the required objectives within each subject area. These

tasks may include for example tests, open-ended problem solving, investigations, organized debates, hands-on experimentation, analysis and reflection.

5. What are the strengths and the benefits of the Stamford curriculum? Stamford offers a unique blend of American and international curricula. Stamford’s curriculum and the PYP framework are based on a constructivist model for learning through which students learn that knowledge is connected. Our curriculum is broad, balanced and students must study a second language. The integrated and inquirybased learning is a strength because it aligns with the way students will acquire and apply knowledge in the real world. Our curriculum aim is to provide the best teaching and learning experiences for each student so they achieve more than they believe they can.

6. How would it be for students to move from Stamford to a non-PYP school?

Stamford provides a rigorous program of study based on the IB Program and aligned with American standards. Students who leave Stamford will find themselves well-prepared in both knowledge and skills for their next school. Stamford also provides student transcripts, MAP scores and electronic portfolios to ensure that future schools are sufficiently informed of student academic level in all subject areas.

7. What is the school’s current official status regarding the IB?

Stamford American International School is an IB World School authorized to offer the IB Primary Years Program, Middle Years Program and the Diploma Program. IB World Schools share a common philosophy – a commitment to high quality, challenging, international education that Stamford believes is important for our students.

1 Woodleigh Lane (Off Upper Serangoon Road) Singapore 357684 Next to Woodleigh MRT For more information, please contact us: Phone: +65 6602 7247 Email: admissions@sais.edu.sg www.sais.edu.sg Stamford American International School CPE Registration Number: 200823594D Period of Registration: August 10, 2014 to August 9, 2018 ÂŠ 2012 Stamford American International School. All images in this brochure were photographed on the Stamford American International School Campus Printed August 2014