MEA Huamao Multicultural Education Academy
华茂多元文化教育中心
Preparatory Year Handbook Vision Statement MEA provides an inquiry-based curriculum that teaches both expatriate children and Chinese nationals to think globally and act locally. By having Chinese and foreigners learning “sideby-side” we endeavour to bring East and West together and learn from each other.
MEA Mission Statement At MEA, we celebrate the diversity of our community and aim to assist students to make connections and responsible choices from school to the wider world. We value creativity, knowledge, risk taking, compassion, integrity and a sense of spirit as we strive to foster values and skills that will enable our students to meet the challenges of an ever changing global environment, including the mastery of at least two languages. With holistic and inquiry-based learning, we nurture the inherent curiosity of our students and educate them to become creative, articulate, confident individuals with a life-long love for learning.
Sister School in Melbourne
IB PYP and DP Candidate School
Contents 1. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.
An introduction from the Principal The MEA and Ib Mission Statements The MEA Bill of Rights Beliefs and values that drive the IB PYP Language, Assessment in the Primary school Introduction to your child’s teachers Daily Routines and Timetables Parent Participation, Homework, Special Events What is inquiry? An overview of the Program of Inquiry Subject connections within the UOIs Connections to English Connections to Mathematics Creative and Dramatic Arts Chinese Science Social Studies
1 2 3 4 5 6 7 8 9 10-11 12 12-17 17-20 21-22 23-27 28 29
What makes MEA Special? Teaching 4 of the 5 leading business languages
Ethnic diversity of 30 nationalities A truly international curriculum
Bilingual education
Teachers from 12 different countries Using technology such as iPads in the classroom
Holistic, life-long education
Fostering skills for 21st century economy
Amazing facilities
Creativity and innovation
A coteaching model The Arts
Taking education outside the classroom
YOU Large Elective and Co-curricular Program Celebrating our community -
CAS: Links to Community schools Action around the Service world
Exchange, GAP & Study tour programs
Welcome to MEA, Welcome to the World I would like to send a warm welcome to you and your family from the MEA community. Our school has grown from 20 students in September 2008 to over 250 students today. As part of our strategic planning we are now planning for a 600 student school by 2014. Our rapid growth has been the result of three key platforms for our community: 1. Provide a best practice, extremely safe environment, 2. Make sure MEA is a fun place to work and learn, and 3. provide a school where expatriates and Chinese nationals can come together, learn from each other and provide opportunities for all students to explore their talents. MEA is different from many schools in China in that we provide a bilingual environment and help students to work towards proficiency in at least two languages (English and Chinese). We strive to help students to learn how to learn and we believe the IB curriculum best enables students to achieve this aim. We are also keen to ensure students are immersed in a 21st century curriculum and that we are preparing students for a 21st century economy. This means that Information Technology is a key subject and tool by which our students learn. Students have access to wireless internet, computers are found in all classrooms, there are two computer suites, students use iPads and build their own websites. Our reports are online and accessible (from a secure password protected platform) anywhere in the world. As a school we hope our students learn the best of Eastern and Western teaching strategies and hence we follow a co-teaching model, with Chinese and Foreign teachers in each class.
MEA is an IB Candidate school for the IB Primary Years Program and IB Diploma Program. In future we will also look to authorise our Middle Years Program. This curriculum is truly international curriculum taught in over 2,200 schools world wide.
We are very proud of our school and we are keen to continue to strive for improvement so that we can become the best school not only in Ningbo, but beyond.
Creativity is important at MEA across all subjects but we also teach Creative Arts, Music and Information Technology which foster innovation and creativity.
Our staff are experienced and highly trained educators that are keen to help you with any questions you may have, and at any time. We all welcome you to MEA and we hope you and your family are richly benefitted by joining our community.
MEA has 250 students from over 30 different countires. We aim to have a student intake that comprises 50% expatriate students and 50% Chinese students.
MEA is a sister school of Mowbray College in Melbourne, Australia.
Ivan Moore PRINCIPAL
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The MEA mission statement has been constructed by all members of staff and students. All members of our community should feel they have ownership over the driving factors that provide the direction for our school. This includes parents. Each year we will reflect on our mission and whether it is meeting the needs of our community. Based on wide community consultation, we have aligned our core values with the Hua Mao Foreign Language School mission statement, the IBO Mission Statement and our MEA Bill of Rights. The IBO Mission Statement is: The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
在目标参照评估测试中,学生并不是相互比较,而是他们的表现与标准进行对照.
Students who participate in the program strive to be: 我们致力于通过IB项目将学生培养成为具备以下特质的人才：
Inquirers Knowledgeable Thinkers Communicators Principled Open-minded Caring Risk-takers Balanced Reflective
积极探究 具备知识 善于思考 乐于沟通 重视原则 头脑开明 具有爱心 敢于冒险 身心健全 勤于反思
This is known as the【IB Learner Profile 培养目标】
Please note that MEA strives to align its mission statement with the IBO mission statement and implement programs that stress the importance of attitudes and attributes that help students to become life-long learners. MEA is currently an IB PYP Candidate school.
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MEA BILL OF RIGHTS This declaration refers to the rights of staff, students, parents and all other members of the wider MEA Community. If any rights are not upheld, then all members of the MEA Community have the right to access a fair and impartial grievance procedure. This Bill is open to regular review and amendment. 1. The right to be safe All members of the school community have the right to feel safe. This includes psychologically, physically, environmentally & socially. This applies to all areas of the school & all activities, including transport. 2. The right to learn Students have the right & responsibility to learn & teachers have the right & responsibility to teach. Students have the right to a relevant curriculum that caters to individual needs. Parents have the right to be aware of the curriculum their child is being exposed to. Curriculum should be easily accessible for all members of the school community. 3. The right to participate All members of the school community have the right to be informed & to participate in the functioning of the school. 4. The right to a voice All members of the school community have an equal voice and the right to express their opinions as long as it does not affect the rights of others. 5. The right to be yourself without fear of judgement All members of the school community are unique individuals have the right to be themselves as long as this does not affect the rights of others. 6. The right to be respected and respectful All members of the school community should treat each other with respect. This right includes the responsibility to treat school facilities & environment and other people’s property in a respectful manner. 7. The right to be equal All members of the school community should be treated equally and are allowed to participate regardless of their gender, age, sexual orientation, social status and position in the school, religion, ethnicity, physical appearance or ability. 8. The right to achieve All members of the school community are encouraged to strive for their goals. The school has a responsibility to provide reasonable assistance to achieve these goals. 9. The right to have access to necessary support All members of the school community should have access to appropriate support to maintain mental and physical health and access to educational and financial support. 10. Right to a fair grievance procedure All members of the school community have the right to express concern where the rights of one of more community members are not upheld or are conflicting. All concerns will be addressed fairly through a clear process. 11. Right to Privacy All members of the school community have the right to have personal information maintained confidentially.
At MEA we celebrate our diversity and through that diversity we feel we gain better understanding of the global community. It is our desire to actively understand our differences and realise that “other people, with their differences, can also be right.�
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Beliefs and values that drive the IB PYP PYP provides students with learning experiences that are engaging, relevant, challenging and significant, in learning environments that are stimulating and provocative, where: - adults are sensitive facilitators of the process of empowering students to value their learning and to take responsibility for it - students are seen as competent and are listened to - students are encouraged to be curious, be inquisitive, ask questions, explore and interact with the environment physically, socially and intellectually - explicit learning outcomes and the learning process are made transparent to the students - students are supported in their struggle for mastery and control on their journey to become independent, autonomous learners - the learning experiences are differentiated to accommodate the range of abilities and learning styles in the group PYP believes children, from birth, are full of curiosity, and the PYP provides a framework that gives crucial support for them to be active inquirers and lifelong learners.
Curriculum An aim of the PYP is to create a transdisciplinary curriculum for learners in the 3–12 age range. In developing a curriculum of international education for primary school students, the PYP definition of curriculum is broad and inclusive. Students in the Prep study a range of subjects that are, both separate and integrated with other subjects, in accordance with educational studies showing that learning best takes place when it is related to the real world, common experience and integrated across the curriculum. Traditional subjects and their associated skills remain important, and are weighted across the school year in the following fashion (table to the right):
PYP Coordinators
Subjects
Number of hours
English
6
UOI
6
Technology
1
PE
2
Math
6
Chinese
6
Music
1
Elective
2
Art
2
Assembly
1
Reading Program
2
4
Language Bilingualism is a hallmark of a truly internationally minded person and this requirement is central to our PYP programme. Therefore we are a bilingual school which believes in promoting students’ mother tongue as well as the host nation’s language while keeping English as our medium of instruction. All teachers are considered to be language teachers who strive to develop a caring language community. Language learning in PYP extends beyond the classroom walls, it connects to the library/ information hub. The teachers plan in collaboration with the single subject teachers. Additional teachers play an important role in reinforcing, supporting and extending the languages of instruction.
Assessment
Assembly
Assessment describes the progress of the student’s learning, identifies area of growth and contributes to the efficacy of the programme. Teachers use various tools like rubrics, checklists, continuums and other forms of assessment to effectively map student development in the understanding of concepts, the acquisition of knowledge, the mastery of skills, the development of attitudes, and the ability to make decisions to take responsible action.
We hold weekly assembly for the PYP. The Purpose of these Assemblies is for the students to share some of their learning, to build a sense of community within the PYP, and to publicly acknowledge students who show the Learner Profile/ attitude through their behavior in our school.
Portfolios, Student led conferences, three way conferences; written reports and the exhibition (in year 5) are few ways to communicate information about assessment to the student and to the parents.
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Introducing the Preparatory Year Team Name
Class
Ms Marie Tan
Prep A Teacher
Ms Adriana Agudelo
Prep B Teacher
Mrs Malou Reyes
Prep C Teacher
Ms Faye Jiang
Prep B Teacher
Mrs Lynn Xie
Prep A and Prep C
Photo
Qualifications
- Degree in Early Childhood Studies, Monash University
- International Diploma of Early Childhood Teaching, Montessori, London - TEFL Cert., Toronto - Masters in Counselling, Monash University - Bachelor of Arts in the Teaching of Modern Languages - Master’s Degree in English Language Teaching - Certificate of English Language Teaching (ICELT) - Diploma in Teaching Spanish as a Foreign Language - Diploma in Childhood Learning Difficulties - Bachelor of Science (Pharmacy) - Professional Teachers Certification - Masters of Arts in Educational Management (current)
- Bachelor of Arts (English) - TEM 8 - Primary school Teaching Certificate - Pre-school Teaching Certificate (current)
- Bachelor of Arts in Pre-school Education - CET 6 - TEaching Certificate in Pre-school Education
Teacher Mrs Sophie Li
Prep A Assistant
Ms Miffy Shi
Prep C Assistant
Ms Edith Mao
Prep B Assistant
- Diploma majoring in English - TEM 4 - CET 4 - Third prize for teaching at Xi’an Insitute of Finance and Economics - Bachelor of Arts (English major) - TEM 8 - CET 6 - Teaching Certificate
- Diploma of Arts (English major) - Certificate in Oral English - CET 4
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Responsibility of a Homeroom teacher As your child’s Homeroom Teacher we have homeroom responsibility for your child, with structures to help students progress socially, emotionally academically. I am the first point of contact regarding social and academic concerns, and we would welcome your continued participation in ensuring your child’s success.
Daily Routine School begins at 8:45 am with a 15 minute Homeroom time for attendance. On arrival students are expected to unpack their own bags and hang their home work folders and diaries. Children will have daily morning tasks to do independently during this time. Outside break occurs at 10:20-10.50. Students are asked to bring a bottle of water to drink each day and a healthy snack is provided at school. At the end of the school day, Prep students leaving by the bus are escorted to the reception area by their TA and those going with their parents must be collected from the classroom, by an adult. Students attending after school activities will be escorted by the teacher to the activity area. They must be collected from the designated place after the activity.
Daily Time table Prep has 7 lessons per day which are a combination of Homeroom lessons for unit of inquiry, language, mathematics and other co curricular activities like art, music and information technology along with selected electives run in the last two periods on every Friday. Students who choose any co curricular activity need to stay back after school on a given day.
Time
Monday to Friday
Arrival
8:45- 9:00
Arrival, attendance recorded
L1
9:00-9:40
L2
9:40-10:20
Snack
10:20-10:50
L3
10:50 - 11:30
L4
11:30-12:10
Lunch
12:10-1.10
L5
1:10-1:55
L6
1:55-2:40
L7
2:40-3:25
Pack up
3:25- 3:45
Snack- Break
Lunch- Break
Share time/ Pack up 7
Homework Homework will be given regularly. It will consist of spelling words and a language or a math activity. The students will bring home a reader on most days. Additionally, enrichment activities relating to our Units of Inquiry can be sent home too. These activities will be there to assist parents in supporting their child's learning.
Parent participation Parents are encouraged to accompany the students on field trips as informed by the teachers. Parents are also welcome to assist in the classroom on a regular basis. Throughout various units parents will be invited to participate in the classroom program in a specific way or to share their specialty with us. At the end of each unit of inquiry a feedback form will be sent home to be filled by the parents based on their observation of the child in the past few weeks of the unit of inquiry.
Special Events Field trips will occur at various times throughout the year in relation to the unit of inquiry. There will also be several times when the Prep students will present at a PYP or whole school assembly. Other events include the annual PYP art exhibition, Chinese New Year, Christmas and other celebrations.
PYP Programme of Inquiry - POI Prep students inquire into 6 globally significant issues in the context of UNITS OF INQUIRY, each of these addresses a central idea which has to be engaging, relevant, challenging and significant. The programme of inquiry includes as much as possible from the host country. Each unit lasts approximately 6 weeks. At the beginning of each Unit of Inquiry a curriculum newsletter with details of the unit is sent to parents. Inquiry is the process initiated by the students and guided by the teacher that moves the students from their current level of understanding (tuning period, guided questions by teachers) to a new and deeper level of understanding. The MEA PYP Coordinators oversee the programme to ensure that the units taught at each level provide a balanced range of experiences and outcomes and that there is progression through the grade levels. 8
What is inquiry and how does it work?
At MEA we use conceptual-based learning. This means that rather than teaching a child what she already knows, we first use pre-assessments to determine current understandings. It also means that although we may have some preconceived ideas about what we want to teach our children (refered to in a document called a scope and sequence), our lessons are also driven by our students: what they already know, what they want to know, what we as a class want to know and how we might act on our learning. Students and teachers first ask questions together as a class and then together they go on a journey of discovery (or inquiry) as to how to answer those questions. The learning process looks like this: What do we currently know?
What do we want to know?
Explored via pre-assessments & use of tools such as KWL charts and wonderwalls.
Are we are on the right track?
Teachers use formative assessments throughout the learning process to make sure learning is occurring.
What have we learnt together?
Teachers use a variety of summative assessment tools, such as: anecdotal notes, rubrics (as summarised in portfolios).
How can we act on this learning?
Students may (where appropriate) be encouraged to act on their learning.
Reflection: how can we improve our learning next time?
Teachers, students & parents all reflect regularly on the learning process together - you will be sent home reflections.
On the following pages you will be taken through the Preparatory Year Programme of Inquiry. These are the six units of study (or Units of Inquiry, UOIs) that the students study throughout the year. The programme lists the Central Idea, or the central question that is being asked by the teachers. Each unit then is given some direction through 2-4 lines of inquiry that narrow down the scope of study to 2-3 concepts that will be addressed within the UOI. Please refer to the PYP Handbook for further details on the five essential elements of PYP courses of study. Given that the teachers are helping to build life-long learning skills through the IB Learner Profile (LP), you will notice that each UOI concentrates on 2-3 aspects of the LP and a number of attitudes and (transdisciplinary) skills that the students will explore in the classroom. Over time students will continue to learn about these attributes and skills so that by the time they leave our school, they have an armory of skills and attitudes that help them as learners of any topic. Thereafter, the details of each study is provided with anticipated student outcomes.
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How we organize ourselves
Sharing the planet
Where we are in time and place
Central Idea:
Central Idea:
Central Idea:
Schools serve many purposes
Our use of the ocean impacts upon creatures that call it their home.
Toys and games have evolved over time
Key Concepts:
Key Concepts:
Key Concepts:
function, perspective, reflection
connection, responsibility
connection, change
Related concepts:
Related concepts
Related concepts
Interdependence, power, custo- Adaptation, food, chain, evolu- Periods, chronology, difference, dianship, role, systems, opera- tion, systems, relationships, du- similarity, heritage, sequences, tions, fact, opinion ties modification Lines of inquiry:
Lines of inquiry:
Lines of inquiry:
• How schools operate • The needs of children and other personnel in schools • School environments
• The plants and animals that inhabit the ocean are interconnected • How people use the ocean and their impact on this environment • The ways we can take care of the ocean
• Purpose of toys and games • Materials used for making toys • Differences in toys and games played around the world
Learner Profiles:
Learner Profiles:
Learner Profiles:
Caring, reflective, inquirer
caring, principled
inquirer, open minded, principled, knowledgeable
Transdisciplinary skills:
Transdisciplinary skills:
Transdisciplinary skills:
Social, communication
- self management, thinking, so- research, social cial, research
Attitudes:
Attitudes:
Attitudes:
Respect, integrity, appreciation
curiosity, integrity, responsibility
cooperation, curiosity, respect, integrity, creativity 10
How we express ourselves
How the world works
Who we are
Central Idea:
Central Idea:
Central Idea:
The world is populated with All living things go through a many cultures and sub cultures. process of change
People participate in physical activity for a variety of reasons
Key Concepts
Key Concepts
Key Concepts
connection, perspective
causation, change
function, causation, form
Related concepts
Related concepts
Related concepts
Symbolism, appreciation, inter- Adaptation, food chain, life pretation, heritage, diversity, tra- cycle, growth, metamorphosis, dition, value photosynthesis, predation, reproduction, transformation
Dependability, goals, hope, health, cooperation, role, values, structure, features
Lines of inquiry:
Lines of inquiry:
Lines of inquiry:
• The definition of culture • Cultural differences and connections • Cultures within the community and the stories they have to tell
• Differences between living and non living • The changes to living things • The connection between living things and their environment (Eg frog and pond)
• The physical activities people participate in around the world • Types of physical activities people participate in China • Benefits of physical activity in people around you
Learner Profiles:
Learner Profiles:
Learner Profiles:
open minded, caring
inquirer, reflective
Balanced, principled, risk taker
Transdisciplinary skills:
Transdisciplinary skills:
Transdisciplinary skills:
social, communication
research, thinking
self management, social
Attitudes:
Attitudes:
Attitudes:
tolerance, appreciation, respect
curiosity, empathy
commitment, cooperation, enthusiasm, confidence 11
Connections to subjects through the Units of Inquiry Where possible content matter is taught through the transdisplinary Units of Inquiry (or UOIs). Some subject matter cannot be taught through UOIs and are instead taught as “Stand Alone Subjects”. If we use Mathematics as an example, Data Handling which involves learning about surveys and creating graphs, can be taught within a UOI. However, the area of Number is harder to sometimes be taught within a UOI. This is taught within “Stand Alone” Mathematics. All teachers have a IB Scope and Sequence document that details what must be taught in Mathematics - whether it is taught within a UOI or as a Stand Alone subject. If you feel unsure about UOIs, Stand Alone subjects or the Scope and Sequence documents, please see your classroom teacher and they will explain this for you further. Below are descriptions of where connections are made between UOIs and individual subjects.
Teaching of English
The key objectives are: Listening and Speaking: Learners show an understanding that sounds are associated with objects, events and ideas, or with symbolic representations of them. They are aware that an object or symbol may have different sounds or words associated with it in different languages. They are beginning to be cognizant about the high degree of variability of language and its uses. Viewing and presenting: Learners identify, interpret and respond to a range of visual text prompts and show an understanding that different types of visual texts serve different purposes. They use this knowledge to create their own visual texts for particular purposes. Reading: Learners show an understanding that language can be represented visually through codes and symbols. They are extending their data bank of printed codes and symbols and are able to recognize them in new contexts. They understand that reading is a vehicle for learning, and that the combination of codes conveys meaning. Writing: Learners show an understanding that writing is a means of recording, remembering and communicating. They know that writing involves the use of codes and symbols to convey meaning to others; that writing and reading uses the same codes and symbols. They know that writing can describe the factual or the imagined world.
The following pages describe how the above subject matter will be taught and when.
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Teaching of English within UOIs
Dates
Central Idea
Language
Listen and speak Aug 29- Oct 14 Schools serve many - appropriate vocabulary words relating to school (such as purposes Names of people, places, facilities and their purposes), poems, rhymes and songs - Phonetics: Consonants and vowels - Simple expressions (Can I go to the toliet, please? Can I drink water, please? May I get a pencil? - Classroom directions and routines - Storybooks - Ask for permission: - Express thanks / good wishes - Give information about self - Invite people View and present - Familiar text like- Alphabets, - class schedule in an executive list - ABC short videos - words related to pictures, - pictures and word identification - Dolch word list Read and Write - Form patterns, form letters/ characters legibly and understand why writing neatly is important. Capital and small alphabets
Listen and speak - water and sea related vocabulary words, poems, rhymes Oct 17- Nov 25 Our use of the ocean impacts upon and songs creatures that call it - Antonyms/ opposites looking at pictures - Gather information using alphabetical order / categories their home. - Phonetics: constants and vowels - What, who and why questions - Ask for permission: - Express thanks / good wishes - Give information about self - Invite people
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Dates
Central Idea
Language
Oct 17- Nov 25
Our use of the ocean impacts upon creatures that call it their home.
View and present - class schedule in an executive list - movies or short videos and questions/answers - match spoken words to written words - two and three letter CVC words, - common irregular sight words e.g. the, have, said - Decode words using common sounds as a, I, I, o, u, letter patterns e.g. at, en, ut - Dolch word list
(continued)
(continued)
Read and Write - A-Z reading (early emergent readers (levels a-c), emergent readers (d-j), early fluent readers (k-p), fluent readers (q-z) - Predictions before reading - confirm predictions - Two and three letter words, phrases like hot dog, fat man, big fish - spelling contests - organise picture stories in sequence (Beginning, middle and end). Nov 28- Jan 18
Toys and games Listen and speak have evolved - names and types of toys and games related vocabulary over time. words, poems, rhymes and songs - Antonyms/ opposites - Nouns / verbs - Phonetics: constants and vowels - Letter names - Complete spelling by putting in the missing letter s in middle, beginning and end. - What, where, who and why questions View and present - common irregular sight words e.g. game, doll, ball - Decode words using common letter sounds / letter patterns e.g. ck, ch, th - Locate familiar text the student encounters - Dolch words - Short Presentations of own work
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Dates
Central Idea
Nov 28 - Jan 18
Toys and games Read and Write have evolved - Rhyming words over time. - A-Z reading (early emergent readers (levels a-c), emergent readers (d-j), early fluent readers (k-p), fluent readers (continued) (q-z) - Predictions before reading - confirm predictions - Characters, settings and the central theme of a story - spelling contests - two and three letter CVC words - phrases and short sentences using ‘this’ and ‘that’, ‘can’, ‘like’ and ‘want to’
(continued)
Feb 6- March 23
The world is populated with many cultures and sub cultures.
Language
Listen and speak - Art and culture related vocabulary words, poems, rhymes and songs. - Phonemic awareness “Blends” – Initial/Final /double consonants etc. - Letters name - Spelling by sound / word construction / breaking of words - Dolch words - Opportunity to speak for various functional and creative purposes like ‘Show and tell’ activities - Spoken texts in order to develop listening and speaking competence to communicate effectively and appropriately according to purpose, audience, context and culture. When celebrating various special occasions. View and present - Read aloud to check pronunciation and understanding - Monitor and correct own reading e.g. pause or repeat words/phrases - Dolch words - Short Presentations of own work Read and Write - Use contextual clues: pictures, title, use prior knowledge: familiar words, word association to form sentences on own. Use singular- plurals and opposites in sentence form. - A-Z reading (early emergent readers (levels a-c), emergent readers (d-j), early fluent readers (k-p), fluent readers (q-z) - Predictions before reading and confirming predictions 15 - Characters, setting and main idea of story
Dates
Central Idea
March 26- April 20 All living things go through a process of change
Language Listen and speak - vocabulary words like names of animals, plants and different stages of growth. - Letter names - Phonemic awarness (or “Blend sounds�) and introduction of initial/final/double constants etc. - Spelling contests - Nouns/Verbs - Spoken texts - Dolch words View and present - Read aloud to check pronunciation and understanding - Using prior knowledge to identify familiar words and build word association - Dolch words - Prepositions Read and Write - Short sentences, self-experiences, describe given picture in own words, self introduction, animal names - A-Z reading (early emergent readers (levels a-c), emergent readers (d-j), early fluent readers (k-p), fluent readers (q-z) - Predictions before reading - Confirm predictions - Characters, settings and the central theme of a story
May 2- June 22
People participate in physical activity for a variety of reasons
Listen and speak - Vocabulary words related to the UOI (Sports and healthy habits). - Listen to / Read / View a variety of texts and demonstrate in oral or written form the ability to acquire and use knowledge for a variety of purposes. - Interact effectively with people from own or different culture(s) / religions View and present - Understand and use appropriately terms relating to books: cover, title, author, illustrator, page number - Blend sounds of constants and vowels to make words - building a greater sense of what is being read - diagraphs (reinforcing sh, ch, th and ph) - long vowels - Dolch words 16
Dates
Central Idea
Language
May 2- June 22
People participate in physical activity for a variety of reasons
Read and Write - Short sentences, invitations, paragraphs, complete given sentences and create Games and sports names - Spelling contests (Games and Sport names) - People and the kind of work that they do (reinforcing noun/verb and introducing Proper Nouns) - A-Z reading (early emergent readers (levels a-c), emergent readers (d-j), early fluent readers (k-p), fluent readers (q-z) - Predictions before reading - Confirm predictions - Characters, settings and the central theme of a story
Teaching of Mathematics Key objectives: Data Handling: Data handling allows us to make a summary of what we know about the world and to make inferences about what we do not know. - Data can be collected, organized, represented and summarized in a variety of ways to highlight similarities, differences and trends; the chosen format should illustrate the information without bias or distortion. - Probability can be expressed qualitatively by using terms such as “unlikely”, “certain” or “impossible”. Itcan be expressed quantitatively on a numerical scale. Measurement: To measure is to attach a number to a quantity using a chosen unit. Since the attributes being measured are continuous, ways must be found to deal with quantities that fall between numbers. It is important to know how accurate a measurement needs to be or can ever be. Shape and Space: The regions, paths and boundaries of natural space can be described by shape. An understanding of the interrelationships of shape allows us to interpret, understand and appreciate our two-dimensional (2D) and three-dimensional (3D) world. Pattern and function: To identify pattern is to begin to understand how mathematics applies to the world in which we live. The repetitive features of patterns can be identified and described as generalized rules called “functions”. This builds a foundation for the later study of algebra. Number: Our number system is a language for describing quantities and the relationships between quantities. For example, the value attributed to a digit depends on its place within a base system. Numbers are used to interpret information, make decisions and solve problems. For example, the operations of addition, subtraction, multiplication and division are related to one another and are used to process information in order to solve problems. The degree of precision needed in calculating depends on how the result will be used. 17
Dates
Central Idea
Mathematics course outline
August 29 October 14
Schools serve many purposes
Measurement - Repeat and recall days of the week, months of the year, seasons and date Data Handling - Put tally marks 1-10 for the number of certain objects they see around the school Pattern and Function - Recognising and using number patterns - Identifying variety of patterns in the school and in real life situations. Number - Counting, recognising and ordering numbers from 0-20 - Write numbers in the school and in real life situations
October 17 November 25
Our use of the ocean impacts upon creatures that call it their home
Measurement - Draw pictures to show/match with numbers - Match and compare more, less or equal numbers - Write the days of the week Data Handling - Use a Venn Diagram to compare two or more types of animals or any other item. Pattern and Function - Recognising and using number patterns - Identifying variety of patterns when researching sea animals and other real life situations. Number - Counting, recognising and ordering numbers from 0-50 - Write numbers and number names from 0 to 10.
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Dates
Central Idea
Mathematics course outline
Nov 28- Jan 18
Toys and games Shape and Space have evolved - Identify and name 2D shapes over time. Data Handling - Draw graphs, use tally graphs and Venn diagrams to compare and count toys. Pattern and Function - Identify patterns in numbers. Number - Recognizing and organizing numbers from 1- 70. - Count numbers from 0 to 70. - Write numbers and number names from 0 to 50. - Write numbers (before, in between and after). - Understand odd and even numbers - One digit addition using patterns and objects
Feb 6- March 23
The world is populated with many cultures and sub cultures.
Data Handling - Recognize fractions as part of a whole and as part of a group. - Compare and order in halves and quarters. Pattern and Function - Ascending and descending numbers - Sort, label and describe various culture related things Number - Create and find patterns in various art and cultures - Recognizing and organizing numbers from 1- 100. - Count and write numbers 1- 100. - Write number names 1- 10 - Making number bonds - Learning ways to add
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Dates
Central Idea
March 26- April 20 All living things go through a process of change
Mathematics course outline Shape and Space - 2D shapes and 3D shapes - identify, describe and compare Data Handling - Time in hours like- 2 o’ clock Number - Write number names 1- 20 - Learn addition facts for within 10 - Making addition stories
May 2- June 22
People particiData Handling pate in physical - Probability- How many people in our class exercise daily? activity for a variety of reasons Measurement - Learn that a year is 365 days, 52 weeks, 12 Months - Understand directions - Measure the distance around objects by using non-standard units and standard units (centimetre, metre) to measure play area, gymnasium or play equipments. Number - Subtraction within 10 - Solving simple word problems - Revisiting addition - Making number bonds
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Creative and Dramatic Arts In responding to Art the subject has the following objectives for students: - enjoy experiencing artworks - show curiosity and ask questions about artworks - describe what they notice about an artwork - identify the materials and processes used in the creation of an artwork analyse the relationships within an artwork and construct meanings - communicate their initial responses to an artwork in visual, oral or physical modes - make personal connections to artworks - express opinions about an artwork - create artwork in response to a variety of stimuli In creating artworks students will: - engage with, and enjoy a variety of visual arts experiences - select tools, materials and processes for specific purposes - combine different formal elements to create a specific effect - realize that their artwork has meaning - use their imagination and experiences to inform their art making - create artwork in response to a range of stimuli - take responsibility for the care of tools and materials - take responsibility for their own and others’ safety in the working environment - participate in individual and collaborative creative experiences
Dates
Central Idea
Aug 29 October 14
Schools serve many purposes
Oct 17 - Nov Our use of the 25 ocean impacts upon creatures that call it their home.
Art
Assessment
- Learning basic art elements line, shape and colour - Identify symmetrical and asymmetrical forms and shapes - Investigating primary and secondary colours and a Colour Wheel.
Create an art piece of your choice (to be hung within the school) using symmetry; colour the art piece with primary and secondary colours.
- Complementary colours - Warm and cool colours - Gradation of black and white - colour explore and experiment
Group Activity: Form two groups according to the choice of warm and cool colours. Create an ocean scene each showing various gradation of the chosen colours 21
Dates Nov 28 - Jan 18
Feb 6 March 23
March 26 April 20
Central Idea
Toys and games have evolved over time.
Art
Assessment
- Use of diff. colours for diff. purpose - Collage making by using cut and paste work - Use of clay, textile, yarn and other materials to create 3D art
Creating own indoor game/ create your own game character using clay
- Recognize that all cultures proThe world is pop- duce art. ulated with many - Understand that art transcends cultures and sub cultures. cultures. - Compare and contrast artworks from different cultures: Chinese- Papercuts/ Calligraphy Japanese- Cherry Blossom Tree/ Japanese fan (craft) Indian- Warli/ Rangoli Native American art forms like Totem poles. All living things go through a process of change
- Drawing creatures using basic geometric shapes. - Learning about origami and making various origami folds and shapes
Select a culture of your choice and create an art work. Compare it with you friend’s art work
Draw your pet or a plant you have observed growing using basic geometrical shapes.
- Understand perspective in Draw a playground scene with terms of art and use it to draw various activities taking place May 2 - June People particithings close and far in different using perspective. 22 pate in physical activity for a vari- size. - Summer art: ety of reasons Beach jewellery using flowers and beads Beach scene Painting slippers and hats
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Chinese 中文
Subject statement: Chinese learning in Prep is delivered by reading stories and poems, creating stories, role playing, interviewing and discuss etc. Students master a certain amount of vocabulary and sentences. They learn how to speak with correct pronunciation and intonation; can logically describe content of pictures and things that happened in daily experience with complete, consistent sentences. Choose different words and sentences to express themselves. Negotiate and discuss with peers while having the ability to make comments and conclusions. 学科综述：大班中文语言的学习主要通过阅读故事、诗歌，创编故事、角色扮演、访谈等多种形式的 活动展开。幼儿掌握一定的中文词汇和语句；学习正确使用声调和语调；能够用描述性语言连贯、完 整、有序地讲述图片的内容或生活中发生的事情；选用多种词汇和句型表达自己的意见；与同伴进行 协商、讨论，具有初步的语言评价能力和概括能力。 Learning outcomes: In Prep, Chinese language learning consists of oral language (listening and speaking), visual language (viewing and presenting), and written language— (reading and writing) 学习内容包括：在大班，中文语言的学习主要包括口头语言——听和说；视觉语言——视看与演示； 书面语言——阅读；书面语言——写作。
Time 时间
August 29 – October 14 8月29日—— 10月14日
Central idea 中心思想
School serve many purposes
Content 内容 oral language—listening and speaking 口头语言——听和说
• interact effectively with peers and school working staff in familiar social settings 学校的多种职 能积极地与同伴和学校工作人员在熟悉的环境里进行交流互动 能 •willing to express oneself with poems, rhymes and songs related to school 能主动、大胆地吟诵与学校相关的儿歌，诗歌和歌曲来 • understand and follow school directions and routines, using context cues 能在特定的情境中遵循学校的指令和常规 visual language—viewing and presenting 视觉语言——视看与演示 • listen to terminology associated with visual texts and understand terms such as colour, shape, size. 听懂关于视觉材料的术语，如：颜色，形状，大小，长短 23
Time 时间
August 29 – October 14 8月29日—— 10月14日
October 17 – November 25
Central idea 中心思想
School serve many purposes
Content 内容 written language—reading 书面语言——阅读 • show curiosity and ask questions about written language in school 对学校中呈现的书面语言表示好奇并提问
学校的多种职 written language—writing 能 书面语言——写作 • can cooperate with peers to make picture books about school and get idea about the construction of books 能与同伴合作制作关于学校的图画书，进一步了解图画书的构成。
Our use of the ocean impacts all crea10月17日—— tures that call it their home. 11月25日 人类对海洋资 源的开发利用 影响到所有海 洋生物。
oral language—listening and speaking 口头语言——听和说 • detect changes in tones, intonation and speaking attitude with different feelings and emotions 能辨别在不同情绪情感下普通话声调、语调和语气的不同变化。 • learn to use comparison, quantifiers and conjunctions while playing games related to ocean and creatures 在海洋以及生物的游戏中学习运用反义词、量词和连词等 visual language—viewing and presenting 视觉语言——视看与演示 • recognize familiar signs, labels and logos 认识并能区分熟悉的符号和标记 • make personal connections to visual texts 将自己的经历与视觉材料相结合 written language—reading 书面语言——阅读 • begin to discriminate between visual representations such as symbols, numbers, ICT iconography, letters and words 开始区别各种视觉再现，如：符号、数字，电脑符号，字母和文字 written language—writing 书面语言——写作 • listen and respond to shared books (enlarged texts), observing conventions of print, according to the language(s) of instruction 聆听并对集体阅读的书本（被放大）作出回应；观察某种语言打印文 本的格式 24
Time 时间
November 28 – January 18 2012 11月28日—— 2012年1月18 日
Central idea 中心思想
Content 内容
oral language—listening and speaking 口头语言——听和说 • describe different rules of games and attribute of toys 简单描述游戏规则以及玩具特点
Toys and games have evolved over time. 玩具和游戏随 • talk things related to personal experience; talk in turns, express 着时间的变化 feelings properly and share the feeling with peers. 而改进。 能根据自身经历，围绕话题谈话；会用轮流的方式交谈，并能用恰当 的语言表达自己的情感，与同伴分享感受。 written language—reading 书面语言——阅读 • show empathy for characters in story related to games and toys 对关于游戏和玩具故事中的角色表现出同理心 written language—writing 书面语言——写作 • know proper writing posture, get ready to write with the help of pattern games 掌握基本的书写姿势，在有趣的图形练习中做好写字的准备。
February 6 – March 23 2月6日——3 月23日
Many cultures help to unify people. 多元文化帮助 人们团结统一 。
Oral language—listening and speaking 口头语言——听和说 *enhance communication ability through corrections 逐步学习用修补的方法延续谈话，进一步提高语言交往能力。 • express some of one’s culture according to one’s experience 根据个人经验，表达与自身文化相关的内容。 • Sing songs and rhythms from different countries in Chinese 学唱不同国家的歌曲（中文歌词，外国曲调） visual language—viewing and presenting 视觉语言——视看与演示 • attend to visual information showing understanding through play, gestures, facial expression 通过游戏，姿势，面部表情来表达对所见内容的理解 written language—reading 书面语言——阅读 •read books related to cultures “阅读”与文化相关的图画书
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Time 时间
February 6 – March 23 2月6日——3 月23日
Central idea 中心思想
Content 内容
• understand content of pictures, describe the content with longer or Many cultures shorter sentences help to unify 理解画面的内容，会对画面的内容用恰当的扩句或缩句来合理表述。 people. • Wiling to appreciate different genres of literary works; accumulate 多元文化帮助 vocabulary and apply in proper situations. 人们团结统一 乐意欣赏不同体裁、不同风格的文学作品，在文学活动中积累文学语 。 言，并尝试在适当场合运用。 written language—writing 书面语言——写作 • choose to write as play, or in informal situations, for example making performance list 在游戏中尝试书写，如:制作一份表演节目单
March 26– April 20
All living things go through a 3月26日——4 process of change. 月20日
Oral language—listening and speaking 口头语言——听和说 Use quantifiers and conjunctions, antonyms in games related to living things and their changing process. Speak whole sentences. *在游戏中学习运用反义词、量词和连词等，并能说完整的合成句。
所有生物都会 • know and can pass down messages with slight differences 经历变化的过 不断提高儿童倾听的精确程度，准确掌握和传递有细微差别的信息。 程。 visual language—viewing and presenting 视觉语言——视看与演示 • select and incorporate colours, shapes, symbols and images into visual presentations 区分各种颜、形状、符号、图像并将他们进行组合，创造视觉作品 written language—reading 书面语言——阅读 • interested in learning and reading, learn simple high frequency characters 对学习与阅读文字感兴趣，积极学认常见的汉字 • handle books, showing an understanding of how a book works, for example, cover, beginning, directional movement, end 合理持书，理解书的结构，如：封面，起始，阅读顺序，结尾等。
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Time 时间
Central idea 中心思想
March 26– April 20
All living things go through a 3月26日——4 process of change. 月20日
Content 内容
• use painted pictures to make picture books about the change process of living things ( students paint and tell things from it; teachers or adults record for them) 会用绘画自制生物成长图书（可以让幼儿绘制画面，幼儿口述画面内 容，教师或成人代笔记录画面的文字说明）
written language—writing 所有生物都会 书面语言——写作 经历变化的过 • show an awareness of sound–symbol relationships and begin to recognize the way that some familiar sounds can be recorded 程。 认识到声音与符号的关系，开始认识到某些熟悉的声音是可以被记录
May 2- June 22 5月2日——6 月22日
People participate in various activities for health an enjoyment.
Oral language—listening and speaking 口头语言——听和说 • describe different games or sports events 简单描述各种游戏和体育项目
visual language—viewing and presenting 视觉语言——视看与演示 为了健康和快 • show appreciation of illustrations in picture books by selecting and 乐，人们参加 rereading familiar books, focusing on favourite pages 各种活动。 对喜的爱绘本或其中感兴趣的内容反复阅读
written language—reading 书面语言——阅读 • show curiosity and ask questions about pictures or text 通过对图片或文字提问表现出好奇心理 • make connections to their own experience when listening to or “reading” texts 听或“阅读”故事时能与自己的经历相结合 • Express creatively according to the main idea of the literary works based from their personal understanding/imagination. 依据文学作品提供的想象线索。联系个人已有的经验扩展想象，并创 造性地进行表述。
written language—writing 书面语言——写作 • Learn common words and apply written language in daily life. 积极学认常见的汉字，并能注意在生活中学习和运用书面语言。 •Write own name and simple Chinese words in order. 会按正确笔顺书写自己的姓名以及常见的、简单的独体字。 27
Science
SUBJECT STATEMENT: Science is viewed by the PYP as the exploration of behaviour and the interrelationships among the natural, physical and material worlds using the rational process of scientific inquiry. Science encourages hands-on experience and inquiry learning, enables the individuals to make informed and responsible decisions, not only in science but also in other areas of life. Science needs to be the responsibility of the homeroom teacher, the teacher with whom the students spend most of their time. Single-subject teaching of these areas is not consistent with the PYP model of transdisciplinary learning—learning that transcends the confines of the subject areas, but is supported by them. Science is taught within the unit of inquiry by relating the central idea through the relevant concepts to generate key questions. In the course of this inquiry, students acquire essential knowledge and skills and engage in responsible action. They do so in a climate that fosters positive attitudes. - Inquiry into science will be done through the following strands: - Observe carefully in order to gather data - Use a variety of instruments and tools to measure data accurately - Use scientific vocabulary to explain their observations and experiences - Identify or generate a question or problem to be explored - Plan and carry out systematic investigations, manipulating variables as necessary - Make and test predictions - Interpret and evaluate data gathered in order to draw conclusions - Consider scientific models and applications of these models (including their limitations) The Prep will inquire into the following units through science:
Dates
Central Idea
Oct 17- Nov 25
Our use of the ocean impacts upon creatures that call it their home.
Content Observe carefully in order to gather data Identify or generate a question or problem to be explored Interpret and evaluate data gathered in order to draw conclusions
Observe carefully in order to gather data May 7th - June People participate Plan and carry out systematic investigations, manipulating vari22nd in physical activity ables as necessary for a variety of Interpret and evaluate data gathered in order to draw conclureasons sions 28
Social Studies
SUBJECT STATEMENT: Social studies is viewed by the PYP as the study of people in relation to their past, their environment and their society. Social Studies helps students to develop their personal, family, ethnic and cultural identities, to make informed and reasoned decisions about their classroom, the school and the world; and to understand themselves in relation to the past, the environment and society. Social Studies is an integrated area of inquiry. The unique perspectives of a number of disciplines contribute to our understanding of human activity. For purpose of this History- study of the past, Geography- study of relationship between people and their created and natural environment and Society- the study of people and their relationships has been grouped together. Inquiry into Social Studies will be done through the following strands: Formulate and ask questions about the past, the future, places and society Use and analyze evidence from a variety of historical, geographical and societal sources Orientate in relation to place and time Identify roles, rights and responsibilities in society Assess the accuracy, validity and possible bias of sources The Prep will inquire into the following units through Social Studies
Dates
Central Idea
Content
Aug 29th - Oct 14th
Schools serve many purposes
Orientate in relation to place and time Identify roles, rights and responsibilities in society
Nov 28th - Jan 18th
Toys and games have evolved over time
Formulate and ask questions about the past, the future, places and society Use and analyze evidence from a variety of historical, geographical and societal sources
Feb 6th to March 16th
The world is populated Orientate in relation to place and time with many cultures and Formulate and ask questions about places and society sub cultures.
May 7th - June 22nd
People participate in physical activity for a variety of reasons
Assess the accuracy, validity and possible bias of sources Use and analyze evidence from a variety of historical, geographical and societal sources 29
Huamao Multicultural Education Academy No 2 Yinxian Dadao Yingzhou District Ningbo 315192 P: +86-574-88211160 F: +86-574-88211170 W:
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