MEA Huamao Multicultural Education Academy
华茂多元文化教育中心
Year Four & Five 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 12-20 21-23 24-25 26-28 29-30 30-31
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 an 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 Year 4 & 5 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 Year Four - Five Team Name
Class
Ms Wendi Laing
Year 4-5 Teacher
Ms Hedy Wu
Chinese Teacher
Mrs Jenny Chen
Chinese Teacher
Mr Ajay Jain
Art Teacher
Ms Tracy Xu
Music Teacher
Photo
Qualifications
- Bachelor of Arts (International Development Studies, University of Calgary, Canada - Bachelor of Education (inquiry-based teaching), University of Calgary, Canada - Diploma in General Arts and Sciences, Mount Royal University, Canada - Teaching English as a Second Language Certificate - Bachelor of Arts (English) - Primary Teaching Certificate - Mandarin Certificate - TEM 4
- Bachelor of Arts (English) - TEM 8 - Teaching Certificate for Middle School, English - CET 6 - Certificate for Interpreting (Intermediate) - Mandarin Certificate
- Bachelor’s Degree in Commerce, Uni. of Rajasthan, Jaipur - Diploma in Performing Arts, New Delhi - Diploma in Fashion Design, JD Insitute of Fasion Technology, Jaipur
- Bachelor’s Degree in Arts, Music Performance - Masters Degree in Arts, Music Pedagogy & Education. - Teaching Certificate, Music - Third place in National Accordian Competition, 2003
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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, Year 4-5 students leaving by the bus are escorted to the reception area and those going with their parents must be collected from the classroom, by a registered adult (see enrolment pack). 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 Year 4-5 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 Year 4-5 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 Year Four - Five 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 Year 4-5 Programme of Inquiry (POI). 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:
People can work together to affect change.
Our personal choices can have an affect on the environment.
Artefacts can provide insight into the past.
Key Concepts:
Key Concepts:
Key Concepts:
Causation, Change
Responsibility, Causation
Connection, Function
Related concepts:
Related concepts
Related concepts
Transformation, Heroes, Influence, Empowerment
Sustainability, conservation, consumption, distribution
Culture, Storytelling, discovery, artefacts, history, civilisation
Lines of inquiry:
Lines of inquiry:
Lines of inquiry:
• reasons people take action • actions that effectively bring about change • HEROES: contributions of individuals; real life and fictional movers and shakers
• Causes of pollution and waste • The three R’s and more • Our responsibility in regard to waste management and environmental conservation
• Examining Archaeology • Examples of artefacts • Artefacts tell us stories about our shared history and our families
Learner Profiles:
Learner Profiles:
Learner Profiles:
Thinkers, Caring, Reflective
Knowledgeable, Caring, Principled
Inquirer, Knowledgeable, Communicator
Transdisciplinary skills:
Transdisciplinary skills:
Transdisciplinary skills:
Social and Thinking Skills
Research and Thinking Skills
Research and Communication Skills
Attitudes:
Attitudes:
Attitudes:
Cooperation, empathy, tolerance
Commitment and Respect
Appreciation and Curiosity 10
How we express ourselves
How the world works
Who we are
Central Idea:
Central Idea:
Central Idea:
Media is a powerful tool used to Our understanding of the uniinfluence and inform. verse has changed over time.
Poetry is a reflection of who we are.
Key Concepts
Key Concepts
Key Concepts
Perspective, Responsibility
Connection, Form
Change, Connection, Function
Related concepts
Related concepts
Related concepts
Subjectivity, Truth, Opinions, In- Space, Origin, Gravity, Eviterpretation, dence, Systems
Growth, Systems, Human Sciences, Biology
Lines of inquiry:
Lines of inquiry:
Lines of inquiry:
• The influence of images, sounds and language upon our perceptions of the world • Different forms of media • Making informed choices • The responsibility of media
• The beginning: What is the universe made of? • models of the universe changed over time • Examining famous scientists and the theories we use to explain our Universe
• various systems in the body and their function • how we keep and maintain healthy body systems • making healthy and informed choices
Learner Profiles:
Learner Profiles:
Learner Profiles:
Open-minded, Principled
Inquirers, Thinkers, Knowledge- Risk taker, open minded, inquirer able
Transdisciplinary skills:
Transdisciplinary skills:
Transdisciplinary skills:
Self-management and Thinking skills
Thinking and Research Skills
Self management, social, communication
Attitudes:
Attitudes:
Attitudes:
Independence and Integrity
Curiosity, Appreciation
Appreciation, tolerance 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.
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 the UOIs
Dates Aug 29- Oct 14
Central Idea
Language
Listening and Speaking Mirror of the - listen appreciatively and responsively to various forms of poetry, Soul: Poetry can presenting their own point of view and respecting the views of othbe a reflection of ers who we are. - identify and expand on main ideas from various poems we explore - realize that grammatical structures can be irregular and use them in writing their own poetry - when reading poems aloud, use oral language appropriately, confidently and with increasing accuracy - when analyzing poems, verbalize their thinking and explain their reasoning - through examining poetry, appreciate that language is not always used literally; begin to understand and use the figurative language Reading - understand and respond to the ideas, feelings and attitudes expressed in various poems - recognize through different forms of poetry, the author’s purpose, for example, to inform, entertain, persuade, instruct when creating poetry, use reference books, dictionaries, and computer and web-based applications with increasing independence and responsibility - as part of the inquiry process, work cooperatively with others to access, read, interpret various poems Writing - learn to express themselves through poetry and write independently and with confidence, demonstrating a personal voice as a writer - select vocabulary and supporting details to achieve desired effects in their poetry - reread, edit and revise to improve their own writing respond to the writing of others sensitively - when writing poetry and reflecting, use appropriate punctuation to support meaning - use a variety of strategies to accurately spell high-frequency and familiar words - use a range of strategies to record words/ideas of increasing complexity - realize that writers ask questions of themselves and identify 13 ways to improve their poetry
Dates
Central Idea
Aug 29 - Oct 14 People move to different places (continued) for many reasons.
Oct 17th - Nov 25th
Uncovering the Past: Artefacts can provide insight into the past.
Language - use a dictionary and thesaurus to check accuracy, broaden vocabulary and enrich their writing - work cooperatively with a partner to discuss and improve each other’s work, taking the roles of authors and editors - work independently, to produce written work that is legible and well-presented, written either by hand or in digital format. Listening and Speaking - identify and expand on main ideas in the texts we cover in class relating to archeology and artefacts - when reading stories of mythology and past civilizations aloud, listen reflectively n order to identify story structures and ideas when learning about and discussing archaeology and discoveries, understand that ideas and opinions can be generated, developed and presented through talk - when researching a famous archaeological artifact and civilization, they work in pairs and groups to develop oral presentations - during their research on the web and through books, begin to paraphrase and summarize information from readings - when presenting their family artifact and their group presentation on a famous artifact, use oral language appropriately, confidently and with increasing accuracy - when examining artifacts, verbalize their thinking and explain their reasoning Viewing and Presenting - when looking at artifacts, respond to and describe visual information, communicating understanding in oral, written and visual form - prepare in collaboration, a Power Point presentations on a researched famous artefact and site Reading - distinguish between fiction and non-fiction and select books appropriate to specific purposes - During research of their family artifact and their partner research, use reference books, dictionaries, and computer and web-based applications with increasing independence and responsibility - Begin to understand how to skim and scan texts to decide whether they will be useful, before attempting to read in detail for their artifact research - as part of the inquiry process, work cooperatively with others to access, read, interpret, and evaluate a range of source materials 14
Dates
Central Idea
Language
Oct 17th - Nov 25th
Reading We need to keep - When planning and researching for their artifact projects, our various body identify relevant, reliable and useful information and decide on systems healthy. appropriate ways to use it
(continued) (continued)
Nov 28th - Jan 18th
Writing - reread, edit and revise to improve their own writing, for example, content, language, organization - when listening to other students’ presentations, respond sensitively - check punctuation, variety of sentence starters, spelling, presentation
Listening and Speaking - When discussing topics related to media, students will listen The Power of appreciatively and responsively, presenting their own point of Persuasion: Media is a pow- view and respecting the views of others erful tool used to - when studying various form of persuasive media forms, stuinfluence and in- dents will listen for a specific purpose in a variety of situations examining media, students will understand that ideas and opinform. ions can be generated, developed and presented through talk; they work in pairs and groups to develop oral presentations explain and discuss their own writing with peers and adults - students will organize thoughts and feelings before speaking creating their own media presentations the students will use a range of specific vocabulary in different situations, indicating an awareness that language is influenced by purpose, audience and context - debating around issues related to media, students will argue persuasively and defend a point of view - verbalize their thinking and explain their reasoning Viewing and Presenting - students will view, respond to and describe visual information, communicating understanding in oral, written and visual form around the idea of persuasion - students will design posters for advertising using shapes, colours, symbols, layout and fonts, to achieve particular effects; explain how the desired effect is achieved - prepare, individually or in collaboration, visual presentations about different kinds of media, including computer and webbased applications used to persuade
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Dates Nov 28th - Jan 18th - cont. -
Central Idea
Language
Reading The Power of - recognize the author’s purpose when designing media to perPersuasion: suade audience Media is a pow- - as part of the inquiry process, work cooperatively with others erful tool used to to access, read, interpret, and evaluate a range of source mainfluence and in- terials form. - access information from a variety of texts both in print and online, for example, newspapers, magazines, journals, comics, - cont. graphic books, e-books, blogs, wikis - understand that the internet must be used with the approval and supervision of a parent or teacher; read, understand and sign the school’s cyber-safety policy. Writing When creating a form of media themselves and when writing about the power of persuasion students will: - write independently and with confidence, demonstrating a personal voice as a writer - learn to write persuasively - using persuasive techniques, show awareness of different audiences and adapt writing appropriately and select vocabulary and supporting details to achieve desired effects - organize ideas in a logical sequence • reread, edit and revise to improve their own writing, for example, content, language, organization and use appropriate punctuation to support meaning - Before presenting and handing in final work, students will check punctuation, variety of sentence starters, spelling, presentation - When peer and self editing their work, they will use a dictionary and thesaurus to check accuracy, broaden vocabulary and enrich their writing work cooperatively with a partner to discuss and improve each other’s work, taking the roles of authors and editors
Listening and Speaking March 19th- May Waste Not, Want - When learning about consumerism and waste students will 4th Not: Our perlisten appreciatively and responsively, presenting their own sonal choices point of view and respecting the views of others can have an ef- listen reflectively to stories read aloud in order to identify fect on the envi- story structures and ideas ronment. - When working on a group presentation, students will understand that ideas and opinions can be generated, developed and presented through talk; they work in pairs and groups to develop oral presentations explain and discuss their own writing with peers and adults 16
Dates March 19th- May 4th
Central Idea
Language
Listening and Speaking - When debating around the issues, students will argue perWe communicate in many dif- suasively and defend a point of view - Students will read articles and stories and will begin to parferent ways. aphrase and summarize - During debates, students will organize thoughts and feelings before speaking - Through presentations and debates students will use oral language appropriately, confidently and with increasing accuracy and verbalize their thinking and explain their reasoning Viewing and Presenting - When exploring the topic of waste and consumer choices, students will view, respond to and describe visual information, communicating understanding in oral, written and visual form - students will design posters and charts, using shapes, colours, symbols, layout and fonts, to achieve particular effects; explain how the desired effect is achieved - prepare, individually or in collaboration, visual presentations using a range of media, including computer and web-based applications Reading When exploring UOI related reading students will: - The students will understand and respond to the ideas, feelings and attitudes expressed in various texts, showing empathy for characters - continue to use reference books, dictionaries, and computer and web-based applications with increasing independence and responsibility - as part of the inquiry process, work cooperatively with others to access, read, interpret, and evaluate a range of source materials - identify relevant, reliable and useful information and decide on appropriate ways to use it - access information from a variety of texts both in print and online, for example, newspapers, magazines, journals, comics, graphic books, e-books, blogs, wikis - know when and how to use the internet and multimedia resources for research - Know how to skim and scan texts to decide whether they will be useful, before attempting to read in detail - cont. 17
Dates March 19th- May 4th
May 7th- June 22nd
Central Idea
Language
Writing - When creating a presentation on Waste students will: We communicate in many dif- write independently and with confidence, demonstrating a personal voice as a writer ferent ways. - use informative writing structure and style select vocabulary and supporting details to achieve desired effects - organize ideas in a logical sequence and reread, edit and revise to improve their own writing, for content, language, organization - respond to the writing of others sensitively - use appropriate punctuation to support meaning - use knowledge of written code patterns to accurately spell high-frequency and familiar words - use a range of strategies to record words/ideas of increasing complexity - realize that writers ask questions of themselves and identify ways to improve their writing, for example, “Is this what I meant to say?”, “Is it interesting/relevant?” - check punctuation, variety of sentence starters, spelling, presentation - use a dictionary and thesaurus to check accuracy, broaden vocabulary and enrich their writing work cooperatively with a partner to discuss and improve each other’s work, taking the roles of authors and editors - work independently, to produce written work that is legible and well-presented, written either by hand or in digital format. Listening and Speaking - During our Movers and Shakers UOI, students will listen reMovers and Shakers: People flectively to stories read aloud in order to identify story structures and ideas can work together to affect - students will understand that ideas and opinions can be change. generated, developed and presented through talk; they work in pairs and groups to develop oral presentations explain and discuss their own writing with peers and adults - continue to paraphrase and summarize and to organize thoughts and feelings before speaking - when presenting, students will use oral language appropriately, confidently and with increasing accuracy - verbalize their thinking and explain their reasoning when arguing persuasively and defend a point of view Viewing and Presenting During our unit, students will view, respond to and describe visual information, communicating understanding in oral, written and visual form 18
Dates May 7th- June 22nd - cont. -
Central Idea
Language
Viewing and Presenting Movers and - For their study on movers and shakers, design posters and Shakers: People charts, using shapes, colours, symbols, layout and fonts, to can work toachieve particular effects; explain how the desired effect is gether to affect achieved change. - prepare, individually or in collaboration, visual presentations using a range of media, including computer and web-based - cont. applications based on a real life mover and shaker of their choosing. Reading - distinguish between fiction and non-fiction heroes and stories - When reading about real life heroes, understand and respond to the ideas, feelings and attitudes expressed in various texts, showing empathy for characters - recognize the author’s purpose, for example, to inform or persuade - Real life stories; understand that stories have a plot; identify the main idea; discuss and outline the sequence of events leading to the final outcome - appreciate that writers plan and structure their stories to achieve particular effects; identify features that can be replicated when planning their own stories - When researching their hero or their issue, use reference books, dictionaries, and computer and web-based applications with independence and responsibility - as part of the inquiry process, work cooperatively with others to access, read, interpret, and evaluate a range of source materials - identify relevant, reliable and useful information and decide on appropriate ways to use it - access information from a variety of texts both in print and online, for example, newspapers, magazines, journals, comics, graphic books, e-books, blogs, wikis - Know how to skim and scan texts to decide whether they will be useful Writing - When writing their letters about a real life issue and reports about a real life hero students will: - write independently and with confidence, demonstrating a personal voice as a writer - continue to write for a range of purposes, both creative and informative, using different types of structures and styles according to the purpose of the writing 19
Dates May 7th- June 22nd - cont. -
Central Idea
Language
Writing - organize ideas in a logical sequence Movers and Shakers: People - reread, edit and revise to improve their own writing, for example, content, language, organization can work to- respond to the writing of others sensitively gether to affect - use appropriate punctuation to support meaning change. - use knowledge of written code patterns to accurately spell high-frequency and familiar words - cont. - use a range of strategies to record words/ideas of increasing complexity - realize that writers ask questions of themselves and identify ways to improve their writing, for example, “Is this what I meant to say?”, “Is it interesting/relevant?” - check punctuation, variety of sentence starters, spelling, presentation - use a dictionary and thesaurus to check accuracy, broaden vocabulary and enrich their writing work cooperatively with a partner to discuss and improve each other’s work, taking the roles of authors and editors - work independently, to produce written work that is legible and well-presented, written either by hand or in digital format.
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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.
Dates From Aug 29th To Oct 14th
Central Idea
Mathematics course outline
Pattern and Function Poetry can be a - understand that patterns can be analysed and rules identireflection of fied who we are. - understand that multiplication is repeated addition and that division is repeated subtraction - understand the inverse relationship between multiplication and division - understand the associative and commutative properties of multiplication. Number - model numbers to thousands or beyond using the base 10 place value system - model equivalent fractions 21 - model multiplication and division of whole numbers
Dates
Central Idea
Mathematics course outline
Oct 17th - Nov 25th
Artefacts can provide insight into the past.
Number - use the language of fractions, for example, numerator, denominator - model decimal fractions to hundredths or beyond - use the language of multiplication and division, for example, factor, multiple, product, quotient, prime numbers, composite number - model addition and subtraction of fractions with related denominators - model addition and subtraction of decimals.
Nov 28th - Jan 18th
The Universe has scientific laws that impact our Earth.
Shape and Space - understand that lines and axes of reflective and rotational symmetry assist with the construction of shapes - understand an angle as a measure of rotation - understand that directions for location can be represented by coordinates on a grid - understand that visualization of shape and space is a strategy for solving problems. Measurement - understand an angle as a measure of rotation.
Feb 6th – March 16th
Data Handling Media is a pow- - understand that data can be collected, displayed and intererful tool used to preted using simple graphs, for example, bar graphs, line influence and in- graphs form. - understand that scale can represent different quantities in graphs - understand that the mode can be used to summarize a set of data - understand that one of the purposes of a database is to answer questions and solve problems - understand that probability is based on experimental events.
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Dates
Central Idea
March 19th- May 4th
Our personal choices can have an effect on the environment.
Mathematics course outline Measurement - understand the use of standard units to measure perimeter, area and volume - understand that measures can fall between numbers on a measurement scale, for example, 3½ kg, between 4 cm and 5 cm - understand relationships between units, for example, metres, centimetres and millimeters Shape and Space - understand the common language used to describe shapes - understand the properties of regular and irregular polygons - understand congruent or similar shapes
May 7th- June 22nd
People can work A cumulative review and assessment of the Years work together to affect and learning change.
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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
Aug 29 October 14
Oct 17 Nov 25
Central Idea Art
Poetry can be a reflection of who we are.
Elements of visual arts, focus on line, shape and patterns. Understanding about an art form called ‘Tapa’. Diwali celebration, costumes, accessories and play.
Understanding colors- primary, Artefacts can secondary, neutral, cool and provide insight warm, gradation. (connection) into the past. Understanding about an art form called ‘abstract expressionism’, knowing brief about famous painter ‘Jackson Pollock’, and making of own inspired action paintings.
Assessment Designing own tapa design. (form) Illustrate any one poem of your choice and look at each others’ poems to guess which poem has your friend illustrated. (reflection). Performance of Ramayana on Diwali using self made properties like jewellery, stage set, masks and effigy of ravana. (connection of drama with art) Own creation of Action painting inspired by Jackson Pollock. (form)
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Dates
Nov 28 - Jan 18
Central Idea
Art
- Understanding ‘perspective’ The Universe has using photography style ‘forced scientific laws perspective’. that impact our - Making big picture of the uniEarth. verse. - Designing sketch book covers, sports day banner and properties for assembly performance.
Assessment
Performance- Green Egg and ham using self made properties. Using ‘action painting’ to create planets of the universe.
Feb 6 March 16
Media is a powerful tool used to influence and inform.
March 19 May 4
Our personal - Looking at Reduce, Reuse, re- Creating own art work or usechoices can have cycle from an artist’s perspective. ful object using variety of an effect on the waste material. environment - How an artist can change our way of looking at sustainability and conservation through waste.
May 7 - June People can work 22 together to affect change.
- Relevance and interpretation of Designing posters for a deadvertisements around us. sired/ student selected topic - Understanding basics of a to promote it. poster designing. Identifying various parts of a - Different forms of media poster as self as well peer as- The responsibility of media sessment.
- Looking into an artist’s life. - Study of a chosen artist. - Learning his art style.
Presentation on the chosen artist and sharing inspired art work.
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Chinese 中文
Chinese classes are streamed according to the ability level of the students. That is, it is not an agespecific class.
Teacher Hedy- Yr 4 and 5 - Beginner Class 中文 初级汉语 学科综述：初级中文班的中文课续围绕主题展开。通过各个主题的教学、练习，使学生的中文在听、 说、读、写各方面取得全面进步。在听说方面，我们借助课文中的4个主题进行学习，包括“我的学校 生活”“怎么去”“我的课外生活”和“过生日”.在书写方面，我们将加入基础汉字学习环节，帮学生夯实汉 字书写基础。 Subject statement：Beginning Chinese class will be involved in four themes to study about Chinese listening and speaking. They are “school life”, ”Traveling”, “After school” and “Birthday”. In written part, we are going to add some basic Chinese characters writing everyday to enhance students’ writing skill.
Term 小学期
1
2
Theme 主题
学校生活
Content 内容 发生在学校的常用对话；学习与学校有关的汉字和表达方法。基础汉 字的学习和书写
School life
Conversations happen in the school. Study some useful characters and expressions about school. Basic characters writing.
出行方式 Traveling
对出行方式的询问和回答；几种常用的出行方式； 描述路线和询问。基础汉字的学习和书写。 Dialogues about traveling. Expressions about traveling methods. How to describe route and ask the direction. Basic characters writing.
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Term 小学期
3
Theme 主题
Content 内容
课外生活
了解谈论常见的课外活动，如看电视节目，参加课外活动 ，看电影 ，听音乐等。会用中文表达喜好，兴趣，贵贱等常用表达方法。
After school Discuss about the common activities after school, eg. TV shows, extracurriculums, films and music. Study how to express prefers, interests and costs. 过生日 4
学习写生日聚会邀请函；为生日选礼物，送礼物的常用语。 Birthday Study to write invitations of birthday party. Useful expression about choosing birthday gift and gift giving.
Chinese classes are streamed according to the ability level of the students. That is, it is not an agespecific class.
Teacher Jenny Year 4 and 5 - Intermediate 中文 中级汉语 学科综述：中文课围绕主题展开。通过各个主题的教学、练习，学生的中文在听、说、读、写各方面 取得全面进步。在听说方面，我们借助课文中的各个主题，学习特定场景中的中文用语；利用课堂和 课外时间积极操练口语表达，锻炼听力水平。阅读和写作是本学期重点突破的环节。在阅读方面，我 们开始阅读200字以内的中文短文，通过各种阅读技巧的训练，不仅能够把握短文的大意，而且能够 回答与阅读材料有关的问题。写作方面，我们则开始了模仿式写作。我们根据课文中的应用文格式， 进行模仿式写作的训练。 Chinese Intermediate Subject statement ：Chinese classes aim to help student improve their listening, speaking, reading and writing according to different topics. In listening and speaking, we teach Chinese words and sentences in certain atmosphere. Students could improve their listening through practice in and outside the classroom. In reading, we start to read Chinese articles within 200 words. Students are required to master the major meaning and answer comprehensive questions after reading. In writing, we start to try imitative writing, which will help student accumulate more vocabulary and sentences and master basic writing skills.
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Term 小学期 1
2
Theme 主题
Content 内容
- 电话用语：了解、应用常用的电话用语 - 生病：掌握与疾病有关的中文词汇和句子表达。模仿例文，针对自己的情 家庭生活 Family Life 况进行模仿式写作。 - 租房子：掌握与租赁房子、房子结构等有关的词汇和句子。 - 家庭娱乐生活：看电视、听音乐会等。练习写日记。 - Telephone expression: Chinese expression when calling - Illness： Chinese vocabulary and sentences related with illness; learning and practicing imitating writing. - Renting house: Vocabulary and sentences related with renting house, house structure, ect. - Family Entertainment：Watching TV; Music Concert. Practice writing diary.
社会生活 Social life
3
学校生活 School life
4
中国文化 Chinese
- 社会娱乐活动：各种表示户外活动的词语、句子。 - 天气变化：如何比较两地的天气以及季节的天气变化，学会表达“如何比 较”。 - 旅行：旅行时的常用语、句子。根据自己的情况，以“旅游”为主题进行写 作练习。 - 听讲座：与听讲座有关的用语和句子。 - Social Entertainment：Words and sentences about outdoor activities. - Weather change： How to compare the weather in two different places and season change. - Traveling：Words and sentences about traveling. Writing practice about traveling. - Lecture：Words and expression about listening lecture. - 外国人眼中的校园生活 - 我的理想：我想当发明家 - 我们的学校/20年后的校园 - 中学生活规则/澳大利亚的中学教育 - Campus life - My ideal：My ideal is to be an inventor. - Our school/ campus after 20 years - Life of middle school/Mid education in Australia - 介绍香港、苏州等中国著名城市 - 孔子的故事 - 中国茶/蛋炒饭/洋快餐 - 中国的节日 - 中国人生活中的龙/牛郎织女/白蛇传 - Famous cities in China, Hongkong, Suzhou, ect. - Story of Confucius - Chinese food, tea and western fast food - Chinese festivals - Chinese legends
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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
Science Content
Oct 17- Nov 25
Artefacts can pro- - Observe carefully in order to gather data vide insight into - Use scientific vocabulary to explain their observations and the past experiences - Plan and carry out systematic investigations, manipulating variables as necessary - Interpret and evaluate data gathered in order to draw conclusions
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Dates
Central Idea
Nov 28- Jan 18
Science Content
- Observe carefully in order to gather data The Universe has - Use a variety of instruments and tools to measure data accuscientific laws that rately impact our Earth - Use scientific vocabulary to explain their observations and experiences - Identify or generate a question or problem to be explored
Mar 19- May 4 Our personal - Observe carefully in order to gather data Choices can have - Make and test predictions an effect on the - Interpret and evaluate data gathered in order to draw concluenvironment sions
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
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Dates
Central Idea
Content °
Oct 17- Nov 25 Artefacts can provide insight into the past.
° °
Feb 6- March 16
Mar 19- May 4
Media is a powerful tool used to influence and inform.
Our personal choices can have an effect on the environment.
May 7- June 22 People can work together to affect change.
°
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
°
Assess the accuracy, validity and possible bias of sources Use and analyze evidence from a variety of historical, geographical and societal sources Orientate in relation to place and time
° °
Orientate in relation to place and time Identify roles, rights and responsibilities in society
°
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
°
° ° ° °
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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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