MEA Huamao Multicultural Education Academy
华茂多元文化教育中心
Year One 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 18-21 22-23 24-25 26-27 28
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
1
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.
2
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.�
3
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 One 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.
5
Introducing the Year One Team Name
Class
Ms Kati Carter
Year One
Photo
Qualifications
- Bachelor of Arts, Oregon State University, USA - Masters of Education, Pacific University, USA
Teacher
Ms Jessica
Chinese Teacher
Mrs Julie
Teacher Assistant
Mr Ajay Jain
Art Teacher
Mrs Vania Cheung
PE Teacher
Ms Tracy Xu
Music Teacher
- Bachelor of Arts (Teaching Chinese as a Foreign Language) - Junior Primary Teaching Certificate - Primary Teaching Certificate - Bachelor of Arts (Education) - Bachelor of Arts (Business English) - CET 6 - Certificate of Education (Teaching) - 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 of Science in Elementrary Education, State University of New York - Master of Science in Adolescent Education (Years 7-12), Long Island University - Teaching certificates in Childhood Education and Adolescent Education - Bachelor’s Degree in Arts, Music Performance - Masters Degree in Arts, Music Pedagogy & Education. - Teaching Certificate, Music - Third place in National Accordian Competition, 2003
6
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 One 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 Year One 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. Please refer to our homework policy.
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 1 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 One 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 One 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.
9
How we organize ourselves
Sharing the planet
Where we are in time and place
Central Idea:
Central Idea:
Central Idea:
We often organize, plan and work together to achieve goals.
Water is a shared resource.
There are different types of dwellings around the world that people call home.
Key Concepts:
Key Concepts:
Key Concepts:
responsibility, reflection, perspective
form, function, responsibility
form, causation, connection
Related concepts:
Related concepts
Related concepts
Goals, initiatives, responsibilities, rights
Conservation, power, form of energy
Evolution, structure, transformation, similarity, difference
Lines of inquiry:
Lines of inquiry:
Lines of inquiry:
• Where, when and how we can travel to other parts of China • Who and what we need to take on a trip • How we might keep a record of our trip to share with others.
• Uses of water • The water cycle • Our responsibility towards usage of water
• Types of homes • Our own homes (past, present, future) • Reasons for using various materials to build a house
Learner Profiles:
Learner Profiles:
Learner Profiles:
Thinker, balanced
caring, balanced, principled
knowledgeable, open minded
Transdisciplinary skills:
Transdisciplinary skills:
Transdisciplinary skills:
Thinking, research
self management, social
Research, self management
Attitudes:
Attitudes:
Attitudes:
Cooperation, tolerance
Commitment, respect
Curiosity, appreciation 10
How we express ourselves
How the world works
Who we are
Central Idea:
Central Idea:
Central Idea:
We can use different materials and resources to express our feelings and ideas.
Earth is a unique planet and part of a solar system.
Our choices affect our lives.
Key Concepts
Key Concepts
Key Concepts
change, connection
form, connection
function, causation, reflection
Related concepts
Related concepts
Related concepts
Chronology, history, innovation, progress
Geography, gravity, space, solar Balance, choice, nutrition, risk systems, theory of origin on taking, well being earth
Lines of inquiry:
Lines of inquiry:
Lines of inquiry:
• Types and common uses of materials • Properties of different materials • Imaginative uses of materials to express our ideas and feelings.
• How earth is a unique planet • Parts of the solar system • How all parts of the solar system are interconnected.
• • Daily habits and routines • Balanced choices • Consequences of choices
Learner Profiles:
Learner Profiles:
Learner Profiles:
thinker, communicator
inquirer, reflective
balanced, reflective
Transdisciplinary skills:
Transdisciplinary skills:
Transdisciplinary skills:
thinking, communication, social
research, communication
self management, thinking
Attitudes:
Attitudes:
Attitudes:
creativity, appreciation
curiosity, enthusiasm
commitment 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.
12
Teaching of English within UOIs
Dates
Central Idea
Language
Listen and speak Make essential agreement together Aug 29- Oct 14 We often organize, • Learn how to raise hands and be called upon for anplan and work to- • gether to achieve swers to questions • -Example: May I go to the bathroom please? goals. • Learn how to look and listen intently in an effort to show respect to the person speaking • Vocabulary words related to UOI • Read books that are associated with Unit of Inquiry as a class during circle time • Explore a globe and an atlas, as well as countries, cities, and street maps • Practice speaking sight words that deal with UOI aloud in class, and talk about meaning of words View and present • The Alphabet • Words related to UOI • Dolch Word list • Three letter words • This and that sentences • Birds-Eye View Maps Read and Write • Read books related to UOI together as a class – Ask Questions & Make predictions • A – Z Readers • Silent Reading • Reading Groups according to reading levels • Practice Writing Letters • Practice writing date on any papers daily • Make lists for organizing zoo fieldtrip Listen and speak Oct 17- Nov 25 We can use differ- • Vocabulary words related to UOI ent materials and • Phonetics: Consonants and Vowels resources to ex• Practice Greetings: press our feelings • Example: “Hello, how are you?” and “I am fine, thank and ideas. you” • Share stories of personal experiences during circle time • Show and tell • How certain colors make you feel • Modes of expression 13 • Nouns
Dates
Central Idea
Oct 17- Nov 25 We can use different materials (continued) and resources to express our feelings and ideas. (continued)
Nov 28- Jan 18 Water is a shared resource.
Language View and present • Dolch Word Lists • Continue three letter words • Decode words using common vowel sounds and letter patterns • Create works of art and expression out of recycled materials Read and Write • Read books related to UOI together as a class – Ask Questions & Make predictions • A-Z reading (early emergent readers (levels aa-c), emergent readers (d-j), early fluent readers (k-p), fluent readers (q-z)) • Predictions before and during reading sessions • Two and three letter words • Name and Date on all papers and homework • Spelling contests • Relate words and Illustrations • Weekly library books – Pull out main idea of story, Draw pictures and/or write down main idea and thoughts on stories read Listen and speak • Vocabulary Words related to UOI • Who, what and where questions • Listen and respond in large groups for longer periods of time • Increase accuracy while sounding out words • Increase sight word vocabulary • Speak in groups about healthy food and exercise habits • Verbs View and present • Short presentations • Dolch Words, and Spelling Words • Make charts distinguishing between good and bad habits • View magazine articles and ads the promote good and bad habits and explore how they influence us • Make story boards – Instructions on how to stay healthy
14
Dates
Central Idea
Language
Read and Write • Read books related to UOI together as a class – Ask Nov 28 - Jan 18 TWater is a shared resource. Questions & Make predictions • A-Z reading (early emergent readers (levels aa-c), emer(continued) gent readers (d-j), early fluent readers (k-p), fluent readers (q(continued) z)) • Weekly library books – Pull out main idea of story, Draw pictures and/or write down main idea and thoughts on stories read • Predictions before and while reading • Learn characters, setting and main idea of story • Spelling contests • Phrases and short sentences using this and that, can, like, want to • Notice high frequency words while reading
Feb 6- March 23 Earth is a unique planet and part of a solar system.
Listen and speak • Science related vocabulary words, poems, rhymes & songs. • Phonemic awareness “Blend sounds” (Initial/Final /double consonants etc.) • Spelling by sound / word construction / breaking of words • Complete spelling by adding the missing letter(s) at the beginning, middle and ending of a word. • The use of proper grammar while speaking • -Intonation and tone of voice in response to punctuation (exclamation points, question marks, and periods) • Dolch Sight Words View and present • Read aloud to check pronunciation and understanding • Monitor and correct own reading • Short presentations • Science Projects • Make diagrams to compare planets, weather & land patterns • Research planets and NASA on internet Read and Write • Read books related to UOI together as a class – Ask Questions & Make predictions • 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. • Spelling contests 15 - cont. -
Dates Feb 6- March 16
From March 19th To May 4th
Central Idea
Language
Read and Write Earth is a unique - A-Z reading (early emergent readers (levels a-c), emergent planet and part readers (d-j), early fluent readers (k-p), fluent readers (q-z) of a solar sys- Predictions before reading tem. - Confirm predictions - Weekly library books – Pull out main idea of story, Draw pictures and/or write down main idea and thoughts on stories read Listen and speak There are differ- • Vocabulary words related to the UOI ent types of • Children’s songs related to UOI and from different dwellings around areas of the world the world that • Phonemic awareness “Blend sounds” (Initial/Final /doupeople call ble consonants etc.) home. • Spelling contests • Nouns / verbs • Dolch words • The difference between a house and a home • Interact effectively with people from own or different culture(s). View and present • Use contextual clues: pictures, title, simple charts and diagrams, headings, sub-headings • Use prior knowledge: familiar words, word association • Prepositions • Decode words using common letter sounds • Research types of houses found in different regions of the world • Explore Google Earth on internet Read and Write • Read books related to UOI together as a class – Ask Questions & Make predictions • Short sentences, self- experiences, describe given picture in own words, self- introduction, animal names • Characters, setting and main idea of story • Sentences and Punctuation • Spelling Contests • Weekly library books – Pull out main idea of story, Draw pictures and/or write down main idea and thoughts on stories read 16
Dates
Central Idea
Language
From May 7th to June 22nd
Our choices affect our lives
Listen and speak • Vocabulary words related to the UOI • Follow multi-step Directions • 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 • Retell familiar stories in sequence • Dolch Words View and present – • Draw diagrams – The path that water takes ( Rain, Ice Melt, Rivers, Streams, Ocean) • It is our responsibility to help keep our water sources clean • Effects of water pollution – What we can do to help keep our water sources clean • View different versions of the same stories and use Venn Diagrams to find similarities and differences • Understand that the same story can be told in different ways • Understand and use appropriately terms related to: books: cover, title, author, illustrator, page number Blend sounds of consonants & vowels to make words Diagraphs (reinforcing sh, ch, th, ph) long vowels Read and Write• Read books related to UOI together as a class – Ask questions & Make Predictions • Short sentences, invitations, complete given sentences and create • Ability to read longer books and read for longer durations of time • Reading Journals – Express our thoughts about books read in sentence form • Spelling contests • People and the kind of work they do (reinforcing noun/verb and introducing Proper Noun) • A-Z reading (early emergent readers (levels aa-c), emergent readers (d-j), early fluent readers (k-p), fluent readers (q-z))
17
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.
Dates
Central Idea
Mathematics course outline
From Aug 29th To Oct 14th
We often organize, plan and work together to achieve goals.
Measurement • Repeat and recall days of the week, months of the year, seasons and date • Estimate distance on maps – Far or Near? • Estimate length of travel time using maps – Short or Long trip? Data Handling • Put tally marks 1- 10 for the number of certain objects they see around in the school
18
Dates
Central Idea
Mathematics course outline
August 29 October 14
We often organize, plan and work together to achieve goals.
Pattern and function ° Recognizing and using patterns using tangible objects – cut out shapes, and beads ° Identifying variety of patterns in the school and in real life situations ° Skip counting Number ° Counting, recognizing & ordering numbers from 0- 20 ° Write numbers and number names from 0 to 5. ° Basic one number addition ° Even Numbers
October 17 November 25
Measurement Draw pictures to show/ match with numbers. We can use dif- ° Match and compare more, less or equal numbers. ferent materials ° and resources to ° Write the days of the week Draw shapes using a ruler express our feel- ° Capacity (Sink or Float, Water Capacity) ings and ideas. ° ° Telling Time in hours Shape and Space ° Difference between 2-Dimensional and 3-Dimensional Data Handling ° Explore Chance through games (More likely, Less Likely) ° Collect recycled materials for final project (Create chart to explore which recycled materials we collected more and/or less of) Pattern and function ° Identifying patterns in artworks Number ° Counting, recognising and ordering numbers from 0-50 ° Write numbers and number names from 0 to 10. ° Two Digit Carry-Over Addition 19 ° Word problems for addition
Dates
Central Idea
Mathematics course outline
From Nov 28th to Jan 18th
Data Handling Water is a ° Identify Chance events (Impossible, Less Likely, More shared resource. Likely, Maybe, Certain) Measurement ° Learn that a year has 365 days, 52 weeks & 12 Months ° Understand directions related to UOI (All rivers flow to the ocean, etc.) ° Measure the distance around objects by using stan dard units (centimeter, meter) to measure play area, gymnasium or play equipments. Number ° Recognizing, counting and organizing numbers from 070. ° Count numbers from 0 to 70. ° Write numbers and number names from 0 to 50. ° Write numbers (before, in between and after) ° Subtraction ° Odd Numbers
From Feb 6th to March 16th
Pattern and function Ascending and descending numbers Earth is a unique ° ° Natural patterns in nature – Bee Hives, plants, etc. planet and part of a solar sysData Handling tem. ° Recognize fractions as part of a whole and as part of a group. Compare and order in halves and quarters. Measurement ° Temperature – Explore temperature of planets, why all of the planets, besides Earth, are either too hot, or too cold, for humans to live on ° How can we measure things without rulers? Use of hands and feet for measurement ° Telling Time Number ° Recognizing, counting and organizing numbers from 0 to 100. ° Write number and number names from 0 to 80 ° Making number bonds ° Addition and Subtraction
20
Dates From March 19th To May 4th
Central Idea
Mathematics course outline
Data handling Students to interview teachers on what homes they There are differ- ° would choose out of the following choices: A house in ent types of the woods; an apartment in the city; a castle in the dwellings around mountains; or a hut on a beach. Collect data and the world that make charts. people call home. Shape and Space ° Explore 2D and 3D shapes in further detail ° Research what architects do – look at 2D floor-plans, versus 3D models Number ° Write numbers and number names from 0 to 100 ° Learn addition facts for within 10 ° Addition and Subtraction word problems
From May 7th to June 22nd
Our choices affect our lives
Pattern and function ° Identify patterns in numbers. Data Handling ° Collect, display, and interpret data found on food labels ° Diagrams to show what foods are good and/or bad to eat Measurement ° How our bodies grow ° Measure food using cups, tablespoons, teaspoons, etc. ° Cost of food – More expensive versus less expensive ° Telling Time Number ° Subtraction ° Odd Numbers ° Mental Estimation ° Fast recall for odd and even numbers ° Continuance of addition and subtraction
21
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
We often organize, plan and work together to achieve goals.
Oct 17 - Nov We can use dif25 ferent materials and resources to express our feelings and ideas.
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 22
Dates
Nov 28 - Jan 18
Feb 6 March 16
March 19 May 4
Central Idea
Art
- Hue in paintings Water is a shared - Water colors and their experiresource. mental use in paintings like Tie & Dye - Water based art and craft activities
Assessment Use of hue to create water based art work. Use of water color to show presence and use of water around us.
- Landscape Earth is a unique - Identify Symmetrical/ asymmetplanet and part of rical, form and shape, textures in a solar system. the environment (smooth, rough, straight, curved and thick, thin, light dark, bright, dull etc.) - Texture- rubbing, relief
Creating various landscapes using textures showing symmetry and asymmetry in nature.
- Free hand sketching There are differ- - Making various types of house models understanding the archient types of dwellings around tecture of different houses through visual presentations. the world that people call home.
Cityscape drawings Small models of various dwellings.
May 7 - June Our choices af22 fect our lives
Models of planets in the solar system including the Earth.
Converting and designing a simple place into a theme based place.
- Primary and secondary colours- Create your colour wheel. understanding through a color wheel Colour lifestyle pictures by using gradation of colours. - Gradation of black, white and grey
23
Chinese 中文
Subject statement: 学科综述：通过学习，学生能熟练掌握汉语拼音和主题相关的文章。学会正确认读和书写拼音，学会 文章中出现的生字和词语，并能灵活地运用这些字词。能根据音节阅读各种简单的文章，并能用自己 的话来表达对文章的理解。 Student can read and write all the Chinese Pinyin. Learn words and phrases through the topic texts. Learn how to read different articles according to spelling, show a personal understanding of the articles.
Term 小学期
1
Theme 主题
汉语拼音 Chinese Pinyin (reading and writing).
Content 内容 认识并会书写所有声母，韵母和整体认读音节；学会准确认读拼音， 能认清形； 学会声母和韵母的拼读； 能准确认读四个声调（尤其是第二声和第四声）；学会在四线格中正 确书写； 能用汉语拼音书写完整的词语和句子。 ° ° °
Learn all the initials, finals and 4 tones. Spell the initials and finals with correct tones. Write words and sentences in Pinyin. Read Chinese phrases and rhymes with Pinyin.
24
Term 小学期
2
Theme 主题
Content 内容
我的家庭
口语交际：介绍自己的家和家庭成员； 说一说来自家庭的爱； 主题相关的课文学习； 课文中的词汇的认读和书写； 字，词，短语，句子和儿歌的学习； 儿歌和句子的仿写和创编。
My family
Oral speaking: introduce family and family members; the rela -tionship(love) between family members. Learn texts about family. Words and phrases in texts. Characters in rhymes and articles.
3
大自然 Our nature
认识大自然和大自然中的事物； 学习关于动植物和自然现象的简单课文； 掌握关于大自然和描绘自然现象的词语和短语； 学习如何保护大自然，和自然和谐相处。 Be familiar with nature and things happen in nature. Learn plants, animals and nature phenomenon through texts. Master the vocabulary and words describe nature and nature things. Be aware of protecting our nature, live together with nature in harmony.
4
生活科普 Popularization of science
学习和科普相关的文章； 认识科技对人们生活带来的改变； 掌握简单的科普知识； 学会简单的科普类的词汇和表达； 能发挥想象和创造，口头或书面表达自己的发明想法。 Read and learn texts about science. Find the science in our life. Master simple knowledge about popularization of science. Have a growing vocabulary of science.
25
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
Oct 17- Nov 25
Nov 28 - Jan 18
Central Idea
Content
- Observe carefully in order to gather data We can use differ- - Use scientific vocabulary to explain their observations and exent materials and periences resources to ex- Make and test predictions press our feelings and ideas. Water is a shared resource.
- Observe carefully in order to gather data - Use a variety of instruments and tools to measure data accurately - Plan and carry out systematic investigations, manipulating variables as necessary 26
Dates
Central Idea
Content
Feb 6- March 16
Earth is a unique planet and part of a solar system.
Use scientific vocabulary to explain their observations and experiences Interpret and evaluate data gathered in order to draw conclusions
May 7- June 22
- Observe carefully in order to gather data Our choices affect - Interpret and evaluate data gathered in order to draw concluour lives sions
27
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
We often organize, plan and work together to achieve goals. (Orientate in relation to place and time)
Orientate in relation to place and time Use and analyze evidence from a variety of historical, geographical and societal sources Identify roles, rights and responsibilities in society
Nov 28th - Jan 18th
Water is a shared resource
Identify roles, rights and responsibilities in society Assess the accuracy, validity and possible bias of sources
Feb 6th to March 16th
Earth is a unique planet and part of a solar system.
Orientate in relation to place and time Formulate and ask questions Assess the accuracy, validity and possible bias of sources
Mar 19 - May 4 There are different types of dwellings around the world that people call home.
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 28
Huamao Multicultural Education Academy No 2 Yinxian Dadao Yingzhou District Ningbo 315192 P: +86-574-88211160 F: +86-574-88211170 W:
www.mea-international.com and www.meaevents.net