MEA Huamao Multicultural Education Academy
华茂多元文化教育中心
Year Three 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 World School
Welcome to MEA, Welcome to the World I would like to send a warm welcome to you and your family from the MEA community. Our school has grown from 20 students in September 2008 to over 250 students today. As part of our strategic planning we are now planning for a 600 student school by 2014. Our rapid growth has been the result of three key platforms for our community: 1. Provide a best practice, extremely safe environment, 2. Make sure MEA is a fun place to work and learn, and 3. provide a school where expatriates and Chinese nationals can come together, learn from each other and provide opportunities for all students to explore their talents. MEA is different from many schools in China in that we provide a bilingual environment and help students to work towards proficiency in at least two languages (English and Chinese). We strive to help students to learn how to learn and we believe the IB curriculum best enables students to achieve this aim. We are also keen to ensure students are immersed in a 21st century curriculum and that we are preparing students for a 21st century economy. This means that Information Technology is a key subject and tool by which our students learn. Students have access to wireless internet, computers are found in all classrooms, there are two computer suites, students use iPads and build their own websites. Our reports are online and accessible (from a secure password protected platform) anywhere in the world. As a school we hope our students learn the best of Eastern and Western teaching strategies and hence we follow a co-teaching model, with Chinese and Foreign teachers in each class.
MEA is an IB Candidate school for the IB Primary Years Program and IB Diploma Program. In future we will also look to authorise our Middle Years Program. This curriculum is truly international curriculum taught in over 2,200 schools world wide.
We are very proud of our school and we are keen to continue to strive for improvement so that we can become the best school not only in Ningbo, but beyond.
Creativity is important at MEA across all subjects but we also teach Creative Arts, Music and Information Technology which foster innovation and creativity.
Our staff are experienced and highly trained educators that are keen to help you with any questions you may have, and at any time. We all welcome you to MEA and we hope you and your family are richly benefitted by joining our community.
MEA has 250 students from over 30 different countires. We aim to have a student intake that comprises 50% expatriate students and 50% Chinese students.
MEA is a sister school of Mowbray College in Melbourne, Australia.
Ivan Moore PRINCIPAL
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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 Three 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
2
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 Three Team Name
Class
Mr Seamus Goh
Year Three Teacher
Ms Jessica Yu
Chinese Teacher
Mrs Jenny Chen
Chinese Teacher
Mr Ajay Jain
Art Teacher
Ms Tracy Xu
Music Teacher
Vania Cheung
Physical Education Teacher
Photo
Qualifications
- Bachelor of Science, University of Science, Malaysia - Cambridge International Diploma in Teach
- Bachelor of Arts (Teaching Chinese as a Foreign Language) - Junior Middle School Teaching Certificate - Primary Teaching Certificate - CET 4 and CET 6 - 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 - 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 4
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 Three students leaving by the bus are escorted to the reception area 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 3 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 5
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 3 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 Three 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. 6
How we organize ourselves
Sharing the planet
Where we are in time and place
Central Idea:
Central Idea:
Central Idea:
Communities provide services.
Organisms adapt to suit different ecosystems.
People move to different places for many reasons.
Key Concepts:
Key Concepts:
Key Concepts:
Form, Function, Responsibility
Form, Change, Connection
Causation, Connection, Function
Related concepts:
Related concepts
Related concepts
Structure, Governance, Roles, Rights and Values
Habitat, Adaptations, Biodiversity, Environments
Immigration, Geography, History, Migration, Chronology
Lines of inquiry:
Lines of inquiry:
Lines of inquiry:
• how communities organise and are organised • community and service that exist in communities (local, national, global) • roles and functions of people in different communities
• concepts of adaptations • circumstances that lead to adaptations and how these adaptations lead to other circumstances • how organisms adapt and respond to environmental conditions
• The process of moving near and far • Reasons for moving • The changes brought on by movement
Learner Profiles:
Learner Profiles:
Learner Profiles:
Knowledgeable, balanced, open Inquirer, balanced, open minded Principled, knowledgeable, balanced mindedThinker, balanced Transdisciplinary skills:
Transdisciplinary skills:
Transdisciplinary skills:
Social, communication
Research, thinking
Self management, social, communication
Attitudes:
Attitudes:
Attitudes:
Commitment, cooperation, appreciationance
Curiosity, respect, empathy
Respect, curiosity 7
How we express ourselves
How the world works
Who we are
Central Idea:
Central Idea:
Central Idea:
We communicate in many differ- Simple machines improve our ent ways. lives and make work easier.
We need to keep our various body systems healthy
Key Concepts
Key Concepts
Key Concepts
Function, Perspective, Reflectionion
Form, Function
Change, Connection, Function
Related concepts
Related concepts
Related concepts
Networks, Communication, Diversity
Structure, Material Science, De- Growth, Systems, Human Scisign Cycle, Technology ences, Biology
Lines of inquiry:
Lines of inquiry:
Lines of inquiry:
• communication methods and equipment • appreciating various ways of communication • the role technology plays in enhancing communication globally
• types of simple machines • simple machines invented and used in local community (Ningbo, China) • how compound machines are used in lives
• 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:
Communicator, thinker, inquirer
Thinker, knowledgeable, inquirer, principled, reflective
Risk taker, open minded, inquirer
Transdisciplinary skills:
Transdisciplinary skills:
Transdisciplinary skills:
Communication, research, social, thinking
Research, thinking, self management
Self management, social, communication
Attitudes:
Attitudes:
Attitudes:
Empathy, respect, cooperation, creativity
Appreciation, confidence, integrity, creativity
Appreciation, tolerance 8
Stand Alone Subjects 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.
Stand Alone 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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Stand Alone English Lessons
Dates
Central Idea
Aug 29- Oct 14 People move to different places for many reasons.
Language Listening and Speaking ° using tag questions to check information when you think something is true, use a positive state -ment with a negative tag question using the negative form of the verb ° when you think something is false, use a negative statement with a positive tag question using the positive form of the verb ° distinguishing between facts and opinions Viewing and Presenting ° role-play a dialogue with the tour guide about a place / country ° describing places by giving information about what it is and what it is called, what it looks like, how old it is, where to find it and why it is special ° present a description of a national attraction / capital city / country / region / continent ° design, create and present ° giving precise answers (role-play a dialogue with an officer at the immigration) Reading ° understanding settings ° understanding time, place and situation in a passage ° identify things that happened in the past, are real in the present or possible in the future ° content-based passage ° understanding point of view (read the diary of a sailor); read a content based passage (Zheng He: China’s Own World Traveller) Writing ° comparing and contrasting ° write compare and contrast sentences ° show how things are the same and/or contrast how things are different ° use patterns such as “both A and B are/ have…”, “A and B are both…”, “A and B both have…”, “A is…, while B is…”, “A is…, whereas B is…”, “Unlike A, B is…” writing paragraphs 10
Dates
Central Idea
Aug 29 - Oct 14 People move to different places (continued) for many reasons. (continued)
Language ° writing paragraphs ° support main ideas using details ° put most important detail last to make paragraphs stronger ° write compare and contrast paragraphs ° recommend a place ° write a travel advertisement asking people to visit a coun try Grammar ° use determiners to give specific information about nouns ° determiners- articles: a, an, the; possessives: my, your, his, her, their, its, our; quantifiers: a few, little, much, many, few, a lot of, most, some, any, enough; demonstratives: this, that, these, those; distributors: all, both, half, either, neither, each, every ° use conditionals (if, when) to link actions with results ° use zero conditional to talk about results that are always true ° use first conditional to talk about results that are possible
Oct 17th - Nov 25th
Listening and Speaking ° listening critically; thinking about whether one agrees or We need to disagrees with what one hears; thinking about one’s own keep our various ideas and reasons while listening body systems ° noticing and understanding clarifications healthy. ° ask another speaker to clarify a statement or an idea ° understand that clarifications may come in the form of ex amples, reasons or comparisons ° pronunciation focus: Uh and A; words with similar sounds (e.g. stress, dress) ° class report on preventing stress and dialogue about different ways to keep fit Viewing and Presenting ° use special expressions to make a conversation sound more interesting and colorful (e.g. as + adjective + as + noun) ° role play a dialogue about health ° respond to an argument in a debate ° give a speech about advertising junk food on TV
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Dates
Oct 17th - Nov 25th (continued)
Central Idea
Language
Reading finding information from graphs (graphs show detailed in We need to keep ° formation quickly and clearly) our various body understanding menus (menus tell what different foods systems healthy. ° and drinks are made of, how much they cost and how big the servings are) (continued) Writing ° write conclusions for an essay (write the main idea of the essay in a new way) ° summarize the main idea of each paragraph to show how it supports the essay ° make a plan for an essay topic and use the plan to write a conclusion Grammar ° using tag questions (describe a scene using tag questions) ° verbs and preposition (write about experience at a restaurant)
Nov 28th - Jan 18th
Simple machines improve our lives and make work easier.
Listening and Speaking - distinguishing between facts and opinions; use facts to support their opinions to help understanding them or to make people agree Reading - solving word problems using one’s language skills to find out what’s being asked and then use math skills - identifying the writer’s opinions; writers make their opinions clearer by giving examples or reasons - read web articles Writing - using passive voice when one does not know or when it is not important to know who did something; when what happened is more important than who did it - comparing and contrasting (show how things are the same and how things are different); World Famous Bridges Grammar - used to: used to do something, used to do, be used to something/ doing something; Building the Pyramids - active and passive: when do not know who does an action or it is not important or the object is more important than the subject; 12 The Roman Builders
Dates Feb 6th – March 16th
Central Idea Organisms adapt to suit different ecosystems.
Language Listening and Speaking ° finding word meanings: speakers using difficult words often give additional information to help understand what they mean; they define the difficult word right after saying it ° listen to a lecture on different endangered animals ° pronunciation focus: explanations (speakers often pause when they try to explain difficult words or ideas); joined sounds (e.g. What did you have? = Whatdja have?) ° identifying problems and solutions: when people ask about problems; they may also talk about the solutions or how to fix the problems; Save the Tiger Viewing and Presenting ° getting more information: express complicated ideas by using simple key expressions to show that you are interested an listening, and suggest ways to continue explaining (Yes? And? Go on. Like? Like what? What do you mean? So, what are you suggesting?); Our Environment Reading ° cross-scanning for details: looking from one side of a paragraph to another; instead of reading every word. (Mission to Mars- Looking for Life on Mars, web article) ° finding information from tables: tables allow the readers to easily read and compare information (Pluto is Out! Would life on Mars be better?, web article) Writing ° writing paragraphs with a main idea ° write compare and contrast paragraphs Grammar ° using details and examples to support your ideas
Listening and Speaking March 19th- May We communi° identify the speaker’s methods (i.e. asking to imagine 4th cate in many difsomething, giving examples, making suggestions, comparing and contrasting) ferent ways. ° following the conversation (by listening closely to follow natural conversations although they are not always easy to understand because speakers may not finish their sentences or may interrupt each other) - cont. 13
Dates March 19th- May 4th
Central Idea
Language
Listening and Speaking ° pronunciation focus: new information (speakers will We communipause to tell one something new, exciting or important); cate in many difcontraction with names (i.e. Susan + is = Susan’s); inferent ways. tonation for emphasis ° figuring out missed information by listening for certain phrases (have discussed, will see) Viewing and Presenting ° complimenting and criticizing (use compliments to say nice things and use criticism to say what we think we do not like); use nice words to show feelings and positive opinions; give a compliment first and then make kind suggestions ° presenting a review to give information and express personal opinions about a book, movie or play ° leaving messages when phoning someone (use different styles of speaking i.e. casual or formal; always say who you are and why you are calling; leave contact details if the other person does not know your number, and say a time they can call you; speak very clearly and not too fast so that it is easy to understand your message) ° persuading (give a preference and want people to agree with you; use key expressions and support your preference well) Reading ° understanding signs; signs give directions, rules, or information on places, events, prices and times ° classifying information and grouping things of the same characteristics; it helps to understand which pieces of information belong together ° understanding advertisements to know things which are available, people who are needed or an event that is going to happen Writing ° writing to explain something (write an email and a letter to explain something); give reasons to support explanation ° using synonyms and pronouns ° write paragraphs about different kinds of music - cont. -
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Dates
Central Idea
Language
March 19th- May 4th
We communiGrammar cate in many dif- ° when/ while/ during (link actions together to show ferent ways. time); talk about the events at a magic show ° past actions (simple past, past continuous, present perfect, present perfect continuous, past perfect)
May 7th- June 22nd
Communities Listening and Speaking provide services. ° categorizing details or grouping details according to places, people on times ° pronunciation focus: content words (speakers always stress the content words- nouns, verbs, adjectives, ad verbs and negatives) ° ignoring distractions, sounds and voices to focus on what you are supposed to listen to ° pronunciation focus: formal and informal speech Viewing and Presenting ° making and responding to offers (Please…/ Would you like me to…/ Can I help you…etc) ° making predictions to support opinions Reading ° understanding summaries ° identifying character (what a person is like) Writing ° writing a notice; sell; catch the customers’ attraction; give useful information about your product or service and make it sound better than others; how customers can contact you ° writing a set of instructions; tell people how to do something; write in order; give reasons to make your instructions clearer Grammar ° gerunds and infinitives ° causative verbs
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Stand Alone 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
People move to different places for many reasons.
Measurement - Lines in our world (vertical, diagonal, curved, perpendicular, horizontal, parallel) - Create pictorial representations of lines - Recognize and describe the characteristics of lines in the environment Data Handling - Use Venn diagram to show data - Interpret information collected and displayed (bar graphs)
16
Dates
Central Idea
August 29 October 14
People move to different places for many reasons. .
Mathematics course outline Pattern and Function - Number patterns - Use rules involving addition, subtraction and multiplication to describe and continue a given number sequence - Complete simple statements of equality involving addition, subtraction and multiplication - Skip count from set numbers by 2, 3, 4, 5, 6, 10, 100 and 1000 - Solve addition and subtraction equations with different methods of calculation (3- and 4- digit numbers) - solve and record division word problems and equations using 3-digit numbers and a single divisor - solve and record multiplication word problems and equations where whole numbers are multiplied by single numbers or multiples of ten Number - Understand place value in whole numbers up to 5 digits - Recognize and represent different forms of the same number - Read, say, write and place in order numbers up to 5 digits
October 17 November 25
Measurement We need to keep - Identify, name and create angles (obtuse, acute, right and our various body straight) systems healthy. - Order angles from smallest to largest - Read and record digital time in hours and minutes - Read and record analogue times to 5-minute interval - Estimate and measure using centimeters and metres - Measure everyday items using formal and informal units Data Handling - Explore and use everyday calendars and schedules to plan events - Explore periods of time and elapsed time Pattern and Function - Use knowledge of addition, subtraction, division and multiplication to solve problems - Use methods of calculation to determine the best way to reach an accurate outcome - Round off numbers to assist with estimation - Select the appropriate operation and computation method to solve problems 17
Dates October 17 November 25
Nov 28th - Jan 18th
Central Idea
Mathematics course outline
Number We need to keep - Identify, name and represent fractional parts of models, our various body charts, collections systems healthy. - Read, write, compare and order decimals to decimal places - Interpret decimal numbers to the first decimal place
Simple machines improve our lives and make work easier.
Measurement - Use various informal and formal units to calculate the volume of everyday objects - Identify successful and unsuccessful units for measuring volumes - Make and draw Centicube models - Identify successful and unsuccessful units for measuring volume Data Handling - identify and order and apply possible outcomes with defined terms of chance - use the vocabulary of chance Pattern and Function - skip count by 2, 3, 4, 5, 6 from any given number Number - use the calculator to perform number tasks - use mental and written strategies to simplify number tasks - use knowledge of place value to round off and order numbers
Feb 6th – March 16th
Organisms adapt to suit different ecosystems.
Measurement - Make connections between function and the use of litres or milliliters - Estimate the mass of items in grams and kilograms - Use and apply the appropriate mass of units to measure objects Data Handling - Use grid references to locate specific venues - Use cardinal compass point to plot pathways - Calculate the average and range using decimals Pattern and Function - Apply decimals to everyday situations - cont. 18
Dates
Central Idea
Feb 6th – March 16th
Organisms adapt to suit different ecosystems.
March 19th- May 4th
Mathematics course outline Number - Work with fractions to create and solve problems - Use fractions as an operator when dealing with amounts, length and groups of objects - Identify and order fractions according to size - Use fractions as operators - Compare, order and round off decimals - Display knowledge of decimals
Measurement Recognize, name, describe and construct simple 2D shapes We communicate in many dif- Draw and explain lines of symmetry in regular 2D shapes Construct recognizable objects using combinations of shapes ferent ways. Identify and use the terms slide, turn, flip when manipulating shapes Measure, order and record area of regular and irregular shapes using both informal and formal units Pattern and Function Identify, name, extend and create number patterns Make the connection between division and multiplication tasks Use their knowledge of numbers to complete complex addition and multiplication tasks Number Round off money values using a calculator Select the appropriate methods to solve money problems and equations Use a variety of computation methods to solve problems Use a calculator to solve decimal problems in everyday situations Create, name and rank decimal numbers in order
May 7th- June 22nd
Measurement - Recognize, name, describe and construct simple 3D Communities provide services. shapes - Identify the important features of 3D objects - Identify and use lines to construct drawings - dentify and create 2D and 3D shapes
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Dates
Central Idea
Mathematics course outline
May 7th- June 22nd
Data Handling - Experience with fair and unfair chance activities Communities provide services. - plan timetables Pattern and Function - use two operations to solve a problem - make mental and written computations using money - choose appropriate method (written or mental) to complete calculations - use rules to complete number patterns and equations - use statements of equality - complete addition, subtraction, multiplication and division equations Number - Round off money the nearest five cents, ten cents and dollar - Estimate short periods of time
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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
Central Idea
People move to different places for many reasons.
Art
Assessment
- Geometric shapes - Collage making using cut and paste skills - Tribal art - Identify variety of lines, shapes and pattern in the environment. - Drawing various creatures and objects using basic shapes and lines.
- Cut and Paste art work to create a collage. - Glass mosaic. - Tapa tribal art using lines and patterns.
- Primary and secondary colours Oct 17 - Nov We need to keep Gradation of black, white and grey 25 our various body - Colour wheel systems healthy. - Different colours for diff. purposes, comparison between good and bad choices through various charts and visual presentations and role play. - Elements of a poster
- Illustrating actions through art using primary- secondary colours and/ or black and white gradations. - Creating a poster making good and bad choices for healthy life 21
Dates
Central Idea
Art
Assessment
Nov 28 - Jan 18
Simple machines improve our lives and make work easier.
- Cut and paste work - Print making - Create art work/ installations.
Use recycled material to make models of simple machines like a kaleidoscope. Illustrate own innovative machines and share their functions.
Feb 6 March 16
March 19 May 4
We communicate - Use colour to convey, mood in many different and emotion ways. - Understanding “mime art of communication�, improvisations and role play - Making communicating devices and models using various materials.
Creating own language/ script. Skit performances using self designed models of communication devices.
Organisms adapt - Landscape Landscape art showing varito suit different - Identify Symmetrical/ asymmet- ous organisms in their natural ecosystems. rical, form and shape environment. - Identify variety of lines, shapes, shades and textures in the environment (smooth, rough, straight, curved and thick, thin, light dark, bright, dull etc.) Texture- rubbing, relief
May 7 - June Communities - Famous Painters and their 22 provide services. work, Famous Art movements and art forms
Discussing and sharing the life and art work of the artist. Creating an art work inspired by the chosen artist.
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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 3- 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 3- 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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Chinese classes are streamed according to the ability level of the students. That is, it is not an agespecific class.
Teacher Jessica Year 3- Advanced 中文 学科综述：通过学习，学生能在人文地理方面都有进一步的认识和提高。学会正确使用标点符号，提 高生字词汇量，独立书写完整的句子和简单的文章，学会写各种类型的日记（心情日记、观察日记、 旅游日记等）。学会独立阅读各种文体的文章，能理解文章内容，并对文章做出客观的认识和评价。 Students will learn how to read and write different articles through their learning. They will learn words and phrases and how to use correct punctuation. The course will also help students obtain knowledge about historical human geography.
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Term 小学期 1
Theme 主题 四季美景 4 seasons
Content 内容 和主题课文相关的生字词语的积累； 四季描写的语句的背诵和积累； 理解文章所表达的对四季的情感并能独立发表自己的看法； 描写四季的古诗词的学习和积累； 能独立仿写，书写简单的关于四季的诗歌，学会写四季的观察日记。 Read different articles about 4 seasons, especially autumn. Learn different words to describe the 4 seasons and different sceanries we might expect, and how to express our feelings of 4 seasons. Students will complete activities in regard to plants and animals that are relevant to different seasons. Students will also earn to write poems , create rhymes and essays about seasons. Punctuation in these articles will be important . Students will learn how to read fluently and with emotion.
2
3
4
学习不同地区的不同风景特色； 美丽的各地 学会描绘性形容词的运用； 风景 和主题相关的生字词语的积累和书写； 理解景物描写的一些特色； Different 能尝试独立写简单的游记和旅游日记。 sights in different Read different articles about sights in different places places Learn adjective words to describe sights/places How to write articles introduce places of interest Write observation diaries 学校生活 School life
名人故事 Stories of famous people
学习中国传统的成语和寓言故事； 了解成语和谚语的意思； 正确书写成语和谚语； 能复述或用自己的语言表述成语和寓言故事； 简单的中国寓言故事和国外寓言故事对比学习； 学会灵活运用成语和谚语。 Chinese traditional stories and fables Know the meaning of fables and idioms Repeat and retell stories Compare the Chinese traditional story and foreign stories Learn how to use idioms and phrases 国内外的名人故事学习； 了解各个领域的杰出人物的故事（例：司马光砸缸）； 学习名人身上的独特品质和精神； 对人物故事，人物传纪产生一定兴趣。 Learn stories about famous people in different areas Know the mind and sprit of that famous person Show an interest in Biographies
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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
Oct 17- Nov 25
We need to keep our various body systems healthy.
Science Content - 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
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Dates
Central Idea
Science Content
Nov 28- Jan 18
Simple machines improve our lives and make work easier.
- Observe carefully in order to gather data - Identify or generate a question or problem to be explored - Interpret and evaluate data gathered in order to draw conclusions - Consider scientific models and applications of these models (including their limitations)
Feb 6- March 16
Organisms adapt to suit different ecosystems.
- Observe carefully in order to gather data - Identify or generate a question or problem to be explored - Plan and carry out systematic investigations, manipulating variables as necessary
March 19 – May 4
We communicate in many different ways.
- 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
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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
People move to different places for many reasons.
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
Oct 17- Nov 25 We need to keep our various body systems healthy.
Identify roles, rights and responsibilities in society
May 7- June 22 Communities provide services.
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 Identify roles, rights and responsibilities in society Assess the accuracy, validity and possible bias of sources 30
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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