The Primary Years Programme (PYP) Curriculum Handbook 2017.2018
Table of Contents
PAGE 3 Mission Vision Internationalism at Stratford Hall IB Mission Statement
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PAGE 4
Welcome to the Continuum
PAGE 5
Facilitating the Transition Between IB Programmes
PAGE 6
The IB Learner Profile
PAGE 7
Action and Service in the IB Continuum
PAGE 8
Welcome from the PYP Coordinator
PAGE 9
The Primary Years Programme
PAGE 10
Assessment
PAGE 13
Reporting
PAGE 14
Research and Resources
PAGE 15
Digital Literacy and Citizenship
PAGE 16
Program of Inquiry
Page 21
Specialist Areas
Who We Are Our Mission
Stratford Hall educates students to the highest global standards, through the programmes of the International Baccalaureate. Excellence and confidence are developed through a challenging academic curriculum with further emphasis on creativity, action and service. We foster a strong pluralistic community built on integrity and respect.
Our Vision
Stratford Hall strives to be a global leader in the International Baccalaureate community. Our students will gain a deep understanding of the world around them, and they will act on their connections to the outside community. They will excel to the best of their abilities, and graduates will be equipped to achieve their chosen goals. This is accomplished by acquiring and retaining the best teachers, and by a commitment to a balanced and enriched curriculum. The success of Stratford Hall is deeply rooted in the establishment of a supportive, knowledgeable and committed community.
Internationalism at Stratford Hall
At Stratford Hall, we agree that global citizenship is an integral part of education. To be a global citizen is to understand and promote basic human rights, to know the nature of our physical and social world, and to be aware that our actions impact others and the planet. This goal is best accomplished by knowing ourselves and knowing our place in the world through the cultural backgrounds of all members of our community. Through this knowledge, we strive for a level of empathy that will direct our actions.
Pluralism at Stratford Hall
Stratford Hall endeavors to be a pluralistic community that goes beyond just being diverse, instead taking our diversity and doing something with it. Beyond tolerance and acknowledgement lies pluralism; a place where we not only live around people of different cultures, but also actively learn from, appreciate, and incorporate their different communities, beliefs, and histories into our everyday lives and understandings of the world around us. It is being open and accepting to ideas and cultures without necessarily losing your own beliefs in an attempt to foster a school culture and climate in which all community members feel safe, accepted and respected.
International Baccalaureate Mission Statement
The International Baccalaureate Organization 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 IBO 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.
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Welcome to the Continuum As an IB Continuum school, Stratford Hall provides learners with a continuous educational programme that emphasizes the IB mission in action from Kindergarten through Grade 12. Rather than simply offering three distinct programmes, the continuum ensures that students are developing skills and attributes throughout their entire school experience that will prepare them to be life-long learners. An IB Continuum education: • centres on learners; • develops effective approaches to teaching and learning; • works within global contexts; and • explores significant content. Students of all ages come to school with combinations of unique and shared patterns of values, knowledge and experience of the world and their place in it. Promoting open communication based on understanding and respect, the IB encourages students to become active, compassionate, life-long learners. An IB education is holistic in nature—it is concerned with the whole person. Along with cognitive development, IB programmes address students’ social, emotional and physical well-being. They value and offer opportunities for students to become active and caring members of local, national and global communities; they focus attention on the values and outcomes of internationally minded learning described in the IB learner profile. These attributes represent a broad range of human capacities and responsibilities that go beyond intellectual development and academic success. They imply a commitment to help all members of the school community learn to respect themselves, others, and the world around them. IB programmes aim to increase access to the curriculum and engagement in learning for all students. Learning communities become more inclusive as they identify and remove barriers to learning and participation. Commitment to access and inclusion represents the IB learner profile in action. The IB learner profile brings to life the aspirations of a community of IB World Schools dedicated to studentcentred education. We: • create educational opportunities that encourage healthy relationships, individual and shared responsibility and effective teamwork and collaboration; • help students make informed, reasoned, ethical judgments and develop the flexibility, perseverance and confidence they need in order to bring about meaningful change; • inspire students to ask questions, to pursue personal aspirations, to set challenging goals and to develop the persistence to achieve them; and • encourage the creation of rich personal and cultural identities. As an IB Continuum school, Stratford Hall emphasizes learning how to learn, helping students interact effectively with the learning environments they encounter, and encouraging them to value learning as an essential and integral part of their everyday lives.
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Facilitating the Transition Among IB Programmes
The diagram below is taken from Towards a Continuum of International Education (September 2008). This diagram outlines the key features of the three IB programmes. IB Mission Statement
↓ IB Learner Profile
Nature
↓
↓
↓
PYP
MYP
DP
Framework
Inclusive
Inclusive
Aimed at preparing students for higher education
Organized around disciplines and interdisciplinary global contexts
Organized around disciplines with theory of knowledge connecting the disciplines
Internal assessment based on subject-specific criteria; schools can opt for external e-assessments
External moderation of internally assessed work and external examinations
Approaches to learning
Theory of knowledge
Service and action
Creativity, activity, and service
Support for mother-tongue development
Support for mother-tongue/best language development
Support for mother-tongue development: school supported, self-taught language A1 courses
School’s additional language from age five
Student’s additional language (language acquisition)
Structure Transdisciplinary units of inquiry
How the Internal assessment of all aspects programme is of a student’s learning assessed
Learning to learn
Transdisciplinary concepts and skills
Learning through Action experience
Language learning
Prescribed curriculum
Framework
Culminating experience that Exhibition synthesizes learning
Personal project
Student’s additional language (language B) Extended essay
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The IB Learner Profile The IB Learner Profile
The aim of all IB Programmes is to develop internationally-minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. The IB Learner Profile permeates every aspect of what we do, and it defines what IB learners—both teachers and students—strive to be. The IB has announced new changes to the Learner Profile, which include changing the language from “they” to “we”, and giving schools the option to replace the term “risk-takers” with “courageous”. At Stratford Hall, we embrace both changes, as using “we” rather than “they” creates more ownership of LP attributes, and the word “courageous” refines the value of the term “risk-takers” in a more well-rounded way.
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Inquirers
We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.
Knowledgeable
We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.
Thinkers
We use critical and creative thinking skills to analyze and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.
Communicators
We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.
Principled
We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.
Open-minded
We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.
Caring
We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.
Courageous/Risk Taker
We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.
Balanced
We understand the importance of balancing different aspects of our lives intellectual, physical, and emotional to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.
Reflective
We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.
Action and Service Action and Service in the IB Continuum
Action (learning by doing and experiencing) is an essential element of the IB. Service, at all programme levels, is viewed as a subset of action. In the PYP, it is expected that a successful inquiry-based learning process will lead to responsible student-initiated action. The PYP Action Cycle facilitates students to choose, act, and reflect upon appropriate action that will extend their learning and/or have a wider social impact. This looks different at each grade. Action in the MYP aims to help students develop a sense of self, and their role as responsible and contributing members in their community. Service as action is an expectation of students in the MYP and DP. As students advance to the DP, service as action is a fundamental component of Creativity, Activity and Service (CAS), a core element of the DP. Stratford Hall’s expectations at each grade level are outlined below. There are several potential benefits for students who engage in meaningful service as outlined below. At Stratford Hall, we categorize service engagement into three categories: one-time events, short-term commitments (1-2 weeks), and long-term commitments (at least two-month commitment). Potential benefits of service learning for students: • provides leadership opportunities, particularly for less outgoing students; • improved confidence, decreased insecurity and improved sense of self worth; • increased ability to maintain positive relationships, especially with adults; • develop more mature understanding of diversity and empathy for others; • increased willingness to take positive risks and initiative; • improved intellectual and cognitive ability; and • résumé building: universities and employers look for volunteer experience. To engage in service learning: • students must first self-examine to recognize their own interests and skills; • students must take the initiative to seek out and choose opportunities for themselves that connect to their interests and skills. Activities that are chosen for students can easily be perceived as pointless or as punishment; • service must be thought of as reciprocal in nature, where students have as much, if not more, to gain from the experience as those they serve; • service engagement needs to be meaningful (not passive); and • reflection is crucial as it helps students to recognize what they gained from the experience. Grade
Descriptor
Kindergarten to Grade 5
Action is nurtured within the school day, often as outcomes from curriculum. At the PYP level, service opportunities stem from the Action Cycle. Students initiate ideas to make a difference and take action at any time. Proposals are vetted by teachers and the Principal, and action is celebrated at assemblies.
Grades 6 & 7
Action is nurtured within the school day and facilitated through Connections and OEE. Students take a leadership role in the Junior School. They can initiate ideas that will make a difference and take action at any time. Proposals are vetted by teachers and the Principal, and action is celebrated at assemblies.
Grade 8
At least two, one-day events or one short-term commitment or one long-term commitment.
Grade 9
At least three, one-day events, or two short-term commitments or one long-term commitment.
Grade 10
At least two short-term commitments or one long-term commitment.
Grades 11 & 12
All service learning requirements are taken care of within the CAS program.
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Welcome to the PYP The children we teach today will shape the world of tomorrow. Their values, motivation and love for learning are all influenced by their education. As educators we have a duty to our students to teach and model good character, provide them with a strong set of life-skills, and ensure that they are informed about the world and all its wonders. The Primary Years Programme provides a framework for teaching this and Stratford Hall allows for it to all happen in an authentic and engaging learning environment. The units of inquiry encourage students to examine the world with a critical eye and take action to make it a better place. Throughout each unit, students develop skills that help them learn how to learn. Through the development of research skills they inquire into local and global issues connected to their unit of inquiry. With their social skills they work collaboratively in groups to discuss issues and make connections. Their thinking skills help them creatively think of solutions to problems they have discovered. Finally, the PYP Action Cycle encourages them to transform their thoughts into action. Stratford Hall has a unique culture of action. Students are encouraged to take their knowledge and do something with it. Throughout each year we hear stories of children donating their birthday money, holding lemonade stands to raise money for other children, donating books they don’t read anymore and working together as a class to create care packages that are given out to the Downtown Eastside during the holidays. This is what I love about this school: Students turning their learning into action and making a difference. We encourage you to support your child’s learning by engaging in conversation with them. Ask them questions about what they are learning and how it affects our local and global community. Help them think of the implications and challenge them to come up with solutions. This handbook will support those conversations by providing you with the approaches common to all grades across the Primary Years Programme, as well as an overview of the specialist areas. Teachers will provide families with an outline of the specific learning outcomes expected for their grade level during Meet the Teacher Night. You are invited to take advantage of other opportunities such as Parent Teacher Interviews, Parent Information Sessions, and Student Led-Conferences to strengthen your knowledge of the Stratford Hall PYP experience. I look forward to hearing about all the amazing learning experiences that take place this year and the action initiatives that authentically unfold. Please feel free to ask me questions about the programme or share the stories of your amazing child(ren): amanda.lempriere@stratfordhall.ca Here’s to the wonderful year ahead! Sincerely, Amanda Lempriere PYP Coordinator
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The Primary Years Programme (Students Aged 3-12 Years) The PYP focuses on the development of the whole child as an inquirer, both in the classroom and in the world outside. Students are supported in developing 21st century skills, using a constructivist approach where students build on prior knowledge. The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. They do this by demonstrating the IB Learner Profile. Features of the PYP Inquiry The leading pedagogical approach of the PYP is recognized as allowing students to be actively involved in their own learning and to take responsibility for that learning. Inquiry is the process that moves the student to a new and deeper level of understanding. It involves the synthesis, analysis and manipulation of knowledge, whether through play or through more formally structured learning. Inquiry can take many forms including: • Exploring, wondering, and questioning • Making connections between previous learning and current learning • Collecting data and reporting findings • Deepening understanding through the application of concept
• • • •
Making and testing theories Researching and seeking information Taking and defending a position Solving problems in a variety of ways
Concept-Driven Central to the philosophy of the PYP is the principle that purposeful, structured inquiry is a powerful vehicle for learning that promotes meaning and understanding, and challenges students to engage with significant ideas. Therefore, in the PYP there is a commitment to a concept-driven curriculum as a means of supporting that inquiry. The PYP provides a framework for the curriculum that includes eight key concepts as one of the essential elements: • • • •
Form: What is it like? Function: How does it work? Causation: Why is it like it is? Change: How is it changing?
• • • •
Connection: How is it connected to other things? Perspective: What are the pooints of view? Responsibility: What is our responsibility? Reflection: How do we know?
Expressed as open-ended questions, the eight key concepts provide the initial momentum and the underlying structure for the exploration of the content of the whole programme. Transdisciplinary The most significant and distinctive feature of the PYP is the six transdisciplinary themes. These themes are about issues that have meaning for, and are important to, all of us. The programme offers a balance between learning about or through the subject areas, and learning beyond them. The six themes of global significance create a transdisciplinary framework that allows students to “step up” beyond the confines of learning within subject areas. These themes are: Who We Are, Where we are in Place and Time, How We Express Ourselves, How the World Works, How We Organize Ourselves, and Sharing the Planet. Attitudes Highly congruent with the IB Learner Profile is a particular set of attitudes. These attitudes deeply affect the learning environments and the personal interactions that occur within them: • Appreciation • Enthusiasm • Commitment • Independence • Cooperation • Integrity • Creativity • Respect • Curiousity • Tolerance • Empathy
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Assessment The prime objective of assessment in the PYP is to provide feedback on student progress and the learning process. Teachers select assessment strategies and design assessment instruments to clearly reflect the particular learning outcomes on which they intend to report (generally the central idea and lines of inquiry from a unit of inquiry). Teachers employ a range of strategies for assessing student work that are differentiated to take into account the diverse ways that individual students understand their experiences. The PYP stresses the importance of both student and teacher self-assessment and reflection. Parents need to familiarize themselves with two kinds of assessments, formative and summative, and gain an understanding of what appropriate expectations would be for their children. Essentially, formative assessments are about the process of learning, and summative assessments indicate the product of learning. Formative assessment results are not recorded in mark books and are never used to create a final summative grade. Strong work on formative assessments and tasks will directly impact the final summative results. It is much like being an athlete or performer: without serious attention to practice, ultimate success is difficult to achieve, if not impossible. It is important that teachers identify what is formative and what is summative. Preparation by the student for either should be no different, but the pressure is off with the formative tasks. Making a mistake is not the end of the world, but part of healthy learning. Formative Assessment & PAWER Formative assessment is any activity that provides feedback to teachers and students about the process of learning. This might look like a conversation or it could come in the form of written feedback or even a quiz. On the report, the process of learning is reported using the PAWER scale. Unique to Stratford Hall, the acronym PAWER stands for Planning, Attitude, Work Habits, Effort and Self-Regulation, and describes the skills and executive functioning that students are developing as they progress through the grades. Teachers and parents use PAWER to support students in these areas at their particular grade level and identify areas of growth. We ask that parents become familiar with PAWER and use it as a valuable tool in guiding your children’s learning. Strong PAWER scores are the first criterion for indication of fit for the school. Focusing on one aspect of PAWER at a time will build the tools that are essential to learning. Planning • managing personal belongings • ready to start at the beginning of class Attitude • resolving disagreements between peers • working in groups; picking a group, identifying and assigning roles Work Habits • submitting work according to instructions • following instructions
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Effort • getting started on a task • staying focused on a task • problem-solving • on-task behaviour Self-Regulation • taking turns, sharing • asking for help • participation in discussions • managing transitions • awareness of personal space and surroundings
Assessment In Grades 4 and 5, students receive an assessment for PAWER in the same way as the Learner Profile: leading, practicing, emerging, not yet meeting expectations. We believe that the formative PAWER score should be more informative in many ways than the summative levels of achievement. In most cases there will be a fairly strong correlation between the two. We usually see students with PAWER scores leading and practicing scoring high on summative work; likewise, students who are scoring lower on PAWER are often achieving low scores on summative tasks. We occasionally see students with high PAWER scores and low summative levels of achievement. This may mean that the student is working hard and efficiently, but may have difficulty with that particular subject. We believe that the PAWER scale is the most important predictor of success in the IB Diploma programme. Summative Assessment K-3 From Kindergarten to Grade 3, summative assessments are made following each unit and are reported qualitatively (no marks are given) at published reporting periods. Summative Assessment 4-5 (based on the 1-7 IB Level of Achievement Scale) Summative levels of achievement are reported in Grades 4 and 5 based on an end-of-unit task. They are a snapshot of student achievement at that time, and not an average of performance over the term. Formative tasks are assessed throughout the term and do not directly impact the final grade; however, strong work on formative tasks will affect the final summative results. Summative tasks might include an oral or written presentation, oral or written test, or individual, partner, or group projects.
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Assessment Grades 4-7 Levels of Achievement for Reporting Summative Assessments (from MYP) Level 7
6 5 4 3
2 1
Descriptor Produces high-quality, frequently innovative work. Communicates comprehensive, nuanced understanding of concepts and themes. Consistently demonstrates sophisticated critical and creative thinking. Frequently transfers knowledge, extends in-class learning with personal self-motivated inquiries, often resulting in action projects and skills with independence and expertise in a variety of complex classroom and real-world situations. Produces high-quality, occasionally innovative work. Communicates extensive understanding of concepts and themes. Demonstrates critical and creative thinking, frequently with sophistication. Uses knowledge and skills in familiar and unfamiliar classroom and real-world situations, often with independence. Produces generally high-quality work. Communicates secure understanding of concepts and themes. Demonstrates critical and creative thinking, sometimes with sophistication. Uses knowledge and skills in familiar classroom and real-world situations and, with support, some unfamiliar real-world situations. Produces good-quality work. Communicates basic understanding of most concepts and themes with few misunderstandings and minor gaps. Often demonstrates basic critical and creative thinking. Uses knowledge and skills with some flexibility in familiar classroom situations, but requires support in unfamiliar situations. Produces work of an acceptable quality. Communicates basic understanding of many concepts and themes, with occasionally significant misunderstandings or gaps. Begins to demonstrate some basic critical and creative thinking. Is often inflexible in the use of knowledge and skills, requiring support even in familiar classroom situations. Produces work of limited quality. Expresses misunderstandings or significant gaps in understanding for many concepts and themes. Infrequently demonstrates critical or creative thinking. Generally inflexible in the use of knowledge and skills, infrequently applying knowledge and skills. Produces work of very limited quality. Conveys many significant misunderstandings or lacks under-standing of most concepts and themes. Very rarely demonstrates critical or creative thinking. Very inflexible, rarely using knowledge or skills. In the PYP, reporting on student growth and learning follows a timeline (please see the Junior School Family Handbook for further information). Parent-Teacher Interviews These meetings between teacher and parent(s) are meant as a time to touch base, share initial classroom observations, and to collaboratively discuss goals for the year ahead. Parents are invited to meet with each teacher and bring questions and comments in preparation for these conversations. Due to the large number of students taught by specialists, teachers of PE, Spanish, and music may not need to see all parents, but they will contact parents and schedule interviews as needed.
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Reporting Portfolio Portfolios are used as a tool for the authentic assessment and demonstration of student learning and growth over time;they are evidence of the process and products of learning. A portfolio may take a digital or hard copy format, and will usually include pieces such as: • • • • • • • • • •
Graphic organizers, Planning sheets/organizers, Rough drafts, Edited and revised drafts, Final/published drafts, Formative and Summative assessments, Checklists, Rubrics, Success Criteria, Teacher and student feedback.
Depending on the grade, student portfolios will be shared with families in a variety of ways throughout the year. More details regarding the specific structure will be covered by homeroom teachers at Meet the Teacher night in September. Students benefit from sharing their portfolios as they: • develop accountability for their learning • are actively involved in reporting their progress • gain greater commitment to school work and learning • build self-confidence and self esteem • practice student-parent communication and critical thinking skills • learn to be reflective • analyze and assess their own work • describe the work that they are doing, their strengths and weaknesses • work with parents/guardians to set positive goals and a plan of action • demonstrate process, not just products • Parents benefit as they: • receive a variety of information about their child’s learning and skills • see their child’s work and thinking first-hand • have an opportunity to help their student set positive goals • are an active participant in their child’s learning Written Reports These formal documents are distributed at the end of each term, and report on student achievement and areas of growth in all subject areas (including specialty subjects). They also comment on the extent to which the student exhibits each of the learner profile traits. Culminating Project: Exhibition In their final year of the PYP (Grade 5), students participate in a culminating project: the PYP Exhibition. This requires that each student demonstrate engagement with the five essential elements of the programme: knowledge, skills, concepts, attitudes and action. It is both a transdisciplinary inquiry conducted in the spirit of personal and shared responsibility, as well as a summative assessment activity that is a celebration and rite of passage from the PYP into the MYP. The Exhibition occurs within the sixth unit of inquiry, and while all students work under the same theme, this is an opportunity for individual students and groups to develop their own inquiry according to their personal passions and interests, from which they form their own central ideas and lines of inquiry.
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Research and Resources Approach to Teaching Research
The development of skills in research and information literacy are embedded into all areas of the curriculum. Beginning in Kindergarten and spiraling through to Grade 5, students are taught the essential research skills necessary to become power researchers. As an overview, we recognize three key aspects of this learning: purposeful searches, organizing and making sense of found information, and collaboration with others. Firstly, students will learn how to do purposeful searches such as narrowing the search scope to improve the quality of information they find both on the web and in print. Students learn how to gather relevant information from various sources, and then assess the credibility and accuracy of each source. This includes providing students with opportunities to learn how to connect with experts in their own community and beyond. And, once connected, how to properly navigate and make sense of the resources they find. A second priority in the development of strong research skills is students’ ability to effectively organize the information and make sense of what they have read. Once information has been gathered, synthesizing information from various sources is an essential skill students will develop as they move up through the grades. As they do, they will learn how to use information to formulate their own opinions about the world. A third component to being a strong researcher is the ability to effectively and positively collaborate with others. Students will be required to share what they have learned with their own community of learners as well as a more global community. Research skills, which include information literacy and web literacy, are designed to prepare the students to feel confident and thrive in an information saturated world, no matter what changes in technology lie ahead. Students will experience the stages of the research cycle in various contexts. For instance, they may need to research an aspect of a particular graphic style before beginning an art activity, a setting for a creative writing task, or health and wellbeing as part of a physical education activity. Our approach aims to strengthen students’ research skills across all disciplines. Becoming a sophisticated researcher in today’s rich digital environment requires students to become researchers of text and media in its diverse forms such as books, television, email, the web, etc. Furthermore, the importance of online safety and developing critical thinking skills when researching are essential aspects of conducting research online.
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digital literacy and citizenship Digital Literacy & Citizenship It is important that students begin to understand the architecture (the grammar and the strategies) of the Internet in order for them to navigate it safely and responsibly. Teaching digital literacy skills and exposing students to various digital learning tools aims to inspire creativity, enhance skills as writers, and encourage personal expression and innovation. Because digital technology is constantly evolving, the focus is not on teaching the tools themselves, but on teaching our students to critically assess the tools. Students are then better able to choose the appropriate tool (digital or not) to extend and transform their learning and share what they have learned more creatively. Themes of academic honesty and the appropriate use of technology are investigated under the umbrella of the Learner Profile in order to develop a deeper understanding of students’ social and moral responsibilities online. Digital citizenship is taught through the broader curriculum. We believe it is important to teach children to be aware of their digital footprint, and that computers and technology are tools for creation rather than just for consumption. Students will learn how to think when they use the internet, and will learn the grammar and strategies of the web. Students learn about the concept of academic honesty and the importance of respecting the creative works of others by giving credit where due and asking permission to use the works of others when necessary. As students move into the MYP and DP, their understanding of what it means to maintain their academic integrity becomes more sophisticated.
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Units of Inquiry and Stratford Hall’s Program of Inquiry Units of Inquiry Each year in the PYP, students complete six units of inquiry. These units are transdisciplinary in nature and build each year on the same six themes. Our Program of Inquiry fosters critical thought and an inquisitive mind. It encourages Stratford Hall students to investigate, question and analyze what they are learning. In order to look at a problem from all sides, students are expected to appreciate different perspectives through a variety of media. This means that wherever possible, curriculum subjects including science, social studies, personal planning, language arts, fine arts, Spanish, math, and OEE are integrated into the central ideas of the units. Mathematics In the PYP, mathematics is understood as a language that is intentionally developed during each year of the program. As in Spanish and English, fluency in mathematics is developed through repeated practice of specific skills and application of the acquired skills in authentic situations. In the case of mathematics, the skills developed include computation, problem-solving, reasoning and communication. All classes have time in their schedule devoted to mathematics during which the homeroom teacher works with students to develop the content knowledge specified in the BC curriculum standards and the IB standards. Mathematics concepts and skills are also integrated into the units of inquiry, allowing students to transfer what they have learned in their mathematics class to their work in other subject areas. In keeping with the PYP philosophy, inquiry is at the heart of math instruction. As such, teachers employ a variety of approaches and tools. These include collaborative learning, hands-on centres, play-based learning, iPad apps, online practice platforms, and experiential learning through the use of manipulatives. Learning is solidified through exercises completed in class or at home. In order to prepare students for math in the MYP, assessments in the PYP are designed to measure knowledge and understanding as well as communication, pattern recognition, and applications to real-life situations. As in their other subject areas, students are encouraged to be creative, courageous and flexible in their approach to mathematics. They will be introduced to a variety of strategies and methods so that they can reflect on which ones work best for them or are best-suited to specific situations. Similarly, students are encouraged to develop and maintain a growth mindset, understanding that all students are able to learn math and all students can be challenged in mathematics. Because our mathematics program is designed to address multiple dimensions – communication, pattern recognitions and application in addition to knowledge and understanding – all students can be challenged within the regular classroom. As such, mathematics instruction is not streamed, nor are students accelerated.
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Units of Inquiry and Stratford Hall’s Program of Inquiry Literacy All learning engagements and unit of inquiry experiences in the PYP work to build a strong foundation of literacy skills with the goal of fostering a love of reading, writing, speaking, and learning. Reading and viewing, writing and representing, and oral language (speaking and listening) are integrated in all subject areas in each year of the program to ensure that students are taught a wide range of skills, including: grammar, spelling, reading comprehension, reading and writing fluency, speaking and responding, informational and visual literacy. Students in the PYP experience a comprehensive literacy program that includes a balance of skills, strategies, and tools, materials and resources, and types of interaction. Informed by student interest and ability, activities may be differentiated to include guided, independent, shared, and home reading; literature circles; discussion and presentation; as well as creative and formal writing. Time is set aside to allow for the development of these skills which are further honed as students apply them in meaningful and authentic tasks within their units of inquiry. Regular practice exercises in reading, writing and speaking are completed in class and are often continued at home. Assessment tasks in the PYP, especially in Grade 5, are designed in order to prepare students for the MYP. There are a number of resources upon which teachers and students draw. The PYP library includes books covering a wide range of topics at a variety of reading levels. Students have regular opportunities to select materials appropriate to their reading level and interests, and are guided to extend their choices to more challenging options. Digital resources are available, including databases, articles, videos, and images; online platforms for mind-mapping and typing; as well as applications for printing and writing. While all instruction is delivered by the homeroom teacher, all teachers are language teachers and support literacy development in their subject areas.
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Theme
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Who We Are
Friendship (1)
Actions (1)
Balance (1)
Persuasion (5)
Beliefs (3)
Body Systems (1)
An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.
Key concepts: Causation, Connection, Responsibility
Key concepts: Form, Function, Connection, Causation
Key concepts: Function, Responsibility, Reflection
Key concepts: Change, Perspective, Responsibility
Key Concepts: Connection, Reflection, Perspective
Key concepts: Function, Connection, Responsibility
Related Concepts: Friendship, Relationships, Families
Related concepts: Choice, Interaction, Identity, Cooperation
Related concepts: Health, Fitness, Balance, Choice
Central Idea: Behaviour affects relationships.
Central Idea: Our words and actions impact others.
Lines of inquiry: Making and keeping friends Who I am Communicating with others
Lines of inquiry: What it means to be caring and a communicator Small actions and big actions How we can make a difference
Lines of inquiry: Building and maintaining selfesteem Taking care of your body Managing yourself
Traditions (3)
Symbols (3)
Key concepts: Form, Perspective, Reflection
Key concepts: Causation, Perspective, Connection
Where We Are in Place and Time An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the inter- connectedness of individuals and civilizations, from local and global perspectives.
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Related concepts: Beliefs, Celebration, Community, Culture, Values, Identity, Tradition Central Idea: Our traditions reflect the connections between us. Lines of inquiry: The elements of a tradition Similarities and differences between traditions The cultural influence of traditions
Related concepts: Community, Interdependence, Responsibility, Contribution Central Idea: Symbols can represent our histories. Lines of inquiry: What a symbol is Our family journey Symbols that represent us Symbols of our country
Central Idea: Achieving balance is affected by our choices.
Related Concepts: Feeling, Creativity, Communication, Persuasion, Culture, Choices Central Idea: Persuasion can influence our beliefs and actions.
Related concepts: Beliefs & Values, Celebration, Culture, Tolerance, Identity
Related concepts: Systems, Interdependence, Nutrition, Disease
Central Idea: Our Central Idea: Religion physical and mental offers us different health affect our body perspectives. systems.
Lines of inquiry: The use of persuasive strategies in advertising Making responsible choices for the things we buy Persuasive writing and speaking
Lines of inquiry: The diversity of religions around the world The origins of our beliefs, values and traditions Being open-minded to different beliefs and values
Lines of inquiry: The organ systems of the human body Affects to our organ systems Our responsibility to take care of our bodies
Design (4)
First Peoples (4)
Exploration (4)
Migration (5)
Key concepts: Function, Responsibility, Reflection, Perspective
Key concepts: Causation, Connection, Reflection
Key concepts: Form, Change, Perspective
Key concepts: Change, Perspective, Responsibility
Related concepts: Invention, technology, Technological advances Central Idea: Design thinking leads to innovation. Lines of inquiry: Design thinking and innovation Past and present designers The impact of innovations on the world around us
Related concepts: Trade, Migration, Motivation, Interaction, Contribution, History, Exploration
Related concepts: Oral histories, traditions, the value of the well-being of self, land, spirits and ancestors, community Central Idea: Discovery and Central Idea: exploration impact Indigenous culture. communities are organized to meet the Lines of inquiry: needs of their society. The reasons people explore, then and Lines of inquiry: now The relationship Some explorers who between indigenous mapped the world, culture and the land their routes and Characteristics of discoveries various indigenous How early settlers cultures in Canada adjusted and adapted How learning about The interactions indigenous peoples between explorers nurtures cultural and indigenous awareness and peoples reconciliation
Related concepts: Migration, Immigration, Community, Citizenship Central Idea: Migration affects people and places. Lines of inquiry: How social, political and economic events impact immigration Understand the experience of moving to a new country Our family stories of migration
Theme
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
How We Express Ourselves
The Arts (5)
Creating Stories (5)
Storytelling (5)
Sound (2)
Light and Colour (6)
Key concepts: Form, Perspective, Reflection
Key concepts: Form, Perspective, Connection
Key concepts: Connection, Perspective
Related Concepts: Texture, Form, Line, Colour, Creativity, Feeling, Aesthetic
Related concepts: Imagination, Character, Setting
Related concepts: Character, Identity, Expression, Attitude, Feeling
Key concepts: Connection, Perspective, Reflection
Key Concepts: Function, Perspective, Reflection
Performing Arts (5) (Exhibition)
Related Concepts: Composition, Expression
Related concepts: Relationship, Expression, Mood
Central Idea: We use music to express ourselves and to be creative.
Central Idea: Light and colour can be manipulated to express ideas.
Lines of inquiry: How sounds are created and heard The significance of sounds and music from different cultures How music is used to express images, feelings and thoughts
Lines of inquiry: Exploring the scientific properties of light and colour The use of light and colour to create mood in the Arts How light and colour is used in a variety of genres
Space (1)
Climate (2)
Migration (5)
Key concepts: Causation, Connection
Key concepts: Function, Causation, Change, Responsibility
Key concepts: Form, Function, Connection
An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs, and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.
How the World Works An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.
Central Idea: Central Idea: We can Different pieces fit express ourselves together to make a artistically in many story. different ways. Lines of inquiry: Lines of inquiry: Parts of a story Expression through The retelling of many different forms stories The elements of Comparing and design and art contrasting stories Translating our own The writing process ideas in different ways
Central Idea: Stories express ideas about our world. Lines of inquiry: Reasons stories are told Messages told in stories How stories express cultural and personal beliefs and values Different forms that stories take
Five Senses (6)
Forces (4)
Key concepts: Function, Connection, Perspective
Key concepts: Form, Key concepts: Function, Causation Causation, Change, Connection Related concepts: Energy, Force, Related concepts: Motion Interaction, Discovery Central Idea: Forces can slow down or Central Idea: speed up movement Change happens all around us. Lines of inquiry: Common types of Lines of inquiry: forces Changes in the Motion and changes properties of matter in motion How numbers How forces change are happening Changes in our everywhere environment
Related concepts: Survival, Perception, Interpretation Central Idea: Humans and animals use their senses to thrive and survive in the world. Lines of inquiry: The body parts related to the five senses The connection between the senses Specific senses are used in different situations
Transformation (2)
Related concepts: Technology, Energy, Force, Discovery, Exploration
Related concepts: Climate, Cycle, Pattern, Environment, System
Central Idea: Weather and climate affect our everyday Central Idea: lives. Discovery and exploration impact Lines of inquiry: culture. Our solar system Lines of inquiry: How technology is used to study and The different types observe space of weather and how The significance of they work recent discoveries in Different climate space patterns around the world How human actions are connected to weather and climate change
Key concepts: Function, Perspective, Reflection, Connection Related concepts: Aesthetic, Expression, Communication, Creativity Central Idea: People communicate through the performing arts. Lines of inquiry: Ways to represent our learning Elements of design Appreciation of aesthetic
Related concepts: Momentum, Interdependence, Revolution, Motion, Force, Energy Central Idea: Machines are devices that transfer force and energy. Lines of inquiry: How we use machines How simple machines function Mechanical advantage Design and ingenuity using simple machines
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Theme
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
How We Organize Ourselves
Shelter (4)
Community Jobs (2)
Community (3)
Cause and Effect (3)
Interactions (5)
Governance (3)
Key concepts: Form, Function, Causation
Key concepts: Form, Function, Connection, Responsibility
Key concepts: Form, Function, Connection
Key concepts: Causation, Change, Connection
Key Concepts: Form, Connection, Perspective, Reflection
Key concepts: Function, Perspective, Responsibility
An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decisionmaking economic activities and their impact on Humankind and the environment.
Sharing the Planet An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.
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Related Concepts: Survival, Habitats, Needs
Related concepts: Role, Job, System, Duties, Relationships
Central Idea: Shelters are designed to meet Central Idea: Jobs our needs. help to build a community. Lines of inquiry: What a shelter is Lines of inquiry: Why shelters vary Duties of people in the around the world community and the Needs vs. Wants tools they use How jobs can be connected How passions connect to job choice
Reduce, Reuse, Recycle and Rethink (2) Key concepts: Change, Reflection, Responsibility Related concepts: Sustainability, Environment, Choice Central Idea: Our choices affect the environment. Lines of inquiry: Our responsibility to the environment Reducing, reusing and recycling Rethinking our choices
Insects (6) Key concepts: Form, Function, Causation, Connection, Responsibility
Related concepts: Relationships, Identity, Environment, (Landforms/Mapping), Expression
Related Concepts: Community, Population, Migration
Central Idea: A community is formed through relationships between people and the environment.
Central Idea: Our actions have an effect on others, our community and our world.
Lines of inquiry: Diverse characteristics of communities How a sense of community is formed Geographical features of communities How people’s actions affect the environment in a community
Lines of inquiry: Cause and effect Physical and human geography How a small action can make a big difference Canadian geography
Populations ans Relationships (6) Key concepts: Causation, Connection, Responsibility
Related concepts: Interdependence, Related concepts: Habitat, Survival, Cycle Environment, Systems, Adaptations, Cycles, Central Idea: Insects Balance have an impact on our environment. Central Idea: Animals and humans are Lines of inquiry: interconnected. The characteristics of insects Lines of inquiry: How insects can help The life cycle of or harm our world animals Our responsibility to The relationship living things between animals and humans Ways to help animals
Related concepts: Conflict, Interaction, Interdependence, Civilization, Community, Off-theland, Balance Central Idea: Human interactions can create opportunities and challenge.
Related concepts: Authority, Community, Power, Control, Freedom Government Central Idea: Government systems and decisions can promote or deny social justice.
Lines of inquiry: Greater implications of increased settlement The continuing effect of residential schools Truth and reconciliation
Lines of inquiry: Levels of government, their main functions and sources of funding Participation and representation in different systems The rights and responsibilities in a democracy
Plants (6)
Water (1)
Natural Resouces (4)
Key concepts: Function, Connection, Responsibility
Key concepts: Causation, Connection, Responsibility, Reflection
Key concepts: Causation, Responsibility, Change
Related concepts: Sustainability, Cycle, Environment Central Idea: Plants are essential to life on Earth. Lines of inquiry: The characteristics and life cycles of plants Sustainability The process of pollination
Related concepts: Sustainability, Survival, Dispersion, Equity, Disease Central Idea: Water is a vital resource in our world. Lines of inquiry: All living things depend on water The ways water is used throughout the world Protecting our water resource
Related concepts: Interaction, Environment, Sustainability, Scarcity, Equilibrium, Trade Central Idea: Humans use natural resources, which has an impact on the environment Lines of inquiry: Resources and economic development in different regions Sustainability, exploitation, conservation and consumption Civic engagement
Specialist Areas Spanish In Kindergarten and Grade 1, Spanish acquisition exposes students to meaningful language experiences and encourages them to participate through play and exploration, without explicit grammar instruction or translation. Spanish learning in Grades 2-5 builds on the foundation of the earlier years as students begin to discover and apply language conventions; learners benefit from explicit focus on form (mechanics and grammar) linked to meaningful experiences. In all grades, Spanish is intentionally linked to units of inquiry and students are given numerous opportunities to practise and use the language in meaningful ways. Assessment Assessment opportunities may include, but are not limited, to the following: • Oral: song, dialogue, interview, skit, telephone conversation, report, play, infomercial. • Written: paragraphs, questionnaire, poster, brochure, timeline, document, email. • Visual: drawing, artifact, map, mask, self-portrait, comic strip, graphic organizer, chart. Supporting learning at home: • Encourage your child to tell you about Spanish classes: words, songs, dances. • Encourage your child to ask questions during class. • Read the Spanish notices with your child. • Purchasing a Spanish Picture Dictionary is not required; however, it can be helpful to have one at home for reference or to practice with your child. • Encourage your child to visit and borrow resources from the PYP library and the public library. Physical Education In the PYP, the approach to physical education is holistic, and focuses on physical literacy: the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life. Physical literacy is an inclusive concept that is accessible to all, and represents a unique journey for each individual. It can be cultivated and enjoyed through a range of experiences in different environments and contexts. Physical literacy includes four essential and interconnected elements whose relative importance may change throughout life: • • • •
motivation and confidence (affective); physical competence (physical); knowledge and understanding (cognitive); and engagement in physical activities for life (behavioural).
We provide students with a variety of movement experiences that help develop a large movement vocabulary, which is proven to reduce injury and increase physical activity levels. As students develop their movement vocabulary, they will have opportunities to utilize skills in a variety of contexts and combinations.
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Specialist Areas Assessment Assessment may involve student self and peer assessments based on direct observations of their interactions as well as their understanding, application and performance of strategies and skills obtained throughout the units. Reports will comment on students’ level of participation, effort, communication and cooperation (reflected in the PAWER score in Grades 4 and 5), as well as their performance and application of skills and strategies learned during each unit (summative). PE Attire Students in Kindergarten and Grade 1 are not required to have PE uniforms. While students in Grades 2-5 typically change for each class, there will be, on occasion, modifications to the PE uniform based on the weather and activity. Wearing appropriate clothing for exercise enables students to participate more fully and safely. For more details on the PE uniform, please see the family handbook or the Stratford Hall website. Outdoor and Experiential Education (OEE) in Grade 4 and 5 Outdoor and Experiential Education (OEE) in Grades 4 and 5 is not summatively assessed, but is a chance for students to develop their learner profile through an introduction to many recreational activities available in our area. Students are expected to demonstrate a positive attitude resulting in a fun experience with new sports and challenges, both indoors and out. The goal of OEE in the younger grades is to develop a basic level of competency; as students continue throughout the MYP, they develop skills and competencies resulting in certifications in the older grades. Students are expected to have an open mind to new activities, and to challenge themselves by taking positive risks in safe and supervised activities. Students try a variety of activities including: • • • • • • • •
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Rock-climbing Dragon Boating Kayaking Ice Skating Cross-Country Skiing Hiking Snowshoeing Over-night Camping
Specialist Areas Music The music program is designed to include all children through active participation. It stretches those with knowledge of fundamental skills and introduces others to basic concepts, while encouraging all students to reach their maximum musical potential. At each grade level, students become part of a musical community. They learn that music involves many roles and that success is achieved only through listening and responding, giving and receiving. This aspect of music class helps students in all other subject areas because it is all about working together with others to create something special. Students learn fundamental music skills in rhythm, melody, form, textures, and improvisation. They learn best by doing things themselves, and, in music, this means they are all composers! Once given the tools and basic skills, a student can take an idea and turn it into an original piece of music, finding expression for his or her own individuality. Students make connections and practice their skills in dance and movement, speech and drama, singing, and by playing instruments. Music class also gives students opportunities to display their work, talent, and personality. Performances in class, school assemblies, and at special events allow students to show off their hard work and talent. It helps to create positive selfconcepts and build self-esteem. Children are able to show appreciation for each other while celebrating their own successes. Making music is a creative process and a significant discipline in its own right. We encourage children to become musicians who are reflective and genuinely interested in participating. Through formal and informal performances the students share their understanding with their teachers, peers, and families. School concerts are one snapshot of the students’ creative process. We hope that students will become lifelong learners and find in their music, a way to take action through the arts, make a difference in the world and express thoughts and feelings that cannot be shown through words alone. Assessment Through anecdotal observation, tests, and self evaluation, these aspects of each student’s experience in music class will be assessed: • Understanding of concepts • Demonstration of skills • PAWER • Individual/class/group participation
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Specialist Areas Design The aim of Design class is to foster a culture of design thinking and to teach the creative thinking skills that will empower students to solve problems. Design thinking classes are interdisciplinary and serve to extend the inquiry already taking place in the classroom. As designers, students move from empathy to action while developing skills as collaborators, researchers, problem finders and problem solvers, risk takers, creators and innovators. The emphasis varies amongst the grades depending on the inquiry focus. One class may use the time to make, invent and tinker. Another class might work through an action project that involves service learning. Grade 5 students are introduced to the design cycle of the MYP as preparation for their transition to Grade 6. Classes connect directly to the concepts and skills taught in the Programme of Inquiry and allow students to make sense of and solidify what they have been learning about in class. For example, playing with squishy circuits helps to understand the concept of cause and effect, circuitry and computational thinking. Teaching beliefs/ Learning Theories that support Design • Children learn through making sense of information by making, talking and creating. • Learning is most effective when part of an activity, constructing a meaningful product and using manipulative materials. • Making (the active role construction plays in learning) is a way of documenting the thinking of the learner in a shareable artifact. • Making + making things better (iteration) = leads to understanding. • Tinkering, as defined by Papert Papert, is a source of ideas and models for improving the skill of making (and fixing and improving) mental constructions. • Learning occurs when you take what you know and you combine it with new info and experiences and try to make sense out of it all. • Students learn by fitting the pieces of the puzzle together to make new knowledge. • Learning is socially constructed - we learn by listening, working, and talking to others (cementing knowledge). • Inquiry begins with what students want to know and the thing they wonder about. This drives their desire to learn. Design also supports the development of students’ PAWER skills, and provides another the opportunity to exercise other foundational skills.
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Applied Skills
Core Competencies
Learning Mindsets
Research skills
Collaboration
Resilience
Digital literacy skills
Critical and Creative Thinking
Flexibility
(Computational) Thinking Skills
Communication
Optimism
Social Responsibility Personal Awareness and Responsibility
Persistence / Perseverance
Positive Personal and Cultural Identity
Mindfulness
Determination
Empathy
3150 Commercial Drive, Vancouver, B.C. Canada V5N 4E3 Tel. (604) 436-0608 Fax. (604) 436-0616