2016-2017 Primary Years Programme Curriculum Handbook by Stratford Hall

The Primary Years Programme (PYP) Curriculum Handbook 2016.2017

Table of Contents

PAGE 3 Mission Vision Internationalism at Stratford Hall IB Mission Statement

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 16

Program of Inquiry

PAGE 20

Specialist Areas

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.

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.

Welcome to The Continuum As an IB continuum school, Stratford Hall provides learners with a continuous educational program 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, lifelong 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.

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

Framework

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

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.

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 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). • 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.

Welcome to the PYP My daughter Layla is four and loves to ask: “What’s that?” Pointing at a mountain in the distance, a tiny piece of sea glass on the beach or a radish on her dinner plate: “What’s that?” I’m always reminded in these conversations just how magical and intriguing the world can be to child. This is why experiencing the Primary Years Programme (PYP) in action at Stratford Hall is so inspiring. Being a classroom PYP teacher myself for many years, I have seen how the units of inquiry really cater to the “what’s that” that so many students thrive on. I believe that the culture of wonder, research and invention we have created at Stratford Hall adds depth to our students’ inquiry experience. I would encourage you to chat regularly with your child(ren) about what they are inquiring into, making connections with your own experience, along with current events in the global or local (“Glocal”) community. Here are some questions you can ask to start the conversation: • What is the central idea of your current unit of inquiry? • What have you been wondering about so far during this unit? • Does this topic remind you of something you have read or heard about before? • Where could we find more information about this (library, speaking to an “expert,” internet resource, newspaper or magazine)? • Does this topic inspire you to take action at school or in the community? What could we do? The intention of this handbook is to help add context to these 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. This certainly does not replace the importance of keeping up a regular dialogue with your child(ren)’s teachers about what inquiry and learning looks like in their classroom. 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 am a proud member of the Stratford Hall community and would love to hear from you! Please feel free to touch base at any time: casey.turnpenny@stratfordhall.ca. Cheers to a fantastic year ahead! Sincerely,

Ms. Casey Turnpenny PYP Coordinator

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 a 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 points 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.

The Primary Years Programme 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 Commitment Cooperation Creativity Curiosity Empathy

• • • • •

Enthusiasm Independence Integrity Respect Tolerance

Assessment The prime objective of assessment in the PYP is to provide feedback on 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.

PAWER & Formative Assessment

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

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

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 mark. In most cases there will be a fairly strong correlation between the two marks. 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 marks. 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 marks are given 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.

Grades 4â&#x20AC;&#x201C;7 General Grade Descriptors for Reporting Summative Assessments (from MYP) Level

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 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 understanding of most concepts and themes. Very rarely demonstrates critical or creative thinking. Very inflexible, rarely using knowledge or skills.

Reporting 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.

Student-Led Conferences

Arranged through the homeroom teachers in the PYP, studentâ&#x20AC;&#x201C;led conferences are a unique time for PYP students to walk their parents or guardians through what they have been learning at school, and to highlight their personal growth, challenges and achievements. Students will guide their parents or guardians through the contents of their portfolio, discussing the objectives of each included item and indicating their successes and room for growth; often, goals are set for the following term. Teachers are present, but stand apart from the conferences. More details regarding the specific structure of the conferences will be covered by homeroom teachers at Meet the Teacher night in September.

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 central ideas and lines of inquiry.

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 studentsâ&#x20AC;&#x2122; 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 well-being as part of a physical education activity. Our approach aims to strengthen studentsâ&#x20AC;&#x2122; research skills across all disciplines. Becoming a sophisticated researcher in todayâ&#x20AC;&#x2122;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.

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 studentsâ&#x20AC;&#x2122; 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. For further information, please see the Stratford Hall Academic Honesty policy that MYP and DP students are expected to sign early on each school year: https://drive.google.com/a/stratfordhall.ca/file/d/0B6i7Sylx2YP5QllOQzdWT1RQVnM/view?pli=1

Units of Inquiry and Stratford Hallâ&#x20AC;&#x2122;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 â&#x20AC;&#x201C; communication, pattern recognitions and application in addition to knowledge and understanding â&#x20AC;&#x201C; all students can be challenged within the regular classroom. As such, mathematics instruction is not streamed, nor are students accelerated.

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.

Theme Who We Are 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.

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 interconnectedness of individuals and civilizations, from local and global perspectives.

Kindergarten

Grade 1

Grade 2

Friendship (1)

Actions (1)

Balance (1)

Key concepts: Causation, Connection, Responsibility

Key concepts: Form, Function, Connection, Causation

Key concepts: Function, Responsibility, Reflection

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.

Central Idea: Achieving balance is affected by our choices.

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 self-esteem Taking care of your body Managing yourself

Traditions (3)

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.

Key concepts: Causation, Perspective, Connection

Key concepts: Function, Responsibility, Reflection

Related Concepts: Beliefs, Celebration, Community, Culture, Values, Identity, Tradition

Related Concepts: Community, Interdependence, Responsibility, Contribution

Related Concepts: Invention, technology, Technological advances

Central Idea: Our traditions reflect what is important to our family and community.

Central Idea: Symbols can represent our histories.

The Arts (5)

Storytelling (5) 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

Central Idea: Different pieces fit together to make a story.

Central Idea: Stories express ideas about our world.

Lines of inquiry: Parts of a story The retelling of stories Comparing and contrasting stories The writing process

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)

Transformation (2)

Key concepts: Function, Connection, Perspective

Key concepts: Form, Function, Causation

Key concepts: Causation, Change, Connection

Related concepts: Survival, Perception, Interpretation

Related concepts: Energy, Force, Motion

Related concepts: Interaction, Discovery

Central Idea: Humans and animals use their senses to make sense of the world.

Central Idea: Forces can slow down or speed up movement.

Central Idea: Change happens all around us.

Lines of inquiry: Common types of forces Motion and changes in motion How forces are happening everywhere

Lines of inquiry: Changes in the properties of matter How numbers change Changes in our environment

Lines of inquiry: The body parts related to the five senses The connection between the senses Specific senses are used in different situations

Creating Stories (5)

Lines of inquiry: Design thinking and innovation Past and present designers The impact of innovations on the world around us

Key concepts: Form, Perspective, Connection

Lines of inquiry: Expression through many different forms The elements of design and art Translating our own ideas in different ways

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.

Lines of inquiry: What a symbol is Our family history Symbols that represent us Symbols of our country

Central Idea: Design thinking leads to innovation.

Key concepts: Form, Perspective, Reflection

Central Idea: We can express ourselves artistically in many different ways.

How the World Works

Design (4)

Key concepts: Form, Perspective, Reflection

Lines of inquiry: The elements of a tradition Similarities and differences between traditions The cultural influence of traditions How We Express Ourselves

Symbols (3)

How We Express Ourselves 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.

Grade 3

Grade 4

Grade 5

Persuasion (4)

Beliefs (3)

Body Systems (1)

Key concepts: Change, Perspective, Responsibility

Key concepts: Connection, Reflection, Perspective

Key concepts: Function, Connection, Responsibility

Related Concepts: Feeling, Creativity, Communication, Persuasion, Culture, Choices

Related concepts: Beliefs & Values, Celebration, Culture, Tolerance, Identity

Related concepts: Systems, Interdependence, Nutrition, Disease

Central Idea: Persuasion can influence our beliefs and actions.

Central Idea: Religion offers us different perspectives.

Central Idea: Body systems play a role in our physical and mental health.

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 Systems that allow organisms to survive in their environment Our responsibility to protect our bodies

Cause and Effect (3) Key concepts: Causation, Change, Connection

Exploration (4)

Migration (5)

Key concepts: Form, Change, Perspective

Key concepts: Change, Perspective, Responsibility

Related concepts: Community, Population, Migration

Related concepts: Trade, Migration, Motivation, Interaction, Contribution, History, Exploration

Related concepts: Migration, Immigration, Community, Citizenship

Central Idea: Our actions have an effect on others, our community and our world.

Central Idea: Discovery and exploration impact culture.

Lines of inquiry: Cause and effect Physical and human geography How a small action can make a big difference

Lines of inquiry: The reasons people explore, then and now Some explorers who mapped the world, their routes and discoveries How early settlers adjusted and adapted

Sound (2)

Light and Colour (6)

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

Performing Arts (6) (Exhibition)

Key concepts: Connection, Perspective, Reflection

Key concepts: Function, Perspective, Reflection

Key concepts: Function, Perspective, Reflection, Connection

Related concepts: Composition, Expression

Related concepts: Relationship, Expression, Mood

Related concepts: Aesthetic, Expression, Communication, Creativity

Central Idea: Artists manipulate light and colour to express their ideas.

Central Idea: We use creativity to express our thoughts, ideas and learning in a variety of ways.

Lines of inquiry: Exploring the scientific properties of light and colour The use of light and colour to create mood in the Arts How genre can impact light and colour

Lines of inquiry: Using action plans Action in the form of art Appreciation of aesthetic

Central Idea: We use music to express ourselves and to be creative. Lines of inquiry: How sounds are created and heard The representation of sounds and music from around the world How music is used to express images, feelings and thoughts Space (1) Key concepts: Form, Causation, Connection Related concepts: Technology, Energy, Force, Discovery, Exploration Central Idea: The Earth has an important relationship with the Sun. Lines of inquiry: Our solar system How technology is used to study and observe space The significance of recent discoveries in space

Climate (2) Key concepts: Function, Causation, Change, Responsibility Related concepts: Climate, Cycle, Pattern, Environment, System Central Idea: Weather and climate affect our everyday lives. Lines of inquiry: How everyday and extreme weather is formed The instruments used to measure and predict weather, and give us information about a climate Different climate patterns around the world How human actions are connected to weather and climate

Machines (2) Key concepts: Form, Function, Connection Related concepts: Momentum, Interdependence, Revolution, Motion, Force, Energy Central Idea: Machines can reduce the effort to complete work. Lines of inquiry: How we use machines How simple machines function Mechanical advantage Design and ingenuity using simple machines

Theme How We Organize Ourselves An inquiry into the interconnectedness of humanmade 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.

Kindergarten

Grade 1

Grade 2

Shelter (4)

Community Jobs (2)

Community (3)

Key concepts: Form, Function, Causation

Key concepts: Form, Function, Connection, Responsibility

Related concepts: Survival, Habitats, Needs

Related concepts: Role, Job, System, Duties, Relationships

Central Idea: Shelters are organized to meet our needs.

Central Idea: Jobs help to build a community.

Lines of inquiry: What a shelter is Why shelters vary around the world Needs vs. Wants

Lines of inquiry: Duties of people in the community and the tools they use How to use research to learn more How passions connect to job choice

Reduce, Reuse and Recycle (2)

Insects (6)

Key concepts: Form, Function, Connection Related concepts: Relationships, Identity, Environment, (Landforms/Mapping), Expression Central Idea: A community is formed through relationships between people and the environment. Lines of inquiry: Diverse characteristics of communities How a sense of community is formed Geographical features of communities How people and the environment effect communities The environmental impact of a community

Populations and Relationships (6)

Key concepts: Change, Connection, Responsibility

Key concepts: Form, Function, Causation, Connection, Responsibility

Key concepts: Causation, Connection, Responsibility

Related concepts: Sustainability, Environment, Choice

Related concepts: Interdependence, Habitat, Survival, Cycle

Central idea: Our choices affect the environment.

Central idea: Insects have an impact on our environment.

Related concepts: Environment, Systems, Adaptations, Cycles, Balance Central idea: Animals and humans are interconnected.

Lines of inquiry: Our responsibility to the environment Reducing, reusing and recycling Rethinking our choices

Lines of inquiry: What an insect is The characteristics of insects The relationship between humans and insects How insects can help or harm our world

Lines of inquiry: The life cycle of animals The relationship between animals and humans Ways to help animals

Grade 3

Grade 4

Grade 5

First Peoples (5)

Interactions (5)

Governance (4)

Key concepts: Form, Function, Causation, Connection

Key concepts: Form, Connection, Perspective, Reflection

Key concepts: Function, Perspective, Responsibility

Related concepts: Oral histories, traditions, the value of the well-being of self, land, spirits and ancestors, community

Related concepts: Conflict, Interaction, Interdependence, Civilization, Community, Off-the-land, Balance

Related concepts: Authority, Community, Power, Control, Freedom Government

Central Idea: Human interactions can create opportunities and challenge.

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 Canadaâ&#x20AC;&#x2122;s system The rights and responsibilities in a democracy

Central Idea: Aboriginal communities are organized to meet the needs of their society. Lines of inquiry: The relationship between aboriginal culture and the land Aboriginal social structure and decision making Characteristics of various aboriginal cultures throughout the world

Plants (6)

Water (1)

Natural Resources (3)

Key concepts: Function, Connection, Responsibility

Key concepts: Causation, Connection, Responsibility, Reflection

Key concepts: Causation, Responsibility, Change

Related concepts: Sustainability, Cycle, Environment

Related concepts: Sustainability, Survival, Dispersion, Equity, Disease

Central idea: Plants are essential to life on Earth.

Central idea: Water is a vital resource in our world.

Related concepts: Interaction, Environment, Sustainability, Scarcity, Equilibrium, Trade

Lines of inquiry: The characteristics and life cycles of plants Sustainability The process of pollination

Lines of inquiry: All living things depend on water The ways water is used throughout the world Protecting our water resource

Central Idea: Humans use natural resources which have 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) 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.

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.

Outdoor and Experiential Education (OEE) in Grades 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: • • • •

Rock-climbing Dragon Boating Kayaking Ice Skating

• • • •

Cross Country Skiing Hiking Snowshoeing Over-night Camping

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 self-concepts and build selfesteem. 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

3070 Commercial Drive, Vancouver, B.C. Canada V5N 4E2 Tel. (604) 436-0608 Fax. (604) 436-0616