What does it mean for Magic Years to be part of the IB World School Community? It means:

We view our school as a community of learners, We value the opportunities for children, families and staff to work together in partnership, We are members of the IB World School community, having access to their knowledge and experience through networking We regularly partake in the professional development opportunities offered to IB World schools (In-school Workshops, Regional

Workshops and the IB Online Curriculum Center). We will, as an authorized IB World School:

Embrace learning through inquiry, Demonstrate our commitment to continuous growth through the implementation of IB PYP standards and Practices, and Strive for International Mindedness where our learners are trusted, respected and valued for their contributions as the next

generation of global citizens.

What is the IB Primary Years Program (PYP)?

The PYP is a balanced and stimulating curriculum offered to children aged 3 to 12 years in many countries around the world.

The PYP recognizes the development of the whole child, valuing each individual and understanding the enrichment they bring to school, local and global communities.

The goal of the IB PYP is to nurture the development of an Internationally Minded community, who value and strive to put attributes of the Learner Profile into their everyday practices.

Learner Profiles: Inquires, Knowledgeable, Thinkers, Communicators, Principled, Open-minded, Caring, Risk-takers, Balanced and Reflective.

Informed by these values, an IB education: o Centers on learners o Develops effective approaches to teaching and learning o Works within global contexts o Explores significant content

What is an IB education?, IB, 2012

What does the IB PYP curriculum framework look like?

What do we want to learn? The written curriculum includes conceptual understandings, relevant knowledge and skills and an emphasis on building positive attitudes. These are the 5 Essential Elements:

Knowledge Important content that each learner needs to know about Language, Math, Science, Social Studies, Arts and Physical, Social and Personal Education

Concepts Focus on making deeper connections and building meaningful understandings through our learning experiences

Form, Function, Causation, Change, Connection, Perspective, Responsibility and Reflection

Skills 5 sets of transdiciplinary skills that learners acquire and implement in order to be successful in our evolving world

Management Skills, Social Skills, Communication Skills, Thinking Skills and Research Skills

Attitudes A set of 12 capabilities that focus on supporting the development of personal values and feelings towards ourselves as learners, other people and the environment

Appreciation, Commitment, Confidence, Confidence, Cooperation, Creativity, Curiosity, Empathy, Enthusiasm, Independence, Integrity, Respect and Tolerance

Action The ability to put our learning into practice through our choice of responsible decisions and actions

How best will we learn? The taught curriculum is the written curriculum in practice. It considers current educational research and best practice as it supports purposeful learning, guiding the active construction of meaning for each learner.

This is accessed by: Learning through Inquiry; Learning by interacting with a dynamic and appropriate environment; Learning in partnership with teachers as a facilitators; Learning the importance of working collaboratively; and Learning about information and communication technologies (ICT) that enhance all teaching and learning experiences

How will we know what we have learned? The assessed curriculum views authentic assessment as ongoing in a quest to provide each learner with feedback about their learning across the 5 Essential Elements of the written curriculum. In order to value meaningful connections and understandings, assessment is organised into 3 areas; Assessing, Recording and Reporting, all of which work simultaneously, as learners take ownership of their learning. Some authentic opportunities for this learning to be shared are through: Portfolios, a range of conferences, written reports, essential agreements, photographs, documentation, professional conversations, learning stories, planning, organisation of the learning environment, and the final year exhibition.

In valuing successful learning, your child will:

Be given time and space to learn through inquiry, truly understanding the concepts they need and want to know about in order to be successful in our rapidly changing world

Experience a broad range of enrichment classes to enhance homeroom learning engagements; such as; clay, ORFF music, swimming, gym, soccer, Thai language and culture, Library and IT, Woodwork, Caring for the environment and our farm animals

Have an opportunity to grow and develop within an International program that supports current research and best practice in teaching, learning and education

Work with an exceptional faculty and staff who understand and can implement the standards and practices set out by the IB PYP program

Access a balanced range of co-curricular after school clubs to further build on skill development, socialization and team collaboration

The PYP Curriculum Model

What will the PYP look like in Grade 1 at Magic Years?

The homeroom head teacher will:

Continue to implement the IB PYP philosophy and curriculum, according to the standards and practices provided by the International Baccalaureate Organization.

Collaborate with, and across grades, for the planning, implementation and assessment of the G1 program offered. This collaborative partnership includes: all members of the G1 teaching team, members of other teaching teams, Specials teachers, PYP Coordinator and the Director.

Support the teaching and learning by incorporating the use of IT into daily experiences, including the use of smart boards, Personal Computers, Laptops, I pads, digital cameras and the internet.

Need to possess the following qualifications and qualities:

o Hold a Bachelors Degree in Primary Education o Possess excellent command of English. o Have an open mind, a passion for learning, a reflective attitude and an interest in collaboration. o An ability to understand educational theory and confidently demonstrate this knowledge in practice. o Experience working with Primary aged children o Training and experience in fostering the appropriate development of reading and writing knowledge, skills and conceptual

understandings

Facilitate the development of Essential Agreements as an open minded way to encourage responsibility and take ownership within the G1 Learning Community, as well as in the wider school community.

o Essential Agreements will: Come directly from real life daily experiences, Be in support of scaffolding learning where we are now and where do we want to go to, Reflect the perspectives of those in our class community, Become the common goals that each member of the G1 community agrees will best support their learning

Introduce the concept of Homework through an essential agreement that will facilitate the development of the following life-long connections for the learners:

o building relationships with families to further connect school and home learning experiences o being a responsible learner who is able to take a little time each day to reflect on their experiences o making balanced choices and nurturing the development of habits that you will need through your life o Understanding yourself as a learner and developing strong organizational skills through reflection

When is a good time for me to do homework? Why do I think this? What does my family think? Where will I do my homework? What makes me say that? On reflection, was this the best place? How will I do my homework? What materials do I need? Do I need support or can I do it on my own?

o Daily collaborative reading experiences where parents read to their child and the child reads to their parents as the learner develops a love of reading

o An essential time for families to build honest, reciprocal and communicative relationships with your child.

For Learners in Grade 1:

Believe in the joy learning brings to us, as this is mindset that drive our decisions throughout our lives Understand the G1 learning expectations and implement self motivation as a way to put them into action Be a responsible member of the class community Take ownership of your daily experiences and reflect on what they mean to you Explore learning to learn through a range of media, experiences and inquires Further understand ourselves as learners, our preferred learning styles and what support we need to be successful in G1 Model independence in learning and appreciate how the opportunities to work collaboratively with others, strengthens our knowledge

and understanding Participate in Thai language and culture class in order to embrace the host country, for 1 period per day (approximately

30 minutes)

Follow a daily routine and schedule: o Start at 8.00am and finish at 2.45 pm o Will include 2 snacks, mid morning and mid afternoon along with some playground time o Lunch along with some playground time o Homeroom and daily specialist classes (Thai language and culture, music, soccer, gym, swimming, woodwork, farm, gardening,

library/IT)

Position of Homeroom for 2013/2014 o Will be in the present Learning Hub o The deck will be extended to provide extra space o The room will be organized to provide space for grouping and regrouping so that the children have opportunities to learn in a

variety of ways to encourage how important it is to understand themselves as learners.

Co-operate in the development of Essential Agreements as an open minded way to encourage responsibility and take ownership within the G1 Learning Community, as well as in the wider school community.

o Essential Agreements will: Come directly from real life daily experiences, Be in support of scaffolding learning where we are now and where do we want to go to, Reflect the perspectives of those in our class community, Become the common goals that each member of the G1 community agrees is fair and just and will best support their

learning

For families of Grade 1 Learners:

Building stronger relationships between the home and school and school and home is in the best interest of the learners. We ask for your co-operation, involvement and support in the following areas:

o Fieldtrips, assemblies, projects, conferences, classroom visits, celebrations, PWG activities, yearbook etc.

Acknowledge the developing concept of Homework through the related essential agreement and facilitate the following life-long connections for your child:

o building relationships with families to further connect school and home learning experiences o being a responsible learner who is able to take a little time each day to reflect on their experiences

o making balanced choices and nurturing the development of habits that you will need through your life o Understanding yourself as a learner and developing strong organizational skills through reflection

When is a good time for me to do homework? Why do I think this? What does my family think? Where will I do my homework? What makes me say that? On reflection, was this the best place? How will I do my homework? What materials do I need? Do I need support or can I do it on my own?

o Daily collaborative reading experiences where parents read to their child and the child reads to their parents as the

learner develops a love of reading o An essential time for families to build honest, reciprocal and communicative relationships with your child.

Units of Inquiry:

A Unit of Inquiry that will reflect each of the 6 PYP Transdiciplinary Themes will be explored throughout the year.

These are as follows:

PYP Transdiciplinary Themes

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.

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.

How we organize ourselves An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; 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.

IB Making the PYP Happen, 2009

Knowledge areas:

Grade 1 Language overview IB Language Scope and Sequence document:

The 4 Language Continuums

Developmental phases continuum and conceptual understandings - Phase 2

Oral language

Listening and speaking

Learners understand that: The sounds of language are a symbolic way of representing ideas and objects People communicate using different languages Everyone has the right to speak and be listened to

Visual language

Viewing and presenting

Learners understand that: People use static and moving images to communicate ideas and information Visual texts can immediately gain our attention Viewing and talking about the images others have created helps us to understand and create our own presentations

Written language Reading

Learners understand that: The sounds of spoken language can be represented visually Written language works differently from spoken language Consistent ways of recording words or ideas enable members of a community to communicate People read to learn The words we see and hear enable us to create pictures in our minds

Written language Writing

Learners understand that: People write to communicate The sounds of spoken language can be represented visually (letters, symbols, characters) Consistent ways of recording words or ideas enable members of a language community to understand each others

writing Written language works differently from spoken language

IB PYP, Language scope and sequence, 2009

We use a range of developmentally appropriate related language programs to support, enhance, challenge and encourage authentic exploration and understanding of the conceptual understandings outlined by the IB PYP Language Scope and Sequence document. Some are: First Steps addressing current literacy challenges in Reading, Writing, Viewing and Presenting, Oral language , Jolly Phonics, Readers and Writers workshop framework, Hand writing without tears as well as a range of early reading book sets.

Grade 1 Math overview IB Mathematics Scope and Sequence document

The 5 Mathematic strands

Developmental phases continuum and conceptual understandings - Phase 2

Data Handling

Learners will construct, transfer meaning and apply with understanding: Information can be expressed as organised and structured data Objects and events can be organised in different ways Some events in daily life are more likely to happen than others

Measurement

Learners will construct, transfer meaning and apply with understanding: Standard units allow us to have a common language to identify, compare, order and sequence objects and events Use tools to measure the attributes of objects and events Estimation allows us to measure with different levels of accuracy

Shape and Space

Learners will construct, transfer meaning and apply with understanding: Shapes are classified and named according to their properties Some shapes are made up of parts that repeat in some way Specific vocabulary can be used to describe an objects position in space

Pattern and Function Learners will construct, transfer meaning and apply with understanding:

Whole numbers exhibit patterns and relationships that can be observed and described Patterns can be represented using numbers and other symbols

Number Learners will construct, transfer meaning and apply with understanding:

The base 10 place value system is used to represent numbers and number relationships Fractions are ways of representing whole-part relationships The operations of addition, subtraction, multiplication and division are related to each other and are used to

process information to solve problems. Number operations can be modeled in a variety of ways There are many mental methods that can be applied for exact and approximate computations.

IB PYP, Mathematics scope and sequence, 2009

We use a range of developmentally appropriate related math programs to support, enhance, challenge and encourage authentic exploration and understanding of the conceptual understandings outlined by the IB PYP Mathematics Scope and Sequence document. Some are: First Steps in mathematics Number, Measurement, Chance and Data, Everyday math.

Grade 1 Personal, social and physical education overview IB PSPE Scope and Sequence document

The 3 PSPE strands

Developmental phases continuum and conceptual understandings - Phase 2

Identity

Learners will understand that: There are many factors that contribute to a persons individual identity Understanding and respecting other peoples perspectives helps us to develop empathy Identifying and understanding our emotions helps us to regulate our behaviour A positive attitude helps us to overcome challenges and approach problems A persons self-concept can change and grow with experience Using self-knowledge allows us to embrace new situations with confidence Different challenges and situations require different strategies

Active Living

Learners will understand: Regular exercise is part of a healthy lifestyle Food choices can affect our health Maintaining good hygiene can help to prevent illness Growth can be measured through changes in capability as well as through physical changes We can apply a range of fundamental movement skills to a variety of activities Movements can be used to convey feelings, attitudes, ideas or emotions The use of responsible practices in physical environments can contribute to our personal safety and the safety of

others

Interactions

Learners will understand: Participation in a group can require group members to take on different roles and responsibilities There are norms of behaviour that guide that guide the interactions within different groups, and people adapt to

these norms Accepting others into a group builds open-mindedness Relationships require nurturing Our actions towards others influence their actions towards us Responsible citizenship involves conservation and preservation of the local environment

In order to embrace, master and take ownership of the conceptual understandings outlined above for PSPE during homeroom engagements, the learners will experience additional classes once a week for: swimming, soccer, gym, yoga, woodwork, music, library/IT.

Grade 1 Arts overview IB Arts Scope and Sequence document

The 2 Arts strands

Developmental phases continuum and conceptual understandings - Phase 2

Responding (Dance, Music,

Drama, Visual arts)

Learners will understand: We are receptive to art practices and artworks from different cultures, places and times (including our own) People communicate ideas, feelings and experiences through the arts We can reflect on and learn from the different stages of creating There is a relationship between the artist and the audience

Creating (Dance, Music,

Drama, Visual arts)

Learners will understand: We can communicate our ideas, feelings and experiences through our artwork We solve problems during the creative process by thinking critically and imaginatively Applying a range of strategies helps us to express ourselves We are receptive to the value of working individually and collaboratively to create art

In order to embrace, master and take ownership of the conceptual understandings outlined above for PSPE during homeroom engagements, the learners will experience additional classes once a week for: music, library/IT, woodwork, yoga, swimming, soccer and gym.

Grade 1 Social Studies overview IB Social Studies Scope and Sequence document

Throughout the Primary Years Program, all learners will be encouraged to explore and make meaningful connections with the set of established science skills and conceptual understandings found in the IB Social Studies Scope and Sequence document. They are a focus throughout each Unit of Inquiry and will vary as they need to authentically support the inquiry as well as be developmentally appropriate for the learners.

The 5 Social Studies strands

Conceptual understandings are organised and explored through Units of Inquiry With a balance ensured across the entire PYP Program (3 to 12 years)

Human systems and economic activities

Learners will make meaningful connections with: The study of how and why people construct organizations and systems The ways in which people connect locally and globally The distribution of power and authority

Social organization and

culture

Learners will make meaningful connections with: The study of people, communities, cultures and societies The ways in which individuals, groups and societies interact with each other

Continuity and change

through time

Learners will make meaningful connections with: The study of the relationship between people and events through time The past, its influences on the present and its implications for the future People who have shaped the future through their actions

Human and natural

environments

Learners will make meaningful connections with: The study of the distinctive features that give a place its identify How people adapt to and alter their environment How people experience and represent place The impact of natural disasters on people and the built environment

Resources and the

Environment

Learners will make meaningful connections with: The interaction between people and the environment The study of how humans allocate and manage resources The positive and negative effects of this management The impact of scientific and technological developments on the environment

Social Studies Skills

Learners will understand and be able to: Formulate and ask questions about the past, the future, places and society Use and analyse evidence from a variety of historical, geographical and societal sources Orientate in relation to place and time Identify roles, rights and responsibilities in society Assess the accuracy, validity and possible bias of sources

Grade 1 Science overview IB Science Scope and Sequence document

Throughout the Primary Years Program, all learners will be encouraged to explore and make meaningful connections with the set of established science skills and conceptual understandings found in the IB Science Scope and Sequence document. They are a focus throughout each Unit of Inquiry and will vary as they need to authentically support the inquiry as well as be developmentally appropriate for the learners.

The 4 Science strands

Conceptual understandings are organised and explored through Units of Inquiry With a balance ensured across the entire PYP Program (3 to 12 years)

Living things

Learners will make meaningful connections with: The study of the characteristics, systems and behaviours of humans and other animals, and of plants The interactions and relationships between and among them and with their environment

Earth and space Learners will make meaningful connections with:

The study of planet earth and its position in the universe, particularly with its relationship with the sun The natural phenomena and systems that shape the planet and the distinctive features that identify it The infinite and finite resources of the planet

Materials and matter Learners will make meaningful connections with:

The study of properties, behaviours and uses of materials, both natural and man made The origins of human-made materials and how they are manipulated to suit a purpose

Forces and energy

Learners will make meaningful connections with: The study of energy, its origins, storage and transfer, and the work it can do The study of forces The application of scientific understanding through inventions and machines

Science Skills

Learners will understand and be able to: Observe carefully in order to gather data Use a variety of instruments and tools to measure data accurately Use scientific vocabulary to explain their observations and experiences Identify or generate a question or problem to be explored Plan and carry out systematic investigations, manipulating variable as necessary Make and test predictions Interpret and evaluate data gathered in order to draw conclusions Consider scientific models and applications of these models (including their limitations)