ishcmc curriculum guide-js

2012-2013Junior School Curriculum Guide

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CONTENTSJunior School PhylosophyCurriculum Overview

The International BaccalaureatePrimary Years Programme Essential Elements of the PYP Academic Honesty Junior School EARLY EXPLORERS 2/3 EARLY EXPLORERS 4 KINDERGARTEN GRADE 1

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Junior School Curriculum Guide, International School Ho Chi Minh City, Vietnam

JUNIOR SCHOOL PHYLOSOPHY

Junior School at ISHCMC consists of Early Explorers 2/3 through to Grade 1. The Junior School programme provides a holistic education that promotes social, physical, cognitive, creative and emotional development for all of our young learners. Students in Junior School experience a culturally diverse setting where a planned balance of play, teacher initiated and child directed inquiries and challenges stimulate their learning in a safe, secure and nurturing environment.

We understand that learning is a life-long process and that students develop at different rates. Readiness and receptiveness to learn varies within individuals. Teachers aim to instill a love of learning in each child so that learning is seen as a desirable, enjoyable activity that will continue naturally long after formal education is finished.

Junior School environment is one of safety and security. We value each child’s self-esteem and self-worth; we focus on the positives and encourage the development of independence, responsibility and self-control. We believe a positive learning environment is supported through respect between students, teachers and families.

Junior School Values

Student ownership of their learning•Teacherandstudentsworkingaspartners.•Studentsdirectinginquiriesviatheirquestions.•Displayareasincludeevidenceoftheprocess,worksampleandstudentandorteacher

reflectionsthatidentifyskillsandconcepts.•Independentfocusworkareasarewellresourcedandclearlyidentifiedandknownby

the students.•Studentscaneasilyaccessmaterialsandresourcesindependently.•Studentsareprovidedwithopportunities toexpress theirunderstandings indifferent

ways.

Real Life/ Authentic Play •Studentswillhavetheopportunityengageindifferenttypesofplay,includingfree,inde-

pendent, guided and teacher-led.•Thereareeightcategoriesofplaythatstudentswillhavetheopportunitytoengagein:

sensory, constructive, dramatic, creative, outside, self-initiated, physical and imaginative. •Whenengagedinplay,studentswillhavetheopportunitytomakepersonalconnections

with their learning.•Studentswillhavetheopportunitytoplaycollaboratively.•Studentswillhaveaccesstorealorlifelikeresources,suchasgardens,kitchenettes,tool

bench/workstation,andrealisticrole-playcostumes(e.g.CommunityHelpers)

Child as an Individual Learner•Theteacheraimstoprovideanenvironmentwhichwillpromoteindividuallearning.•Thestudentwillbeprovidedwithopportunitiestoexploreavarietyoflearningstyles

throughkinesthetic,spatial,logical,musical,interpersonal,intrapersonal,naturalistandlinguistic intelligences to help them reflect on their own learning.

•Learningopportunitiesprovidedwillbedevelopmentallyappropriateforeachindividu-al child.

•Theemphasisoflearningistofocusontheprocessnottheendproduct.

Environment •Activitiesforstudentsarechallenging

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•Activitiesforstudentsaredynamicandstimulating•Childfriendly-safe•Accessibletoindoor/outdooractivities•ActivitieswillpromoteInquirybasedlearning•Spaceforlearning•Flexiblesothatresources/furnitureareeasytorearrangeandmove•Areawillhavenaturallight•Furnitureandresourceswillbemodernandorganic•Areawillbemulti-functional•ProvideopportunitiesforSensoriallearning

Social Wellness (happy and wellbeing) •Teachingstudentshowtointeractandnegotiatewitheachother.•Directandindirectmodelingofcaring,sharingandrespectingoneanother.•Theopportunitytodevelopproblemsolvingskillsinmanysettings.•Givingthechildrenthefreedomtoexpresstheiropinions,thoughtsandfeelings.•Guiding the children to accept andunderstanddifferent cultures (differencebetween

people,cultures,religions,ethnicity,gender,age)•Children given opportunities to develop independence and responsibility through

everyday activities and routines.•Fosteringtoleranceofindividualstrengthsandweaknesses.


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THe INTeRNaTIONaL BaCCaLaUReaTe PRImaRY YeaRS PROgRammeThe curriculum of the Junior and Elementary Schools is based on the International Baccalaureate PrimaryYearsProgramme(PYP).

ThePYPisaninternationalcurriculumframeworkdesignedforallchildrenbetweentheagesof3and12years.ThePYPprovidesaframeworkandphilosophywhichcoversallofthelearningthattakesplaceinthisagerange.Theprogrammefocusesonthetotalgrowthofthedevelopingchild, affecting hearts as well as minds and addressing social, physical, emotional and cultural needsinadditiontoacademicwelfare.ThePYPcombinesthebestresearchandpracticefromarangeofnationalsystemswithawealthofknowledgeandexperiencefrominternationalschoolsto create a relevant and engaging educational programme.

It offers a comprehensive, inquiry based approach to teaching and learning and provides an internationally designed model for concurrency in learning for mobile, transient students. It in-corporates guidelines on student learning styles, teaching methodologies and assessment strate-gies.Thecurriculumframeworkisanexpressionandextensionofthreeinter-relatedquestions:Whatdowewanttolearn?Howbestwillwelearn?Howwillweknowwhatwehavelearned?

AttheheartofthePYPare6transdisciplinaryUnitsofInquiry(UoI),whichserveasthekeyorganisers for the selection of the units of learning through an inquiry method of teaching. Each yearstudentswillengageinoneunitundereachofthe6transdisciplinarythemes:Whoweare,Whereweareinplaceandtime,Howweexpressourselves,Howtheworldworks,Howweor-ganizeourselvesandSharingtheplanet.ThosestudentsinEarlyExplorerswillstudy4UoIperyear. The transdisciplinary units cover social studies, science, health and personal development. They are cross-curricular and may cover elements of mathematics, English, the arts, physical education and music.

eSSeNTIaL eLemeNTS Of THe PYPThewrittencurriculumiscomprisedoffiveessentialelements:knowledge,concepts,skills,at-titudes and action. These essential elements will be explicitly taught in all areas of the curriculum by all teachers. The essential elements are outlined in the table 1.

Assessment Students will be assessed in many ways so that teachers can build a picture of a student’s achieve-ments,knowledgeandunderstanding.Arangeofassessmenttoolsandstrategiesareusedwhichallow students with different learning styles to succeed.

Allassessmentsarebasedoncriteriaforsuccesswhicharesharedwiththestudentsinanageappropriatemanner.Assessmentsfocusonwhatstudentcandoandinformtheteachingandlearningexperience.StudentswillbeassessedonthefiveessentialelementsofthePYP.Assessmentwillinclude:

•Pre-assessment:identifyingwhatstudentsalreadyknowinordertoclarifythestartingpoint for teaching and learning experiences.

•Formativeassessment:ongoingassessmentwhichhelpstheteachertoplanfortheongo-ing needs of the students and to help to plan the next steps for student learning.

•Summativeassessments:findingouthowfarstudentshaveprogressedattheendofaunit of teaching.

•Selfandpeerassessment:studentsareinvolvedinmakingassessmentsabouttheirownprogress and that of their peers.

CurriCulum Overview


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Assessmentacrossthecurriculumwillincludethefollowingatanageappropriatelevel:

•Usingrepresentativeexamplesofstudents’workorperformancetoprovideinformationabout student learning

•Collectingevidenceofstudents’understandingandthinking•Documentingthelearningprocessesofgroupsandindividuals•Engagingstudentsinreflectingontheirlearning•Studentsassessingworkproducedbythemselvesandothers

Thismayincludesomeorallofthefollowingtoolsandstrategies:Rubrics ObservationsExamplars PerformanceassessmentsChecklists Process-focusedassessmentsAnecdotalnotes SelectedresponsesContinuums Open-endedtasks

The Learner ProfileThrough the process of inquiry and the application of the essential elements we encourage stu-dentstobecomeinternationallymindedstudentsthatstrivetobe:

inquirersTheydeveloptheirnaturalcuriosity.Theyacquiretheskillsnecessarytoconductinquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

Knowledgeable They explore concepts, ideas and issues that have local and global signifi-cance.Insodoing,theyacquirein-depthknowledgeanddevelopunderstandingacrossabroad and balanced range of disciplines.

Thinkers Theyexerciseinitiativeinapplyingthinkingskillscriticallyandcreativelytorec-ognizeandapproachcomplexproblems,andmakereasoned,ethicaldecisions.

Communicators They understand and express ideas and information confidently and cre-ativelyinmorethanonelanguageandinavarietyofmodesofcommunication.Theyworkeffectively and willingly in collaboration with others.

Principled They act with integrity and honesty, with a strong sense of fairness, justice and respectforthedignityoftheindividual,groupsandcommunities.Theytakeresponsibilityfor their own actions and the consequences that accompany them.

Open-minded They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communi-ties.Theyareaccustomedtoseekingandevaluatingarangeofpointsofview,andarewill-ing to grow from the experience.

Caring They show empathy, compassion and respect towards the needs and feelings of others.Theyhaveapersonalcommitmenttoservice,andacttomakeapositivedifferenceto the lives of others and to the environment.

risk-takers They approach unfamiliar situations and uncertainty with courage and fore-thought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.


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reflective They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

eSSeNTIaL eLemeNTS Of THe PYP (TaBLe 1)Knowledge

Significant, relevant content that we want thestudentstoknow

about.

ConceptsPowerfulideasthat have rel-

evance students must revisit in order to under-

stand.

SkillsTheskillsstudents

need to demonstrate to succeed in a changing,

challenging world.

AttitudesPositivevalues,beliefsandfeelings about learning, the environment and people.

ActionDemonstrationsoflearningthrough responsible action

and behaviour.

Transdisciplinary ThemesEach year students completeoneUnitofInquiry(UoI)undereach theme. Students in EE are required to com-plete4UnitsofInquiry(UoI)peryearbuttheymust do one unit in the strandsmarked*.

Who we are*

Where we are in place and time

How we express our-selves*

How the world works

How we organize ourselves

Sharing the planet

Subject Areas

(ISHCMC Homeroom)Where ever authentic linkscanbemadethesesubjects are taught within the transdisci-plinaryUoI.AllScienceand Social Studies are taughtwithintheUoI.

•Languages(English)•Mathematics•Science•SocialStudies•PSPE(PersonalSocial)

(ISHCMC Specialists – EE4-G5)SpecialistslinktoaminimumofoneUoIper year per grade level.

•Languages(Vietnam-ese)

•SocialStudies(Viet-namese)

•Arts•PSPE(PhysicalEduca-

tion)

FormWhatisitlike?

FunctionHow does it work?

CausationWhyisitlikeit is?

ChangeHow is it chang-ing?

ConnectionHow is it con-nected to other things?

PerspectiveWhat are the points of view?

ResponsibilityWhat is our responsibility?

ReflectionHow do we know?

Thinking skills•Acquisitionofknowl-

edge•Comprehension•Application•Analysis•Synthesis•Evaluation•Dialecticalthought

(Thinkingabouttwoor more different pointsofview)

•Metacognition(Think-ing about how you learn)

AppreciationAppreciatingthe wonder and beauty of the world and its people.

Commitment Being com-mitted to their own learning, persevering and showing self discipline and responsibility.

Confidence Feelingconfidentin their ability as learners, havingthecouragetotakerisks,applyingwhattheyhavelearnedandmakingappropri-ate decisions and choices.

Cooperation Cooperating, collaborating, and leading or following as the situation demands.

Creativity Being creative and imaginativeintheirthink-ing and in their approach to problems and dilemmas.

Curiosity Being curious about the nature of learning, about the world, its people and cultures.

Empathy Imagining them-selves in another’s situation in order to understand his or her reasoning and emotions, so as to be open-minded and reflec-tive about the perspectives of others.

Enthusiasm Enjoying learning and willingly putting the effort into the process.

IndependenceThinkingandactingindependently,makingtheir own judgments based on reasoned argument, and being able to defend their judgments.

Integrity Being honest and demonstrating a considered sense of fairness.

Respect Respecting them-selves, others and the world around them.

Tolerance Being sensitive about differences

Allstudentsaregiventheopportunitytotakeactioneveryyear.Actionwilllookdifferent depending on the age of the student and it will taketheirlearningbeyondthe intellectual.

Actioncaninvolveservicetofellow students or the wider community.

Actioncantakeplaceinsideor outside of school.

Actionshouldbevoluntaryand involve students exercis-ing their own initiative.

Actionisbestgroundedinstudents’ concrete experi-ences.

Actionasaresultoflearningmay not be witnessed by the teacher and often happens beyond the classroom. If your child changes their behaviour ortakessomeotherformof action as a result of their learning in school, please let your child’s classroom teacherknow.

Social skills•Acceptingresponsi-

bility•Respectingothers•Cooperating•Resolvingconflict•Groupdecision

making•Adoptingavarietyof

group roles

Communication skills•Listening•Speaking•Reading•Writing•Viewing•Presenting•Non-verbalcommu-

nication

Self-management skills•Grossmotorskills•Finemotorskills•Spatialawareness•Organization•Timemanagement•Safety•Healthylifestyle•Codesofbehaviour•Informedchoices

Research skills•Formulatingquestions•Observing•Planning•Collectingdata•Recordingdata•Organizingdata•Interpretingdata•Presentingresearch

findings

Reflect Choose

Act


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LaNgUage

AimsLanguageisfundamentaltolearning,thinkingandcommunicatingandpermeatesthewholecurriculum.PYPschoolshaveaspecialresponsibilitytorecognizeandsupportlanguagede-velopment to ensure that all students are provided with the environment and necessary lan-guage support to enable them to participate fully in the academic programme and in the social life of the school, as well as to develop as individuals. The programme for inquiry provides an authentic context for students to develop and use language.

Content Oral Communication: listening and Speaking. Oral communication encompasses all aspectsoflisteningandspeaking.Intheareaoforalcommunication,studentswilllearnto:•Listenandrespondtoarangeoftexts;andtotheideasandopinionsofothers.•Improvefluencyandaccuracywhenspeaking.•Askandanswerquestions;relateandretell;persuade;talkaboutneeds,feelings,ideasor opinions. Contribute to discussions.•Recognizethatorallanguageneedstobeappropriatetotheaudienceandtothepur-pose.•Communicateorallyinmorethanonelanguage.

written Communication: reading and writing. Reading is constructing meaning from textbymakinginferencesandinterpretations.Writingallowsustodevelop,organizeandcommunicate thoughts, ideas and information in a visible or tangible way. In the area of writtencommunication,studentswilllearnto:•Readandwriteforenjoyment,instructionandinformation.•Recognizeandappreciateavarietyofliterarystyles,genresandstructures;poetryplaysand stories; creative, informative, instructional, persuasive and reflective text.•Understandandapplyavarietyofstructures,strategiesandliterarytechniques(spell-ing,grammar,prediction,plot,character,punctuation,voice).

visual Communication: viewing and presenting.Visualcommunicationmeansinter-preting or constructing visuals and multimedia in a variety of situations for a range of purposesandaudiences.Learningtointerpretthisdataandtounderstandandusediffer-entmediaareinvaluableskills.Intheareaofvisualcommunication,studentswilllearnto:•Understand,criticallyanalyzeandcommunicateinformationandideasthroughavari-ety of visual media.•Makeinformedchoicesintheirpersonalviewingexperiences.•Useappropriatetechnologyforeffectivepresentationandrepresentation.

maTHemaTICS

AimsAsanintegralpartofthePYP,Mathematicsisviewedprimarilyasavehicletosupportinquiry.Throughtheuseofagloballanguage,ithelpsstudentstomakesenseoftheworldaroundthem. Rather than it being taught as a series of facts which need to be memorized, students are taught Mathematics in realistic and relevant contexts. Students are given the opportunity to see themselves as mathematicians, developing an enthusiasm towards exploring and learning about Mathematics.

ContentThe Mathematics curriculum contains six strands.


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Data Handling: This strand involves learners collecting, organizing, representing andsummarizingdata.Datamaythenbeusedtoexploreprobabilityandmakepredictions.

Measurement:Learnersworktowardsanunderstandingofunitsofmeasurement,andhow accurate a measurement needs to be.

Shape and Space:Learnersdevelopanunderstandingof thecharacteristicsofshapes.They use mathematical language to explore the way shapes interrelate in our world.

Pattern and Function: Through developing an awareness of the patterns and sequences thatoccurinourworld,learnerscanidentifytherepetitivefeaturesofpatterns,knownasfunctions, and build a foundation for the later study of algebra.

Number: Through the exploration of the number system, learners develop a language for describing quantities and the relationship between quantities. They use numbers to inter-pretinformation,makedecisionsandsolveproblems.Learnersalsoexplorethedegreeofprecisionneededwhenworkingwithnumbers.

Working Mathematically:Thisstrandworkstowardsdevelopinginlearnersapositiveattitudetowardsproblemsolving.Theywillbecomeincreasinglyconfidentinworkingthrough problems using a systematic and logical approach, and be able to communicate their ideas using the language of Mathematics.

PHYSICaL eDUCaTION

AimsStudents will discover the capabilities of their bodies and the variety of ways in which they are able to use their bodies to solve problems, address physical challenges, function as part ofagroup,manipulateequipmentorapparatus,andexpressthemselveskinestheticallyinarange of situations. Students will be exposed to a number of activities which will develop mo-torskillsthatmaylaterbeappliedinvarioussports.Theywillbecomeawareofanumberofpositive leisure time pursuits. Students will be introduced to a healthy and active lifestyle and the ways exercise affects their bodies and overall fitness or well-being.

ContentGames - recognizing the challenges presented by games; the importance of manipulat-ingspace;thecategorizingofgames;identifyinganddevelopingappropriateskillsandstrategies; recognizing the importance of rules and how they define the nature of a game; modifyingexistinggamesandcreatingnewgames;teamwork

individual pursuits-Thedevelopmentofbasicmotorskillsandthebody’scapacityformovement through locomotor and manipulative skills and/or experiences; the tech-niques,rulesandpurposeofarangeofathleticactivities(forexample,trackandfield,swimming,gymnastics);recognizingahighlevelofachievementandhowtoimproveaperformance

movement composition – moves creatively in response to music, sounds or situations; conveys feelings or emotions through movement

Swimming – water familiarization, confidence and the teaching of correct technique are the foundations of sound swimming development

Adventure challenges–avarietyoftasksrequiringtheuseofphysicalandcritical-think-ingskillsbyindividualsand/orgroups;challengesthatrequiregroupstoworktogether


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collaboratively in order to solve problems and accomplish a common goal; recognizing the role of the individual in group problem solving.

Health-related fitness – recognizing and appreciating the importance of maintaining a healthy lifestyle; the body’s response to exercise including the development of physical fitness

aRT

AimsArtisanessentialpartofthecurriculumforeverychild.ArtrunsthroughoutthecurriculumasaspecialistsubjectandwhererelevantisintegratedintothePYPunits.ArtattheKindergartenlevelisdesignedtobeengaging,meaningfulandenjoyable.Students generally enter school with different artistic experiences and at various stages of development.Therefore theArtprogrammeisprogressiveandbuildsonskills,knowledgeand confidence achieved previously. It aims to develop students in imagination and creativity through experimentation and self-expression. They will develop the practical aspects of art anddesign,incorporatingbothideasandcomponents(suchasline,shapes,colourandspace).Students fromKindergartenwillalsostudyandappreciatea rangeofartworks todevelopunderstanding of art and design in the world around them. Students will also learn the role visual art plays in society and in diverse cultures.

Content ee4•CreativeThinking–applycreativethoughtwhendevelopingideastouseinArt.•ElementsofArtandDesign–Beginningtouseandunderstandline,shape,spaceand

colour.•DevelopingSkills–beginningtodevelopskillsusingavarietyoftoolsandmaterials.

KG-Grade 1•CreativeProcesses–applycreativethoughtwhendevelopingideasandconcepts.•ElementsofArtandDesign–understandingthatelementsofart:line,shape,spaceand

colour.•VisualArtsandSociety–demonstratinganunderstanding ideasexpressed through

art.•ReflectionandAppreciation–reflectsthoughtfullyontheirownworkandreflectsandappreciatestheworkofothers.

mUSIC

AimsStudents will gain an awareness and appreciation of music in all its forms from a range of times, places and cultures. Students will sing and play a variety of songs and pieces with an awareness of beat. Students will have opportunity to experiment with sounds in composition tasksandtomakeexpressiveuseofmusicalelementssuchaspitchandrhythm.Theywillusenotation to develop musical ideas. They will develop an awareness and appreciation of music from different cultures, and they will be able to describe and compare sounds using simple appropriate musical vocabulary.

Content•Performing–singingandplayinginstruments:Theuseofarangeof instrumentsto

perform individually and as part of an ensemble for an audience in formal and infor-


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mal settings; the voice is the most immediately available instrument for most students, regardless of age or ability.

•CreatingandComposing:Theuseofstudents’musicalexperience, imaginationandsuggestions to generate and organize sounds using a variety of media to create com-positions that communicate or record specific ideas or moods; students will use their experience and imagination to improvise and practice creative movement to music.

•Notation:Theuseoftraditionalandnon-traditionalnotationtoread,interpretandre-cord compositions, and recreate compositions.

•ListeningandAppreciation:Identifyinganddescribingvariousmusicalelementsandconcepts,andlearningtomakepersonalmusicaldecisionsthroughbothanactiveandreflective process.

•MusicinSociety:Therolemusicplaysinsocietyandindiversecultures,bothhistoricaland contemporary.

VIeTNameSe LaNgUage aND SOCIaL STUDIeS

Aims•todevelopthestudentscommunicativeabilitiesinVietnamese•toinvolvetheminlistening,speaking,readingandwritingVietnamese•toincreasetheirawarenessofVietnameseculture.

Content•Keyvocabulary•Basicgrammaticalstructures•Correctpronunciation•Shortdialogues•Majorculturalevents

INfORmaTION TeCHNOLOgY

AimsInformationcommunicationtechnology(ICT)providesopportunitiesfortheenhancementoflearning, and may significantly support students in their inquiries, and in developing their conceptual understanding. ICT is considered as a tool for learning as opposed to an additional subjectarea,althoughthenecessaryskillsareexplicitlytaught,learnedanddevelopedinor-der to support student inquiry.

ICTisused,inanageappropriatemanner,to:•documentthelearning,makingitavailabletoallparties•provideopportunitiestoenhanceauthenticlearning•provideaccesstoabroadrangeofsourcesofinformation•providestudentswitharangeoftoolstostore,organizeandpresenttheirlearning•encouragesandallowsforcommunicationwithawide-rangingaudience•documentthelearning,makingitavailabletoallparties.


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aCaDemIC HONeSTY JUNIOR SCHOOLThe International School Ho Chi Minh City believes that instruction in academic and personal honesty is a fundamental part of a student’s education. Honesty and integrity are basic, desir-ablecharactertraits.Academicdishonestyisgenerallydefinedascheatingorcreatingafalseimpressionofone’sworkandperformance.

The teaching of academic honesty in the Junior and Elementary School is an opportunity to explicitlyteachsomeofthePYPattitudesandattributesofthelearnerprofile.Inparticularbeing principled and showing integrity. We also place a high value on collaborative learning, therefore, we emphasise the importance of sharing and building on the ideas of others and acknowledgingthisappropriately.

early explorers to grade 1IntheJuniorSchoolacademichonestyismodeledbytheteachersandstudentsareaskedtonameandclaimonlytheirownwork.Teacherscreateasafeenvironmentinwhichstudentsfeelthattheiropinionsandknowledgearevalued.Atthisage,itisunderstoodthatstudentsare still learning social norms. Role play and stories may be used to model solutions to any generalissuesthatarise.Individualincidentsmaybesolvedbytalkingwiththeteacher.InGrade1studentsmaybeaskedtoaddtoorredoapieceofworkwithanexplanationfromtheteacher as to why this is necessary.

grade 2 to grade 5In this age range it is expected that students will draw from the ideas of others and use data collectedfromarangeofsourcestoinformtheirownwork.Theywillusetheirownvoiceandwordchoiceincreatingtheirownworkbuttheywillcitethesourcesthathelpedthemwiththeirwork.Thiswillbescaffoldedandpositiveexampleswillbehighlighted.Studentswillbetaughttoacknowledgesourcesofdatausingasimplifiedpencilandpaperbibliographyorby using EasyBib to create an electronic bibliography using the school standard referencing system,MLA.Pleaseseethereferencingexpectationstoseetheageappropriatedevelopmentoftheseskills.

If students do not abide by the academic honesty expectations in these grade levels they will beaskedtorepeattheworkwithanexplanationfromtheteacherastowhythisisnecessary.In Grades 4 and 5, depending on the frequency or the seriousness of the incident, teachers will informparentsandAdministrationmayberequestedtodiscusstheconcernswiththestudent.

ThisAcademicHonestydocumentwascreatedincollaborationwithteachersfromacrossthe school. When implemented in the classroom, relates to the following IB standards and practices:

Standard C3: Teaching and learningTeaching and learning promotes the understanding and practice of academic honesty.

ISHCmC Junior and elementary School Referencing expectationsThefollowingrepresentthegeneralexpectationsforeachGradeLevelinJuniorandElemen-tary school. Teachers may differentiate these expectations to meet the needs of individual learners.

Grade Studentsareexpectedto:

EarlyExplorers •Claimonlytheirownwork •Nametheirownwork

Kindergarten •Verballyacknowledgewhohadhelpedthemwiththeirwork


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Grade1 •Recallssourcesofinformationeitherverballyorby collecting / pointing to the source

Grade2 •Citethefollowingforsourcesofinformation oBooks:title oWebsites:title oMovies:title(ifthisformofdatacollectionisappropriateto classinquiries) oInterviews:name(ifthisformofdatacollectionis appropriatetoclassinquiries)

Grade3 •Citethefollowingforsourcesofinformation oBooks:authorandtitle(dateifapplicable) oWebsites:title oMovies:title oInterviews:name(ifthisformofdatacollectionis appropriatetoclassinquiries)

Grade4 •Citethefollowingforsourcesofpicturesandinformation oBooks:author,title,date oWebsite:siteaddress,(authorifapplicable) oMagazine/journal:author,articletitle,magazine/journal name, date oMovie:title,(productioncompanyifapplicable) •Useassessmentcriteriatoself-assessacademichonesty

Grade5 •CitationsasforGrade4 •Referencemultiplesourcesfortheirtasks •UseEasyBibtocreateelectronicbibliographiesusingMLA •Useassessmentcriteriatoself-assessacademichonesty


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eaRLY eXPLOReRS 2/3

THe TRaNSDISCIPLINaRY UNITS – UNITS Of INqUIRY ee2/3Who we are

Aninquiryintothenatureofthe self; beliefs and values; personal, physical, mental, social and spiritual heath; human relationships including families, friends, communi-ties, and cultures; rights and responsibilities; what it means to be human.

Where we are in time and place

Aninquiryintoorientationin place and time; personal histo-ries; homes and journeys; the discoveries, explorations andmigrationsofhumankind;relationships between and the interconnectedness of individ-uals and civilizations, from local and global perspectives.

How we express ourselvesAninquiryintothewaysinwhich 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 aesthetic.

Sharing the planetAninquiryintorightsandresponsibilities in the struggle to share finite resources with other people and with living things; communities and the re-lationship within them; access to equal opportunities; peace and conflict resolution.

Central idea:Ourinterestsandabilities inform our learning.

Key Concept:Connection&Causation

Related Concepts:risk-taking,initiative, independence, opinions

Lines of inquiry:•Myinterestsasalearner•Askingourownquestions•Theinquiryprocess•Learningstyles

Central idea: Interpretation of artefacts contributes to our understanding of the world.

Key Concept:Reflection&Change

Related Concepts: evidence, interpretation

Lines of inquiry:•Wherewefindartefacts•Whofindsartefacts•Whatartefactstellus

Central idea: We tell stories in different ways.

Key Concept:Perspective&Function

Related Concepts: Commu-nication, cooperation, role, opinion

Lines of inquiry:•Differentwaysofre-telling

stories•Thecreatingandconvey-

ing of the children’s own stories

•Ourfavouritestorybooks

Central idea:Animalsshareour planet.

Key Concept:Form&Respon-sibility

Related Concepts: behaviour, role.

Lines of inquiry:•Physicalcharacteristics•Habitat•Diet•Ourresponsibilityforthe

well-being of animals

TheProgrammeofInquiryisadynamicdocumentandmaychangethroughouttheyearasteachers plan and reflect on units of inquiry

Thelearningoutcomesare:The central idea and lines of inquiry define the learning experiences and expectations in each unit.

•Showsanunderstandingofthecentralideasandtransdisciplinarytheme•Demonstratesanunderstandingofthekeyconcepts•Usesandappliesthetransdisciplinaryskills•DevelopsthePYPattitudesandattributesoftheLearnerProfile•Takesactionbasedontheirlearning

LaNgUage Thelearningoutcomesare:

Oral Communication: listening and Speaking•Usesorallanguageforsocialinteractionandtoobtainknowledge•Communicatesneeds,feelingsandideasinmeaningfulcontexts•Participatesinconversations,listentostoriesandfollowinstructions•Listensandspeaksindependentlyinsmallgroupsorwiththewholeclass•Useslanguageinimaginativeanddramaticplay•Beginstospeakclearlyinordertobeunderstood

written Communication: early-reading and early-writing•Showsaninterestinbooks,storiesandsongs•Readsdailywithsupportandguidance,insmallgroupsorinwholeclasssituations•Beencouragedtofocusonthemeaningoftext


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•Experimentswithwritingbymakingmarkstoemulatewriting,progressingfromscribble to writing letters

•Assignsmeaningtoallmessagesandwillgraduallyproducerecognizableletters•Beginstounderstandthatprintandsymbolshavemeaning•Beginstodemonstrateappropriatebookhandlingskills•Participatesinread–aloudsituations•Respondstostories

visual Communication: viewing and Presenting•Usesmediasuchasbooks,TV,videosandcomputerstohelpmakesenseoftheirworld•Beginstorecognizefamiliarmediasymbols•Beginstouseverbalandnon-verbalresponsestoavarietyofmedia•Beginstoimitateandroleplayeverydayactivities

Dramatic Communication:•Beginstoimitateandroleplayeverydayactivities•Beginstodevelopcreativityandself-expression.

maTHemaTICS Thelearningoutcomesare:

Data Handling•Sortsreal-lifeobjectsintosetsbyattribute

measurement•Directlycomparesattributesofobjectsandevents

Shape and Space•Exploresthepaths,regionsandboundariesoftheirenvironment•Exploresthepropertiesofreal-lifeandgeometricobjects

Pattern and Function•Recognizes,copiesandextendspatternsmadewithrealobjects

Number•Exploresthelanguageandmeaningofnumbers0to10

working mathematically•UsesMathematicallanguageineverydayandplaysituations•Becomesawareofpatterns,numberandshapeintheenvironment•UsesITresourcesandexploressimpleMathematicsprogrammes•Investigates–extendunderstandingsthroughMathematicsinvestigation•Makessimplepredictions

PHYSICaL DeVeLOPmeNT – LaRge aND fINe mOTOR Thelearningoutcomesare:

•Holdsandmanipulatepencils,scissorsandpaintingtools.•Manipulatesconstructionmaterialsandpuzzlepieceswithpurpose.•Movestheirbodywithcontrol.•Usesbalancetonegotiateoutdoorequipment.

CReaTIVe DeVeLOPmeNT – aRT, mUSIC aND DRama aRTThelearningoutcomesare:

•Experimentswiththeprocessesinvolvedincreatingdrawings,paintingsandcollage


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•Developsincreasingfinemotorcontrolthroughtheuseofarttools•Usesavarietyofmaterialsandtoolstoexpressthemselves

mUSICThelearningoutcomesare:

•Learnssongs,rhymesandfingerplays•Playsrhythmicandpercussioninstruments•Identifiesthesoundofalimitednumberofinstruments•Imitatesandrole-playseverydayactivities

PeRSONaL and SOCIaL eDUCaTION

Self Help SkillsThelearningoutcomesare:

•Beginstoshowindependenceintoiletingskills•Participatesinarangeofdailyroutinesinordertofacilitatetheirindependence•Beginstoselectactivitiesindependently

Social and emotional DevelopmentThelearningoutcomesare:

•Playswithotherchildrencooperatively•Expressesemotions,needsandfeelingsappropriately•Resolvesconflictsinapositivemanner•Participatesconfidentlyinindividualandgroupactivities•Theabilitytoparticipateindailyroutinesandcopewithchanges


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•Usesspokenlanguagetocommunicateeffectivelyandfollowssimpleinstructions•Expressesfeelingsandstatesopinionsinsociallyacceptableways•Retellssegmentsoffamiliarstoriesandpersonalexperiences•Listensinsmallandlargegroupsituations•Identifiesdifferencesinlettersoundsandsymbols•Demonstratesconceptsofbookandprintwhenreadingandviewingselfchosentexts•Experimentswithletters,words,symbolsand/ordrawingstocommunicatemeaning

eaRLY eXPLOReRS 4AimsTheprimaryaimsinEarlyExplorers4aretoreinforceandbuildonthebasicskillslearntinEarlyExplorers3andtointroducenewskillsandconceptsoutlinedinthecurriculum.Itisalso our aim, whenever possible, to integrate the learning areas into transdisciplinary units of study,inordertomakethelearningexperienceengagingandrelevanttothestudents.

THe TRaNSDISCIPLINaRY UNITS – UNITS Of INqUIRY ee4Who we are

Aninquiryintothenatureofthe self; beliefs and values; personal, physical, mental, social and spiritual heath; human relationships including families, friends, communi-ties, and cultures; rights and responsibilities; what it means to be human.

How we express ourselvesAninquiryintothewaysinwhich 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 aesthetic.

How the world worksAninquiryintothenaturalworld and its laws; the interac-tion between the natural world (physicalandbiological)andhuman societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and the environment.

How we organize ourselvesAninquiryintotheintercon-nectedness of human-made systems and communities; the structure and function of or-ganizations; societal decision-making;economicactivitiesand their impact on human-kindandtheenvironment.

Central idea: There are many similarities and differences in the places we live and where we come from.

Key Concepts:Change&Con-nection

Related concepts:diversity,traditions

Lines of inquiry:•Placesinourworld•Peopleinourworld•Similaritiesanddiffer-ences

between people and places in our world

Central idea: We express our-selves through the arts.

Key Concepts::Perspective&Reflection

Related concepts: :creativity,appreciation

Lines of inquiry:•Typesofartforms•Thewayspeopleexpress

themselves through art•HowIexpressmyfeel-ings

and ideas

Central idea: Water has many uses.

Key Concepts:Form&Causa-tion

Related concepts: states of matter, systems

Lines of inquiry:•Whylivingthingsneed

water•Theusesofwater•Theresponsibleuseof

water•Whatiswater

Central idea: Transportation helps people to connect.

Key Concepts: Connection&Function

Related concepts:networks,interdependence

Lines of inquiry:•Communities•Typesoftransport•Usesoftransport


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•Readsfamiliarprintwithintheenvironment;peersnames,logos,labels,signs•Engagesindramaticandimaginativeplaywithpeers


•Counts,comparesandordersnumbers0to10•Exploresthelanguageandmeaningofnumbers11to20•Usesmathematicallanguageincontextofdailysituations;morethan,lessthan,alto-

gether, first, last•Sortsobjectsintosetsbyattribute•Identifiesanddescribesobjectsintheirenvironmentusingtheattributesofsize,shape

and position•Exploreslength,volumeandweightineverydaysituationswithnon-standardunitsof

measurement•Creates,recognizesanddescribessimplepatterns•Extendsandcreatessimplepatternsusingrealobjects•Makeconnectionsbetweenpriorexperiencesandfamiliar informationtohelpsolve

problems

PHYSICaL DeVeLOPmeNT – LaRge aND fINe mOTOR Thelearningoutcomesare:

•Isawareofsafetyaspectswhenexercising.•Demonstratesspatialawareness.•Demonstrateavarietyofgrossmotorskillsandcreativeskillsthroughmovement.•Explorescoordination,manipulationandbalanceinarangeofgames.•Participates in,andfollows instructionsfor,simplegamesrequiringminimalequip-

ment.•Exploresnon-locomotorandlocomotorskillsincludingtravelling,changingdirection

and transferring weight using music as a stimulus.

CReaTIVe DeVeLOPmeNT

aRT

Thelearningoutcomesare:•Appliescreativethinkingwhendevelopingideas•Beginstounderstandline,shape,color,andspace•Beginstoexploreanddevelopskillswithavarietyofarttoolsandmaterials•Showsconfidenceintheartroom•Reflectsontheirownwork•Showsanappreciationoftheworkofothers

mUSIC

Thelearningoutcomesare:• Uses voice confidently and sings simple songs frommemorywith enjoyment and

expression •Listenscarefullyandrecallsshortrhythmicandmelodicpatterns•Showsphysicalcontrolwhenplayingmusicalinstrumentsandrespondingtomusic•Beginstoexploreandcontrolsoundsandsilenceinmusic•Createssoundsequencesandsimpleaccompaniments•Developstheabilitytolistencarefullywithincreasingunderstandinghowsoundsare

made, changed and organized and responds to music through movement and dance


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PeRSONaL and SOCIaL eDUCaTION

Self Help SkillsThelearningoutcomesare:

•Beencouragedandguidedtodeveloptoiletingskills•Participatesinarangeofdailyroutinesinordertofacilitatetheirindependence•Selectsactivitiesindependently.

Social and emotional DevelopmentThelearningoutcomesare:

•Playswithotherchildrencooperatively•Expressesemotions,needsandfeelingsappropriately•Resolvesconflictsinapositivemanner•Participatesconfidentlyinindividualandgroupactivities•Theabilitytoparticipateindailyroutines•Copeswithchanges•Theabilitytoacceptandaskforhelp•Developingskillstoshowassertivenessinapositivemanner.

VIeTNameSe Thelearningoutcomesare:

•Understandsandrespondstoinstructions•Developsabasicvocabularyofgreetings,counting,colorsandfruit•Exploresandexperiencescelebrationsandfestivals•Exploresmodern and traditional culture through songs, dance, games, rhymes and

musical instruments •Exploresandlearnsaboutdifferentfamilystructures•DevelopsvocabularytosupporttheUnitsofInquiry


19

KINDeRgaRTeN

AimsTheprimaryaimsinKindergartenaretoreinforceandbuildonthebasicskillslearntinEarlyExplorers4andtointroducenewskillsandconceptsoutlinedinthecurriculum.Itisalsoouraim, whenever possible, to integrate the learning areas into transdisciplinary units of study, in ordertomakethelearningexperienceengagingandrelevanttothestudents.

THe TRaNSDISCIPLINaRY UNITS – UNITS Of INqUIRY KgWho we are

Aninquiryintothenature of the self; beliefs and values; personal, physical, mental, social and spiritual heath; human relation-ships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.


Aninquiryintoorientation in place and time; personal histories; homes and journeys; the discoveries, explo-rations and migra-tionsofhumankind;relationships be-tween and the interconnected-ness of individuals and civilizations, from local and global perspectives.

How we express ourselves

Aninquiryintothe 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 aesthetic.

How the world works

Aninquiryintothe natural world and its laws; the interaction between the natural world (physicalandbiological)andhu-man societies; how humans use their understanding of scientific principles; the impact of scientific and tech-nological advances on society and the environment

How we organise ourselves

Aninquiryintotheinterconnectedness of human-made systems and com-munities; the struc-ture and function of organizations; societal decision-making;economicactivities and their impact onhumankindandthe environment.

Sharing the planet

Aninquiryintorights and respon-sibilities in the struggle to share finite resources with other people and with living things; communities and the relationship within them; access to equal opportu-nities; peace and conflict resolution.

Central idea: Relationships can be affected by our choices.

Key Concept: Connection&Per-spective

Related Concepts: Conflict, relation-ships, cooperation, communication

Lines of inquiry:•Socialrelation-

ships•Acknowledging

others’ perspec-tives

•Problemsthatcan arise in relationships

•Managingandresolving prob-lems

Central idea: The country we live in has many tradi-tions and celebra-tions.

Key Concepts: Form&Perspective

Related Concepts: Traditions, locality

Lines of inquiry:•Vietnamese

traditions•Vietnamese

celebrations•Thesimilarities

and differ-ences between traditions and celebrations in Vietnamandother parts of the world

Central idea: Through play we express our feelings and ideas and come to new understandings

Key Concepts: FunctionConnection

Related Concepts: Imagination, crea-tivity, communica-tion

Lines of inquiry:•Communi-

cating through play

•Inaginativeuseof new materi-als

•Theroleoftoysin play

Central idea: Lightanddarkareapart of our world.

Key Concepts: Function&Change

Related Concepts: Light,systems

Lines of inquiry:•Light•Shadows•Dayandnight•Theeffectof

lightanddarkon living things

Central idea: Wealltakearoleinmakingadifferencein our community.

Key Concepts: Reflection&Con-nection

Related Concepts: Interaction, net-work,community,communication

Lines of inquiry:•Ourcommunity•Howpeople

help us•Howwehelp

others •Theconnections

between people in our com-munity

Central idea: Habitats provide living things with what they need to survive.

Key Concept: Causation and Responsibility

Related Concepts: Classification, en-vironment, habitat, extinction

Lines of inquiry:•Habitats•Whatliving

things need to survive

•Howlivingthings are adapted to their environment

•Humanimpacton habitats





20


Speaking and listening•Listensattentivelyinsmallorlargegroupsforincreasingperiodsoftime•Asksrelevantquestions•Usesappropriatevolume

reading•Usesavarietyofreadingstrategies:pictureclues,blendingwords,recognizessightwords•Recognizesthenameofthelettersinthealphabet•Producesthesoundofeachletterinthealphabet•Recognizesandsequencesthebeginning,middleandendofastory•Readsformeaning•Usesavarietyof readingstrategies:picture clues,blendingwords, recognizes sight

words and uses a “Have-a-Go” approach

writing•Usesbasicpunctuation:capitalletters,fullstops,spacesbetweenwords•Beginstousethe“Have-A-Go”approachandwordwalls•Correctlyformslowercaseletters•Writeswithconsistentlettersize•Usescorrectpencilgrip•Usesthe“Have-A-Go”Approachandwordwalls

viewing and Presenting•Confidentlypresentsinfrontofpeers•Usesappropriatetechnology


Shape and Space•Identifiesthename,sidesandcornersofbasic2Dshapes;square,triangle,rectangle,circle•Identifiesthename,andfacesofbasic3Dshapes;cube,cylinder,pyramid,cone•Usesappropriatevocabularyforposition:in,out,above,below,left,right•Usesappropriatevocabularyforposition:forward,backward,infrontof,nexttoandbehind•Distinguishesbetweenleftandright

Data Handling•Handles,organizesandinterpretsdatainabargraph.•Handles,organizesandrepresentsdatainapicturegraph•Interpretsdatafromapicturegraph

measurement

•Estimates,measuresandcompareslengthsusingnonstandardunits•Estimatesmeasuresandcomparesobjectsformassusingnonstandardunits•Sequencesthedaysoftheweek•Estimatesandmeasuresobjectsforvolumeusingnonstandardunits•Comparesavarietyofobjectsandtheirvolumeusingnon-standardunits•Estimatesandmeasuresobjectsforareausingnonstandardunits•Comparesavarietyofobjectsandtheirareausingnonstandardunits•Readsananalogueclocktothehalf-hourandhour•Writetheanaloguetimetothehalf-hourandhour


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•Readthedigitalclocktothehalf-hourandhour•Writethedigitaltimetothehalf-hourandhour

Pattern and Function•Createsandreproducespatterns•Recognizesanddescribespatterns•Skipcountsby10’s•Creates,reproducesandextendspatterns

Number•Readsandwritesnumbersto20•Ordersnumbers0-20andidentifies‘higher’and‘lower’numbers•Creates1:1correspondenceto20•Usesfractionnamesof½and¼todescribeequalpartsofawhole•Solvesadditionequationsfrom10to20•Solvessubtractionequationsfrom10to20•Representnumbersusingtensandones

PHYSICaL eDUCaTION Thelearningoutcomesare:

•Considersrules,strategies,skillsandtechniqueswhenplayinggames.•Recognizestheimportanceofphysicalactivityinmaintainingahealthylifestyle.Iden-

tifies changes that occur in human bodies when exercising.•Movingaroundandinbetweenobjectsandotherindividualssafely.•Explorebasicmotorskillsandthebody’scapacityformovementthroughmanipula-

tive, locomotor and balance exercises.•Usescollaborativeskillstosolveproblems.•Developsstroketechniqueforperformanceandsafetyinswimming.•Movescreativelyinresponsetomusic,soundsorsituations.Performspatternsand steps of different forms of dance.

aRTThelearningoutcomesare:

•Appliescreativethoughtwhendevelopingideasandconcepts.•Understandstheelementsofart:line,shape,space,colour,tone,balance,pattern,pro-

portion,andshowsaskillfuluseofarttools,materialsandtechniques.•Demonstratesanunderstandingofideasexpressedthroughtheartofpastandpresent

societies and cultures.•Reflectsthoughtfullyontheirownworkandreflectsandappreciatestheworkofothers.

mUSIC Thelearningoutcomesare:

•Singsandplaysinstrumentswithcontrolandexpression.•Createsandorganizesmusicalideaswithinmusicalstructures.•Usesnon-traditionalnotationtoread,interpretandrecordcomposition.•Identifiesanddiscussesmusicalelements.•Identifiestheroleofmusicinthecustomsofdifferentcultures.

VIeTNameSe Thelearningoutcomesare:

•Understandsandrespondstoinstructions•Demonstratesunderstandinginwritingandreadingtasks•Developsincreasingvocabularythroughsongsandpoems•DevelopsknowledgeofVietnamesecultureandparticipatesinclassculturalevents


22

gRaDe 1

AimsTheaimsoftheGrade1programaretobuildonthebasicskillslearntinKindergartenandtointroducenewskillsandconceptsoutlinedinthecurriculum.Itisalsoouraimtointegratethelearningareaswiththetransdisciplinaryunitsofinquiry,inordertomakethelearningexperi-ence engaging and relevant to all students.

THe TRaNSDISCIPLINaRY UNITS – UNITS Of INqUIRYWho we are

Aninquiryintothenature of the self; beliefs and values; personal, physical, mental, social and spiritual heath; human relation-ships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.


Aninquiryintoorientation in place and time; personal histories; homes and journeys; the discoveries, explo-rations and migra-tionsofhumankind;relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.

How we express ourselves

Aninquiryintothe 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 aesthetic.

How the world works

Aninquiryintothe natural world and its laws; the interaction between the natural world (physicalandbiological)andhu-man societies; how humans use their understanding of scientific principles and technological advances on society and the environ-ment.

How we organise ourselves

Aninquiryintotheinterconnected-ness of human-made systems and communities; the structure and function of orga-nizations; societal decision-making;economic activities and their impact on humankindandtheenvironment.

Sharing the planet

Aninquiryintorights andresponsibilities in the struggle to share finite resources with other people and with living things; communities and the relationship within them; access to equal opportu-nities; peace and conflict resolution.

Central Idea: Makingbalancedchoices about daily routines enables us to have a healthy lifestyle.

Key Concepts: Causation&Re-sponsibility

Related Concepts: Balance, well being

Lines of inquiry:•Whatbeing

healthy means•Howthechoices

wemakeaffectour health

•Ourresponsi-bilities for a healthy life-style

Central Idea: Homes reflect cul-tural influences and local conditions

Key Concept: Causation&Form

Related Concepts: Geography, land-scapes, climate, seasons, structures

Lines of inquiry:•Whatconsti-

tutes a home •Howhomes

reflect family values

•Howhomesreflect local culture

•Factorsthatde-termine where people live

Central Idea: Peoplecommuni-cate messages in different ways

Key Concept:Perspective&Reflection

Related Concepts:Communication

Lines of inquiry:•Waysideasand

feelings can be expressed

•Howpeopleinterpret mes-sages

•HowIcanbeabetter com-municator

Central Idea: Peo-ple choose different materials because of their properties and the way they behave.

Key Concepts: Function&Con-nection

Related Concepts: Propertiesanduseof materials, chang-es of state, accuracy of measurement

Lines of inquiry:•Behaviorand

uses of materials•Changing

properties of materials

•Manipulationof materials for specific purposes.

Central idea: Peoplecanworktogether, through various stages, to makeproducts.

Key Concept: Change&Connec-tion

Related Concepts: Cooperation, pro-duction,work

Lines of inquiry:•Howthingsare

produced•Thestagesof

production•Howpeople

worktogethertoproduce things.

Central Idea: Our personal choices can change our environ-ment.

Key Concepts: Responsibility&Connection

Related Concepts: Conservation, pollution, physical changes

Lines of inquiry:•What is waste

and why it is a problem

•Whathappenstodifferent waste materials

•Howdifferentwaste materials can be reused

•Actionwecantaketoreduce,reuse and recycle.

TheProgrammeofInquiryisadynamicdocumentandmaychangethroughouttheyearasteachers plan and reflect on units of inquiryThelearningoutcomesare:The central idea and lines of inquiry define the learning experiences and expectations in each unit.



23


Speaking and listening•Usesappropriatevoice,volumeandvocabularytoexpressthemselves•Listenstoothersandrespondsappropriately•Hearsthebeginning,middleandendingofwordsincludingblendsanddigraphs•Listensattentivelytoexplanationsandrespondsappropriately

reading and writingReading

•Readsaspecifictexttogaininformation,usingdifferentpartsofabook•Developsarangeofstrategiestogainmeaning•Usesstrategiestoassistinidentifyingunknownwords•Selectsappropriatereadingstrategies

Writing•Beginstousethewritingprocess:planning,drafting,writing,editing,producing•Usesupperandlowercaselettersandbasicpunctuationappropriately•Appliesknowledgeofspellingpatternstowritenewwords•Usesanincreasedbankofsightwords•Structuresanexplanationusingtitleandopeningstatement,andisabletorecordideas

in a sequential order•Canrecordinformationinascientificway•Understandsthetermsaim,prediction,procedure,materials,results,conclusion•Producesatextthatpersuadesanaudience•Structures adescriptionusing title, opening statement, ordersdescriptive sentences

into simple paragraphs •Structuresaprocedurebysequencingideas•Expressesfeelingandexpressionsthroughpoetry

viewing and Presenting•Beginstouseappropriatetechnologytolocate,presentandrecordinformation•Usesappropriatetechnologytolocate,presentandrecordinformation


Space and Shape:•Findsandcreatessymmetricalpatterns•Explainssymmetryintherealworld•Recognizesnameanddescribes2Dand3Dshapes

Data Handling•Generatessurveyquestionsforfindinginformation•Representsdatainpictographs,bargraphsandVenndiagrams•Drawsconclusionsfromdatadisplayedinpictographs,bargraphsandVenndiagrams•RepresentsdatainVenndiagrams•DrawsaconclusionfromaVenndiagram

measurement•Measureslengthusingnon-standardunitsofmeasure•Understandstheneedforastandardunitofmeasure•Identifiescold,cool,warmandhot•Makesreasonableestimatesoflength•Measuresvolumeandmassusinginformalunits•Readstimeinanalogueanddigital-o’clock,halfpast


24

Pattern and Function•Extendsoddandevennumberpatterns•Skipcountsin2s,5sand10sfromanygivennumber•Recognizesandappliesnumberpatterns2,5,10s

Number•Recallsbasicfactsto10usingavarietyofmentalstrategies•Addsandsubtractsto20usingmaterials•Readsandwritesnumbersto100•Comparesandordersnumbersto100usinganunderstandingofplacevalue•Selectsappropriatementalstrategiestosolveadditionandsubtractionproblemsto20•Usesappropriatematerialstodemonstrateadditionandsubtractionstrategies•Identifiescorrectoperationstosolvewordproblems•Multipliesanddividesnumbersupto20usingconcretematerials•Usesfractionsnameshalfandquartertodescribeequalparts

PHYSICaL eDUCaTION Thelearningoutcomesare:

•Considersrules,strategies,skillsandtechniqueswhenplayinggames.•Recognizestheimportanceofphysicalactivityinmaintainingahealthylifestyle.Iden-

tifies changes that occur in human bodies when exercising.•Movingaroundandinbetweenobjectsandotherindividualssafely.•Explorebasicmotorskillsandthebody’scapacityformovementthroughmanipula-

tive, locomotor and balance exercises.•Usescollaborativeskillstosolveproblems.•Developsstroketechniqueforperformanceandsafetyinswimming.•Movescreatively in response tomusic, soundsor situations.Performspatternsand

steps of different forms of dance.

aRTThelearningoutcomesare:

•Appliescreativethoughtwhendevelopingideasandconcepts.•Understandstheelementsofart:line,shape,space,colour,tone,balance,pattern,pro-

portion,andshowsaskillfuluseofarttools,materialsandtechniques.•Demonstratesanunderstandingofideasexpressedthroughtheartofpastandpresent

societies and cultures.•Reflectsthoughtfullyontheirownworkandreflectsandappreciatestheworkofothers.

mUSIC Thelearningoutcomesare:

•Singsandplaysinstrumentswithcontrolandexpression.•Createsandorganizesmusicalideaswithinmusicalstructures.•Usesnon-traditionalnotationtoread,interpretandrecordcomposition.•Identifiesanddiscussesmusicalelements.•Identifiestheroleofmusicinthecustomsofdifferentcultures.

VIeTNameSeThelearningoutcomesare:

•Understandsandrespondstoquestions•Demonstratesunderstandingoftheunitofinquiryinwrittentasksandinclassactivities•DevelopsknowledgeofVietnameseculture•ParticipatesinclassculturaleventsandsingsVietnamesesongs

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