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Contents

Qingdao Amerasia International School Introduction 3

Our Mission 3

Our Vision 3

Our Core Values 3

Montessori Early Childhood Curriculum 4

Practical Life 4

Sensorial 6

Math 7

Language 9

Cultural 11

Chinese 14

IB® Primary Years Program Curriculum 14

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Qingdao Amerasia International School Introduction

Our MissionQAIS aims to inspire a lifelong love of learning through a holistic, child-centered, inquiry-based approach. 

By embracing each student’s diverse needs, learning styles, and strengths, we strive to develop courageous global citizens who help to create a more peaceful world through community action, intercultural understanding, and respect for all life.

Our VisionTo cultivate an inclusive and vibrant community that promotes knowledge, creativity, independent thinking and mutual respect in a nurturing and safe environment.

Our Core ValuesAcademic Excellence: We embrace academic excellence, guiding our children’s innate curiosity and encouraging joy in learning.

Independence and Imagination: We foster independent thinking and spark imagination, inspiring our children to become the leaders of tomorrow.

Peace and respect: We instill respect for self, respect for one another, and respect for our planet, enhancing prospects for peace.

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Montessori Early Childhood CurriculumOne of the first goals of the QAIS Montessori Children’s House is to help the child gain control in the coordination of his movement, and help the child to gain independence and adapt to his society. It is therefore important to “Teach teaching, not correcting” (Montessori) in order to allow the child to be a fully functional member in his own society.

The following is a brief overview of QAIS’s core curriculum in the areas of language arts, mathematics, social studies, science, sensory training, and practical life for our students ages 3 through 6 years old. Please keep in mind that this only represents an overview of the course of study, and is not meant to be complete. Since our students progress at their own pace, it is not possible to divide up the curriculum by grade levels.

Practical LifePractical life focuses on developing skills that allow the child to effectively control and deal with the social and physical environment in which he lives. Practical Life Exercises also aid the growth and development of the child’s intellect and concentration and will, in turn, also help the child develop an orderly way of thinking. There is a growing pride in being able to "do it for myself." Practical life begins as soon as the young child enters the school and continues throughout the curriculum to more advanced and complex tasks as the child gains mastery. In addition, the practical life exercises develop logic since there is a beginning, middle, and end to each exercise.

PRACTICAL LIFE ACTIVITIESPRACTICAL LIFE ACTIVITIESPRACTICAL LIFE ACTIVITIESPRACTICAL LIFE ACTIVITIES

Phase 1 Phase 2 Phase 3

Presentation Cycle

Mats

Carrying

Walking

Tidying

Classroom Environment

Grasping

Twisting

Sorting

Spooning

Pouring

Tweezing

Table setting

Table washing

Cloth washing

Cloth folding

Food prep

Cutting

Rolling

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Spooning

Scooping

Sifting

Squeezing

Locking

Screwing

Cleaning

Scrubbing

Mopping

Vacuuming

Personal Care

Grooming

Hand washing

Polishing

Dressing frames

Grace and courtesy

Indoor voice

Sharing

Listening

Taking turn

Manners

Movement

Walking the line

Exercises/calisthenics

Dance

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SensorialSensorial materials are the tools for discovering the universe. The sensorial work allows the child to acquire clear, conscious, information and to be able to then make classifications in his environment. Montessori believed that sensorial experiences begin at birth. Through his senses, the child studies his environment. The sensorial materials are the keys to classifying the things around him, which leads to the child making his own experiences in his environment. Through the classification, the child is also offered the first steps in organizing his intelligence, which then leads to his adapting to his environment. These are sensorial exercises in perception, observation and fine discrimination, that play a major role in helping our children to develop their sense of logic and concentration. They begin at age 3 and are a major area of concentration typically through age 5.

SENSORIALSENSORIALSENSORIALSENSORIAL

Phase 1 Phase 2 Phase 3

Knobbed cylinders

Pink tower

Brown stair

Red rods

Color tablets

Knobless cylinders

Geometry cabinet

Geometry cards

Botany cabinet

Botany cards

Constructive triangles

Geometric figures cards

Geometric solids

Sound cylinders

Bells

Thermic bottles

Thermic tablets

Smelling jars

Baric tablets

Binomial cube

Trinomial cube

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MathThe mathematical material gives the child his own mathematical experience, which helps him to arrive at a deep understanding of mathematical concepts through individual work. Some of the math materials are teacher-directed activities but these are followed with activities for the individual. Most works begins with small group lessons which are followed by independent, individual work.

The Exercises in arithmetic are grouped. There is some sequential work and some parallel work. The first group is Numbers through Ten. When the child has a full understanding of numbers through ten, the second group, The Decimal System, can be introduced.

The focus here is on the hierarchy of the decimal system and how the system functions. It also starts the child on the exercises of simple computations, which are the operations of arithmetic.

The third group will be started when the decimal system is well underway.

From then on, these exercises will be given parallel to the continuing of the decimal system. This third group, Counting beyond Ten, includes the teens, the tens, and linear and skip counting. The fourth group is the memorization of the arithmetic tables. This work can begin while the later work of the decimal system and the counting beyond ten exercises are continued. The fifth group is the passage to abstraction. The exercises in this group require the child to understand the process of each form of arithmetic and to know the tables of each operation.

The child who knows the process and tables for addition can begin to do the addition in abstraction. He may still be working on learning the tables for the other operations and these will not be taken up until he has the readiness. The exercises in the group for passing to abstraction, allow the child to drop the use of the material, as he is ready. He can then begin to work more and more with the symbols on paper, without using the material to find the answers. The sixth group of materials, fractions, can be taught in latter portion of the program while the child is in abstraction or can be presented as a sensorial work earlier in the program. The writing of fractions and the operations of fractions can follow, as the child is moving into the passage to abstraction.

FUNDAMENTALS OF THE DECIMAL SYSTEM FUNDAMENTALS OF THE DECIMAL SYSTEM FUNDAMENTALS OF THE DECIMAL SYSTEM FUNDAMENTALS OF THE DECIMAL SYSTEM

Phase 1 Phase 2 Phase 3

Number Rods

Sandpaper Numerals

Number Rods and Numerals

Spindle Box

Bead Bars

Teens Board

Tens Board

100 chain

Hundreds Board

Linear counting with bead chains

NUMERICAL PLACE VALUENUMERICAL PLACE VALUENUMERICAL PLACE VALUENUMERICAL PLACE VALUE

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Phase 1 Phase 2 Phase 3

Golden Beads

Number Cards

Golden Beads and Number Cards

Exchanging Game

OPERATIONS WITH WHOLE NUMBERSOPERATIONS WITH WHOLE NUMBERSOPERATIONS WITH WHOLE NUMBERSOPERATIONS WITH WHOLE NUMBERS

Phase 1 Phase 2 Phase 3

Golden Beads -Addition

Golden Beads-Subtraction

Golden Beads-Multiplication

Golden Beads-Division

Stamp Game- Addition

Stamp Game-Subtraction

Stamp Game- Multiplication

Stamp Game- Division

Addition Snake Game

Bead Bars

Addition Strip Board

Addition Charts

Subtraction Strip Board

Subtraction Charts

Multiplication Board

Multiplication Charts

Division Board

Division Charts

GEOMETRYGEOMETRYGEOMETRYGEOMETRY

Basic Geometric Shapes

Regular Polygons -Decagon

Quadrilaterals

Circle, Ellipse, and Oval

Cube, Sphere, Cylinder, Pyramid and Cone

Prisms, Ovoid, and Ellipsoid

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Language To help the child in his development in language, the Montessori classroom is designed to help the child reach the 3rd period of consciousness. The child concentrates on the learning of each important step in language so that each progressive step is done easily and without any thought on the part of the child. The special material also plays an important role in aiding the child to develop the powers of communication and expression, of organization and classification, and the deepening of thought.

The total environment of the Primary classes (3 to 6 years-old) tends to create and reinforce in our young children a spontaneous interest in learning how to read. We begin to teach reading as soon as that interest is first expressed. Using a total immersion approach, the youngest children develop a highly sophisticated vocabulary and command of the language. The children are taught through many early approaches to listen for and recognize the individual phonetic sounds in words. The children are introduced to literature by reading aloud and discussing a wide range of classic stories and poetry. Our youngest students recognize the shape and phonetic sounds of the alphabet through the 'sandpaper letters': a tactile alphabet.

PRE-READINGPRE-READINGPRE-READINGPRE-READING

Phase 1 Phase 2 Phase 3

Sandpaper letters

Sound recognition

Moveable alphabet

Matching

Object -> object

Object -> picture

Picture -> picture

Beginning consonants

Phonetic object boxes

Short vowel sounds

Middle sounds/vowels

Short & long: a, e, i, o, u

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READINGREADINGREADINGREADING

Phase 1 Phase 2 Phase 3

Blending/ending sounds

cons/vowel

cons/vowel/cons

cons/cons/vowel/cons

cons/vowel/cons/cons

Sequence cards

Opposites

Word recognition

Phonetic object boxes

Moveable alphabet

Matching

Picture -> word

Word -> word

Word family boxes

Puzzle words

Digraphs

Label the environment

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CulturalImmersions in the arts, in dance, and in music are also given to the child along with the sciences of life: physical science, history and geography. All of these additional exercises are introduced, informed, and crystallized with language. In addition, the Cultural Work is given so the child has the experience to function in and respect his own culture, to develop respect and appreciation of diverse cultures, and to understand personal chronological placement in history.

Zoology: Children cultivate an interest in animals while learning about their needs, characteristics and habitats. They are introduced to the concept of animal classification within five basic groups: bird, fish, mammal, reptile and amphibian. In this area children learn the anatomy of animals by learning the parts as well as the function of the parts.

Natural Science-Botany: This area helps children build an interest in botany and an appreciation and respect for plant life. Children

explore and learn the names of the parts of a tree, flower, and leaf.

Physical Science: Children in this area inquire, observe, and reason. They also develop preliminary understanding of classification, measurement, prediction, and communication of observations. They learn to observe and use simple experiments to demonstrate primary laws of the Universe.

Art and Music: Children learn and practice techniques, help expand ideas, and explore freedom of expression. To execute the series of steps involved in creating a work of art. This allows them to increase their understanding and enjoyment of music within our culture, and enhance music.

ZOOLOGYZOOLOGYZOOLOGYZOOLOGY

Phase 1 Phase 2 Phase 3

Living

Non-living

Vertebrates

Invertebrates

External parts of vertebrates

Fish

Amphibian

Reptile

Bird

Mammal

BOTANYBOTANYBOTANYBOTANY

Phase 1 Phase 2 Phase 3

Trees

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Types of

Shapes of

Parts of

Research of

Shrubs

Types of

Shapes of

Parts of

Research of

Flowers

Types of

Shapes of

Parts of

Research of

Plants

Types of

Shapes of

Parts of

Research of

Leaves

Types of

Shapes of

Parts of

Research of

Seeds

Types of

Shapes of

Parts of

Research of

Field Research

Gardening

Planting

Growing

Harvesting

MUSICMUSICMUSICMUSIC

Phase 1 Phase 2 Phase 3

Matching bells

Nomenclature cards

Instruments

ARTARTARTART

Phase 1 Phase 2 Phase 3

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Nomenclature cards

Oil Pastels

Watercolor Paint

Acrylic Paint

Colored Pencils

Sketching Pencils

Chalk

Clay

Wood

Leather

PHYSICAL SCIENCEPHYSICAL SCIENCEPHYSICAL SCIENCEPHYSICAL SCIENCE

Phase 1 Phase 2 Phase 3

Equipment & safe use

States of matter

Solid

Liquid

Gas

Water

Light

Air

Sound

Magnetism

Friction

Heat

Weight

Electricity

Weather

Rocks

HISTORYHISTORYHISTORYHISTORY

Phase 1 Phase 2 Phase 3

Study of time

Clock

Calendar

Time lines

Cultures

GEOGRAPHYGEOGRAPHYGEOGRAPHYGEOGRAPHY

Phase 1 Phase 2 Phase 3

Sandpaper globes

Painted globes

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Land forms

Lake -> Island

Gulf -> Peninsula

Strait -> Isthmus

Bay -> Cape

Lake system -> Archipelago

Maps (puzzles & labels)

Planisphere

North America

South America

Europe

Asia

Africa

Oceania

ChineseToddler and Primary children are exposed to the sounds and rhythms of the Chinese language through games, songs, and activities. Lessons initially include counting, colors, and basic vocabulary.

IB® Primary Years Program CurriculumThe IB Primary Years Program (PYP), for students ages 3 to 12, focuses on the development of the whole child, nurturing their emotional, social, language, cognitive, and physical needs.  The PYP curriculum therefore balances the acquisition of knowledge, concepts and skills, with the reinforcement of positive attitudes and student-initiated action. The PYP is the result of years of research that carefully examined a variety of national systems and independent schools. The aim of PYP is to develop internationally minded learners who are inquiring, knowledgeable, and caring, that help to create a better more peaceful world through intercultural understanding and respect.

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QINGDAO AMERASIAINTERNATIONAL SCHOOL

Inspiring a lifelong love of learning.www.QingdaoAmerasia.org