Primary Curicculum 2013-2014

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PRIMARY SCHOOLCURRICULUM GUIDE 2013 I 2014

THE WORLD IN A CLASSROOM


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TABLE OF CONTENTS

2 B.I.S. MISSION STATEMENT

Goals Objectives School Purpose

3 B.I.S. GUIDE TO THE PRIMARY YEARS PROGRAMME

Overview of the Primary Years Programme(PYP)What do we want to learn? The written curriculum

5 KNOWLEDGE What do we want students to know about?

PYP transdisplinary themes

6 PROGRAMME OF INQUIRY 2013 - 2014

8 CONCEPTS What do we want students to understand?

SKILLS What do we want students to be able to do?ATTITUDES What do we want students to feel, value and demonstrate?

ACTION How do we want students to act?

SUBJECT AREAS & EXPECTATIONS

9 LANGUAGE STRANDS

10 ENGLISH & GERMAN LANGUAGE (Advanced & Mother Tongue)

Grade Level Expectations

12 ENGLISH, GERMAN & CHINESE AS ADDITIONAL LANGUAGESEnglish as an Additional Language Expectations (EAL)German Language Expectations (Beginner & Intermediate)

Chinese Language Expectations (Beginner)

13 PRIMARY MATHEMATICS STRANDS

14 Mathematics Grade Level Expectations

17 SCIENCE STRANDS

19 Science focused units

21 SOCIAL STUDIES STRANDS

23 Social Studies focused units

25 PERSONAL, SOCIAL AND PHYSICAL EDUCATION (PSPE) STRANDS

26 Personal, Social & Physical Education grade level expectations

28 THE ARTS STRANDS

29 The Arts grade level expectations


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WELCOME TO BERLIN INTERNATIONAL SCHOOL

Dear Parents,

We consider our school to be a community of learners and view parents as partners in the programme we offer. We

believe that teaching and learning will be more effective if parents and staff share the same goals and values. It is our

purpose in publishing this curriculum guide for parents to better inform you of our programme and our beliefs about curriculumand pedagogy.

This guide is in its fourth edition. We have reviewed it for accuracy and updated it to reflect new Units of Inquiry and a

revised Mathematics curriculum. We will review this guide once a year to ensure the information is always up to date. The

document is written with you, the parents, in mind and we would welcome feedback on its contents and format.

Our best wishes for a successful year ahead.

Sincerely,

Helen Kelly, Primary School PrincipalAngeline Aow, Curriculum Coordinator


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MISSION

Berlin International School is a private, non-profit, non-denominational day school offering student-centred learning to

international and local students from Grade 1 through university entrance preparation.

We encourage individual and group achievement as well as academic excellence in a supportive climate of mutual respect

and enthusiasm for learning. We are committed to promoting the values of international and multicultural awareness

and fostering a sense of ethical and social responsibility.

GOALS

To attain our goals of learning, internationalism, multicultural mindedness and responsibility, we have established objectives

toward which our programs and policies are directed.

OBJECTIVES

We, the B.I.S. community (students, staff, parents, board) take on the responsibility:

1. To strive for academic excellence;

2. To foster skills needed to succeed in future transitions and in the adult world, such as awareness of social cooperation

and responsibility;

3. To support activities and programs that broaden students knowledge of the intellectual, spiritual, physical and creative

aspects of life;

4. To continue developing challenging curricula relevant to the needs of students in order to build a successful future;

5. To build and model reflective habits of mind and critical thinking skills;

6. To develop teamwork as well as individual skills;

7. To promote respect for the variety of cultures and for the culture of the host nation;

8. To share information regularly and effectively;

9. To recognise our diversity in a supportive and ethical learning climate, fostering self-respect without prejudice;

10. To encourage further language acquisition;

11. To nurture the development of well-rounded students and to respect the physical and emotional integrity of each member

of our community

SCHOOL PURPOSE

OUR PHILOSOPHY

Berlin International School (B.I.S.), primary division, provides a warm, caring, supportive setting for children as they explore

their environment. Our school creates a setting rich with play, music, art, dance, and cultural events while stimulating

the childrens innate creativity and curiosity. Our curriculum encourages children to use all their senses to explore their

environment and to excel academically, artistically, physically, and emotionally.

Our teachers believe that each childs natural curiosity is the origin of learning and that we must respect each childs

level of readiness, ability, and curiosity as we promote learning. We encourage each child to become an active group

member by promoting cooperative and collaborative group learning. We provide a structured learning environment that

fosters their inner motivation and stimulates each child to advance their level of knowledge and skills.


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GUIDE TO THE PRIMARY YEARS PROGRAMME

Our school is authorized by the International Baccalaureate (IB) to offer the IB Primary Years Programme (PYP).

This constitutes the curriculum framework for our school and many other international schools throughout the world.

The PYP promotes an inquiry-based approach to teaching and learning. B.I.S. is also a state recognised school that meets

the requirements of the Berlin Rahmenplan.

The school is accredited by the Council of International Schools as well as the New England Association of Schools and

Colleges. It is regularly evaluated on the international standards set by these agencies.

WHAT ARE THE BELIEFS & VALUES THAT FORM THE FOUNDATION OF OUR CURRICULUM?

Berlin International School recognizes that its students come from a variety of cultural and lingual backgrounds.

To meet the needs of all of these students, the curriculum at B.I.S. aims to develop internationally-minded students who

can think critically, knowledgeably and respectfully about the world around them.

The PYP expresses this desired student outcome in its definition of what it means to be internationally-minded, encapsulated

in the attributes listed in the Learner Profile.

The Learner Profile is the basis for all teaching and learning at Berlin International School.

IB LEARNER PROFILE

The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and

shared guardianship of the planet, help to create a better and more peaceful world.

IB LEARNERS STRIVE TO BE:

INQUIRER

They develop their natural curiosity.

They acquire the skills necessary to conduct inquiry 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 significance.

In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

THINKERS

They exercise initiative in applying thinking skills critically and creatively to recognise and approach complex problems,

and make reasoned, ethical decisions.

COMMUNICATORS

They understand and express ideas and information confidently and creatively in more than one language and in a variety

of modes of communication.

They work effectively and willingly in collaboration with others.

PRINCIPLED

They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual,

groups and communities.

They take responsibility for 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 communities.

They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

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CARING

They show empathy, compassion and respect towards the needs and feelings of others.

They have a personal commitment to service, and act to make a positive difference to the lives of others and to the en-

vironment.

RISK-TAKERS

They approach unfamiliar situations and uncertainty with courage and forethought, 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.

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.

BERLIN INTERNATIONAL SCHOOL & the IB ensure that children come to school with beliefs and mental models about

how the world works based on their previous experiences. Using this prior knowledge, children construct increasingly

complex understandings of the world around them based on new input through formal and informal learning experiences.

Everyone is on a cyclical path to deeper understandings of how the world works through the constant revision and testing

of ideas and models. As such, all members of the community are a part of our teaching and learning.

BERLIN INTERNATIONAL SCHOOL believes that helping children construct meaning occurs most naturally through

structured inquiry. Such inquiry may take place in a variety of formats and may be individual, small group or whole class

in focus. The aim is to support each childs struggle to gain new understandings. This learning is most effective when it

is significant and relevant to the child. As such, it is also recognised that each child is unique and progresses at his/her

own rate through the stages of development and understanding.

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WHAT DO WE WANT TO LEARN?

The PYP curriculum framework includes five essential elements: knowledge, concepts, skills, attitudes, and action.

Each of these builds on the Learner Profile.

KNOWLEDGE: WHAT DO WE WANT STUDENTS TO KNOW ABOUT?The aim is to investigate significant and relevant content in age-appropriate ways. The traditional subject areas of language,

mathematics, science, social studies, the arts (dance, drama, music and visual arts), and personal, social and physical edu-

cation are recognised as important disciplines. At the heart of our curriculum we believe that students construct meaning

and learn best in a transdisciplinary context. Our curriculum values transdisciplinary learning. In this context the meaning

of the prefix trans is two-fold: to convey learning that has relevance across the subject areas and more importantly, learning

that transcends the confines of the subject areas to connect to what is real in the world. Through six transdisciplinary themes

of the programme of inquiry, students explore six units of inquiry over the year.

PYP TRANSDISPLINARY 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 & 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 organise ourselves:

An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organisations;

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 relationships within and between them; access to equal opportunities; peace and conflict

resolution.

In each grade level there is a Unit of Inquiry for each theme. Each Unit of Inquiry addresses a central idea, which states

what we want the students to know and understand about the topic. Lines of inquiry clarify the exploration for each unit.

All Units of Inquiry together form the Programme of Inquiry. This is reviewed yearly in order to ensure that it is still

meeting the needs of our students.

Instruction in the various subject areas may take place within the Programme of Inquiry or outside it as stand-alone inquiries.

All science and social studies instruction occurs within the Programme of Inquiry. Language, mathematics, art, music, and

personal, social and physical education are integrated where natural but taught separately when necessary. Art, dance,

music and physical education are mainly taught by specialist teachers.

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PROGRAMMEOFINQ

UIRY2013-2014

Central Idea: Communication and social

skills may enhance peoples relationshipsthat have an impact on our well-being.Key concepts: function, responsibility.Related concepts: cooperation, friendship,relationships, balance, emotions, communica-tion, mindfulness, social skills.Lines of Inquiry: how we develop and main-tain relationships how personal and socialrelationships affect uscommunication andsocial skills.

WHO WE AREAn inquiry into the nature of the self; beliefsand values; personal, physical, mental, socialand spiritual health; human relationships in-cluding families, friends, communities andcultures; rights and responsibilities; what itmeans to be human.

WHERE WE ARE IN TIME & PLACEAn inquiry into our orientation in place andtime; personal histories; homes and journeys;the discoveries, explorations and migrationsof humankind; the relationships between andthe interconnectedness of individuals and ci-vilisations, from local and global perspectives.

Central Idea: Authors and illustrators express

themselves through literature and art.Key concepts: form, perspective, reflectionRelated concepts: communication, expres-sion, setting, meaning, print conventions,allegory. Lines of Inquiry: how literature andillustrations are created and shared toolsand techniques authors and illustrators useto express themselves how stories expressideas, emotions and values.

HOW WE EXPRESS OURSELVESAn inquiry into the ways in which we discoverand express ideas, feelings, nature, culture,beliefs and values; the ways in which we reflecton, extend and enjoy our creativity; our appre-ciation of the aesthetic.

Central Idea: Personal well-being is depen-dent on a balance of interconnected factors.

Key concepts: : function, causation,responsibility.Related concepts: rchoices, consequences,systems (body), health.Lines of Inquiry: the concept of well-being factors that contribute to well-being(physical, mental, social, spiritual) interconnectedness of body systems.

Central Idea: Cultural artefacts provide a wayto learn about and understand the history ofa community.

Key concepts: change, reflection.

Related concepts: chistory, artefacts,culture, evidence.Lines of Inquiry: ways to find out about ourpast how cultural artefacts reflect a com-munity personal, local and global artefactsand their meaning

Central Idea: People use different art formsto express themselves.

Key concepts: function, perspective, form.

Related concepts: communication, artistry,expression, creativity.Lines of Inquiry: role of arts in daily life different ways people express themselves understanding the perspective of the artist.

Central Idea: Understanding different ways oflearning enables people to respond to their ownlearning needs as well as those of others.Key concepts: function, perspective,

responsibility.Related concepts: diversity, motivation, hu-manity, learning, understanding, group roles,cooperation, collaboration, relationships,nature vs. nurture.Lines of Inquiry: different learning styles the human brain and nervous system how awareness of ones own learning stylesstrengthens learning processes.

Central Idea: Machines and technology havedeveloped over time to increase humanefficiency.Key concepts: form, function, change.

Related concepts: continuity, technology,progress, work, innovation, validity, patent,human ingenuity, standard of living, producti-vity.Lines of Inquiry: simple machines and theirdevelopment recent innovations and theirorigins implications for the future.

Central Idea: By using different media,people can share information and influenceothers.Key concepts: function, perspective,

responsibilityRelated concepts: role, communication,subjectivity, objectivity, power, society, valuesand principles, image, choice, consumers andproducers, facts vs. opinion.Lines of Inquiry: the role of media com-munication through mass media the ad-vantages and drawbacks of mass media.

Central Idea: Prejudice influences how webehave towards and perceive others.Key concepts: perspective, causation,responsibility.

Related concepts: empathy, prejudice,identity, values, beliefs, generalisations, ste-reotypes, discrimination, social etiquettes.Lines of Inquiry: stereotypes and self-identity forms of prejudice actions and reactionstowards acts of prejudice and their impact.

Central Idea: Exploration leads to discoveryand develops new understandings.Key concepts: form, reflection, perspective.

Related concepts: consequences, discovery,geography, migration, settlement, exploration,colonisation.Lines of Inquiry: reasons for explorations.(historical and personal) impact of explorersand explorations what we learn throughexploration process of exploration.

Central Idea: Changes people experience atadolescence affect their evolving sense of self.Key concepts: reproduction, systems,maturity, image, well-being, identity, growth.Related concepts: reproduction, systems,

maturity, image, well-being, identity, growth.Lines of Inquiry: the physical changes thatoccur at adolescence factors that contributeto self-concept and well-being during adoles-cence significant stages in the maturationprocess and the resulting increase of respon-sibilities.

Central Idea: Human migration is a responseto challenges and opportunities.Key concepts: causation, change,perspective.Related concepts: impact, push and pull

factors, adaptation, growth rates, settlementpatterns, risk.Lines of Inquiry: reasons why people migrate migration throughout history effects ofmigration on communities, cultures and in-dividuals.

Central Idea: EXHIBITION.

Key concepts: all.

Related concepts: student choice.

Lines of Inquiry: student choice.

Central Idea: Learning about toys, games

and songs from previous generations helps usunderstand the relationship between the past,present and future. Key concepts: causation,change, connection.Related concepts: time, continuity, heritage,leisure, entertainment, play, learning, creativity.Lines of Inquiry: ways to find out about pasttoys, games and songs how past toys,games and songs have evolved the role oftoys, games and songs in our lives.

Central Idea: Design of buildings & structu-res is guided by environmental factors, humaningenuity, cultural influences and availablematerials. Key concepts:form, function,

connection. Related concepts: structure,purpose, design, technology, sustainability,symbolism, style, setting, influence. Linesof Inquiry: symbolism and styles of archi-tecture technology & materials used indifferent types of structures considerationstaken into account when building a structure(local architecture focus)


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Central Idea: Food ingredients change in

state as they undergo physical processes.Key concepts: causation, change.Related concepts: reaction, matter.temperature (heating, cooling), interaction,equilibrium, safety, conservation.Lines of Inquiry: The variety of food we eat How different processes change food Safe food preparation, conservation and con-sumption the interactions between animalgroups and the natural world.

HOW THE WORLD WORKSAn 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 scien-tific principles; the impact of scientific andtechnological advances on society and on theenvironment.

HOW WE ORGANISE OURSELVESAn inquiry into the interconnectedness ofhuman-made systems and communities; thestructure and function of organisations; socie-tal decision-making; economic activities andtheir impact on humankind and the environ-ment.

Central Idea: All living things go through a

process of change.Key concepts: causation, change,connection.Related concepts: cycles, transformation,interaction, pattern, growth, maturation,death, reproduction.Lines of Inquiry: patterns of growth howliving things change over their lifetime factors that can influence life cycles.

HOW WE SHARE THE PLANETAn inquiry into rights and responsibilities inthe struggle to share finite resources withother people and with other living things;communities and the relationships withinand between them; access to equal opportu-nities; peace and conflict resolution.

Central Idea: Life is influenced by weatherwhich can be explained, observed, predictedand measured.

Key concepts: form, function, connection.

Related concepts: impact, prediction,change.Lines of Inquiry: how weather works howweather is observed, predicted and measured the influence of weather on life.

Central Idea: People use different systemsof exchange to get what they need or want.

Key concepts: function, connection.

Related concepts: exchange, trade, value,consumers and producers.Lines of Inquiry: systems of exchange mediums of exchange ethics/fairness ofthe marketplace needs/dependence onothers.

Central Idea: Government and societal de-cisions influence the lives of its citizens.Key concepts: function, perspective,responsibility.

Related concepts: equality, rights, responsi-bilities, citizenship, governance, law, politics,leadership, power, constitution, ideals, welfare,society, voluntarism, action, rules, regulations,voting.Lines of Inquiry: how government systemsfunction impact of government on citizens rights and responsibilities of citizenship.

Central Idea: Biodiversity depends on abalance of organisms within systems.Key concepts:connection, responsibility.

Related concepts: balance, biodiversity,interdependence, organisms, habitats,interaction, order.

Lines of Inquiry: biodiversity (in woodlands) (local) food webs and food chains factorsthat affect the balance of systems.

Central Idea: Everything is composed ofmatter with properties that can changebut will always be conserved.Key concepts: function, form, connection.Related concepts: transformation, states

of matter, properties, reversible, irreversible.

Lines of Inquiry: properties of matter phy-sical and chemical changes the scientificmethod

Central Idea: Signs and symbols are part ofhuman-made systems that facilitate local andglobal communication.Key concepts: form, function, connection.Related concepts: communication,

language, symbolism, writing, iconography

Lines of Inquiry: signs and symbols and theirfunction how visual language facilitatescommunication the development of writingare developed.

Central Idea: Actions and reactions of indi-viduals contribute to achieving resolutionsin conflict situations.Key concepts: causation, perspective,responsibility.

Related concepts: peace, conflict, resolution,compromise, power, political conflict, choice.Lines of Inquiry: causes and effects of con-flict (local and global) human rights andequity strategies used to resolve conflictand characteristics of peacemakers conse-quences of resolutions.

GRADE1

GRA

DE2

GR

ADE3

GR

ADE4

G

RADE5

Central Idea: Humans respond to the con-tinual changing nature of the Earth.

Key concepts: causation, change,

connection.Related concepts: erosion, geology, move-ment, region, location, evolution, environmen-tal changes.Lines of Inquiry: how the different compo-nents of the Earth are interrelated howthe Earth has changed and is continuing tochange why the Earth changes humanresponses to the Earths changes.

Central Idea: Energy may be converted, trans-formed and used to assist human development.Key concepts: form, causation, responsibility.Related concepts: transformation, production,

conservation, sustainability, distribution, con-sumption, technology, advancement, energy,power, potential & kinetic energy, movement,work, progress, resources. Lines of Inquiry:Different forms of energy sources(renewableand non-renewable) how we harness, con-serve & renew sources of energy energyusage, the effects & sustainable practices.

Central Idea: Organising systems are deve-

loped and followed enabling communities toaccomplish common goals.Key concepts: function, causation.Related concepts: organisation, time, time-tabling, events, responsibility, communities.Lines of Inquiry: the needs of our communityto function well (home & school) systemsused to organise our community (home &school) cooperation and responsibilities re-quired to make systems work are developed.

Central Idea: Communities provide intercon-nected services and systems designed tomeet peoples needs.Key concepts: function, causation,

connection.Related concepts: networks, systems, inter-dependence, civilization, population density,urbanization, settlement patterns, rural/urban, geographical locations.Lines of Inquiry: reasons people live in thelocal community services and systemsneeded to support a community considera-tions used when planning services & systems.

Central Idea: Adaptations and interactionsof living things have an impact on other livingthings and the environment.

Key concepts:connection, change, respon-sibility. Related concepts: adaptations, ha-bitat, interdependence, evolution, climate.Lines of Inquiry: how living things respond tochanging environmental conditions to survive circumstances that lead to adaptation physical, behavioural and social adaptations human impact on natural habitats/otherliving things

Central Idea: Sustainability of the Earthsresources may be attained by the choicespeople make. Key concepts: change, cau-sation, responsibility.

Related concepts: resources, sustainability,infinite, finite, choices, biodegradable, recyc-ling, reuse, essentials, luxuries, equality, fair-ness, distribution, lifestyle, consequences.Lines of Inquiry: Earths finite and infiniteresources the impact of peoples choiceson the environment the balance betweenmeeting human needs and the use of limitedresources.


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LANGUAGE

Language provides a vehicle for learners to engage with the world.

Language Scope & Sequence, PYP, International Baccalaureate

Language as a subject at Berlin International School encompasses oral, written and visual language. Oral language instruction

focuses on speaking and listening skills. Written language instruction includes reading and writing skills. Visual language

instruction is about understanding the ways in which images and language interact to convey ideas, values and beliefs.

The language strands are learned across and throughout the curriculum, and each strand is an integral component of

language learning.

STRANDS

ORAL LANGUAGE

SPEAKING & LISTENING: Listening (the receptive mode) and speaking (the expressive mode) work together in a

transactional process between listeners and speakers. Listening involves more than just hearing sounds. It requires

active and conscious attention in order to make sense of what is heard. Purposeful talk enables learners to articulate

thoughts as they construct and reconstruct meaning to understand the world around them. Oral language involves

recognizing and using certain types of language according to the audience and purposes.

VISUAL LANGUAGE

VIEWING & PRESENTING: Viewing (the receptive process) and presenting (the expressive process) are connected and

allow for reciprocal growth in understanding; neither process has meaning except in relation to the other. It is important to

provide a balanced programme with opportunities for students to experience both viewing and presenting. These processes

involve interpreting, using and constructing visuals and multimedia in a variety of situations and for a range of purposes and

audiences. Visual texts may be paper, electronic or live, observable forms of communication that are consciously constructed

to convey meaning and immediately engage viewers, allowing them instant access to data.

WRITTEN LANGUAGE

READING: Reading is a developmental process that involves constructing meaning from text. Reading helps us to clarify

our ideas, feelings, thoughts and opinions. Literature offers us a means of understanding ourselves and others, and has

the power to influence and structure thinking. Well-written fiction provides opportunities for learners to imagine themselves

in anothers situation, reflecting on feelings and actions, and developing empathy. The ability to read and comprehend

non-fiction is essential for the process of inquiry. As inquirers, learners need to be able to identify, synthesize and apply

useful and relevant information from text.

WRITTEN LANGUAGE

WRITING: Writing is a way of expressing ourselves. It is a personal act that grows and develops with the individual. It allows

us to organise and communicate thoughts, ideas and information in a visible and tangible way. Writing is primarily concerned

with communicating meaning and intention. When children are encouraged to express themselves and reveal their own

voice, writing is a genuine expression of the individual. Over time, writing involves developing a variety of structures,

strategies and literary techniques (spelling, grammar, plot, character, punctuation, voice) and applying them with increasing

skill and effectiveness. However, the writers ability to communicate his or her intention and share meaning takes precedence

over accuracy and the application of skills. Accuracy and skills grow out of the process of producing meaningful communication.

Children learn to write by writing. Acquiring a set of isolated skills will not turn them into writers. It is only in the process

of sharing their ideas in written form that skills are developed, applied and refined to produce increasingly effective

written communication. Primary students at B.I.S. receive language instruction in English and in German, with support

from EAL (English as an Additional Language) staff as deemed necessary. Berlin International School recognizes that

students will learn language, learn about language and learn through language. We appreciate the role of language as a

social medium as well as a medium of inquiry.

HOW CHILDREN LEARN LANGUAGE

Teaching language should respect the language experiences that children have already had. Language instruction is the

most effective when embedded in meaningful contexts that encourage application and foster inquiry. When appropriate,

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aspects of language instruction at B.I.S. are integrated into the Units of Inquiry, but may also be taught as specific skills.

Instruction for our younger learners acknowledges the importance of play and group activities for language acquisition

and general development. In this context, non-standard language use is accepted as part of the learning process. As students

move through the grade levels and their range of language tasks expands, conventions gain more importance in daily

language instruction.

CHILDRENS' PHASES OF LEARNINGWe recognise that within a class there is a spectrum of abilities and understanding, and that each learner progresses

through the phases of language learning at his or her individual pace. Thus, teachers provide differentiated learning activities

to address individuals' needs.

ASSESSMENT Various assessment tools are used to follow students' progress and to guide further instruction and

differentiation. Assessment is an on-going process and an integral part of teaching. Teachers' assessment tools include

writing samples and formal and informal observations of reading, speaking and listening.

ENGLISH & GERMAN LANGUAGE EXPECTATIONS

(ADVANCED & MOTHER TONGUE)

GRADE 1

The main focus of language instruction in grade one is basic reading, writing and oral language acquisition.

SPEAKING & LISTENING Students will: Build oral vocabulary Interact in the school environment Question and inquire

Listen attentively and considerately Respond appropriately in group situations Communicate their own wants and

needs Follow oral directions.

READING & WRITING Students will: Move beyond single letter/sound correspondence to blending sounds to read

short words Recognise commonly-used words at sight Begin reading independently Re-tell simple, familiar storiesin writing Practise and learn correct printed letter formation Practise and learn basic writing conventions Dictate

or write about personally significant topics Learn writing skills through writing projects related to the Programme of

Inquiry Know that writing conveys meaning and is a purposeful act.

GRADE 2

The main focus of language instruction in grade two is increasing fluency and accuracy when reading and writing.

SPEAKING & LISTENING Students will: Interact in the school environment Expand their use of language to include

academic purposes Begin to organise their thoughts before speaking Begin to paraphrase information from other

sources Discuss their own stories and writing with others Begin presenting their work to the class and responding

appropriately as an audience.

READING & WRITING Students will: Read in guided reading groups with a teacher or a parent Take part in whole-group

reading instruction Read aloud with increasing expression, fluency and competence Demonstrate comprehension by

responding to and generating questions Recognise the beginning, middle and end of a story Compare and contrast

settings, plots and characters Use rhythm and rhyme to increase fluency Practise and learn correct printed and cursive

letter formation Practise and learn writing conventions Understand that writing can describe the factual or the imagined

world Write for a range of purposes Develop pieces of writing using the writing process.

GRADE 3

The main focus of language instruction in grade three is the transition from learning to read to reading to learn. They areencouraged to enjoy the process of reading and writing. Writing instruction emphasises the use of structures such as

paragraphs and direct speech. Activities expose students to the wide range of purposes of language: instruction, information

and entertainment.

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SPEAKING & LISTENING Students will: Make decisions about language use according to different contexts Listen for

a specific purpose in a variety of situations Use more sophisticated story-telling skills, showing an increasing awareness

of structure and expression Use appropriate language when responding.

READING & WRITING Students will: Read with fluency, expression and accuracy Use sentence and word context to

find the meaning of unknown words Apply a range of strategies to understand new texts Read to skim and scan tofind specific information quickly Respond to text by identifying the main idea, recognising cause and effect, distinguishing

between fact and opinion, questioning and drawing conclusions Write descriptive, narrative and informative paragraphs

Proofread their own writing and make some corrections and improvements Develop independent spelling strategies.

GRADE 4

The main focus of language instruction in grade four is the use of language to present and understand points of view.

Teachers actively encourage and support reading through literacy circles and whole class literature discussions.

SPEAKING & LISTENING Students will: Argue persuasively, defend their own opinion and listen critically to others Con-

sidervarious points of view to communicate effectively and appropriately, Verbalise their thinking and explain their reasoning.

READING & WRITING Students will: Learn to identify different genres and their intended purposes Recognise that

there are more complex story structures than beginning, middle and end Make inferences and justify them Vary their

reading style depending upon the type of text Access information from a variety of texts, both in print and online Adapt

their writing to different audiences and purposes Compose using a range of structures and styles including well- orga-

nised paragraphs Write descriptive narratives Write for a range of informational purposes Use appropiate punctuation

and grammar Re-read, edit and revise to improve their own writing.

GRADE 5

The main focus of language instruction in grade five is clarifying and articulating one's ideas with evidence and examples.

Texts are analysed for themes, points of view, connections and meanings.

SPEAKING & LISTENING Students will: Begin to use note-taking to comprehend oral information Deliver informed, or-

ganised and coherent presentations about important world and personally significant ideas, issues or events Practise de-

bating skills and present a point of view not necessarily their own Infer meanings and draw conclusions from the information or

arguments presented by others Appreciate that people speak and respond according to personal and cultural perspectives.

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READING & WRITING Students will: Begin to use note-taking to comprehend written information. Locate, organise and

summarise information from a variety of sources Draw inferences and conclusions about a text and support them with

evidence from the text Recognise and understand figurative language such as similes, metaphors and idioms Locate,

organise and synthesise information from a variety of sources, including the internet, the school library, the family, and

the school, local or global community Distinguish between fact and opinion and reach conclusions about what represents

valid information Use appropriate paragraphing to organise ideas List sources Write using a range of text types Use

written language as a means of reflecting on their own learning.

ENGLISH, GERMAN & CHINESE AS AN ADDITIONAL LANGUAGEENGLISH AS AN ADDITIONAL LANGUAGE EXPECTATIONS (EAL)

GERMAN LANGUAGE EXPECTATIONS (BEGINNER & INTERMEDIATE)

CHINESE LANGUAGE EXPECTATIONS (BEGINNER GRADE 5 ONLY))

GRADE 1 & GRADE 2

EAL support for lower primary students practiced communication for the students daily life in an English-speaking environment.

In Beginner and Intermediate German instruction for lower primary students, communication for the students daily life

in and out of school is practiced. Students are given multiple opportunities for listening comprehension and speaking inthe context of school, home life and free time. We practice common vocabulary and the ability to ask and respond to

questions. When possible, learning takes place through the media of singing, playing, role-play and sharing stories.

GRADE 3

The goal of EAL and Beginner and Intermediate German for third-grade students is to provide students with what they

need to communicate and function in school and in the host country community, while respecting and utilising the

language skills they have already acquired in their first language. In addition, German language students are provided with

many opportunities to learn about the host country culture in a variety of ways, including stories and field trips. Listening

comprehension and discussion skills are practiced in small groups. Essential vocabulary is practised in a range of areas

(school, home life, free time, PYP unit support). Emphasis is put on developing the students' reading and writing skillsthrough small-group and individual instruction, including IT media.

GRADE 4 & GRADE 5

Upper-primary students in EAL and at the Beginner and Intermediate German level are supported in several areas. The

move to an international school setting and in many cases a very different culture can be more difficult for older students,

as they are more aware of cultural differences and have been in their own school system for a longer period of time. As a

result, from the beginning of instruction students are provided with many opportunities to learn about the host country's

and classmates' cultures through different media and field trips. At the same time students are encouraged to talk about

their own countries and experiences. As in the other grades, we place an emphasis on rapid acquisition of survival vocabulary

and on the ability to ask and respond to questions. Students regularly speak and write about their own experiences andopinions, and present this writing in a variety of ways, including the use of IT media. Due to the demands put on students

in their homerooms, a good deal of time in EAL instruction is spent on reading comprehension, especially of non-fiction

texts. Students are encouraged to use their home languages to support their learning. They use resources such as electronic

dictionaries or web resources in their home language as well as English.

GRADE 5

Students who are fluent in English and German will have an opportunity to learn a third language, Chinese. The goal of

this is for beginner students to learn Chinese as a Foreign Language. Basic daily life conversations, vocabulary, reading

and writing of Chinese will be a focus. Learning will mainly take place through oral communication and practice.

Resources referenced: Language Scope & Sequence, Primary Years Programme, International Baccalaureate

Berlin International School Primary Years Programme, English Language Scope & Sequence

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MATHEMATICS

Mathematics is viewed as a vehicle to support inquiry, providing a global language through which we make sense of the

world around us. It is intended that students become competent users of the language of mathematics, and can begin

to use it as a way of thinking, as opposed to seeing it as a series of facts and equations to be memorized.

Within the IB PYP framework, we have adapted the Australian National Curriculum standards for mathematics and closely

used the New South Wales (NSW) syllabus when revising our Mathematics scope and sequence that will be implemented

this year. The knowledge, skills and understanding are to be acquired by a typical student by the end of each grade level. It

is acknowledged that students learn at different rates and in different ways, so that there will be students who may be

working to outcomes described in grade levels below or above their age group. This is in recognition that the learning of

mathematics is developmental and sequential that requires solid understandings and readiness before students success-

fully move to the next stage of learning. There are three main strands of mathematics in our curriculum; Pattern & Algebra,

Measurement & Geometry and Statistics & Probability.

Students develop understanding and fluency in mathematics through inquiry, exploring and connecting mathematicalconcepts, choosing and applying problem-solving skills and mathematical techniques, communicating and reasoning.

As an essential part of the learning process Working Mathematically provides students with the opportunity to engage

in genuine mathematical activity and develop the skills to become flexible and creative users of mathematics. Working

Mathematically encompasses five interrelated components; Communicating, Problem Solving, Reasoning, Understanding

and Fluency. The five components of Working Mathematically describe how content is explored or developed that is,

the thinking and doing of mathematics. At times the focus may be on a particular component of Working Mathematically

or a group of the components, but often the components overlap.

HOW CHILDREN LEARN MATHEMATICS

We believe students develop understandings in mathematics through increasing levels of abstraction. For example, early

learners start by exploring their personal experiences and build on their current understandings through concrete, hands-onactivities. As students progress in their understanding they are able to begin to represent a well-understood concept using

symbols such as pictures, diagrams and using mathematical notation. At this stage students need opportunities to use their

own non-conventional notations in order to make sense of their ideas before being introduced to conventional mathe-

matical notation. As students progress further they will be able to apply their mathematical knowledge with understanding.

For example, students will be able to begin selecting appropriate symbolic notation to process and record their thinking

and to use securely understood concepts to explore a variety of realistic situations and solve problems.

UNITS OF INQUIRY

We believe, wherever possible, mathematics should be taught in a relevant, realistic context. To this end, appropriate strands

of mathematics at each grade level are taught through the units of inquiry. The specific content which is integrated depends

on the specific units of inquiry taught by each grade. In addition to this, mathematics is also taught as a stand alone subject

when integration is not relevant or appropriate. The role of inquiry, however, is important regardless of whether it is being

taught inside or outside the units of inquiry. We believe mathematics is learned best through an inquiry approach, where

students are actively involved in developing their own understandings. They should learn through realistic, hands-on activities

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and have opportunities to reflect on and explain their ideas, theories and results. By expressing their thinking, all students

have the opportunity to learn from each other and refine their understandings of key concepts.

PHASES OF LEARNING

We recognise that students progress through different phases of understanding in mathematics at their own individual rate.

Therefore, the grade level overviews outlined below do not represent a rigid expectation for all students, but rather a general

expectation of the likely phase of development in each particular grade level. Within classrooms, each student is assessed

regularly in order to plan appropriate learning experiences for students, regardless of their current phase of development.

ASSESSMENT

Mathematics assessment happens in a variety of ways. Since mathematical knowledge is based on previous learning,

most mathematics units have an opening assessment to determine what concepts the students already know and which

ones need more work. These beginning assessments may take the form of interviews, observations or more formal tests.

As the units progress, students growing mathematical understandings are assessed through informal and formal observations

of procedures, quizzes, projects and interviews.

STRANDSNUMBER & ALGEBRA

Numbers, in their various forms, are used to quantify and describe the world. From grade 1 there is an emphasis on the

development of number sense, and confidence and competence in using concrete materials and mental and written tech-

niques for solving appropriate problems. Algorithms are introduced after students have gained a firm understanding of basic

concepts, including place value, and have developed mental strategies for computing with two- and three-digit numbers.

Approximation is important and the systematic use of estimation is to be encouraged at all times. Students should always

check that their answers make sense in the contexts of the problems that they are solving.

MEASUREMENT & GEOMETRY

Measurement enables the identification and quantification of attributes of objects so that they can be compared and ordered,

while geometry is the study of spatial forms and involves representation of the shape, size, pattern, position and movement

of objects in the three-dimensional world or in the mind of the learner. The study of geometry enables the investigation of

three-dimensional objects and two-dimensional shapes, as well as the concepts of position, location and movement.

STATISTICS & PROBABILITY

Data: The study of statistics includes the collection, organisation, display and analysis of data. Experiences are based on

real-life contexts using concrete materials. This leads to data collection methods and the display of data in a variety of

contexts. Students are encouraged to ask questions relevant to their experiences and interests, and to design ways of

investigating their questions. Often this is done within the context of the Programme of Inquiry.

Chance: The study of chance is introduced as early as Grade 1 to emphasise early the notion of chance and the use ofinformal language associated with chance. The understanding of chance situations is further developed through the use

of simple experiments that produce data, so that students can make comparisons of the likelihood of events occurring,

and begin to order chance expressions on a scale from zero to one. In the upper grades emphasis is placed on developing

skills in representing outcomes of events in ways that facilitate the calculation of probabilities.

MATHEMATICS GRADE LEVEL EXPECTATIONS

GRADE 1

NUMBER & ALGEBRA Students will: Describe mathematical situations and methods using everyday and some

mathematical language, actions, materials, diagrams and symbols Use objects, diagrams and technology to explore

mathematical problems Support conclusions by explaining or demonstrating how answers were obtained Apply

place value informally, count, order, read and represent two-and three-digit numbers Use a range of strategies and

informal recording methods for addition and subtraction involving one- and two-digit numbers Use a range of mental

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strategies and concrete materials for multiplication and division Represent and models halves, quarters and eighths

Create, represent and continue a variety of patterns with numbers and objects.

MEASUREMENT & GEOMETRY Students will: Measure, record, compare and estimate lengths and distances using

informal units, metres and centimetres Measure, record, compare and estimate areas using informal units Measure,

record, compare and estimate volumes and capacities using informal units measure, record, compare and estimate the

masses of objects using informal units Describe, compare and order durations of events, and read half- and quarter-hour

time Sort, describe, represent and recognise familiar three-dimensional objects, including cones, cubes, cylinders, spheres

and prisms Manipulate, sort, represent, describe and explore two-dimensional shapes, including quadrilaterals, pentagons,

hexagons and octagons Represent and describe the position of objects in everyday situations on maps.

STATISTICS & PROBABILITY Students will: Gather and organise data, display data in lists, tables and picture graphs,

and interpret the results Recognise and describe the element of chance in everyday events.

GRADE 2

NUMBER & ALGEBRA Students will: Describe mathematical situations and methods using everyday and some ma-

thematical language, actions, materials, diagrams and symbols Use objects, diagrams and technology to explore ma-

thematical problems Support conclusions by explaining or demonstrating how answers were obtained Apply place

value informally, count, order, read and represent two- and three-digit numbers Use a range of strategies and informal

recording methods for addition and subtraction involving one- and two-digit numbers Use a range of mental strategies

and concrete materials for multiplication and division Represent and model thirds, halves, quarters and eighths Create,

represent and continue a variety of patterns with numbers and objects.

MEASUREMENT & GEOMETRY Students will: Measure, record, compare and estimate lengths and distances using

informal units, metres and centimetres Measure, record, compare and estimate areas using informal units Measure,

record, compare and estimate volumes and capacities using informal units Measure, record, compare and estimate the

masses of objects using informal units Describe, compare and order durations of events, and read half- and quarter-hour

time Sort, describe, represent and recognise familiar three-dimensional objects, including cones, cubes, cylinders, spheres

and prisms Manipulate, sort, represent, describe and explore two-dimensional shapes, including quadrilaterals, pentagons,

hexagons and octagons Represent and describe the position of objects in everyday situations on maps.

STATISTICS & PROBABILITY Students will: Gather and organise data, display data in lists, tables and picture graphs,

and interpret the results Recognise and describe the element of chance in everyday events.

GRADE 3

NUMBER & ALGEBRA Students will: Use appropriate terminology to describe, and symbols to represent mathematical

ideas Select and use appropriate mental and written strategies, or technology, to solve problems Check the accuracyof a statement and explain the reasoning used Apply place value to order, read and represent numbers of up to five

digits Use mental and written strategies for addition and subtraction involving two-, three-, four- and five-digit numbers

Use mental and informal written strategies for multiplication and division Represent, model and compare commonly used

fractions and decimals Generalise properties of odd and even numbers, generate number patterns, and complete simple

number sentences by calculating missing values.

MEASUREMENT & GEOMETRY Students will: Measure, record, compare and estimate lengths, distances and peri-

meters in metres, centimetres and millimetres, and measure, compare and record temperatures Measure, record, compare

and estimate areas using square centimetres and square metres Measure, record, compare and estimate volumes and

capacities using litres, millilitres and cubic centimetres Measure, record, compare and estimate the masses of objects

using kilograms and grams Read and record time in one-minute intervals and convert between hours, minutes and seconds

Make, compare, sketch and name three-dimensional objects, including prisms, pyramids, cylinders, cones and spheres,

and describes their features Manipulate, identify and sketch two-dimensional shapes, including special quadrilaterals,

and describe their features Identify, describe, compare and classify angles Use simple maps and grids to represent

position and follow routes, including using compass directions.

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STATISTICS & PROBABILITY Students will: Select appropriate methods to collect data, and construct, compare,

interpret and evaluate data displays, including tables, picture graphs and column graphs Describe and compare chance

events in social and experimental contexts.

GRADE 4

NUMBER & ALGEBRA Students will: Use appropriate terminology to describe, and symbols to represent, mathe-

matical ideas Check the accuracy of a statement and explain the reasoning used Apply place value to order, read and

represent numbers of up to five digits Use mental and written strategies for addition and subtraction involving two-,

three-, four- and five-digit numbers Use mental and informal written strategies for multiplication and division represent,

model and compare commonly used fractions and decimals Generalise properties of odd and even numbers, generate

number patterns, and complete simple number sentences by calculating missing values.

MEASUREMENT & GEOMETRY Students will: Measure, record, compare and estimate lengths, distances and

perimeters in metres, centimetres and millimetres, and measure, compare and record temperatures Measure, record,

compare and estimate areas using square centimetres and square metres Measure, record, compare and estimate

volumes and capacities using litres, millilitres and cubic centimetres Measure, records, compares and estimates the

masses of objects using kilograms and grams Read and record time in one-minute intervals and convert between hours,

minutes and seconds Make, compare, sketch and name three-dimensional objects, including prisms, pyramids, cylinders,

cones and spheres, and describe their features Manipulate, identify and sketch two-dimensional shapes, including special

quadrilaterals, and describe their features Identify, describe, compare and classify angles Use simple maps and grids

to represent position and follow routes, including using compass directions.

STATISTICS & PROBABILITY Students will: Select appropriate methods to collect data, and construct, compare,

interpret and evaluate data displays, including tables, picture graphs and column graphs Describe and compare chance

events in social and experimental contexts.

GRADE 5

NUMBER & ALGEBRA Students will: Describe and represent mathematical situations in a variety of ways using ma-

thematical terminology and some conventions Select and apply appropriate problem-solving strategies, including the use

of digital technologies in undertaking investigations Order, read and represent integers of any size and describe pro-

perties of whole numbers Give a valid reason for supporting one possible solution over another Select and apply ap-

propriate strategies for addition and subtraction with counting numbers of any size Select and apply appropriate

strategies for multiplication and division, and apply the order of operations to calculations involving more than one ope-

ration Compare, order and calculate fractions, decimals and percentages Analyse and create geometric and number

patterns, construct and complete number sentences, and locate points on the Cartesian plane.

MEASUREMENT & GEOMETRY Students will: Select and use the appropriate unit and device to measure lengths

and distances, calculate perimeters and convert between units of length Select and use the appropriate unit to calculate

areas, including areas of squares, rectangles and triangles Select and use the appropriate unit to estimate, measure

and calculate volumes and capacities, and converts between units of capacity Select and use the appropriate unit and

device to measure the masses of objects, and convert between units of mass Use 24-hour time and am and pm notation

in real-life situations, and construct timelines Identify three-dimensional objects, including prisms and pyramids, on

the basis of their properties, and visualise, sketche and construct them given drawings of different views Manipulate,

classify and draw two-dimensional shapes, including equilateral, isosceles and scalene triangles, and describe their pro-

perties Measure and construct angles, and apply angle relationships to find unknown angles Locate and describe position

on maps using a grid-reference system.

STATISTICS & PROBABILITY Students will: Use appropriate methods to collect data and construct, interpret and

evaluate data displays, including dot plots, line graphs and two-way tables Conduct chance experiments and assign pro-

babilities as values between 0 and 1 to describe their outcomes.

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SCIENCE

WHAT IS SCIENCE?In the Primary Years Programme (PYP), science is the exploration of the biological, chemical and physical aspects of the

natural world, and the relationship between them. The aim of the study of science is to promote an understanding and

respect of the natural world around us as well as the impact of our actions on ourselves, others and the world.

Inquiry is central to scientific investigation and understanding. Science in the PYP is characterized by concepts and skills

rather than content. Science is learned in context, exploring content relevant to students, and transcending the boundaries

of the traditional subject area. All instruction in science takes place within the Programme of Inquiry (POI).

KNOWLEDGE WHAT DO WE WANT STUDENTS TO KNOW IN SCIENCE?

Science knowledge is divided into four strands.

STRANDS

LIVING THINGS

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. Related concepts: Adaptations, animals, biodiversity,

biology, classification, conservation, ecosystems, growth, habitat, organism, plants, systems (digestive, nervous, reproductive,

respiratory, circulatory).

EARTH & SPACE

The study of planet Earth and its position in the universe, particularly 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.

Related concepts: Atmosphere, climate, erosion, evidence, geology, renewable & non-renewable energy sources, resources,

seasons, sustainability, systems (water cycle, weather), tectonic plate movement.

MATERIALS & MATTER

The study of the properties, behaviours and uses of materials, both natural and human-made; the origins of human-made

materials and how they are manipulated to suit a purpose. Related concepts: Changes of state, chemical & physical

changes, conduction & convection, density, gases, liquids, properties & uses of materials, solids, structures, sustainability.

FORCES & ENERGY.

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. Related concepts: Conservation of energy, forms of energy (electricity,

heat, kinetic, light, potential, sound), magnetism, physics, pollution, power, technological advances, transformation of energy.

SKILLS WHAT DO WE WANT STUDENTS TO BE ABLE TO DO IN SCIENCE?

Students will be able to:

Observe carefully and gather data in order to draw conclusions.

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 variables as necessary.

Make and test predictions.

Consider scientific models and applications of these models (including their limitations).

CONCEPTS WHAT DO WE WANT STUDENTS TO UNDERSTAND ABOUT SCIENCE?

The eight key concepts of the PYP have science applications:

FORM WHAT IS IT LIKE?

Most things have a form or shape with an outward or visible manifestation and an internal structure.

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FUNCTION HOW DOES IT WORK?

The special activities, properties or purposes, natural or given, of living or non-living things.

CAUSATION WHY IS IT LIKE IT IS?

The effect brought about by an intended or unintended action or reaction.

CHANGE HOW IS IT CHANGING?

Change or transformation, is an inevitable aspect of the physical world as things become dif ferent or pass from one form

to another. It can be natural or brought about and accelerated by outside influences.

CONNECTION HOW IS IT CONNECTED TO OTHER THINGS?

The world is full of interacting systems that depend on each other to form a working whole.

PERSPECTIVE WHAT ARE THE POINTS OF VIEW?

Events and findings can be interpreted differently, depending on knowledge, experience and motives.

The difference between empirically proven facts and supposition must be emphasized.

RESPONSIBILITY WHAT IS OUR RESPONSIBILITY?

We have a responsibility to the world in which we live. This involves being aware of how scientific knowledge can be used

to improve or worsen the quality of life of all living things. Responsibility entails action as well as awareness.

REFLECTION HOW DO WE KNOW?

We must consciously reflect on, and be able to describe, how we gain our knowledge and develop our attitudes.

ASSESSMENT Scientific knowledge, conceptual understandings, and skills are assessed through a variety of rubrics,

checklists and observations. Experiments are judged on the recording of data and interpretation of results.

SCIENCE GRADE LEVEL FOCUSES

Science is taught solely through the Programme of Inquiry. This is revised yearly so the units below may change.

Some Units of Inquiry are heavily science based while others may touch on scientific concepts.

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SCIENCE FOCUSED UNITS

GRADE 1

HOW THE WORLD WORKS Central Idea: Food ingredients change in state as they undergo physical processes.

Lines of Inquiry: The variety of food we eat How different processes change food Safe food preparation, conservationand consumption. Science Strands: Living Things, Materials & Matter.

HOW WE SHARE THE PLANET Central Idea: All living things go through a process of change. Lines of Inquiry:patterns of growth How living things change over their lifetime factors that can influence life cycles. Science Strands:Living Things, Earth & Space.

GRADE 2

WHO WE ARE

Central Idea: Personal well-being is dependent on a balance of interconnected factors. Lines of Inquiry: The concept ofwell-being Factors that contribute to well-being (physical, mental, social, spiritual) Interconnectedness of body systems.

Science Strands: Living Things.

HOW THE WORLD WORKS

Central Idea: Life is influenced by weather, which can be explained, observed, predicted and measured. Lines of Inquiry:

How weather works How weather is observed, predicted & measured The influence of weather on life. Science Strands:Earth & Space, Materials & Matter.

HOW WE SHARE THE PLANET

Central Idea: Adaptations and interactions of living things have an impact on other living things and the environment.

Lines of Inquiry: How living things respond to changing environmental conditions to survive Circumstances that lead to

adaptation Physical, behavioural and social adaptations Human impact on natural habitats/other living things. Science

Strands: Living Things, Earth & Space.

GRADE 3

WHO WE ARE

Central Idea: Understanding different ways of learning enables people to respond to their own learning needs as well as

those of others. Lines of Inquiry: Different learning styles The human brain and nervous system How awareness of

ones own learning styles strengthens learning processes. Science Strands: Living Things.

WHERE WE ARE IN TIME & PLACE

Central Idea: Machines and technology have developed over time to increase human eff iciency. Lines of Inquiry: Simple

machines and their development Recent innovations and their origins Implications for the future. Science Strands:Forces & Energy.

HOW THE WORLD WORKS

Central Idea: Humans respond to the continual changing nature of the earth. Lines of Inquiry: How the different

components of the Earth are interrelated How the Earth has changed & is continuing to change Why the Earth changes

Human responses to the Earths changes. Science Strands: Earth & Space.


Central Idea: Sustainability of the Earths resources may be attained by the choices people make. Lines of Inquiry:

Earths finite and infinite resources The impact of peoples choices on the environment The balance between meeting

human needs and the use of limited resources. Science Strands: Living Things, Earth & Space, Forces & Energy.

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GRADE 4

HOW WE EXPRESS OURSELVES

Central Idea: Design of buildings and structures is guided by environmental factors, human ingenuity, cultural influences

and available materials. Lines of Inquiry: Symbolism and styles of architecture Technology and materials used in different

types of structures Considerations taken into account when building a structure (local architecture focus). Science

Strands: Materials & Matter.

HOW THE WORLD WORKS

Central Idea: Energy may be converted, transformed and used to assist human development. Lines of Inquiry: Different

forms of energy sources (renewable and non-renewable) How we harness, conserve and renew sources of energy

energy usage, the effects and sustainable practices. Science Strands: Forces & Energy, Earth & Space.


Central Idea: Biodiversity depends on a balance of organisms within systems. Lines of Inquiry: Biodiversity Food webs

and food chains of wetlands and forests Factors that can affect the balance of systems. Science Strands: Living Things.

GRADE 5

WHO WE ARE

Central Idea: Changes people experience during adolescence affect their evolving sense of self. Lines of Inquiry: Physical

changes Social and emotional changes Increased responsibilities. Science Strands: Living Things.

HOW THE WORLD WORKS

Central Idea: Everything is composed of matter that will always be conserved but with properties that can change. Lines of

Inquiry: Properties of matter Physical and chemical changes Scientific method. Science Strands: Materials & Matter.

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SOCIAL STUDIES

WHAT IS SOCIAL STUDIES?In the PYP, social studies is the study of people in relation to their past, present and future, their environment and their

society. The aim of social studies is to promote intercultural understanding and respect for individuals and their values

and traditions. It provides opportunities for students to look at and think about human behaviour actively, realistically,

objectively, and with sensitivity.

In the course of the study of social studies, students develop an understanding of their personal and cultural identities:

they start to understand themselves in relation to their communities. There is a strong emphasis on the reduction of

prejudice and discrimination within the classroom, the school, the community and the world.

The social studies component of the PYP is characterized by concepts and skills rather than by content. All social studies

content is taught within the Programme of Inquiry.

KNOWLEDGE: WHAT DO WE WANT STUDENTS TO KNOW IN SOCIAL STUDIES?

STRANDSSocial studies knowledge is divided into five strands:

HUMAN SYSTEMS & ECONOMIC ACTIVITIES

The study of how and why people construct organisations and systems; the distribution of power and authority. (Government,

economy, etc.) Related concepts: Communications, conflict, cooperation, freedom, governments, justice, legislation, pro-

duction, transportation.

SOCIAL ORGANISATION & CULTURE

The study of people, communities, cultures and societies; the ways in which individuals, groups and societies interact with

each other. (Culture and society) Related concepts: Artifacts, authority, citizenship, communication, conflict, diversity,family, identity, prejudice, religion, rights, roles, traditions.

CONTINUITY & CHANGE THROUGH TIME

The study of the relationships 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. (History) Related concepts: Chronology,

civilizations, conflict, discovery, exploration, history, innovation, migration, progress.

HUMAN & NATURAL ENVIRONMENTS

The study of the distinctive features that give a place its identity; 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. (Geography)

Related concepts: Borders (natural, social and political), dependence, impact, landscape, locality, ownership, populations,

regions, settlements.

RESOURCES & THE ENVIRONMENT

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.

(Environmental studies) Related concepts: Conservation, distribution, ecology, energy, interdependence, pollution, poverty,

sustainability.

SKILLS: WHAT DO WE WANT STUDENTS TO BE ABLE TO DO IN SOCIAL STUDIES?

Students will be able to:

Formulate and ask questions about the past, the future, places and society.

Use and analyze 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.

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CONCEPTS: WHAT DO WE WANT STUDENTS TO UNDERSTAND ABOUT SOCIAL STUDIES?

The eight key concepts of the PYP have social studies applications. The chart below explains these concepts from the social

studies perspective.

FORM WHAT IS IT LIKE?

The workings of the events, systems and relationships in societies and the natural world.

FUNCTION HOW DOES IT WORK?

The special activities, properties or purposes, natural or given, of living or non-living things.

CAUSATION WHY IS IT LIKE IT IS?

The causes and effects of human and natural events.

CHANGE HOW IS IT CHANGING?

The nature of human, societal and environmental change over time.

CONNECTION HOW IS IT CONNECTED TO OTHER THINGS?

The interactions that affect humans and the environment; the ways in which our past, present and future are all connected.

PERSPECTIVE WHAT ARE THE POINTS OF VIEW?

The ways in which humans connect knowledge and experience that lead to diverse understanding.

RESPONSIBILITY WHAT IS OUR RESPONSIBILITY?

Peoples individual and collective responsibility towards themselves, groups and the environment.

REFLECTION HOW DO WE KNOW?

The learning from this inquiry, and ways in which the learner can apply their new understanding.

ASSESSMENT Social studies knowledge, conceptual understandings, and skills are assessed through a variety of rubrics,

checklists and observations. Often these assessments are tied to language assessments.

SOCIAL STUDIES GRADE LEVEL FOCUSES

Social studies is taught solely through the Programme of Inquiry. This is revised yearly so the units below may change.

Some Units of Inquiry are heavily social studies based while others may only touch upon social studies concepts.

SOCIAL STUDIES FOCUSED UNITS

GRADE 1

WHO WE ARE

Central Idea: Communication and social skills may enhance peoples relationships that have an impact on our well-being.

Lines of Inquiry: How we develop and maintain relationships How personal and social relationships affect us Commu-

nication and social skills. Social Studies Strands: Social Studies Strands: Social organisation and culture.


Central Idea: Learning about toys, games and songs from previous generations helps us understand the relationship

between the past, present and future. Lines of Inquiry: Ways to find out about past toys, games and songs How past toys,

games and songs have evolved The role of toys, games and songs in our lives. Social Studies Strands: Social Organisation

& Culture, Continuity & Change Through Time.

HOW WE ORGANISE OURSELVES

Central Idea: Organising systems are developed and followed enabling communities to accomplish common goals. Lines

of Inquiry: The needs of our community to function well (home & school) Systems used to organise our community (home

& school) Cooperation and responsibilities required to make systems work. Social Studies Strands: Human Systems &

Economic Activities, Social Organisation & Culture.

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GRADE 2


Central Idea: Cultural artefacts provide a way to learn about and understand the history of a community. Lines of Inquiry:Ways to find out about our past. How cultural artefacts reflect a community Personal, local and global artefacts and

their meaning. Social Studies Strands: Social Organisation & Culture, Continuity & Change Through Time.


Central Idea: People use different systems of exchange to get what they need or want. Lines of Inquiry: Systems of ex-

change Mediums of exchange Ethics/fairness of the marketplace Needs/dependence on others. Social Studies

Strands: Human Systems & Economic Activities.


Central Idea: Adaptations and interactions of living things have an impact on other living things and the environment.

Lines of Inquiry: How living things respond to changing environmental conditions to survive Circumstances that lead to

adaptation Physical, behavioural and social adaptations Human impact on natural habitats/other living things. Social

Studies Strands: Human & Natural Environments, Resources & The Environment.

GRADE 3


Central Idea: Machines and technology have developed over time to increase human efficiency. Lines of Inquiry: Simple

machines and their development. Recent innovations and their origins Implications for the future. Social Studies

Strands: Continuity & Change Through Time, Human & Natural Environments.


Central Idea: By using different media, people can share information and influence others. Lines of Inquiry: The role of

media Communication through mass media The advantages and drawbacks of mass media. Social Studies Strands:Human Systems & Economic Activities, Social Organisation & Culture.

HOW THE WORLD WORKS

Central Idea: Humans respond to the continual changing nature of the Earth. Lines of Inquiry: How the different com-

ponents of the Earth are interrelated How the Earths surface has changed and is continuing to change Human responses

to the Earths changes Why the Earth changes. Social Studies Strands: Human & Natural Environments.


Central Idea: Communities provide interconnected services and systems designed to meet peoples needs. Lines of

Inquiry: Reasons people live in the local community Services and systems needed to support a community Considerations

used when planning services and systems for a community. Social Studies Strands: Human Systems & Economic Activities,

Social Organisation & Culture, Resources & The Environments.


Central Idea: Sustainability of the Earths resources may be attained by the choices people make. Lines of Inquiry: Earths

finite and infinite resources The impact of peoples choices and the environment the balance between meeting human

needs and the use of limited resources. Social Studies Strands: Human & Natural environments, Resources & The En-

vironment.

GRADE 4

WHO WE ARE

Central Idea: Prejudice influences how we behave towards and perceive others. Lines of Inquiry: Stereotypes and self-

identity Forms of prejudice Actions and reactions towards acts of prejudice and their impact. Social Studies Strands:Social Organisation & Culture, Continuity & Change Through Time.

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Central Idea: Exploration leads to discovery and develops new understandings. Lines of Inquiry: Reasons for explorations

(historical and personal) Impact of explorers and explorations What we learn through exploration Process of exploration.

Social Studies Strands: Continuity & Change Through Time, Human & Natural Environments.

HOW THE WORLD WORKS

Central Idea: Energy may be converted, transformed and used to assist human development. Lines of Inquiry: Different

forms of energy sources (renewable and non-renewable) How we harness, conserve and renew sources of energy

Energy usage, the effects and sustainable practices. Social Studies Strands: Resources & The Environment.


Central Idea: Design of buildings and structures is guided by environmental factors, human ingenuity, cultural influences

and available materials. Lines of Inquiry: Symbolism and styles of architecture Technology and materials used in different

types of structures Considerations taken into account when building a structure (local architecture focus). Social Studies

Strands: Social Organisation & Culture, Continuity & Change Through Time, Human & Natural Environments.


Central Idea: Government and societal decisions influence the lives of citizens. Lines of Inquiry: How government systems

function Impact of government on citizens Rights and responsibilities of citizenship. Social Studies Strands: Human

Systems & Economic Activities, Social Organisation & Culture.


Central Idea: Biodiversity depends on a balance of organisms within systems. Lines of Inquiry: Biodiversity Food webs

and food chains Factors that can affect the balance of systems. Social Studies Strands: Resources & The Environment.

GRADE 5

WHO WE ARE

Central Idea: Changes people experience at adolescence affect their evolving sense of self. Lines of Inquiry: The physical

changes that occur at adolescence Factors that contribute to self-concept and well-being during adolescence Significant

stages in the maturation process and the resulting increase of responsibilities. Social Studies Strands: Social Organisation

& Culture.


Central Idea: Human migration is a response to challenges, risks and opportunities. Lines of Inquiry: Reasons why people

migrate Migration throughout history Effects of migration on communities, cultures and individuals. Social Studies

Strands: Social Organisation & Culture, Continuity & Change Through Time, Human & Natural Environments.

HOW WE ORGANISE OURSELVESCentral Idea: Signs and symbols are part of human-made systems that facilitate local and global communication. Lines of

Inquiry: Signs and symbols are part of human-made systems that facilitate local and global communication. Social Studies

Strands: Human Systems & Economic Activities, Social Organisation & Culture.


Central Idea: Actions and reactions of individuals contribute to achieving resolutions in conflict situations. Lines of Inquiry:

Causes and effects of conflict (local and global) Human rights and equity Strategies used to resolve conflict and characteristics

of peacemakers Consequences of resolutions. Social Studies Strands: Human systems & Economic Activities, Social Or-

ganisation & Culture, Continuity & Change Through Time.

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PERSONAL, SOCIAL & PHYSICAL EDUCATION

PSPE in the IB Primary Years Programme is concerned with the individuals well being. It encompasses physical, emotional,

cognitive, spiritual and social health and development. It contributes to an understanding of:

STRANDS

IDENTITY

An understanding of our own beliefs, values, attitudes, experiences and feelings and how they shape us; the impact of

cultural influences; the recognition of strengths, limitations and challenges as well as the ability to cope successfully with

situations of change and adversity; how

Primary Curicculum 2013-2014

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Transcript of Primary Curicculum 2013-2014