Upper Primary Curriculum Guide 2020-21

PYP Curriculum Guide Upper Primary Grades 2 - 5 2020 - 21

Table of Contents

Overview of Curriculum at ISHR

In This Edition Overview of Curriculum at ISHR................................................................................. 3 Transdisciplinary Themes.............................................................................................. 5 Key Concepts ...................................................................................................................................................6 Approaches to Learning................................................................................................ 7 IB Learner Profiles............................................................................................................ 8 Art.........................................................................................................................................10 Language...........................................................................................................................10 German...............................................................................................................................11 Mathematics.....................................................................................................................12 Personal, Social and Physical Education ................................................................12 Science................................................................................................................................13 Social Studies. ..................................................................................................................13 ISHR Upper Primary Programme of Inquiry 2020 - 21.......................................15

The ISHR Upper Primary provides a dynamic learning environment where students are encouraged to experience new things while building the foundational skills necessary for academic success. Our program focuses on innovative practices that promote learning at deeper levels. Students experience a curriculum that encourages the creation of new things and the solving of real-world problems. Students are empowered to set goals, reflect on their learning, and take action. Creativity is developed as students are provoked to think deeper and share their learning in a variety of ways. The IB Primary Years Programme (PYP) provides the framework for a lifetime of inquiry by teaching our students to be curious about the world, develop confidence, and express their opinions while respecting the differing opinions of others. We focus on the development of the whole child in every area of learning; academic, emotional, and social learning are all valued.

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Transdisciplinary Themes

These six transdisciplinary themes mark the starting point of student inquiries. It is within the context of each theme that students explore related central ideas and assimilate knowledge. These themes engage the learning community in rich dialogues and ongoing collaboration to build an understanding of themselves, their wider community and the world.

Transdisciplinary themes

Descriptions

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 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. 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. 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. An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment. An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.

Who we are

Where we are in place and time

How we express ourselves

How the world works

How we organize ourselves

Sharing the planet

T.O.C.

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Key Concepts

Approaches to Learning

The PYP identifies seven key concepts that facilitate planning for a conceptual approach to transdisciplinary and subject-specific learning. Together, these key concepts form the component that drives the teacher- and/or student- constructed inquiries that lie at the heart of the PYP curriculum.

At ISHR, students learn how to learn. Through the ATL, they develop the skills to take responsibility for their learning. The PYP has identified five categories of interrelated skills that help students become self-regulated learners, ask good questions, set e!ective goals, and pursue their aspirations.

Key concepts

Key questions

Definition

Categories

Sub-skills

• Critical-thinking skills (analysing and evaluating issues and ideas) • Creative-thinking skills (generating novel ideas and considering new perspectives) • Transfer skills (using skills and knowledge in multiple contexts) • Reflection/metacognitive skills ((re)considering the process of learning) • Information-literacy skills (formulating and planning, data gathering and recording, synthesizing and interpreting, evaluating and communicating) • Media-literacy skills (interacting with media to use and create ideas and information) • Ethical use of media/information (understanding and applying social and ethical technology)

The understanding that everything has a form with recognizable features that can be observed, identified, described and categorized.

Form

What is it like?

Thinking skills

The understanding that everything has a purpose, a role or a way of behaving that can be investigated. The understanding that things do not just happen; there are causal relationships at work, and that actions have consequences. The understanding that change is the process of movement from one state to another. It is universal and inevitable. The understanding that we live in a world of interacting systems in which the actions of any individual element affect others. The understanding that knowledge is moderated by different points of view which lead to different interpretations, understandings and findings; perspectives may be individual, group, cultural or subject-specific.

Function

How does it work?

Research skills

Causation

Why is it as it is?

Change

How is it transforming?

• Exchanging-information skills (listening, interpreting, speaking) • Literacy skills (reading, writing and using language to gather and communicate information) • ICT skills (using technology to gather, investigate and communicate information)

Communication skills

Connection

How is it linked to other things?

• Developing positive interpersonal relationships and collaboration skills (using self-control, managing setbacks, supporting peers) • Developing social-emotional intelligence

Social skills

Perspective

What are the points of view?

• Organization skills (managing time and tasks effectively) • States of mind (mindfulness, perseverance, emotional management, self- motivation, resilience)

Self-management skills

The understanding that people make choices based on their understandings, beliefs and values, and the actions they take as a result do make a difference.

Responsibility

What are our obligations

T.O.C.

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IB Learner Profiles

Inquirers We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience. Open-minded We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience. Caring We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies.We are resourceful and resilient in the face of challenges and change. Risk-Takers We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies.We are resourceful and resilient in the face of challenges and change. Balanced We thoughtfully consider the world and our own ideas and experience.We work to understand our strengths and weaknesses in order to support our learning and personal development Reflective

Knowledgeable We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance. Thinkers We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

Communicators

We express ourselves condently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

Principled We express ourselves condently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

T.O.C.

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Art

Language cont.

Language Strands • Oral language - listening and speaking • Visual language - viewing and presenting • Written language - reading and writing

Language Scope and Sequence • Grade 2 • Grade 3 • Grade 4 • Grade 5

Arts are integral to the PYP. They are a powerful mode of communication through which students explore and construct a sense of self and develop an understanding of the world around them. Arts provide students with a wide range of opportunities andmeans to respond to their experiences and engage with historical, social and cultural perspectives. The students are stimulated to think and to articulate their thoughts in new ways, and through a variety of media and technologies.

At ISHR, we believe every child deserves to learn in a way that honors their strengths and provides opportunities to meet their next steps. Through a Balanced Literacy approach we are able to address all aspects of being/becoming literate. We believe that when the three main literacy strands: words, writing, reading are balanced, we provide students the necessary “tools” to become confident and passionate life-long readers, writers, thinkers and learners. We explicitly teach and hold high expectations for learning strategies that develop skills while maintaining an authentic, meaningful learning environment. Through predictable routines and structures, we strive to build students’ capacity to be independent learners who take responsibility for and celebrate their own learning.

The PYP recognizes that not all learning can be supported solely through language, and that arts as a medium of inquiry also provide opportunities for learning, communication and expression. Learning about and through arts is fundamental to the development of the whole child, promoting creativity, critical thinking, problem-solving skills and social interactions.

Art Strands • Responding • Creating

Balanced Literacy

Language

The need to communicate is instinctive. The development of language is fundamental to that need to communicate; it supports and enhances our thinking and understanding. Language permeates the world in which we live; it is socially constructed and dependent on the number and nature of our social interactions and relationships. The learning process simultaneously involves:

​ ​ Reading

Writing

Listening/Speaking Viewing/Presenting

Reader’s Workshop Interactive Read Alouds

​ Writer’s Workshop (2021)

​ Interactive Writing

Shared Reading

​ Shared Writing

Guided/Strategy Group Reading

​ Independent Writing

Independent Reading

• learning language—as learners listen to and use language with others in their everyday lives; • learning about language—as learners grow in their understanding of how language works; • and learning through language—as learners use language as a tool to listen, think, discuss and reflect on information, ideas and issues (Halliday 1980). Language plays a vital role in the construction of meaning. It empowers the learner and provides an intellectual framework to support conceptual development and critical thinking. In the PYP, it is recognized that the teaching of language should be in response to the previous experience, needs and interests of the student, rather than the consequence of a predetermined, prescriptive model for delivering language. Fragmenting learning into the acquisition of isolated skill sets can create difficulties for learners—for example, learners may be able to read, write and spell words correctly in isolation but may not be able to read, write or spell those same words in other contexts. Learners’ needs are best served when they have opportunities to engage in learning within meaningful contexts, rather than being presented with the learning of language as an incremental series of skills to be acquired.

​ Word Study ​ Words Their Way

Handwriting

Nelson

German

At ISHR, German is an integral part of our curriculum. Grade 2 through to Grade 5 have four sessions of German per week. Students learn or improve language skills in the areas of understanding, speaking, reading and writing according to the student’s grade level and their previous German knowledge. Beginner German students learn the vocabulary needed to communicate with their teachers and peers in everyday situations. A number of interactive activities are employed which encourage the development of listening comprehension and oral expression in a natural, enjoyable way. They also begin reading and writing in German. For continuing German students, the program promotes the further development of these skills. Vocabulary, language structures, and research into the PYP units of inquiry are integrated in the German program according to the student’s level.

T.O.C.

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Mathematics

Science

In the PYP, science is viewed as the exploration of the biological, chemical and physical aspects of the natural world, and the relationships between them. Our understanding of science is constantly changing and evolving. The inclusion of science within the PYP leads learners to an appreciation and awareness of the world as it is viewed from a scientific perspective. It encourages curiosity and ingenuity and enables the student to develop an understanding of the world. Reflection on scientific knowledge also helps students to develop a sense of responsibility regarding the impact of their actions on themselves, others and their world. Inquiry is central to scientific investigation and understanding. Students actively construct and challenge their understanding of the world around them by combining scientific knowledge with reasoning and thinking skills.

Mathematics is viewed primarily as a vehicle to support inquiry, providing a global language through which we make sense of the world around us. In the PYP, Mathematics 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. The power of mathematics for describing and analysing the world around us is such that it has become a highly effective tool for solving problems.

It is also recognized that students can appreciate the intrinsic fascination of mathematics and explore the world through its unique perceptions. In the same way that students describe themselves as “authors” or “artists”, a school’s programme should also provide students with the opportunity to see themselves as “mathematicians”, where they enjoy and are enthusiastic when exploring and learning about mathematics.

Scientific knowledge is made relevant through its innumerable applications in the real world. The science process, by encouraging hands-on experience and inquiry, enables the individual to make informed and responsible decisions, not only in science but also in other areas of life.

Mathematics Scope and Sequence • Grade 2 • Grade 3 • Grade 4 • Grade 5

Mathematics Strands • Data Handling • Measurement • Space and Shape • Pattern and Function • Number

Science Strands • Living Things • Earth and space •

Matter and materials Forces and Energy

Personal, Social and Physical Education

Social Studies

PSPE is integral to learning and teaching in the PYP and is embodied in the IB learner profile that permeates the programme and represents the qualities of internationally minded students and effective lifelong learners. As lifelong learners we strive to make sense of our lives and the world around us by constructing meaning, exploring concepts and revising understandings. Lifelong learners adopt a positive attitude to learning, develop and apply strategies for critical and creative thinking, engage in inquiry, make connections, and apply new learning and skills in different contexts.

In the PYP, social studies is viewed as the study of people in relation to their past, their present and their future, their environment and their society. Social studies encourages curiosity and develops an understanding of a rapidly changing world. Through social studies, students develop an understanding of their personal and cultural identities. They develop the skills and knowledge needed to participate actively in their classroom, their school, their community and the world: to understand themselves in relation to their communities. The aim of social studies within the PYP is to promote intercultural understanding and respect for individuals and their values and traditions.

In order to become successful learners, it is necessary for students to feel empowered by their learning, to value and take responsibility for their learning, to demonstrate resilience and to develop independence. Such learners are able to reflect on themselves, their experiences, and the process of learning in order to support personal growth and their ongoing commitment to personal, social and physical well-being.

Social Studies Strands • Human systems and economic activities • Social organization and culture • Continuity and change through time • Human and natural environments

PSPE Strands • Identity • Active Living • Interactions

T.O.C.

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ISHR Upper Primary Programme of Inquiry 2020 - 21

How the worldworks

Howwe organise ourselves

Sharing the planet

TD themes

Whowe are

Where we are in place and time Howwe express ourselves

An inquiry into the natural world and its laws; the interaction between the natural worlds (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and the environment. Our Body Systems The Central Idea: The human body is composed of systems which work together to keep us alive.

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.

An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution

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. Children Around theWorld The Central Idea: Learning about cultural differences helps people understand each other.

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 civilisations, from local and global perspectives.

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.

Where in theWorld The Central Idea: Geographic features help to give a place its identity.

Power Of Words The Central Idea: Words give us the power to show creativity, consider different perspectives, and influence emotions.

Teamwork The Central Idea: Solutions require teamwork and communication.

Nature Explorers The Central Idea: Knowledge of our local environment helps us to understand the interconnectedness of living things.

2 nd Grade

Lines of Inquiry: •

Lines of Inquiry: •

Lines of Inquiry: •

Lines of Inquiry: •

Lines of Inquiry: •

Lines of Inquiry: •

What are geographical features and where are they How geographical features change over time How the location of geographic features affects settlements

What successful teamwork looks like Working together to find solutions The roles and responsibilities of a team

Our own cultural heritage Similarities and differences between cultures How history and heritage influence culture Appreciating our own and other cultures

How written words allow us to express our feelings How words can help us explore different perspectives and points of view

The systems of the human body The functions of the different body systems The interdependence of the body systems

• •

Types of local environments How plants and animals are interdependent How human choices affect local environments

Key Concepts: Form, Connection, Responsibility

Ways to explore our own creativity and imagination through words

Key Concepts: Form, Change, Connection

Key Concepts: Form, Function, Connection

Key Concepts: Form, Causation, Responsibility

Key Concepts: Form, Connection, Perspective

Key Concepts: Function, Causation, Perspective

Sound and Light The Central Idea:

Conscious Consumers The Central Idea: Understanding economic systems helps consumers make informed choices.

Wonderful Water The Central Idea:

Healthy Body, Healthy Mind The Central Idea: The social, emotional and physical choices we make have an impact on ourselves and others.

Our Fascinating Solar System The Central Idea:

Showtime The Central Idea:

3 rd Grade

Investigating the properties of sound and light helps us to design, create and problem solve.

Water is one of the world’s most precious natural resources, so it needs to be used wisely and shared responsibly.

Our understanding of the Solar System is based on years of scientific inquiry and discovery.

People communicate emotions and meaning to an audience through the performing arts.

Lines of Inquiry: •

Lines of Inquiry: •

Lines of Inquiry: •

Lines of Inquiry: •

Lines of Inquiry: •

Lines of Inquiry: •

Chains of production from consumers to waste Making sustainable consumer choices The influence of wants and needs on products

The properties of light The properties of sound

Availability of usable water

What are the effects of our choices How are the choices we make connected to each other

Space literature and mythology Astronomers and missions that have contributed to our understanding Current factual understandings of space

How do audiences respond to performances

• •

• •

• •

Properties of water

How sound and light influence real world design and problem solving

How innovations help us solve water issues

Why do people put on performances

Spending money responsibly

Risks and threats to resources

What it means to make informed and balanced choices

How do performers communicate emotion and meaning

Key Concepts: Function, Causation, Connection

Key Concepts: Function, Connection, Responsibility

Key Concepts: Form, Causation, Responsibility

The roles and elements of a performance

Key Concepts: Form, Function, Change

Key Concepts: Connection, Causation, Responsibility

Key Concepts: Connection, Perspective, Responsibility

T.O.C.

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ISHR Upper Primary Programme of Inquiry 2020 - 21

TD themes

Whowe are

Where we are in place and time Howwe express ourselves

How the worldworks

Howwe organise ourselves

Sharing the planet

Making a Difference The Central Idea: We learn from the values,

Immigration The Central Idea:

Architecture The Central Idea: Architects use function and creative expression to design a structure.

4 th Grade

World Religions The Central Idea: The beliefs that we hold can shape our identity.

Nature Explorers The Central Idea: Knowledge of our local environment helps us to understand the interconnectedness of living things.

Experimentation The Central Idea:

Human migration is a response to challenges, risks and opportunities.

We use the scientific process to investigate questions and solve problems.

attitudes and actions of people who have positively influenced society.

Lines of Inquiry: •

Lines of Inquiry: •

Lines of Inquiry: •

Lines of Inquiry: •

Lines of Inquiry: •

The reasons why people migrate How communities respond to migration

How function influences design How form reflects creativity Historical periods of architectural design How geography and culture affects aesthetics and design

The groups that we belong to

Lines of Inquiry: •

• •

The scientific process

The similarities and differences between major world religions How our beliefs and culture help shape our identity

Types of local environments How plants and animals are interdependent How human choices affect local environments

The values and attitudes that lead people to take positive action How and why certain individuals have influenced the world around them How we can take compassionate action to have an impact on people and the environment

Using the scientific process to solve problems Making observations and references to inform decisions Questioning and reflecting to make improvements

Effects of migration on communities, cultures and individuals

Key Concepts: Connection, Perspective, Reflection

Key Concepts: Causation, Perspective, Responsibility

Key Concepts: Form, Function, Connection

Key Concepts: Form, Causation, Responsibility

Key Concepts: Form, Change, Function

Key Concepts: Causation, Connection, Responsibility Transitions The Central Idea: Puberty is a time of many changes necessary for reproduction.

Energy The Central Idea: The Earth’s future depends on the energy we use today.

Government Central Idea: Societies have different systems of governance and address human needs, rights, and responsibilities in different ways.

Exhibition The Central Idea:

Lessons from History The Central Idea: Passiveness in inhumane situations enables oppression.

Art Attacks The Central Idea: Artistic responses to injustices help to bring about change.

5 th Grade

Upstanders advocate for and contribute to a habitable and hospitable future.

Lines of Inquiry: •

Lines of Inquiry: An issue of personal choice related to the C.I. and focused on the concept of empathy. Individual inquiries into developed by the students under the guidance of the mentor and homeroom teachers. Key Concepts: Form, Function, Causation, Change, Connection, Perspective, Responsibility, Reflection

Lines of Inquiry: •

Lines of Inquiry: •

Lines of Inquiry: •

Sources of energy

Forms and levels of discrimination and oppression Reasons why people remain passive or take action Our responsibility in inhumane situations

Nature of Injustice

Lines of Inquiry: •

Energy production and consumption and its consequences on the way we live our lives and the environment Future energy production and consumption: local and sustainable

Types of governance

• •

Artistic responses to injustice Actions through the arts that bring about change

The interconnected body systems The physical changes and transitions which people experience The social and emotional changes and transitions which people experience

Major responsibilities of various levels of governments How citizens can monitor and influence actions of their government

Key Concepts: Causation, Change, Responsibility

Key Concepts: Function, Form, Connection

Key Concepts: Form, Causation, Responsibility

Key Concepts: Function, Connection, Responsibility

Key Concepts: Causation, Change, Connection

T.O.C.

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Contact International School Hannover Region Bruchmeisterallee 6 30169 Hannover

Tel 0511 27041-650 Fax 0511 27041-651

adminoffice@is-hr.de www.is-hr.de

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