Lower Primary Curriculum Guide 2020-21

PYP Curriculum Guide Lower Primary Kindergarten - Grade 1 2020 - 21

Table of Contents

Overview of Curriculum at ISHR

In This Edition Overview of Curriculum at ISHR................................................................................. 3 Transdisciplinary Themes.............................................................................................. 5 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 Lower Primary Programme of Inquiry 2020 - 21.......................................15

At ISHR, our Lower Primary School section offers an English language program for local and international children between the ages of 3 - 6, with the goal of educating both heart and mind. We accept children with all levels of English language ability and have a talented team of EAL (English as an Additional Language) professionals who directly support children both in and out of the classroom. Students can join us in our Nursery program as they turn three years of age. Our experienced team of educators believes that young children learn most effectively through play, social interactions, and a rich variety of inquiry experiences. We offer small groups where learning is hands-on, support is individual, and children and cultures from all over the world are celebrated. Using the inquiry-based IB Primary Years Programme (PYP) and influenced by the philosophy and values of the schools of Reggio-Emilia, our educators work with students to problem-solve, question and reflect, and take action. Building phonemic awareness and pre-literacy skills as well as foundational skills for mathematics is woven into each day. Specialist teachers in the fields of art, music, physical education and library are an integral part of our program. Outdoor learning is also considered vital to our students’development and children spend considerable time outside, rain or shine, each day.

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Transdisciplinary Themes

These six transdisciplinary themes mark the starting point of student inquiries. Our Mixed and Senior Kindergarten students complete four Units of Inquiry each year, two of which always fall under the “Who we are” and “How we Express ourselves” transdisciplinary theme. In our Kindergarten classes students use talk, play, shared stories and collaborative exploration to make meaning and 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 • Mixed K • Senior K • Grade 1

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 and means 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. 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.

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.

Art Strands • Responding • Creating

Balanced Literacy

Language

​ ​ Reading

Writing

Listening/Speaking Viewing/Presenting

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:

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.

German

​ Word Study ​ Words Their Way

Handwriting

Nelson

In Lower Primary, students begin their German instruction in Senior Kindergarten. All Senior Kindergarten students receive one period of instruction each week. They are divided into native and non-native speakers. Students learn or improve language skills in the areas of understanding and speaking, according to their previous German knowledge. Grade One students have four sessions of German per week. Beginner German students learn the vocabulary needed to communicate with their teachers and peers ineveryday situations. Anumber of interactiveactivities areemployedwhich encourage the development of listening comprehension and oral expression

in a natural, enjoyable way. For continuing German students, the program promotes the further development of vocabulary, language structures, and research into the PYP units of inquiry, which 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.

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.

The inclusion of science within the PYP leads learners to an appreciation and awareness of the world as it is viewed froma 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. 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.

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.

Mathematics Scope and Sequence • Pre K • Junior K • Senior K • Grade 1

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 internationallyminded students andeffective 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 Lower 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. Earth’s Cycles The Central Idea: Our environment changes and that affects our daily lives.

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.

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.

Sharing the Planet The Central Idea: How we share our environment impacts the living things around us.

MeWonderful Me The Central Idea:

Colours The Central Idea: Colours are all around us and can be explored!

Mixed Kindergarten

Learning about ourselves and others helps us understand the needs of our classroom community

Lines of Inquiry: •

Lines of Inquiry: •

Lines of Inquiry: •

How our environment changes with time How change impacts our lives

How our environment changes with time How change impacts our lives

What colour is

Lines of Inquiry: •

• •

How colour is part of our lives

• •

• •

Similarities and differences s

How we view colour

What’s our environment

What’s in our environment

• •

Respecting others Expressing feelings

Key Concepts: Form, Function, Perspective

Key Concepts: Change, Connection, Causation

Key Concepts: Causation, Connection, Change

Key Concepts: Form, Connection

Problem Solving The Central Idea: We problem solve through experimenting and communicating.

Being Human The Central Idea: Learning about each other and our community helps us to understand what it means to be human.

Markets The Central Idea: Markets provide an opportunity to interact with the community.

Sounds The Central Idea:

Senior Kindergarten

Discovering patterns help us make sense of our world and spark our creativity.

Lines of Inquiry: •

Lines of Inquiry: •

Lines of Inquiry: •

What scientists do

How markets work

Lines of Inquiry: •

• •

How people solve problems How people work together

How markets change throughout the year

Patterns in language

Although we have our differences, fundamentally, humans are all the same What are the basic human needs What’s unique to humans How humans are connected

Different ways we can change a pattern

How markets reflect culture

Key Concepts: Function, Causation, Connection

• •

Patterns in our world

Key Concepts: Function, Change, Connection

How we use sound to make patterns and spark our creativity

• •

Key Concepts: Function, Connection, Reflection

Key Concepts: Form, Perspective, Connection

T.O.C.

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ISHR Lower 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

Children’s Rights The Central Idea:

Then, Now and Later The Central Idea:

Nature Design The Central Idea: Inspiration to create can come from nature.

1 st Grade

Simple Machines The Central Idea:

Where Food Comes From The Central Idea: Our food goes through various processes before we eat it.

Plants The Central Idea: Plants function as a life-sustaining resource to all living things.

As children, we have certain rights and responsibilities that help us be active members of our community.

Exploring features of the past and present helps us understand how life changes.

People use simple machines to move things or people while using less energy.

Lines of Inquiry: •

Lines of Inquiry: •

Lines of Inquiry: •

Lines of Inquiry: •

Lines of Inquiry: •

Viewing and experiencing nature How others create nature inspired art How we create nature inspired art

The six simpe machines and how they work (lever, pulley, wheel and axle, incline planes, screw, wedge) The different types of forces and their effects on and use in machines Why simple machines make our lives easier

Initial forms of the food we eat

Our responsibility towards plants Plant cycles and plant reproduction The necessity of plant for life on Earth

Lines of Inquiry: •

Features of children’s lives from today and from the past What causes change over time What the future might look like

The process food goes through to reach the consumer The changes we make to food before we eat it

• •

Rights as a child

• •

My responsibilities at home

• •

Key Concepts: Function, Change, Connection

My family and my community

Key Concepts: Form, Function, Connection

Key Concepts: Form, Causation, Change

Key Concepts: Function, Change, Connection

Key Concepts: Form, Connection, Responsibility

Key Concepts: Form, Function, Causation

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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