PineStreetSchoolisaninternationally-mindedcommunitydedicatedto providinganinnovative,engaging,multilingual,andmulticulturaleducationthat inspiresandempowersourstudentstotakemindfulactionforequityandthe environment,makingapositiveimpactintheworld.
The Primary Years Program (PYP) is a curriculum framework that is designed for students 3-12 years of age. The PYP focuses on the whole child and through the teaching and learning experiences, helps each child develop into a globally minded citizen of the world. Pine Street School provides the PYP curriculum for students in Preschool through 5th Grade. The Twos curriculum has been designed with the same philosophy and aims to prepare our youngest students to begin their PYP journey at age 3 in our Preschool.
The PYP curriculum is engaging, relevant, challenging, and significant. It aims to help students develop conceptual understanding, knowledge, and skills through a hands-on, minds-on inquiry approach. The inquiry approach allows students to have an active role in learning and to take responsibility for that learning. The units of inquiry are organized into 6 transdisciplinary themes designed to facilitate the growth of conceptual understanding, knowledge, and skills through carefully planned and designed learning engagements. Transdisciplinary themes cut across disciplines and encourage students to explore the connections between traditional subjects as related to the concepts being studied Students, consequently, develop deeper conceptual understandings, improve skills, and gain useful knowledge.
The aim of all the PYP program is to develop internationally minded people who, recognizing their common humanity and sharedguardianshipoftheplanet,helptocreateabetterandmore peacefulworld.
The attributes of the Learner Profile represent a broad range of human capacities and responsibilities that encompass intellectual, personal, emotional, and social growth. The development and demonstration of these attributes are foundational to students becoming internationally minded, active, and caring community members who respect themselves, others, and the world around them.
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 develop and use conceptual understanding, exploring knowledge across a range of disciplines We engage with issues and ideas that have local and global significance.
We use critical and creative thinking skills to analyze and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.
We express ourselves confidently and creatively in more than one language and in many ways We collaborate effectively, listen carefully to the perspectives of other individuals and groups
We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere We take responsibility for our actions and their consequences.
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.
We show empathy, compassion, and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.
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.
We understand the importance of balancing different aspects of our lives - intellectual, physical, and emotional - to achieve wellbring for oursevles and others. We recognize our interdependence with other people and with the world in which we live.
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.
Significant, relevant content that we wish the students to explore and know about, taking into consideration their prior experience and understanding
Powerful ideas that have relevance within the subject areas but also transcend them and the students must explore and re-explore in order to develop a coherent in-depth understanding.
Those capabilities that the students need to demonstrate to succeed in a changing, challenging world, which may be disciplinary or transdisciplinary in nature.
Dispositions that are expressions of fundamental values, beliefs and feelings about learning, the environment and people.
Demonstrations of deeper learning in responsible behavior through responsible action; a manifestation in practice of the other essential elements.
In the PYP, knowledge is gained through Units of Inquiry. The Units of Inquiry are organized through a set of six transdisciplinary themes that provide the framework for transdisciplinary learning. Transdisciplinary learning in the PYP refers to learning that is not confinedwithintheboundariesoftraditionalsubjects,butissupportedandenrichedbythem.
These themes are globally significant and support the acquisition of knowledge, concepts and skills of traditional subjects. These themesarerevisitedandreinforcedyearlyintheUnitsofInquiry
An inquiry into the nature of the self.
Beliefsandvalues
Personal,physical, mental,social,and spiritualhealth
Humanrelationships, includingfamilies, friends,communities, andcultures
Rightsand responsibilities
Whatitmeanstobe human
An inquiry into orientation in place and time.
Personalhistories
Homesandjourneys
Thediscoveries, explorations,and migrationsof humankind
Relationshipand interconnectedness ofindividualsand civilizations,from localandglobal perspectives
An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs, and values.
Thewaysinwhich wereflecton,extend, andenjoyour creativity
Ourappreciationof theaesthetic
An inquiry into the natural world and its laws, the interaction between the natural world (physical and biological) and human societies.
Howhumansusetheir understandingof scientificprinciples
Theimpactofscientific andtechnological advancesonsociety andonthe environment
An inquiry into the interconnectedness of human-made systems and communities.
Thestructureand functionof organizations
Societaldecisionmaking Economicactivities andtheirimpacton humankindandthe environment
An inquiry into rights and responsibilities in the struggle to share finite resources with other people and other living things.
Peaceandconflict resolution
Accesstoequal opportunities
Communitiesand therelationships withinandbetween them
Concepts are "big ideas" that add depth and rigor in student thinking to the traditional "two-dimensional" curriculum consisting of factsandskillsTheyarepowerful,broad,andabstractorganizingideasthatmaybetransdisciplinaryorsubject-based.Theyrepresent the vehicle for students' inquiry into the opportunities and challenges of local and global significance. Concepts are concise; they are usuallyrepresentedbyoneortwowords.
The PYP identifies seven keyconcepts. Together, these key concepts form the component that drives the teacher- and/or studentconstructed inquiries that lie at the heart of the PYP curriculum. Key concepts drive learning experiences and help to fram a Unit of Inquiry By identifying and investigating key concepts, students learn to think critically about big ideas This may be done through broad, open-ended questions in an inquiry. When concepts are viewed as a set of questions, the inquiry is directed, purposeful, and manageable
What is it like?
The understanding that everything has a form with recognizable features that can be observed, identified, described, and categorized.
How does it work?
The understanding that everything has a purpose, a role, or a way of behaving that can be investigated.
Why is it as it is?
The understanding that things do not just happen; there are causal relationships at work, and that actions have consequences.
How is it transforming?
The understanding that change is the process of movement from one state to another. It is universal and inevitable
What are our obligations?
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.
What are the points of view?
The understanding that knowledge is moderated by different points of view leading to different interpretations, understandings, and findings; Perspectives may be individual, groups, cultural, or subject-specific.
How is it linked to other things?
The understanding that we live in a world of interacting systems in which the actions of any individual element affect others.
In addition to learning these key concepts, children learn relatedconcepts in all curriculum areas. Instead of simply gaining knowledge and skills, they deepend their understanding of more complex ideas. Related concepts explore key concepts in greater detail and also add depth to the program. In contrast to the broad key concepts, related concepts are more narrowly focused. All subjects have associatedconceptsthatreflectthenatureofitsspecificcontent
For example, in Science, "adaptation" could be a related concept connected to the key concept of "change"; in Social Studies, "sustainability"couldbearelatedconceptassociatedwiththekeyconceptsof"change"and"responsibility"
Approaches to Learning (ATL) are an integral part of an IB education and complement the learner profile, knowledge, conceptual understanding, and inquiry. Approaches to Learning are grounded in the belief that learning how to learn is fundamental to a student's education. Five categories of interrelated skills and associated sub-skills support students of all ages to become self-regulated learners. Through a variety of strategies, teachers collaboratively plan for implicit and explicit opportunities to develope ATL skills both insideandoutsidetheProgramofInquiryinage-appropriateways.
Collaborative inquiry requires learners to demonstrate many of the Approaches to Learning skills that have been indentified for the Primary Years Program Examine the skills outlined here to identify skills that learners would need to apply to fully participate in an inquiryapproach:
Critical-thinking skills (analyzing 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)
rmation-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)
Research Skills
Communication Skills
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)
Developing positive interpersonal relationships and collaboration skills (using self-control, managing setbacks, supporting peers)
Developing social-emotional intelligence
SSocial kills
Organization skills (managing time and tasks effectively)
States of mind (mindfulness, perseverance, emotional management, self-motivation, resilience)
The PYP includes a set of 12 attitudes embedded in the definitions of the Learner Profile. At Pine Street School, we see these as integral to the growth and development of students and choose to highlight them within the Learner Profile and independently. Pine Street School focuses on the development of personal attitudes: toward people, toward the environment, and toward learning. These attitudes contribute to the well-being of the individual and the group, as well as fostering the development of international-mindedness
Appreciation
Appreciatingthewonderand beautyoftheworldanditspeople.
Commitment
Beingcommittedtoownlearning, perservering,andshowingselfdisciplineandresponsibility.
Enthusiasm
Enjoyinglearningandwillingly puttingeffortintotheprocess.
Integrity
Beinghonestanddemonstrating aconsideredsenseoffairness
Creativity
Beingcreativeandimaginativein ownthinkingandapproach.
Respect
Respectingthemselves,others,and theworldaroundthem.
Empathy
Imagininginanother'ssituationin ordertounderstandhisorher reasoningandemotions,soastobe open-mindedandreflectiveabout theperspectivesofothers.
Confidence
Feelingconfidentinownabilityaslearners, havingthecouragetotakerisks,applying whathasbeenlearnedandmaking appropriatedecisionsandchoices.
Independence
Thinkingandactingindependently, makingownjudgmentsbasedon reasonedargument,andbeingableto defendownjudgments.
Cooperation
Cooperating,collaborating,andleading andfollowingasthesituationdemands.
Curiosity
Beingcuriousaboutthenatureoflearning, abouttheworld,itspeopleandcultures.
Tolerance
Acceptingandbeingsensitiveabout differencesanddiversityintheworldand beingresponsivetotheneedsofothers
Pine Street School | © Green Ivy SchoolsResponsibility and appropriate action is planned for an is an expected outcome of student exploration and learning through the Units of Inquiry. As an integral part of the learning process, action can be embarked upon at any point and can take many forms, depending on individual development, learning,andexperiences.
Action can be short- or long-term, revisited or ongoing. It may be individual or collective, small- or large-scale, and may take place at home, at school, or in local or wider communities. Some actions may not always be visible or immediately impactful; they might appear in the form of impressions left on students, or small things that go unnoticed because they are part of daily life of the learningcommunity.
For early years students, the foundation of action comes from an understanding of self and a responsibility toward relationships with peers and the wider community Members of the learning community support this understanding by modeling the appropriate useoflanguageandsocialbehaviors.
contributing as an individual or group
action to support social, environmental, political change
Turn off the lights when leaving a room. Don't waste food.
relation to rights, equality and equity, social well-being, and justice
innovative, resourceful, and sustainable social change
consumption, impact of choices
In their final year of the PYP (5th Grade), students embark on a culminating project: The PYP Exhibition The PYP Exhibition serves as a celebration of the learning gained throughout the student's time in the PYP. It also serves as a final assessment, in which students are expected to demonstrate ownership of learning, conceptual understanding, knowledge of subject matter, approaches to learning (skills), and action.
The PYP experience has provided the students with the tools they need to be life-long learners. The Exhibition allows students to make choices, share their voice, choise, and take ownership of their learning To accomplish this, the Exhibition requires students to present an in-depth, collaborative, transdisciplinary inquiry in which they identify local or global issues, research and investigate, offer solutions, and take significant action. The Exhibition is a culminating learning experience and celebration that involves the entire school community and serves as the culmination of the students' PYP experience.
Assessment is central to the PYP goal of thoughtfully and effectively supporting students through the acquisition of subject-specific knowledgeandskills,theunderstandingofconceptsandthedevelopmentofapproachestolearning
At Pine Street School, we believe that the purpose of assessment is to inform and improve teaching and learning. Assessment involves collecting and analyzing assessment information, which is used to drive teaching and learning and to communicate effectively with stakeholders within, as well as outside of, the community. Assessment will be reflected upon and should effectively guide students throughthefiveessentialelementsoflearning:
Acquisitionofknowledge•Understandingofconcepts•Masteringofskills•Developmentofattitudes•Decisiontotakeaction
AtPineStreetSchool,weusethreetypesofassessmentstoinformandimproveteachingandlearning
1.DiagnosticAssessments:
Allows teachers to determine prior knowledge, understanding, and skills prior to instruction. This information is used to plan learning engagementsandtoshowgrowthovertime.
2.FormativeAssessments:
Frequentassessmentusedtoevaluatestudentlearninginordertoprovideongoingfeedbackthatcanbeusedbyteacherstoimprovetheir teaching and by students to improve their learning. Formative assessment aims to promote learning by giving regular and frequent feedback. This helps learners to improve knowledge and understanding, to foster enthusiasm for learning, to engage in thoughtful reflection,todevelopthecapacityforself-assessment,andtorecognizethecriteriaforsuccess.
3.SummativeAssessments:
Aimtogiveteachersandstudentsaclearinsightintostudents'understanding.Asummativeassessmentistheculminationoftheteaching and learning process, and gives the students opportunities to demonstrate what has been learned. It can assess several elements simultaneously: it informs and improves student learning and the teaching process; it measures understanding of the central idea, and promptsstudentstowardaction.Itoccursattheendoftransdisciplinaryanddisciplinarystudies.
Reporting
Reporting happens on a semester schedule and include mid-semester checklist progress reports, full reports, and conferences. Please refer to the Pine Street School Assessment Policy for more information.
At Pine Street School, all teachers are language teacher as language transcends curriculum areas. Through the IB language programs, we aim to development confident, curious, highly proficient and enthusiastic readers, writers, viewers, presenters, spreakers, and listeners. Language is always taught meaningfully and in context. These contexts vary, but often involve the use of real-life scenarios, native speakers, the local area, and a wide variety of text types. We advocate the learning through inquiry, allowing students to make connections with context, to explore and investigate. The learning of any language is developmental by nature, building constructively onwhateachindividualstudentknowstohelpmovethemforward
The Preschool offers a dual language immersion program, using Spanish or Mandarin as the target language and English, embracing the principles of the PYP. Teachers plan and organize the classroom, such that working in English and the target llanguage becomes a part of our school day - from songs, to children's literature, small group work, larger inquiries, transitions, and routines. Learners spend approximately50%oftheirclasstimeinEnglishand50%inSpanishorMandarin.
In the Elementary School program, daily language immersion instruction continues in small, proficiency-based groups. These language ability groups allow us to meet each student at their language level in a supportive environment, address each student’s individuallanguageneeds,andtomaximizetheirlinguisticdevelopmentinwriting,reading,andspeaking.
The inquiry-based instructional approach continues in our immersion groups as language teachers create and present customized curriculum that is integrated with their transdisciplinary academic work This method ensures that students not only remain engaged, but that their rate of language acquisition is increased as they have ample opportunity to use the target language within the meaningfulcontextoftheirdailyschoolexperience
Weunderstandthatourlearnerscomewith manydifferentlanguagebackgrounds andwillallprogressatdifferentpaces.
Wegive ongoingfeedback onlearners'progress inalllanguages ofinstruction.
Weviewtheongoing languagedevelopmentfor ourlearnersasthe responsibilityofall teachers,parents,and learners.
We use language as a medium of inquiry, providing opportunities to challenge first language learners and to develop second language learners.
Weteachlanguagethroughcontext
iandrelatenew nformationto existingknowledge.
Weprovide meta-linguistic learningstrategies forthelearners.
Weaccommodate differentlearningstyles withdifferentiated instructionaccordingto individualneeds.
I can identify the general topic and some basic information in both very familiar and everyday contexts by recognizing practiced or memorized words, phrases, and simple sentences in texts that are spoken, written, or signed
I can communicate in spontaneous spoken, written, or signed conversations on both very familiar and everyday topics, using a variety of practiced or memorized words, phrases, simple sentences, and questions.
I can present information on both very familiar and everyday topics using a variety of practiced or memorized words, phrases, and simple sentences through spoken, written, or signed language.
I can understand the main idea and some pieces of information on familiar topics from sentences and series of connected sentences within texts that are spoken, written, or signed.
I can understand the main message and supporting details on a wide variety of familiar and general interest topics across various time frames from complex, organized texts that are spoken, written, or signed
I can participate in spontaneous spoken, written, or signed conversations on familiar topics, creating sentences and series of sentences to ask and answer a variety of questions.
I can communicate information, make presentations, and express my thoughts about familiar topics, using sentences and series of connected sentences through spoken, written, or signed language.
I can maintain spontaneous spoken, written, or signed conversations and discussions across various time frames on familiar, as well as unfamiliar, concrete topics, using series of connected sentences and probing questions. I can deliver detailed and organized presentations on familiar as well as unfamiliar concrete topics, in paragraphs and using various time frames through spoken, written, or signed language.
Language is a social construct and is learned through social interactions, experiences, and relationships Language learning involves both receptive (receiving and constructing meaning) and expressive (creating and sharing meaning) language. The Pine Street School curriculum allows students to construct both receptive and expressive language in relevant, engaging, challenging, and significant context.Understandingthesocialconstructsoflanguageisfundamentaltotheneedandabilitytocommunicate.
Thecurriculumisdividedinto4strandsforPreschooland5strandsforElementary:
Oral language exposes the thinking of the learner. It is a means by which their thoughts and ideas can be communicated and share to negotiate and construct meaning and develop deeper levels of understanding.
Viewing and presenting are fundamental processes that are historically and universally powerful and significant The receptive processes (viewing) and the expressive processes (presenting) 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 program with opportunities for students to experience both viewing and presenting.
Reading is a developmental process that involves constructing meaning from text. The process is interactive and involves the reader's purpose for reading, the reader's prior knowledge and experience, and the text itself. 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. Children learn to read by reading. In order to develop life-long reading habits, learners need to have extended periods of time to read for pleasure, interest, and information experiencing an extensive range of quality fiction and non-fiction texts.
Writing is a way of expressing ourselves. It is a personal act that grows and develops with the individual. From the earliest lines and marks of young learners to the expression of mature writers, it allows us to organize 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.
Conventions are generally accepted and practiced rules of a language. Conventions include phonics and grammar. Elementary only
Students at Pine Street School are challenged in the area of mathematical understanding and knowledge at the appropriate levels of cognitive development. Students explore mathematical concepts and construct meaning starting with concrete and moving to more abstractunderstanding Itisthroughrelevant,realistic,real-lifecontextthattheseskillsandunderstandingsaretaughtandlearned As students construct their understandings through concrete, real-life experiences, they will advance their abstract understanding of mathematicalconceptsbytransferringmeaningintosymbolicnotation.Studentswillbeinvolvedindiscussionstoexplaintheirunderstanding andexperienceswithsymbolicrepresentationastheylearnandtransfertheirunderstandingintoconventionalmathematicalnotation.
Once students have developed their own constructs and progressed to the abstract reasoning of using conventional symbolic notations, they will be asked to apply their understanding through authentic, real-life learning engagements. These engagements allow for hands-on problem-solving,realisticsituations,andstudentagencyastheydemonstratetheirunderstandinginavarietyofways.Thisprocessallowsfor deepunderstandingandvalidationsofthestudents'learningastheypresenttheirideas,receivefeedback,andreflectontheirlearning.
The mathematics curriculum is divided into 5 strands. The Twos curriculum only has 3 strands: Number (Number Sense & Operations), Pattern&Function(Pattern&AlgebraicThinking).
Our number system is a language for describing quantities and the relationships between quantities. For example, the value attributed to a digit depends on its place within a base system.
To identify pattern is to begin to understand how mathematics applies to the world in which we live The repetitive features of patterns can be identified and described as generalized rules called "functions." This builds a foundation for the later study of algebra.
Data handling allows us to make a summary of what we know about the world and to make inferences about what we do not know.
A. Data can be collected, organized, represented, and summarized in a variety of ways to highlight similarities, differences, and trends; the chosen format should illustrate the information without bias or distortion.
B. Probability can be expressed qualitatively by using terms such as "unlikely," "certain," or "impossible." It can be measured quantitatively on a numerical scale.
To measure is to attach a number to a quantity using a chosen unit. Since the attributes being measured are continuous, ways must be found to deal with quantities that fall between numbers. It is important to know how accurate a measurement needs to be or can ever be.
To identify pattern is to begin to understand how mathematics applies to the world in which we live. The repetitive features of patterns can be identified and described as generalized rules called "functions." This builds a foundation for the later study of algebra.
Science in the PYP emcompasses science and its applications In the PYP the science component of the curriculum should be driven by concepts and skills rather than by content. The key concepts are inevitably influential in driving the curriculum, but there are many other related science concepts that provide further understanding of the subject.
At Pine Street School, we begin with the PYP philosophy and infuse the Next Generation Science Standards into the PYP framework. Through the transdisciplinary units of study, our approach allows students to develop conceptual understandings and the big ideas in science, develop an understanding of the scientific method, innovate with technology, gain critical thinking and problem-solving skills, conduct and present research, and much more. Students will also learn to apply many scientific skills such as:
The science curriculum is divided into 4 strands:
The study of characteristics, systems, and behaviors of humans and other animals, and of plants; the interactions and relationships between and among them, and with the environment.
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 study of properties, behaviors, and uses of materials, both natural and human-made; the origins of humanmade materials and how they are manipulated to suit a purpose.
The study of energy, its origin, storage and transfer, and the work it can do; the study of forces; the application of scientific understanding through inventions and machines.
Observecarefullyinordertogatherdata
Useavarietyofinstrumentsandtoolsto measuredataaccurately
Usescientificvocabularytoexplaintheir observationsandexperiences
Identifyorgenerateaquestionorproblemto beexplored
Planandcarryoutsystematicinvestigations, manipulatingvariablesasnecessary
Makeandtestpredictions
Interpretandevaluatedatagatheredinorder todrawconclusions
Considerscientificmodelsandapplications ofthesemodels(includingtheirlimitations)
Social studies in the PYP is essentially about people: how they think, feel, and act; how they interact with others; their beliefs, aspirations, and pleasures; the problems they have to face; how and where they live (or lived);howtheyinteractwiththeirenvironment;theworktheydo;andhowtheyorganizethemselves.
At Pine Street School, we begin with the PYP philosophy and infuse our social studies and history learner outcomes or big ideas in social studies and history into the PYP framework. Through the transdisciplinary units of inquiry, our approach allows students to develop conceptual understandings and grasp big ideas in bothsocialstudiesandhistory. Theydevelopmanyimportantlifeskillssuchas:
The social studies curriculum is divided into 5 strands:
The study of how and why people construct organizations and systems; the way in which people connect locally and globally; the distribution of power and authority.
The study of people, communities, cultures, and societies; the ways in which individuals, groups, and societies interact with each other.
Formulateandask questionsaboutthepast, thefuture,placesandsociety
Useandanalyzeevidence fromavarietyofhistorical, geographical,andsocietal sources
Orientateinrelationtoplace andtime
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.
Resources & the Environment
Identifyroles,rights,and responsibilitiesinsociety
Assesstheaccuracy,validity, andpossiblebiasofsources
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.
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
PSPE provides the models, processes, vocabulary for handling social and personal issues, and ensuring health and well-being. Students are prepared to address moral issues in their lives and act upon a set of positive values such as appreciation, empathy, and respect. They should be given guidance to help develop positive attitudes and behaviors in order to meet challenges, make healthy lifestylechoices,andserveasresponsible,respectfulmembersofsociety.
PSPEconsistsof3strands:
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 the learner's concept of self and feelings of selfworth affect their approach to learning and how they interact with others.
An understanding of the factors that contribute to developing and maintaining a balanced, healthy lifestyle; the importance of regular physical activity; the body's response to exercise; the importance of developing basic motor skills; understanding and developing the body's potential for movement and expression; the importance of nutrition; understanding the causes and possible prevention of ill health; the promotion of safety; rights and responsibilities we have to ourselves and others to promote well-being; making informed choices and evaluating consequences, and taking action for healthy living now and in the future.
An understanding of how an individual interacts with other people, other living things and the wider world; behaviors, rights and responsibilities of individuals and their relationships with others, communities, society, and the world around them; the awareness and understanding of similarities and differences; an appreciation of the environment and an understanding of, and commitment to, humankind's responsibility as custodians of the Earth for future generations.
While the PSPE curriculum is woven through all disciplines and aspects of the school day, Physical Education classes are a prime catalyst to learn and master many of the PSPE skills.
The PYP states that arts are integral to the program. They are a powerful mode of communication through which students explore and constructasenseofselfanddevelopanunderstandingoftheworldaroundthem.Artsprovidestudentswithawiderangeofopportunities andmeanstorespondtotheirexperiencesandengagewithhistorical,socialandculturalperspectives.Thestudentsarestimulatedtothink andtoarticulatetheirthoughtsinnewways,andthroughavarietyofmediaandtechnologies ThePYPrecognizesthatnotalllearningcan 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-solvingskillsandsocialinteractions.
Theartsconsistsof2strands:
The process of responding provides students with opportunities to respond to their own and other artists' works and processes, and in so doing, develop the skills of critical analysis, interpretation, evaluation, reflection, and communication.
The process of creating provides students with opportunities to communicate distinctive forms of meaning, develop their technical skills, take creative risks, solve problems and visualize consequences. Students are encourages to draw on their imagination, experiences, and knowledge of matierals and processes as starting points for creative exploration.
While the arts curriculum is woven through all disciplines and aspects of the school day, music, visual art, and design technology classes and experiences are prime catalysts to enhance the arts curriculum.
The IB Curriculum is rooted in fostering diversity, equity, inclusion, awareness, and advocacy The Pine Street School I-DEA Curriculum FrameworkfitsfirmlyintoandgainsimmediaterelevancefromthePYP.OurFrameworkscaffoldsstudents’inquiryintoconceptsofequality, equity, inclusion, social justice, fairness, belonging, prejudice, and privilege, helping them to better understand the social construct of race andethnicityintheUnitedStates.
Units of Inquiry provide students with multiple opportunities throughout the year to explore and share in their own cultures, languages, and traditions, and those of their classmates and the wider community. Throughout these units, students gain crucial knowledge about the history of race in the United States, awakening their awareness and building understanding, all while engaging in authentic, meaningful classroom and community experiences and through literature from diverse sources and cultures, which provoke and scaffold discussions of raceandracisminourcountry.
An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations, and migrations of humankind; the relationship between and the interconnectedness of individuals and civilizations, from local and global perspectives
Central Idea:
Our bodies are made up of interconnected systems and we have inherited and acquired traits that are part of our growth and change
Key Concepts:
Form, Function, Change
Lines of Inquiry:
1. Role of different body systems
2 Connection between different body systems
3 Change in systems over time
Central Idea: People have personal beliefs and belief systems that inform how they act and interpret others.
Key Concepts:
Connection, Perspective, Causation
Lines of Inquiry:
1 Personal beliefs and belief systems
2 How beliefs affect the individual and society
3. Perspectives within cultural and individual beliefs
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
Central Idea: Exploration of our universe leads to discoveries, opportunities, and new understandings
Key Concepts: Change, Connection, Responsibility
Lines of Inquiry:
1. Our universe
2 How theories of the universe have changes over time
3. Impact of exploration
Central Idea: Technological innovation can disrupt societal thinking, behavior, and human relationships.
Key Concepts:
Connection, Change, Causation
Lines of Inquiry:
1 Connections between technology and human needs and wants
2 Innovation design process
3 Coding as a language
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
Central Idea: Cooperative and purposeful teamwork enables and empowers people to improve their lives and communities
Key Concepts: Change, Connection, Causation Lines of Inquiry:
1 Global needs
2. Local needs
3 Sustainable solutions
4 Effective teamwork
Central Idea: Language can be used to influence our thinking, emotions, and behavior in many ways.
Key Concepts: Function, Responsibility, Perspective
Lines of Inquiry:
1 Features, forms, techniques used in persuasive communications
2 How persuasive communication works
3 Impact of persuasive communication
An inquiry into the natural world and its laws, the interaction between the natural world and human societies; how humans use their understanding of scientific principles; impact of scientific and technological advances on society and the environment
Central Idea: People produce and use different types of energy which leaves and environmental footprint
Key Concepts: Function, Causation, Change Lines of Inquiry:
1 Types of energy
2. Non-renewable vs. renewable energy
3 Responsible energy use
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
Central Idea: Governmental systems and decisions can promote or deny equal opportunities and social justice
Key Concepts:
Responsibility, Function
Lines of Inquiry:
1 Purpose of government
2. Organizations of government
3 Impacts of decisions and actions on members of society
4. How beliefs about power and authority impact a society
An inquiry into rights and responsibilities in the struggle to share finite resources with other people and other living things; communities and the relationship within and between them; access to equal opportunities; peace and conflict resolution
Central Idea: Distribution of wealth affects communities' and individuals' access to equal opportunities
Key Concepts:
Connection, Perspective, Causation
Lines of Inquiry:
1. Relationship between wealth and power
2 Impactofwealthdistribution
3. Equitable access to resources and opportunities
Central Idea: Analysis of data and patterns can shape actions people take
Key Concepts: Responsibility, Connection, Change
Lines of Inquiry:
1. Earth's physical changes over time
2 Interconnectedness of hydrosphere, biosphere, geosphere, atmosphere
3 How data drives direction
Central Idea: Signs and symbols are part of human-made systems that facilitate local and global communication.
Key Concepts:
Connection, Form, Function
Lines of Inquiry:
1 Specialized systems of communication
2. How visual language facilitates communication
3 Cultural and historical context of how signs and symbols develop
Central Idea: Raising awareness of institutions, individuals, and organizations about climate change issues can encourage people to take initiative
Key Concepts:
Responsibility, Causation, Change
Lines of Inquiry:
1. Sustainable Development Goals
2 How human actions have impacted climate change
3 Actions that can reverse climate change
Central Idea: The mosaic of our everdeveloping identities ultimately informs and influences our attitudes about ourselves and others
Key Concepts: Perspective, Connection, Change
Lines of Inquiry:
1 What makes me, me
2 How others view me; How I view others
3 Evolution of our identities
Central Idea:
Making balanced choices should enable people to have a healthy lifestyle
Key Concepts:
Responsibility, Connection, Form
Lines of Inquiry:
1. Daily habits and routines
2 The impacts of balanced choices
3. Healthy lifestyles
Central Idea: The legacy of ancient civilizations influences people and society today.
Key Concepts: Connection, Form, Function
Lines of Inquiry:
1 Types of civilizations
2 Elements of civilizations
3. Legacies of civilizations
Central Idea: Architecture is the built realization of human ingenuity
Key Concepts: Perspective, Causation, Form Lines of Inquiry:
1. What is architecture
2 Elements of architecture
3 Human ingenuity and creativity in design
Central Idea: Relationships are enhanced by effort and compromise
Key Concepts: Responsibility, Perspective, Causation
Lines of Inquiry:
1 Relationships with ourselves
2 Relationships with communities
3 Relationships with other groups of people
Central Idea: The geography, history, and people make our city unique in its past, present, and future
Key Concepts: Change, Causation, Form Lines of Inquiry:
1 Location and geography of the city
2 People who inhabited the region over time
3. How and why the city has developed
Central Idea: The Earth’s cycles and patterns have impacted how people live their lives.
Key Concepts: Connection, Form, Causation
Lines of Inquiry:
1 Earth’s cycles and patterns
2 How cycles and patterns impact our lives
3 How cycles and patterns impact other people’s lives
Central Idea: Folklore reflects and shapes culture.
Key Concepts: Connection, Perspective, Form Lines of Inquiry:
1 Elements of folklore
2 Similarities and differences among versions of folklore
3 The role of folklore in culture
Central Idea: Stories allow our imagination to discover new worlds
Key Concepts: Connection, Perspective, Function
Lines of Inquiry:
1 Story elements
2 Human connections in stories
3 Exploring perspectives through stories
Central Idea: Understanding forces can help humans design effectively
Key Concepts: Form, Causation, Change
Lines of Inquiry:
1. Natural laws of motion
2 Different forces
3 Using principles of physics to solve problems
Central Idea: Human migration can be a response to challenges, risks, and opportunities impacting individuals and communities
Key Concepts: Perspective, Change, Causation
Lines of Inquiry:
1. Reasons why people migrate
2 Migration throughout history
3 Effects of migration on communities, cultures, and individuals
Central Idea: Biodiversity ensures natural sustainability for all life on the planet.
Key Concepts: Responsibility, Form, Causation
Lines of Inquiry:
1 Diversity of living things
2. Role of biodiversity in the natural world
3 Impact of interruption in biodiversity
Central Idea: The Earth continuously changes due to natural forces.
Key Concepts: Change, Causation, Form Lines of Inquiry:
1 Internal changes
2 External changes
3. Human attempts to manage consequences of changes
Central Idea:
The organization of marketplaces reflects the needs and wants of communities
Key Concepts:
Responsibility, Connection, Causation
Lines of Inquiry:
1. How a market economy works
2 How goods and services are produced and consumed
3 Responsible production and consumption
Central Idea: The Earth has extensive ecosystems which are a vital part of its functioning
Key Concepts: Responsibility, Causation, Form
Lines of Inquiry:
1. Ecosystems around the world
2 Balance in ecosystems
3. Things that disrupt the balance in ecosystems
Central Idea: Understanding the way materials behave and interact determine how people use them
Key Concepts: Change, Form, Function Lines of Inquiry:
1 Behavior and uses of materials
2 Changing properties of materials
3. Manipulations of materials for specific purposes
Central Idea: Food is a central element of global interconnectedness
Key Concepts:
Causation, Connection, Form Lines of Inquiry:
1. Food and its origins
2 Connection between food and geography
3. Cultural and historical significance of food
Central Idea: Living things have specific shapes and structures related to their function which help them survive, grow, and reproduce
Key Concepts: Form, Function, Connection Lines of Inquiry:
1. Characteristics of living things
2 Structure and function of living things
Central Idea: People's skills, attitudes, and interests should enable them to benefit from and contribute to their community
Key Concepts: Responsibility, Connection, Causation
Lines of Inquiry:
1 Skills,attitudes,interests, talents
2. How people benefit from commuity
3. How people contribute to community
Central Idea: Exploring our personal histories and the groups we belong to informs our understanding of who we are
Key Concepts: Connection,Perspective,Change
Lines of Inquiry:
1. Family origins and stories
2 Influence of groups we belong to
3. Understanding the connection between histories in our communities
Central Idea: Homes reflect personal identity and local culture
Key Concepts: Form, Function, Connection
Lines of Inquiry:
1 What is a home
2. Different kinds of homes
3 Circumstances that determine where and how people live
Central Idea: Through poetry, people express, explore, and interpret ideas and feelings
Key Concepts: Perspective, Form, Connection
Lines of Inquiry:
1 What is poetry
2. Word use in poetry
3 Exploring ideas through poetry
Central Idea: Stories can take on different forms, have cultural elements, and can be told in many ways
Key Concepts: Perspective, Form, Function Lines of Inquiry:
1. What is a story
2 Ways to tell stories
3 Stories from different cultures
Central Idea: We learn about the world though our senses
Key Concepts:
Connection, Perspective, Form, Function
Lines of Inquiry:
1. Our senses
2 How we learn through our senses
3 How our senses enrich our lives
Key Concepts: Form, Perspective, Reflection Lines of Inquiry:
1 Artists from around the world
2 Artistic styles
3. Exploring forms of art
Central Idea: Understanding how light and sound work influences how people interact with the world
Key Concepts: Form, Function, Causation
Lines of Inquiry:
1 Sources
2. Properties
3 Function
Central Idea: People apply their understanding of forces and energy to invent and create
Key Concepts: Connection, Form, Function Lines of Inquiry:
1 Forces and energy
2. Simple machines and tools
3 Innovating to solve problems
Central Idea: Artists have unique styles through which they communicate their ideas and feelings.
Central Idea: Transportation systems are developed to respond to the needs of communities
Key Concepts:
Form, Function, Causation
Lines of Inquiry:
1 Transportation systems
2. How transport systems respond to the needs of the community
3. How transport systems have changed over time
Central Idea:
By purposefully organizing spaces, people learn how to respect and use their environment effectively.
Key Concepts: Responsibility, Form, Function Lines of Inquiry:
1 How spaces are organized
2 Effective organization
3. Responsibilities involved in maintaining organization
Central Idea: Sound impacts and enriches our lives
Key Concepts: Function, Causation
Lines of Inquiry:
1 How sound works
2. Producing and receiving sounds
3 How sound impacts our personal lives
Central Idea: In urban spaces, a balance between the needs of humans and other living things can be a challenge
Key Concepts: Responsibility, Connection, Form
Lines of Inquiry:
1 Purposeful design of an urban space
2. Connection between human needs and the natural world
3. Human responsibility
Central Idea: Plants are essential to our lives in many ways and need specific conditions to grow
Key Concepts: Form, Function, Responsibility Lines of Inquiry:
1 Structure and needs of a plant
2 Life cycle of plants
3 How plants help living things
Central Idea: All living things have life cycles
Key Concepts: Form, Function, Change Lines of Inquiry:
1 Living things
2. Life cycles of different types of animals
3 How animals are suited to where they live
I can identify familiar words when they are supported by gestures or visuals in texts.
I can identify basic facts from familiar words and phrases when they are supported by visuals in texts or gestures.
I can identify the topic and some isolated facts from simple sentences in texts.
LISTENING I can understand familiar words with they are supported by visuals or gestures in conversations.
I can identify some basic facts from familiar words and phrases when they are supported by gestures or visuals in conversations.
I can understand familiar questions and statements from simple sentences and conversations.
SPEAKING I can provide information by answering a few simple questions on a very familiar topics, using practiced or memorized words and phrases, with the help of gestures or visuals.
I can request and provide information by answering a few simple questions on a very familiar and everyday topics, using a mixture of practiced or memorized words, phrases, and simple sentences.
I can request and provide information by asking and answering practiced and some original questions on familiar and everyday topics, using sentences
READING I can use a combination of drawing, dictation and writing with environmental clues to record observation and express ideas.
I can participate in shared research and writing projects. I can polish and publish writing pieces with checklists and teacher guidance.
I can write about events and experiences through words, phrases, and sentences I can polish and publish writing pieces.
StudentsatPineStreetSchoolarechallengedintheareaofmathematicalunderstandingandknowledgeattheappropriatelevelsofcognitive development. Students explore mathematical concepts and construct meaning starting with concrete and moving to more abstract understanding.Itisthroughrelevant,realistic,real-lifecontextthattheseskillsandunderstandingsaretaughtandlearned.
Oral Language: Oral language exposes the thinking of the learner. It is a means by which their thoughts and ideas can be communicated and shared to negotiate and construct meaning and develop deeper levels of understanding.
Participate in collaborative conversations with diversepartners about age appropriatetopics and texts with peers and adults in small and larger groups
Follow agreed-upon rules for discussions
Continue a conversation through multiple exchanges during classroom discussions, learning experiences, and imaginative play
Seek to understand and communicate with individuals from different cultural backgrounds and languages
Listen and respond in small or large groups for age appropriate periods of time
Listen to and enjoy stories read aloud; show understanding by responding in oral, written, or visual form
Memorize and join in with poems, rhymes, and songs follow classroom instructions, showing understanding
Describe personal experiences
Obtain simple information from accessible spoken texts
Distinguish beginning, medial, and ending sounds of words with increasing accuracy
Follow multi-step directions
Predict likely outcomes when listening to texts read aloud
Use language to address their needs, express feelings
Ask questions to gain information and respond to inquiries directed to themselves or to the class
Use oral language to communicate during classroom activities, conversations, and imaginative play
Talk about the stories, writing, pictures, and models they have created
Begin to communicate in more than one language
Use grammatical rules of the language(s) of instruction (learners may overgeneralize at this stage)
Visual Language: Viewing and presenting are fundamental processes that are historically and universally powerful and significant. The receptive processes (viewing) and expressive processes (presenting) 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 program with opportunities for students to experience both viewing and presenting.
Describe familiar people, places, things, and events and,with prompting and support, provide additional detail
Add drawings or other visual displays to descriptions asdesired to provide additional detail
Speak audibly and express thoughts, feelings, and ideas clearly
Talk about their own feelings in response to visual messages; show empathy for the way others might feel
Relate to different contexts presented in visual texts according to their own experiences, for example, "That looks like my uncle’s farm."
Locate familiar visual texts in magazines, advertising catalogues, and connect them with associated products
Use a variety of implements to practice and develop handwriting and presentation skills
Recognize ICT iconography and follow prompts to access programs or activate devices
Written Language: Reading is a developmental process that involves constructing meaning from text. The process is interactive and involves the reader’s purpose for reading, the reader’s prior knowledge and experience, and the text itself. Reading helps us to clarify our ideas, feelings, thoughts and opinions. Literature offers us a means of understanding ourselves and others andhas the power to influence and structure thinking. Children learn to read by reading. In order to develop lifelong reading habits, learners need to have extended periods of time to read for pleasure, interest, and information, experiencing an extensive range of quality fiction and non-fiction texts.
With prompting and support, ask and answer questions about key details in a text
With prompting and support, identify characters, settings, and major events in a story
Ask and answer questions about unknown words in a text
Recognize common types of texts
With prompting and support, students will make cultural connections to text and self
With prompting and support, make connections between self, text, and the world around them (text, media, social interaction)
Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story
With prompting and support, identify the main topic and retell key details of a text
With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text
Name the author and illustrator of a text/story and define the role of each in presenting the ideas or information
With prompting and support, describe the relationship between illustrations and the text in which they appear
With prompting and support, identify the reasons an author gives to support points in a text
With prompting and support, identify basic similarities in and differences between two texts on the same topic (e g , in illustrations, descriptions, or procedures)
Associate the long and short sounds with common spellings (graphemes) for the five major vowels
Distinguish between similarly spelled words by identifying the sounds of the letters that differ
Read emergent-reader texts with purpose and understanding
Participate in shared reading, posing and responding to questions and joining in the refrains
Participate in guided reading situations, observing and applying reading behaviors and interacting effectively with the group
Listen attentively and respond actively to read-aloud situations; make predictions, anticipate possible outcomes
Read and understand familiar print from the immediate environment, for example, signs, advertisements, logos, ICT iconography
Make connections between personal experience and storybook characters
Understand sound–symbol relationships and recognize familiar sounds/symbols/words of the language community
Instantly recognize an increasing bank of age appropriate high-frequency and high-interest words, characters, or symbols
Participate in learning engagements involving reading aloud taking roles and reading dialogue, repeating refrains from familiar stories, reciting poems
Written Language: Writing is a way of expressing ourselves. It is a personal act that grows and develops with the individual. From the earliest lines and marks of young learners to the expression of mature writers, it allows us to organize 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.
Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic
Use a combination of drawing, dictating, and writing tonarrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened
With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed
With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers
Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them)
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question
Create and/or present a poem, dramatization, art work, or personal response to a particular author or theme studied in class, with support as needed
Enjoy writing and value their own efforts
Write informally about their own ideas, experiences, and feelings in a personal journal or diary, initially using simple sentence structures, for example, "I like ... " , "I can ... " , "I went to ... " , "I am going to ... "
Read their own writing to the teacher and to classmates, realizing that what they have written remains unchanged
Create illustrations to match their own written text
Demonstrate an awareness of the conventions of written text, for example, sequence, spacing, directionality
Connect written codes with the sounds of spoken language and reflect this understanding when recording ideas
Form letters/characters conventionally and legibly, with an understanding as to why this is important within a language community
Discriminate between types of code, for example, letters, numbers, symbols, words/characters
Illustrate their own writing and contribute to a class book or collection of published writing
Print many upper- and lowercase letters
Use frequently occurring nouns and verbs
Begin to form regular plural nouns orally by adding /s/ or /es/
Understand and use question words
Use the most frequently occurring prepositions
Produce and expand complete sentences in shared language activities
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing
Capitalize the first word in a sentence and the pronoun I
Recognize and name end punctuation
Write a letter or letters for most consonant and shortvowelsounds (phonemes)
Spell simple words phonetically, drawing on knowledge of sound-letter relationships
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on age appropriate reading and content
Identify new meanings for familiar words and apply them accurately
Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word
With guidance and support from adults, explore word relationships and nuances in word meanings
Sort common objects into categories to gain a sense of the concepts the categories represent
Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms)
Identify real-life connections between words and their use (e g , note places at school that are colorful)
Distinguish shades of meaning among verbs describing the same general action (e g , walk, march, strut, prance) by acting out the meanings
Use words and phrases acquired through conversations, reading and being read to, and responding to texts
StudentsatPineStreetSchoolarechallengedintheareaofmathematicalunderstandingandknowledgeattheappropriatelevelsofco development. Students explore mathematical concepts and construct meaning starting with concrete and moving to more abstract understanding.Itisthroughrelevant,realistic,real-lifecontextthattheseskillsandunderstandingsaretaughtandlearned.
Asstudentsconstructtheirunderstandingsthroughconcrete,real-lifeexperiences,theyadvancetheirabstractunderstandingofmathematical conceptsbytransferringmeaningintosymbolicnotation Studentsareinvolvedindiscussionstoexplaintheirunderstandingandexperiences withsymbolicrepresentationastheylearnandtransfsertheirunderstandingintoconventionalmathematicalnotation
Once students develop their own constructs and progress to the abstract reasoning of using conventional symbolic notations, they will be asked to apply their understanding through authentic, real-life learning engagements. These engagements allow for hands-on problemsolving, realistic situations, and student agency as they demonstrate their understanding in a variety of ways. This process allows for deep understandingandvalidationofthestudents'learningastheypresenttheirideas,receivefeedback,andreflectontheirlearning.
InKindergarten,studentsconstructandtransfermeaningwhilepracticingandapplyingthefollowinglearneroutcomes/understandings:
Number:Ournumbersystemisalanguagefordescribingquantitiesandtherelationshipsbetweenquantities. Forexample,thevalueattributedtoadigitdependsonitsplacewithinabasesystem.
Numbers are used to interpret information, make decisions and solve problems For example, the operations of addition, subtraction,multiplication,anddivisionarerelatedtooneanotherandareusedtoprocessinformationinordertosolveproblems. Thedegreeofprecisionneededincalculatingdependsonhowtheresultwillbeused.
Understand that, for a set of objects, the number name of the last object counted describes the quantity of the whole set
Count to 100, starting at any number less than 100. In this range, read and write numerals and represent a number of objects with a written numeral
Identify and write numerals to 100
Connect number names and numerals to the quantities they representto 100
Understand the relationship between numbers and quantities; connect counting to cardinality
When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object
Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted
Understand that each successive number name refers to a quantity that is one larger
Develop understanding of ordinal numbers (first through tenth) to describe the relative position and magnitude of whole numbers
Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects
Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies
Compare two numbers between 1 and 10 presented as written numerals
Understand conservation of number
Understand the relative magnitude of whole numbers
Understand whole-part relationships
Understand and model addition as putting together and adding to, and understand subtraction as taking apart, taking from and difference between numbers
Use the language of mathematics to compare quantities in real-life situations, for example, more, less, first, second
Recognize groups of zero to ten objects without counting (subitizing) in real-life situations
Use simple fraction names in real-life situations
Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem
Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1)
For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation
Fluently add and subtract within 10
Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones
Understand that numbers can be constructed in multiple ways, for example, by combining and partitioning
Pattern & Function: To identify pattern is to begin to understand how mathematics applies to the world in which we live. The repetitive features of patterns can be identified and described as generalized rules called "functions." This builds a foundation for the later study of algebra.
Understand that patterns can be found in everyday situations, for example, sounds, actions, objects, nature
Describe patterns in various ways, for example, using words, drawings, symbols, materials, actions, numbers
Create and recognize patterns with a variety of materials and experiences
Data Handling: Data handling allows us to make a summary of what we know about the world and to make inferences about what we do not know.
Classify objects and count the number of objects in categories
Collect, display, and begin to interpret data for the purpose of answering questions
Sort, describe, and label objects by attributes and represent information
Create, read, and contribute to development of graphs including pictographs and tally marks
Discuss chance in daily events (impossible, maybe, certain)
Understand that information about themselves and their surroundings can be obtained in different ways
Measurement: To measure is to attach a number to a quantity using a chosen unit. Since the attributes being measured are continuous, ways must be found to deal with quantities that fall between numbers It is important to know how accurate a measurement needs to be or can ever be.
Understand that attributes of real objects can be compared and described, for example, longer, shorter, heavier, empty, full, hotter, colder Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference Classify objects into given categories; count the numbers of objects in each category and sort the categories by count
Describe measurable attributes of objects, such as length or weight
Describe several measurable attributes of a single object
Understand that events in daily routines can be described and sequenced, for example, before, after, today, tomorrow
Shape&Space: The regions, paths, and boundaries of natural space can be described by shape. An understanding of the inter-relationships of shape allows us to interpret, understand, and appreciate our two-dimensional (2D) and three-dimensional (3D) world
Understand that 2D and 3D shapes have characteristics that can be sorted, described and compared
Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to
Correctly name shapes regardless of their orientations or overall size
Identify shapes as two-dimensional (lying in a plane, “flat”) or threedimensional (“solid”)
Analyze and compare two-and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length)
Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes
Compose simple shapes to form larger shapes
Combine shapes to make new shapes
Explore and describe the paths, regions and boundaries of their immediate environment (inside, outside, above, below) and their position (next to, behind, in front of, up, down)
