2024 ECC Programme

KATTENBERG 19, B-1170 BRUSSELS, BELGIUM WWW.ISB.BE

THE PRESCHOOL EXPERIENCE

Key Developmental Milestones Preschool marks a crucial developmental stage in a child's life, characterized by numerous significant milestones. Among the key achievements during this period are the development of social skills, as children learn to interact with peers and form friendships. Cognitive milestones include the acquisition of language and literacy skills, as well as basic mathematical concepts.

Motor skills also see significant progress, with children refining their abilities in tasks such as drawing, cutting, and tying shoelaces. Emotional development is another vital aspect, with preschoolers learning to identify and manage their feelings, as well as developing empathy towards others. Moreover, preschool serves as an introduction to structured learning environments, laying the foundation for future academic success. Through play-based activities and guided instruction, children in preschool embark on a journey of discovery and growth, preparing them for the challenges and adventures that lie ahead in their educational journey.

Personalising Learning In the Lower School at ISB we embrace the unique potential within each learner tailor educational experiences to individual strengths, interests & pace empower learners to explore their passions integrate technology seamlessly cultivate critical thinking, and collaborate across diverse perspectives develop learners who confidently navigate the complexities of our world

BECOMING INTERNATIONAL CITIZENS

Character Standards

ISB believes that in order to be International Citizens, successful in and out of school, students need to learn and develop social and emotional competencies. These competencies are grounded in our Character Standards and our belief in Social Justice.

To support our Character standards, we use the Learning for Justice Standards to support our goal of developing true International Citizens.

Social Justice

Strand

Identity

Diversity

Areas of Focus & Development

I know and like who I am and can talk about my family and myself and name some of my group identities.

I can talk about interesting and healthy ways that some people who share my group identities live their lives.

I know that all my group identities are part of me—but that I am always ALL me.

I can feel good about myself without being mean or making other people feel bad.

I see that the way my family and I do things is both the same as and different from how other people do things, and I am interested in both.

I like being around people who are like me and different from me, and I can be friendly to everyone.

I can describe some ways that I am similar to and different from people who share my identities and those who have other identities.

I want to know about other people and how our lives and experiences are the same and different. I know everyone has feelings, and I want to get along with people who are similar to and different from me.

I find it interesting that groups of people believe different things and live their daily lives in different ways.

Justice

I know my friends have many identities, but they are always still just themselves.

I know when people are treated unfairly. I know some true stories about how people have been treated badly because of their group identities, and I don’t like it.

I know that life is easier for some people and harder for others and the reasons for that are not always fair.

I know about people who helped stop unfairness and worked to make life better for many people.

Action

I care about those who are treated unfairly.

I can and will do something when I see unfairness—this includes telling an adult.

I will say something or tell an adult if someone is being hurtful, and will do my part to be kind even if I don’t like something they say or do.

I will speak up or do something if people are being unfair, even if my friends do not.

I will join with classmates to make our classroom fair for everyone.

PLAY-BASED LEARNING

Across our Early Years classrooms at ISB, we see every child as strong, confident and competent. We recognize that strong children have their own ideas, a desire to express their opinions and to make independent choices.

Based on this, we use a play-based approach to education that recognizes the intrinsic value of play in facilitating growth and development across various domains. Play-based learning encourages children to explore, experiment, and engage in hands-on activities that are both enjoyable and educational.

One example of play-based learning is a dramatic play area, where children can immerse themselves in different roles and scenarios. For instance, they might take on the roles of chefs in a pretend kitchen, doctors in a medical center, or astronauts in a spaceship. Through this imaginative play, children develop language and early literacy skills as they engage in conversations and storytelling, enhance social skills by collaborating with peers, and foster creativity by inventing narratives and solving problems.

Another example is sensory play, which involves providing opportunities for children to explore various materials and textures using their senses. This could include activities such as playing with water, sand, playdough, or sensory bins filled with items like rice, beans, or natural materials. Sensory play stimulates cognitive development by encouraging curiosity, experimentation, and sensory exploration. It also promotes fine motor skills as children manipulate and mold materials, as well as social interaction as they share and communicate with others during play.

The benefits of play-based learning for younger children are numerous. Firstly, it promotes holistic development by addressing cognitive, social, emotional, and physical domains simultaneously. Through play, children naturally engage in activities that support their intellectual growth, social skills, emotional regulation, and physical well-being. Additionally, play-based learning fosters intrinsic motivation and a love for learning, as children are actively involved in activities that are meaningful and enjoyable to them.

Furthermore, it allows for individualized learning experiences, as educators can design activities, select materials and use questions to meet the unique interests, strengths, and needs of each child. Play-based learning provides a rich and dynamic approach to early childhood education, where children are empowered to learn through exploration, discovery, and play. In our early years classrooms our educators pay careful attention to what each child has to say and think, taking their ideas and using them to plan next steps for learning.

The role of the educator is to plan starting points for the children to explore and to provide open-ended resources that encourage the children to develop their own thinking and ways of learning. Our early years educators learn alongside the children, watching, listening and using their observations to guide and extend each child’s learning. By embracing play as a fundamental aspect of learning, educators create environments that are engaging, supportive, and conducive to children's overall development and success.

PRESCHOOL LEARNING MODULES: Water

Our 5 Senses

Changes

Description

An exploration of how water moves and interact with different materials and forces.

An exploration of how we use our five senses to explore the world around us.

An exploration of how some changes happen quickly and other changes take place over time.

Connected Disciplines

Science- Physical Sciences

Science- Physical Sciences

Science- Physical Sciences

Learners understand that:

Learners understand that:

Learners understand that:

Conceptual Understandings

Learning Engagements

Water takes on different forms Water moves in different ways People can manipulate water

Water play provides learners with both important sensory and motor opportunities as well as an opportunity to begin to explore important concepts such as cause and effect.

Through this unit learners have an opportunity to observe and interact with water in order to investigate and understand some of its basic properties. Learners take part in numerous explorations that involve moving water, observing how the water interacts with various materials and how it responds to different actions. Learners experiment with concepts such as absorption and evaporation.

This unit is designed to develop core vocabulary to describe movement and change.

Our senses provide different ways for the body to receive information about the world The different parts of our bodies help us to be able to do things

Some changes can be observed and described Some change can happen quickly and some happen over a longer period of time

Drawing a child’s attention to the five senses and discussing them increases their understanding of and ability to communicate about the world around us.

Through this unit learners have an opportunity to use their five senses to explore their natural environment. Through the use of a variety of materials, learners are supported as they learn about different body parts and how they help us hear, smell, taste, touch and see. Through questions and provocations, learners are supported as they make observations using their different senses.

Changes are constantly occurring around us in both the natural and the human-made world.

Observing change allows learners to begin to develop an understanding of how and why changes occur.

Through this module learners observe and participate in experiments that demonstrate simple cause and effect. Through multiple experiences with cooking, learners observe changes that occur quickly. Through planting seeds, learners investigate changes that take place over longer periods of time. After participating in these experiences learners interact with a series of photos that describe the change process for each item.

This unit is linked to reading fiction and nonfiction books as well as developing the vocabulary to express their likes and dislikes.

INTERPRET INFORMATION Learners are able to: carefully observe and describe objects, events and processes identify some relationships between those facts, pieces of information

This module is linked to reading fiction and nonfiction books, developing vocabulary to explain observations and providing them with opportunities to document their observations through mark making.

FOREST AND OUTDOOR LEARNING

Forest learning and outdoor education provide young children with a wealth of benefits that contribute to their overall development and well-being.

At ISB, we believe that : exposure to natural environments fosters a sense of wonder and curiosity, promoting a love for learning from an early age. outdoor settings stimulate sensory experiences, allowing children to explore different textures, smells, and sounds, contributing to their cognitive development. physical activity is a natural outcome of outdoor education, promoting gross motor skills, balance, and coordination as children engage in activities like climbing, running, and jumping.

Grade K- 30 minutes

outdoor learning enhances creativity and problem-solving skills as children navigate natural challenges and come up with imaginative solutions. spending time in nature has been linked to improved mental health, reducing stress and anxiety. socially, outdoor education promotes teamwork, communication, and cooperation as children engage in group activities and learn to share and take turns. developing a connection with the natural world at an early age instills a sense of environmental stewardship, fostering a lifelong appreciation for nature and a commitment to conservation.

DEVELOPING EARLY SOCIAL, LITERACY AND MATHEMATICAL SKILLS

In the Preschool children are in the early stages of developing their sense of self and becoming part of a group.

They are being supported in developing independence, coping skills as well as beginning to follow classroom routines.

The beginning of this process involves supporting children to develop skills necessary for a successful transition from home to school.

The Preschool years provide the opportunity for children to extend and develop language, listening and communication skills.

Teachers provide an environment which is rich with stories, songs and rhymes where children can develop an interest and engage with meaningful literacy experiences.

Children are encouraged to share their thoughts and ideas with their teachers and classmates and become confident participating in large and small group settings.

Children experiment with drawing and writing by making meaningful marks.

The children are provided with a broad range of learning opportunities to develop their understanding of number, shape, pattern, measurement and space.

Materials, such as, blocks, puzzles, and manipulatives encourage the development of mathematical language, counting, matching, and sorting.

BECOMING AN INDEPENDENT LEARNER

Transferable skills, also known as portable or universal skills, can be applied across various subjects and situations. These skills are not tied to specific disciplines but rather can be adapted and transferred from one context to another.

Strand

Areas of Focus & Development

Grade Level Focus Skills

Transferable Skills

TRANSFERABLE Thinking skills:

Collaboration

How can I actively listen to others?

How do I share my ideas and build on the ideas of others?

How do I work together to achieve our shared goals?

Thinking

What do I think I already know about this topic?

How can I decide if information is helpful and accurate?

How does information from different sources connect to each other?

Research

Self-Management

What questions do I have?

How can I find the best evidence for my questions?

How can I organize and record my information?

How do I set effective goals and where am I now in achieving them?

How do I feel and what is contributing to how I feel?

Do I need support?

IDENTIFY CURRENT KNOWLEDGE AND UNDERSTANDING identify what they currently know and understand about a particular idea, concept or topic. identify gaps in their knowledge and understanding of a particular idea, concept or topic, as well potential misconceptions.

CONSTRUCT QUESTIONS: conduct preliminary research around a broad topic which allows the topic to be narrowed appropriately. construct a powerful research question that requires analysis and conceptual depth. construct smaller questions that lead to a possible answer to a bigger question.

SPECIALIST PROGRAM Specialist programs at ISB are essential components of a well-rounded education. These programs enhance problem-solving, critical thinking, decision-making, team work, and self expression.

Visual & Performing Arts

Physical Education & Health

Each program is taught by a Specialist in the respective field.

Body Awareness

The Physical Education and Heath program focuses on the following areas: Motor Skills & Movement Patterns Concepts, Principles, Strategies & Tactics Understanding Healthy Lifestyles

The Arts program focuses on the following areas: Creating & Performing and Responding & Connecting to visual & musical artworks.

Gross Motor Skills

Well-Being

Beginning at an early age, children are actively involved in outdoor activities like forest hikes and bicycle riding, experiences that persist throughout their school years.

These engagements not only forge connections with nature and wellbeing but also instill stamina for walking, laying down the groundwork for lifelong physical movement. When indoors and in small groups, children delve into fundamental locomotor skills and also learn the importance of taking turns. Children are provided with individual feedback to support their motor development and growth. Through activities like obstacle courses, yoga and exposure to a variety of physical games, children refine through repetition their movement skills, further enhancing collaboration and play experiences while stimulating body and space awareness, sensory and motor development. We like to foster a holistic approach to physical development from the outset of their educational journey.

Visual Arts

Performing Arts

In Preschool our young learners explore and share their perceptions of the world around them in a safe and supportive environment. Creativity is nurtured, fine motor skills refined, and communication facilitated as learners explore the elements of Art through open ended experiences. In our Preschool Visual Arts programme, young minds are introduced to an array of artistic mediums, from sculpture and construction to painting, drawing, and textiles.

Hands-on engagement is at the heart of our approach, empowering our budding artists to immerse themselves in the tactile process of crafting both individual masterpieces and collaborative works of art. Witnessing their individual creations seamlessly meld with those of their peers to form collective treasures fills our students with boundless joy and pride. Within the welcoming spaces of our ECC common area and Chateau, an ever-evolving gallery proudly showcases the imaginative endeavors of our young talents, shining a spotlight on both individual brilliance and collective achievements.

Visual Art is a primary language of expression for our preschool learners, the programme plays a crucial role in enriching the preschool experience and lays the foundation for future artistic expression and appreciation of the Arts.

Our youngest ISB students experience music naturally, much as language is learned. In every class they hear a wide range of multicultural songs that open their ears to different harmonies and styles, using props such as scarves to move with the music. This allows students to physically experience the interconnection of music and movement. When they feel comfortable, they join in singing and echo rhythm and melody patterns, which are similar to words. Small percussion instruments are explored and played by students to begin manipulating and understanding sound. Because the language is music, every student has immediate access to activities in music class.

THE PREKINDERGARTEN EXPERIENCE

Key Developmental Milestones Prekindergarten is a crucial stage in a child's early development, marked by several important milestones that set the stage for future academic and social success. One key milestone is the development of foundational motor skills, including fine motor skills such as holding a pencil, cutting with scissors, and basic hand-eye coordination. Prekindergarten also lays the groundwork for early cognitive skills, as children begin to recognize sounds, letters, numbers, shapes, and colors, fostering pre-literacy and pre-numeracy abilities. Socially, Prekindergarten is a time when children learn to interact with peers, share, take turns, and cooperate in a group setting, building essential social skills. Furthermore, emotional milestones are significant, as children start to express and manage their emotions, develop a sense of self, and build resilience. The exposure to structured routines and basic classroom etiquette in Prekindergarten also helps prepare children for the more formal aspects of schooling. These milestones collectively contribute to a well-rounded foundation for future learning and success in Kindergarten and beyond.

Personalizing Learning In the Lower School at ISB we embrace the unique potential within each learner tailor educational experiences to individual strengths, interests & pace empower learners to explore their passions integrate technology seamlessly cultivate critical thinking, and collaborate across diverse perspectives develop learners who confidently navigate the complexities of our world

BECOMING INTERNATIONAL CITIZENS

Character Standards

ISB believes that in order to be International Citizens, successful in and out of school, students need to learn and develop social and emotional competencies. These competencies are grounded in our Character Standards and our belief in Social Justice.

To support our Character standards, we use the Learning for Justice Standards to support our goal of developing true International Citizens.

Social Justice

Strand

Identity

Diversity

Areas of Focus & Development

I know and like who I am and can talk about my family and myself and name some of my group identities.

I can talk about interesting and healthy ways that some people who share my group identities live their lives.

I know that all my group identities are part of me—but that I am always ALL me.

I can feel good about myself without being mean or making other people feel bad.

I see that the way my family and I do things is both the same as and different from how other people do things, and I am interested in both.

I like being around people who are like me and different from me, and I can be friendly to everyone.

I can describe some ways that I am similar to and different from people who share my identities and those who have other identities.

I want to know about other people and how our lives and experiences are the same and different. I know everyone has feelings, and I want to get along with people who are similar to and different from me.

I find it interesting that groups of people believe different things and live their daily lives in different ways.

Justice

I know my friends have many identities, but they are always still just themselves.

I know when people are treated unfairly. I know some true stories about how people have been treated badly because of their group identities, and I don’t like it.

I know that life is easier for some people and harder for others and the reasons for that are not always fair.

I know about people who helped stop unfairness and worked to make life better for many people.

Action

I care about those who are treated unfairly.

I can and will do something when I see unfairness—this includes telling an adult.

I will say something or tell an adult if someone is being hurtful, and will do my part to be kind even if I don’t like something they say or do.

I will speak up or do something if people are being unfair, even if my friends do not.

I will join with classmates to make our classroom fair for everyone.

PREKINDERGARTEN LEARNING MODULES: Explore and Construct

Stories

Out and About

Description

Understanding the role of exploration and problem solving in construction.

Understanding how stories can be told in different ways.

Understanding how resources within the community meet our needs.

Connected Disciplines

Math/Science - measurement, weight, balance

Literacy - listening and speaking

Social studies - mapping, data collection, social responsibility

Learners understand that:

Learners understand that:

Learners understand that:

Conceptual Understandings

Learning Engagements

The process of construction involves experimenting and solving problems Structures have a purpose Different types of materials can be used for construction

People have emotional responses to stories Stories can be told orally and visually, through books, drama and digital resources Messages can be communicated through stories

People are part of different communities People use resources from their communities to meet their health, social, and food needs People have responsibilities that help their communities function

An exploration of constructing with a variety of materials engages learners in both the process and the purpose of construction.

Learners are exposed to the process of constructing a building by talking with experts.

They explore the purpose of different structures by taking campus walks, participating in discussions, and looking at illustrations in books. Learners go through the process of designing and planning a construction with a purpose in mind. They create models and experiment with creating towers, enclosures and bridges using a range of different materials. This includes using outdoor materials and building in the playground and forest.

An exploration of different types of stories allows us to understand that everyone has stories to tell and that stories can be told in many ways.

Through this module learners are encouraged and supported to retell familiar stories orally using puppets, authentic props, felt boards, and assorted other materials. Through exposure to a wide variety of stories learners have the opportunity to identify patterns in stories.

Learners are supported to make both text-to-self and text-to-text connections through careful questioning and modeling. Learners also have the opportunity to respond to stories and explore the feelings of characters.They are provided with numerous opportunities to adapt familiar stories and create their own either orally or through images.

An exploration of different local communities enables learners to see the larger world in action.

Learners are provided with opportunities to explore their personal connections to different communities considering the community resources that help to meet their social, health and food needs. In addition, learners begin to explore their individual responsibilities within different communities, such as family, the classroom, the ECC, ISB, and Boitsfort. Learners revisit the ECC four common agreements (to act in safe, fair, kind, respectful ways) especially related to our ECC community. They examine and explore maps to see how maps provide important information that can help people to find resources. Learners are provided with opportunities to make their own maps of familiar spaces such as the classroom and playground, using their developing literacy skills to make labels.

This module is linked to the descriptive genre providing both oral and recorded language experiences.

This module is linked to the narrative/recount genre within literacy as well as the speaking and listening components of the curriculum.

This module is linked to procedural writing and involves learners in describing and presenting procedures through language and imagery.

FOREST LEARNING

Forest learning and outdoor education provide young children with a wealth of benefits that contribute to their overall development and well-being.

At ISB, we believe that : exposure to natural environments fosters a sense of wonder and curiosity, promoting a love for learning from an early age. outdoor settings stimulate sensory experiences, allowing children to explore different textures, smells, and sounds, contributing to their cognitive development. physical activity is a natural outcome of outdoor education, promoting gross motor skills, balance, and coordination as children engage in activities like climbing, running, and jumping.

Grade K- 30 minutes

outdoor learning enhances creativity and problem-solving skills as children navigate natural challenges and come up with imaginative solutions. spending time in nature has been linked to improved mental health, reducing stress and anxiety. socially, outdoor education promotes teamwork, communication, and cooperation as children engage in group activities and learn to share and take turns. developing a connection with the natural world at an early age instills a sense of environmental stewardship, fostering a lifelong appreciation for nature and a commitment to conservation.

BECOMING A MATHEMATICIAN The ISB Mathematics program is designed to develop a deep understanding of mathematical concepts while nurturing critical thinking skills and problem-solving abilities.

STEM: Mathematics

Strand

Areas of Focus & Development

Counting and Cardinality

Rote count in order to 20 with increasing accuracy.

Count up to 10 objects in a line using one- to- one correspondence with increasing accuracy, and answer the question “How many?”.

Without counting, state the number of objects in a small collection ( 1-5).

Given a number 0-5, count out that many objects.

Compare the amount of objects in small sets of objects ( up to 5 objects) by matching or counting and use language such as “ more than” and “ less than” to describe the sets of objects.

Write some numerals, number- like forms or images to represent quantities ( up to 10) during play and daily activities Recognize some numerals and attempt to write them during play and daily activities.

Match numerals 1-5 to sets of objects, with guidance and support Show understanding of first, next and last during play and daily activities ( ex: answer questions about who is first and last to slide down the slide)

Operations & Algebriac Thinking

Show they understand that putting two groups of objects together will make a bigger group ( up to 10 objects) and that a group of objects can be taken apart into smaller groups.

Use observation and counting with increasing accuracy to answer questions such as “ how many do we need?” during play and other daily activities ( count new children to see how many more plates are needed for snack).

Identifies and describes shapes

Geometry

Measurement & Data

Match shapes to their outline with concrete materials.

Recognize and locate simple shapes in the immediate environment.

Use 2- and 3- dimensional shapes to represent real world objects (I glued a circle and square on my picture to make a house) Name basic shapes and describe their characteristics using descriptive and geometric attributes (that’s a triangle, it’s pointy) Use simple positional words in directions or to describe location.

Describes and compares measurable attributes Use comparative words, such as bigger/smaller, taller/shorter.

Use simple sequencing words (next, after, before, morning and afternoon) Use simple measurement tools with guidance and support to measure objects ( unifix, ruler, measuring cup, scale) Compare the size or weight of two objects and identify which one is longer, taller, heavier than the other ( the snake is longer than the worm) Put a few objects in order by length ( arrange a group of three blocks from shortest to longest Sort a group of objects ( 0-10) using one attribute ( colour, size, shape, quantity) with increasing accuracy.

Duplicate and extend simple patterns using concrete objects Classifies objects and counts the number of objects in each category Compares small groups of objects to show more or less.

Represents data using concrete objects Responds to simple questions based on recurring events in the daily routines.

Mathematical Processes

Create mathematical models Demonstrates their thinking with pictures Use drawing and concrete materials to represent mathematical ideas (draw many circles to show “ lots of people”

BECOMING A READER AND WRITER Strand

Reading

Phonological Awareness

Recognize rhyming words.

Count, pronounce, blend, and segment syllables in spoken words.

Blend individual words into compund words Blend and segment onsets and rimes of single-syllable spoken words.

Isolate and pronounce the initial (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.

Produce ryhming words Demonstrates one-to-one letter-sound correspondence by producing the primary sound of some consonants

Concepts About Print

Recognizing word boundaries Turn pages from right to left Recognizes that spoken words are represented in written language Makes an attempt to recite familiar refrains from stories Recognizes and names some upper/lowercase letters of the alphabet, especially those in own name Reads some simple words Differentiates letters from numerals Identifes front cover and back cover Looks at picture with intention

Comprehension Stragegies

Participates in discussions about a text (e.g., during whole or small group interactive readaloud discussions, during peer sharing, within play scenarios) Retells stories or shares information from a text Develops and answers questions about characters, major events, and pieces of information in a text Makes connections between self, text, and the world (e.g., what is familiar, what does an event/picture/character make them think of, what do they remember)

Strand

Writing

Areas of Focus & Development

Areas of Focus & Development

Text Types & Purposes

With prompting and support, use a combination of drawing, dictating or writing to express an opinion about a book or a topic ( E.G., I like…because..)

Vocabulary Use

Identify new meanings for familiar words and apply them accurately. Based on pre-kindergarten reading and content. (e.g., knowing duck is a bird and learning the verb to duck).

With guidance and support sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

With guidance and support demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

With guidance and support identify real-life connections between words and their use (e.g., note places at school that are colorful).

With guidance and support distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

Conventions of Standard English

Print some upper and lowercase letters (e.g letters in their name) Use frequently occurring nouns and verbs orally.

With guidance and support, form regular plural nouns orally by adding /s/ or /es/ ( eg. dog, dogs; wish, wishes) Understand and use question words (e.g who, what, where, when, why, how).

In speech, use the most frequently occurring prepositions (e.g to, from, in, out, on, off, for, of, by, with).

With guidance and support, produce and expand complete sentences in shared language activities.

Production of Writing

With guidance and support from adults participate in shared editing of students' own texts and discuss possible changes

BECOMING AN INDEPENDENT LEARNER

Transferable skills, also known as portable or universal skills, can be applied across various subjects and situations. These skills are not tied to specific disciplines but rather can be adapted and transferred from one context to another.

Strand

Areas of Focus & Development

Grade Level Focus Skills

Transferable Skills

TRANSFERABLE Thinking skills:

Collaboration

How can I actively listen to others?

How do I share my ideas and build on the ideas of others?

How do I work together to achieve our shared goals?

Thinking

What do I think I already know about this topic?

How can I decide if information is helpful and accurate?

How does information from different sources connect to each other?

Research

Self-Management

What questions do I have?

How can I find the best evidence for my questions?

How can I organize and record my information?

How do I set effective goals and where am I now in achieving them?

How do I feel and what is contributing to how I feel?

Do I need support?

IDENTIFY CURRENT KNOWLEDGE AND UNDERSTANDING identify what they currently know and understand about a particular idea, concept or topic. identify gaps in their knowledge and understanding of a particular idea, concept or topic, as well potential misconceptions.

CONSTRUCT QUESTIONS: conduct preliminary research around a broad topic which allows the topic to be narrowed appropriately. construct a powerful research question that requires analysis and conceptual depth. construct smaller questions that lead to a possible answer to a bigger question.

LANGUAGES PROGRAM

Students, who have demonstrated proficiency in English, access either the Dutch or French language. Additional languages are offered as part of the ISB+ program, based on demand.

Languages Pathways

ISB follows the Common European Framework for Languages.

French Foundations A1 Intermediate A2 Inedpendent B1 / C1

Social Studies in French option

English Proficiency

Dutch Indpendent B1 / C1 ISB+ Plus Languages Open to all regardless of English Proficiency

Grades 5 & 6

SPECIALIST PROGRAM

Specialist programs at ISB are essential components of a well-rounded education. These programs enhance problem-solving, critical thinking, decision-making, team work, and self expression.

Visual & Performing Arts

Physical Education & Health

Each program is taught by a Specialist in the respective field.

Body Awareness

The Physical Education and Heath program focuses on the following areas: Motor Skills & Movement Patterns Concepts, Principles, Strategies & Tactics Understanding Healthy Lifestyles

The Arts program focuses on the following areas: Creating & Performing and Responding & Connecting to visual & musical artworks.

Gross Motor Skills

Well-Being

Beginning at an early age, children are actively involved in outdoor activities like forest exploration and bicycle riding, experiences that persist throughout their school years. These engagements not only forge connections with nature but also instill stamina for walking, laying down the groundwork for lifelong physical movement. In small groups, children delve into fundamental locomotor skills, fostering collaboration and teamwork from an early age, while also learning the importance of taking turns and providing individual feedback and coaching to aid in motor development and growth. Through activities like obstacle courses and building challenges, children refine their movement skills, further enhancing collaboration and play experiences while stimulating sensory and motor development. As they progress from preschool to prekindergarten, access to gym facilities expands the children’s gross motor skills within larger spaces, where they engage in ball activities and early games, fostering a holistic approach to physical development from the outset of their educational journey.

Visual Arts

Performing Arts

In our Prekindergarten Visual Arts program, young minds are introduced to an array of artistic mediums, from sculpture and construction to painting, drawing, and textiles.

Hands-on engagement is at the heart of our approach, empowering our budding artists to immerse themselves in the tactile process of crafting both individual masterpieces and collaborative works of art.

Witnessing their individual creations seamlessly meld with those of their peers to form collective treasures fills our students with boundless joy and pride. Within the welcoming spaces of our ECC common area and Chateau, an everevolving gallery proudly showcases the imaginative endeavors of our young talents, shining a spotlight on both individual brilliance and collective achievements.

Our youngest ISB students experience music naturally, much as language is learned. In every class they hear a wide range of multicultural songs that open their ears to different harmonies and styles, using props such as scarves and beanbags to move with the music. This allows students to physically experience the interconnection of music and movement. They join in singing when comfortable and as they echo rhythm and melody patterns, which are similar to words. Small percussion instruments are explored, played, and discussed by students to begin manipulating and understanding sound. Because the language is music, every student has immediate access.

Nestled amidst the serene embrace of our school forest, students find inspiration not only in its breathtaking scenery but also in the immersive en plein air experience it offers, enriching their artistic journey.

THE KINDERGARTEN EXPERIENCE

Key Developmental Milestones Kindergarten is a crucial stage in a child's early education, marked by significant developmental milestones that lay the foundation for future academic and social success. Kindergarten marks the beginning of more formal literacy and numeracy skills, as children learn to recognize letters, write their names, read simple early readers and count numbers. Socially, Kindergarteners start to navigate the complexities of group interactions, and they begin to develop greater levels of independence in both life skills and learning. Emotional growth is also evident as children express their feelings and develop a sense of empathy. Furthermore, the Kindergarten experience fosters curiosity and a love for learning, setting the stage for a lifelong journey of exploration and discovery. Each milestone achieved in Kindergarten represents a building block for the child's ongoing educational journey and overall well-rounded development.

Personalizing Learning In the Lower School at ISB we embrace the unique potential within each learner tailor educational experiences to individual strengths, interests & pace empower learners to explore their passions integrate technology seamlessly cultivate critical thinking, and collaborate across diverse perspectives develop learners who confidently navigate the complexities of our world

BECOMING INTERNATIONAL CITIZENS

Character Standards

ISB believes that in order to be International Citizens, successful in and out of school, students need to learn and develop social and emotional competencies. These competencies are grounded in our Character Standards and our belief in Social Justice.

To support our Character standards, we use the Learning for Justice Standards to support our goal of developing true International Citizens.

Social Justice

Strand

Identity

Diversity

Areas of Focus & Development

I know and like who I am and can talk about my family and myself and name some of my group identities.

I can talk about interesting and healthy ways that some people who share my group identities live their lives.

I know that all my group identities are part of me—but that I am always ALL me.

I can feel good about myself without being mean or making other people feel bad.

I see that the way my family and I do things is both the same as and different from how other people do things, and I am interested in both.

I like being around people who are like me and different from me, and I can be friendly to everyone.

I can describe some ways that I am similar to and different from people who share my identities and those who have other identities.

I want to know about other people and how our lives and experiences are the same and different. I know everyone has feelings, and I want to get along with people who are similar to and different from me.

I find it interesting that groups of people believe different things and live their daily lives in different ways.

Justice

I know my friends have many identities, but they are always still just themselves.

I know when people are treated unfairly. I know some true stories about how people have been treated badly because of their group identities, and I don’t like it.

I know that life is easier for some people and harder for others and the reasons for that are not always fair.

I know about people who helped stop unfairness and worked to make life better for many people.

Action

I care about those who are treated unfairly.

I can and will do something when I see unfairness—this includes telling an adult.

I will say something or tell an adult if someone is being hurtful, and will do my part to be kind even if I don’t like something they say or do.

I will speak up or do something if people are being unfair, even if my friends do not.

I will join with classmates to make our classroom fair for everyone.

KINDERGARTEN LEARNING MODULES: How Things Are Made

Observing Change through Life Cycles

Description

Understanding the relationship between mass and the force required to move an object

Understanding that production involves a series of steps

Understanding how the needs of living things change across their life cycles

Connected Disciplines

Science-Forces and Motion, MathMeasurement and Mathematical Thinking

Social Studies

Science-Patterns in the Natural World MathSequencing

Conceptual Understandings

Learners understand that: The way objects move depends on a variety of factors, including their size and shape.

A push or a pull affects how an object moves or changes shape.

Learners understand that: There are stages on production of goods and provision of services.

Some goods and services are produced in our community and some are produced by other communities so we need a system that allows us to buy and sell goods and services to meet our needs.

Earth's resources are used in a variety of ways.

Forces and Motion

Learning Engagements

The resources that we use in our everyday lives Understanding of the principles of forces and come from a range of different sources and go motion can help us move things more through different processes of production. efficiently. At the beginning of this module, Throughout this module, learners explore a learners share their initial ideas around real variety of raw materials and put these materials life problems, such as moving a large object. through a process in order to create products.

Through hands-on activities learners explore a Learners observe how the procedure can affect variety of forces including pushing, pulling, the outcome, for example, an apple may become throwing, dropping, rolling and flying. By apple juice or apple sauce depending on the conducting experiments they begin to process the apple is put through. Learners look manipulate variables such as friction, surface, at the sequence of steps that various products size, shape and mass and observe the impact go through and focus on the importance of order they have on moving objects. As their and sequence. Through a range of cooking/ experience grows, the learners are craft/ construction activities learners are provided encouraged to make predictions, construct with multiple opportunities to follow and create QUESTIONS: and testCONSTRUCT hypotheses.

Using the inquiry process sets of instructions to make various products. are able enables Learners the learners toto:think of themselves as They look common itemsappropriately. around them, conduct preliminary research a broad topic which allows theat topic to be narrowed investigators and scientists that askaround questions investigate their origins construct a powerful research question that requires analysis and conceptual depth. and compare where they and seek out answers to real life problems. were versus factory made, construct smaller questions that lead to a possible answer to amade bigger(homemade question. local versus imports).

In this module, learners develop langauge

Learners understand that: Living things have basic survival needs including food, water and shelter, which are met by their environment.

Living things have a variety of external features.

Living things grow, change and have offspring similar to themselves.

Exploring our natural world helps us build a connection to nature in its various forms. Being equipped with greater knowledge and understanding can help us appreciate and protect our living world. Learners observe changes both in the forest and in the classroom as they watch the life cycles of frogs, butterflies and ladybugs unfold before them.They explore big questions like- What is change? Where does it occur in nature? Why does this happen? How can one observe the life cycle in nature? Learners complete research and gather information through observations, computer programs, books and other sources.The culminating project ends with the learners giving a science presentation on the life cycle of an animal to their parents, during a gallery walk. Learners have multiple experiences organizing information and representing it using flow charts.

This module is linked to the writing genre - Report Writing. used to describe measurements including This module culminates in the creation of a HowIn small groups learners create a report about an IDENTIFY CURRENT KNOWLEDGE AND UNDERSTANDING speed, size, volume and weight.

To video to share with a wider audience and/or a animal or insect and complete an individual poster Learners are able to: thatidea, explains a or procedure. about their life cycle. Non-fiction text features are identify what they currently know and understand aboutposter a particular concept topic. identify gaps in their knowledge and understanding of a particular idea, concept or topic, as well potential misconceptions. introduced and explored.

BECOMING A MATHEMATICIAN The ISB Mathematics program is designed to develop a deep understanding of mathematical concepts while nurturing critical thinking skills and problem-solving abilities.

Strand

Areas of Focus & Development

STEM: Mathematics

Counting & Cardinality Knows number names and the count sequence Counts to 100 by ones

Counting & Cardinality

Counts to tell the number of objects When counting objects, says 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 Compares numbers Identifies whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group Compares two numbers between 1 and 10 presented as written numerals Patterns Works with patterns Recgnizes, repeats and creates patterns

Operations & Algebriac Thinking

Recognizes addition as putting together and adding to, and recognizes subtraction as taking apart and taking from Represents addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations Solves addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem

Numbers & Operations in Base 10

Works with numbers 11-19 to gain foundations for place value Decomposes 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, finds 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 adds and subtracts within 5 Composes and decomposes 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 (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones

Geometry

Measurement & Data

Identifies and describes shapes Describes 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 names shapes regardless of their orientations or overall size Analyzes, compares, creates, and composes shapes Analyzes and compares two dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices and other attributes (e.g., having sides of equal length) Models shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes

Describes and compares measurable attributes Describes measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object Directly compares two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter Classifies objects and counts the number of objects in each category Classifies objects into given categories; counts the numbers of objects in each category and sort the categories by count

Mathematical Processes

Create mathematical models Demonstrates their thinking with pictures

BECOMING A READER AND WRITER

Reading

Strand

Acuracy and Fluency

Reads C/D level texts accurately

Concepts About Print

Reads environmental print Manipulates phonemes Recalls letters and sounds and recalls K sight words

Comprehension Stragegies

Strand

Text Types & Purposes

Writing

Areas of Focus & Development

Makes connections and responds to text read to them Uses pictures and context to understand guided leveled text Participates in discussions about a text (e.g., during whole or small group interactive readaloud discussions, during peer sharing, within play scenarios) Retells stories or shares information from a text Develops and answers questions about characters, major events, and pieces of information in a text Makes connections between self, text, and the world (e.g., what is familiar, what does an event/picture/character make them think of, what do they remember)

Areas of Focus & Development 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 for the book (eg., My favorite book is...)

Compose informative texts in which they name what they are writing about and supply some information about the topic.

Narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide e a reaction to what happened.

Vocabulary Use

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. Sort common objects into categories (e.g., shapes, foods) 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.

Conventions of Standard English

Produce upper and lower case letters and use capitals for the start of a sentence and “I” Demonstrate some control over tense and generally use articles as pointers Understand question words Produce and expand on complete sentences Name end punctuation Write a letter or letters for most consonants and short vowel sounds Use appropriate spelling based on the Common Core Standards

Production of Writing

With guidance and support from adults participate in shared editing of students' own texts and discuss possible changes

STEM: Design & Technology

CORE LITERACIES

As a 1:1 device school, quality technology is available for all students. With extensive design resources such as 3-D printers, laser and vinyl cutters, green screen studios, v-Rex robotics, and a VR suite, Elementary students use one of the best DesignTech spaces in Belgium.

Coding

Design Technology

Digital Citizenship

Exploring a range of software and tools to develop coding skills and mathematical/computational thinking: Beebots Osmo Lightbot Spritbox

Through projects during the year, students are introduced to the different design tools at ISB and the design process.

We emphasize using technology responsibly and effectively for communication, collaboration and creation.

Becoming proficient and postive members in a digital world is a primary goal.

Within Design units at ISB, students follow the Stanford University Design School model

BECOMING AN INDEPENDENT LEARNER

Transferable skills, also known as portable or universal skills, can be applied across various subjects and situations. These skills are not tied to specific disciplines but rather can be adapted and transferred from one context to another.

Transferable Skills

Strand

Areas of Focus & Development

Collaboration

How can I actively listen to others?

How do I share my ideas and build on the ideas of others?

How do I work together to achieve our shared goals?

Thinking

What do I think I already know about this topic?

How can I decide if information is helpful and accurate?

How does information from different sources connect to each other?

Research

Self-Management

What questions do I have?

How can I find the best evidence for my questions?

How can I organize and record my information?

How do I set effective goals and where am I now in achieving them?

How do I feel and what is contributing to how I feel?

Do I need support?

Grade Level Focus Skills

IDENTIFY CURRENT KNOWLEDGE AND UNDERSTANDING identify what they currently know and understand about a particular idea, concept or topic. identify gaps in their knowledge and understanding of a particular idea, concept or topic, as well potential misconceptions.

CONSTRUCT QUESTIONS: conduct preliminary research around a broad topic which allows the topic to be narrowed appropriately. construct a powerful research question that requires analysis and conceptual depth. construct smaller questions that lead to a possible answer to a bigger question.

LANGUAGES PROGRAM

Students, who have demonstrated proficiency in English, access either the Dutch or French language. Additional languages are offered as part of the ISB+ program, based on demand.

Languages Pathways

ISB follows the Common European Framework for Languages.

French Foundations A1 Intermediate A2 Inedpendent B1 / C1

Social Studies in French option

English Proficiency

Dutch Indpendent B1 / C1 ISB+ Plus Languages Open to all regardless of English Proficiency

Grades 5 & 6

SPECIALIST PROGRAM Specialist programs at ISB are essential components of a well-rounded education. These programs enhance problem-solving, critical thinking, decision-making, team work, and self expression.

Physical Education & Health

Each program is taught by a Specialist in the respective field.

Body Awareness The Physical Education and Heath program focuses on the following areas: Motor Skills & Movement Patterns Concepts, Principles, Strategies & Tactics Understanding Healthy Lifestyles

The Arts program focuses on the following areas: Creating & Performing and Responding & Connecting to visual & musical artworks.

Motor Skills

Spacial Awaeness

Throughout their journey in Kindergarten, our students embark on a captivating adventure aimed at nurturing their physical and spatial understanding. They immerse themselves in a diverse array of obstacle courses, daring to conquer heights and different surfaces increasing their determination and resilience. Through being encouraged to choose activities that safely test their limits, they courageously expand their comfort zones and further develop their motor skills and body awareness.

In their year of Kindergarten, lessons will also bring an opportunity to explore a range of ball activities. With each toss and catch, they master the art of hand-eye coordination, skilfully maneuvering various objects to propel balls with increasing precision. As they partake in a multitude of games, they begin to explore a range of open spaces, discovering the exhilarating freedom of movement and navigation.

Visual Arts

Music

Our Visual Arts program for students in Kindergarten through Grade 2 offers a vibrant canvas for exploration across a rich tapestry of artistic expressions, spanning from sculpture and construction to painting, drawing, textiles, and digital art. Guided by a curated study of diverse artists, our students embark on a journey of discovery, unlocking a spectrum of techniques and igniting their imaginations to boundless creative horizons.

Within our ECC common space and Chateau, an ever-evolving gallery showcases the masterpieces crafted by our students, created individually or collaboratively. Through collaborative efforts with both on-campus artists and off-campus excursions, including our artist-in-residence program, our students are immersed in a dynamic exchange of creative perspectives, drawing inspiration from the visions of others.

Our school forest not only provides a stunning backdrop to their learning experience but all provides our students with a unique en plein air experience enriching their artistic journey.

When students understand the building blocks of music they can use them to make music together, express themselves and convey something through music. Keeping a steady beat allows us to stay together when we sing or play instruments. By changing the volume of music we can create surprising effects, and changing the speed of the music can influence the mood.

We learn these and other principles through stories, movement, songs and playing a variety of small percussion instruments. By the end of the year each student is able to create a short melody which is then performed by a buddy from the Upper School orchestra. In addition to our scheduled music classes we have regular Kindergarten Singalongs which strengthens our sense of community.

KINDERGARTEN SWIMMING PROGRAM

Learning to swim at a young age is of paramount importance for several reasons.

Levels and Skills

We believe that this is a crucial life skill that enhances water safety. Early exposure to swimming instills confidence in the water, helping children overcome any fear and building a strong foundation for aquatic competence. After their year of swimming in Kindergarten children can follow this passion through engagement in afterschool activites from Gr 1 on.

We offer three different levels of swimming instruction to make sure that all students expereince success and growth. The levels include: Beginner level Intermediate Level Advanced/Independent Swimmer

FIELD TRIPS & HOME LEARNING

Field Trips In the ECC we integrate meaningful outside of school experiences into the learning programme by taking the students on a number of excursions through the year. Our Kindergarten students travel to local markets to purchase fresh items for cooking, visit the zoo, and work with a range of visiting experts to learn about and expereince how things are made.

Home Learning

Grade 5 - 50 minutes

Grade 6 - 60 minutes

Grade K- 20 minutes

Reading is the top priority assignment for home. All students should spend at least 20 minutes per evening reading independently or with a parent.

Other activities may also be periodically assigned as relevant to support and extend learning taking place during the school day. These assignments will be limited in time and have a clear purpose. Examples may include interviewing family members as connected to a unit of study, writing to develop fluency, practicing mathematics skills for independent mastery, reviewing language vocabulary, etc.

Typical Assignments for Grade Kindergarten: Independent Reading During their Kindergarten year children will begin to bring readying books home during the week. These are familiar texts that students have read in class. Families are asked to revisit these texts with their children as a way to build both heathly reading habits and reinforce taught reading skills.

Being Read To We encourage families to also make time to read to their child in both English and in their own home language.

SUPPORTING LEARNERS

English Language Development The English Language program provides services to multilingual learners by supporting their development of English language skills and access to academic learning. Through either the Foundational (for beginning English learners) or Intermediate (for students with a solid foundation in English) programs, students are well supported in their

Student Services

developing English reading, writing, listening and speaking.

Learning Support ISB provides services for students with learning needs. We provide a whole range of levels of support, making sure that every child gets what they need to be successful. The teaching teams decide on the most appropriate level of support to help each student access academics and develop foundational skills. Individual Learning Plans (ILPs) are developed for students who require moderate levels of support to help track and describe their progress towards specific goals.

Speech and Language Therapy and Occupational Therapy services are also availalbe on our campus.

High Ability Enrichment & Extension: through accelerated targets, alternate texts or specially designed tasks that increase depth of knowledge, students have opportunities to work with peers of similar abilities and have direct instruction and feedback on growth and areas for further development.

Partnerships: ISB works in partnership with organizations such as the Center for Talented Youth (John Hopkins University), Stanford University & Northwestern University where qualifying students have the opportunity to access courses to further develop areas of high ability and interest. These courses take place outside of school hours, but time in-school may be provided on a case-by-case basis.

Counseling Counselling Services are available to all students on a short-term and needs basis. Although we do not provide longterm therapeutic support, our Counselor can make recommendations to other professionals in Belgium and abroad.

Additionally our Counselor leads our in class social skills lessons, and leads parent workshops, book clubs and shares timely and pertinent resources with families around common issues and parenting challenges.

THE GRADE 1 EXPERIENCE

Key Developmental Milestones Grade 1 marks a pivotal stage in a child's academic and personal development, characterized by notable milestones that lay the groundwork for future learning. One significant achievement during this period is the acquisition of fundamental literacy skills, as students transition from readers of simple sentences to exploring and reading a whole range of different and exciting text types. Writing skills also progress, with children learning to compose sentences and express their ideas coherently. In mathematics, Grade 1 introduces foundational concepts like addition and subtraction, fostering numerical literacy. Socially, children in Grade 1 navigate more complex social dynamics, refining their abilities to cooperate, share, and communicate effectively with classmates. This grade often marks the initiation of less scaffolded learning environment, teaching children important skills such as following instructions, time management, and organizational habits to promote independent learners.

Personalising Learning In the Lower School at ISB we embrace the unique potential within each learner tailor educational experiences to individual strengths, interests & pace empower learners to explore their passions integrate technology seamlessly cultivate critical thinking, and collaborate across diverse perspectives develop learners who confidently navigate the complexities of our world

BECOMING INTERNATIONAL CITIZENS

Character Standards

ISB believes that in order to be International Citizens, successful in and out of school, students need to learn and develop social and emotional competencies. These competencies are grounded in our Character Standards and our belief in Social Justice.

To support our Character standards, we use the Learning for Justice Standards to support our goal of developing true International Citizens.

Social Justice

Strand

Identity

Diversity

Areas of Focus & Development I know and like who I am and can talk about my family and myself and name some of my group identities.

I can talk about interesting and healthy ways that some people who share my group identities live their lives.

I know that all my group identities are part of me—but that I am always ALL me.

I can feel good about myself without being mean or making other people feel bad.

I see that the way my family and I do things is both the same as and different from how other people do things, and I am interested in both.

I like being around people who are like me and different from me, and I can be friendly to everyone.

I can describe some ways that I am similar to and different from people who share my identities and those who have other identities.

I want to know about other people and how our lives and experiences are the same and different. I know everyone has feelings, and I want to get along with people who are similar to and different from me.

I find it interesting that groups of people believe different things and live their daily lives in different ways.

Justice

I know my friends have many identities, but they are always still just themselves.

I know when people are treated unfairly. I know some true stories about how people have been treated badly because of their group identities, and I don’t like it.

I know that life is easier for some people and harder for others and the reasons for that are not always fair.

I know about people who helped stop unfairness and worked to make life better for many people.

Action

I care about those who are treated unfairly.

I can and will do something when I see unfairness—this includes telling an adult.

I will say something or tell an adult if someone is being hurtful, and will do my part to be kind even if I don’t like something they say or do.

I will speak up or do something if people are being unfair, even if my friends do not.

I will join with classmates to make our classroom fair for everyone.

GRADE 1 LEARNING MODULES: Materials and Their Properties

Living Landscapes

Expression

Understanding how the properties of materials affect their usage

Understanding that landscapes and environments differ from one another as a result of their natural characteristics and the human actions that have occurred there

Understanding how one’s identity and diversity can be expressed through different media

Connected Disciplines

Science – Classifying Materials

Social Studies - Geography

Language Arts, Fine Arts- Communication

Conceptual Understandings

Learners understand that: The properties of a material will determine how useful it is for a particular purpose.

Everyday materials can be physically changed and combined in a variety of ways so that the new material or combination meets a particular purpose.

The properties of a material affect the extent to which it can be reused or recycled.

Learners understand that: Some of the characteristics of environments are natural and others are the result of human activity.

When environments change, some living things are no longer able to meet their basic survival needs.

Human activities, including their own, impact the environment in ways which can be positive or negative.

Learners understand that: People share their customs and values, and appreciate other cultures through different creations.

We tend to get our customs and values from the major groups we belong to.

Individuals are similar and different both physically and in other ways and that our differences can sometimes cause conflict.

Description

Learning Engagements

An exploration of materials allows us to This module provides an opportunity for learners to There are many ways to communicate an idea understand how the properties of particular examine and investigate the landscape and natural through the arts. This module provides an materials make them useful for certain forms of their local and global environment. The opportunity for learners to examine and investigate purposes. Through this module learners have unit engages children in exploring regions of the a variety of arts and art forms. Learners reflect on an opportunity to explore and identify the world and their geographical features. They their own identity and deepen their understanding properties of materials and use this knowledge investigate the surrounding natural landscape of of what it means to celebrate their own diversity to attempt to solve various problems and make the forest, identifying features such as hills, whilst appreciating others. They share this decisions as to what would be the best valleys, ponds, marshland. They learn how to use powerful message through a variety of creations material to use in a particular circumstance. tools, like maps, to navigate their local throughout the unit. The grand finale for this They test their observations by designing and environment. They explore ways that human module is a grade level production presented in carrying out experiments based on the actions and natural forces can change our theatre to the other children in the ECC and properties of materials. Learners place environments. Learners observe these changes grade level parents. The production includes EVALUATE INFORMATION materials on continuums rating them fromand evaluate the ways these changes positively original artwork produced by learners under the Learners are ableflexible to: transparent to opaque, to rigid, and/ or negatively impact the environment. guidance of the classroom teachers and our waterproofuse to absorbent, holding or resisting Learners are exposed to current technological relevant criteria to evaluate a piece of evidence, an idea, a solution, a decision, method or object.specialist art teacher. This module is linked to heat. Learners explore a range of “what if?” advancements that responsibly support our everdeveloping skills in the expressive arts to enable INTERPRET INFORMATION questions thinking about what would happen if changing environment.They explore ways that learners to share their thoughts, emotions and Learners are able to: everyday objects were made of alternative human actions and natural forces can change opinions. It is also linked to narrative writing and interpret evidence by identifying relationships between information. materials. environments. This module is linked to involves the learners in writing narrative retells. informational report writing and involves the learners in writing and reading reports.

BECOMING A MATHEMATICIAN

The ISB Mathematics program is designed to develop a deep understanding of mathematical concepts while nurturing critical thinking skills and problem-solving abilities.

STEM: Mathematics

Strand

Areas of Focus & Development

Operations & Algebriac Thinking

Represents and solves problems involving addition and subtraction Uses addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions Adds and subtracts within 20 Adds and subtracts within 20, demonstrating fluency for addition and subtraction within 10 Understands the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false

Numbers & Operations in Base 10

Understands place value Counts to 120, starting at any number less than 120. In this range, reads and writes numerals and represents a number of objects with a written numeral Counts back from 100 Understands that the two digits of a two-digit number represent amounts of tens and ones Compares two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and < Uses place value understanding and properties of operations to add and subtract Adds within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value Subtracts multiples of 1 and 10 (1-100) using concrete models or drawings and strategies based on place value Given a two-digit number, mentally finds 10 more or 10 less than the number, without having to count; explain the reasoning used

Geometry

Reasons with shapes and their attributes Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size) for a wide variety of shapes; build and draw shapes to possess defining attributes.

Compose two-dimensional shapes to create a composite shape, and compose new shapes from the composite shape.

Partitions circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of

Measurement & Data

Measures and estimates lengths in standard units Orders three objects by length; compares the lengths of two objects indirectly by using a third object Expresses the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end Works with time and money Tells and writes time in hours and half-hours using analog and digital clocks Represents and interprets data Organizes, represents, and interprets data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another

Mathematical Processes

Create mathematical models Demonstrates their thinking with materials, pictures, numbers and equations Demonstrates their thinking on a numberline

BECOMING A READER AND WRITER

Reading

Strand Acuracy and Fluency

Reads J level texts accurately

Concepts About Print

Uses a range of strategies to decode text and recognize sight words within contexts

Responds to and makes personal connections with facts, characters and situations while reading.

Comprehension Stragegies

Retells main events after reading longer texts.

Asks questions and infers meaning to interact with and understand fiction and non-fiction text while reading.

Identifies and discusses important information from and beyond fiction and non-fiction texts.

Strand

Writing

Areas of Focus & Development

Text Types & Purposes

Vocabulary Use

Areas of Focus & Development

Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

Write informative / explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. Innovate on familiar texts by using similar characters, repetitive patterns or vocabulary.

Use frequently occurring conjunctions (e.g., and, but, or, so, because).

Use frequently occurring affixes as a clue to the meaning of a word.

Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

Define words by category and by one or more key attributes.

Identify real-life connections between words and their use (e.g., note places at home that are cozy).

Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity by defining or choosing them or by acting out the meanings.

Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

Conventions of Standard English

Uses common, proper, possessive, singular and plural nouns correctly Uses personal, possessive and indefinite pronouns Uses verbs to convey past, present and future Uses common adjectives, prepositions and determiners Correctly writes upper and lower case and uses captials for dates and names Spells unfamiliar works phonetically using appropriate spelling patterns identified in the Common Core Standards.

Uses end punctuation and commas to list

Production of Writing

With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers and add details to strengthen writing as needed including adding details and sentence boundaries With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers

STEM: Design & Technology

CORE LITERACIES

As a 1:1 device school, quality technology is available for all students. With extensive design resources such as 3-D printers, laser and vinyl cutters, green screen studios, v-Rex robotics, and a VR suite, Elementary students use one of the best DesignTech spaces in Belgium.

Design Technology

Digital Citizenship

Through projects during the year, students are introduced to the different design tools at ISB and the design process.

We emphasize using technology responsibly and effectively for communication, collaboration and creation.

Becoming proficient and postive members in a digital world is a primary goal.

Coding

Exploring a range of software and tools to develop coding skills and mathematical / computational thinking: Beebots Osmo Lightbot Spritbox

Within Design units at ISB, students follow the Stanford University Design School model

BECOMING AN INDEPENDENT LEARNER

Transferable skills, also known as portable or universal skills, can be applied across various subjects and situations. These skills are not tied to specific disciplines but rather can be adapted and transferred from one context to another.

Transferable Skills

Strand

Collaboration

Thinking

Research

Self-Management

Areas of Focus & Development

Grade Level Focus Skills

How can I actively listen to others?

How do I share my ideas and build on the ideas of others?

How do I work together to achieve our shared goals?

What do I think I already know about this topic?

How can I decide if information is helpful and accurate?

How does information from different sources connect to each other?

What questions do I have?

How can I find the best evidence for my questions?

How can I organize and record my information?

How do I set effective goals and where am I now in achieving them?

How do I feel and what is contributing to how I feel?

Do I need support?

EVALUATE INFORMATION use relevant criteria to evaluate a piece of evidence, an idea, a solution, a decision, method or object.

INTERPRET INFORMATION interpret evidence by identifying relationships between information FIND EVIDENCE: Identify the kinds of sources where evidence to answer a question or achieve a purpose might best be found.

RECORD EVIDENCE SYSTEMATICALLY: record evidence in systematic, organised ways that support answering a question or achieving a purpose.

LANGUAGES PROGRAM

Students, who have demonstrated proficiency in English, access either the Dutch or French language. Additional languages are offered as part of the ISB+ program, based on demand.

Languages Pathways

ISB follows the Common European Framework for Languages.

French Foundations A1 Intermediate A2 Inedpendent B1 / C1

Grades 5 & 6 Social Studies in French option

English Proficiency

Dutch Indpendent B1 / C1 ISB+ Plus Languages Open to all regardless of English Proficiency

SPECIALIST PROGRAM Specialist programs at ISB are essential components of a well-rounded education. These programs enhance problem-solving, critical thinking, decision-making, team work, and self expression.

Physical Education & Health

Each program is taught by a Specialist in the respective field.

Games The Physical Education and Heath program focuses on the following areas: Motor Skills & Movement Patterns Concepts, Principles, Strategies & Tactics Understanding Healthy Lifestyles

The Grade 1 PE program is designed to nurture physical literacy and social development among children by immersing them in chasing and fleeing games, which not only improve their understanding of rule acceptance, turn-taking, and role-playing but also encourage collaboration and adaptability. Through active participation in modifying and adapting games, children develop a solutions-oriented mindset while internalizing the concept of fairness.

Visual & Performing Arts

Visual Arts

The Arts program focuses on the following areas: Creating & Performing and Responding & Connecting to visual & musical artworks.

Our Visual Arts program for students in Kindergarten through Grade 2 offers a vibrant canvas for exploration across a rich tapestry of artistic expressions, spanning from sculpture and construction to painting, drawing, textiles, and digital art. Guided by a curated study of diverse artists, our students embark on a journey of discovery, unlocking a spectrum of techniques and igniting their imaginations to boundless creative horizons. Within our ECC common space and Chateau, an ever-evolving gallery showcases the masterpieces crafted by our students, created individually or collaboratively. Through collaborative efforts with both oncampus artists and off-campus excursions, including our artist-inresidence program, our students are immersed in a dynamic exchange of creative perspectives, drawing inspiration from the visions of others.

Our school forest not only provides a stunning backdrop to their learning experience but all provides our students with a unique en plein air experience enriching their artistic journey.

Basic Movement Skills

They engage in various locomotor skill practices, including individual and group skipping with parental involvement, to seamlessly transition into fluid movements.

Delving into running activities, they learn to discern appropriate jogging and running paces, fostering interests in both short and long-distance running, complemented by endeavors in track and field like long jumps.

Performing Arts In this dynamic program, students explore elements of drama, movement, singing, and storytelling, igniting their imagination and fostering creativity through immersive role-play and narrative exploration. Guided by the pedagogy of Mantle of the Expert, the curriculum intertwines with units of inquiry, empowering students to embody various roles—be it intrepid explorers, inquisitive scientists, or astute detectives—as they embark on quests to unearth imaginary islands and explore enchanted forests.

Through these adventures, students not only build their confidence as presenters and performers but also develop vital collaboration and leadership skills, and have a chance to engage their imaginations in playful and challenging ways. Students have the opportunity to showcase their skills and understanding, in culminating performances both in the classroom and for broader audiences within the ISB community.

Ball Skills

Within their ball skills unit, children focus on catching, throwing, and dribbling, developing hand and foot cordination skills. They have opportunitiy to practice these skills in the context of learning to play badminton.

Music Expanding the building blocks learned in kindergarten, students explore, play, and create with small percussion instruments as well as barred instruments such as xylophones. Moving to all musical styles from jazz to fijiri opens students’ musical worlds as they actually understand music through their bodies. Combining all these musical elements, each 1st grade class harmonizes with a 2nd grade class in the spring concert where they experience the joy of performing and sharing their music. Students feel a sense of accomplishment as they later watch their performance and remember how they improved each week.

FIELD TRIPS & HOME LEARNING Field Trips In the ECC we integrate meaningful outside of school experiences into the learning programme by taking the students on a number of excursions through the year. Our Grade 1 students visit the Provincial Domaine of Huizingen, where they are taken on a guided tour of the domaine and all the natural characteristics and man-made features of this diverse landscape. They also visit the Foundation Folon Museum to observe artwork created by a Belgian artist, Jean-Michel Folon.

Home Learning Grade 1- 20 minutes

Reading is the top priority assignment for home. All students should spend at least 20 minutes per evening reading independently or with a parent.

Other activities may also be periodically assigned as relevant to support and extend learning taking place during the school day. These assignments will be limited in time and have a clear purpose. Examples may include interviewing family members as connected to a unit of study, writing to develop fluency, practicing mathematics skills for independent mastery, reviewing language vocabulary, etc.

Typical Assignments for Grade 1: Independent Reading All ECC students should spend at least 20 minutes per evening with a good book.

Being Read To We encourage families to also make time to read to their child in both English and in their own home langauge.

SUPPORTING LEARNERS

English Language Development The English Language program provides services to multilingual learners by supporting their development of English language skills and access to academic learning. Through either the Foundational (for beginning English learners) or Intermediate (for students with a solid foundation in English) programs, students are well supported in their

Student Services

developing English reading, writing, listening and speaking.

Learning Support ISB provides services for students with learning needs. We provide a whole range of levels of support, making sure that every child gets what they need to be successful. The teaching teams decide on the most appropriate level of support to help each student access academics and develop foundational skills. Individual Learning Plans (ILPs) are developed for students who require moderate levels of support to help track and describe their progress towards specific goals.

Speech and Language Therapy and Occupational Therapy services are also availalbe on our campus.

High Ability Enrichment & Extension: through accelerated targets, alternate texts or specially designed tasks that increase depth of knowledge, students have opportunities to work with peers of similar abilities and have direct instruction and feedback on growth and areas for further development.

Partnerships: ISB works in partnership with organizations such as the Center for Talented Youth (John Hopkins University), Stanford University & Northwestern University where qualifying students have the opportunity to access courses to further develop areas of high ability and interest. These courses take place outside of school hours, but time in-school may be provided on a case-by-case basis.

Counseling Counselling Services are available to all students on a short-term and needs basis. Although we do not provide longterm therapeutic support, our Counselor can make recommendations to other professionals in Belgium and abroad.

Additionally our Counselor leads our in class social skills lessons, and leads parent workshops, book clubs and shares timely and pertinent resources with families around common issues and parenting challenges.

THE GRADE 2 EXPERIENCE

Key Developmental Milestones Being the oldest students in the Early Childhood Centre, Grade 2 provides our students a range of meaningful leadership opportunites as they build on their deep understanding of how their actions affect others and begin to explore how their actions can serve as a model for others. Having become more competent readers, writers and mathematicians the students have opportunities to use these skills in meaningful projects that aim to lead and help others.

Personalising Learning In the Lower School at ISB we embrace the unique potential within each learner tailor educational experiences to individual strengths, interests & pace empower learners to explore their passions integrate technology seamlessly cultivate critical thinking, and collaborate across diverse perspectives develop learners who confidently navigate the complexities of our world

BECOMING INTERNATIONAL CITIZENS

Character Standards

ISB believes that in order to be International Citizens, successful in and out of school, students need to learn and develop social and emotional competencies. These competencies are grounded in our Character Standards and our belief in Social Justice.

To support our Character standards, we use the Learning for Justice Standards to support our goal of developing true International Citizens.

Social Justice

Strand

Identity

Diversity

Areas of Focus & Development

I know and like who I am and can talk about my family and myself and name some of my group identities.

I can talk about interesting and healthy ways that some people who share my group identities live their lives.

I know that all my group identities are part of me—but that I am always ALL me.

I can feel good about myself without being mean or making other people feel bad.

I see that the way my family and I do things is both the same as and different from how other people do things, and I am interested in both.

I like being around people who are like me and different from me, and I can be friendly to everyone.

I can describe some ways that I am similar to and different from people who share my identities and those who have other identities.

I want to know about other people and how our lives and experiences are the same and different. I know everyone has feelings, and I want to get along with people who are similar to and different from me.

I find it interesting that groups of people believe different things and live their daily lives in different ways.

Justice

I know my friends have many identities, but they are always still just themselves.

I know when people are treated unfairly. I know some true stories about how people have been treated badly because of their group identities, and I don’t like it.

I know that life is easier for some people and harder for others and the reasons for that are not always fair.

I know about people who helped stop unfairness and worked to make life better for many people.

Action

I care about those who are treated unfairly.

I can and will do something when I see unfairness—this includes telling an adult.

I will say something or tell an adult if someone is being hurtful, and will do my part to be kind even if I don’t like something they say or do.

I will speak up or do something if people are being unfair, even if my friends do not.

I will join with classmates to make our classroom fair for everyone.

2 LEARNING GRADE GRADE 2 SOCIAL STUDIES &MODULES: SCIENCE INVESTIGATIONS Sound and Light

Our Action

Plants

Description

Understanding how sound and light are created and modified

Understanding that our actions can have a positive or negative impact on the communities that we are part of

Understanding the basic needs of plants and how they change and reproduce.

Connected Disciplines

Science- Physical Sciences

Social studies- Collaboration and Citizenship

Science- Physical Sciences

Learners understand that: Sound is produced by a range of vibrating sources and the way we sense the sounds (pitch, volume etc) depends on the nature of the vibrations.

Light is produced by a range of sources and can be sensed and used in a variety of ways.

Learners understand that: Rights only work when we also live up to the relevant responsibilities.

Groups can collaborate to make rules but that sometimes they are given by those in authority.

Scarcity of resources means we have to make decisions about how to allocate them and the resulting impact on the communities sharing the resources.

In a group we can help each other to achieve a goal sometimes better than we could on our own.

Leaders have power over a group and that ideally this entails responsibilities to the group.

Learners understand that: Living things (plants) have basic survival needs including food, water and shelter, which are met by their environment (adaptation).

Living things (plants) grow, change and have offspring similar to themselves (life cycles).

Living things (plants) have a variety of external features (classification).

Conceptual Understandings

Learning Engagements

Understanding the properties of sound and light allows us to manipulate these phenomena and interact with them. Light is a powerful tool for exploring the universe around us. Through this unit, students explore different sources of light, both man-made and natural. They will conduct research into the different ways in which humans and other living things use light.

Understanding the properties of sound allows us to manipulate and create sounds for a purpose. During this unit, students explore the phenomena of sounds and its impact on their environment. Students are engaged in a range of hands-on experiments that help them develop and test theories about how sound is produced and how volume and pitch are adjusted. As part of their scientific investigation, learners will have multiple opportunities to focus on simple cause and effect relationships.

As part of being local and global citizens we have a responsibility to understand how our actions may impact others and the role of collaboration in finding effective solutions and paths forward.

Understanding what it means to collaborate and developing our competencies in this area allows us to harness the power of different perspectives in order to achieve the best result possible. Empathy and diverse perspectives play an important role in developing sustainable and authentic solutions to local and global problems and issues. Through this unit students will engage in a design cycle and commit to action and service. Learners will explore relevant information from sources involving other people (eg. texts, interviews etc.).

Plants play an important role in the health of our planet. By understanding how they grow and what they need to survive we can contribute to a healthy planet. As part of this unit students think and act as scientists as they learn about the different parts of a plant and how these features help it survive in their natural habitat. Learners also conduct hands-on experiments to help them understand the effects that changing a variable such as the amount of sunlight or water, would have on a plant. Students continue to develop their observational skills from prior units to learn about the life cycle of a plant.

BECOMING A MATHEMATICIAN The ISB Mathematics program is designed to develop a deep understanding of mathematical concepts while nurturing critical thinking skills and problem-solving abilities.

Strand

STEM: Mathematics

Operations & Algebriac Thinking

Numbers & Operations in Base 10

Geometry

Measurement & Data

Mathematical Processes

Areas of Focus & Development

Represents and solves problems involving addition and subtraction Uses addition and subtraction within 100 to solve one- and two-step word problems Adds and subtracts within 20 Recalls addition and subtraction facts within 20 Determines whether a group of objects (up to 20) has an odd or even number of numbers Works with equal groups of objects to gain foundations for multiplication Uses addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; writes an equation to express the total as a sum of equal addends Recalls multiplication facts with fluency

Understands place value Recognizes that the three digits of a three-digit number represent amounts of hundreds, tens, and ones Counts within 1000; skip-counts by 5s, 10s, and 100s Compares two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons Reads and writes numbers to 1000 using base-ten numerals, number names, and expanded form Uses place value understanding and properties of operations to add and subtract Adds and subtracts within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction Mentally adds 10 or 100 to a given number 100-900, and mentally subtracts 10 or 100 from a given number 100-900 Sequences three-digit numbers to 1000, identifying the number before or after a given number in this range

Reasons with shapes and their attributes Recognizes and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces Identifies triangles, quadrilaterals, pentagons, hexagons, and cubes Partitions a rectangle into rows and columns of same-size squares and count to find the total number of them Partitions circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, and describe the whole as two halves, three thirds, four fourths

Measures and estimates lengths in standard units Measures the length of an object by selecting and using appropriate tools such as rulers, meter sticks, and measuring tapes Estimates lengths using units of centimeters, and meters Measures to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit Relates addition and subtraction to length Uses addition and subtraction within 100 to solve word problems involving lengths that are given in the same units Works with time and money Tells and writes time from analog and digital clocks to the nearest five minutes, using a.m. and p.m Solves word problems involving dollars and coins Represents and interprets data Draws a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph

Make sense of problems and persevere in solving them Construct viable arguments and critique the reasoning of others Model with mathematics Attend to precision

BECOMING A READER AND WRITER

Reading

Strand

Acuracy and Fluency

Reads M level texts accurately Uses a range of strategies to decode text to read (sounding out, skip and return, chunking, decoding of complex spelling patterns)

Concepts About Print

Draws on context, phonics and sight words when reading Recognizes a wide range of sight words

Comprehension Stragegies

Strand Text Types & Purposes

Writing

Areas of Focus & Development

Vocabulary Use

Makes meaning of information Uses a range of strategies to comprehend unknown words Retells stories sequentially Responds to and makes personal connections with facts, characters and situations while reading Infers the meaning of unfamiliar concepts, words, and story themes Distinguishes between important information and interesting details Identifies the main purpose of a text, including what the author wants to answer, explain, or describe Generates questions before, during and after reading texts

Areas of Focus & Development Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words ( eg. because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

Write informative / explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

Write for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose, selecting print and multimodal ( visual and audio) elements appropriate to the audience and purpose.

Use sentence-level context as a clue to the meaning of a word or phrase Determines the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell) Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional) Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark) Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).

Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny) Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe

Conventions of Standard English

Uses articles, collective nouns, irregular plurals and reflex pronouns accurately Controls simple tense, verb groups and subject-verb agreement Uses adverbs and adjectives Produces simple and compund sentences Captialized holidays, product names and geographical locations Uses full stops, question marks, exclamation marks, apostrophes and commas correctly Spells words at a developmentally appropriate level based on the Common Core expectations

Production of Writing

With guidance and support from adults and peers focus on a topic, and strengthen writing as needed by revising and editing, such as for spelling, sentence boundary punctuation and text structure With guidance and support from adults, explore a variety of digital tools to produce and publish writing ( including visual and audio elements), including in collaboration with peers

STEM: Design & Technology

CORE LITERACIES

As a 1:1 device school, quality technology is available for all students. With extensive design resources such as 3-D printers, laser and vinyl cutters, green screen studios, v-Rex robotics, and a VR suite, Elementary students use one of the best DesignTech spaces in Belgium.

Coding

Design Technology

Digital Citizenship

Exploring a range of software and tools to develop coding skills and mathematical/computational thinking: Beebots Osmo Lightbot Spritbox

Through projects during the year, students are introduced to the different design tools at ISB and the design process.

We emphasize using technology responsibly and effectively for communication, collaboration and creation.

Becoming proficient and postive members in a digital world is a primary goal.

Within Design units at ISB, students follow the Stanford University Design School model

BECOMING AN INDEPENDENT LEARNER

Transferable skills, also known as portable or universal skills, can be applied across various subjects and situations. These skills are not tied to specific disciplines but rather can be adapted and transferred from one context to another.

Strand

Areas of Focus & Development

Grade Level Focus Skills

Transferable Skills

TRANSFERABLE Thinking skills:

Collaboration

Thinking

How can I actively listen to others?

How do I share my ideas and build on the ideas of others?

How do I work together to achieve our shared goals?

What do I think I already know about this topic?

How can I decide if information is helpful and accurate?

How does information from different sources connect to each other?

REASON ACROSS MULTIPLE EXAMPLES compare multiple examples / cases / contexts to identify patterns, trends and possible generalizations apply generalizations in new contexts, considering possibly unique aspects of the context as well as possible misconceptions RETHINK UNDERSTANDING rethink understanding to effectively take account of new information

Research

What questions do I have?

How can I find the best evidence for my questions?

How can I organize and record my information?

Self-Management

How do I set effective goals and where am I now in achieving them?

How do I feel and what is contributing to how I feel?

Do I need support?

RECORD EVIDENCE SYSTEMATICALLY: re-organize evidence collected from multiple sources in ways that help identify relationships between pieces of information so that patterns, trends and connections can be identified

LANGUAGES PROGRAM

Students, who have demonstrated proficiency in English, access either the Dutch or French language. Additional languages are offered as part of the ISB+ program, based on demand.

Languages Pathways

ISB follows the Common European Framework for Languages.

French Foundations A1 Intermediate A2 Inedpendent B1 / C1

Social Studies in French option

English Proficiency

Dutch Indpendent B1 / C1 ISB+ Plus Languages Open to all regardless of English Proficiency

Grades 5 & 6

SPECIALIST PROGRAM Specialist programs at ISB are essential components of a well-rounded education. These programs enhance problem-solving, critical thinking, decision-making, team work, and self expression.

Physical Education & Health

Each program is taught by a Specialist in the respective field.

Games

The Physical Education and Heath program focuses on the following areas: Motor Skills & Movement Patterns Concepts, Principles, Strategies & Tactics Understanding Healthy Lifestyles

Visual & Performing Arts

Creating & Performing and Responding & Connecting to visual & musical artworks.

Movement and Dance

The Grade 2 Physical Education (PE) program introduces children to a variety of PE units designed to prepare them for the Elementary School PE curriculum. Emphasizing collaboration and teamwork throughout the year, students engage in diverse activities aimed at fostering group dynamics.

Within our initial unit, "Me & We," students delve into different approaches to teamwork and cooperation. Subsequent units focus on the development of ball skills, beginning with fundamental techniques such as catching, throwing, and dribbling by both hand and foot. Progressing further, students advance to striking activities like badminton to refine their coordination and precision.

During the game unit, students analyze strategies to enhance their gameplay, promoting critical thinking and tactical decision-making. As a highlight of the program, second graders are introduced to rock climbing, where they encounter bouldering activities, fostering physical agility and problemsolving skills in an exhilarating environment.

Our Basic Movement unit gives the children the opportunities to continue developing body awareness and general coordination and also creativity through expressive movement to music and some dance elements, and to further explore the various gym equipment.

At the end of the year, we benefit from the outdoor activities such as using the forest, the track for track and field activities and more games!

Visual Arts

The Arts program focuses on the following areas:

Ball Skills

Our Visual Arts program for students in Kindergarten through Grade 2 offers a vibrant canvas for exploration across a rich tapestry of artistic expressions, spanning from sculpture and construction to painting, drawing, textiles, and digital art. Guided by a curated study of diverse artists, our students embark on a journey of discovery, unlocking a spectrum of techniques and igniting their imaginations to boundless creative horizons.

Within our ECC common space and Chateau, an ever-evolving gallery showcases the masterpieces crafted by our students, created individually or collaboratively. Through collaborative efforts with both on-campus artists and offcampus excursions, including our artist-inresidence program, our students are immersed in a dynamic exchange of creative perspectives, drawing inspiration from the visions of others.

Our school forest not only provides a stunning backdrop to their learning experience but all provides our students with a unique en plein air experience enriching their artistic journey.

Performing Arts In this dynamic program, students explore elements of drama, movement, singing, and storytelling, igniting their imagination and fostering creativity through immersive role-play and narrative exploration. Guided by the pedagogy of Mantle of the Expert, the curriculum intertwines with units of inquiry, empowering students to embody various roles—be it intrepid explorers, inquisitive scientists, or astute detectives—as they embark on quests to unearth imaginary islands and explore enchanted forests.

Through these adventures, students not only build their confidence as presenters and performers but also develop vital collaboration and leadership skills, and have a chance to engage their imaginations in playful and challenging ways. Students have the opportunity to showcase their skills and understanding, in culminating performances both in the classroom and for broader audiences within the ISB community.

Music Expanding the building blocks learned in kindergarten, students explore, play, and create with small percussion instruments as well as barred instruments such as xylophones. Moving to all musical styles from jazz to fijiri opens students’ musical worlds as they actually understand music through their bodies.

Combining all these musical elements, each 1st grade class harmonizes with a 2nd grade class in the spring concert where they experience the joy of performing and sharing their music. Students feel a sense of accomplishment as they later watch their performance and remember how they improved each week.

FIELD TRIPS & HOME LEARNING

Field Trips In the ECC we integrate meaningful experiences into the learning programme by taking the students on a number of excursions through the year. Early in the year, our Grade 2 students connect with a local artist in Boitsfort who leads the classes through personalized lessons on using everyday and recycled materials into art. Students bring these tips and ideas back to the classroom to design and create winter-themed art pieces for their winter market fundraiser. Later in the year the Grade 2 students connect with a local farm and greenhouse. There they can ask questions about the different plants as well as choose some interesting plants to study back at school. The final experience of the year is to The Meise Botanic Gardens where the students learn about a wide variety of plants and habitats.

Home Learning Grade 2- 20 minutes

Reading is the top priority assignment for home. All students should spend at least 20 minutes per evening reading independently or with a parent. Other activities may also be periodically assigned as relevant to support and extend learning taking place during the school day. These assignments will be limited in time and have a clear purpose. Examples may include interviewing family members as connected to a unit of study, writing to develop fluency, practicing mathematics skills for independent mastery, reviewing language vocabulary, etc.

SUPPORTING LEARNERS

English Language Development The English Language program provides services to multilingual learners by supporting their development of English language skills and access to academic learning. Through either the Foundational (for beginning English learners) or Intermediate (for students with a solid foundation in English) programs, students are well supported in their

Student Services

developing English reading, writing, listening and speaking.

Learning Support ISB provides services for students with learning needs. We provide a whole range of levels of support, making sure that every child gets what they need to be successful. The teaching teams decide on the most appropriate level of support to help each student access academics and develop foundational skills. Individual Learning Plans (ILPs) are developed for students who require moderate levels of support to help track and describe their progress towards specific goals.

Speech and Language Therapy and Occupational Therapy services are also availalbe on our campus.

High Ability Enrichment & Extension: through accelerated targets, alternate texts or specially designed tasks that increase depth of knowledge, students have opportunities to work with peers of similar abilities and have direct instruction and feedback on growth and areas for further development.

Partnerships: ISB works in partnership with organizations such as the Center for Talented Youth (John Hopkins University), Stanford University & Northwestern University where qualifying students have the opportunity to access courses to further develop areas of high ability and interest. These courses take place outside of school hours, but time in-school may be provided on a case-by-case basis.

Counseling Counselling Services are available to all students on a short-term and needs basis. Although we do not provide longterm therapeutic support, our Counselor can make recommendations to other professionals in Belgium and abroad.

Additionally our Counselor leads our in class social skills lessons, and leads parent workshops, book clubs and shares timely and pertinent resources with families around common issues and parenting challenges.

Kattenberg 19, B-1170 Brussels, Belgium +32 2 661 42 11 www.isb.be