NEEV PYP HANDBOOK 2023-24

A C A D E M Y

The Primary Years Programme (PYP) Curriculum Handbook 2023-24 An IB continuum school where teachers follow one system and, can therefore, focus on their most important job; continuously improving student learning.

Welcome to Neev Academy. We are a culture, ecosystem, community, and dream of learning and growth for children. Our learners succeed academically and grow as humans because Neev recognizes 21st century learners are self-directed in pursuit of challenging goals, disciplinary thinkers who make connections with knowledge, strong collaborators, effective communicators, and community builders.

Neev uniquely blends values with a global curriculum; we are authorised by the IB to offer the Primary Years Programme, the Middle Years Programme and the Diploma Programme. A school with the full continuum of IB education over 12 years has the unique ability to build culture, capabilities and practise for students, teachers and administrators. Focussing on the IB removes the challenges for teachers torn between different philosophies of education and reduces the need to spend a lot of time and energy combining different elements that may be incompatible. IB continuum schools, with dedicated teachers are able to follow one system and pray to one god, continuously improving student learning.

For students, the overlap and continuity between the three programmes leads to the development of international mindedness, an education centered on inquiry and conceptual understanding, fostering desired character traits and skills, and idealistic values such as striving to make the world a better place. Many opportunities to transfer knowledge, a mindset of continuous research and service, develops caring, impactful and self-aware global citizens who are not afraid to make choices.

For teachers, it helps to have a unified vision throughout the school, providing inquiry-based learning, international mindedness and action orientation, a mindset which leads to outstanding academic results as a process rather than a product. The IB programmes and teachers are supported by extensive and continual research into curriculum and pedagogy in a way that few academic boards anywhere in the world are able to sustain, afford or scale.

To offer parallel access to the ICSE board, we maintain a dedicated team of teachers and coordinators. Neev is also a NEASC accredited school; this brings everything together; reinforcing the commitment, capacity, capability and conceptual understanding of our teachers, the self-directed learning of our students, and the trust of our parents. This adds strength to our college bound students for the US, UK, and India Choosing a school for your child is one of the hardest decisions parents have to make, and we try to support that quest as simply and directly as possible. Please spend time reading more and also visit us in person to know more about our philosophy. We believe that a child’s education is a partnership between home, school and society. In many ways, few can improve on the age old wisdom that it take an entire village to bring up a child.

KAVITA GUPTA SABHARWAL DIRECTOR

IB CONTINUUM Imagine a worldwide community of schools, educators, and students with a shared vision and mission to empower young people with the skills, values, and knowledge to create a better and more peaceful world. This is the International Baccalaureate (IB).

IB guide, What is an IB education?

The IB continuum of international education for children aged 3-19 years holds a unique position of respect in the academic world. It challenges students to excel in their studies and in their personal growth. Students are inspired with a quest for learning throughout life that is marked by enthusiasm and empathy. The IB aspires to help schools develop well rounded students with character: students who can respond to challenges with optimism and an open mind; students confident in their own identities; students who make ethical decisions; students who join with others in celebrating our common humanity; students who are prepared to apply what they learn in real world in complex and unpredictable situations.

The IB offers schools a continuum of four programmes, Primary Years Programme (PYP), Middle Years Programme (MYP), Diploma Programme (DP), and Career-related Programme (CP). Institutions that offer at least three are called continuum schools. Only around 52 of 223 IB schools in India are IB continuum schools.

Each of the IB programmes reflects a central desire to provide an education that enables students to make sense of the complexities of the world around them, as well as equipping them with the skills and dispositions needed for taking responsible action for the future. They provide an education that crosses disciplinary, cultural, national and geographical boundaries, and that champions critical engagement, stimulating ideas and effective relationships.

PYP 1-5

From Grade 1 to 5, the PYP offers an inquiry- based, transdisciplinary curriculum framework that builds conceptual learning. The programme focuses on the development of the whole child as an inquirer, both in the school and the world beyond. Guided by six transdisciplinary themes of global significance, students broaden their learning by developing their conceptual understandings, strengthening their knowledge and skills across, between and beyond subject areas.

From Grade 6 to 10, the MYP is a challenging interdisciplinary and disciplinary framework with curriculum set in the context of the real world and students constantly make practical connections of knowledge. The MYP curriculum framework comprises eight subject groups, providing a broad and balanced MYP 6-10 education for early adolescents. Students who complete the MYP at Neev, complete the challenging eAssessment at the end of grade 10, are well rounded, disciplined, rigorous and self-reflective learners, prepared to undertake the challenges of higher education anywhere.

In Grade 11 &12, the DP Programme aims to develop students who have excellent breath and depth of knowledge - learners who flourish physically, intellectual, emotionally, and ethically.

The Diploma Programme (DP) curriculum is made up of six subject groups and the DP Core, DP 11&12 comprising theory of knowledge (TOK), Creativity Activity Service (CAS), and the Extended Essay. By the end of Grade 12, the IB assesses student work as direct evidence of achievement. IBDP students are prized at universities in India and around the world because of their research, writing, and time management skills, their deep and vast knowledge and global outlook.

CONTENTS / INDEX About Neev Academy

01

Governing Board

02

International Baccalaureate

03

Our learners

04

Our learning

07

Primary School - Leadership team

08

Primary Years Programme Curriculum Framework

10

What do we want our students to learn?

11

•What do we want our students to know about? - Knowledge

12

•Subject areas

14

•What do we want want our students to Understand? - Concept

26

•What do we want want our students to be able to do? - Skills

27

How will we know what they have learnt?

29

•Inquiry based learning

31

•Experiential learning

32

•Transdisciplinary learning

33

•Environment - the third teacher

34

Bringing it all together- PYP - Programme of Inquiry

36

How will we know what they have learnt?

47

•Assessment

48

•Exhibition

49

•Learner profile

50

•Action

51

Academic Honesty

56

ABOUT NEEV ACADEMY

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Neev Academy is an ecosystem of learning and growth where we want learners to become Self-directed, Disciplinary Thinkers, Communicators, Collaborators, Culturally Conscious and Community oriented, as they discover passions and strengths through interdisciplinary learning, travel across India, field trips and inspiring speakers, intra and inter school sports, arts, literary and cultural events, service, internships, and diverse academic choices.

Student initiatives in leadership, service, inclusion, reading, writing, arts and sports, drives our school culture and upholds values. We nurture reading as an essential habit for lifelong learning. Our unique parent community of entrepreneurs, change-makers and risk-takers, educated at leading universities in India and abroad and with global work experience value, support and partner in the progressive learning Neev’s vision delivers. Impact beyond our walls leads to Neev hosting the largest Children’s Literature festival, a book award set up to recognise great children’s literature from India, and our upcoming Teacher Training Institute for education reform.

As Bangalore’s only city center IB school, our 15 acre verdant campus is located to not only avoid long commutes that can be a tradeoff in a rapidly urbanising India, but to be a vibrant learning culture driven by community interaction, and conveniently hosting inter school events. Our International Baccalaureate Diploma Programme (IBDP) with its fourth cohort of IBDP graduates' results and college placements have matched and even surpassed older and more established schools. Our online learning platform and safety practises are best practices.

OUR VISION

OUR MISSION

OUR CORE VALUES

Reimagining excellence in education in a changing India.

Building knowledge, self-awareness and relationships with people and the environment, to lead happy, healthy, impactful lives.

Grit, Honor, Grace.

We see our school mission statement which is aligned with IB mission, as the ultimate objective of any teaching and learning activity; and as a reflection of our intent and planning. That is something we are consciously doing by design, where each unit and learning opportunity carefully represents the purpose of learning for the school community (including all stakeholders).

The IB develops inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through education that builds intercultural understanding and respect.

GOVERNING BOARD

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Our Governing body has members from varied fields of knowledge, skills, and experience (including Finance, Legal, Academics, Administration and Human Resources) and together impact effective governance of the school. They provide strategic leadership, building a strong culture, future oriented thinking, minute analysis, and decisive action in all areas that affect the learning community as a whole, by contributing meaningfully to setting the strategic direction and overseeing implementation.

KAVITA GUPTA SABHARWAL

MANISH SABHARWAL

ASHOK REDDY

NILESH GUPTA

Alumnus of Harvard Business School, and Bombay University.

Head of School - Neev Academy, Founder Neev Early Years

Alumnus of Wharton School, Shri Ram College of Commerce and Mayo College. Entrepreneur, Skill development and Finance expert with active roles in National reform, Vice Chairman, TeamLease Services Ltd.

Alumnus of IIM Bangalore, Shri Ram College of Commerce, and Rishi Valley School.

Entrepreneur and HR expert, Managing Director, TeamLease Services Ltd.

Alumnus from Wharton School, University Department of Chemical Technology, Jamnabai Narsee School, Managing Director, Lupin Ltd.

Board Role - Academic Committee

Board Role: Chairman - Governing Board, Finance and Governing Council

Board Role: Talent Management Council

Board Role - Infrastructure Committee

SHOBHA NARAYAN

ABHISHEK CHATURVEDI

Alumnus of Mount Holyoke College, Columbia University School of Journalism and Women’s Christian College, Chennai.

Indian author, Journalist & Columnist

Alumnus of Symbiosis University.

Director of Kanpur Education Society.

Board Role: Finance and Governing Council

Board role - Academic Committee

PRITI ANAND (EX-OFFICIO MEMBER)

DR. LEENA CHANDRAN WADIA

Alumnus of HR College, Government Law College.

Founding Partner ASLF Law Offices

Alumnus of Lady Irwin College, Presentation Convent Delhi Director Early Years, Neev Schools

Board role - Finance & Governance Committee

Board Role: Finance and Governing Council

Alumnus of Indian Institute of Science (Ph.D in Physics), Bangalore Professor and Dean at The University of Trans-Disciplinary Health Sciences and Technology (TDU), Bangalore Member of the technical secretariat to the Dr. Kasturirangan committee on the National Education Policy (NEP), and Member of the drafting committee of India’s Draft NEP 2019

ANUP SHAH

Board Role: Academic Committee

INTERNATIONAL BACCALAUREATE

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MISSION STATEMENT The International Baccalaureate® aims to develop inquiring, knowledgeable, and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. The IB provides support to schools to develop challenging programs of international education and rigorous assessment. These programs encourage students across the world to become active, compassionate, and lifelong learners who understand that other people, with their differences, can also be right.

INTERNATIONAL MINDEDNESS International mindedness is a view of the world in which people see themselves connected to the global community and assume a sense of responsibility towards its members. The learner profile and approaches to learning provide the dispositions and foundational skills for the development and demonstration of international mindedness. Internationally minded learners are competent communicators, open-minded and knowledgeable, caring, and principled thinkers, use their curiosity and research skills to inquire about the world, think and reflect critically about opportunities and challenges, act for positive change and take risks to self-develop and understand others.

International mindedness and intercultural understanding hold a prominent place at Neev. We believe this helps in an understanding and appreciation of one’s own culture, identity, personal history and thereby being open to the perspectives, values, and traditions of other individuals and communities. At Neev, this finds expression not only in the general ethos of the school environment but also in academic studies, field trips, and discussions. School-wide reading programs, literature festivals, language day celebrations, and a carefully curated curriculum help widen our learners’ worldview so that they become true connoisseurs of variety and diversity. Embarking on the NEASC journey led us to embed all of this in our definition of desired learning, embodied in 5 pillars of development.

Global Engagement

International mindedness

Intercultural understanding

Multilingualism

OUR LEARNERS Being an IB Continuum school, allows our students to access many opportunities to think creatively and critically, establishing a foundation for lifelong learning, and providing them opportunities to gain confidence in themselves, is the bedrock of our school philosophy. Combined with Neev’s values for a grounded education, our learners retain the humility, respect and change making education that an elite education must nurture, and learn to respond to challenges as they gain an invaluable international education that promotes and encourages them to pursue their passions and goals.

THE IB LEARNER PROFILE

The IB model of education is firmly grounded in the IB Learner Profile. The aim of all IB programmes is to develop internationally minded people who, recognising their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

IB learners are: Inquirers

- Curious, independent and collaborative with skills for inquiry and research, and the enthusiasm of sustaining a lifelong love of learning.

Knowledgeable - Study a range of disciplines, building conceptual understanding through issues and ideas that have local and global significance.

Thinkers

- Reasoned and ethical decisions with critical and creative thinking skills to take responsible action on complex problems.

Communicators - Confident and creative multilingual and multimodal expression, while listening to perspectives of others.

Principled

- Integrity and honesty, a strong sense of fairness and justice, and respect for the dignity and rights of people everywhere in all actions.

Open-minded

- Experience and appreciate a range of viewpoints, appreciate our own cultures and personal histories and that of others.

Caring

- Empathy, compassion and respect, with a commitment to service, and impacting the lives of others.

Risk-takers

- Facing challenge and change with forethought and determination exploring new ideas with resourcefulness and resilience.

Balanced

- Recognising interdependence with people and the world and the importance of balancing intellectual, physical, and emotional.

Reflective

- Thoughtful about the world, experiences and ideas, recognising strengths and weaknesses to support growth.

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NEEV’S DEFINITION OF DESIRED LEARNING Our shared belief of high-quality learning leads to five pillars of learning impacts to become lifelong learners. Each impact is further broken down into performance areas which our learners demonstrate as they grow at Neev. Curriculum & Pedagogy at Neev is guided by these pillars of learning so that our learners become:

Self-Directed Learners, able to learn autonomously throughout their lives in order to achieve their potential, keep pace with change and meet emerging opportunities.

Performance areas: Curiosity, Goal Setting, Reflection, and Growth mindset

Communicators who engage with people, ideas, stories, and emotions positively and capably across multiple environments as part of their engagement with others and contributions to the world around them.

Performance areas: Expressive, Interpretive, Digital citizenship and Intercultural understanding

Collaborators, able to lead and contribute to the design of thoughtful solutions and responses to opportunities in an increasingly interconnected and complex world.

Performance areas: Contribution to team success, Interpersonal skills, Adaptability, and Considered decision making

Disciplinary Thinkers able to use sophisticated tools and strategies to learn, extend and transfer their learning and engage positively in the complex and ambiguous world around them.

Performance areas: Critical thinking, Creative thinking, Systems thinking, and Building learning context

Community Builders who use their developing skills and dispositions to understand, take personal ownership and commit to supporting the positive development of their local and global communities and all elements involved.

Performance areas: Taking action, Social intelligence, Cultural awareness, and Stewardship

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Neev Graduate Profile

6

Competencies

Core Values

Excellence

Neev Certificate (After IBDP)

Growth and Accomplishments

Neev Diploma (After IBDP)

The Graduate Profile is a developing journey from Grade 1 at Neev until graduation after the IBDP. The MYP student profile and academic performance progressively builds towards this.

NEEV LEARNING AND TEACHING PEDAGOGICAL FRAMEWORK

Core Values

Competencies

Identity Neev Values (Grit,Honor,Grace)

Self Directed Learners Disciplinary Thinker Collaborator Communicator Community Builder

Excellence

Academics Excellence Leadership quality Personal Accomplishments growth Multilingualism

OUR LEARNING

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ALL IB PROGRAMMES SHARE ESSENTIAL ELEMENTS THAT DRIVE LEARNING

STUDENT AGENCY Learners who demonstrate the power to act with purpose to achieve the conditions they desire in their own and others’ lives. Academic mindset comes from a feeling of believing in a subject, class or school, knowing their capabilities to learn and seeing value in their participation.

Leadership strategies that include study skills, meta-cognition and goal setting competencies that help persist in learning that is challenging.

KNOWLEDGE

ACTION

Approaches to learning are built by developing the skills for research, thinking, self management, social learning and communication.

CONCEPTS

Big Ideas that form the basis of teaching and learning, ensure breadth and depth in the curriculum and promote learning within and across traditional disciplines

CONTEXTS

Curriculum embedded in local and global issues as starting points for inquiry and engagement is the best learning that promotes internationally mindedness

Action (PYP) / Service as Action (SAA - MYP) / Creativity Activity and Service (CAS - DP) Students are encouraged to reflect, to make informed choices and to take action that will help their peers, school staff, and the wider community.

PYP (Action), MYP (SAA), DP (CAS)

SKILLS

Approaches to learning are built by developing the skills for research, thinking, self management, social learning and communication.

INQUIRY

Knowledge and experience drive new learning; but curiosity is the most effective stimulus for learner motivation.

REFLECTION

Inquiry, conceptual and contextual learning, lead to understanding and awareness of learning styles, strengths and passions; this needs constant reflection leading to goal setting.

HEAD OF PRIMARY SCHOOL MESSAGE

SHILPI NAGPAL

Head of Primary, Yemalur Campus

At Neev, we build foundations for life. Our aim is to provide learners with all the possible opportunities that will nurture their thinking, build their character and impart them the skills to thrive in this ever changing world.

We believe the Learning Environment and Teaching practices play pivotal roles in students’ learning journey in primary years.Thus, Learning spaces at Neev ensure that students have more time to discover their interests and talents, enabling learners to organize, self monitor and have fun while learning. Our practices empower students to focus on themselves as self directed learners and be intrinsically motivated to seek meaningful learning experiences.

We continuously strengthen our programme and work towards enhancing the environment for the holistic development of our young inquirers. As we move into the new academic year, I look forward to welcoming all of you to experience the joy of learning in our students’ lives.

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PYP COORDINATOR MESSAGE

SOUMYA ANIL VENKATRAM PYP Coordinator

Neev, a dynamic and energetic learning environment is designed to enhance the child’s innate sense of curiosity and creativity. As an authorized PYP school, we earnestly strive to meet the unique needs of students learning with the spirit of inquiry. The Neev PYP is designed, keeping these goals in mind. We are continuously striving to implement and adhere to the principles laid out by the IB PYP. We work on developing the students’ academic, social, and emotional well-being.

We focus on inculcating international-mindedness and strong and personal values in our students. We strongly believe that students must deeply internalize the belief that learning is a lifetime journey and that it is much more than mere accumulation of facts and figures.The school has an excellent infrastructure with thoughtfully created spaces. We believe that this provides our children ample room to explore their creativity and express themselves. I look forward to welcoming you into our community and earnestly hope that you personally experience the happiness, warmth, and the joy of learning and discovery.

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PRIMARY YEARS PROGRAMME FRAMEWORK

Transdisciplinary learning and the PYP framework

The learner

The IB PYP framework supports the symbiotic relationship between the learner, learning and teaching and the learning community. Transdisciplinarity serves as an organizing principle for the written, taught, and assessed curriculum within learning and teaching.

Transdisciplinary learning (broad, balanced, holistic and transformative)

Learning and Teaching

The Learning Community

At Neev we promote the education of the child holistically, emphasizing cognitive, emotional, social, physical and ethical growth, through this transdisciplinary framework that covers learning areas of languages, humanities, sciences, mathematics, and the arts in a written, taught and assessed curriculum.

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WHAT DO WE WANT OUR STUDENTS TO LEARN?

Knowledge: Significant, relevant content that we wish the students to explore and know about, taking into consideration their prior experience and understanding.

Concepts: Powerful ideas that have relevance within the subject areas but also transcend them and that students must explore and re-explore in order to develop a coherent, in-depth understanding.

Skills: Those capabilities that the students need to demonstrate to succeed in a changing, challenging world, which may be disciplinary or transdisciplinary in nature.

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WHAT DO WE WANT OUR STUDENTS TO KNOW ABOUT? - KNOWLEDGE Constructing knowledge in the PYP is all about Learning in context. Significant, relevant content we wish the students to explore and know about, taking into consideration their prior experience/understanding.

Six transdisciplinary themes mark the starting point of student inquiries engaging them in rich dialogue and collaboration to build an understanding of themselves, their wider community, and the world.

Who We Are

Where We are in Place and Time

How We Express Ourselves

How the World Works

How We Organize Ourselves

Sharing the Planet

Inquiry into the natural world and its laws, the interaction between the natural world and human societies (Natural world and its laws; the interaction between the natural world (physical and biological) and human society, types and sources of energy; scientific and technological advancement and Sustainable living)

Inquiry into the interconnectedness of human-made systems and communities.

(Systems, Government and governance, Economic activity)

Inquiry into what it means to be human (Identity, well-being, human relationships within a community, cultures, beliefs, and values)

Inquiry into orientation in place and time – local and global perspective (Family histories, migrations, personal journeys, and civilizations)

Inquiry into the ways in which we discover and express ideas (Ideas, feelings, and thoughts through personal narratives and opinions)

Inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things.

(Rights and responsibilities, sharing finite resources with people and other living things; distribution of natural resources; water as a limited resource)

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How we organise ourselves

Sharing the planet

SUBJECT AREAS LANGUAGE Language empowers learners, providing an intellectual framework to support conceptual development and critical thinking.

PYP students have various opportunities to develop all the dimensions through a progressive and well-defined process, with age-appropriate activities that facilitate the students’ learning journey through the three aspects of language learning.

Learning Language - Learning takes place when new knowledge is integrated with existing knowledge and conceptual frameworks. Students’ language development is best served when they have opportunities to strengthen and build these frameworks by engaging in language learning in multiple modes within authentic, meaningful contexts.

Learning through Language- Students engage with language at school in multiple contexts and multiple modes. They listen, read, speak, perform, write and view text in order to make meaning, and explore and share new understandings and knowledge. Learning is embedded within language and is underpinned by relationships as a reciprocal meaning-making process.

Learning about Language- Language is a visual, print and oral symbolic system with its own codes and signals. Therefore, language learning also involves learning about language—its form, conventions and contextual use.

Meaningful learning engagements make language learning enjoyable and enable the learners to make transdisciplinary and real-life connections allowing learners to transfer the conceptual understanding and acquired skills to new contexts.

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READING, REFLECTION, RELATIONSHIPS Reading fosters high-level thinking with interpretive reading, synthesis, analysis and critique The Novel Study program revolves around novels that are curated as per the reading levels of the class. These are aligned with the reading and writing outcomes of the language units. There are also read-alouds, enriching information books at a student’s independent reading level, and leveled readers in classrooms, to grow a student’s reading ability.

In addition, the school library encourages students to share notes on particular books so that one reader receives a message from another reader. Class libraries encourage reading across genres .

Notes on a book from one reader to another

A Read-Aloud in progress at a Grade 5 classroom

Students conducting research at the PYP library

We also believe that strong readers make strong writers.

Below are some of the books that are done as a part of our Novel Study program across Grades 1-5 for Units 1 and 2, with the language outcomes listed in the table alongside:

UNIT 1

Grade 1: Fox at Night by Corey R. Tbor

Grade 2: Houndsley and Catina

by James Howe

Grade 3: Clementine

by Sara Pennypacker

Grade 4: Waylon!

One Awesome Thing

by Sara Pennypacker

Grade 5: The Breadwinner

by Deborah Ellis

As seen in the table, the novel Clementine by Sara Pennypacker aligns with the unit of Personal Narrative, and falls at the F&P reading level of O which is the midpoint of the class’ reading levels as per the reading assessment done for the class.

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Grade 3

Personal Narrative How we express Ourselves

Summative - Grade 3

How we express Ourselves.

Personal narrative story book.

Write a personal narrative based on a small moment with a person/pet/place

Reading Units

Building a Reading life.

A perfect reading spot; Re-read to get back into your book; Keep your eyes on the book; Retell; Fix fuzziness; Prior Knowledge.

Grammar

Speech marks, pronouns narrative transitions commas, complex sentences/compound sentences plurals show don't tell

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UNIT 2

Ada Twist, Scientist: The Why Files All About Plants! by Andrea Beaty

Time to Eat by Steve Jenkins and Robin Page

Animals That Change Colour by Libby Romero

The Beak Book by Robin Page

Follow the Dream: The Story of Christopher Columbus by Peter Sis

Grade 4: A Whale of the Wild by Rosanne Parry

Language Learning is Organized in the Following Strands: Oral languages develop interaction and relationships in growing learners to communicate purposefully with others Speaking and listening are vital skills that strengthen communication skills in many ways Anticipation and prediction when listening to read-alouds Expression and discussion of thoughts, ideas and opinions Listening to and respecting others’ views, building on them Seeing information and perspective from experts speakers Asking questions to further knowledge Visual language empowers communication with synthesis Viewing and Presenting includes engaging with an increasing range of visual resources for varied purposes Accessing information Interpreting and constructing visuals and multimedia for a range of purposes Interacting with images and language to convey ideas, values, and beliefs Learning to interpret data Understanding and using different media to present learning Written language is a powerful communication tool for growing learners The writing program builds opinion, information and narrative writing with increasing complexity Narrative writing as an example of transition across the PYP years Grade 1 Small moments Grade 2 Small moment stories from their own culture Grade 3 Personal narratives Grade 4 Realistic fiction Grade 5 Memoirs

Grade 5: The Night Diary

by Veera Hiranandani

LANGUAGE IN THE PYP

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Listen to and use language with others in everyday lives.

Examples Independent reading and writing USSR Read alouds Book sharing, book talks and book displays Library programme

Shared reading Reader’s theatre Story telling Pre-teaching vocabulary Author talks Events- Neev Literature Festival Language Day

Learning language for example, learning a new word

Understand how language works Examples Guided/Modelled reading Purposeful writing Mini/focused lessons Teacher/Student conferences Peer-Peer conferences (Writing Partners) Writer’s Workshop

Learning through language for example, reading a text to get information

Language Learning

Learning about language for example, learning how to spell a word or write a poem

Use language as a tool to listen, think, discuss, and reflect on information, ideas and issues.

Examples

Read Aloud Literature Discussions Songs Novel Studies Response to Literature Personal Inquiry Writing to Learn Reflective Writing Articles for Neev Times

ADDITIONAL LANGUAGE The PYP requires an introduction of an additional language to appreciate other cultures, through a linguistic and cultural understanding of the country, region, family, or the wider world. At Neev, we offer a choice between Hindi, French and Spanish languages. Through interaction in an additional language, students acquire knowledge, skills, and attitudes that equip them for living in a world of diverse peoples, different languages, and varied cultures.

Every year ‘Language Day’ culminates in a celebration that spreads awareness about the diversity in language and cultures that exist in the Neev community. Learners express themselves in their mother tongue (or a family tongue, which in India can be different), a learned language, or one they are simply interested in, culminating many weeks of engagement with the chosen language.

A language conducive environment through learning and events celebrates learning practice that is enduring and instills a strong love for the languages that exist in the community, beyond the principal language of instruction.

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MATH In the PYP, mathematics is viewed primarily as a vehicle to support inquiry, providing a global language through which we make sense of the world around us. It is intended that students become competent users of the language of mathematics, and can begin to use it as a way of thinking, as opposed to seeing it as a series of facts and equations to be memorized. The power of mathematics for describing and analyzing the world around us is such that it has become a highly effective tool for solving problems. Learners acquire mathematical understanding by constructing their own meaning through ever-increasing levels of abstraction, starting with exploring their own personal experiences, understandings and knowledge. Additionally, it is fundamental in the PYP that, since it is to be used in real-life situations, mathematics needs to be taught in relevant, realistic contexts, rather than by attempting to impart a fixed body of knowledge directly to students.

Knowledge and skills in mathematics The mathematics component of the curriculum of the PYP encompasses measurement, shape and number, and their many applications to students’ everyday lives.

Mathematics provides opportunities for students to engage in investigations into measurement, shape and number, and allows them to communicate in a language that is concise and unambiguous. Mathematics concepts and skills can also be applied to solve a variety of real-life problems. Students apply their mathematical reasoning to a number of situations in order to find an appropriate answer to the problems they wish to solve.

The mathematics knowledge component is arranged into five strands Data handling- Data handling allows us to make a summary of what we know about the world and to make inferences about what we do not know.

• Data can be collected, organized, represented and summarized in a variety of ways to highlight similarities, differences and trends; the chosen format should illustrate the information without bias or distortion.

• Probability can be expressed qualitatively by using terms such as “unlikely”, “certain” or “impossible”. It can be expressed quantitatively on a numerical scale.

Measurement- To measure is to attach a number to a quantity using a chosen unit. Since the attributes being measured are continuous, ways must be found to deal with quantities that fall between numbers. It is important to know how accurate a measurement needs to be or can ever be.

Shape and space- The regions, paths and boundaries of natural space can be described by shape. An understanding of the interrelationships of shape allows us to interpret, understand and appreciate our two-dimensional (2D) and three dimensional (3D) world.

Pattern and function- To identify patterns is to begin to understand how mathematics applies to the world in which we live. The repetitive features of patterns can be identified and described as generalized rules called “functions”. This builds a foundation for the later study of algebra.

Number- Our number system is a language for describing quantities and the relationships between quantities. For example, the value attributed to a digit depends on its place within a base system. Numbers are used to interpret information, make decisions and solve problems. For example, the operations of addition, subtraction, multiplication and division are related to one another and are used to process information in order to solve problems. The degree of precision needed in calculating depends on how the result will be used.

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SCIENCE

The importance of science in an international curriculum is recognized as universal and transcends the boundaries of gender, cultural, linguistic and national biases. The inclusion of science within the curriculum develops an understanding of, and competence in using, the facilities of a rapidly changing scientific and technological world while gaining a positive image of science and its contribution to the quality of life today. It also involves the development of an appreciation for the scientific contributions of people from various cultures and backgrounds. Science is viewed as the exploration of the biological, chemical and physical aspects of the natural world, and the relationships between them. Our understanding of science is constantly changing and evolving. The knowledge component of science in the PYP is arranged into four strands.

1) Living things: The study of the characteristics, systems and behaviours of humans and other animals, and of plants; the interactions and relationships between and among them, and with their environment.

2) Earth and space: The study of planet Earth and its position in the universe, particularly its relationship with the sun; the natural phenomena and systems that shape the planet and the distinctive features that identify it; the infinite and finite resources of the planet.

3) Materials and matter: The study of the properties, behaviours and uses of materials, both natural and human-made; the origins of human-made materials and how they are manipulated to suit a purpose.

4) Forces and energy: The study of the properties, behaviours and uses of materials, both natural and human-made; the origins of human-made materials and how they are manipulated to suit a purpose.

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How Will We Know What Our Students Have Learnt?

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In the PYP, social studies is viewed as the study of people in relation to their past, their present and their future, their environment and their society. Social studies encourages curiosity and develops an understanding of a rapidly changing world. Through social studies, students develop an understanding of their personal and cultural identities. They develop the skills and knowledge needed to participate actively in their classroom, their school, their community and the world: to understand themselves in relation to their communities. Social studies guide students towards a deeper understanding of themselves and others, and of their place in an increasingly global society.

Learning social studies provides opportunities for students to look at and think about human behaviour and activity realistically, objectively, and with sensitivity. Exposure to and experience with social studies therefore opens doors to key questions about life and learning.

In the PYP Social Studies is divided into 5 strands

• Human systems and economic activities: The study of how and why people construct organizations and systems; the ways in which people connect locally and globally; the distribution of power and authority.

• Social organization and culture: The study of people, communities, cultures and societies; the ways in which individuals, groups and societies interact with each other.

• Continuity and change through time: The study of the relationships between people and events through time; the past, its influences on the present and its implications for the future; people who have shaped the future through their actions.

• Human and natural environments: The study of the distinctive features that give a place its identity; how people adapt to and alter their environment; how people experience and represent place; the impact of natural disasters on people and the built environment.

• Resources and the environment: The interaction between people and the environment; the study of how humans allocate and manage resources; the positive and negative effects of this management; the impact of scientific and technological developments on the environment.

PSPE

Personal, Social and Physical Education (PSPE) enables students to develop the knowledge, attitudes and skills that lead to their own wellbeing and to developing healthy relationships.

Personal and Social development-

Well-being is intrinsically linked to all aspects of a student’s experience at school and beyond. It encompasses physical, emotional, cognitive, spiritual, and social health and development, and contributes to an understanding of self, developing and maintaining relationships with others, and to participation in an active, healthy lifestyle.

PSPE is integral to learning and teaching in the PYP and is embodied in the IB learner profile that permeates the program and represents the qualities of internationally-minded students and effective lifelong learners. Lifelong learners adopt a positive attitude to learning, develop and apply strategies for critical and creative thinking, engage in inquiry, make connections, and apply new learning and skills in different contexts. In order to become successful learners, it is necessary for students to feel empowered by their learning, to value and take responsibility for their learning, to demonstrate resilience and to develop independence. Such learners can reflect on themselves, their experiences, and the process of learning in order to support personal growth and their ongoing commitment to personal, social and physical well-being.

This includes three interrelated strands of Identity, Active living and Interactions.

•

Identity: An understanding of our own beliefs, values, attitudes, experiences and feelings and how they shape us; the impact of cultural influences; the recognition of strengths, limitations and challenges as well as the ability to cope successfully with situations of change and adversity; how the learner’s concept of self and feelings of self-worth affect his or her approach to learning and how he or she interacts with others.

• Active living: An understanding of the factors that contribute to developing and maintaining a balanced, healthy lifestyle; the importance of regular physical activity; the body’s response to exercise; the importance of developing basic motor skills; understanding and developing the body’s potential for movement and expression; the importance of nutrition; understanding the causes and possible prevention of ill health; the promotion of safety; rights and the responsibilities we have to ourselves and others to promote well-being; making informed choices and evaluating consequences, and taking action for healthy living now and in the future.

•

Interactions: An understanding of how an individual interacts with other people, other living things and the wider world; behaviours, rights and responsibilities of individuals in their relationships with others, communities, society and the world around them; the awareness and understanding of similarities and differences; an appreciation of the environment and an understanding of, and commitment to, humankind’s responsibility as custodians of the Earth for future generations.

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PHYSICAL EDUCATION

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High-quality, well-planned sports sessions ensure the development of physical skills, building confidence and enjoyment of physical activity in school and beyond. Sports activities offered at Neev include Individual sports like athletics, swimming, and tennis, team sports like football and basketball With younger learners in the PYP, the skill development is through Locomotor and Non-Locomotor movements, Adventure activities and Recreational games. While older learners develop an understanding of rules, interactions and safety with more structured and competitive sports.

‘Sarvajeet Diwas’ is our annual sports festival that provides a platform for all students to participate, younger learners compete as teams or by celebrating the achievement of individual goals, while older ones are ready for individual competition to recognize strengths and challenges.

THE ARTS

Arts are integral to the PYP. They are a powerful mode of communication through which students explore and construct a sense of self and develop an understanding of the world around them. Arts provide students with a wide range of opportunities and means to respond to their experiences and engage with historical, social and cultural perspectives. The students are stimulated to think and to articulate their thoughts in new ways, and through a variety of media and technologies. The PYP recognizes that not all learning can be supported solely through language, and that arts as a medium of inquiry also provide opportunities for learning, communication and expression.

Learning about and through arts is fundamental to the development of the whole child, promoting creativity, critical thinking, problem-solving skills and social interactions.

The PYP Arts at Neev build self-expression through creativity, problem-solving, critical thinking and social interactions. Arts provide students with a wide range of opportunities to respond to their experiences and engage with historical, social and cultural perspectives as well. Learners are encouraged to develop cognitively, respond personally and collaboratively, build knowledge and perspective by being appreciative and innovative while reaching out to a varied audience to build an impactful relationship as an artist. We endeavor to nurture empathetic individuals, risk-takers, effective communicators and global citizens who value humanity.

The three art forms of Drama, Music and Visual Arts enrich a child's learning journey over the years, accelerating personality development and imparting skills for life. The transdisciplinary nature of arts gives them relevance across the curriculum. Arts promote the uniqueness of each person while exploring the commonalities that connect us.

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Drama

Drama explores how we express ourselves physically and vocally. In creating, students should explore the use of facial expressions, gestures, movement, posture and vocal techniques to convey emotional or cultural meaning to both characters and stories. It is important that students are exposed to a variety of dramatic forms including creative movement, impersonation, improvisation, mask work, mime, musical, role play, pantomime, puppetry, re-enactment, scripted drama, and skit. In responding, students should experience a wide variety of scripts and stories from different times, cultures and places and, where possible, access live theatre performances and presentations. Students should have opportunities to present their creative work to an audience, to witness their peers in performance and through this.

Music

Music is a part of everyday life. Listening to and performing music can be a social activity. The development of listening skills, an important aspect of all learning, is constantly reinforced. Through songs and rhymes, students can hear patterns and develop a sense of the rhythm that applies to languages. This can be especially apparent when learning a new language because the meaning of the words is not necessarily understood, and so students concentrate on the rhythms and patterns they hear.

Visual arts

The Arts challenge and enrich personal identity and build awareness of the aesthetic in a real-world context. The students at Neev explore different media and tools, experiment with different techniques and styles and discover their artistic potential in a world filled with colour and imaginations. They dive into different units and follow different strategies through the process of creating a 2D or 3D artwork of their choice. During this process, the students inquire, analyze, interpret, go through their own research and connect their learning to the different IB themes and to the real world situations. As students engage with their learning, they are encouraged to share ideas of how they can make a positive contribution to our world. When students can take their ideas forward through action, learning is strengthened. The attitudes and values that we believe in play an important role for the students as it helps in enhancing motivation. All this culminates with an art exhibition where the Neev community comes together to appreciate and motivate our young budding artists, where students present their learning to the community at Neev.

Neevotsav & Arts’ Spotlight

Creativity and Expression are at the heart of the arts. It allows for trans-disciplinary learning, innovation, interpretation, research, analysis, and transfer of skills. Learning through the arts has a positive influence on self-esteem and creative development, which carries over to all aspects of learning. Valuing imagination and celebrating original thinking promotes initiative and a lifelong love of learning.

At Neev Academy, we love to celebrate the Arts. Showcasing the students' learning of the performing arts and music comes to its hallowed culmination with our annual celebration called ‘Neevotsav’ and a visual art exhibition for grades 1-3. For grades 4 and 5 that follow the trimester, we have a Music performance, Visual Art Exhibition and a Drama Spotlight as their culminating experiences.

WHAT DO WE WANT OUR STUDENTS TO UNDERSTAND? - CONCEPTS

Concepts in PYP learning framework are the powerful, broad and abstract organizing ideas that may be transdisciplinary or subject-based. Concepts help to build understandings across, between and beyond subjects.

The seven key concepts provide a structure for the exploration of significant and authentic content through a set of questions that lead us to conceptual understandings.

For example, while exploring matter and materials, students ask “What are the forms in which we can categorize different materials?”, “What are the properties of the materials that make them behave in a certain way?” While studying life cycles, students ask “What are the changes in the life cycles of different living things?”

Form

Connection

Function

Causation

Perspective

Change

Responsibility

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WHAT DO WE WANT OUR STUDENTS TO BE ABLE TO DO?- SKILLS

Thinking Skills

Approaches to learning skills (ATL) are an integral part of an IB education and complements the learner skills profile, knowledge, conceptual understanding and inquiry.

These skills are grounded in the belief that learning how to learn is fundamental to a student’s education. Five categories of interrelated skills aim to support students of all ages to become self-regulated learners who know how to ask good questions, set effective goals and pursue their aspirations with the determination to achieve them.

Acquisition of knowledge Comprehension Application Analysis Synthesis Evaluation Diaelectrical Thought Metacognition

Research Skills

Social Skills Accepting responsibility Respecting others Cooperating Group decision-making Adopting a variety of group roles

Approaches to Learning

These skills also help to support students’ sense of agency, encouraging them to see their learning as an active and dynamic process (IBO 2017).

Communication Skills Listening Speaking Reading Writing Viewing Presenting Non-verbal communication

Formulating questions Observing Planning Collecting data Recording data Organizing data Interpreting data Presenting data

Self Management Skills Gross motor skills Fine motor skills Spatial awareness Organization Time management Safety Healthy lifestyle

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SKILLS IN ACTION

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HOW WILL WE KNOW WHAT THEY HAVE LEARNT?

Through Inquiry and play

Inquiry, as the leading pedagogical approach of the Primary Years Programme (PYP) at Neev recognises that learning happens through inquiry and play where students as being actively involved in their own learning and as taking responsibility for that learning.

Through Experiential learning - Field trips, Expert Visits

Experiential learning at Neev describes the ideal process of learning, invites learner to understand themselves as a learner, and empowers them to take charge of their own learning and development. Experiential learning is all about learning by doing by reflecting on the experience.

Through transdisciplinary learning

Transdisciplinary learning occurs when students at Neev make continuous integration and connections across and beyond subject specific disciplines in a meaningful way, to broaden their understandings about, the world as visible in our POI.

Through Environment for learning

Environment promote learning processes in which students are engaging with another and with the environment, exploring in a focused manner, constructing and representing understandings.

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THROUGH INQUIRY AND PLAY

Inquiry-based learning experiences use different approaches to learning, including: small-group discussion, guided learning, play, problem-based learning, collaboration, experimentation, and explicit teaching. This allows them to build knowledge through exploration, experience, and discussion.

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INQUIRY AS A WAY OF LEARNING

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How am I taking my learning forward: I

have understood that ocean life needs to be respected by stopping humans from litterring plastic into the ocean. So I will share that message with people.

Students create posters to create awareness in their community.

This shows their responsibility towards other living things.

Reflect and Act

Tune In Establish purpose and relevance.

Consider ways to apply/use/ share learning.

Provoke curiosity and wonder Access and document prior knowledge, existing theories and ideas.

Make connections back to big ideas.

Evaluate the process.

Consider unanswered questions What next?

What now?

Formulate questions Consider ways to find out.

Growing the skills and dispositions to: Go further Use new questions as the basis for extended inquiry.

Establish personal pathways of interest.

Share new learnings with others.

RESEARCH COLLABORATE COMMUNICATE THINK SELF MANAGE

Sort out

Find out Use a range of resources & methods to gather information (read, view, interview, survey, experiment, observe...).

Aim to connect with people, places & objects to broaden understanding.

Critically assess the value of the information gathered.

Document information gathered in a range of ways.

Make sense of the information gathered.

Students reflect and share their understanding on the concepts learnt.

Students evidence their prior knowledge through sharing their thoughts on what are similar amongst these living things.

Analyse, organise, compare, contrast, sift and sort.

Reflect, respond and express new thinking.

Revisit questions, refine and add new ones.

Students explore living things kept in the common space and they also sow seeds.

They also integration the concept of measurement to measure the growth of the plant.

Students share their discoveries to make connection and notice pattern for deeper understanding of the concept.

EXPERIENTIAL LEARNING At Neev, Field trips, expert visits and immersive hands-on experiences provoke questions, reinforce learning and create real understanding. The experience goes beyond reading about a concept. Students are able to see it, manipulate it or participate in it physically.

For younger children this makes learning real, for older students the application of learning brings out relevance. Science through doing, through understanding how the world works. Social studies through seeing the world and understanding the connect between history and geography, math through measuring it, and language through reading and writing about it. Field trips and expert visits also form an early exposure to careers. Our children walk away from them wanting to be wildlife conservationists, architects,makers of wonderful products, discoverers. Parents are also encouraged to come in as expert visitors.

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TRANSDISCIPLINARY LEARNING

Transdisciplinary learning is visible when learner explores relevant concept, issue or problem that integrates the perspectives of multiple disciplines in order to connect new knowledge and deeper understanding to real life experiences.

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ENVIRONMENT - THE THIRD TEACHER A learning environment encompasses multiple learning spaces–built and natural, outdoor and in, formal and informal.

Students actively participate in the design and co-construction of learning spaces including the learning opportunities that occur within those spaces.

Learning spaces at Neev are flexible, inviting, stimulating and engaging. Learning spaces affect and reflect our values and beliefs.

At Neev, learners learn through various spaces intentionally planned and designed for learning

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ENVIRONMENT - THE THIRD TEACHER

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BRINGING IT ALL TOGETHER

The programme of inquiry provides an authentic context for learners to develop and use language and math. Wherever possible, language and math is taught through the relevant, authentic context of the units of inquiry. The teachers provide authentic learning opportunities that support learners’ inquiries and the sharing of their learning.

Regardless of whether language or math is being taught within or outside the programme of inquiry, it is believed that purposeful inquiry is the way in which learners learn best. The starting point should always be learners’ prior experience and current understanding.

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37 An Inquiry Into:

An Inquiry Into:

An Inquiry Into:

Who we are

How the world works

Where we are in place and time

An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; rights and responsibilities; what it means to be human.

An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.

An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.

Unit 1 - (5 Weeks)

Unit 4 - (7 Weeks)

Unit 6 - (6 Weeks )

Central idea: People have certain roles and responsibilities to maintain relationships in a community

Central idea: Materials consist of matter that can be manipulated and changed for specific purposes.

Central idea: Knowing about our family history may enable us to discover our identity.

Key concepts: • Form • Causation

Key concepts: Connection Perspective

Conceptual lens: Matter & Materials

Conceptual lens: Family history

Related concepts: • Properties • Manipulation • Transformation

Related concepts: • History • Evidence • Identity

Lines of Inquiry: • Understand the properties of materials and matter • States of matter and material can be transformed • Manipulate matter and materials for a purpose

Lines of Inquiry: • How evidence provides an insight into our family history • How family history overtime makes my identity • Curation of evidence informs my identity

Learner Profile: Caring Principled Reflective

Learner Profile: Thinker Inquirer Risk-Taker

Learner Profile: Open-minded Principled Communicator

ATL Skills: Social skills Self-Management skills

ATL Skills: Research skills Thinking skills

ATL Skills: Communication Skills Research Skills

Subject Focus/Transdisciplinary Connection: Language

Subject Focus/Transdisciplinary Connection: Science Language PHE Visual Art Music

Subject Focus/Transdisciplinary Connection: Social Studies Language Math Additional language Math Visual arts

PROGRAM OF INQUIRY (POI 2023-24)

Age

Grade 1: 6-7 Years

Key concepts: • Function • Responsibility Conceptual lens: Community Related concepts: • Community • Relationships • Roles Lines of Inquiry: • • •

Different features of a community Ways systems work in a community Our role and responsibility towards creating a sense of belonging in the community

Language Social Studies PSPE Visual Arts Additional language

38 An Inquiry Into:

An Inquiry Into:

An Inquiry Into:

Sharing the planet

How we express ourselves

How we organize ourselves

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

An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

An inquiry into the interconnectedness of human-made systems and communities of organizations; societal decision-making; economic activities and their impact on humankind and the environment

Unit 2 - (6 Weeks)

Unit 5 - (7 Weeks)

Unit 3 - (7 Weeks)

Central idea: Living things have certain requirements in order to grow and stay healthy

Central idea: Narratives can express thoughts and feelings and are used to communicate meaning.

Central idea: Nature's cycles can impact the way we live and what we do

Key concepts: • Form • Function • Responsibility

Key Concepts: • Function • Connection

Key concepts: • Change • Causation

Conceptual lens: Realistic fiction

Conceptual lens: Nature’s Cycles and our choices

Related Concepts: • Elements • Series • Creativity

Related concepts: • Cycles • Systems • Choices

Lines of Inquiry: • Elements of stories and how they engage the audience • Fiction writers set out to write series • Ways writers can extend and reflect on their writing

Lines of Inquiry: • nature’s cycles we experience • systems developed in response to nature’s cycles • choices we make in response to nature’s cycles

Learner Profile: Caring Knowledgeable Reflective

Learner Profile: • Communicator • Reflective

Learner Profile: • Inquirer • Reflective • Principled

ATL Skills: Thinking skills Social skills

ATL Skills: Communication skills Thinking skills

ATL Skills: Self -management, Research skills

Subject Focus/Transdisciplinary Connection: Math Language PSPE Visual Arts Additional language

Subject Focus/Transdisciplinary Connection: PSPE Language Visual Art

Subject Focus/Transdisciplinary Connection: Social Studies Science Math, Language Visual Art PHE

Conceptual lens: Living Things Related concepts: • Characteristics • Needs • Environment Lines of Inquiry: • Characteristics of living things around us • Needs of other living things around us • Our responsibility towards the living things in the environment

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Grade 2: 7-8 Years

An Inquiry Into:

An Inquiry Into:

An Inquiry Into:

Who we are

How the world works

Where we are in place and time

An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.

An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.

An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; rights and responsibilities; what it means to be human

Unit 4 - (7 Weeks)

Unit 5 - (7 Weeks)

Unit 1 - (6 Weeks)

Central Idea: Maintaining health requires balance of our emotional, physical and mental well being.

Central idea: Different forces that we experience can be applied to make things work

Central idea: The places in which people live often influence their lifestyle

Key Concepts • Connection • Responsibility

Key Concepts: • Function • Causation

Conceptual Lens: Health

Conceptual Lens : Forces

Related Concepts • Health • Balance • Well being

Related Concepts• Forces • Application

Related Concepts• Geography • Landforms • Lifestyle

Lines of Inquiry: • Different forces we experience around us • How forces function • How the application of different forces make our lives easier

Lines of Inquiry: • Geography and its features • Types and features of different landforms • Various lifestyles in different places

Learner Profile: Balanced Principled

Learner Profile: Inquirers Risk-taker

Learner Profile: Knowledgeable Inquirers

ATL Skills: Self Management skills Thinking skills

ATL Skills: Thinking skills Self-Management skills

ATL Skills: Research skills Thinking skills

Subject Focus/Transdisciplinary Connection: Science PHE Music Math Language Visual Arts

Subject Focus/Transdisciplinary Connection: Science Math Language PHE Language Music Visual Arts

Lines of inquiry • Understanding our emotional, physical and mental health • Balancing all aspects of our life for well-being • Knowing how to be healthy

Key concepts: • Form • Causation Conceptual Lens : Geography

Subject Focus/Transdisciplinary Connection: Language Social Studies Visual Art Additional language

40 An Inquiry Into:

An Inquiry Into:

An Inquiry Into:

Sharing the planet

How we express ourselves

How we organize ourselves

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

An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

An inquiry into the interconnectedness of human-made systems and communities of organizations; societal decision-making; economic activities and their impact on humankind and the environment

Unit 2 - (6 Weeks )

Unit 3 - (7 Weeks)

Unit-6- (6 weeks)

Central idea: Living things adapt in order to survive in their environment

Central idea: Rituals and traditions enable people to express their culture, beliefs and values.

Central Idea: Structures are designed to meet the needs of people.

Key concepts: • Causation • Responsibility Conceptual Lens : Adaptation Related concepts: • Habitat • Adaptation • Extinction (endangerment) Lines of Inquiry: • The connection between • survival of living things and • the habitat they live in • The ways in which living things adapt to their habitat • Why living things become • endangered or extinct and our responsibility towards them

Learner Profile: Caring Balanced

ATL Skills: Communication skills Research skills

Subject Focus/Transdisciplinary Connection: Science Social Studies Language Math Visual Art Music Additional language

Key Concepts: • Change • Perspective Conceptual Lens: Culture Related Concepts: • Rituals and Traditions • Culture • Relationships Lines of Inquiry: • The rituals and traditions in my culture and others • Beliefs and values associated with my culture • The ways in which rituals and traditions help us express our culture

Key concepts: • Form • Connection Conceptual Lens : Structures Related concepts: • Structure • Design • Needs Lines of Inquiry: • Different structures and their design • Understanding the properties of structures • The connection between structures, needs, materials and design

Learner Profile: Communicators Open minded

Learner Profile: Thinker Reflective

ATL Skills: Social skills Communication skills

ATL Skills: Social skills Thinking skills

Subject Focus/Transdisciplinary Connection: Social Studies Music Additional language

Subject Focus/Transdisciplinary Connection: Math Language Science Social Studies Drama Visual Arts

41 An Inquiry Into:

An Inquiry Into:

An Inquiry Into:

Who we are

How the world works

Where we are in place and time

An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; rights and responsibilities; what it means to be human.

An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.

An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.

Unit -5 (Weeks 7)

Unit -4 (Weeks 7)

Unit -2 (Weeks 6)

Central idea: Systems can be modified to meet the changing needs of a community.

Central idea: Life is a process of change that often influences all living things

Central Idea: Exploration may lead to discoveries and new opportunities.

Key concepts: • Connection • Responsibility

Key concepts: • Form • Function • Change

Key Concepts: • Causation • Change

Conceptual Lens: Communities

Conceptual Lens: Life cycles

Related concepts: • Needs • System • Community

Related concepts• Classification • Life Cycle • Environment

Lines of Inquiry: • The need for various systems in a community • Various services provided by the systems • Roles and responsibilities of individuals in a community

Lines of Inquiry: • Classification of living things • Life cycle of plants and animals • Environmental changes that can impact living things

Learner Profile: Principled Open-Minded

Learner Profile: Knowledgeable Thinker

Learner Profile: Open-minded Risk-taker

ATL Skills: Thinking Skills Social Skills Self Management Skills

ATL Skills: Research skills Communication skills

ATL Skills: Self-Management skills Research Skills Thinking Skills

Subject Focus/ Transdisciplinary Connection: Social Studies Language PSPE Additional language

Subject Focus/ Transdisciplinary Connection: Science Language

Subject Focus/ Transdisciplinary Connection: Language: Continue with Personal Narrative Writing Social Studies Visual Arts- Exploration in arts mixed media, etc Exploration in music

Age

Grade 3: 8-9 Years

Conceptual Lens: Exploration Related Concepts • Exploration • Technology • Discoveries Lines of Inquiry: • Reasons for exploration • How explorations have taken place over time • Consequences of exploration

Additional language

42 An Inquiry Into:

An Inquiry Into:

An Inquiry Into:

Sharing the planet

How we express ourselves

How we organize ourselves

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

An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

An inquiry into the interconnectedness of human-made systems and communities of organizations; societal decision-making; economic activities and their impact on humankind and the environment

Unit -6 (Weeks 6)

Unit -1 (Weeks 6)

Unit -3 (Weeks 7)

Central idea: Responsible use of finite resources like water can ensure availability for all.

Central idea: Narratives are a creative form of expression that can convey personal experiences.

Central idea: Natural resources like rocks and minerals can be used for various economic activities.

Key concepts: • Form • Responsibility

Key Concepts: • Function • Perspective

Conceptual Lens: Limited resource

Conceptual Lens: Expression

Key Concepts• Form • Function • Change

Related concepts: • Source • Distribution • Action

Related Concepts: • Moments • Technique • Craft

Lines of Inquiry: • Water & its sources • Availability and distribution of water • Our responsibility regarding water

Lines of Inquiry: • How writers choose ideas, feelings, and moments from their personal experiences • How each writer composes a unique personal narrative • How writers apply their choices and revise to craft their writing

Learner Profile: Caring Knowledgeable

ATL Skills: Thinking Skills Self-Management Communication Skills

Learner Profile: Thinker Communicator

ATL Skills: Communication skills Thinking Skills Self management skills

Subject Focus/ Transdisciplinary Connection: Science Social Studies Math Language

Subject Focus/ Transdisciplinary Connection: Language: Personal Narrative Writing Social Studies Visual Arts Music

Additional language

Additional language

Conceptual Lens: Rocks Related Concepts• Forms • Properties • Economic activities Lines of Inquiry: • Formation of rocks & its types • Properties of rocks and minerals and its uses • Importance of rocks and minerals and its related activities

Learner Profile: Inquirer Thinker

ATL Skills: Communication skills Research Skills Social Skills

Subject Focus/ Transdisciplinary Connection: Social Studies Math Language

43 An Inquiry Into:

An Inquiry Into:

An Inquiry Into:

Who we are

Sharing The Planet

How The World Works

An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; rights and responsibilities; what it means to be human

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

An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.

Unit 1 - (6 Weeks)

Unit 2- (6 Weeks )

Unit 3 - (8 Weeks)

Central idea: Effective interactions between human body systems contribute to personal growth and well-being.

Central idea: The interdependence of living things influences the sustainability of an ecosystem.

Central Idea: The ways in which energy is converted and transformed can impact the environment

Key concepts: • Function • Responsibility

Key concepts: • Causation • Responsibility

Key concepts: • Form • Change

Conceptual Lens: Well- Being

Conceptual Lens: Balance leads to Sustainability

Related concepts: • Systems • Interconnectedness • Well-Being

Related concepts: • Interdependence • Ecosystem • Balance • Sustainability

Age

Grade 4: 9-10 Years

Lines of Inquiry: • Body systems and how they work • How body systems are interconnected • Impact of lifestyle choices on the body

Lines of Inquiry: • Interdependence between living things in different ecosystems • How an ecosystem can become imbalanced • Ways to improve sustainability of different ecosystems • The consequences of imbalance within ecosystems

Conceptual Lens: Sustainability Related concepts: • Energy • Transformation • Sustainability Lines of Inquiry: • Different forms of energy • How energy is transformed and used • Alternative sources of energy and its impact on the environment

Learner Profile: Knowledgeable Balanced

Learner Profile: Caring Reflective

Learner Profile: Caring Knowledgeable Inquirer

ATL Skills: Research Skills Self Management

ATL Skills: Research skills Communication skills

ATL Skills: Thinking Skills Research Skills

Subject :Focus/Transdisciplinary Connection: Music Trimester Language Math Additional language

Subject Focus/Transdisciplinary Connection: Music Trimester Language Math Additional language

Subject Focus/Transdisciplinary Connection:Art Trimester Language Math Additional language

44 An Inquiry Into:

An Inquiry Into:

An Inquiry Into:

How We Organize Ourselves

Where We Are In Place And Time

How We Express Ourselves

An inquiry into the interconnectedness of human-made systems and communities of organizations; societal decision-making; economic activities and their impact on humankind and the environment

An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.

An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

Unit 4- (7 Weeks)

Unit 5- (7 Weeks)

Unit -6 (6 weeks)

Central idea: The demand and supply of goods and services can influence the economic activities of a country

Central idea: Past civilizations can shape our present day societies.

Central Idea: The use of light and sound often enhances a performance Use of light and sound enhances expression/communication

Key concepts: • Function • Causation

Key concepts: • Function • Connection

Key Concepts: • Form • Perspective

Conceptual Lens: Laws of Demand and supply

Conceptual Lens: Learning from the past

Conceptual Lens: Creative expression

Related concepts: • Demand and Supply • Distribution • Economic activities

Related concepts: • Civilization • Evidence • Society

Related Concepts: • Light • Sound • Aesthetic Performance

Lines of Inquiry: • The laws of supply and demand • The distribution of goods and services • How Economic activities rely on the consumers and producers of a country

Lines of Inquiry: • Characteristics of past civilizations • How we can learn from past civilisation • How events from the past influence our present day society

Lines of Inquiry: • Exploring how light and sound works • Use of light and sound in creating performances • How our responses to performances and aesthetics can differ

Learner Profile: Principled Thinker

Learner Profile: Inquirer Open-Minded Communicator

Learner Profile: Communicator Open-Minded Risk-Taker

ATL Skills: Thinking Skills Self Management Skills

ATL Skills: Research Skills Communication Skills

ATL Skills: Communication Skills Social Skills

Subject Focus/Transdisciplinary Connection:Art Trimester Language: Literary Essay Math

Subject Focus/Transdisciplinary Connection: Drama Trimester Language Math Additional language

Subject Focus/Transdisciplinary Connection: Drama Trimester Language Math Expert

45 An Inquiry Into:

An Inquiry Into:

An Inquiry Into:

Who we are

How We Organize Ourselves

How We Express Ourselves

An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; rights and responsibilities; what it means to be human

An inquiry into the interconnectedness of human-made systems and communities of organizations; structure and functions of organizations; societal decision-making; economic activities and their impact on humankind and the environment

An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

Unit - 5 (7 Weeks)

Unit -1 (Weeks: 6)

Unit - 4 (7 Weeks)

Who We Are- Unit on Adolescence and growing with responsibility, resilience and relationships.

Central idea: The ways government systems function can influence the lives of citizens.

Exhibition unit

(This unit is currently in the design stage.)

Key concepts: • Function • Responsibility

Age

Grade 5: 10-11 Years

This unit placed in the theme- Who We Are is an inquiry into the evolving nature of the self. Students will understand how their growing bodies change (hormonally and beyond), what the impact of these changes is (physically and socio-emotionally), and how they can develop strategies and take actions that benefit themselves and others (relationships, routines and habits). This unit will be explored by our students with the support of their parents, evaluating en route values and resulting actions, channelizing energy positively. This will also help children as they head toward middle school and their teenage years. The unit starts with 'What are the changes?', then "What is the impact?' and finally 'What shall we do with this?'

Conceptual Lens: Government systems Related Concepts: • System • Governance • Rights & Responsibilities

The Exhibition planner will be created by the 5th Grade class later in the 2023-24 school year Central idea: Key concepts: Related concepts: Lines of Inquiry:

Lines of Inquiry: • Government as a system and its functions • The different branches of the Indian Government • The rights and responsibilities of citizens

Learner Profile: Open-Minded Balanced Reflective

Learner Profile: Knowledgeable Communicator

Learner Profile: Communicator Thinker

ATL Skills: Research Skills Social skill

ATL Skills: Research skills Communication Skills

ATL Skills: Communication Skills Thinking Skills

Subject Focus/Transdisciplinary Connection: Language Science Social Studies

Subject Focus/Transdisciplinary Connection: Social Studies Math Language Additional language

Subject Focus/Transdisciplinary Connection: Additional language

46 An Inquiry Into:

An Inquiry Into:

An Inquiry Into:

How The World Works

Where We Are In Place And Time

Sharing The Planet

An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.

An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.

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

Unit - 6 (6 Weeks )

Unit - 2 (6 Weeks)

Unit - 3 (6 Weeks)

New unit- Food Chemistry

Central idea: Human migration maybe a response to challenges and opportunities for individuals and society

Central idea: The inequitable distribution of natural resources can lead to conflicts in the society

Key concepts: • Change • Causation

Key concepts: • Causation • Perspective

Unit on Food Chemistry and its Development (This unit is currently in the design stage.)

This unit placed in the theme How the World Works is an inquiry into the Chemistry of Food. Students will learn about how different ingredients, textures, and solutions come together in the foods they consume. Students will inquire into the scientific principles that have an impact on the preparation of foods; various techniques and additives used for the preservation; processing of foods to increase shelf life, and appearance; mixtures, solutions, emulsions, etc. They will question how these principles are used in the food industry and in homes. They will explore whether taste and health are tradeoffs or can drive the need to make the right choices. The unit starts with understanding the components of products, and how they interact, enabling people to develop processes to innovate and create.

Conceptual Lens: Migration Related concepts: • Migration • Challenges and opportunities • Impact Lines of Inquiry: • The reasons why people migrate • Migration presents challenges and opportunities • The effects of migration on people, communities and culture

Conceptual Lens: Conflict resolution Related concepts: • Natural Resources • Distribution • Conflict Resolution Lines of Inquiry: • The distribution of natural resources • Consequences of inequitable distribution of Natural Resources • How resource management can lead to conflict resolution

Learner Profile: Inquirer Risk-Taker

Learner Profile: Open-Minded Caring

Learner Profile: Reflective Open-minded

ATL Skills: Research Skills Thinking Skills

ATL Skills: Thinking Skills Communication skills

ATL Skills: Research skills Social skills

Subject Focus/Transdisciplinary Connection: Additional language Math Language

Subject Focus/Transdisciplinary Connection: Social Studies Language Math Additional language

Subject Focus/Transdisciplinary Connection: Social Studies Math Language PSPE

HOW WILL WE KNOW WHAT OUR STUDENTS HAVE LEARNT?

Assessment in the PYP

Assessment is integral to all parts of teaching and learning. It involves the gathering and analysis of information about student learning to inform our teaching practice. It also identifies what students know, understand and can do at different stages in the learning process.

The strategies of Assessment within PYP framework fall into three domains •

Assessment FOR learning-Assessment FOR learning are the strategies and tools teachers utilize to gather data on student progress for the purpose of helping students to learn.

•

Assessment AS learning- In assessment AS learning the focus is on the meaning the student is making from the assessment process. It is the way in which the student herself benefits from reflecting on assessment. This is how students actually learn THROUGH assessment.

•

Assessment OF learning -This is the measurement of the extent to which students have mastered the learning goals. It is the type of assessment which usually ends up in grades and report card comments.

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HOW DO WE ASSESS OUR STUDENTS? Monitoring learning Observation, questioning, reflection, discussing learning with peers and teachers, and well-considered feedback to feed forward for next steps in learning.

Tools: open-ended tasks, written or oral assessment, and a learning portfolio.

Documenting learning Strategies and tools: Learning logs or journals Learning stories Portfolios Documentation tools could include exemplars, checklists, rubrics, etc

Reading Assessment: In the PYP we do formal reading assessment twice a year. We do a diagnostic assessment at the beginning of the academic year. This allows teachers to understand students’ reading ability. The teacher observes, records, and evaluates the student’s reading performance on - fluency, reading accuracy, prediction, retell, comprehension and inference ability. Students are assessed one on one by the teacher. It is a timed assessment and gives an indication of oral reading rate or fluency. As the student reads aloud, the teacher makes a note of the miscues and self-corrections. This data helps determine the accuracy rate of the reader. After reading the given passage, students are asked to retell the story in their own words, keeping in mind th important events in the right sequence. Post the retell, students answer comprehension and inference questions.

Standardised Assessment:

Measuring learning

Our grading system Standardized tests

Reporting on learning

Parent/teacher/student conferences Student-led conferences Reports- twice a year Learning progressions

The purpose of standardised assessment is to see where our learners stand in core subjects in the global benchmarking. It also helps us in highlighting child’s uniques strengths and see the gaps if any in reading and core subjects. This data also provide us the evidence of child's progress over the years. It identify and support children with additional educational needs. At Neev, we conduct standardized test for all the learners once a year to inform our teaching strategies and support the child in his/ her learning process.

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PYP EXHIBITION The Grade 5 Exhibition - Students in their final year of the PYP (Grade 5), participate in a culminating project, called the ‘PYP Exhibition’. It is not only a celebration but it is also a final assessment where each student is required to demonstrate engagement with all the essential elements of the programme: knowledge, concepts, skills, dispositions and action. Students engage in a transdisciplinary inquiry that involves them in identifying, investigating and offering solutions to real-life issues or problems. The students and teachers from other schools, Grade 5 Parents and the Neev community members are invited to attend the Grade 5 Exhibition.

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LEARNER PROFILE

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We want our learners to demonstrate the qualities of learner profile and grow to be internationally minded people by recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

The real application of teaching and learning in the classroom happens when our students demonstrate these dispositions while making right choices. The learner profile unites us all with a common focus: on the whole person, as a lifelong learner. It applies to us all – student, teacher, parent or administrator – for we are all continually learning.

IB learners strive to be:

Inquirers

Knowledgeable

Thinkers

Communicators

Principled

Open-minded

Caring

Risk Takers

Balanced

Reflective

LEARNER PROFILE IN ACTION

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At Neev, students have a range of opportunities to develop, demonstrate and reinforce attributes of the learner profile in the daily life of the learning community.

For example, these opportunities arise: as part of the school curriculum—through the transdisciplinary units of inquiry and through subject-specific investigations through interactions in a variety of learning spaces—in the library, music room, makerspace through social interactions—break/recess and lunch, sport and interest groups, after school activities during field trips—museum visits, interschool sports events, camps through school events—assemblies, drama productions, sports days at home and in the wider community—interactions with family, friends, local businesses, sports clubs, interest groups.

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HOW DO WE WANT OUR STUDENTS TO ACT? - ACTION Action, the core of student agency, is integral to the Primary Years Programme (PYP) learning process and to the programme’s overarching outcome of international-mindedness.

By taking individual and collective action, students come to understand the responsibilities associated with being internationally minded and to appreciate the benefits of working with others for a shared purpose.

Action in the PYP includes:

Participation

Advocacy

Social Entrepreneurship

Social Justice

Lifestyle choices

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STUDENTS TAKING ACTION

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Advocacy : Action to support environmental change

Lifestyle Choice : Impact of choices

Participation : Contributing as an individual

Social Justice : Social well-being

Ongoing visits to various eco spaces in bangalore to understand Environmental pollution and Action they can take as a group-Nandi hills.

Visit to the kolar Farmhouse to understand interdependence.

A self help book for 6-8 years olds by a student of G3 on understanding & managing emotions.

A letter to the chair person of the community stating problem with washrooms and probable solutions.

AT NEEV WE REPORT THE CHILD’S PROGRESS IN LEARNING IN A DIFFERENT WAYS

Two or three-way conferences (PTMs calendared twice a year)

Apart from this, Parents are always welcome to request meetings at school and, likewise, the School may initiate a meeting with parents at any time during the year to discuss the child’s progress.

Student-led conferences (Gallery walk calendared thrice a year)

At the end of a unit study, students plan and present their understanding of the unit to the learning community - parents, teachers and peers. This is called the “Gallery Walk”.

Much before the gallery walk the students with the guidance of their teachers develop success criteria and accordingly design the presentation. The presentation is a collaborative experience, the students collaborate with peers to plan, design and present their understanding of the unit. This gives students voice and choice to share their

learning. The gallery walk is a student-led event, a celebration of students’ learning. Through this process they also get feedback from the audience. This helps students to reflect and assess their learning.

Term report (twice a year)

The term report is an evaluation of the personal progress of the child at Neev. Our transdisciplinary curriculum is designed to develop the whole child using the skills and knowledge derived from six subject areas- Language, Mathematics, Science, Social Studies, Arts and Physical, Personal and Social.

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ACADEMIC HONESTY

Academic honesty is an integral part of Neev.

In the PYP teachers encourage academic honesty by role modelling and establishing clear expectations for students - to take responsibility for their own work - provide guidelines for individual and group work - practice age-appropriate references, citations, quotations and paraphrasing, co-create agreements related to the responsible use of information technology and media resources.

Students are provided with time for individual reflection and goal setting.

Students recognise the attributes of the IB learner profile, take personal responsibility for academic honesty and recognize what behaviours constitute academic misconduct.

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A C A D E M Y

admissions.academy@neevschools.com | +91-9148146446