Primary Programme Guide 2018/19

PRIMARY PROGRAMME GUIDE 2018 / 2019

PRIMARY PROGRAMME GUIDE 2018 / 2019

Pechersk School International Kyiv — 7a Victora Zabily, Kyiv, Ukraine, 03039 Phone: (380 44) 377 5292 Fax: (380 44) 377 5242 communication@psi.kiev.ua — www.psi.kiev.ua

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P E C H E R S K S C H O O L I N T E R N AT I O N A L

PRIMARY PROGRAMME GUIDE

Table of content

Mathematics

15

Written reports

24

Assessment

32

Exiting from EAL support and on-going monitoring

29

At risk students

29

Section 1: Mission statement and philosophy

6

The five strands of the maths curriculum

16

Standardised testing of student ability

24

Mission statement

6

Social studies

16

The exhibition: the PYP culminating experience

25

IB mission statement

7

Science

17

School motto

7

Personal, social and physical education

17

The arts

18

Section 2: Learner profile

8

Music

18

The learner profile

8

Visual art

19

Section 6: Homework

Section 7: Student support Learning support and SEN policy

Section 5: Assessment

The PYP within the IBO continuum

10

Overview

20

The PYP programme of inquiry

11

Basis of assessment

20

The unit of inquiry

12

Collecting assessment data

20

The PYP classroom

12

Assessment terms and practices

21

Scope and sequence documents

12

Assessment strategies

21

Section 9 : Language policy

31

Recording assessment data

22

Philosophy

31

Section 8: Admissions

Admissions for students with learning support needs

34

EC3

34

EC4

36

Kindergarten

38

Grade 1

40

Grade 2

42

Grade 3

44

Grade 4

46

Grade 5

48

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Section 10: Programme of inquiry

27

Section 3: IBO primary years programme

Admission interview and assessment

4

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Section 4: Subject areas

13

Assessment Tools

22

Language of instruction

31

Language

13

Reporting assessment data

22

Second language

31

Additional Languages

14

Parent-teacher conferences

23

Mother tongue support

32

English as an additional language (EAL)

14

Portfolios

23

Admissions

32

Mother tongue support

14

Student-led conferences

23

Placement

32

Literacy (Reading and Writing)

14

Learning Celebrations

23

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PRIMARY PROGRAMME GUIDE

Section 1: Mission Statement & Philosophy

Studentcentered environment

Students engage in a wide variety of activities and experiences that promote powerful learning along with increased self-confidence, personal empowerment, and the freedom to explore personal passions.

–– An IB inquiry approach with the students at the center of the learning –– Extensive libraries and IT resources that support a range of topics and interests –– A Secondary School “Bring Your Own Device” programme to connect students to a wider world –– Support for student-initiated action

Global citizens

PSI students and community members are global citizens, empowered to recognise and act on issues of importance in their local and international communities.

–– Appreciate local and international cultures –– Engage positively with students within and beyond their own nationality/background –– Accept and understand their own and other cultures –– Listen to others and respect opinions/perspectives –– Express opinions respectfully –– Take positive action on issues of local, national and global importance

Personal excellence

At PSI, students work with teachers to define their own standards for excellence both in academics and areas of passion and work to achieve those.

–– –– –– –– ––

Mission Statement –– Mission Pechersk School International is a diverse learning community which provides an academically challenging programme in a student-centred environment.

As an IB world school, PSI is committed to developing well-rounded, global citizens by promoting personal excellence in the classroom and beyond.

–– –– –– ––

OUR MISSION

DEFINITION

LOOKS LIKE….

Learning Community

A spirit of collaboration pervades the school, with all members of the school community committed to, student success and wellbeing as well as to their own lifelong learning.

–– Students, teachers, staff and families working together to ensure student success –– Respectful and positive interactions among all shareholders –– A focus on learning for all members of the community

PSI is an IB World School offering all three programmes for students EC - Grade 12. Students are prepared to attend universities that match their needs and abilities.

–– Written, taught and assessed curriculum standards based on current best practices –– An IB curriculum framework –– Frequent internal and external, formative and summative assessment –– Mother tongue programme

Academically challenging programme

––

Student goal-setting Student led conferences and portfolios Student-Parent-Teacher Conferences Standards based reporting A variety of external and internal assessments, as well as self-assessment and reflection Recognizing high achievement as well as personal effort Ukrainian Externum Programme Academic Honesty Policy PYP Exhibition, MYP Personal Projects, DP Extended Essay Sports competitions, theatrical and musical performances, Model United Nations, Maths Counts, Destination Imagination, and other opportunities that showcase student talent Placements at top rate universities around the world

IB Mission Statement The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help create a better and more peaceful world through intercultural understanding and respect.

To this end, the organization works with schools, governments and international organizations to develop challenging

programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who

understand that other people, with their differences, can also be right.

School Motto A place where we belong

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Section 2: The Learner Profile

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As IB learners we strive to be: IB Learner Profile Inquirers

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

Knowledgeable

We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.

Thinkers

We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

Communicators

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

Principled

We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

Open-minded

We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

Caring

We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

Risk-takers

We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

Balanced

We understand the importance of balancing different aspects of our lives, intellectual, physical, and emotional, to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.

Reflective

We thoughtfully consider the world and our own ideas and experiences. We work to understand our strengths and weaknesses in order to support our learning and personal development.

The Learner Profile Pechersk School International is an authorized IB World School and as such follows the philosophy and guidelines laid out by the International Baccalaureate Organization. “The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.�

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Section 3: IBO Primary Years Programme The PYP within the IBO Continuum The three IB programmes share many educational principles. The IB aims to promote: –– International understanding –– Responsible citizenship –– The importance of learning how to learn, and of student-centred inquiry –– Communication –– Student Voice –– Ownership of Choice –– Student Agency The PYP builds on a combination of wide-ranging research and experience and draws on best practice from national systems around the world. The PYP endorses a belief that students learn best when the learning is authentic and transdisciplinary - relevant to the real world.

PYP acknowledges the importance of educating children in separate subject areas, and recognises that ‘student learning is best done when learning is not confined within the boundaries of traditional subject areas but is supported and enriched by them.’ (Making the PYP Happen: A Curriculum Framework for International Primary Education, 2009). For this reason the greater part of the curriculum is delivered through six transdisciplinary units of inquiry (four for the Early Childhood programme), one from each knowledge area. Through these units of inquiry, students explore globally significant themes, each of which is built around a central idea.

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PYP Transdisciplinary Themes Who we are 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.

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

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

How the world works 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.

How we organize ourselves An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organisations; societal decision making; economic activities and their impact on humankind and the environment.

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

The PYP Programme of Inquiry In each grade, students engage with six units of inquiry, one for each transdisciplinary theme. The exception is in our Early Childhood Programme (3-5 year olds) in which students are required to complete two mandatory units of inquiry: Who we are, and How we express ourselves, plus two more units selected by the school. The programme of inquiry includes learning in all subject areas: mathematics, science, language, the arts, physical education and social studies.

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The Unit of Inquiry Units begin by either making a connection between a topic (or concept) and something students are familiar with or with a thought provoking activity to introduce the inquiry. Teachers organise activities to explore (pre-assess) students’ knowledge of the topic. Videos, books, field trips, guest speakers and discussions are examples of ways a teacher might begin this process. Often referred to as ‘wandering and wondering’, this is when students begin to generate questions that are usually recorded and displayed in the classroom. These questions, along with teacher-generated questions, are the starting point of individual and class inquiry that takes place as each unit progresses.

The Central Idea of each unit is a powerful statement or generalisation that anchors the unit. It helps to keep the unit focused and guarantees that inquiries go beyond collecting information and lead to deeper understanding of concepts and the relationship between concepts.

Each unit ends with a summative assessment in which students demonstrate their understanding of the central idea of the unit. Usually this assessment is an authentic task in which the students must apply and synthesise their understanding of the concepts studied and demonstrate their understanding through a variety of activities and presentation techniques. Often, but not always, parents are invited to attend when their children are presenting their summative assessment work at an assembly or within the classroom.

The PYP Classroom Inquiry based learning is evident in the classroom arrangement and activities. Students sit at tables to facilitate group work and discussion. There is a place for the class to sit together for discussions and places where small groups can go to work away from the rest of the class. Student learning is displayed on the walls. Ample and varied resources are available to students. The Learner Profile and Student Attitudes as well as the central idea and unit focus are displayed and referred to often during the day.

Significant time is allowed for student discussion and exchange of ideas. Often during whole class discussions, the teacher will record and display the content of discussions so that they can be referenced during the unit. During small group discussions, students will record their information to then share with the class or to refer back to during their research or later work.

Students are provided with the opportunity to work individually, in pairs, in small group and in larger groups. There is time for whole class instruction, small group instruction and individual support.

Classrooms are busy with student-led initiatives as well as teacher-directed assignments. Students are helped to take responsibility for their own learning, to assist each other, locate their own resources, decide on activities to deepen their understanding and to demonstrate what they know. Students are given time to reflect on their own learning, encouraged to make connections to previous learning, identify new interests and questions sparked by the current unit, and to act on new information and understanding.

Scope and Sequence Documents Scope and sequence documents delineate the development in each subject area that is taught at each grade level. The format is suggested by the IBPYP and is common to all IBPYP schools.

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Section 4: Subject Areas Language Language consists of five strands: listening, speaking, reading, writing, viewing and presenting.

Development in one strand supports growth in the other strands.

Listening: Students learn to listen attentively and demonstrate consideration for the speaker. They learn to understand and evaluate what they hear, to think about both literal and inferred meanings, and to respond appropriately. They learn to listen for specific information, considering the context, the speaker and the audience.

Speaking: Students use oral language to ask and answer questions; collect information, relate and retell; persuade; talk about needs, feelings, ideas, and opinions; and to contribute to discussions in a range of formal and informal situations. Students learn to respond confidently, appropriately and relevantly considering the context, the speaker and the audience. They develop their pronunciation, intonation and fluency. They expand their vocabulary and start using more complex sentences. They experience speaking in front of small and large audiences.

Reading: Students read to gain meaning from text. The students learn to use a variety of strategies to gain meaning, including their understanding of phonics, the use of context clues and picture clues.

The process of reading is interactive and involves the reader’s purpose for reading, the reader’s prior knowledge and experience, and the purpose and the structure of the text itself. Students need to learn how to understand, interpret and respond to the ideas, attitudes and feelings expressed in various texts; to think critically about what they read; and to be able to make predictions and inferences based on information that is both explicit and implicit in a text.

Writing: Students write as a means to remember, develop, organise, gain self-knowledge and communicate ideas, feeling and information. Purpose and audience contribute to the form and substance of writing as well as to its style and tone. Students learn to write through a developmental process. They need to focus first on meaning rather than accuracy. Grammar, spelling, handwriting, punctuation and paragraphing are taught gradually through writing practice, which allows students to experience the writing process in an environment where students acquire the skills to achieve written products for a variety of purposes.

Viewing and Presenting: Students learn to present and interpret visuals, broadening the ways in which they can understand and communicate their learning. Acquiring skills related to advanced technology and media gives students the opportunity to communicate, respond and comprehend thoughts, ideas, and feelings. A variety of formats including visual, (e.g., photos, graphs, cartoons), dramatic (e.g., tableaux, improvisations, live theatre), and multimedia (e.g., videos, television, computer) engage viewers, allowing them instant access to data. Learning to understand and use different media expands the sources of information and expressive abilities of students.

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Additional Languages

We offer a choice of three additional languages: Ukrainian, Spanish and Russian. Ukrainian is the official language of Ukraine, our host country, and as such has a special place in our curriculum. Russian is widely used in Ukraine and is offered as an alternative additional language. Spanish is presented as a globally used language for students wishing to pursue a language at a future school. The PYP provides Kindergarten and Grade 1 students with an introduction to the Ukrainian, Spanish or Russian languages while students in Grades 2-5 have daily Ukrainian, Spanish or Russian language classes, unless the student is enrolled in our English as an Additional Language class. Languages are taught to gain an ability to communicate and whenever possible, support the unit of inquiry.

English as an Additional Language (EAL) Non-English speaking students are given extra support depending on the needs and abilities of the student. Support can include attending daily EAL classes, in-class support and individual help.

Mother Tongue Support In the PYP, it is recognised that all students should have opportunities to develop their mother tongue.

PSI believes that supporting the development of student’s mother tongue and literacy skills in their home language also supports the development of English language skills. Currently, PSI offers lessons during the school day to native speakers of Russian and Ukrainian. Students in Kindergarten and Grade 1 have three lessons each week, while in Grades 2 - 5 students have five lessons each week.

Additionally, the school provides Mother Tongue support lessons after school as part of our ExtraCurricular Activities (ECA) programme. Russian, Ukrainian, Polish, Lithuanian, French, Spanish, Greek, German, Danish, Armenian, Bulgarian and Dutch are some of the languages students may choose to study. The school also supports the Ukrainian Externum program for those wishing to receive a Ukrainian diploma as well as one from PSI. These classes are held after school and on Saturdays.

The school’s Extracurricular Activities Coordinator liaises with families to support the finding of teachers and providing space for the after school lessons.

Literacy (Reading and Writing) A balanced approach to literacy encompasses a lot of layers. First, “the learning process simultaneously involves learning language–as learners listen to and use language with others in their everyday lives; learning about language–as learners grow in their understanding of how language works; and learning through language–as learners use language as a tool to listen, think, discuss and reflect on information, ideas and issues (Halliday 1980). An appreciation of these aspects of language learning may help teachers better understand and enhance students’ learning. However, these three aspects are so inextricably linked they are best not thought of as discrete processes. (IBO PYP Language Scope and Sequence, 2009).

Secondly, approaches in the classroom need to be balanced so that exposure and experiences mimic real life and provide appropriate scaffolding as students learn and grow. There should be many experiences through the school year with the following strategies:

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children into readers through an emphasis on a high volume of high-success, high- interest reading:...” (http://readingandwritingproject.org/about/research-base)

While a majority of our students are non-native English speakers (and English is the language of inclusion at PSI), we believe that using the same program throughout the primary school will benefit students as we engage in the use of the same language from year to year, teach using agreed upon strategies found in Readers Workshop, and continue to build reading stamina within our students.

As part of a balanced literacy program the following components are expected to be incorporated into our daily instruction of reading as the teacher sees fit: Read Aloud – When the teacher selects a text to read aloud to the students. This text is usually something that the students would not be able to read on their own.

Shared Reading – The teacher selects a text that is slightly above the range of the class. The teacher is working on (depending on the grade level) one to one correspondence, letters/sounds, sight words, fluency, author’s craft, etc with the class Guided Reading – Guided reading is a strategy that helps students become good readers. The teacher provides support for small groups of readers as they learn to use various reading strategies (context clues, letter and sound relationships, word structure, and so forth). Although guided reading has been traditionally associated with primary grades it can be modified and used successfully in all grade levels.

For example, older students may need to learn new strategies to understand how to read an information book in a way that is going to give them access to the information they are seeking.

Conferring – The teacher uses anecdotal notes to prepare for one on one conferences with readers and writer. Conferences are structured around the teacher providing compliments, researching teaching points and strategies and setting goals for the reader and writer to achieve.

Modeled Writing – when the teacher is thinking aloud and writing so all the students can hear Shared Writing – A teaching process where the teacher and students (large or small group) collaborate to write a text together on chart paper, whiteboard, or any other large surface that all the students can see. The teacher has most of the responsibility, working as the scribe, though using a “shared pen” technique student can be involved in the writing process.

Guided Writing – the teacher is working with a small group of students based on a common need (ex: small group for punctuation, use of similes, creating interesting leads)

Mathematics Our Mathematics programme aims to develop the students’ understanding of mathematical operations and concepts, as well as apply and communicate this understanding in real contexts. Our Mathematics programme aims to develop an efficient and accurate use of mathematical skills such as computation and measurement. We aim to develop an appreciation of mathematics and the confidence to approach new mathematical concepts and contexts with confidence and interest. We aim to provide opportunities for students to apply their knowledge to unique problems.

The teaching methods we use to develop these understandings, skills and attitudes, include the investigations of realistic contexts through discussion, hands-on activities, mathematical operations and a wide variety of mathematical models and manipulatives to represent mathematical concepts and practices.

At each level, students gain essential understanding and see relationships in the main themes of the mathematics curriculum: shape and space, number, measurement, handling data and patterns, and functions.

Readers Workshop: Readers Workshop is a structure/program of teaching reading developed by Lucy Calkins at the Teachers College of Columbia University. Readers Workshop is a research based program developed to “Turning

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The Strands of the Maths Curriculum Counting and Cardinality (EC/KG): Students learn the relationship between numbers and quantities; connect counting to cardinality. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.

Operations and Algebraic Thinking: Students learn to identify patterns (including patterns in the addition and multiplication tables), and explain them using properties of operations. Students learn to identify, describe and design patterns. The repetitive features of patterns can be identified and described as generalised rules called functions. This builds a foundation for the later study of algebra.

Number and Operations in Base Ten and Fractions – Our number system is a language for describing quantities and relationships between quantities. The value attributed to a digit depends on its place within a base system. 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.

Measurement and Data – Students learn to develop an understanding of concepts such as length, area, perimeter, volume, weight and time. They apply their understanding in realistic contexts and develop their measuring skills, including the choice of the appropriate measuring tools and taking accurate readings.

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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.

Science Learning in science is fundamental to understanding the world in which we live and work. In the PYP, science is viewed as the exploration of the behaviours of, and the interrelationships among the natural, physical and material worlds. Our understanding of science is constantly changing and evolving. The inclusion of science within the curriculum leads learners to an appreciation and awareness of the world as it is viewed from a scientific perspective. It encourages curiosity, develops an understanding of the world, and enables the individual to develop a sense of responsibility regarding the impact of their actions on themselves, others and their world.

We cover these four science strands through the Units of Inquiry:

Geometry – Students learn to understand the interrelationships of shapes and the effects of changes to shape in order to understand, appreciate, interpret, and modify our two-dimensional and threedimensional world.

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.

The availability of computers and calculators provides students with the opportunity to process data and explore probability in more thoughtful, efficient, and imaginative ways. The educational experiences of students must include the use of technology.

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

Social Studies

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.

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

We cover these five Social Studies strands through the Units of Inquiry: Human systems and economic activities: The study of how and why people construct organisations and systems; the ways in which people connect locally and globally; the distribution of power and authority.

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

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Forces and energy: The study of energy, its origins, storage and transfer, and the work it can do; the study of forces; the application of scientific understanding through inventions and machines.

Personal, Social and Physical Education In the PYP, personal, social and physical education (PSPE) is concerned with the individual’s well-being through the promotion and development of concepts, knowledge, attitudes and skills. 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. It contributes to an understanding of self, to developing relationships with others, and to participation in an active, healthy lifestyle. Student learning in PSPE is defined through three common strands: Identity, Active Living, and Interactions. These strands are concept-driven and have been designed to interact with each other, working together to support the overall development of students.

Physical Education is an integral element of each student’s education and aims to enhance each individual’s well-being. Through the physical education programme, students learn how to demonstrate basic skills and concepts, and then successfully apply them in more complex and realistic contexts.

In addition to providing authentic learning experiences through the transdisciplinary programme of

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inquiry, PSI provides an ongoing, balanced physical education programme. These learning experiences include Games (e.g., soccer, basketball, badminton, evasive games), Individual Pursuits (e.g., swimming, athletics), Movement Composition (e.g., gymnastics, movement to music), Adventure Challenges and Health-Related Fitness.

The Arts The content in the Arts (Music and Visual art) is presented in the context of two distinct strands, responding and creating.

Responding The process of responding provides students with opportunities to respond to their own and other artists’ works and processes, and in doing so develop the skills of critical analysis, interpretation, evaluation, reflection and communication. Students will demonstrate knowledge and understanding of the concepts, methods and elements of drama, dance, music and visual arts, including using specialized language.

Students consider their own and other artists’ works in context and from different perspectives in order to construct meaning and inform their own future works and processes. The responding strand is not simply about reflecting; responding may include creative acts, and encompasses presenting, sharing and communicating one’s own understanding. By responding to their own artwork and that of others, students become more mindful of their own artistic development and the role that arts play in the world around them.

Creating The process of creating provides students with opportunities to communicate distinctive forms of meaning, develop their technical skills, take creative risks, solve problems and visualise consequences.

Students are encouraged to draw on their imagination, experiences and knowledge of materials and processes as starting points for creative exploration. They can make connections between their work and that of other artists to inform their thinking and to provide inspiration. Both independently and collaboratively, students participate in creative processes through which they can communicate ideas and express feelings. The creating strand provides opportunities for students to explore their personal interests, beliefs and values and to engage in a personal artistic journey.

The responding and creating strands are dynamically linked in an ongoing and reflexive relationship.

Students are encouraged to reflect continually upon their work throughout the process of creating, thus reinforcing the close link between these strands.

Music Whilst there are five distinct strands to learning in Music, all five can be an integrated and integral part of every Unit of Inquiry. Where appropriate, Music units support the homeroom Unit of Inquiry and at every grade level one unit per year has the Arts as its central focus. The Music strands are:

Performing: Singing - The students learn to sing songs from a variety of times and cultures. They learn to sing songs with increasing accuracy, control, confidence and expression in a wide pitch range, being aware of dynamics and tempo, and develop a sense of audience.

Performing: Playing Instruments - The students work towards playing instruments with increasing accuracy in solo and ensemble performances. They play rhythmic and melodic patterns and learn to express tempo, dynamics, texture, style and articulation, responding to directions from a conductor. They initially use non-traditional notation and move on to traditional notation in upper primary.

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organise sounds in simple musical forms and work towards using motifs and sequence. They learn to use notation to record their own compositions.

Notation - Students use traditional and non-traditional notation to represent and record sound events and songs and to practice and perform a piece of music.

Listening and Appreciation - Students learn to describe musical elements such as rhythmic patterns and melodic patterns using appropriate vocabulary. Students learn to distinguish a range of instrumental sounds, including orchestral, non-orchestral, non-western and multi-ethnic. Students develop an awareness and appreciation of music from different sources and cultures; its uses and associations.

Visual Art At PSI, we believe the Visual Arts is a source of creativity, inspiration and a strong means to harmonically develop the whole child. The Visual Arts are used to support the development of intellectual and emotional abilities, as well as fine motor skills, making choices and an appreciation of the world, cultures, traditions and religions.

Through hands-on practical activities, students gain technical and aesthetic skills and learn what it means to be able to express themselves through art. As much as possible, Visual Art is integrated into the units of inquiry or supports the unit.

Primary students receive instruction outside the homeroom class as follows: Early Childhood –– Physical Education for 3 and 4 year olds: 3 x 40 minute periods a week –– Music 1 x 30 minutes per week –– Art 1 x 30 minutes per week Kindergarten –– Physical Education 3 x 40 minute periods a week –– Music 2 x 30 minute periods a week –– Art 2 x 40 minute periods a week –– Additional Language (Ukrainian, Russian, Spanish, EAL) 3 x 30 minute periods a week Grade 1 –– Physical Education 1 x 40 minute and 1 x 80 minute periods a week –– Music 2 x 40 minute periods a week –– Art 1 x 80 minute periods a week –– Additional Language (Ukrainian, Russian, Spanish, EAL) 3 x 30 minute periods a week Grade 2 through 5 –– Physical Education 1 x 40 minute and 1 x 80 minute periods a week –– Music 2 x 40 minute periods a week –– Art 1 x 80 minute periods a week –– Additional Language (Ukrainian, Russian, Spanish, EAL) 5 x 40 minute periods a week Library and IT skills are provided to students through integrated projects and lessons. The school librarian and the IT Integration Specialist work in collaboration with grade level teams throughout the year. Children are allowed to check out books when needed or during scheduled classes.

Creating and Composing - Students learn to create music in response to a range of stimuli. They

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Section 5: Assessment

criteria and by modelling the assessment process. Assessment criteria as phrased in performance lists or in rubrics should be established in collaboration with the students and should guide both feedback sessions between the teacher and the student and student self assessment. The assessment criteria should be accessible for the students while they are working towards a product.

Overview

Assessment Terms and Practices

Assessment is a process concerned with gathering information about student competencies and planning to promote future learning. It should focus not only on what students have achieved but also on the processes that they have used to reach their goals as well as their perceptions of their own success.

Relevant, meaningful, measurable assessment is designed to inform and improve the programme of teaching and learning as well as student outcomes. Assessment is also aimed at promoting a positive attitude towards learning whilst encouraging the pursuit of excellence. It should enable teachers to improve their planning of effective teaching strategies and learning situations.

Pre-Assessment At the beginning of each Unit of Inquiry, teachers will assess children’s prior knowledge and experience before embarking on new learning experiences. This includes stand-alone and integrated maths and language studies as well.

Basis of Assessment The assessment process is based on goals and the work students must do to meet those goals. It ensures that there are clear expectations about the nature of the learning to be undertaken and the ways it will be assessed. This means: –– Involving students in setting attainable goals and identifying means of assessment –– Expressing goals in terms of the tasks –– Continuous assessment of students as they work towards their goals –– Focusing on what students have achieved and on how they can improve their performance –– Asking students to assess their own work Assessment is integral to all learning. It is central to the PYP’s goal of thoughtfully and effectively guiding children through the five essential elements of learning: the understanding of concepts, the acquisition of knowledge, the mastering of skills, the development of positive attitudes, and the decision to take responsible action.

Everyone involved in the learning process of students (students, teachers, parents, administrators) must have clear understanding of the reasons for assessment, what is being assessed, the criteria for success and the method by which the assessment is made.

Collecting Assessment Data The PYP aims to thoughtfully and effectively guide children through five essential elements of learning: –– the understanding of concepts –– the acquisition of knowledge –– the mastering of skills –– the development of positive attitudes –– the decision to take responsible action Because we consider these elements essential to our programme, we need to explicitly assess student progress in each of these elements in all subject areas.

Throughout the learning process, both students and teachers are be actively involved in assessing student progress. Students will regularly be asked to assess their own work and to reflect on their learning process. Teachers will support students in assessing their own work by providing assessment

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Formative Assessment Ongoing and regular assessment will be used during the teaching and learning process to inform teachers and children about how the learning is developing. Formative assessment and teaching are directly linked. A variety of methods will be used.

Summative assessment Summative assessment happens at the end of the teaching and learning process and is planned for in advance. The assessment is designed so that students can show their understanding in authentic contexts and apply it in new and flexible ways.

We believe that assessment is most effective when it is integrated into and generated from the ongoing teaching activities that take place in the class.

Assessment Strategies: Observations: All children are observed informally, with the teacher taking notes on the individual, the group, and the whole class. Observations include how groups work and the roles of participants within the group.

Process focus: Students’ skills and developing understanding are observed in real contexts, wherever possible, using checklists, narrative notes and inventories. The emphasis is on the process and skill application rather than the product.

Selected responses: Single ‘snapshot’ samples of what students know or are able to do.

Open Ended tasks: Students are given a stimulus and asked to communicate an original response. No two students will have the same response. In this way, the student’s understanding and application can be individually assessed.

Student Portfolios: Teachers and students maintain a portfolio of work that demonstrates growth, thinking, creativity and reflection for both academic and social development over time.

Performance Tasks: represents the kind of challenges that adults face in the world beyond the classroom, requires using a repertoire of knowledge and skill to accomplish a goal or solve a problem, requires thoughtfully applying knowledge rather than recalling facts, is open ended, developing a tangible product or performance, has an identified purpose and audience, involves a realistic scenario, and involves criteria to be met.

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Recording Assessment Data

Parent-Teacher Conferences

All teachers at PSI have a recording system. A recording system may include record sheets on which teachers write narrative comments on student performance. In whichever form the teacher feels most effective for them, assessment data available on students must be recorded. In addition, it is possible that assessment data is available in other places, e.g., teacher comments which are included in the portfolio or are written on student products.

Parent Teacher conferences will take place every year in November where the teachers and parents meet to discuss the student’s progress up to that point in time. Data collected will include school tasks and assignments, MAP tests, and DRA or WIDA data. Following the end of semester 1 reports a PTC (Parent Teacher Conference) is scheduled. At this time teachers will discuss student performance and behaviour in the class. Parents will also be able to provide their perspective. Additional parent teacher conferences may be scheduled upon request of either the parents or the teacher.

Assessment Tools Assessment tools are used to derive meaning from the assessment data generated through the activities described under the Assessment Strategies listed previously. Most assessment tools describe how well a student is doing and help to determine the progress a student has made.

Performance Lists: Performance lists offer a practical means of judging student performance based upon identified criteria. A performance list consists of a set of criterion elements, but not performance levels. These are used for students to know the criteria before embarking on their work, to assess that they met the criteria. These do not measure how well the students performed.

Holistic Rubrics: A holistic rubric provides an overall impression of a student’s work and yield a single score or rating for a product or performance. They provide a quick snapshot or impact of overall performance. These are used for performances or pieces of work that address a combination of criteria.

Analytic Rubrics: An analytic rubric divides a product or performance into distinct traits or dimensions and judges each separately. Since an analytic rubric rates each of the identified traits independently, and a separate score is provided for each. These are used for larger projects and summative assessments as well as for analysing writing.

Exemplars: These are samples of student work that serve as concrete standards against which other samples are judged. These can be used in conjunction with rubrics or continuums.

Anecdotal Notes: Anecdotal notes are written notes based on an observation of children. These notes need to be systematically compiled, organised and analysed.

Continuums: These are a visual representation of developmental stages of learning. They show a progression of achievement or identify where a child is in a process.

The reporting of the results of our assessments is holistic. Reporting focuses on process as well as product and relates the assessment results to both the curriculum and the learning contexts.

Reporting Assessment Data When writing written reports and preparing for Parent Teacher Conferences, teachers consult and use their recording system. In written reports and in Parent Teacher Conferences, specific reference will be made to student performance as evidenced in written work, discussion or behaviour. PSI maintains a policy of reporting the finding s of assessment through:

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Portfolios Portfolios are purposeful collections of students’ work. Throughout the year, students regularly look back at their work, select products that show progress and reflect on them. This assists the students in becoming self-assessors and develop critical thinking skills. The teacher will offer advice regarding the selection of student products and may select some products. The teacher will add descriptions of the context in which the student product was generated, an explanation of the task, the link to the curriculum as well as their own comments on the product. In addition, general reflections, photographs illustrating processes and other evidence of student progress may be included. A selection of work in the student portfolio should be annotated with a student reflection indicating what the work shows and why it was chosen. All products in the portfolio should be dated. The student and teacher are responsible for regular additions to and revision of the portfolio.

The student portfolio will include self assessments, draft and final form exemplars, reflections and samples to show growth over time. Teachers will be responsible for monitoring student portfolio content, both for the teacher selected and student-selected entries.

Student-Led Conferences The Student-Led Conference is a meeting in which the students use their portfolio as a basis for discussion with their parents about their learning. The conferences allow students to play an active role in the reporting process and communicate their learning to their parents. The teacher will usually not participate in the Student-Led Conference. The teacher may be present as a facilitator, if necessary, but not as the reporting authority. At the end of the conference, the parent and the student may fill in a form together that describes strengths, goals and strategies.

Student-Led conferences are officially scheduled in the spring. However, teachers may offer parents the opportunity to view portfolios at other times during the school year, such as after the completion of a Unit of Inquiry.

Learning Celebrations PSI Primary School believes that it is important for parents to be able to see their child’s work throughout the school year. Therefore, throughout the course of the school year, teachers will invite parents to come in and celebrate the students’ learning. This may take many forms- for example it may be in the form of an author celebration at the end of a writing unit where students wrote their own stories, an art gallery where students show parents how they express themselves through art, or science experiments at the end of a unit of inquiry.

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Written Reports

PRIMARY PROGRAMME GUIDE

The Exhibition: Making thinking visible

Formal report cards are uploaded to MyPSI at the end of Semester 1 (January/February) and then at the end of the academic year in June. All teachers contribute to these comprehensive reports. Progress Reports are uploaded at the end of the first and third quarters and include unit of inquiries #’s 1, 2, 4 and 5 (reports for the third and sixth units of inquiry are included in the Report Card).

Standardised Testing of Student Ability In order to ensure the validity of the school’s programme, PSI engages in the external assessment of students and analysis of those results. These measures include: –– International Schools Assessment (ISA), which tests students in February in Grades 3 - 9 in Mathematics, English reading and writing. The test is a pencil and paper test focused on problem-solving and open-ended questions. Students are assessed against a rubric in each area, and the school’s overall performance is compared to all schools that took the test and to schools of a similar demographic (size, EAL population, etc.)

–– Measure of Academic Progress (MAP) is an online test for students in Grades 3 -8 in Mathematics and English reading. Students take the test in the fall and the spring of each academic year. The test is interactive - i.e., adjusts the questions based on student responses. Students are marked against set criteria and their progress is charted. The school receives data on individual student progress, both in terms of measures of progress and percentile rankings comparing them to other students worldwide who take the same test.

What do diving, poverty, dancing, pollution, cooking and obesity have in common? Well, in the Grade 5 classes at PSI, they are some of the passions and global issues that students have identified during the course of the Exhibition Unit of Inquiry. The Exhibition gives the Grade 5 students a chance to identify a personal passion, connect it to a global issue, and then take action at the local level to help make a difference. In essence, it is a chance for the Grade 5 students to show what they have learnt about what it means to be a student in the PYP at PSI. This unit begins when students are asked to identify a personal passion. Time is spent in class defining what a passion is, and then students narrow the things they like to do down to those things that they love to do. Students spend some time exploring their passions as well as finding information about others who have similar passions.

The next step along this journey is for students to make a connection between their passion and an issue facing the world. Students spend some time looking at major issues facing the world and discuss how they are connected to the passions they have identified. Once that important connection is made, students are ready to research the issue and develop a written report on what they learn.

The third stage involves developing a local action that connects to the global issue. Students are asked what they could do locally that could help make a difference in their community. They form action groups based on similar global issues and brainstorm a myriad of ideas about the types of action they could take. This is a very exciting time in a PYP school and students always amaze us with their ideas: from finding guest speakers to creating museums and treasure hunts; from creating lessons for younger children to supporting organisations or planting trees.

The final stage is where all of the work and the learning journey is shared with parents and the school community. It is a chance for the students to show what they were able to accomplish independently.

–– The Learning Support (LS) teacher does some academic and behavioural testing for students who have been identified as at risk. When the need arises, the school also brings in a qualified psychologist to provide additional testing, at the parent expense. In all cases, results are shared with parents and the psychologist gives the teaching staff recommendations of accommodations that can be made for each student. With written parent permission, specific test results are shared with appropriate staff.

–– Reading levels are tested through the Diagnostic Reading Assessment (DRA) system (Grades K-5) as well as with the MAP Lexile score (Grades 3-5).

–– The WIDA test is administered to students who are not native English speakers. This tests measures the student’s proficiency in reading, writing, speaking and listening in English.

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Section 6: Homework

Section 7: Student Support

During the school day, students work hard. The intellectual demands made on them are great. Students and teachers work together to ensure that each student reaches her/his potential. A limited amount of homework is assigned to help students reinforce and consolidate their learning. Homework will be assigned during the week Monday – Thursday, with occasional projects requiring weekend work. Homework is given to meaningfully extend student learning into the home environment, to reinforce skills and to help consolidate learning. Not including reading, the target time for homework is:

Grade 1 – 10 minutes Grade 2 – 20 minutes Grade 3 – 30 minutes Grade 4 – 40 minutes (including additional language assignments) Grade 5 – 50 minutes (including additional language assignments)

When homework is assigned, teachers will ensure that students know what is required. It is the responsibility of students to complete the work and inform their parents it has been completed. There are a variety of ways teachers help students develop the responsibility to remember homework and what is needed to bring home. Teachers will explain their systems to families during Curriculum Afternoon in September. You are asked to support your child by checking that s/he has completed the assignments.

As with all educational development, homework is closely linked to individual growth. Teachers are able to provide homework that supports individual progress and enhance individual student needs. Grade levels will develop their own strategies for determining when homework is satisfactorily completed. Teachers will speak with students and parents so that difficulties and problems can be overcome. A child’s ability to complete assignments can be communicated to the teacher directly by email. Parent feedback on homework is welcome.

It is essential that students read or are read to on a daily basis, especially in their Mother Tongue. Reading has been identified as one of the key predictors of a student’s success in school. We cannot stress strongly enough the need for reading support and encouragement at home. For ideas on how to encourage your child to read more or how to engage your child when you read to or with them, speak with your child’s teacher.

There are many ways children’s learning and academic development can be supported at home.

Games, puzzles, cooking, talking, journal writing, helping plan or tracking a family trip are just a few ways this can be done. Please speak with your child’s teachers for some specific ideas.

Learning Support The Learning Support (LS) programme is designed to help students develop independence, responsibility and skills in their academic, emotional and social lives at the school, so that they may have full and equal access to all parts of the PSI curricular and extra-curricular programmes. PSI is committed to using a range of strategies to support students, with the understanding that all students are served in their mainstream classes, with additional support provided by the Learning Support (LS) teacher and/or Learning Support Team (LST) working together with classroom teachers.

It is important to note that the programme is designed to serve a small number of students in need of academic assistance or with mild disabilities. Students must demonstrate an appropriate level of independence and must meet the school’s social/behavioural expectations.

PSI stresses the importance of all parties working collaboratively in support of the child. Parents, students, teachers and administration must agree to work together. This is especially important because Kyiv has limited resources available beyond what the school can offer.

The School is committed to the Principles of Good Practice outlined by the IB in their monograph, SEN within the IB Programme (2010): –– Affirming identity and building self-esteem –– Valuing prior knowledge –– Scaffolding learning –– Extended learning Learning Support Team The Primary School has a full time EC - G5 Learning Support Teacher and based on caseload, an appropriate number of teaching assistants for that department.

Guidance Counselor The counselor implements a behavioural support program and pastoral program within the school.

Students can be referred to the counselor by the teacher, learning support program, or parents for support with behaviour and emotional concerns in school. Further, the counselor works with the teachers to implement the Keeping Safe Child Protection lessons and various other social emotional lessons connected to the Unit of Inquiries. The counselor contributes to PSI’s child protection protocols and works with families and the community to address these concerns. The counselor has an open door policy. You can stop by or email to set up an appointment.

Students Whose Needs Cannot Be Met If the School determines a students needs can not be met in the primary programme and/or is unable to proceed to Middle School, the parents are informed at the start of the second semester (January). A clear probation plan or transition plan is to be created by start the of the third quarter (March).

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Section 8: Admissions English Language Proficiency is preferred but not required for admission between Early Childhood 3 and Grade 5. Applicants may be tested to assist in programme development and placement.

In the event there are more Ukrainian applicants than spaces, testing and interviews will assist in making the admission decision. The testing will be similar to the post-admission testing listed below.

Children of all nationalities may seek admission to the school. Prospective applicants will be considered unless there is reason to believe that admission is not in the best interest of the applicant or the school. Students with mild learning support needs will be accommodated with the expectation that the student will be mainstreamed.

Admission Interview and Assessment 1. All students for whom English is not a native language will receive the WIDA assessment before starting school. This will allow the school to know if focused EAL instruction will be necessary. a. Whenever possible, this testing will be done on campus during the summer months by trained school personnel. b. Those not able to be tested prior to the start of school will be tested during New Family Orientation Day or during the first days of school. c. If the child’s previous school conducts WIDA testing, their assessment results will be acceptable.

2. All ‘face to face’ applications will undergo the following assessments: a. EC, Kindergarten and non-English speaking Grade 1 students will be given the PSI Screening. b. Students in Grades 1-5: I. WIDA II. Math screening ( grades 1-5) III. Writing sample 3. In cases where concerns are raised regarding if PSI can meet a students needs, admission will be on hold pending further investigation. In such cases, admissions decisions will be made in consultation with the Learning Support Coordinator. In some cases, psychoeducational testing with its recommendations and programme outline will be required to determine whether PSI can meet the child’s needs.

Similarly, trial days can be used to further clarify whether PSI can meet the needs of the student.

PRIMARY PROGRAMME GUIDE

Admissions for Students with Learning Support Needs PSI admissions states that we can accept students with mild to moderate learning challenges. In the event an admission is flagged as having possible or definite Learning Support needs, more thorough admissions procedures will be needed. This will ensure that PSI can meet the student’s needs and that the school can be prepared as possible to deliver the appropriate level of support when and if the student attends.

In the case that a family or school notifies PSI of a potential student’s learning support needs during the application process PSI will: 001 1. Contact the family directly to explain the level of service offered at PSI and our programme structure 2. Ask to review previous report cards, assessments/official testing, and any previous Learning Support Plans 3. Ask for contact information of the child’s previous case manager, teacher and/or counsellor and communicate with them either via email or video conference with the family’s permission In the case that a potential student is flagged by PSI during the admissions process as having learning support needs, during the application process PSI will: 002 1. Involve the Learning Support Teacher and Counsellor in the admissions process 2. Discuss concerns with the family 3. Ask to review previous report cards, assessments/official testing, and any previous Learning Support Plans 4. Ask for contact information of the child’s previous case manager, teacher and counsellor and communicate with them either via email or Skype with the families permission 5. Possibly administer additional assessments such as: –– WIDA (for non native English speakers) –– Fountas & Pinnell or DRA running record assessment (for native or strong English speakers) –– Math Inventory (for Grades 1-5) –– Writing Sample on a topic of the student’s choice.

Once all assessment data is gathered, the Primary principal will meet with the Learning Support teacher and guidance counsellor to analyse the information and determine the best placement for the child. If there continues to be a high level of concern of whether or not PSI can meet the child’s needs, there will be a free 2-week trial period to ensure the correct decision has been made.

4. When we do not meet families ahead of enrolment, all documents required by PSI must be received before an enrolment is made. This current process includes: –– School report cards –– PSI’s confidential teacher reference form –– Contact with school counsellors/teacher/case manager to clarify issues that arise 5. This process will be adhered to regardless of an application coming from siblings.

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Section 9: Language Policy

Primary School Applicant Admissions Procedures and Responsibilities Task

Person Responsible

Timeline / National (UA)

Timeline / Expats

Complete admissions packet is shared with the Primary principal

Registrar

Ongoing

Ongoing

Principal reviews complete admissions package

Primary principal

2 days within receiving application

Learning support concerns are shared with the LS teacher who reports back to the principal if further research is needed

Primary principal and Learning Support teacher

1 week within receiving application

1 week within receiving application

Testing of non-native English speakers

EAL teacher

Mid-May

May, summer and ongoing as applications are received throughout the year

Testing of face-to-face applicants

Admissions interviews with parents and students

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2 days within receiving application

Primary principal

Primary principal

Mid-May

May

May, summer and ongoing as applications are received throughout the year Ongoing

Philosophy Students learn language, learn through language, and learn about language in an environment where they explore concepts, solve problems, organise information, share discoveries, formulate hypotheses, and explain ideas.

The school promotes a language philosophy whereby: 003 1. All students work toward speaking, reading, and writing at least two languages fluently. The acquisition of a second language provides students with the opportunity to grow beyond a single cultural community.

2. The school encourages students to use English for social interactions but also permits students to use their home language for that purpose.

3. Language develops over time through purposeful listening, speaking, reading, and writing tasks across all subjects.

Language of Instruction English is the primary medium of instruction. All PSI teachers support the learning of English through modeling and reinforcement in curricular and extracurricular activities. The school maintains an Englishonly policy in all classrooms (other than Additional Language classes) and expects students, teachers, and support staff to use only English during instruction. Students may occasionally serve as translators for other students who do not yet have enough English to understand directions or content. These translations occur only at teacher direction.

PSI recognises every teacher is a language teacher and is the responsibility of faculty and staff.

Through modeling, explicit teaching and integration, language teaching is contextualized, purposeful and relevant. The primary focus of developing English language is a focus on ways in which language is used to achieve particular results in given circumstances, be they academic or social.

Second Language The school offers instruction in languages other than English as student needs and staff availability dictate. A variety of levels of language are offered, both through in-class differentiation and/or through classes split by competency level. Currently, the primary school offers Russian, Spanish and Ukrainian.

Additional languages may also be offered in the After School Activities programme.

As the purpose of gaining an additional language is to gain proficiency and be able to communicate, students are strongly encouraged to stay within their chosen language. It is understood that children and family circumstances change. Therefore children will be allowed to switch languages on a caseby-case basis at the beginning of the school year, with the approval of the Language teacher and the building principal.

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Mother Tongue Support Literacy in the student’s mother tongue is recognised as an important part of the development of students’ self-esteem and cultural identity and is a key component of successful learning of a second language. The school supports and encourages opportunities for mother tongue development in the community and in the home. Development of mother tongue resources receive budgetary support.

Parents and students have access to school resources in order to support mother tongue development at home. In the Primary School, Mother Tongue instruction is part of the After School Program and the school actively encourages these classes. At both primary and secondary levels, the school financially supports a Ukrainian Mother Tongue programme taught on weekends. Russian and Ukrainian Mother Tongue is offered as part of the Additional Language program and follows a curriculum based on PSI Standards and Practices.

Admissions The Primary school accepts children with all levels of English proficiency, although non-speakers are limited to the school’s capacity to meet such needs.

It is the policy of PSI to establish a language profile for all incoming students. Prospective students will complete a home language survey during registration. This profile provides teachers with critical information about each student’s proficiency and needs in languages used at school. The profile also contains information about languages used outside of school. The language profile is used to determine the support needs of each student. Parents have the right to view their child’s language profile. The profiles are maintained in the school’s database until the student graduates or leaves to attend another school.

PRIMARY PROGRAMME GUIDE

Primary On report cards, students taking Spanish, Russian or Ukrainian will be marked as Beginning, Developing, Proficient or Extending within their developmental age and in the case of Russian, their placement group.

EAL children not taking an additional language will receive marks by the EAL teacher.

Exiting from EAL Support and Ongoing Monitoring To be exited from EAL support, students must meet the criteria established by the EAL department in collaboration with mainstream teachers. (See Appendix A and B.) Students who exit the EAL programme are monitored for at least one semester and up to one year in order to determine progress. If academic progress stalls or regresses, the EAL department reexamines the student to determine if re-entry is necessary.

At Risk Students If children are not exhibiting expected progress in English attainment, the homeroom and EAL teachers meet with the Learning Resource team to see if additional issues are at play. Every effort will be made to accommodate student learning.

Placement Kindergarten EAL The homeroom Kindergarten program supports language acquisition for all students. Children who qualify receive additional EAL support during Additional Language time.

Grades 1-5 Based on WIDA testing results, English Language Learners with low levels of English are placed in an EAL class instead of an Additional Language class. Similarly, children experiencing learning difficulties may receive Resource Support at this time.

All other children may choose between Ukrainian, Spanish, Russian or Mother Tongue Russian.

Internal assessments determine whether a child enters Russian for Native or Non-Native speakers.

Assessment PSI employs a range of formative and summative assessment tools in all languages. Evidence of language development will be collected from class work, informal and formal observations, and standardised language assessments such as WIDA, ACER International Schools Assessment (ISA) and Measure of Academic Progress (MAP). Samples of student work from subject areas may also serve as indicators of progress in English.

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Section 10: Programme of Inquiry PECHERSK SCHOOL INTERNATIONAL PROGRAMME OF INQUIRY

EC3 Who we are

How we express ourselves

How the world works

Sharing the Planet

An inquiry into the nature of the self; beliefs and

An inquiry into the ways in which we discover and express

An inquiry into the natural world and its laws; the

An inquiry into rights and responsibilities in the struggle

values; personal, physical mental, social and spiritual

ideas, feelings, nature, culture, beliefs, and values; the ways

interaction between the natural world (physical and

to share finite resources with other people and with other

health; human relationships including families, friends,

in which we reflect on, extend and enjoy our creativity; our

biological) and human societies; how humans use their

living things; communities and the relationships within and

communities, and cultures; rights and responsibilities; what

appreciation of the aesthetic.

understanding of scientific principles; the impact of

between them; access to equal opportunities; peace and

scientific and technological advances on society and on the

conflict resolution

it means to be human

environment.

Subject Focus:

Subject Focus:

PSPE, Language, Math, Social Studies, Arts

Art, Music, Language, Mathematics, Social studies

Subject Focus:

Science (Materials and Matter), Mathematics, Language

Science (Living things), Social Studies (Resources and the environment), Language, Mathematics

Central Idea:

Central idea:

Central Idea:

Central Idea:

Discovery of our characteristics, abilities, and interests

People express understanding using a variety of symbolic

Purpose, imagination and materials determine how

Living things go through a process of change, and have

informs our learning and development.

languages.

structures are designed.

certain requirements in order to live.

Lines of inquiry

Lines of Inquiry

Lines of inquiry:

Lines of Inquiry

––

Likes and dislikes

––

Exploring symbolic languages

––

What we construct

––

Characteristics of living things

––

Changes that occur over time

––

Using symbolic languages to express our ideas, theo-

––

Why we construct

––

Our needs and the needs of other living things

––

The ways in which we interact with others

ries and emotions

––

How we design our constructions

––

Our responsibility for the wellbeing of other living

––

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This is an all year unit

Subject Focus:

Translating ideas between languages

things

Key Concepts:

Key Concepts:

Key Concepts:

Key Concepts:

Change, Reflection

Function, Perspective

Form, Function, Causation

Connection, Responsibility, Change

Related Concepts:

Related Concepts:

Related Concepts:

Related Concepts:

Growth, Cooperation, Conflict, Culture

Design, Pattern, Imagination, Interpretation

Properties and Uses of Materials

Interdependence, Needs and Wants

Approaches to Learning:

Approaches to Learning:

Approaches to Learning:

Approaches to Learning:

Social Skills, Communication Skills, Self Management Skills

Thinking Skills, Communication Skills, Social Skills

Research skills, Thinking Skills

Research skills, Thinking Skills

Learner Profile Development:

Learner Profile:

Learner Profile Development:

Learner Profile:

Knowledgeable, Risk Takers, Balanced, Reflective

Thinker, Inquirer, Communicator

Inquirer, Thinker, Risk-taker

Inquirer, Caring, Open minded Principled

PYP Attitude Development:

PYP Attitudes:

PYP Attitudes Development:

PYP Attitudes:

Cooperation, Independence, Empathy, Tolerance

Appreciation, Creativity, Enthusiasm, Confidence

Curiosity, Creativity, Commitment, Enthusiasm

Respect, Integrity, Empathy

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PRIMARY PROGRAMME GUIDE

EC4 Who we are

How We Express Ourselves

How We Organise Ourselves

Sharing the Planet

An inquiry into the nature of the self; beliefs and

An inquiry into the ways in which we discover and express

An inquiry into the interconnectedness of human-made

An inquiry into rights and responsibilities in the struggle

values; personal, physical mental, social and spiritual

ideas, feelings, nature, culture, beliefs, and values; the ways

systems and communities; the structure and function of

to share finite resources with other people and with other

health; human relationships including families, friends,

in which we reflect on, extend and enjoy our creativity; our

organizations; societal decision-making; economic activities

living things; communities and the relationships within and

communities, and cultures; rights and responsibilities; what

appreciation of the aesthetic.

and their impact on humankind and the environment.

between them; access to equal opportunities; peace and

it means to be human

conflict resolution

Subject Focus:

Subject Focus:

Subject Focus:

Subject Focus:

PSPE, Language, Mathematics, Social Studies, Arts

PSPE, Language, Mathematics, Social Studies, Arts

Language, Mathematics, Social Studies, Arts

PSPE, Science, Social Studies (Resources and the environment), Language, Mathematics

Central Idea:

Central idea:

Central Idea:

Central Idea:

Our understanding of who we are is developed through

People express their ideas creatively through stories.

People use different forms of transport for different reasons.

Our personal choices can affect and change our

exploration and play.

environment.

Lines of inquiry:

Lines of Inquiry:

Lines of inquiry:

Lines of Inquiry:

––

What it means to be human

––

Ways to tell a story

––

Specific purposes of different transportation systems

––

Earth’s resources (including water)

––

Human development

––

Reasons to tell a story

––

Factors that affect the kinds of transport available

––

Choices that can help sustain the environment

––

Our senses as a way of collecting information

––

The ways in which we respond to stories

––

How transport meets the needs of the community

––

The impact of reducing, reusing and recycling materials and resources

Key Concepts:

Key Concepts:

Key Concepts:

Key Concepts:

Form, Function, Change

Form, Function, Perspective

Causation, Function, Form

Responsibility, Reflection, Connection

Related Concepts:

Related Concepts:

Related Concepts:

Related Concepts:

Growth, Cooperation, Conflict, Culture

Design, Pattern, Imagination, Interpretation

Efficiency, Mechanics, Physics, Pollution, Technological

interdependence, conservation

Advances

36

Approaches to Learning:

Approaches to Learning:

Approaches to Learning:

Approaches to Learning:

Social Skills, Research Skills, Self Management Skills

Thinking Skills, Social Skills, Communication Skills

Thinking Skills, Research Skills, Communication Skills

Social Skills, Research Skills, Self-Management Skills

Learner Profile Development:

Learner Profile:

Learner Profile Development:

Learner Profile:

Knowledgeable, Inquirers

Communicators, Risk-takers, Reflective, Open-minded

Inquirers, Thinkers, Knowledgeable

Balanced, Caring, Open minded, Principled

PYP Attitude Development:

PYP Attitudes:

PYP Attitudes Development:

PYP Attitudes

Appreciation, Integrity, Curiosity, Independence

Creativity, Confidence, Cooperation, Enthusiasm

Creativity, Curiosity

Appreciation, Commitment, Respect, Empathy, Tolerance

37

P E C H E R S K S C H O O L I N T E R N AT I O N A L

PRIMARY PROGRAMME GUIDE

Kindergarten Who we are

Where we are in place and time

How we express ourselves

How the world works

How we organise ourselves

Sharing the Planet

An inquiry into the nature of the self; beliefs

An inquiry into orientation in place and time;

An inquiry into the ways in which we discover

An inquiry into the natural world and its laws;

An inquiry into the interconnectedness of

An inquiry into rights and responsibilities in

and values; personal, physical, mental, social

personal histories; homes and journeys; the

and express ideas, feelings, nature, culture,

the interaction between the natural world

human-made systems and communities;

the struggle to share finite resources with

and spiritual health; human relationships

discoveries, explorations and migrations

beliefs, and values; the ways in which we

(physical and biological) and human societies;

the structure and function of organizations;

other people and with other living things;

including families, friends, communities, and

of humankind; the relationships between

reflect on, extend and enjoy our creativity; our

how humans use their understanding of

societal decision-making; economic activities

communities and the relationships within and

cultures; rights and responsibilities; what it

and the interconnectedness of individuals

appreciation of the aesthetic.

scientific principles; the impact of scientific

and their impact on humankind and the

between them; access to equal opportunities;

means to be human.

and civilizations, from local and global

and technological advances on society and on

environment.

peace and conflict resolution.

perspectives.

the environment.

Subject Focus:

Subject Focus:

Subject Focus:

Subject Focus:

Subject Focus:

Subject Focus:

PSPE (Interactions, Identity), Language, Social

Social Studies (Continuity and change through

Arts, PSPE, Language

Science (Materials and Matter), Mathematics

Social Studies (Human systems and economic

Science (Living things), Language

studies

time), PSPE (Identity)

Central idea:

Central idea:

Central Idea:

Central Idea:

Central Idea:

Central idea:

People can learn about who they are through

Personal journeys show the way that people

Celebrations and traditions are expressions of

People observe, inquire into and learn from

People have different roles and responsibilities

Plants are a life-sustaining resource, shared

relationships.

change, and can lead to new opportunities.

shared beliefs and values.

the world around them.

which have an impact on the function of

with and affected by other living things.

activities), PSPE (interactions)

communities.

Lines of Inquiry

Lines of inquiry:

Lines of inquiry:

Lines of inquiry:

Lines of inquiry:

Lines of inquiry:

––

––

Important events that

––

The ways in which people celebrate

––

––

The ways in which communities are

––

Basic needs

lead to change

––

Features of traditions and celebrations

organized

––

Humans’ responsibility for all plants

––

What meaning people assign to celebra-

––

The interdependence of plants and other

Similarities and differences between ourselves and others

––

What can we learn from others

––

How we have changed over the year

––

The ways in which we belong

––

How we know we have changed

––

What do we know about ourselves

The ways in which we develop an investigation.

––

tions and traditions

The resources we can use to carry out

––

our role(s) within a community

investigations

––

The people in our community and how

––

The ways in which we observe

––

The ways in which we record observation

living things

they support us

Key Concepts:

Key Concepts:

Key Concepts:

Key Concepts:

Key Concepts:

Key Concepts:

Reflection, Connection

Perspective, Change, Reflection

Form, Function, Reflection

Causation, Change

Form, Function, Responsibility

Connection, Responsibility

Related Concepts:

Related Concepts:

Related Concepts:

Related Concepts:

Related Concepts:

Related Concepts:

Community, Self-Awareness

Exploration, Discovery, Transportation

Creating, Responding

Properties and Uses of Materials

Communication, Cooperation

Interdependence, Plants

Approaches to Learning:

Approaches to Learning:

Approaches to Learning:

Approaches to Learning:

Approaches to Learning:

Approaches to Learning:

Communication Skills, Self Management Skills,

Communication Skills, Thinking Skills

Communication Skills, Social Skills

Research Skills, Thinking Skills

Social Skills, Self Management Skills

Research skills, Thinking Skills

Learner Profile Development:

Learner Profile Development:

Learner Profile Development:

Learner Profile Development:

Learner Profile Development:

Learner Profile Development:

Balanced, Communicator, Risk-taker

Thinker, Communicator

Reflective, Open-minded

Inquirer, Thinker, Risk-taker

Caring, Principled

Caring, Knowledgeable

PYP Attitudes Development:

PYP Attitudes Development:

PYP Attitudes Development:

PYP Attitudes Development:

PYP Attitudes Development:

PYP Attitudes Development:

Independence, Empathy, Cooperation

Empathy, Enthusiasm

Appreciation, Tolerance, Creativity

Curiosity, Commitment

Cooperation, Confidence

Respect, Integrity

Social skills

38

39

P E C H E R S K S C H O O L I N T E R N AT I O N A L

PRIMARY PROGRAMME GUIDE

Grade 1

Who we are

Where we are in place and time

How we express ourselves

How the world works

How we organise ourselves

Sharing the Planet

An inquiry into the nature of the self; beliefs

An inquiry into orientation in place and time;

An inquiry into the ways in which we discover

An inquiry into the natural world and its laws;

An inquiry into the interconnectedness of

An inquiry into rights and responsibilities in

and values; personal, physical mental, social

personal histories; homes and journeys; the

and express ideas, feelings, nature, culture,

the interaction between the natural world

human-made systems and communities;

the struggle to share finite resources with

and spiritual health; human relationships

discoveries, explorations and migrations

beliefs, and values; the ways in which we

(physical and biological) and human societies;

the structure and function of organizations;

other people and with other living things;

including families, friends, communities, and

of humankind; the relationships between

reflect on, extend and enjoy our creativity; our

how humans use their understanding of

societal decision-making; economic activities

communities and the relationships within and

cultures; rights and responsibilities; what it

and the interconnectedness of individuals

appreciation of the aesthetic.

scientific principles; the impact of scientific

and their impact on humankind and the

between them; access to equal opportunities;

means to be human.

and civilizations, from local and global

and technological advances on society and on

environment.

peace and conflict resolution.

perspectives.

the environment.

Subject Focus:

Subject Focus:

Subject Focus:

Subject Focus:

Subject Focus:

Subject Focus:

PSPE (Interactions), Language

Social Studies (Human and natural

Arts, Language

Science, (Forces and Energy) Mathematics,

Social Studies, (Human systems and economic

Science (Living things), Mathematics

Language

activities), Language, Mathematics

environments), language, math Central idea:

Central idea:

Central Idea:

Central Idea:

Central Idea:

Central idea

The choices we make affect people around us.

Knowing where we are helps us to develop

Stories can engage their audience and

Using our knowledge of forces and motion

Systems have parts that work together to

There are challenges in sharing the planet

a sense of our own identity and place in the

communicate meaning.

allows us to create and innovate

maintain organization.

amongst people and animals.

world.

Lines of Inquiry

Lines of inquiry:

Lines of inquiry:

Lines of inquiry:

Lines of inquiry:

Lines of inquiry:

––

The choices we make impact others

––

Our current location in the world

––

How to construct an effective story

––

There are forces present in our everyday

––

The ways in which systems work.

––

––

Each person brings value to the com-

––

The relationship of our location to other

––

What stories can convey

lives

––

The ways our daily lives are organized.

parts of the world

––

The ways in which stories are created

––

The ways simple machines work

––

The ways in which the parts of a system

and shared

––

Tools are often used to solve problems

munity ––

Actions people take can make a positive or negative impact

––

The ways in which people live around

lenges they face around the world ––

depend on each other

the world

The ways in which animals adapt to chalThere are different relationships between animals and humans around the world

––

Human and animal communities impact each others.

Key Concepts:

Key concepts:

Key Concepts:

Key Concepts:

Key Concepts:

Key Concepts:

Form, Function, Causation

Connection, Perspective

Form, Function, Reflection

Form, Function, Connection

Form, Function, Responsibility

Form, Connection, Change

Related Concepts:

Related concepts:

Related Concepts:

Related Concepts:

Related Concepts:

Related Concepts:

Cooperation

Geography, Landscape, Impact

Creating, Responding

Physics, Power

Communication, Cooperation

Conservation, Adaptation

Approaches to Learning:

Approaches to Learning:

Approaches to Learning:

Approaches to Learning:

Approaches to Learning

Approaches to Learning

Self Management Skills

Communication skills, Thinking Skills

Communication Skills, Thinking skills, Social

Research skills, Thinking Skills

Social Skills, Communication skills, Self

Research skills, Thinking Skills

Research Skills

Skills

Learner Profile Development:

Learner Profile Development:

Learner Profile Development:

Learner Profile Development:

Learner Profile Development:

Learner Profile Development:

Principled, Risk-Taker

Thinker, Communicator

Reflective, Open-minded

Inquirer, Thinker

Caring, Principled

Caring, Knowledgeable

PYP Attitudes Development:

PYP Attitudes Development:

PYP Attitudes Development:

PYP Attitudes Development:

PYP Attitudes Development:

PYP Attitudes Development:

Cooperation, Respect

Confidence, Tolerance

Appreciation, Enthusiasm, Creativity

Curiosity, Independence

Cooperation, Integrity

Empathy, Respect

Respect

40

Management Skills

Commitment

41

P E C H E R S K S C H O O L I N T E R N AT I O N A L

PRIMARY PROGRAMME GUIDE

Grade 2 Who we are

Where we are in place and time

How we express ourselves

How the world works

How we organise ourselves

Sharing the Planet

An inquiry into the nature of the self; beliefs

An inquiry into orientation in place and time;

An inquiry into the ways in which we discover

An inquiry into the natural world and its laws;;

An inquiry into into the interconnectedness

An inquiry into rights and responsibilities in

and values; ; personal, physical mental, social

personal histories; homes and journeys; the

and express ideas, feelings, nature, culture,

the interaction between the natural world

of human-made systems and communities;

the struggle to share finite resources with

and spiritual health; human relationships

discoveries, explorations and migrations

beliefs, and values; the ways in which we

(physical and biological) and human societies;

the structure and function of organizations;

other people and with other living things;

including families, friends, communities, and

of humankind; the relationships between

reflect on, extend and enjoy our creativity; our

how humans use their understanding of

societal decision-making; economic activities

communities and the relationships within and

cultures; rights and responsibilities; what it

and the interconnectedness of individuals

appreciation of the aesthetic.

scientific principles; the impact of scientific

and their impact on humankind and the

between them; access to equal opportunities;

means to be human.

and civilizations, from local and global

and technological advances on society and on

environment.

peace and conflict resolution.

perspectives.

the environment.

Subject Focus:

Subject Focus:

Subject Focus:

Subject Focus:

Subject Focus:

Subject Focus:

PSPE (Identity, Active Living, Interactions),

Social Studies (Human and Natural

Language, PSPE, Arts (Drama, Visual)

Science (Earth and Space), Mathematics,

Social Studies (Human systems and economic

Social Studies (Resources and the

Math, Language, Science

Environments), Math

Language

activity), Language, Mathematics

environment), Science (Living things), Mathematics

Central Idea:

Central Idea:

Central idea:

Central Idea:

Central idea:

Central Idea:

The choices that we make have an effect on

Human migrations involve challenges and

The desire to be understood can help

People adapt to changes in the Earth and its

Communities are planned according to

Water is essential to life and is a limited

ourselves and others.

opportunities.

us develop ourselves into effective

atmosphere.

different needs.

resource for many people.

communicators.

Lines of inquiry:

Lines of inquiry:

Lines of inquiry:

Lines of inquiry:

Lines of inquiry:

Lines of inquiry:

Daily habits and routines

The reasons people move

Why people communicate

How the different characteristics of the Earth

How and why we form communities

Sources of water and how water is used

Making balanced choices

Family migration stories

How we communicate

are interrelated

How community planning helps us meet our

Distribution and availability of usable water

The impact of our choices

The ways in which communities respond to

What is effective communication

The ways in which climate affects people’s

needs

Our responsibilities regarding water

A healthy lifestyle

migration.

lives.

How are different communities connected

How people adapt to changes in climate Key concepts:

Key Concepts:

Key Concepts:

Key concepts:

Key Concepts:

Key Concepts:

Function, Causation, Reflection

Connection, Causation

Reflection, Form, Perspective

Causation, Change, Connection

Function, Connection, Form

Perspective, Responsibility, Causation

Related concepts:

Related Concepts:

Related Concepts:

Related concepts:

Related Concepts:

Related Concepts:

Balance, Well-being

Risk, Geography, Impact

Creativity, Communication

Geology, Adaptation, Weather, Energy

Systems, Cooperation

Conservation, Consumption

Approaches to Learning:

Approaches to Learning:

Approaches to Learning:

Approaches to Learning:

Approaches to Learning:

Approaches to Learning:

Social Skills: Accepting Responsibility,

Research Skills, Communication Skills

Communication Skills: Speaking, Reading,

Research Skills: Formulating questions,

Social: Accepting Responsibility, Resolving

Thinking: Acquisition of Knowledge,

Resolving Conflicts, Respecting Others, Self

Writing, Listening, Presenting, Viewing,

Observing, Collecting Data, Recording,

Conflict, Respecting Others, Self Management

Comprehension

Management Skills: Informed Choices, Healthy

Non Verbal Communication, Social Skills:

Thinking Skills: Acquisition of Knowledge,

Skills: Informed Choices, Organization

Research Skills: Formulating

Lifestyle

Respecting Others, Cooperating

Comprehension, Science Skills

Questions,Observing, Collecting, Recording and Organizing Data, Science Skills, Social Studies Skills

42

Learner Profile Development:

Learner Profile Development:

Learner Profile Development:

Learner Profile Development:

Learner Profile Development:

Learner Profile Development:

Balanced, Principled

Risk Taker, Open-minded

Communicators, Reflective

Knowledgeable, Inquirer

Communicator, Thinkers

Knowledgeable, Caring

PYP Attitude Development:

PYP Attitude Development:

PYP Attitude Development:

PYP Attitude Development:

PYP Attitude Development:

PYP Attitude Development:

Commitment, Respect

Tolerance, Empathy

Creativity, Confidence

Curiosity, Enthusiasm

Commitment, Cooperation

Appreciation, Integrity

43

P E C H E R S K S C H O O L I N T E R N AT I O N A L

PRIMARY PROGRAMME GUIDE

Grade 3 Who we are

Where we are in place and time

How we express ourselves

How the world works

How we organise ourselves

Sharing the planet

An inquiry into the nature of the self; beliefs

An inquiry into orientation in place and time;

An inquiry into the ways in which we discover

An inquiry into the natural world and its laws;

An inquiry into the interconnectedness of

An inquiry into rights and responsibilities in

and values; personal, physical mental, social

personal histories; homes and journeys; the

and express ideas, feelings, nature, culture,

the interaction between the natural world

human-made systems and communities;

the struggle to share finite resources with

and spiritual health; human relationships

discoveries, explorations and migrations

beliefs, and values; the ways in which we

(physical and biological) and human societies;

the structure and function of organizations;

other people and with other living things;

including families, friends, communities, and

of human kind; the relationships between

reflect on, extend and enjoy our creativity; our

how humans use their understanding of

societal decision-making; economic activities

communities and the relationships within and

cultures; rights and responsibilities; what it

and the interconnectedness of individuals

appreciation of the aesthetic.

scientific principles; the impact of scientific

and their impact on humankind and the

between them; access to equal opportunities;

means to be human.

and civilizations, from local and global

and technological advances on society and on

environment.

peace and conflict resolution.

perspectives.

the environment.

Subject Focus:

Subject Focus:

Subject Focus:

Subject Focus:

Subject Focus:

Subject Focus:

PSPE (Identity, Interactions), Social Studies

Social Studies (Continuity and change through

Arts (Visual), PSPE

Science (Living things), Language, Maths

Social Studies (Human systems and economic

Social Studies (Human and natural

activities), Language, PSPE

environments), Mathematics

time), Art, Language Central Idea:

Central idea:

Central idea:

Central Idea:

Central Idea:

Central Idea:

We all share responsibility in ensuring people’s

Interpretation of artifacts contributes to our

Creating and responding to art develops

All living things are part of a system and

People work together to make an impact.

People can respond to the needs of others to

rights are met.

understanding of people’s histories.

understanding of ourselves and the world

dependent on each other.

improve their community.

around us.

Lines of inquiry:

Lines of Inquiry:

Lines of inquiry

Lines of Inquiry:

Lines of inquiry:

Lines of inquiry

––

––

––

––

––

––

The differences between rights and privileges

––

The connections between rights and

artifacts ––

responsibilities ––

What responsibilities we might take to ensure everyone’s rights are met

––

Why people make, keep or discard Using artifacts to collect and analyze How artifacts change to meet the needs

–– ––

of the time

What happens if and when people do not

The ways in which living things adapt to their environment

The contexts in which artwork was

––

The interconnectedness of living thing

created

––

The ways in which humans impact

How learning about art develops appre-

habitats

ciation ––

meet/fulfill their responsibilities

44

thoughts, feelings and beliefs

evidence about the past ––

How the arts can be a reflection of

The ways in which people organize themselves

––

The ways in which people share respon-

than others ––

sibilities ––

The ways in which people identify prob-

Some people require more protection The ways in which people and organisations respond to people’s needs

––

There are benefits to caring about others

lems and work to find solutions

Personal preference in appreciation of the arts

Key Concepts:

Key Concepts:

Key Concepts:

Key Concepts:

Key Concepts:

Key concepts:

Form, Function, Perspective

Connection, Causation

Form, Reflection

Connection, Function

Connection, Function

Causation,Perspective,Responsibility

Related Concepts:

Related Concepts:

Related Concepts:

Related Concepts:

Related Concepts:

Related concepts:

Fairness, Needs, Wants

Chronology, History

Forms of Communication, Self-expression

Ecosystems, Food Chains

Communication

Protection, Interdependence

Approaches to Learning:

Approaches to Learning

Approaches to Learning:

Approaches to Learning:

Approaches to Learning:

Approaches to Learning:

Self management Skills,Social Skills

Communication Skills, Research Skills

Communication Skills

Research skills, Thinking skills

Self-management, Thinking skills

Communication skills, Social skills

Learner Profile development:

Learner Profile development:

Learner Profile development:

Learner Profile development:

Learner Profile development:

Learner Profile development:

Open-minded, Balanced

Inquirer, Knowledgeable

Reflective, Risk-taker,

Knowledgeable, Inquirer

Thinker, Communicator

Principled, Caring

PYP Attitudes development:

PYP Attitudes development:

PYP Attitudes development:

PYP Attitudes development:

PYP Attitudes development:

PYP Attitudes development:

Commitment, Empathy

Enthusiasm, Tolerance

Appreciation, Confidence

Curiosity, Independence

Cooperation, Creativity

Respect, Integrity

45

P E C H E R S K S C H O O L I N T E R N AT I O N A L

PRIMARY PROGRAMME GUIDE

Grade 4 Who we are

Where we are in place and time

How we express ourselves

How the world works

How we organise ourselves

Sharing the Planet

An inquiry into the nature of the self; beliefs

An inquiry into orientation in place and time;

An inquiry into the ways in which we discover

An inquiry into the natural world and its laws;

An inquiry into the interconnectedness of

An inquiry into rights and responsibilities in

and values; personal, physical mental, social

personal histories; homes and journeys; the

and express ideas, feelings, nature, culture,

the interaction between the natural world

human-made systems and communities;

the struggle to share finite resources with

and spiritual health; human relationships

discoveries, explorations and migrations

beliefs, and values; the ways in which we

(physical and biological) and human societies;

the structure and function of organizations;

other people and with other living things;

including families, friends, communities, and

of humankind; the relationships between

reflect on, extend and enjoy our creativity; our

how humans use their understanding of

societal decision-making; economic activities

communities and the relationships within and

cultures; rights and responsibilities; what it

and the interconnectedness of individuals

appreciation of the aesthetic.

scientific principles; the impact of scientific

and their impact on humankind and the

between them; access to equal opportunities;

means to be human.

and civilizations, from local and global

and technological advances on society and on

environment.

peace and conflict resolution.

perspectives.

the environment.

Subject Focus:

Subject Focus:

Subject Focus:

Subject Focus:

Subject Focus:

Subject Focus:

PSPE (Identity, Interactions), Mathematics,

Social Studies (Continuity and Change through

Arts, Language, PSPE

Science (Forces and Energy), Mathematics,

Social Studies (Human systems and economic

Social Studies (Social organization and

Social Studies (Social organization and

Time), Language, Science (Materials and

Language

activity), Mathematics, Science (skills)

culture), PSPE (interactions), Language,

culture)

Matter)

Central idea:

Central idea:

Central Idea:

Central Idea:

Central Idea:

Central idea:

People’s beliefs and values affect how they

Exploration leads to discoveries, and new

Throughout history, people have interacted

Energy may be converted from one form to

Economic activity relies on the exchange and

Finding peaceful solutions to conflict leads to

act and live.

understandings.

with each other and

another and used to solve problems.

consumption of goods and services.

a better quality of human life.

Science (Living Things)

communicated using the arts.

Lines of inquiry:

Lines of inquiry:

Lines of Inquiry:

Lines of Inquiry:

Lines of Inquiry:

Lines of Inquiry

––

People’s beliefs and values

––

The motivations that drive people to

––

How people communicate through art

––

The various forms of energy

––

––

––

Our identity is shaped by our beliefs and

explore

––

How art works provide insight and

––

The ways in which energy is used

information

––

The ways in which energy can be trans-

values ––

––

The ways in which our actions can be determined by our beliefs

Changes have taken place because of past explorations

––

––

The impact of technology on exploration

The role of arts in different cultures, place

––

the local and global marketplace ––

formed

and times

The variety of activities that happen in The connection between supply and

in a community ––

demand ––

The impact of trade on society

Development of art forms over time

The effect of living and working together The causes and solutions to conflict (Conflict resolution)

––

How individual actions affect the wellbeing of a community

Key Concepts:

Key Concepts:

Key Concepts:

Key Concepts:

Key Concepts:

Key Concepts:

Perspective, Reflection, Responsibility

Causation, Change

Form, Reflection, Perspective

Form, Function, Change

Function, Connection

Causation, Perspective, Responsibility

Related Concepts:

Related Concepts:

Related Concepts:

Related Concepts:

Related Concepts:

Related Concepts:

Diversity, Spirituality

Time, Progress

Appreciation, Criticism

Forms of energy, Conservation of Energy,

Employment, Production

Justice, Rights

Transformation of Energy Approaches to Learning:

Approaches to Learning:

Approaches to Learning:

Approaches to Learning:

Approaches to Learning:

Approaches to Learning:

Social Skills, Research skills, Communication

Thinking Skills, Research skills

Communication Skills

Thinking Skills, Self Management Skills,

Thinking Skills, Research skills

Self-management, Social skills

Thinking skills- Dialectical thought

Research skills

Skills

46

Learner Profile Development:

Learner Profile Development:

Learner Profile Development:

Learner Profile Development:

Learner Profile Development:

Learner Profile Development:

Open-minded, Principled

Knowledgeable, Inquirer

Communicator, Reflective

Inquirers, Risk Taker

Thinker, Reflective

Caring, Balanced

PYP Attitude Development:

PYP Attitude Development:

PYP Attitude Development:

PYP Attitude Development:

PYP Attitude Development:

PYP Attitude Development:

Tolerance, Empathy

Confidence, Independence

Creativity, Enthusiasm, Appreciation

Curiosity, Commitment

Curiosity, Cooperation

Respect, Integrity

47

P E C H E R S K S C H O O L I N T E R N AT I O N A L

PRIMARY PROGRAMME GUIDE

Grade 5 Who we are

Where we are in place and time

How we express ourselves

How the world works

How we organise ourselves

Sharing the Planet

An inquiry into the nature of the self; beliefs

An inquiry into orientation in place and time;

An inquiry into the ways in which we discover

An inquiry into the natural world and its laws;

An inquiry into the interconnectedness of

An inquiry into rights and responsibilities in

and values; personal, physical mental, social

personal histories; homes and journeys; the

and express ideas, feelings, nature, culture,

the interaction between the natural world

human-made systems and communities;

the struggle to share finite resources with

and spiritual health; human relationships

discoveries, explorations and migrations

beliefs, and values; the ways in which we

(physical and biological) and human societies;

the structure and function of organizations;

other people and with other living things;

including families, friends, communities, and

of humankind; the relationships between

reflect on, extend and enjoy our creativity; our

how humans use their understanding of

societal decision-making; economic activities

communities and the relationships within and

cultures; rights and responsibilities; what it

and the interconnectedness of individuals

appreciation of the aesthetic.

scientific principles; the impact of scientific

and their impact on humankind and the

between them; access to equal opportunities;

means to be human.

and civilizations, from local and global

and technological advances on society and on

environment.

peace and conflict resolution.

perspectives.

the environment.

PYP Exhibition

Subject Focus:

Subject Focus:

Subject Focus:

Subject Focus:

Subject Focus:

PSPE (Identity, Active Living, Interactions),

Social Studies (Continuity and Change Through

Language, Visual Arts

Science (Matter and Materials), Mathematics,

Social Studies (Human systems and economic

Science, Math, Language

Time), Language, Mathematics

Language

activities), Language

Central Idea:

Central Idea:

Central Idea:

Central Idea:

Central Idea:

Central Idea:

Knowledge of the changes that occur

Past civilizations have left behind evidence

We discover more about ourselves and others

Physical and chemical changes can have an

Government systems and decisions can

My passion can be connected to local and

during adolescence helps us become more

that contributes to our understanding of

through appreciating the ways in which we

impact on people and the environment.

promote or deny equal opportunities and

global issues and the Action I take may lead to

responsible.

progress.

express ourselves.

social justice.

positive change.

Lines of Inquiry:

Lines of Inquiry:

Lines of Inquiry:

Lines of Inquiry:

Lines of Inquiry:

Lines of Inquiry:

Changes that occur as we grow older

Researchers use a variety of evidence to learn

There are a variety of ways to express oneself.

The scientific method can be applied to

Government systems

Personal passions can be connected to both

Responsibility to ourselves and to others

about the past

Social media can be used to express our ideas

different investigations

Responsibilities of governments

local and global issues

Adolescents have a variety of different

Civilisations are composed of many different

and feelings.

Understanding chemicals and how they are

The rights and responsibilities of citizens

Learning about a local issue helps us develop

experiences around the world

parts

Expressing ourselves can help us understand

used

What does it mean to be organised.

a perspective on global issues

Progress has had numerous effects on

our own identity and values

Identifying chemical or physical reactions in

civilization

Action can lead to change

environmental issues

Key Concepts:

Key Concepts:

Key Concepts:

Key Concepts:

Key Concepts:

Key Concepts:

Change, Connection

Change, Reflection, Connection

Perspective, Connection

Form, Function, Responsibility.

Form, Function, Responsibility

Form, Function, Causation, Change, Connection, Perspective, Reflection, Responsibility

Related Concepts:

Related Concepts:

Related Concepts:

Related Concepts:

Related Concepts:

Growth, Responsibility, Identity

Chronology, Progress

Imagination, Communication, Appreciation

Changes of state, Reaction

Government, Rights, Decision making

Approaches to Learning:

Approaches to Learning:

Approaches to Learning:

Approaches to Learning:

Approaches to Learning:

Approaches to Learning:

Self Management Skills, Social Skills

Research Skills, Thinking Skills

Communication skills

Thinking Skills, Communication Skills

Research Skills, Social Skills

Communication Skills, Research Skills, Thinking Skills, Self management Skills, Social Skills

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Learner Profile development:

Learner Profile development:

Learner Profile development:

Learner Profile development:

Learner Profile development:

Learner Profile development:

Reflective, Balanced

Knowledgeable

Communicator

Inquirer

Principled, Open-minded

All Learner Profile attributes

PYP Attitudes development:

PYP Attitudes development:

PYP Attitudes development:

PYP Attitudes development:

PYP Attitudes development:

PYP Attitudes development:

Empathy, Respect

Commitment, Enthusiasm

Creativity, Appreciation

Curiosity

Independence, Integrity

All PYP attitude characteristics

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P E C H E R S K S C H O O L I N T E R N AT I O N A L

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PRIMARY PROGRAMME GUIDE

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