Primary Programme Guide 2017/18

PRIMARY PROGRAMME GUIDE 2017 / 2018

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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PRIMARY PROGRAMME GUIDE 2017 / 2018

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

Table of content

Social studies

15

Section 1: Mission statement and philosophy

6

Science

16

Mission statement

6

Personal, social and physical education

16

IB mission statement

7

Physical education (PE)

17

School motto

7

The arts

17

Music

18

Visual art

18

Section 2: Learner profile

8

The learner profile

8 Section 5: Assessment

4

20

Section 3: IBO primary years programme

10

Overview

20

The PYP within the IBO continuum

10

Basis of assessment

20

The PYP programme of inquiry

11

Collecting assessment data

20

The unit of inquiry

12

Assessment terms and practices

21

The PYP classroom

12

Assessment strategies

21

Scope and sequence documents

12

Recording assessment data

22

Reporting assessment data

22

Section 4: Subject areas

13

Parent-teacher conferences

23

Language

13

Portfolios

23

English as an additional language (EAL)

14

Student-led conferences

23

Mother tongue support

14

Written reports

23

Mathematics

14

Standardised testing of student ability

23

The five strands of the maths curriculum

15

The exhibition: the PYP culminating experience

24

Section 6: Homework

Section 7: Student support Learning support and SEN policy

25

26 26

Section 10: Programme of inquiry

34

EC

34

Kindergarten

36

Grade 1

38

Grade 2

40

Section 8: Admissions

27

Grade 3

42

Admission interview and assessment

27

Grade 4

44

Admissions for students with learning support needs

28

Grade 5

46

Section 9 : Language policy

30

Philosophy

30

Language of instruction

30

Second language

30

Mother tongue support

31

Admissions

31

Placement

31

Exiting from EAL support and on-going monitoring

32

At risk students

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Section 1: Mission Statement & Philosophy

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.

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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

Academically challenging programme

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

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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

–– –– –– –– –– –– –– –– –– ––

––

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 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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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.

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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 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, but 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 topic. 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. 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, 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 has a Mother Tongue Coordinator who liaises with families to support the finding of teachers and providing space for the after school lessons.

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 computational 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.

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.

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The Five Strands of the Maths Curriculum Data Handling – Statistics: Students learn to record, organise and display data in graphs, tallies and charts, allowing them to draw conclusions regarding similarities, differences and trends. It is important that the chosen format should illustrate the information without bias.

Probability: There are ways to find out if some outcomes are more likely than others. Probability can be expressed qualitatively by using terms such as ‘unlikely’, ‘certain’ or ‘impossible’. It can be expressed quantitatively on a number scale.

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.

Measurement – 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.

Shape and Space – 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 three-dimensional world.

Pattern and Function – 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 – 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.

Social Studies 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.

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

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

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

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

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: 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.

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.

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.

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

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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 (PE) 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 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.

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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.

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

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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.

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Section 5: Assessment Overview 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. Assessment should promote a positive attitude towards learning and encourage the pursuit of excellence. It should enable teachers to improve their planning of effective teaching strategies and learning situations.

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 should 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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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.

Assessment Terms and Practices 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.

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

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 the written reports and in the Parent Teacher Conferences, specific reference will be made to student performance as evidenced in written work, discussion or behaviour. We report the findings of our assessment through:

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Parent-Teacher Conferences Three Way conferences will take place every year in October where the teachers, parents and student meet to discuss learning and goals. The week after report cards are sent home in January, Parent-Teacher Conference are held. The teacher will describe how the student performs and behaves in the class and the parents will provide their perspective. Additional parent teacher conferences can be scheduled upon request of either the parents or the teacher.

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. 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 saying 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 should 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 progress 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.

Written Reports Formal report cards are uploaded to MyPSI in January and June. All teachers contribute to these comprehensive reports. Progress Reports are uploaded at the end of each Unit of Inquiry (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:

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–– International Schools Assessment (ISA), which tests students in February in Grades 3 - 8 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.

–– The Special Education Needs (SEN) 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. 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 Fountas and Pinnell assessment system (Grades K-5) as well as with the MAP Lexile score (Grades 3-5).

The Exhibition: The PYP Culminating Experience

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 four to six week 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 when all of the work and learning is shared with parents and the school community.

It is a chance for the students to show what they were able to accomplish independently.

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Section 6: Homework 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 potentia l. 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. We also schedule at least one session a year on this topic in our Parent Education Tuesdays (PETs).

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 or join us for one or more of our PETs to share more ideas with staff and other parents.

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Section 7: Student support Learning Support and SEN Policy The PSI philosophy for special needs students is based on our ethos that once admitted to the school, PSI is ‘a place where we belong.’ The SEN programme is designed to help students develop appropriate levels of 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 extracurricular 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 (LR) teacher and/or Learning Support Team (LRT) 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 limited academic assistance or with mild disabilities, which we define as no more than two grade levels below expected performance in any subject area. In addition, 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 school employs a full time EC - 12 Learning Support (LR) Teacher and an appropriate number of teaching assistants for that department, based on caseload. In addition, each division has a full time counselor.

Guidance Counselor The counselor is available to give assistance with social skills and pastoral care. Parents are welcome to contact the counselor any time.

Students Whose Needs Cannot Be Met When the School feels a student can no longer be supported 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 needs to be created by start 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 special educational needs will be accommodated with the expectation that the student will be mainstreamed.

Admission Interview and Assessment 001 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 (MAP online screening in grades 3-5; PSI assessment in lower grades) III. Writing sample 3. In cases where concerns are raised, admission will be on hold pending further investigation. In such cases, admissions decisions will be made in consultation with the SEN teacher. In some cases, psychoeducational testing with its recommendations and programme outline will be required to determine whether PSI can meet this child’s needs. Similarly, trial days can be used to further clarify whether PSI can meet the needs of the student.

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 teacher reference form –– Contact with school counsellors to clarify issues that arise 5. This process will be adhered to regardless of an application coming from siblings.

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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: 002 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 Skype 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: 003 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 running record assessment (for native or strong English speakers) –– MAP Math Inventory (for Grades 3-5) –– Writing Sample on a topic of the student’s choice.

When all the assessment data is gathered, the Primary principal will meet with the Learning Resource 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.

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Admissions Procedures and Responsibilities Task

Person Responsible

Timeline

Complete Admissions Packet is shared with the Primary principal

Registrar

Ongoing

Principal Reviews complete admissions package

Primary principal

2 days within receiving application

SEN concerns are shared with LR teacher who reports back to principal if further research is needed

Primary principal and Learning Resource teacher

1 week within receiving application

Testing of non-native English speakers

EAL Department

Summer and ongoing as applications are received throughout the year

Testing of ‘face-to-face’ applicants

Primary principal

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

Admissions Interviews with parents and students

Primary principal

Ongoing

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Section 9: Language Policy 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: 004 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. There will be no discipline procedures that result from students’ use of their mother tongue.

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 that language teaching is the responsibility of all English-speaking 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.

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 might 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.

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.

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Exiting from EAL Support and on-going 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.

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

EC Who we are

How we express ourselves

An inquiry into the nature of the self; beliefs and

An inquiry into the ways in which we discover and express

values; personal, physical mental, social and spiritual

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

health; human relationships including families, friends,

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

communities, and cultures; rights and responsibilities; what

appreciation of the aesthetic.

it means to be human

Subject focus: PSPE, Language, Math, Social Studies

Subject focus: Art, Music, Language, Mathematics

This is an all year unit Central Idea: Discovery of our characteristics, abilities, and

Central Idea: We can express understanding using

interests informs our learning and development.

symbolic languages.

Key Concepts: form, function, change, reflection

Key Concepts: form, function, perspective

Related Concepts: growth, cooperation, conflict, culture

Related Concepts: design, pattern, imagination, interpretation

Lines of inquiry:

Lines of inquiry:

— Likes and dislikes

— Exploring symbolic languages

— Changes that occur over time

— Using symbolic languages to express

— Evidence reveals what we know and can do.

— The ways in which we interact with others

— Translating ideas between languages

Transdisciplinary skills:

Transdisciplinary skills:

Social Skills

Thinking Skills

Communication Skills

Communication Skills

our ideas, theories and emotions

Self Management Skills Learner Profile: Development:

Learner Profile: Thinker Inquirer Communicator

Knowledgeable, Risk taker, Balanced, Reflective, Open minded, Principled Cooperation, Independence, Confidence, Respect, Empathy, Tolerance

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Appreciation, Creativity, Enthusiasm

PRIMARY PROGRAMME GUIDE

How the world works

Sharing the Planet

An inquiry into the natural world and its laws; the

An inquiry into rights and responsibilities in the struggle

interaction between the natural world (physical and

to share finite resources with other people and with other

biological) and human societies; how humans use their

living things; communities and the relationships within and

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

environment.

Subject focus: Science, (Materials and Matter)

Subject focus: Science, (Living things), Social Studies

Mathematics, Language

(Resources and the environment), Language, Mathematics

Central Idea: Purpose, imagination and materials

Central Idea: Living things have certain requirements in

determine how structures are designed.

order to grow and stay healthy.

Key Concepts: form, function, causation

Key Concepts: connection, responsibility

Related Concepts: properties and uses of materials

Related Concepts: interdependence, needs and wants

Lines of inquiry:

Lines of inquiry:

— What we construct

— Characteristics of living things

— Why we construct

— Our needs and the needs of other living things

— How we design our constructions

— Our responsibility for the well being

of other living things

Transdisciplinary skills:

Transdisciplinary skills:

Research skills

Research skills

Thinking Skills

Thinking Skills

Learner Profile: Development:

Learner Profile: Inquirer, Caring

Inquirer, Thinker, Risk-taker

Curiosity, Creativity, Commitment, Enthusiasm

Respect, Integrity, Empathy

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Kindergarten Who we are

How we organise ourselves

How we express ourselves

An inquiry into the nature of the self; beliefs

An inquiry into the interconnectedness of

An inquiry into the ways in which we discover

and values; personal, physical, mental, social

human-made systems and communities;

and express ideas, feelings, nature, culture,

and spiritual health; human relationships

the structure and function of organizations;

beliefs, and values; the ways in which we

including families, friends, communities, and

societal decision-making; economic activities

reflect on, extend and enjoy our creativity; our

cultures; rights and responsibilities; what it

and their impact on humankind and the

appreciation of the aesthetic.

means to be human.

environment.

Subject focus: PSPE (Interactions, Identity)

Subject focus: Social Studies, (Human

Subject focus: Arts, PSPE, Language

systems and economic activities), PSPE (interactions) Central idea:

Central Idea: People have different roles and

Central Idea: Celebrations and traditions are

Play provides opportunities to discover

responsibilities which have an impact on the

expressions of shared beliefs and values.

ourselves and develop our relationships.

function of communities.

Key Concepts: reflection, connection

Key Concepts: form, function,

Key Concepts: form, function, reflection

Related Concepts:

Related Concepts: communication,

Related Concepts:creating, responding

relationships, self-awareness

cooperation

Lines of Inquiry:

Lines of inquiry:

Lines of inquiry:

— the ways in which we plan for play

— The ways in which communities

— The ways in which people celebrate

— how reflecting on our experiences helps

— Features of traditions and celebrations

us to understand ourselves better

are organized

— our role(s) within a community

— What meaning people assign to

— participation in a group can require

— the ways in which we feel part of

group members to take on different roles

a community (ie: friendship, helping

and responsibilities.

someone, learning from someone,

cooperation, social skills)

celebrations and traditions

Transdisciplinary Skills:

Transdisciplinary Skills:

Transdisciplinary Skills:

Communication Skills

Social Skills

Communication skills

Self Management Skills

Self management skills

Social Skills

Learner Profile Development:

Learner Profile Development:

Learner Profile Development:

Balanced

Caring, Principled

Reflective, Open-minded

PYP Attitudes Development:

PYP Attitudes Development:

PYP Attitudes Development:

Independence

Cooperation, Confidence

Appreciation, Tolerance, Creativity

Social skills

Communicator Risk-taker

Empathy Cooperation

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How the world works

Where we are in place and time

Sharing the Planet

An inquiry into the natural world and its laws;

An inquiry into orientation in place and time;

An inquiry into rights and responsibilities in

the interaction between the natural world

personal histories; homes and journeys; the

the struggle to share finite resources with

(physical and biological) and human societies;

discoveries, explorations and migrations

other people and with other living things;

how humans use their understanding of

of humankind; the relationships between

communities and the relationships within and

scientific principles; the impact of scientific

and the interconnectedness of individuals

between them; access to equal opportunities;

and technological advances on society and on

and civilizations, from local and global

peace and conflict resolution.

the environment.

perspectives.

Subject focus: Science, (Materials and

Subject focus: Social Studies (Continuity and

Subject focus: Science, (Living things)

Matter) Mathematics,

change through time), PSPE (Identity)

Language

Central Idea: People observe, inquire into and

Central idea: Journeys create experiences

Central idea:

learn from the world around them.

that can lead to change.

Plants are a life-sustaining resource, shared with and affected by other living things.

Key Concepts: causation, change

Key Concepts: perspective, change, reflection

Key Concepts: connection, responsibility

Related Concepts: properties and uses of

Related Concepts: exploration, discovery,

Related Concepts: interdependence, plants

materials

transportation

Lines of inquiry:

Lines of inquiry:

Lines of inquiry:

— the ways in which we develop

— different kinds of journeys

— All living things have similar needs

— connecting new experiences

— Humans’ responsibility for all plants

— the resources we can use to carry

— The interdependence of plants and

— reflecting on our experiences

Transdisciplinary Skills:

Transdisciplinary Skills:

Transdisciplinary Skills:

Research skills

Communication skills

Research skills

Thinking Skills

Thinking skills

Thinking Skills

Learner Profile Development:

Learner Profile Development:

Learner Profile Development:

Inquirer, Thinker, Risk-taker

Thinker, Communicator

Caring, Knowledgeable

PYP Attitudes Development:

PYP Attitudes Development:

PYP Attitudes Development:

Curiosity, Commitment

Empathy, Enthusiasm

Respect, Integrity

an investigation. out investigations

to prior knowledge

other living things

— the ways in which we observe — the ways in which we record observation

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Grade 1 Who we are

Where we are

How we express ourselves

An inquiry into the nature of the self; beliefs

in place and time

An inquiry into the ways in which we discover

and values; personal, physical mental, social

An inquiry into orientation in place and time;

and express ideas, feelings, nature, culture,

and spiritual health; human relationships

personal histories; homes and journeys; the

beliefs, and values; the ways in which we

including families, friends, communities, and

discoveries, explorations and migrations

reflect on, extend and enjoy our creativity; our

cultures; rights and responsibilities; what it

of humankind; the relationships between

appreciation of the aesthetic.

means to be human.

and the interconnectedness of individuals and civilizations, from local and global perspectives.

Subject focus: PSPE (Interactions), Language

Subject focus: Social Studies (Human and

Subject focus: Arts, Language

natural environments), language, math

Central idea: We can do small but significant

Central idea: Knowing where we are helps

Central Idea: Stories can engage their

things to help others and build a community.

us to develop a sense of our own identity and

audience and communicate meaning.

place in the world.

Key Concepts: form,

Key concepts: connection, perspective

Key Concepts: form, function, reflection

Related Concepts:

Related concepts:

Related Concepts: creating, responding

cooperation

geography, landscape, impact

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

— Each person brings value

— The relationship of our location

— What stories can convey

— The ways in which stories are created

function, causation

to the community

to other parts of the world

— Actions people can take to make

— The ways in which people live around

a positive impact.

and shared

the world

Transdisciplinary Skills:

Transdisciplinary Skills:

Transdisciplinary Skills:

Self Management Skills

Communication skills

Communication skills

Research Skills

Thinking skills

Thinking skills Social Skills

38

Learner Profile Development:

Learner Profile Development:

Learner Profile Development:

Balanced, Risk-Taker

Thinker, Communicator

Reflective, Open-minded

PYP Attitudes Development:

PYP Attitudes Development:

PYP Attitudes Development:

Cooperation, Independence

Confidence, Tolerance

Appreciation, Enthusiasm, Creativity

Respect

Respect

PRIMARY PROGRAMME GUIDE

How the world works

How we organise ourselves

Sharing the Planet

An inquiry into the natural world and its laws;

An inquiry into rights and responsibilities in

An inquiry into rights and responsibilities in

the interaction between the natural world

the struggle to share finite resources with

the struggle to share finite resources with

(physical and biological) and human societies;

other people and with other living things;

other people and with other living things;

how humans use their understanding of

communities and the relationships within and

communities and the relationships within and

scientific principles; the impact of scientific

between them; access to equal opportunities;

between them; access to equal opportunities;

and technological advances on society and on

peace and conflict resolution.

peace and conflict resolution.

Subject focus: Science, (Forces and Energy

Subject focus: Social Studies, (Human

Subject focus: Science, (Living things)

Mathematics, Language

systems and economic activities), Language,

Mathematics

the environment.

Mathematics

Central Idea: Using our knowledge of forces

Central Idea: Systems have parts that work

Central idea:

and motion allows us to create and innovate.

together to maintain organization.

There are challenges in sharing the planet amongst people and animals.

Key Concepts: form, function, connection

Key Concepts: form, function, responsibility

Key Concepts: form, connection, change

Related Concepts: physics, power

Related Concepts: communication,

Related Concepts:

cooperation

plants, conservation, adaptation

Lines of inquiry:

Lines of inquiry:

Lines of inquiry:

— There are forces present in our

— The ways in which systems work.

— The ways in which animals adapt to

— The ways our daily lives are organized.

— The ways simple machines work

everyday lives

— The ways in which the parts of a system

— There are different relationships between

— Tools are often used to solve problems

depend on each other.

challenges they face around the world. animals and humans around the world

— Human and animal communities

impact each others.

Transdisciplinary Skills:

Transdisciplinary Skills:

Transdisciplinary Skills:

Research skills

Social Skills

Research skills

Thinking Skills

Communication skills

Thinking Skills

Self management skills

Learner Profile Development:

Learner Profile Development:

Learner Profile Development:

Inquirer, Thinker

Caring, Principled

Caring, Knowledgeable

PYP Attitudes Development:

PYP Attitudes Development:

PYP Attitudes Development:

Curiosity, Independence

Cooperation, Integrity

Empathy, Respect

Commitment

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

Grade 2 Who we are

Where we are in place and time

How we express ourselves

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

and values; personal, physical mental, social

personal histories; homes and journeys; the

and express ideas, feelings, nature, culture,

and spiritual health; human relationships

discoveries, explorations and migrations

beliefs, and values; the ways in which we

including families, friends, communities, and

of humankind; the relationships between

reflect on, extend and enjoy our creativity; our

cultures; rights and responsibilities; what it

and the interconnectedness of individuals

appreciation of the aesthetic.

means to be human.

and civilizations, from local and global perspectives.

Subject focus: PSPE (Identity, Active Living,

Subject focus: Social Studies (Human and

Subject focus: Language, Arts (Drama,

Interactions), Math, Language, Science

Natural Environments), Math

Visual)

Central Idea:

Central Idea: Human migrations involve

Central idea: The desire to be understood

The choices that we make have an effect on

challenges and opportunities.

can help us develop ourselves into effective

ourselves and others.

Key concepts: function, causation,

communicators

Key Concepts: connection, causation

Key Concepts: reflection, form, perspective

Related concepts: balance, well-being

Related Concepts: risk, geography, impact

Related Concepts: creativity, communication

Lines of inquiry:

Lines of inquiry:

Lines of inquiry:

— Daily habits and routines

— The reasons people move

— Making balanced choices

— Family migration stories

— There are reasons why people express

— The impact of our choices

— The ways in which communities

— The ways in which people communicate

— A healthy lifestyle

— How reflection can help us

reflection

respond to migration.

communicate effectively

Transdisciplinary skills:

Transdisciplinary skills:

Transdisciplinary skills:

Social Skills

Research Skills

Communication Skills

Self Management Skills

Communication Skills

Thinking Skills Social Skills

Learner Profile Development:

Learner Profile Development:

Learner Profile Development:

Balanced, Principled

Risk Taker

Communicators, Reflective

Open-minded

40

PYP Attitude Development:

PYP Attitude Development:

PYP Attitude Development:

Commitment, Respect

Tolerance, Empathy

Creativity, Confidence

PRIMARY PROGRAMME GUIDE

How the world works

How we organise ourselves

Sharing the Planet

An inquiry into the natural world and its laws;

An inquiry into into the interconnectedness

An inquiry into rights and responsibilities in

the interaction between the natural world

of human-made systems and communities;

the struggle to share finite resources with

(physical and biological) and human societies;

the structure and function of organizations;

other people and with other living things;

how humans use their understanding of

societal decision-making; economic activities

communities and the relationships within and

scientific principles; the impact of scientific

and their impact n humankind and the

between them; access to equal opportunities;

and technological advances on society and on

environment.

peace and conflict resolution.

Subject focus: Science (Earth and Space),

Subject focus: Social Studies (Human

Subject focus: Social Studies (Resources

Mathematics, Language

systems and economic activity), Language,

and the environment) Science (Living things),

Mathematics

Mathematics

Central Idea: Changes in the Earth and its

Central idea: Communities are planned

Central Idea: Water is essential to life and is

atmosphere impacts on the way people live

according to different needs.

a limited resource for many people.

Key Concepts: function, connection, form

Key Concepts: perspective, responsibility,

the environment.

their lives.

Key concepts: causation, change, connection

Related concepts: geology, adaptation,

causation

Related Concepts: systems, cooperation

weather, energy

Related Concepts: conservation, consumption

Lines of inquiry:

Lines of inquiry:

Lines of inquiry:

— How the different characteristics of the

— How and why we form communities

— Sources of water and how water is used

— How community planning helps us

— Distribution and availability of

— The ways in which temperature

Earth are interrelated

— How are different communities connected

— Our responsibilities regarding water

Transdisciplinary skills:

Transdisciplinary skills:

Transdisciplinary skills:

Research Skills

Communication skills

Thinking Skills

Thinking skills

Social skills

Research Skills

Learner Profile Development:

Learner Profile Development:

Learner Profile Development:

Knowledgeable, Inquirer

Communicator, Thinkers

Knowledgeable, Caring

PYP Attitude Development:

PYP Attitude Development:

PYP Attitude Development:

Curiosity, Enthusiasm

Commitment, Cooperation

Appreciation, Empathy

affects people’s lives.

meet our needs

usable water

— How temperature causes changes

in the Earth and its atmosphere

Science skills

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

Grade 3 Who we are

Where we are in place and time

How we express ourselves

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

and values; personal, physical mental, social

personal histories; homes and journeys; the

and express ideas, feelings, nature, culture,

and spiritual health; human relationships

discoveries, explorations and migrations

beliefs, and values; the ways in which we

including families, friends, communities, and

of humankind; the relationships between

reflect on, extend and enjoy our creativity; our

cultures; rights and responsibilities; what it

and the interconnectedness of individuals

appreciation of the aesthetic.

means to be human.

and civilizations, from local and global perspectives.

Subject focus: PSPE (Identity, Interactions),

Subject Focus: Social Studies (Continuity and

Subject Focus: Arts (Visual), PSPE

Social Studies

change through time) Art, Language

Central Idea: We all share responsibility in

Central idea: Interpretation of artifacts

Central idea: Creating and responding to art

ensuring people’s rights are met.

contributes to our understanding of people’s’

develops understanding of ourselves and the

histories.

world around us.

Key Concepts: Form, function, perspective

Key Concepts: Connection Causation

Key Concepts: Form, Reflection

Related Concepts: Fairness, Needs, Wants

Related Concepts: Chronology, History

Related Concepts: Forms of communication, Self-expression

Lines of inquiry:

Lines of Inquiry:

Lines of inquiry:

— Rights and privileges

— Why people make, keep or

— How the arts can be a reflection of

— The connections between rights

and responsibilities

discard artifacts

thoughts, feelings and beliefs

— Using artifacts to collect and analyze

— The contexts in which artwork

— Differing perspectives on rights

— How artifacts change to meet the

— How learning about arts develops

appreciation

and responsibilities

evidence about the past needs of the time

was created

— Personal preference in appreciation

42

of the arts

Transdisciplinary skills:

Transdisciplinary skills:

Transdisciplinary skills:

Self management skills,

Communication skills,

Communication skills

Social skills

Research skills

Learner Profile development:

Learner Profile development:

Learner Profile development:

Open-minded, Balanced

Inquirer, Knowledgeable

Reflective, Risk-taker,

PYP Attitudes development:

PYP Attitudes development:

PYP Attitudes development:

Commitment, Empathy

Enthusiasm, Tolerance

Appreciation, Confidence

PRIMARY PROGRAMME GUIDE

How the world works

How we organise ourselves

Sharing the Planet

An inquiry into the natural world and its laws;

An inquiry into the interconnectedness of

An inquiry into rights and responsibilities in

the interaction between the natural world

human-made systems and communities;

the struggle to share finite resources with

(physical and biological) and human societies;

the structure and function of organizations;

other people and with other living things;

how humans use their understanding of

societal decision-making; economic activities

communities and the relationships within and

scientific principles; the impact of scientific

and their impact n humankind and the

between them; access to equal opportunities;

and technological advances on society and on

environment.

peace and conflict resolution.

Subject Focus: Science (Living things),

Subject focus: Social Studies, (Human

Subject focus: Social Studies (Human and

Language

systems and economic activities) Language,

natural environments), Mathematics

the environment.

PSPE Central Idea: All living things are part of a

Central Idea: People work together and share

Central Idea: People can respond to the

system and dependent on each other.

responsibilities to make an impact.

needs of others to improve their community.

Key concepts: Connection, Function

Key Concepts: Connection, Function

Key concepts: Causation, Perspective, Responsibility

Related Concepts: Ecosystems, Food Webs

Related Concepts: Communication

Related concepts: Benefits, Interdependence

Lines of Inquiry:

Lines of inquiry:

Lines of inquiry:

— The ways in which living things adapt to

— The ways in which people organize

— The ways in which people and

their environment

themselves to make an impact on others

organisations respond to people’s needs

— The interconnectedness of living things

— The ways in which people

— There are benefits to caring about others

— The ways in which humans

— How natural spaces are valued

— The ways in which people identify

impact habitats

share responsibility

in local environments

problems and work to find solutions

Transdisciplinary skills:

Transdisciplinary skills:

Transdisciplinary skills:

Research skills,

Self-management,

Communication skills,

Thinking skills

Social skills

Thinking skills

Learner Profile development:

Learner Profile development:

Learner Profile development:

Knowledgeable, Inquirer

Thinker, Communicator

Principled, Caring

PYP Attitudes development:

PYP Attitudes development:

PYP Attitudes development:

Curiosity, Independence

Cooperation, Creativity

Respect, 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

Grade 4 Who we are

Where we are in place and time

How we express ourselves

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

and values; personal, physical mental, social

personal histories; homes and journeys; the

and express ideas, feelings, nature, culture,

and spiritual health; human relationships

discoveries, explorations and migrations

beliefs, and values; the ways in which we

including families, friends, communities, and

of humankind; the relationships between

reflect on, extend and enjoy our creativity; our

cultures; rights and responsibilities; what it

and the interconnectedness of individuals

appreciation of the aesthetic.

means to be human.

and civilizations, from local and global perspectives.

Subject focus: PSPE (Identity,

Subject focus:Social Studies (Continuity and

Interactions),Mathematics Social Studies

Change through Time), Language, Science

Subject focus: Arts, Language, PSPE

(Social organization and culture)

Central idea: People’s beliefs and values

Central idea: Exploration leads to

Central Idea: Throughout history, people

affect how they act and live.

discoveries, and new understandings

have interacted with each other and communicated using the arts.

Key Concepts: perspective, reflection,

Key Concepts: causation, change

Key Concepts: form, reflection, perspective

Related Concepts: diversity, spirituality

Related Concepts: time, progress

Related Concepts: appreciation, criticism

Lines of inquiry:

Lines of inquiry:

Lines of Inquiry:

— People’s beliefs and values

— What drives people to explore

— How people communicate through art

— Our identity is shaped by our beliefs

— Changes have taken place because of

— How art works provide insight and

information

responsibility

and values

— The ways in which our actions can be

past explorations

— The effect of change on society

determined by our beliefs

— The role of arts in different cultures,

place and times

— Development of art forms over time.

Transdisciplinary skills:

Transdisciplinary skills:

Transdisciplinary skills:

Social Skills

Thinking Skills

Communication Skills

Research Skills:

Research Skills

Thinking skills

Communication Skills

44

Dialectical thought

Learner Profile Development:

Learner Profile Development:

Learner Profile Development:

Open-minded, Balanced

Knowledgeable, Inquirer

Communicator, Reflective

PYP Attitude Development:

PYP Attitude Development:

PYP Attitude Development:

Tolerance, Empathy

Confidence, Independence

Creativity, Enthusiasm, Appreciation

PRIMARY PROGRAMME GUIDE

How the world works

How we organise ourselves

Sharing the Planet

An inquiry into the natural world and its laws;

An inquiry into the interconnectedness of

An inquiry into rights and responsibilities in

the interaction between the natural world

human-made systems and communities;

the struggle to share finite resources with

(physical and biological) and human societies;

the structure and function of organizations;

other people and with other living things;

how humans use their understanding of

societal decision-making; economic activities

communities and the relationships within and

scientific principles; the impact of scientific

and their impact on humankind and the

between them; access to equal opportunities;

and technological advances on society and on

environment.

peace and conflict resolution.

Subject focus: Science (Forces and Energy),

Subject focus: Social Studies (Human

Subject focus: Social Studies (Social

Mathematics, Language

systems and economic activity), Mathematics

organization and culture), PSPE (interactions),

the environment.

Language

Central Idea: Energy may be converted from

Central Idea: Economic activity relies on

Central idea: Our response to conflict affects

one form to another and used in various ways.

the exchange and consumption of goods and

the quality of our lives.

services.

Key Concepts: form, function, change

Key Concepts: function, connection

Key Concepts: causation, perspective, responsibility

Related Concepts: conservation of energy,

Related Concepts: employment, production

Related Concepts: justice, rights

Lines of Inquiry:

Lines of Inquiry:

Lines of Inquiry:

— The various forms of energy

— The variety of activities that happen in

— Peace and conflict affect all people

— The ways in which energy is used

— Causes of conflict

— The ways in which energy can be

— The connection between supply

— Conflict can be managed

transformed

transformation of energy, forms of energy

the local and global marketplace and demand

in different ways

— The impact of trade on society

Transdisciplinary skills:

Transdisciplinary skills:

Transdisciplinary skills:

Thinking Skills

Thinking Skills

Self-management, Social skills

Self Management Skills

Research Skills

Research Skills

Science Skills

Learner Profile Development:

Learner Profile Development:

Learner Profile Development: Caring,

Inquirers, Risk Taker

Thinker, Reflective

Principled

PYP Attitude Development:

PYP Attitude Development:

PYP Attitude Development:

Curiosity, Commitment

Curiosity, Cooperation

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

Grade 5 Who we are

Where we are in place and time

How we express ourselves

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

and values; personal, physical mental, social

personal histories; homes and journeys; the

and express ideas, feelings, nature, culture,

and spiritual health; human relationships

discoveries, explorations and migrations

beliefs, and values; the ways in which we

including families, friends, communities, and

of humankind; the relationships between

reflect on, extend and enjoy our creativity; our

cultures; rights and responsibilities; what it

and the interconnectedness of individuals

appreciation of the aesthetic.

means to be human.

and civilizations, from local and global perspectives.

Subject focus: PSPE (Identity, Active Living,

Subject focus: Social Studies (Continuity

Interactions), Math, Language

and Change Through Time), Language,

Subject focus: Language, Visual Arts

Mathematics Central Idea: Knowledge of the changes that

Central Idea: Past civilizations have left

Central Idea: We discover more about

occur during adolescence helps us become

behind evidence that contributes to our

ourselves and others through appreciating the

more responsible.

understanding of progress.

ways in which we express ourselves.

Key Concepts: change, connection

Key Concepts: change, reflection, Connection

Key Concepts: perspective, connection

Related Concepts: growth, responsibility,

Related Concepts: chronology, progress

Related Concepts: Imagination

identity

46

communication

Lines of Inquiry:

Lines of Inquiry:

Lines of Inquiry:

— We experience changes as we grow older.

— Researchers use a variety of evidence to

— There are a variety of ways

— We are responsible to ourselves and

to others.

learn about the past.

to express oneself.

— Civilizations are composed of many

— Social media can be used to express

— Adolescents have a variety of different

— Progress has had numerous effects

— Expressing ourselves can help us

experiences around the world.

different parts on civilizations

our ideas and feelings. understand our own identity and values

Transdisciplinary Skills:

Transdisciplinary Skills:

Transdisciplinary Skills:

Self management skills

Research skills

Communication skills

Social skills

Thinking skills

Thinking skills

Learner Profile development:

Learner Profile development:

Learner Profile development:

Reflective, Balanced

Knowledgeable, Thinker

Communicator

PYP Attitudes development:

PYP Attitudes development:

PYP Attitudes development:

Empathy, Respect

Commitment, Enthusiasm

Creativity, Appreciation

PRIMARY PROGRAMME GUIDE

How the world works

How we organise ourselves

Sharing the Planet

An inquiry into the natural world and its laws;

An inquiry into the interconnectedness of

An inquiry into rights and responsibilities in

the interaction between the natural world

human-made systems and communities;

the struggle to share finite resources with

(physical and biological) and human societies;

the structure and function of organizations;

other people and with other living things;

how humans use their understanding of

societal decision-making; economic activities

communities and the relationships within and

scientific principles; the impact of scientific

and their impact n humankind and the

between them; access to equal opportunities;

and technological advances on society and on

environment.

peace and conflict resolution.

Subject focus: Science (Matter and

Subject focus: Social Studies (Human

PYP Exhibition

Materials). Mathematics, Language

systems and economic activities), Language

Central Idea: Physical and chemical changes

Central Idea: Government systems and

Central Idea: My passion can be connected

can have an impact on people and the

decisions can promote or deny equal

to local and global issues and the Action I take

environment.

opportunities and social justice.

may lead to positive change.

Key Concepts: form, function, responsibility.

Key Concepts: form, function, responsibility

Key concepts: form, function, causation,

the environment.

change, connection, perspective, reflection, responsibility Related Concepts: changes of state, reaction

Related Concepts: government, education Rights, Justice, Fairness, Decision making

Lines of Inquiry:

Lines of Inquiry:

Lines of Inquiry:

— The scientific method can be applied to

— Government systems

— Personal passions can be connected to

— Responsibilities of governments

— Understanding chemicals and how

— The rights and responsibilities of citizens

— Learning about a local issue helps us

— What does it mean to be organised.

different investigations. they are used.

— Identifying chemical or physical reactions

both local and global issues. develop a perspective on global issues.

— Action can lead to change.

in environmental issues.

Transdisciplinary Skills:

Transdisciplinary Skills:

Transdisciplinary Skills:

Thinking skills

Research skills

Communication skills

Social Skills

Research skills Thinking skills Self management skills Social skills

Learner Profile development:

Learner Profile development:

Learner Profile development:

Inquirer

Principled, Open-minded

All Learner Profile attributes

PYP Attitudes development:

PYP Attitudes development:

PYP Attitudes development:

Curiosity

Independence, Integrity

All PYP attitude characteristics

47