Early Years 2 Curriculum Guide 2020-2021

Early Years 2 (EY) Curriculum Guide for Parents 2020-2021

Dear Parents This Guide has been created to provide you with an overview of the curriculum offered in the Primary Years Programme at Raha International School (RIS), with a particular focus on the learning that will be happening in Early Years 2.

At Raha International School we offer a balanced and academically challenging education which is designed to develop individuals who are both independent learners and international citizens. Our curriculum is based on the International Baccalaureate (IB) Primary Years Programme (PYP). The PYP is an international framework which focuses on the development of the whole child addressing social, physical, emotional, cultural and academic needs for learners. RIS offers the PYP from Early Years 1 (EY1) up to Grade 5.

The focus of the PYP is on student learning and developing an internationally educated person. The framework offers a comprehensive, inquiry-based approach to teaching and learning, providing opportunities for learners to construct meaning, principally through concept-driven inquiry. At RIS we focus on the development of skills and attitudes we would hope to find in a balanced, self-motivated, caring and ethical individual.

RIS was officially authorized in the PYP by the IB in 2010 and had its first post-authorization IB Evaluation visit in March 2014. The school is committed to following and further developing the Programme to ensure that learning is engaging, relevant, challenging and significant and meets the diverse needs of the student.

At RIS we believe that strong partnerships between the school and parents provide an important foundation for our children’s’ learning. As parents you can best support your children when you have an understanding of the school’s curriculum and approach to teaching and learning. After reading this Curriculum Guide, please contact us at vkeenan@ris.ae if you have any further questions.

We wish you and your children all the best in the year ahead.

Vanessa Keenan Deputy Head of Primary & PYP Coordinator

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Contents The IB Primary Years Programme (PYP) ........................................................................................................ 6 Learner Profile ........................................................................................................................................... 6 Knowledge: What do we want students to know? ............................................................................... 7 Concepts: What do we want students to understand? ......................................................................... 8 Skills: What do we want students to be able to do? ............................................................................. 9 Action: How do we want the students to act? ...................................................................................... 9 Programme of Inquiry (POI) .....................................................................................................................12 EY2 Units of Inquiry .............................................................................................................................12 Language - (English) .................................................................................................................................14 EY2 Language Curriculum ........................................................................................................................15 Mother Tongue ........................................................................................................................................25 Arabic A for EY2 ....................................................................................................................................26 Scope and Sequence ...........................................................................................................................26 Arabic B Scope and Sequence..................................................................................................................27 Mathematics ............................................................................................................................................29 Social Studies and Science .......................................................................................................................43 Social Studies .......................................................................................................................................43 Science .................................................................................................................................................45 Visual Art ..................................................................................................................................................46 Music ........................................................................................................................................................48 Personal, Social and Physical Education ..................................................................................................49 Physical Education ...................................................................................................................................51 Information Fluency.................................................................................................................................51

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Developmental characteristics of an EY2 child An appreciation of the developmental characteristics that can be anticipated of children at particular ages helps us as adults to empathise with their needs and behaviours, set appropriate expectations, and support all-round development and wellbeing.

This is a great period of transition in their lives. Children’s feelings of joy and encouragement, or their feelings of failure and unhappiness may influence them profoundly for years to come. Although most children are ready for word and number concepts at five years of age; some children are not ready until later. Wise adults will be sensitive to children’s readiness for new tasks. Children should not be exploited for the sake of a finished product or for perfection. Expect mistakes and much forgetting. Five year-olds are wonderful! Laugh with them and enjoy them!

Physical Growth • • • • • •

Growth is slowing down Large muscles better developed than small ones Tremendous energy; easily fatigued Eyes not yet mature; tendency toward farsightedness Heart in period of rapid growth Precise movements require considerable effort

Actions and Reactions • • • • • • • • • • • • • • • •

Impulsive — going from one extreme to another, with spurts of affection and antagonism Periods of laughter and tears in quick succession; periods of thinking and periods of inattention Often dawdling — more interested in playing than eating or dressing Often forgetful about clothes Frequently combative — in general, boys more quarrelsome than girls Wants to be a winner, the first chosen, the best liked, the biggest Boastful — trying to establish themselves Active, climbing, running, wrestling, trying things too hard for themselves Eager to learn, exuberant, restless Self-assertive; less cooperative than at three Entire body involved in whatever they are doing Learns best through active participation Inconsistent in their maturity — at times may seem less mature at home Has difficulty making decisions Boys’ and girls’ interest beginning to differ somewhat Much spontaneous “acting”

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Needs • • • • • • • • • • • • •

Encouragement and warmth Much patience from adults Opportunity for various activities, especially those which call for large muscles Supervision, with a minimum of interference Active, direct participation in learning activities Responsibilities without too much criticism A sense of security, and a feeling of being loved, regardless of behaviour Generous praise without too much criticism Kindly distract from undesirable behaviour Opportunities to show what they can do, and to talk about their interests Broadening experiences to satisfy their growing interests A knowledge of property rights to accompany their collecting tendencies Enjoyable experiences during these first impressive school years

How Adults Can Help • • • • • • • • • •

Display a sense of humour and infinite patience Avoid unnecessary clashes of will See that they have enough rest, nourishing food, and exercise Race with them to overcome dawdling Plan surprises Ignore their grimaces, giggles and silly actions Provide activities for them during “long, uninteresting” adult conversations and activities Give due recognition for childish contributions Take cues for readiness to learn from interests Help them to establish boundaries

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The IB Primary Years Programme (PYP) Learner Profile The IB learner profile promotes education of the whole person for a life of active, responsible citizenship emphasizing intellectual, personal, emotional and social growth. The attributes and descriptions of the learner profile define the type of learner RIS hopes to develop through its programmes. All members of the RIS Community including students, teachers, administration, support staff and parents strive to develop these qualities.

Profile Inquirers

Knowledgeable Thinkers Communicators

Principled

Open–minded

Risk–takers

Balanced

Caring Reflective

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

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

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

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

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

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

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

We understand the importance of balancing different aspects of our lives—intellectual, physical, (spiritual) 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.

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

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

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The Essential Elements of the PYP ‫العناصر الضرورية لبرنامج السنوات اإلبتدائية‬ The aim of the PYP, to create a curriculum that is engaging, relevant, challenging and significant, is achieved through structured inquiry and the development of five essential elements: knowledge, concepts, skills and action.

Knowledge: What do we want students to know?

While the PYP acknowledges the importance of traditional subject areas (language, mathematics, social studies, science, personal, social and physical education, and arts), it also recognizes the importance of acquiring a set of skills in context and of exploring content which transcends the boundaries of the traditional subjects and is relevant to students. The PYP has six transdisciplinary themes that provide the framework for learning. These themes are globally significant and support the acquisition of knowledge, concepts and skills of the traditional subjects. They are revisited throughout the students’ time in the PYP. ‫ ما نريد من الطالب أن يعرفوه؟‬:‫المعرفة‬ ‫ وذلك من خالل اللغة والرياضيلت والعلوم والتقنيات‬،‫المحتوى الذي يتضمن المفاهيم التي نرغب أن يكتشفها الطالب ويعرفون عنها مع مراعاة خبراتهم السابقة‬ ‫والدراسات اإلجتماعية والفنون المرئية والموسيقى والتربية البدنية والتعليم الفردي والجماعي‬.

Who we are ‫من نكون‬

Where we are in place and time ‫أين نحن من المكان والزمان‬

How we express ourselves ‫كيف نعبر عن أنفسنا‬

How the world works ‫كيف يعمل العالم‬

How we organize ourselves ‫كيف نقوم بتنظيم أنفسنا‬

Sharing the planet ‫المشاركة في الكوكب‬

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

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

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

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

An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decisionmaking; economic activities and their impact of humankind and the environment.

An inquiry into 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;

The PYP is both a curriculum framework and a philosophy that facilitates structured inquiry. Through inquiry, the students are encouraged to question, wonder, doubt, speculate and generalize as part of their learning journey to RIS Early Years 2 Curriculum Guide 2020-2021

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construct meaning about the world around them. Students are also encouraged to consider situations from multiple viewpoints and have the opportunity to explore significant local and global issues .

Concepts: What do we want students to understand?

‫ ماذا نُريدُ من الطالب أن يفهموه؟‬:‫المفاهيم‬

In order to develop a holistic approach to learning the PYP identifies key concepts that have relevance within and across subjects. These concepts often form the basis of questions that are used to drive children’s inquiry and lead to a deeper understanding of what is being learned. These concepts include: • • • • •

•

•

Form: What is it like? ‫ كيف يبدو؟‬:‫الشكل‬ Observing, identifying, describing and categorizing.

Function: How does it work? ‫ كيف يعمل؟‬:‫الوظيفة‬ analyse the function, role, behaviour and the ways in which things work.

Causation: Why is it like it is? ‫ لماذا يبدو هكذا؟‬:‫السبب‬ Prompting students to ask “Why?” and of helping them to recognize that actions and events have reasons and consequences.

Change: How is it changing? ‫ كيف يتغير؟‬:‫التغيير‬ Realization that we are growing up in a world in which the pace of change, both local and global, is accelerating.

Connection: How is it connected to other things?‫ كيف يتصل بأشياء أخرى؟‬:‫الصلة‬ helps focus on the relationships within and among systems are often complex, and that changes in one aspect of a system will have consequences, even though these may not be immediately apparent; that we must consider the impact of our actions on others, whether at the immediate, personal level or at the level of farreaching decisions affecting environments and communities.

Perspective: What are the points of view? ‫ ما هي وجهات النظر؟‬:‫المنظور‬ Helping students reject simplistic, biased interpretations, towards seeking and considering the points of view of others, and towards developing defensible interpretations.

Responsibility: What is our responsibility? ‫ ما هي مسؤوليتنا؟‬:‫المسؤولية‬ This concept was selected because of the need to develop in students the disposition towards identifying and assuming responsibility, and towards taking socially responsible action. This concept is directly linked to the action component, one of the essential elements in the PYP curriculum.

In addition to the above key concepts, children will inquire into related concepts in all curriculum areas. Instead of simply gaining knowledge and skills in mathematics, for example, they will deepen their understanding of concepts such as pattern, multiplication, place value and bias.

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Skills: What do we want students to be able to do?

In order to conduct purposeful inquiry and be prepared for life-long learning, students need to master a whole range of skills. The PYP framework identifies some skills that transcend the disciplines and are therefore called transdisciplinary skills. ‫ ماذا نريد من الطالب أن يكونوا قادرين على إدائه؟ وهناك خمس مجموعات من المهارات التنظيمية التي يجب على‬:‫مهارات الموضوعات التنظيمية‬ ‫الطالب تغطيتها من خالل وحدات التساؤل؟‬ Thinking ‫التفْكير‬

Research ‫البحث‬

Social ‫إجتماعي‬

Acquiring knowledge ‫اكتِساب المعرف ِة‬ Comprehension ‫الفهم‬ Application ‫التطبيق‬ Analysis ‫التحليل‬ Synthesis ‫التركيب‬ Evaluation ‫التقييم‬ Dialectical thinking ‫التفْكير الجدلي‬ Meta-cognition ‫اإلدراك‬

Formulating questions ‫صياْغة األسئلة‬ Observation ‫المالحظة‬ Planning ‫التخطيط‬ Collecting data ‫ت‬ ِ ‫جمع البيانا‬ Recording data ‫تسجيل البيانات‬ Organizing data ‫ت‬ ِ ‫تنظيم البيانا‬ Interpreting data ‫ت‬ ِ ‫ترجمة البيانا‬ Presenting research ‫ث‬ ِ ‫تقديم البح‬

Accepting responsibility ‫قُبُول المسؤولي ِة‬ Respecting others ‫إحتِرام اآلخرين‬ Cooperating ُ‫التعاون‬ Resolving conflict ِ‫حل النزاع‬ Group decision making ‫إتخاذ القرارات الجماعية‬ Adopting a variety of group roles. ‫تبني وتبادل األدوار المختلفة‬ ‫ضمن المجموعة‬.

Communication ‫اإلتصال‬ Listening‫االستماع‬ Speaking ‫المحادثة‬ Reading ‫القراءة‬ Writing‫الكتابة‬ Non-verbal communication ‫التواصل الالشفهي‬.

Self-management ‫اإلدارة ذاتية‬ Gross motor skills ‫مهارات التحرك الشامل‬ Fine motor skills ‫مهارات التحرك الدقيق‬ Spatial awareness ‫اإلدراك المكاني‬ Organization ‫التنظيم‬ Time management ‫إدارة الوقت‬ Safety ‫السالمة واألمان‬ Healthy lifestyle ‫أسلوب الحياة الصحي‬ Codes of behaviour ‫أسلوب التصرف‬ Informed choices ‫االختيارات المنظمة‬

Action: How do we want the students to act? ‫ كيف نريد من الطالب أن يتصرفوا؟‬:‫التصرف‬ In the PYP program, the students are challenged to take action and reflect on how they can make a difference to the world. In the PYP such action is student initiated and results from a genuine concern for and commitment to others.

Assessment Beliefs/philosophy RIS believes that assessment is an integral tool that drives learning and teaching. Assessment allows us to identify what students understand, know, and can do and where they are in the learning process. Both students and teachers are involved in assessing progress as part of the development of their wider critical thinking and self-evaluation skills as well as demonstration of Learner Profile. We identify desired results, determine acceptable evidence and plan learning experiences and instruction to ensure success. A wide range of strategies and tools are used for assessment.

By understanding our learners we can adapt and change our instruction to help students and teachers reach expectations set forth by our programme.

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Purpose • • • • • • • • •

To collect data that drives planning, instruction and reflection To understand our learners To strengthen our learning process and practice as educators To identify students’ strengths and weaknesses To personalise/differentiate instruction To track progress and growth within a community of learners To evaluate teaching and student inquiry To provide information to all stakeholders To promote consistency in articulation of the written curriculum

Feedback Teachers at RIS are aware of the importance feedback plays in the learning process of a child. Feedback is given so children can reflect on their work and further refine and develop their skills. Teachers at RIS are aware of the importance feedback plays in the learning process of a child. Feedback is given so children can reflect on their work and further refine and develop their skills.

Learning Goals An important part of the PYP is the setting of personal goals by the students; these goals should be achievable and measurable. All children should have their goals in a prominent place both at home and at school.

Written reports The written report is given twice during the academic calendar. The report follows a narrative format outlining the students’ academic progress and social development over the term.

Parent- Teacher ‘First Impressions’ Conferences We hold a Parent Teacher Conferences after the first few weeks of the new school year. These provide an opportunity for the homeroom teacher and parents to discuss how the child is settling emotionally, socially and academically in their new class.

Three Way Conferences In December we hold our Three Way Conferences (TWC). Three Way conferences involve the student, parents and teacher. Students discuss their learning and understanding with their parents and teacher, who are responsible for supporting the student through this process. Prior to the end of the conference new goals SMART goals are set, with all determining how they can support the achievement of the goals.

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Student Led Conferences On April 30th we will hold our Student Led Conferences (SLCs). All students participate and are responsible for leading the conference between themselves and their parents. The conferences enable parents to gain a clear insight into the work their child is doing through discussion with them.

Learning Journals at RIS Each PYP student at RIS develops an electronic Learning Journal using a platform called ‘Seesaw’. The Journal will contain transdisciplinary work that reflects the development of the Essential Elements of the PYP as well as the Learner Profile. The Learning Journals will represent elements of learning from the whole academic year and show evidence of student learning and reflection. Parents can see student learning as soon as it is posted, making it an effective real time reporting tool.

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Programme of Inquiry (POI)

Inquiry is the primary pedagogical approach of the PYP. Inquiry learning means students are actively involved in their own learning and to take responsibility for that learning. The PYP curriculum model is built from a framework of Transdisciplinary Themes that help teachers and students to explore and acquire essential knowledge and skills and to take socially responsible action. The PYP sets out six themes to offer continuity and progression of learning. All grade levels from EY2 onwards study one Unit of Inquiry under each theme (EY1 address four of the six themes). All the ‘Units of Inquiry’ in the primary school together constitute our ‘Programme of Inquiry’ (POI).

EY2 Units of Inquiry A time line for the ‘Programme of Inquiry’ is produced each year to show the order in which Units of Inquiry at each grade level will be taught. Below is an overview of the six EY2 Units of inquiry in the order they are to be taught.

Central Idea Using our bodies helps us to discover the world around us

WHO WE ARE

Key Concepts Form, Perspective, Function An inquiry into the nature of the selfbeliefs 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.

Related Concepts Classification, Interaction, Experiences, Senses, Identity, Similarities, Differences Lines of Inquiry • Our bodies help us make discoveries • Challenges and opportunities in a world without senses • . •Healthy choices

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HOW WE EXPRESS OURSELVES

Central Idea Creativity helps solve problems Key Concepts Form, Function, Change

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

HOW THE WORLD WORKS

Related Concepts Innovation, Mechanics, Structures, Properties, Materials, Technology Lines of Inquiry •The creative process.

•Tools and techniques for making •Using the creative process to solve problems Central Idea Living things respond to changes in natural cycles Key Concepts Causation, Change, Connection

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.

Related Concepts Observation, Cycles, Heat, Light, Interaction, Pattern Lines of Inquiry • Natural cycles • Living things adapt to changes • How natural cycles impact our lives Central Idea Together we can build a successful community

HOW WE ORGANIZE OURSELVES

Key Concepts Function, Connection, Responsibility

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

Related Concepts Communities, Rules, Interaction, Emotions, Self-Regulation, cooperation Lines of Inquiry • Creating roles in our classroom • Responding to social-emotions and needs • Helping the community

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Central Idea Problems provide an opportunity for creativity.

SHARING THE PLANET

Key Concepts Form, Function, Perspective

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

Related Concepts Innovation, Mechanics, Structures, Properties, Materials Lines of Inquiry • The creative process.

• Tools and techniques for making • Using the creative process to solve problems and innovate

Language - (English)

Introduction The learning process simultaneously involves learning language—as learners listen to and use language with others in their everyday lives; learning about language—as learners grow in their understanding of how language works; and learning through language—as learners use language as a tool to listen, think, discuss and reflect on information, ideas and issues (Halliday 1980).

Effective language teaching and learning are social acts, dependent on relationships with others, with context, with the environment, with the world, and with the self. Such learning is relevant, engaging, challenging and significant.

Exposure to and experience with languages, with all their richness and diversity, creates an inquisitiveness about life and learning, and a confidence about creating new social interactions.

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At RIS we believe that learners’ needs are best served when they have opportunities to engage in learning within meaningful contexts, rather than the learning of language as an isolated series of skills to be acquired. Fragmenting learning into the acquisition of isolated skill sets can create difficulties for learners—for example, learners may be able to read, write and spell words correctly in isolation but may not be able to read, write or spell those same words in other contexts.

Our teachers plan learning experiences that enable learners to develop language within meaningful and enjoyable contexts, learners are able to make connections, apply and transfer their learning to different situations. The programme of inquiry provides an authentic context for learners to develop and use language.

PYP Language Strands The PYP has identified three strands—oral language, visual language, written language—that are learned across and throughout the curriculum, with each strand being an integral component of language learning. Each strand has been considered from both the receptive aspect—receiving and constructing meaning, and expressive aspect— creating and sharing meaning

Strand

Receptive – receiving and constructing meaning

Expressive – creating and sharing meaning

Oral Language

Listening

Speaking

Visual Language

Viewing

Presenting

Written Language

Reading

Writing

EY2 Language Curriculum Within the EY2 classroom, the language profile of every student is unique. This is typical in any school, but particularly so in an international school where students come with such varied experiences of English, many as second language English learners. At RIS the range of learning needs is recognized and we differentiate our programme accordingly.

Language in the Primary School is supported by the First Steps frameworks for reading and Writing and the IB PYP continuums for Oral Language and Visual Language. Both the First steps frameworks and the IB PYP continuums are designed as diagnostic tools to assist teachers in planning learning experiences for students, and in monitoring students’ development throughout the primary years. Overall expectations and outcome are therefore presented in developmental phases rather than by age range.

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Oral Language – Listening and Speaking (In EY2 the majority of students will be working within Phase 1 or Phase 2 for Listening and Speaking.)

Overall Expectations Phase 1 Learners show an understanding of the value of speaking and listening to communicate. They recognize that sounds are associated with objects or with symbolic representations of them. They are using language to name their environment, to get to know each other, to initiate and explore relationships, to question and inquire.

Phase 2 Learners show an understanding that sounds are associated with objects, events and ideas, or with symbolic representations of them. They are aware that an object or symbol may have different sounds or words associated with it in different languages. They are beginning to be cognizant about the high degree of variability of language and its uses.

Phase 3 Learners show an understanding of the wide range of purposes of spoken language: that it instructs, informs, entertains, reassures; that each listener’s perception of what they hear is unique. They are compiling rules about the use of different aspects of language.

Phase 4 Learners show an understanding of the conventions associated with speaking and listening and the value of adhering to those conventions. They are aware that language is a vehicle for becoming knowledgeable, for negotiating understanding and for negotiating the social dimension.

Phase 5 Learners are able to understand the difference between literal and figurative language and how to use language differently for different purposes. They are aware that they are building on their previous experiences and using language to construct new meaning.

Visual Language – Viewing and Presenting (In EY2 the majority of students will be working, within Phase 1 or 2 for Viewing and Presenting)

Overall expectations Phase 1 Learners show an understanding that the world around them is full of visual language that conveys meaning.

They are able to interpret and respond to visual texts. Although much of their own visual language is spontaneous, they are extending and using visual language in more purposeful ways.

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Phase 2 Learners identify, interpret and respond to a range of visual text prompts and show an understanding that different types of visual texts serve different purposes. They use this knowledge to create their own visual texts for particular purposes.

Phase 3 Learners show an understanding that visual text may represent reality or fantasy. They recognize that visual text resources can provide factual information and increase understanding. They use visual text in a reflective way to enrich their storytelling or presentations, and to organize and represent information.

Phase 4 Learners show an open-mindedness about the use of a range of visual text resources to access information.

They think critically and are articulate about the use of visual text to influence the viewer. They are able to use visual imagery to present factual information, or to tell a story.

Phase 5 Through inquiry, learners engage with an increasing range of visual text resources. As well as exploring the viewing and presenting strategies that are a part of the planned learning environment, they select and use strategies that suit their learning styles. They are able to make connections between visual imagery and social commentary. They show more discernment in selecting information they consider reliable. They are able to use visual imagery to support a position.

Written Language – Reading and Writing For reading and writing the First Steps Maps of Development provide the developmental continuums used by teachers to determine appropriate learning outcomes and track student progress. The most relevant phases for EY2 are detailed below.

Reading The majority of students in EY2 will be working within either Phase 1 ‘Role Play’ reading phase or Phase 2 ‘Experimental’ As a benchmark, a student who has demonstrated all of the key indicators for Phase 1 ‘Role Play’ and most of the Phase 2 ‘Experimental’ indicators at the end of EY2 is considered to be ‘meeting’ Grade level standard.

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Overview of Reading Phase 1: ‘Role Play’ GLOBAL STATEMENT Readers in this phase display reading-like behaviours when interacting with texts such as picture books, traditional tales and simple informational texts. They rely heavily on topic knowledge, pictures and memorisation when ‘reading’ texts previously heard. Although Role Play readers may begin to identify their own name or parts of it, they are yet to match spoken and written words.

CONCEPTUAL UNDERSTANDINGS - (incorporated from PYP Scope and Sequence , IB, 2009) • Illustrations convey meaning.

• Print conveys meaning.

• People read for pleasure.

• Stories can tell about imagined worlds.

• Printed information can tell about the real world.

• There are established ways of setting out print and organizing books.

USE OF TEXTS CONTEXTUAL UNDERSTANDING • Listens to and demonstrates comprehension by • Makes links to own experience when listening to talking about significant ideas from the text. or ‘reading’ texts, e.g. points to illustrations saying “I had a party.”

• Displays reading-like behaviour, e.g. holds book right way up, clicks mouse to see new window.

• Identifies and talks about familiar characters or people from texts.

• Knows that print carries a message but may ‘read’ their own writing and unfamiliar texts differently each time.

• Selects texts primarily for enjoyment, e.g. uses cover and illustrations.

• Recognises significant environmental print, e.g. signs, logos, labels.

CONVENTIONS PROCESSES AND STRATEGIES • Recognises own name or part of it in print.

• Relies upon knowledge of topic and text organisation such as pictures when ‘reading’.

• Knows repetitive patterns in very familiar stories, e.g. Run, run as fast as you can …

• Relies on the strategy of connecting to comprehend, e.g. connects text to self.

• IIs beginning to understand directionality of print, e.g. front to back when turning pages.

• Comments on specific features in pictures.

• Responds to and uses simple terminology such as • Asks questions about signs, pictures and labels. book, right way up, front, back.

• Is beginning to recognise some letters by name or sound, e.g. Sam says “That’s my name”, pointing to ‘s’ in a ‘Stop’ sign.

• May know the alphabet by rote but may need a visual clue to connect a letter with its name.

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Overview of Reading Phase 2: ‘Experimental’ GLOBAL STATEMENT In this phase, readers use memory of familiar, predictable texts and their developing sound-symbol knowledge to match some spoken words with written words. Experimental readers are focused on understanding and conveying the meaning of these texts rather than reading all words accurately. They read and comprehend texts with repetitive, limited and known vocabulary and supportive illustrations.

CONCEPTUAL UNDERSTANDINGS - (incorporated from PYP Scope and Sequence , IB, 2009) • The sounds of spoken language can be represented visually.

• Written language works differently from spoken language.

• Consistent ways of recording words or ideas enable members of a language community to communicate.

• People read to learn. .

• The words we see and hear enable us to create pictures in our minds.

USE OF TEXTS CONTEXTUAL UNDERSTANDING • Reads and demonstrates comprehension of texts • Expresses an opinion about a text but may not by always be able to justify it.

- recalling some ideas explicit in a text • Identifies the role of the author and illustrator of - identifying the topic of a text a text.

- selecting a limited number of explicit events to • Talks about the ways different people or retell a text characters are represented in texts, e.g. “The girl - linking two ideas explicit in a text in this story plays football.”

• Demonstrates that print remains constant, e.g. transfers knowledge of familiar words from one context to another.

• Maintains the storyline when ‘reading’ familiar texts although a limited number of words are read accurately.

• With assistance, locates and selects texts appropriate to purpose or interest.

CONVENTIONS PROCESSES AND STRATEGIES • Recognises a small bank of known words in • Draws upon a limited knowledge base to different contexts, e.g. personally significant comprehend, e.g. topic knowledge, sentence words. patterns and sound-symbol relationships.

• Identifies the letters of the alphabet by name or • Uses a limited range of strategies to sound. comprehend, e.g. predicting, comparing.

• Demonstrates understanding of the concepts • Determines unknown words by using wordand conventions of print, e.g. left to right, top to identification strategies, e.g. predicting using bottom, capital letters. beginning letters and/or pictures.

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Overview of Reading Phase 3: ‘Early’ GLOBAL STATEMENT Early readers recognise a bank of frequently used words and use a small range of strategies to comprehend texts.

These include short literary texts and structured informational texts that have familiar vocabulary and are supported by illustrations. Reading of unfamiliar texts is often slow and deliberate as they focus on reading exactly what is on the page, using sounding out as a primary word-identification strategy.

CONCEPTUAL UNDERSTANDINGS • Different types of texts serve different purposes.

• What we already know enables us to understand what we read.

• Applying a range of strategies helps us to read and understand new texts.

• Wondering about texts and asking questions helps us to understand the meaning.

• The structure and organization of written language influences and conveys meaning.

USE OF TEXTS CONTEXTUAL UNDERSTANDING • Reads and demonstrates comprehension of texts • Expresses and justifies personal responses to by: texts, e.g. “I didn’t like … because…”

- recalling key information explicit in a text • Understands that authors and illustrators select - identifying the main idea explicit in a text information to suit a purpose and audience.

- selecting events to retell a text, sometimes • Recognises how characters, people and events including unnecessary events or information are represented and offers suggestions for - linking explicit ideas in a text, e.g. comparing alternatives. a character at different points in the text.

• Locates and selects texts appropriate to purpose, interest and readability, e.g. uses library systems, skims contents page.

CONVENTIONS PROCESSES AND STRATEGIES • Recognises a bank of frequently used words in • Draws upon a small knowledge base to different contexts, e.g. high frequency words, comprehend, e.g. sight vocabulary, concept and personally significant words. text structure knowledge.

• Recognises all letters by name and their regular • Uses a small range of strategies to comprehend, sound. e.g. self-questioning, adjusting reading rate.

• Explains how known text forms vary by stating: • Determines unknown words by using word- purpose, e.g. procedures instruct identification strategies, e.g. decoding using - some elements of organisation, e.g. phonemes, onset and rime. procedures have headings • Focuses on decoding words accurately when - some elements of structure, e.g. procedures reading an unfamiliar text, which may result in list materials and steps. limited fluency, expression and loss of meaning.

•

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Writing The majority of students in EY2 will be working within Phase 1 ‘Role Play’ or Phase 2 ‘Experimental’’. As a benchmark, a student who has demonstrated all of the key indicators for Phase 1 ‘Role Play’, and some of Phase 2 ‘Experimental’ at the end of EY1 is considered to be ‘meeting’ Grade level standard.

Samples of independent student writing within Phase 1

Matthew: “This says all about cricket”

Jasmin: ‘I am writing like the teacher”

Aaron: “I made a Superman birthday card for Rhianon

Samples of independent student writing within Phase 2

Samples of independent student writing within Phase 3

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Overview of Writing Phase 1: ‘Role Play’ GLOBAL STATEMENT In this phase, writers emulate adult writing by experimenting with marks to represent written language. Role Play writers are beginning to understand that writing is used to convey meaning or messages; however, as understandings about sound-symbol relationships are yet to develop, their messages are not readable by others.

Role Play writers rely heavily on topic knowledge to generate text.

CONCEPTUAL UNDERSTANDINGS • Writing conveys meaning.

• People write to tell about their experiences, ideas and feelings.

• Everyone can express themselves in writing.

• Talking about our stories and pictures helps other people to understand and enjoy them.

USE OF TEXTS CONTEXTUAL UNDERSTANDING • Assigns a message to own written and drawn • Stares purpose or audience for own writing, e.g. symbols.

This is a card for dad.

• Demonstrates awareness that writing and • Identifies and talks about characters from drawing are different. literary texts.

• Knows that print carries a message but may • Identifies and talks about people and ideas in ‘read’ writing differently each time. informational texts.

• Writes, then asks others to assign meaning to • Role plays writing for a purpose, e.g. taking a what has been written. lunch order in a restaurant.

• Dictates to an adult what they want written, e.g.

• Makes links to own experience when creating This is my toy. texts.

• Talks about own writing and drawing.

• Talks about times when they have seen others writing.

• Attempts to write own name.

• Reacts to written texts in their environment, e.g.

• Makes random marks on paper or screen. signs.

• Makes horizontal or linear scribbles with some • Imitates the act of writing when they see others breaks. write.

• Produces circular scribble.

• Orally recounts own experiences.

CONVENTIONS PROCESSES AND STRATEGIES • Begins to demonstrate an awareness of • Relies upon personal experiences as a stimulus directionality, e.g. points to where print begins. for ‘writing’.

• Uses known letters or approximations of letters • Uses texts viewed, read or heard as a stimulus for to represent writing. writing.

• Draws symbols consisting of straight, curved or • Copies print from the environment. intersecting lines that simulate letters.

• Uses letters from own name to generate writing.

• Knows that a word can be written down.

• Asks questions about printed words, signs and • Makes organisational decisions about writing, e.g. messages.

I’ll start here so it will fit.

• Tells others about what has been ‘written’ or • Writes the first one or two letters of own name or drawn. word correctly and may finish with a random • Voices thought before and during writing. string of letters. Recognises own name or part of it, in print.

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Overview of Writing Phase 2: ‘Experimental’ GLOBAL STATEMENT In this phase, writers are aware that speech can be written down. Experimental writers rely on familiar topics to generate a variety of texts such as greeting cards, lists and letters. They demonstrate an understanding of oneto-one correspondence by representing most spoken words in their written texts. These words may consist of one, two or three letters, and reflect their developing understanding of sound-symbol relationships.

CONCEPTUAL UNDERSTANDINGS • People write to communicate.

• The sounds of spoken language can be represented visually (letters, symbols, characters).

• Consistent ways of recording words or ideas enable members of a language community to understand each other’s writing. Written language works differently from spoken language.

USE OF TEXTS CONTEXTUAL UNDERSTANDING • Experiments with familiar forms of writing, e.g.

• Provides reasons why people write, e.g. to lists, captions, retells. remember, to say thank you.

• Uses writing with the intention of • States the purpose and audience of own writing, communicating a message. e.g. I am going to write to grandma to say…

• Demonstrates awareness that print contains a • Talks about how characters and events are constant message, e.g. recalls the ‘gist’ of the represented in literary texts. message over time.

• Talks about how people and ideas are • With assistance, finds information in texts represented in informational texts. appropriate to purpose or interest.

CONVENTIONS PROCESSES AND STRATEGIES • Writes using simple language structures, e.g. I • Draws upon semantic, graphophonic and like…, I see… syntactic knowledge when writing, e.g. topic knowledge, sound-symbol relationships.

• Demonstrates one-to-one correspondence between written and spoken word, e.g. word• Uses a limited range of strategies throughout the pointing when reading back own writing. writing process, e.g. connecting.

• Begins to demonstrate understanding of the • Uses a limited range of strategies to spell, e.g. conventions of print. Identifies the letters of the sounding out. alphabet by name or by common sounds.

• Decides how own text will be presented.

•

Overview of Writing Phase 3: ‘Early’ GLOBAL STATEMENT Early writers produce a small range of texts that exhibit some of the conventions of writing. Texts such as retells, reports and emails are composed to share experiences, information or feelings. Early writers have a small bank of frequently used words they spell correctly. When writing unknown words, they choose letters on the basis of sound, without regard for conventional spelling patterns.

CONCEPTUAL UNDERSTANDINGS • We write in different ways for different purposes.

• The structure of different types of texts includes identifiable features.

• Applying a range of strategies helps us to express ourselves so that others can enjoy our writing.

• Thinking about storybook characters and people in real life helps us to develop characters in our own stories.

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• When writing, the words we choose and how we choose to use them enable us to share our imaginings and ideas.

USE OF TEXTS CONTEXTUAL UNDERSTANDING • Attempts a small range of familiar texts, either • Explains the purpose of a small range of familiar text teacher-directed or self-selected. forms, e.g. jokes are to entertain.

• With assistance, finds information in texts and • Talks about the purpose of a piece of writing and the records through drawing or writing key words. ideas that need to be included.

• Explains why characters or events are represented in a particular way when composing literary texts.

• Explains why people or ideas are represented in a particular way when composing informational texts.

• Imitates the use of simple devices used in texts, e.g. print size, colour.

CONVENTIONS PROCESSES AND STRATEGIES • Experiments with words drawn from a variety of • Draws upon semantic, graphophonic and syntactic sources, e.g. literature, media, oral language of knowledge when writing, e.g. text organisation, word peers. order.

• Spells and uses a small bank of known words • Uses a small range of strategies throughout the writing correctly. process, e.g. self-questioning.

• Knows all letters by name and their common • Uses a small range of strategies to spell unknown sounds. words, e.g. chunking, sounding out.

• Knows simple letter patterns and the sounds they • Talks or draws as a means of planning before writing. represent, e.g. sh, ch, ee.

• Begins to proofread and edit own writing when • Writes simple sentences using correct punctuation. directed, e.g. deleting words, adding punctuation.

• Creates a published text that is beginning to reflect the intended purpose.

For more information please find a copy of the Raha Writing Scope and Sequence learning outcomes and the Raha Reading Scope and Sequence learning outcomes on the RIS website.

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Mother Tongue The language profiles of students at Raha may be complex and diverse; however, the influence of mother-tongue development is significant for all learners. It is acknowledged that development of mother tongue language is crucial for cognitive development, and in maintaining cultural identity. Success in mother-tongue development is a strong predictor of long-term academic achievement, including acquisition of other languages. We encourage parents to regularly read, write and speak with their child in their mother tongue.

At RIS we currently host mother tongue ECPs for: - French - Spanish - Arabic - Finnish - Swedish - Greek We are actively looking to extend our provision to other languages and cultures.

Contact Vanessa Keenan, vkeenan@ris.ae for further details.

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‫‪Arabic‬‬

‫‪In Early Years 2, Native Arabic speaking and Non-native Arabic speaking students will learn Arabic together in an‬‬ ‫‪immersive classroom setting. The lessons will be taught by an Arabic teacher in the homeroom and further supported‬‬ ‫‪by an Arabic speaking learning assistant. The learning activities will complement the EY learning from across the‬‬ ‫‪curriculum in; music, art, language, mathematics and PE. Thus, it will establish the language as a real means of‬‬ ‫‪communication in authentic situations.‬‬ ‫‪We have developed differentiated outcomes for Arabic A and Arabic B students that will prepare students for the‬‬ ‫‪Ministry of Education Arabic A and B Curriculum that starts in Grade 1.‬‬

‫‪Arabic A for EY2‬‬ ‫‪Scope and Sequence‬‬

‫مهارات مادة اللغة العربية للناطقين بها ‪ -‬الروضة الثانية‬ ‫التواصل الشفوي‬ ‫االستماع‪:‬‬ ‫• بما يتم االستماع إليه من االستماع‬ ‫للتعليمات واالستجابة لها استجابة‬ ‫مناسبة‪.‬‬ ‫• اإلصغاء لآلخرين بانتباه‪.‬‬ ‫• فهم الكلمات والجمل المسموعة‪.‬‬ ‫• تحديد المغزى مما تم االستماع إليه ‪.‬‬ ‫• االستفادة من خبرات اآلخرين أثناء‬ ‫وبعد االستماع‪.‬‬ ‫• احترام األدوار‪ ،‬وتقبل آراء‬ ‫اآلخرين‪.‬‬ ‫• االستمتاع مختارات من األدب‬ ‫العربي ) القصص – األناشيد)‪.‬‬

‫القراءة‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬

‫الكتابة‬

‫نطق الحروف الهجائية‬ ‫نطقًا سلي ًما من مخارجها‬ ‫الصحيحة‪.‬‬ ‫التمييز بين الحروف لفظًا ‪.‬‬ ‫التمييز بين الحروف‬ ‫المتشابهة‪.‬‬ ‫التمييز بين أصوات‬ ‫الحروف القصيرة‬ ‫(الحركات )‪.‬‬ ‫التمييز بين أصوات‬ ‫الحروف الطويلة ( المدود)‪.‬‬ ‫الموازنة بين الحركات‬ ‫والمدود‪.‬‬

‫•‬ ‫•‬ ‫•‬ ‫•‬

‫الجلوس‬ ‫الصحيح وإتقان‬ ‫اإلمساك بالقلم ‪.‬‬ ‫الكتابة من‬ ‫اليمين إلى‬ ‫اليسار‪.‬‬ ‫تتبع النقط عند‬ ‫رسم الحروف‪.‬‬ ‫رسم الحروف‬ ‫بشكل صحيح‬ ‫حسب السطر‪.‬‬

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‫‪26‬‬

‫القواعد اللغوية‬ ‫األسماء‪:‬‬ ‫• تحديد مسميات األشياء‬ ‫التي توجد في البيئة‬ ‫الصفية والمدرسية‬ ‫والبيئة الخارجية‪.‬‬ ‫• توظيف األسماء في جمل‬ ‫مفيدة‪.‬‬ ‫• توظيف اسمي اإلشارة‬ ‫هذا – هذه‪.‬‬ ‫األفعال‪:‬‬ ‫• توظيف بعض األفعال‬ ‫األساسية التي من الممكن‬ ‫أن يقوم بها‪.‬‬

‫المحادثة‪:‬‬ ‫• استخدام اللغة العربية في المحادثة ‪.‬‬ ‫• التحدث بصوت واضح‪.‬‬ ‫• التعبير شفويًّا عن الصور‬ ‫والقصص المصورة بجمل سليمة‬ ‫لغويًّا‪.‬‬ ‫• التعلم من األخطاء وعدم تكرارها‪.‬‬ ‫• احترام األدوار‪ ،‬وتقبل آراء‬ ‫اآلخرين‪.‬‬ ‫• الثقة بالنفس والجرأة عند عرض‬ ‫األفكار‪.‬‬ ‫• التحدث عن الفكرة العامة للقصص‬ ‫بجمل بسيطة‪.‬‬ ‫• تلخيص القصص شفويًّا‪.‬‬ ‫• طرح األسئلة وطلب التوضيح‬ ‫والتفسير‪.‬‬

‫•‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬

‫قراءة الكلمات الثالثية‬ ‫بحركات مختلفة‪.‬‬ ‫التحليل الصوتي للكلمات‬ ‫الثالثية إلى الحروف‬ ‫المكونة لها‪.‬‬ ‫قراءة الصور والتعبير عن‬ ‫محتوياتها‪.‬‬ ‫قراءة الجمل البسيطة‬ ‫المكونة من كلمتين أو‬ ‫ثالث‪.‬‬ ‫القراءة بصوت واضح‬ ‫وبسرعة مناسبة‪.‬‬ ‫حسن اإلنشاد وتلوين‬ ‫النطق بحسب ما يتطلب‬ ‫المعنى‪.‬‬

‫•‬ ‫•‬ ‫•‬ ‫•‬

‫•‬

‫التمييز بين‬ ‫الحروف‬ ‫المتشابهة رس ًما‪.‬‬ ‫التعرف على‬ ‫أشكال الحرف‪.‬‬ ‫كتابة كلمة على‬ ‫كل حرف هجائي‬ ‫بخط النسخ‪.‬‬ ‫التحليل الكتابي‬ ‫للكلمات الثالثية‬ ‫إلى الحروف‬ ‫المكونة لها‪.‬‬ ‫كتابة الجمل‬ ‫البسيط ) ثنائية‬ ‫أو ثالثية‬ ‫الكلمات) بخط‬ ‫النسخ‪.‬‬

‫•‬ ‫•‬

‫التمييز بين صيغة‬ ‫الفعل للمذكر وصيغته‬ ‫للمؤنث‪.‬‬ ‫توظيف بعض األفعال‬ ‫شفويًّا في جمل مفيدة ‪.‬‬

‫الصفات‪:‬‬ ‫• وصف األشياء بصفاتها‬ ‫الحقيقية‪.‬‬ ‫• إثراء الخيال ووصف‬ ‫األشياء بصفات غير‬ ‫صفاتها الحقيقية ‪.‬‬ ‫• توظيف بعض المترادفات‬ ‫واألضداد في التعبير‬ ‫الشفوي‪.‬‬

‫المعارف اللغوية‪:‬‬‫المرحلة األولى ) ‪:‬مراجعة معرفية(‬‫التحية والرد عليها ‪-‬أفراد األسرة ‪-‬أجزاء الجسم ‪-‬األشكال ‪-‬األلوان ‪-‬الفواكه ‪-‬الخضراوات ‪-‬حيوانات المزرعة ‪-‬حيوانات الغابة ‪-‬وسائل المواصالت ‪-‬‬‫أصحاب المهن‬ ‫) ‪-‬المرحلة الثانية‪(:‬‬ ‫‪-‬الوطن ‪-‬مرافق المدرسة – البحر – الحشرات – الطيور ‪-‬التشابه واالختالف – الهوايات‪.‬‬

‫‪Arabic B Scope and Sequence‬‬ ‫‪For non-native speakers‬‬ ‫‪Viewing‬‬

‫‪Reading & Writing‬‬

‫‪Listening & Speaking‬‬

‫‪- I can reveal my own feelings in‬‬ ‫‪response to visual presentation, for‬‬ ‫‪Example, by showing amusement,‬‬ ‫‪curiosity, surprise.‬‬

‫‪- I can recognise the Arabic format.‬‬ ‫‪- I can copy the letters in a proper‬‬ ‫‪way.‬‬ ‫‪- I can distinguish the letters in‬‬ ‫‪writing.‬‬ ‫‪-I can write simple words from‬‬ ‫‪2/3 letters.‬‬ ‫‪- I can recognise the numbers 10‬‬‫‪20.‬‬ ‫‪- I can write my own name‬‬ ‫‪independently.‬‬ ‫‪-I can write the date.‬‬ ‫‪- I can show an awareness of‬‬ ‫‪sound-symbol relationships and‬‬ ‫‪begin to recognise the way that‬‬

‫‪- I can listen and respond in‬‬ ‫‪small or large groups for‬‬ ‫‪increasing periods of time.‬‬ ‫‪- I can interact effectively with‬‬ ‫‪peers and adults in familiar‬‬ ‫‪Social settings.‬‬ ‫‪-I can listen to and enjoy Arabic‬‬ ‫‪stories; show understanding by‬‬ ‫‪responding in oral or visual‬‬ ‫‪form.‬‬ ‫‪- I can greet and respond to the‬‬ ‫‪Arabic greeting in Arabic‬‬ ‫‪- I can use gestures, actions,‬‬ ‫‪body language and/or words to‬‬

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‫‪27‬‬

communicate needs and to express ideas.

-I can use single words and two word phrases in context.

- I can join in with poems, rhymes, songs and repeated phrases in shared books.

- I can ask questions to gain information and respond to inquiries.

- I can use oral language to communicate in the class.

some familiar sounds can be recorder.

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28

Mathematics

At RIS we see mathematics as a way of thinking rather than simply a body of knowledge to be delivered. ‘An exemplary mathematics classroom consists of a very active and busy community of learners’ (IB, 2003). Our approach to teaching and learning reflects this.

• • •

• • • •

•

The teacher inquires with the students.

Tasks set are purposeful and engaging.

Teachers facilitate the developmental stages of learning through appropriate learning experiences.

Opportunities are provided for: i) constructing meaning, ii) transferring meaning to signs and symbols and iii) understanding and applying knowledge and skills to different situations.

Learning is an interactive process, where discussion of processes and different approaches are a regular part of daily lessons.

Students have opportunities to work individually, with partners, in small groups and as a whole class.

Throughout the year teachers make meaningful conceptual links to Units of Inquiry.

A range of accessible resources provide students opportunities to record their mathematical thinking and understanding. White boards, ICT programmes, plain paper and a range of dotted and squared papers supplement the mathematics exercise books. Also children have access to a range of mathematical dictionaries, encyclopaedias, literature and textbooks.

ICT plays an integral role in the teaching and learning of mathematics. Through computers and netbooks, students have access to a range of mathematical programmes covering the full breadth of the curriculum.

Teachers make use of interactive teaching programmes via classroom projectors to explore and model skills and concepts with students.

Mathematics Strands There are five strands in the PYP ensuring a balanced Mathematics programme. These are: • •

Data handling Measurement RIS Early Years 2 Curriculum Guide 2020-2021

29

• • •

Shape and space Pattern and function Number

The Number and Pattern and function strands of mathematics are taught daily at RIS. This is to ensure children have sufficient time to develop strong conceptual understanding of the number system, number operations, and acquire key number facts. Shape and Space, Measurement and Data-Handling are taught primarily through the meaningful contexts of the units of inquiry.

Mathematics in EY2 In EY2 students will be encouraged to ask questions, make observations and experiment with materials to develop mathematical concepts. They will be introduced to data handling, measurement, shape and space, pattern and function and number. Some of the activities will include making patterns, sorting by shape and size, and writing, reading and ordering numbers to 20 and exploring methods for problem solving. Assessment will be varied and ongoing and will include teacher observation and self-assessment. At times Mathematics will be integrated throughout the curriculum. Students will be encouraged to consolidate their understandings and apply their knowledge to construct meaning throughout all Mathematics units.

Building on Prior Knowledge and Experience Mathematics in EY2 builds on children’s desire to make sense of their world and helps them develop and demonstrate their mathematical understanding. Young children use mathematics intuitively and develop their understanding of mathematics through their individual approaches to learning, as well as through their prior experience of their linguistic, family, cultural, and community backgrounds. It is therefore important that children’s existing conceptual understanding of mathematics be valued and that children be introduced to mathematical concepts in an appropriate manner and at an appropriate time in their development. Children also need to be given learning experiences that are within the range of things they can do with and without guidance.

Providing Rich Problems and Connections to Real Life Problem solving and reasoning that involve the “big ideas” of mathematics are the foundations of mathematics in the Early Years program. Rich mathematical problems involve important mathematical ideas and arise out of reallife situations and can be approached in a variety of ways so that all children can be involved in exploring solutions.

Solving such mathematical problems requires persistence, since they do not have one easy-to-find correct answer.

Through active participation in mathematics investigations, including problem solving and discussions, children develop their ability to use mathematics as a way of making sense out of their daily experiences.

EY2 Mathematics Benchmarks The school’s Grade level benchmarks provide an indicator or attainment in line with international standards.

However in the PYP it is understood that students learn at different rates and so these indicators may not represent an appropriate level of expectation for all.

Students will be given the opportunity to work beyond the EY2 benchmarks if ready to do so, or work towards the EY2 level if they do not yet have the foundations in place to achieve the Grade level benchmark.

It can be very counterproductive to rush students onto calculating through formal written methods (algorithms) too early, so in EY2 the focus is on developing a strong understanding of number supported with the use of materials RIS Early Years 2 Curriculum Guide 2020-2021

30

and visual models. In EY2 the majority of students will be working with numbers to 50. Regular practice is required for students to grasp key concepts, acquire knowledge and master and apply skills so, at RIS the Number and Pattern and Function strands of the mathematics curriculum are taught every day.

Key manipulatives and number models used in EY2 Number is essentially an abstract concept and it is very difficult for young children to grasp abstract concepts. Young children need to work with number in ‘concrete’ forms to make sense of it. They need regular opportunities to see, feel, make, change and order numbers with manipulatives.

Counters

Children will experience counting and making numbers using a variety of counters and objects. This builds understanding of ‘Cardinal’ number – the understanding that a number represents how many in a set.

Ten frames Ten frames are one of the most important models to help students build a concept of ‘ten’. Ten frames are a 2x5 array in which counters or dots can be placed to illustrate numbers. They support construction of many number concepts in EY2 including, doubling, odd and even numbers, bonds to ten, partitioning, addition and subtraction.

The concept of place value is introduced first with the numbers 11-19. Two tens frames provide a powerful visual model to help understand see 14 for example as ten and four more.

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Bead strings and abaci

Manipulatives such as beadstrings and abaci, provide visual models of 10, 50, and 100. They are organized in divisions of ten lots of ten. They reinforce cardinal number, and also build understanding of the ‘ordinal’ concept of number – numbers used to denote the position in an ordered sequence.

Hundred Squares 100 squares reinforce the visual model of the abacus and introduce students to the number patterns, sequencing and the symbols for each of these numbers.

Students can practice finding numbers on a 100 square by reading down the number of tens and reading across to the units. E.g. 64

Partially completed hundred square help reinforce number order

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Numberlines Numberlines represent numbers in a linear order. They can be given to students with all or some of the numbers already on, but the children will also learn to create their own.

E.g. A numberline showing the numbers 1-10 can be used to help the children to add and subtract.

A partially completed numberline like the one below can be used to explore number order, “Can you fill in the spaces?; which number comes before 10?�

EY2 Mathematics Benchmarks The school’s Grade level benchmarks provide an indicator or attainment in line with international standards.

However in the PYP it is understood that students learn at different rates and so these indicators may not represent an appropriate level of expectation for all.

Students will be given the opportunity to work beyond the EY2 benchmarks if ready to do so, or work towards the EY2 level if they do not yet have the foundations in place to achieve the Grade level benchmark.

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Mathematics – Number Benchmarks

Reading and writing number

Early Years 1

Early Years 2

Grade 1

(Working towards)

(Working within)

(Working beyond)

Read and write numbers in figures from 0 to 50

Read, and write whole numbers to at least 100 and know what each digit represents

Count on and back from a given number to 50 by single digits

Count on and back from a given number to 100

Compare and order numbers to 50

Compare and order numbers to 100

Read and write numbers in figures 0-10 Read numbers in figures 1120 Understand one-to-one Correspondence Understand conservation of number

Counting Estimate quantities to ten Recognize groups of zero to five objects without counting (subitising) Count, compare and order numbers to 20 Compare and order

Understand the relative magnitude of whole numbers Use ordinal numbers to describe the position of things in a sequence

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Mathematics – Number Benchmarks continued

Early Years 1

Early Years 2

Grade 1

(Working towards)

(Working within)

(Working beyond)

To know what number comes Recall number pairs with a before / after a given number total of 10, e.g. 3 + 7, or (+/-1) what to add to a singledigit number to make 10, Begin to use the language e.g. 3 + ? = 10 involved in adding and subtracting Understand before / after Mental Addition and Subtraction (recall)

Relate addition to combining two then 3 groups of objects, counting all the objects Separate / partition a small set of objects in to 2 groups Investigate number bonds to 5

Recall addition facts for totals to at least 5, e.g. 2 + 3, 4 + 3

Recall addition doubles for all numbers to at least 10, e.g. 8 + 8

Recall addition and subtraction facts for all numbers up to at least 10, e.g. 3 + 4, 8 – 5 Recall number pairs with totals to 20

Recall all pairs of multiples of 10 with totals up to 100, e.g. 30 + 70, or 60 + ??= 100 Recall what must be added to any two-digit number to make the next multiple of 10, e.g.

52 + ? = 60 Recall addition doubles for all numbers to 20, e.g. 17 + 17 and multiples of 10 to 50, e.g. 40 + 40

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Mathematics – Number Benchmarks continued Early Years 1

Early Years 2

Grade 1

(Working towards)

(Working within)

(Working beyond)

Calculation (using a number line or materials) Add or subtract a pair of single-digit numbers, e.g. 4 + 5, 8 – 3 Add or subtract a single-digit number to or from a single digit number e.g. 3+5, 7-3 teens number, e.g. 13 + 5, 17 – 3 Add or subtract a single-digit to or from 10, and add a multiple of 10 to a single-digit number, e.g. 10 + 7, 7 + 30

Mental Addition and Subtraction (Calculation)

Add near doubles and groups of ten (using materials to assist), e.g. 6 + 7

Calculation Add or subtract a pair of singledigit numbers, including crossing 10, e.g. 5 + 8, 12 – 7

Add any single-digit number to or from a multiple of 10, e.g. 60 + 5 Subtract any single-digit number from a multiple of 10, e.g. 80 – 7 Add or subtract a single-digit number to or from a two-digit number, including crossing the tens boundary, e.g. 23 + 5, 57 – 3, then 28 + 5, 52 – 7 Add or subtract a multiple of 10 to or from any two-digit number, e.g. 27 + 60, 72 – 50 Add numbers close to multiples of 10 (9, 19, 29, … or 11, 21, 31, …)

Add near doubles, e.g. 13 + 14, 39 + 40

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Mathematics – Number Benchmarks continued Early Years 1

Early Years 2

Grade 1

(Working towards)

(Working within)

(Working beyond)

Count on from and back to a given number in groups of 10 Recognise odd and even numbers to 20

Recall multiplication facts for the 2, 5 and 10 times-tables, and corresponding division facts (using the language of “groups of”) Recognise odd and even numbers to 100

Multiplication and division fact to 10X10

Recognise multiples of 2, 5 and 10 facts ( using the language of “groups of”) Find the total number of objects when they are organised into groups of 2, 5, or 10 facts (using the language of “groups of”) Recall doubles of all numbers to 10, e.g. double 6

Doubling and Halving

Recall doubles of all numbers to 20, e.g. double 13, and find the corresponding halves

Recall doubles of multiples of 10 Correctly use terms ‘half’ to 50, e.g. double 40, and find and ‘double’ to describe the corresponding halves quantities or size Calculate the double of any multiple of 5 up to 50, e.g. double 35

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Recall multiplication and division fact families for the 10 times table, e.g. 7 × 10, 60 ÷ 10 (using the language of “groups of”) Multiplying and dividing by multiples of 10

Use the vocabulary of halves and quarters in context Find one-half and quarters of shapes

Representing fractions as a part of a whole: Finding a fraction of a single unit

Understand fractions as equal parts of a whole Recognise that a fraction divides a whole into equal parts

Find one half of a set of objects

Representing fractions as a part of a whole: Finding fractions of quantities

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Mathematics – Pattern and Function Benchmarks Early Years 1

Early Years 2

Grade 1

(Working towards)

(Working within)

(Working beyond)

Recognise and recreate simple patterns, including shape and sound/clap patterns (two attributes).

Create, describe and extend patterns.

Recognise and describe patterns in the environment

Create, describe and extend patterns using two or more attributes

Recognize and describe and extend patterns in numbers: odd and even, Skip counting using patterns in skip counting 2’s, 5’s and 10’s.

1,2,5,10 Patterning using two or more attributes.

Identify patterns and rules for addition up to 10 (4+3=7, 3+4=7)

Identify patterns and rules for addition greater than 10 less than 20 Identifying and describe patterns in the environment

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Mathematics – Measurement Benchmarks EY1

EY2

Grade 1

(Working towards)

(Working within)

(Working beyond)

Make direct comparisons of 2 then 3 or more lengths, masses, capacities.

Use mathematical language relating Estimate, measure, label and to measurement such as long, wide, compare using non-standard units of volume, temperature and time measurement capacity and mass

Use mathematical language relating to measurement, such as more/ less; longer/ shorter/ heavier lighter holds more/ holds less; hot/ cold

Use and explore standard (centimetres, metre) and nonstandard units of measurement: length, mass, volume and time

Estimate, measure and compare using non-standard and standard unit of measurement; length, time, capacity and temperature

Use and explore non-standard units Use a calendar to identify sequence to measure length, mass, volume of date, days and months

Estimate, measure and compare standard units of length measurement up to 30cm

Use and explore sequencing vocabulary for time (before, after, next, later, earlier, etc‌)

Use a calendar to determine the date, and to identify and sequence days of the week and months of the year

Explore, estimate, identify and compare lengths of time: second, minute, hour, day, week and month and year.

Sequences familiar events, describing and recalling information using language such as yesterday/ Read time to the hour and half hour tomorrow etc on an analogue clock

Estimate, identify and compare lengths of time; second, minute, hour, week, month and year

Say the names of the days of the weeks in order

Explore addition and subtraction using money

Read and write analogue time to the hour and half hour and quarter hour

Recognise that money is used for trading

Identify and order coins and notes Explore addition and subtraction using money

Begin to use the language of time e.g. o’clock, knowing the sequence of the day etc.

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Mathematics Shape and Space Benchmarks Early Years 1

Early Years 2

Grade 1

(Working towards)

(Working within)

(Working beyond)

Begin to investigate and describe solids - name cube, sphere, cone

Begin to investigate and describe flat shapes - name triangle, square, circle, rectangle

Use what they know about 3-D shapes to see and describe 2-D shapes

Sort and label 2-D and 3-D shapes using appropriate mathematical vocabulary: sides, corners, circle, sphere, square and cube

Sort and match objects, talking about decisions made Sort, describe, compare and name 3-D shapes according to attributes such as size and form (cube, cuboid, sphere, prism and cone)

Use shapes to make models, patterns and pictures

Sort and label 2-D and 3-D shapes using appropriate mathematical vocabulary, sides, corners, circle, sphere, square and cube

Create 2-D shapes

Use what they know about 3-D shapes to see and describe 2-D shapes e.g. hexagon, pentagon, square, circle, rectangle, triangle

Recognise and use whole, half and quarter turns Use everyday words to describe position (beside, behind, below, above, between, on, under, inside, next to, outside)

Use everyday words to describe direction (forwards/ sideways/ backwards

Sort, describe, compare, name and create 2-D shapes according to attributes such as size or form (circle, square, triangle, rectangle, oval and pentagon)

Find and explain symmetry in their immediate environment

Name, match and sort primary and secondary colours

Create and explains simple symmetrical designs

Give and follow simple directions, describing paths, regions and boundaries of their immediate environment and their position: left, right, forward and backward

Create and explain simple symmetrical designs

Identify reflective symmetry in patterns and 2-D shapes and draw lines of symmetry in shapes

Give and follow simple instructions involving position, direction and movement; left, right, forwards, backwards, diagonally forward and diagonally backwards

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Mathematics – Data Handling Benchmarks Early Years 1

Early Years 2

Grade 1

(Working towards)

(Working within)

(Working beyond)

Sort, order and label real objects into sets by one attribute.

Sort, order and label real objects into sets by more than one attributes

Interpret data by comparing Place objects on concrete graphs quantities: more, fewer, equal, and contribute to / talk about class bigger, smaller pictograms.

Create a pictograph with one to one correspondence.

Begin to use every day comparative language and number to describe data in teacher generated pictographs and bar graphs.

Sort and label objects into sets of two or more attributes.

Discuss and compare data represented in teacher generated Venn and tree diagrams.

Create and label a bar graph.

Begin to use everyday comparative language (more, fewer, equal, less than, greater than) and number to describe data (teacher generated or student generated) Discuss, identify, predict and place outcomes in order of likelihood; impossible, unlikely, likely and certain.

Begin to use IT to organise and present data.

Record data using tally charts

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Social Studies and Science

Science and social studies are relevant to all the transdisciplinary themes and all planned science and social studies learning take place within this framework of the Programme of Inquiry

Social Studies In the Primary Years Programme, social studies learning guides students towards a deeper understanding of themselves and others, and of their place in an increasingly global society. It provides opportunities for students to look at and think about human behaviour and activity realistically, objectively, and with sensitivity. Exposure to and experience with social studies therefore opens doors to key questions about life and learning.

Raha International School has developed its Programme of Inquiry to meet the needs of its students growing up in Abu Dhabi. Key themes have been identified from the Arabic Social Studies curriculum and integrated into our Programme of Inquiry. Many of our units of inquiry start from a local perspective, enabling students at RIS to develop their knowledge and understanding of their host country and gain an appreciation of Arab culture and perspectives.

By teaching Arabic Social Studies within the Units of Inquiry students learn about Arabic culture and traditions within meaningful and significant contexts and use their knowledge and understanding to consider important conceptual ideas and local and global issues.

Whenever possible we look to utilize resources available in the local community in order to provide a meaningful context for inquiry (e.g. field trips, artefacts and visiting speakers).

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Social Studies Strands The social studies component of the PYP is characterized by concepts and skills rather than by content, however a breadth and balance of social studies content is covered through the units of inquiry. The knowledge component of social studies in the PYP is arranged into five strands: human systems and economic activities, social organization and culture, continuity and change through time, human and natural environments, and resources and the environment.

SOCIAL STUDIES STRANDS Human systems and economic activities Social organization and culture Continuity and change through time

Human and natural environments

Resources and the environment

DESCRIPTION The study of how and why people construct organizations and systems; the ways in which people connect locally and globally; the distribution of power and authority.

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

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.

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

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

Social studies skills The social studies component of the curriculum also provides opportunities for students to develop a range of social studies skills and processes. The PYP identifies five key social studies skills to be developed and built on throughout the primary years.

a. Formulate and ask questions about the past, the future, places and society b. Use and analyse evidence from a variety of historical, geographical and societal sources c. Orientate in relation to place and time d. Identify roles, rights and responsibilities in society e. Assess the accuracy, validity and possible bias of sources

Overall Expectations for the 5-7 year old age range Students will increase their understanding of their world, focusing on themselves, their friends and families and their environment. They will appreciate the reasons why people belong to groups, the roles they fulfil and the different ways that people interact within groups. They will recognize connections within and between systems by which people organize themselves. They will broaden their sense of place and the reasons why particular places are important to people, as well as how and why people’s activities influence, and are influenced by, the places in their environment. Students will start to develop an understanding of their relationship with the environment. They will gain a greater sense of time, recognizing important events in their own lives, and how time and change affect people.

They will become increasingly aware of how advances in technology affect individuals and the environment.

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Science In the PYP science is viewed as the exploration of the biological, chemical and physical aspects of the natural world, and the relationships between them. Our understanding of science is constantly changing and evolving. The inclusion of science within the PYP leads learners to an appreciation and awareness of the world as it is viewed from a scientific perspective. It encourages curiosity and ingenuity and enables the student to develop an understanding of the world.

Reflection on scientific knowledge also helps students to develop a sense of responsibility regarding the impact of their actions on themselves, others and their world.

The science component of the PYP is characterized by concepts and skills rather than by content, however we do ensure that a breadth and balance of science content is covered through the units of inquiry. The knowledge component of science in the PYP is arranged into four strands: living things, Earth and space, materials and matter, and forces and energy.

SCIENCE STRAND Living things

Earth and space

Materials and matter Forces and energy

DESCRIPTION The study of the characteristics, systems and behaviours of humans and other animals, and of plants; the interactions and relationships between and among them, and with their environment.

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

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

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.

The science component of the curriculum also provides opportunities for students to develop a range of science skills and processes. The PYP identifies eight key science skills to be developed and built on throughout the primary years.

Science skills a. Observe carefully in order to gather data b. Use a variety of instruments and tools to measure data accurately c. Use scientific vocabulary to explain their observations and experiences d. Identify or generate a question or problem to be explored e. Plan and carry out systematic investigations, manipulating variables as necessary f. Make and test predictions g. Interpret and evaluate data gathered in order to draw conclusions h. Consider scientific models and applications of these models

Overall Expectations for the 5-7 year old age range Students will develop their observational skills by using their senses to gather and record information, and they will use their observations to identify patterns, make predictions and refine their ideas. They will explore the way objects RIS Early Years 2 Curriculum Guide 2020-2021

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and phenomena function, identify parts of a system, and gain an understanding of cause and effect relationships.

Students will examine change over varying time periods and will recognize that more than one variable may affect change. They will be aware of different perspectives and ways of organizing the world, and they will show care and respect for themselves, other living things and the environment. Students will communicate their ideas or provide explanations using their own scientific experience.

Visual Art

At Raha International School we value the creativity and imagination. In the PYP Visual Arts programme students see themselves as the makers and viewers in the creative process. Students will explore the relationship between the elements of art and design and investigate the properties of materials and media and use tools and technologies to develop skills in a range of techniques. Students will reflect on, test, clarify, and regenerate ideas, as well as solve problems, individually and collaboratively, while making objects and images. Assessment in Visual Arts will be ongoing and may include observations, portfolios, self-evaluation and peer assessments.

Our transdisciplinary programme will provide students with opportunities to inquire into Art and inquire through Art. PYP VISUAL ART STRANDS Responding The process of responding provides students with opportunities to respond to their own and other artists’ works and processes, and in so doing develop the skills of critical analysis, interpretation, evaluation, reflection and communication. 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 visualize consequences. Students are encouraged to draw on their imagination, experiences and knowledge of materials and processes as starting points for creative exploration.

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Early Years Visual Art Learning Outcomes Responding Conceptual Understandings • Art is a means of communication and expression.

• We enjoy and experience different forms of art.

• We reflect on our artwork and the work of others.

Outcomes • Communicate their initial responses to an artwork in visual, oral or physical modes • Describe what they notice about an artwork • Enjoy experiencing artworks • Express opinions about an artwork.

Creating Conceptual Understandings • We can enjoy and learn from creating art.

• The creative process involves joining in, exploring and taking risks.

• Our experiences and imagination can inspire us to create.

Outcomes • Engage with and enjoy a variety of visual arts experiences.

• Select tools, materials and processes for specific purpose.

• Use their imaginations and experiences to inform their art making.

• Participate in individual and collaborative creative experiences.

Art Skills • Identify and name red, yellow, blue, orange, purple, green, brown + black and white • Introduce the ‘Elements of Art’ through colour, shape and line.

• Recognise and describe differences between types of lines • Trace around shapes • Recognise and describe differences between shapes – size, type • Use a variety of art tools, and materials • Use tools with increasing control (scissors, brushes, drawing tools)

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Music

Music at RIS enables students to communicate in ways that go beyond their oral language abilities. Music delights and stimulates, soothes and comforts us; music allows students to communicate in a unique way. Musical experiences and learning begin with the voice. It is important that students are given opportunities to discover a broad range of music experiences including classifying and analysing sounds, composing, exploring body music, harmonizing, listening, playing instruments, singing, notation, reading music, song writing and recording.

The PYP Music Scope and Sequence is organized under two strands: Creating and Responding. In creating, students use their imagination and musical experiences to organize sounds—natural and technological—into various forms that communicate specific ideas or moods. In responding, students are given the opportunity to respond to different styles of music, as well as to music from different times and cultures. Individually and collaboratively, students will have the opportunity to create and respond to music ideas. By exposing students to a wide and varied repertoire of musical styles, they can begin to construct an understanding of their environment, their surroundings and structures, and begin to develop personal connections with them.

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

Music is both an active and reflective process when making and listening to it. Students will draw on a wide range of sources in their music learning: music composed by themselves and other students; music composed by musicians; literature; paintings; dance; their own imagination; real-life experiences; feelings; values and beliefs. They will be exposed to live performances as well as recordings. Additionally, opportunities to participate in live performances— informal as well as formal— will allow students to work collaboratively and gain awareness of the audience.

At RIS our PYP music classrooms provide an environment that stimulates and challenges students. They are well resourced with an extensive range of music recordings, videos and instruments. Students have the opportunity to explore home-made as well as manufactured instruments from a variety of countries and cultures.

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Early Years Music Learning Outcomes STRANDS with LEARNING OUTCOMES

Responding • • • • • • •

•

Creating

Use voice to imitate sounds and learn songs Select self-representative music to share Describe the differences in music Move bodies to express the mood of music Describe how music makes one feel Distinguish the sounds of different instruments in music Listen to music and create their own work in response Express their responses to music in multiple ways (drawings, games, songs, dance, discussion, etc.) Explore body and unpitched percussion instrument sounds Recognize different sources of music in daily life Recognize that sound can be notated in a variety of ways

• • • •

• •

Use vocal sounds, rhythms and instruments to express feelings or ideas Create and accompany music using a variety of sounds and instruments Play unpitched percussion instruments in time with a beat Use the voice and body to create musical patterns Explore sound as a means of expressing imaginative ideas Recreate sounds from familiar experiences Participate in performing and creating music both individually and collectively

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

PSPE is integral to teaching and learning in the PYP and is embodied in the IB learner profile that permeates the programme and represents the qualities of internationally minded students and effective lifelong learners. The development of a student’s well-being is addressed through all areas of the PYP curriculum. Therefore, all teachers at RIS take on a shared responsibility for support each student’s personal, social and physical development.

The development of overall well-being in the PYP is defined through three common strands that have relevance to all teachers: 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.

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Identity

Active Living

Interactions

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

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

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

PSPE in Early Years In EY2 students will be encouraged to develop a positive self-concept while being introduced to attitudes and social skills that will enable them to become confident and reflective lifelong learners. Health and safety awareness and specific learning strategies will be incorporated into our daily routines and will be linked to our units of work and our specialist classes. Students and teachers will work together to establish a caring, supportive and respectful environment that will promote growth and validate each individual.

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Physical Education

As part of our PSPE curriculum at RIS we have develop an ongoing, balanced physical education programme, drawing on the conceptual understandings and learning outcomes from all three strands of PSPE to provide meaningful, connected learning experiences for students.

Strands

Essential Understandings

Individual Pursuits

The development of basic motor skills and the body’s capacity for movement through locomotor and manipulative skills and/or experiences; the techniques, rules and purpose of a range of athletic activities.

Movement Composition

Recognizing that movements can be linked together and refined to create a sequence of aesthetic movements. Movements can be in response to stimuli or performance elements and/or criteria and can communicate feelings, emotions and ideas.

Recognizing the challenges presented by games; the importance of manipulating space; the categorizing of games; identifying and developing appropriate skills and strategies; recognizing the importance of rules and how they define the nature of a game; modifying existing games and creating new games; teamwork.

A variety of tasks requiring the use of physical and critical-thinking skills by individuals and/or groups; challenges that require groups to work together collaboratively in order to solve problems and accomplish a common goal; recognizing the role of the individual in group problem solving.

Games

Adventure Challenge

Recognizing and appreciating the importance of maintaining a healthy lifestyle; the body’s response to exercise including the interaction of body systems and the development of physical fitness.

Health Related Fitness

During EY2 students will engage in a variety of different physical activities for Individual Pursuits, Adventure challenges, Movement Composition Health Related Fitness and Games.

PE Strand Individual Pursuits

EY2 PE Outcomes (Note - some outcomes are revisited and built on in multiple units) • • •

Engage in a variety of different physical activity Develop a range of fine and gross motor skills Recognise that acting upon instructions and being aware of others helps to ensure safety RIS Early Years 2 Curriculum Guide 2020-2021

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Adventure Challenges

• • • • •

Engage in a variety of different physical activity Cooperate with others when participating in physical activities Willingly approach and persevere with new situations Recognize that others have emotions, feelings and perspectives that may be different from their own Share their own relevant ideas and feelings in an appropriate manner

Games

• • •

Develop a range of fine and gross motor skills Cooperate with others when participating in physical activities Describe some physical and personal characteristics and personal preferences

Movement Composition

• • • •

Willingly approach and persevere with new situations Develop a range of fine and gross motor skills Explore and create movements in response to different stimuli Recognise that acting upon instructions and being aware of others helps to ensure safety

Health Related Fitness

• • •

Demonstrate an awareness of how being active contributes to good health Identify some of the effects of different physical activity on the body Develop a range of fine and gross motor skills

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Information Fluency

Information Technology is an integral part of the modern world and therefore, is an integral part of educating our children. In Raha International School, we believe that technological skills are vital in the holistic development of the child. In the Early Years, technological skills are taught through integration into the IB curriculum. The use of technology blends well with our Transdisciplinary Themes, Skills and Learner Profiles.

In EY1, children are exposed to various forms of technology. Teachers frequently use Interactive Whiteboards during their lessons as well as iPads for taking photographs and researching child-led questions. The children begin to develop initial IT skills such as unlocking the iPad, selecting apps, taking pictures and videos, as well as initial skills in coding using simple robotic machines.

In EY2, children continue to be exposed to forms of technology such as typing skills, emoji stories, Raz-kids reading programme and YouTube.

They further develop skills through drawing tools and guided research on their iPads, taking pictures and videos of their learning using various apps and uploading evidence of this learning to Seesaw.

In Grade 1, children have already achieved a solid understanding of iPad use. Our goal is to further that development to enable the children to begin independently documenting, assessing and sharing their own learning through the use of Clips, Seesaw, iMovie and Camera apps. This allows the children to reflect on their learning experiences in a deeper and more meaningful way. We also develop their coding skills through the use of Dash & Dot robots. Binding all this together will be the teaching of I.T. safety skills and digital citizenship in order to create independent, responsible and proficient I.T. operators.

This continuous and progressive development of the children’s I.T. skills will enable them to transition into Grade 2 with sufficient skills to be a technologically literate citizen in a growing digital world.

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