JS Curriculum Guide 2016 17

JUNIOR SCHOOL CURRICULUM GUIDE 2016-2017

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The York School

Junior School Curriculum Guide 2016-2017 Introduction The York School Mission IB Primary Years Programme (PYP) The York School Programme of Inquiry

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General Information Essential Agreements 6 Expectations for Behaviour and Protocol 7 Assessment for, as and of learning 7 Reporting 8 Home Learning Philosophy and Essential Agreements 8 Field Trips 11 Co-Curriculars 12 Technology 13 Library 13

PYP Exhibition 14 & Video

PYP Programme of Inquiry 14 & PDF Download

Curriculum Information English 15 French 15 Mathematics 15 Science and Social Studies 15 The Arts 15 Physical Education 15

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Introduction

The York School Mission The York School’s mission to develop inquiring, knowledgeable and caring young people who are engaged citizens of the world.

IB Primary Years Programme (PYP) The York School has been committed to the philosophy and inquiry-driven pedagogy of the International Baccalaureate School Primary Years Programme (PYP) since 2003.

At The York School, we believe that learning becomes engaging, relevant, challenging and significant when students get to ask questions and become involved in their own education.

Many resources have been used to develop our curriculum in the Junior School, including the Ontario Ministry of Education Elementary Curriculum, the International Baccalaureate (IB) PYP Scope and Sequence documents and up-to-date pedagogical research.

The five essential elements of the PYP are:

knowledge, which is both disciplinary,

represented by traditional subject areas (language, maths, science, social studies, arts, PSPE) and transdisciplinary;

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concepts, which students explore through

structured inquiry in order to develop coherent, in-depth understanding, and which have relevance both within and beyond subject areas;

skills, which are the broad capabilities students develop and apply during learning and in life beyond the classroom;

attitudes, which contribute to international-

mindedness and the wellbeing of individuals and learning communities, and connect directly to the IB Learner Profile;

action, which is an expectation in the PYP that

successful inquiry leads to responsible, thoughtful and appropriate action.

At the heart of the IB PYP is a core set of values that define what it means to be an internationallyminded person. All members of our community, adults and children strive to be: • • • • •

Inquirers Knowledgeable Thinkers Communicators Principled

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Open-minded Caring Risk-takers Balanced Reflective

To learn more about the PYP programme please visit the official International Baccalaureate website by clicking here.

The York School Programme of Inquiry Who we are

Where we are in place and time

How we express ourselves

How the world works

How we organize ourselves

Sharing the planet

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 decision-making; economic activities and their impact on 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 relationships within and between them; access to equal opportunities; peace and conflict resolution.

General Information

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Junior School Essential Agreements

Assessment for, as and of Learning

The essential agreements were developed by our International Mindedness committee whose members represent all stakeholders (staff, students, and parents) in our community. As a school, we believe that in order to create an optimal learning environment which encourages students to exemplify the IB learner profile attributes, all members of our community should strive to understand and follow the Junior School Essential Agreements.

Assessment is ongoing and pervasive in the Junior School.

These agreements were developed with the mindset that students need both structure and support to ensure the safety and freedom necessary for them to grow into mindful and reflective citizens of the world. The agreements below will be followed by all staff when supporting your child’s academic and social/emotional growth.

Assessment for learning (diagnostics and formative assessments) is where teachers provide students with descriptive feedback and coaching for improvement.

Assessment as learning helps all students develop their capacity to be independent, autonomous learners who are able to set individual goals, monitor their own progress, determine next steps, and reflect on their thinking and learning.

Assessment of learning (summative assessments) gives students, teachers and parents insight into student understanding and allows students to demonstrate what has been learned.

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Levels of Understanding (Grades 1 through 5) Level 1

Level 2

Level 3

The student in beginning to develop some understanding of the required knowledge, concepts and skills. The student requires on-going support to demonstrate their learning.

The student is developing an understanding of the required knowledge, concepts and skills. The student requires frequent support to demonstrate their understanding.

The student consistently demonstrates a considerable level of understanding of the required knowledge, concepts and skills.

Level 4 The student consistently and independently demonstrates an applied and in-depth understanding of the required knowledge, concepts and skills.

Their understanding is accurate and thorough.

Reporting Parent-teacher interviews take place in October and February. During these meetings teachers provide parents with information about the student’s progress, development and needs.

Report cards are sent home twice a year in January and June. In addition to this, an anecdotal progress report is sent home in October.

Student-led conferences take place in April and involve the parents and student. The student takes responsibility for leading the conference, and also takes responsibility for their learning by sharing the process with their parents.

Home Learning Philosophy and Essential Agreements At The York School, we believe that home learning connects the home and school allowing parents and children to share aspects of the child’s learning. The goal of home learning is to foster positive attitudes and habits requiring home involvement and the reinforcement of concepts, knowledge and skills introduced in class. For students in upper grades, it may play a more direct role in fostering improved school achievement.

In all cases, homework will be individualized to meet the needs of students, especially if specific reinforcement is required.

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Home learning is not an expectation for kindergarten students. Parents are encouraged to read with their children (in their first language) to help foster a positive attitude towards reading, along with discussions and follow up on any areas in which children shows a particular interest.

Recommended time allocated daily Specific home learning tasks will be set for all students from Monday to Thursday.

Kindergarten - Reading/ discussions as appropriate.

Grade 1

10 minutes

Grade 2

20 minutes

Grade 3

30 minutes

Grade 4

40 minutes

Grade 5

50 minutes

Home learning will begin the week after Curriculum Night at the beginning of the academic year. Transdisciplinary skills are addressed through multiple sources of home learning.

Students in Grades 1-5 use agendas to record home learning. Home learning for kindergarten is communicated in the Friday Flash.

Reading is encouraged from any language source. Reading sent for home learning is part of the time allocation. We encourage students to continue to read for enjoyment in addition to this time allocation.

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Responsibilities of the Teacher:

Responsibilities of the Student:

• ensure that home learning • tasks are reflective of the work and practices that take place in the classroom • check home learning and • give feedback before the home learning is returned to the student (feedback can be verbal or written) • • clearly communicate the home learning to the stakeholders (parents and • students) • respond to parent feedback • • set home learning within the recommended time allocations

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Responsibilities of the Parent/Guardian:

know what the home learning • requirements are before leaving school and be able to share this with parents • remember to take home all the resources for home learning and return it to • school by the due date clarify with the teacher(s) if they do not understand the home learning organize and manage his/her time speak with the teacher(s) if there are any issues with completing his/her home learning work with independence, but share home learning with parents

provide a space that is suitable for your child as a learner encourage your child to ask the teacher for clarification when needed be aware of and support your child in the meeting of their home learning expectations - familiarize yourself with the expectations, format and content of your child’s home learning

Field Trips At The York School, our motto is “Experience Teaches� and we believe our classroom extends into the local community and outdoor environment. To complement our educational programme, students at the Junior School take part in experiential education through our urban day trips and overnight outdoor education excursions.

best practices. Teachers will travel with the proper tools and materials to facilitate a safe and effective trip. In all cases, where students are involved in sports or recreational activities, reference will be made to the Ontario Physical and Health Education Association (OPHEA) guidelines in order

to plan appropriate measures for minimizing risks. Where the activity is not covered by OPHEA guidelines, reference will be made to local industry standards or governing bodies, as may be published.

Our urban day trips include visits to local destinations such as Humber Arboretum, The Kortright Centre, The Ontario Science Centre, McMichael Art Gallery, and Royal Ontario Museum. Each year, students in Grade 4 and 5 participate in an overnight outdoor education excursion. Our programmes are designed to build community, enrich curricular content and help build interpersonal skills.

The trip is always a highlight of the year.

Regardless of the level of a trip all parents and students will be given particulars of the trip prior to trip departure. Students will be prepped for their trip

by The York School teachers including being given ageappropriate guidelines, code of conduct for the trip, equipment lists, educational rationale and other pertinent information as it relates to the specific trip.

Pre-trip research will be conducted which may include on site risk assessment evaluations, making locale connections and evaluating 11

Co-Curriculars Students in the Junior School are encouraged to participate in activities outside the classroom.

There are a variety of co-curricular activities in which students can participate depending on their age and interests.

There are Gladiator Athletic Development Programmes for students in JK - Grade 5, which focus on developing skills in specific sports such as soccer, basketball and volleyball, as well as improving general health and fitness.

For students in Grades 3 - 5, there is a competitive athletics programme where our U10 and U11

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sports teams compete against other schools within the Canadian Independent Schools’ Athletic Association. We offer teams in the following sports: cross country running, soccer, basketball, volleyball and track and field.

There are also a variety of clubs and activities in which students are able to participate both during and after school hours. These include, but are not limited to, knitting, cooking and baking classes, Mad Science, Mandarin, piano lessons, guitar lessons, chess, prop design, Beyond Broadway, Primary and Junior Choir, camera club, drama and woodworking.

Technology

Library

At The York School, our approach to technology is not about gadgets and gizmos. It is about a progressive approach to education and a schoolwide commitment to innovation.

At the Shirley J. Bellamy library, staff, space and resources are readily available for students in order to enhance research skills, read for pleasure and question the world around them. All students visit the library on a regular and casual basis, and are encouraged to check out and renew books on their own, as well as to help others do so. In addition to this the library hosts several author and illustrator visits throughout the year. Please visit http://library.yorkschool.com for more information.

Finally, volunteers in the library are always welcome and greatly appreciated.

At every level of the School, we offer a culture of creativity that inspires teachers and students to think differently, explore confidently and adapt skillfully. This approach means that we are constantly searching for technological opportunities that will enhance learning.

When exploring options and making choices about technology in the classroom, we focus on ways to enrich the PYP inquiry method and to empower students and teachers to access the full potential of their imaginations. Technology provides a wonderful opportunity for teachers and students to share the journey of learning and break down barriers that limit exploration and discovery.

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PYP Exhibition As a culmination to the PYP programme, Grade 5 students will be taking part in the PYP Exhibition. The PYP Exhibition represents a significant event in the life of PYP school and takes place under the transdisciplinary theme, Sharing the planet.

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Students engage in a collaborative, transdisciplinary inquiry process that involves them in identifying, investigating and offering solutions to real-life issues or problems. Not only are students provided the opportunity to take meaningful action about an issue they feel passionate about, students will also be synthesizing the essential elements (concepts, skills, knowledge, attitude and action) of the PYP and sharing them with the whole school community. Finally, as a culminating experience it is an opportunity for students to exhibit the attributes of the International Baccalaureate (IB) learner profile.Screen Shot 2015-02-10 at 11.53.08 AM.png The PYP exhibition has a number of key purposes: • • • • • • • •

for students to engage in an in-depth, collaborative inquiry to provide students with an opportunity to demonstrate independence and responsibility for their own learning to provide students with an opportunity to explore multiple perspectives for students to synthesize and apply their learning of previous years and to reflect upon their journey through the PYP to provide an authentic process for assessing student understanding to demonstrate how students can take action as a result of their learning to unite the students, teachers, parents and other members of the school community in a collaborative experience that incorporates the essential elements of the PYP to celebrate the transition of learners from primary to middle/secondary education

Students will be working collaboratively in small groups of 3 or 4 members and engage in the PYP action cycle by choosing an issue to inquire into, devising a plan to take action and reflecting on the process. Grade 5 students will share their learning with their peers, teachers, parents and other members of the community during a special PYP Exhibition presentation.

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Click to watch the 2015 PYP Exhibition Video

Curriculum Information a

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English

Visual Arts

The development of language is not only fundamental to communication but also supports and enhances our thinking and understanding.

Language permeates the world in which we live.

Our visual arts program begins in JK where students receive instruction with their visual arts teacher. Students in JK and SK receive two to three 40-minute periods depending on the week (A or B), while students in Grades 1 through 5 receive three to four 40-minute periods per week.

Students are provided opportunities to explore visual arts as a lens to better understand the units of inquiry as well as explore the skills, knowledge and understandings of the discipline. Opportunities to showcase their artwork is offered throughout the school year.

The language learning process in the Junior School involves learning language, learning about language and learning through language. Students are provided authentic learning experiences to support their growth in oral communication, reading, writing and media literacy.

French All students in the Junior School participate in French language classes daily. Students in JK and SK receive one 20-minute period daily and students in Grades 1 through 5 receive one 40-minute period daily.

Mathematics Mathematical understanding in the Junior School is developed through a constructivist approach where students make meaning about mathematics concepts beginning with students exploring their own personal experiences, understanding and knowledge. Fundamental is the belief that mathematics should be used in real-life situations and taught in relevant and realistic contexts.

Science and Social Studies Science and social studies are lenses in which students make sense of the world around them.

There are a number of concepts that students inquire into which are explored in the Programme of Inquiry and through the six transdisciplinary themes.

Music Beginning in JK, students receive instruction with their music teacher in the designated music rooms. Students in JK and SK receive two to three 40-minute periods depending on the week (A or B), while students in Grades 1 through 5 receive three to four 40-minute periods per week. Students explore music skills, vocal and instrumental technique, theory, knowledge and creativity as they create and respond to music. Opportunities to participate in formal music presentations are offered across the grades.

Physical Education Physical education in the Junior School is more than just students participation in sports and games.

The focus is on developing transferrable skills that promote physical, intellectual, emotional and social development. In addition to physical education classes students participate in 20 minutes of Daily Physical Activity (DPA). One of the main goals of the physical education programme is develop an appreciation and understanding of the importance of living a healthy lifestyle.

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