Junior School Curriculum Guide 2017 2018

The York School Junior School Curriculum Guide

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The York School Junior School Curriculum Guide 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 Assessment for, as and of learning 7 Reporting 7 Levels of Understanding 8 Home Learning Philosophy 9 Homework 10-11 Field Trips & Co-Curriculars 12 Technology 12 Library 13

Curriculum Information English 14 French 14 Mathematics 14 Science and Social Studies 14 The Arts 14 Physical Education 14

PYP Exhibition

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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

• • • • •

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 Program of Inquiry Who we are

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

Where we are in place and time An inquiry into orientation in place and time; personal histories; 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.

How we express ourselves

How the world works

How we organize ourselves

Sharing the planet

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 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.

Essential Agreements of IB Learners

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Assessment for, as and of Learning Teachers use a wide range of assessment strategies to collect information on each of the elements of the International Baccalaureate (IB) Primary Years Programme (PYP) including, the understanding of concepts, the acquisition of knowledge, the mastery of skills, the development of positive attitudes and the ability to take responsible action.

Assessment is ongoing and pervasive in the Junior School.

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.

Reporting

is present and is an active participant. The focus of the conference is on student goal setting in order to support learning. During the student-centred conference, each participant, teacher, student, and parent, have a specific role. The teacher facilitates the discussion and the student and parent are encouraged to contribute. A studentcentred conference should focus on recognising and celebrating the progress that a student has made in his/her learning, and identify the next steps that need to be taken, within a supportive environment. Parents should be aware that the priority of student-centred conferences is to focus on discussing a student’s progress in ways which motivate and encourage the child in his/her future learning. Finally, a student-centred conference is not intended to be a rehearsed performance by the student, but a genuine conversation that encourages objective and realistic discussion of the student’s learning progress.

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.

JK-Grade 5 parents participate in parent-teacher interviews which take place in October following the first progress report (Grades 1 - 5). The October progress report is an anecdotal report highlighting the student’s transition to the grade. During the parent-teacher interviews, 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.

JK and SK parent participate in parent-teacher interviews, again, in January/February following the January report card.

Students and parents from Grades 1 - 5 participate in student-centred conferences in January/February.

Student-centred conferences differ from the traditional parent-teacher interview as the student 7

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.

Kindergarten Report Card In Kindergarten, the learning expectations are connected with four “frames:” Belonging and Contributing, Self-Regulation and Well-Being, Demonstrating Literacy and Mathematics Behaviours, and Problem Solving and Innovating. Student learning in these four areas is evaluated and described in this report.

Belonging and Contributing focuses on children’s: • sense of connectedness to others; • ability to form relationships and make contributions as part of a group, a community, and the natural world; • development of understanding of how people relate to one another and to the world around them.

What children learn in connection with this frame provides them with a sense of being personally connected to various groups and communities, and lays the foundation for developing the traits and attitudes required for responsible citizenship.

Self-Regulation and Well-Being focuses on children’s: • ability to understand their own thoughts and feelings, to see that others may have different thoughts and feelings, and to respect those differences; • ability to understand and manage their emotions and impulses, find ways to deal with distractions, and be aware that their actions have consequences; • awareness of their physical and mental health and wellness.

What children learn in connection with this frame allows them to focus, to learn, to respect themselves and others, and to promote well-being in themselves and others.

Demonstrating Literacy and Mathematics Behaviours focuses on children’s: • ability to communicate their thoughts and feelings in various ways, using their bodies, words, symbols, images, constructions, and/or other forms of expression; • “literacy behaviours” – the various ways in which children use language, images, and materials to express ideas and emotions as they respond to words and stories, begin to think critically, and begin to read and write; • “mathematics behaviours” – the various ways in which children use concepts of number and pattern during play and inquiry; process various kinds of information, and begin to grasp mathematical relationships, concepts, skills, and processes; 8

curiosity about literacy, mathematics and love of learning in general, as they develop the habit of learning for life.

What children learn in connection with this frame develops their capacity to think critically, to understand and respect many different perspectives, and to process various kinds of information.

Problem Solving and Innovating focuses on children’s: • desire to explore the world out of natural curiosity, which develops their minds, their senses, and their bodies; • desire to make meaning of their world by asking questions, testing theories, solving problems, and using creative and analytical thinking; • confidence to explore the innovative thoughts and activities that naturally arise with an active curiosity, and to apply those ideas as they interact with others and with the world.

What children learn in connection with this frame will help them develop the habit of applying creative, analytical, and critical-thinking skills in all aspects of their lives.

What children learn in connection with the four frames lays the foundation for developing traits and attitudes they will need to become active, contributing, responsible citizens and healthy, engaged individuals who take responsibility for their own and others’ well-being.

Home Learning Philosophy

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.

At the Junior School, we value . . .

play, rest, literacy, balance, time with families.

The purpose of homework is to: • develop literacy through daily reading; • continue inquiry through discussions and questions; • develop time-management skills; • review and practise learned skills independently; • further develop conceptual understandings.

Individual needs The needs of the individual student are the most important factor when determining homework. For example, some students may benefit from homework that is assigned specifically to develop a particular skill.

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HOMEWORK LOOKS LIKE:

SOUNDS LIKE:

FEELS LIKE:

• daily reading • discussion questions based on inquiry • people sitting together • making eye contact

• • • •

• • • •

talking connections and interactions sharing ideas two-way conversations

success positivity balance consistency

LITERACY

INQUIRY

JK & SK

Daily reading:

GRADE1 & 2

• Read to self • Read with someone • Listen to • reading • Read in English, Mother tongue or French

Real world N/A Inquiry-related family mathematics: investigations and questions • Baking • Shopping • Chores around the house • Board games • Card games • Building

GRADE 3 & 4

GRADE 5

Spelling practise (as applicable by grade) Additional skills practise (skills consolidation, vocabulary, journal writing) as assigned by homeroom and learning resource teacher

Inquiry-related family Real world investigations and mathematics: questions with some written follow-up Differentiated math skills/concepts/facts pracInquiry-related family tise as assigned by homeroom investigations and questions with some teachers written follow-up Independent research or data collection

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MATHEMATICS

SPECIALISTS

Assigned on an as-needed-basis and could include: • Practising for French plays • practising for music performances

Homework & Technology At The York School, we are cautious and conscious of the amount of screentime that students partake in during the day.

Homework involving screens at times may be necessary, but will also be thoughtfully considered.

Vacation/Absence Homework • Teachers will provide an overview of learning engagements that will be/have been missed during any absences.

• Teachers will provide a list of activities that students are encouraged to complete.

• Teachers will work with students to ensure understanding of concepts missed upon the student’s return.

N.B. In the event of a planned absent (i.e. extended vacation, sports tournament, etc.), one week prior notice to prepare homework is requested.

Responsibilities of the Teacher • 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 feedbackset home learning within the recommended time allocations Responsibilities of the Student • 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 Responsibilities of the Parent/Guardian • 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 • provide constructive feedback to your child, focussing on the positive elements of their learning

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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.

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. Our programmes are designed to build community, enrich curricular content and help build interpersonal skills. Each year, students in Grade 4 participate in an overnight outdoor education excursion.

Students in Grade 5 participate in two overnight outdoor education excursions; one in the fall and one in the spring. Both excursions are closely tied to units of inquiry. These trips are always a highlight of the year.

Regardless of the trip, all parents and students will be given particulars of the trip prior to trip departure. Students will be prepped for their trip by York School teachers including being given age-appropriate 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 local connections and evaluating 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.

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.

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There is a Gladiator Athletic Development Programme for students in JK - Grade 3, which focusses on developing skills in specific sports such as soccer, basketball and volleyball.

For students in Grades 3 - 5, there is a competitive athletics programme where our U9, U10, and U11 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, piano lessons, guitar lessons, chess, prop design, Primary and Junior Choir, camera club, drama and woodworking.

Technology At The York School, our approach to technology is not about gadgets and gizmos. It is about a progressive approach to education and a school-wide commitment to innovation. Technology is a tool students use to enhance their learning.

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 inquiry 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.

“Technology use may enhance education, but cannot replace the people, policies, and mission of a learning environment.” IB Teaching and Learning with Technology.”

Students from JK to Grade 2 are provided with a class set of iPads. Each student in Grades 3 - 5 are provided with a Chromebook. Each student has a Google account. Access to Google Applications like Chrome, Drive, and Gmail are introduced at age and grade appropriate times. Students in Grade 4 investigate the responsibilities of being digital citizen in one of their units of inquiry.

Library 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. The teacher-librarian works collaboratively with homeroom and single-subjects teachers to develop transdisciplinary units of inquiry. Additionally, a library technician is available to assist with research and book selection.

As part of The York School’s commitment to technology and to complement the school’s print collection, appropriate digital resources are made available to our students and faculty. These include subscription databases, web portals, digital journals and subject-specific web pages that have been identified by our teacher librarian for suitability and relevance to the IB curriculum.

Through The York School’s online course management software, Blackboard, these resources are always available to the students in the classroom, the library and at home.

Click here for The York School’s Digital Library.

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 author and illustrator visits throughout the year and an annual book sale at the end of the year. Volunteers in the library are always welcome and greatly appreciated.

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Curriculum Information The Junior School, using the IB Primary Year Pro gramme’s transdisciplinary lens, meets and often exceeds the Ontario Ministry of the Education’s curriculum expectations. The Ontario Ministry of Education curriculum documents can be found here.

Language Arts and Literacy 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.

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 22 minute period daily and students in Grades 1 - 5 receive one 45 minute period four times per week.

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.

The power of mathematics for describing and analysing the world around us is such that it has become a highly effective tool for solving problems.

Students intrinsically appreciate the fascination of mathematics and explore the world through its unique lens. Students often describe themselves as “authors” or “artists;” a school’s programme should also provide students with the opportunity to see themselves as “mathematicians.”

Science and Social Studies Science and social studies are lenses in which students make sense of the world around them. There 14

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

Visual Arts 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 45 minute periods depending on the week, while students in Grades 1 - 5 receive three 45 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 with a culminating Art Show.

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. One of the main goals of the physical education programme is develop an appreciation and understanding of the importance of living a healthy lifestyle.

PYP Exhibition In the final year of the PYP, students, carry out an extended, in-depth, collaborative project known as the PYP exhibition. This involves students working collaboratively to conduct an in-depth inquiry into real life issues or problems. The first step in the exhibition process is provocation week. During the week, students will be introduced to individuals, situations, and issues that fall under the transdisciplinary theme.

Students are provided the opportunity to take meaningful action about an issue they feel passionate about, students also synthesize the essential elements (concepts, skills, knowledge, attitude and action) of the PYP and share 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 that have been developing throughout their engagement with the PYP. The Grade 5 students host two wonderful exhibition events: a community carousel and family evening.

During the community carousel, students act as tour guides. Different rooms showcase each step in the exhibition process; provocation and skills week, research, action, reflection, and an art gallery. In the evening, students lead an opening ceremony complete with a music performance and reflection movie, to explain the transdisciplinary theme of the exhibition. Next, students present their action and

results to small groups consisting of family and classmates.

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 junior to middle divisions.

Students work 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.

Please click here for the 2016-17 Grade 5 Exhibition Reflection video.

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