Grade 1 Grade Level Guide 2013 - 2014
United Nations International School of Hanoi Grade 1 Grade Level Guide | 1
Message from the Elementary Principal Dear Parents The Grade 1 (G1) Team has prepared this guide to explain the G1 curriculum and the procedures that are specific to G1. You can use this handbook in addition to the general information provided in the Elementary School Parent and Student Handbook. Included in this information are samples of student learning outcomes for G1. It is very important that you understand that these student learning outcomes are part of a continuum â€“ a continuing process of education â€“ starting in Discovery and continuing through to Grade 5. The learning outcomes are based on the recognition that learning is a developmental process and that students within a single class will be operating at different levels of learning, understanding and achievement. This means, for example, that not all outcomes will be achieved by all student and some students will surpass the grade level learning outcomes. The learning outcomes will, however, form a basis for planning units of work and for the assessment of student progress. If you would like further information about our curriculum, please do not hesitate to contact the school. We would be pleased to clarify and show you the continuum of learning that occurs from Discovery to Grade 5. Yours sincerely
Carole Denny Elementary Principal email@example.com
2 | UNIS Hanoi Elementary School
Message from the Grade 1 Team Dear Parents of G1 Students Welcome to G1. We trust that you will find this Guide informative and helpful. It is intended to give you an overview of the Grade 1 area and some hints to help you and your child prepare for, and to settle into, this grade level. The G1 teachers will communicate with you on a regular basis throughout the year. We will also be inviting you to visit the school to celebrate your childâ€™s learning and progress at regular intervals. This Guide may not answer all the questions or help settle any anxieties or concerns that you may have. So please do not hesitate to contact your childâ€™s teachers or the Grade Level Team Leader if you have any need for clarification or further information. It is our hope that we can build a partnership this year through keeping all possible channels between the home and school as open as possible. We look forward to working closely with you this year. Yours sincerely
The Grade 1 Team
Grade 1 Grade Level Guide | 3
Table of Contents 2
Message from The Elementary Principal and The Grade 1 Team
Whoâ€™s Who in Grade 1
Grade 1 Procedures
What to Bring Lunch Procedures Birthdays Communication
Grade 1 Subjects
13 Social Studies 14 Visual Arts
How Parents Can Help
With Reading With Writing With Mathematics
International Baccalaureate Primary Years Programme (IBPYP)
11 The Programme of Inquiry for Grade 1
15 Vietnamese Foreign Language 16 Vietnamese Mother Tongue 17 French Foreign Language 18 Physical Education 19 English as an Additional Language (EAL) 20 Information & Communication Technology (ICT)
4 | UNIS Hanoi Elementary School
Who’s Who in Grade 1 Grade Level/Subject Area
Class Teacher and Grade Leader
Tran Thi Hong Ha
Nguyen Thi Noi
Le Thi Thanh Hue
Vanessa De Carvalho
Class 1 JH
Email firstname.lastname@example.org email@example.com firstname.lastname@example.org email@example.com
Nguyen Hong Lam
English as an Additional Language (EAL)
Le Thi Hoang Linh
Grant Chamberlain (Sub Teacher)
Art and Music Assistant
Nguyen Thi Thanh Mai
Michelle Luna Matias
Information Tech Assistant
Nguyen Thi Thanh Nhan
Physical Education (PE)
Nguyen Van Pho
Vietnamese Foreign Language
Tran Kim Dzung
Vietnamese Mother Tongue Language
Nguyen Thi Thu Huyen
Mary Pool (Speech and Language Specialist)
Learning Support Assistant
Dang Thanh Hoa
Le Bach Quynh
Grade 1 Grade Level Guide | 5
Grade 1 Procedures What to Bring
• Hat. • Water bottle. • Full change of clothing clearly labelled with your child’s • •
name (this should be kept in the school bag or classroom locker and replaced when necessary). Good fitting shoes and sandals (not flip flops). For Physical Education (PE): PE T-shirt, shorts and runners, swimwear (one piece swimsuit for girls), goggles and towel for swimming lessons.
Direct Contact If you would like to talk to your child’s teacher, please write a note with a suggested time outside school hours in the communication book or send an email. As you can understand, teachers cannot take phone calls during class time, so please don’t ring but feel free to email about any concerns. Please make sure your child knows there’s a note for the teacher. Now your child is in Grade 1, encourage your child to develop independence and responsibility. Being able to relay a simple message, “There is a note for you Ms X, from my Mum”, is a great way to do this.
Grade 1 students eat lunch in the canteen. Lunch may either be brought from home or purchased using a Lunch Coupon. If a home lunch is brought, please be aware that the Microwave facilities are NOT available to Grade 1 students. Lunch coupons must be purchased in advance by parents or care-givers. Grade 1 teaches are not able to purchase coupons for students. Please write your child’s name and class on all coupons.
We love to celebrate birthdays in Grade 1. If your child is having a birthday and you would like to bring something to share, please send a note to your child’s teacher at least one day before. Sharing can take place during snack. Individual muffins or fairy cakes are easiest in the classroom. If you send a large cake then, please, also send plates or napkins, forks, a knife to cut with, and candles along with the cake. Please have the cake / muffins delivered to the classroom by 09:20. We request that you do not send any soda or other drinks; the students all have water bottles. Also, please do not send candy or sweets. Please make sure that birthday food does not contain nuts of any kind as some children are fatally allergic to nuts! If you wish for invitations to a private birthday party to be sent home please deliver them to the class teacher for distribution.
Communication Blog Class and Grade Level news will be communicated via the blog.
Communication Book/Reading Log Grade 1 students are given a Communication Book/Reading Log at the beginning of the school year which is your way to communicate directly with the teachers and to record your child’s reading history.
6 | UNIS Hanoi Elementary School
Homework The purposes of homework are to practice newly taught skills, review previously mastered skills, develop independent study habits, or extend and enrich the curriculum.
In Grade 1 the focus of homework is primarily Reading. On occasions other homework to support learning in the classroom, will be sent home. You can support your child in their homework and in their learning by using some of the ideas in the How Parents Can Help section of this Guide. Grade 1 should spend time each night reading. After reading the book, please fill in the reading log. Each night students can read: • The book provided by the classroom teacher; OR • Their library book; OR • A book from home in their Mother Tongue
How Parents Can Help Give… Books for gifts or treats. Select books with rhythm, repetition and predictable ideas.
Praise… Be enthusiastic about every attempt. Be patient and curb your natural impulse to come to your child’s assistance. Make the experience fun.
Role play… Act out a favourite story as a family. Dress-up in clothes and use different tones of voice to make the story come to life.
Read… Parents may be invited to assist in school during some of our units of inquiry. Set out below are some ways you can help at home.
Old favourites again and again to promote familiarity and confidence. Encourage your child to read them to you.
An interest in reading. Let your child see you reading e.g. newspapers, phonebooks, magazines, novels.
A regular time for reading together. Share books brought from school or old favourites from your own collection. Ensure you choose a quiet area to avoid interruptions. Allow between 05-15 minutes for reading (no more as the task becomes a chore).
The parts of the book ‘Show me the cover. Where is the title/ Do you know the name of the person who wrote the book? (author) Can you show me where the name is written? Do you know the name of the person who drew the pictures? (illustrator) Which way do I read? Where do we start reading? Can you find a word that looks the same as this?’
About the book. Use the pictures to predict what it is going to be about. Ask your child to make suggestions. Close the book and ask your child to draw/write another ending to the story. Ask your child questions about the text to check they understand what they have read.
The pictures in books to decide where the story is taking place. Compare events and places with those in your own lives, e.g. ‘What would you do if you were the person in the book?’
Reading materials that are about the interest and experiences of your child and your family.
About the author/illustrator. Read books by the same author/ illustrator. Try to find things that are similar about the books. Compare the types of methods used to create the illustrations.
The UNIS library after school till 16:45.
Locate and read...
Together and look for the clues to tell you how to say what is written, e.g. “quotation marks”, bold print , italic or (brackets).
Signs, recipes, junk mail, packets, boxes and other household items. Road signs and the journey to school are great sources of Environmental Print.
Grade 1 Grade Level Guide | 7
Show… • Your child that reading should make sense. Tell them what • • • • • •
you do when the meaning isn’t clear. Re-read a tricky section. Look for information in the pictures. Have a go at unknown words. Use the initial/end letters as a clue. Ask them what would make sense in the context of the rest of the story. Ask them to say the beginning sound and slide their finger under the word.
With Writing Here are some activities to try: • Children can learn to spell some words by stretching out the
• • • •
word and listening for the sounds. Short, simple words are best to learn in the beginning. Encourage your children to write stories and to write words using letters. Encourage your child to use lower case letters when writing words and to start letters in the correct place. More information on letter formation will be sent home. Make a puzzle word by writing a word on paper and cutting the letters apart. Magnetic and felt letters can be also be used for this activity. Mix the letters and have your children spell a word by putting the letters in order. Say a word and have your children repeat the word. Then have them write the letters that represent the sounds in the word. Point out that some words are similar. Talk about how “hop” is similar to “top” “cop”, and “mop”. Ask your children to say words that are similar to “fun”, “man”, “pay” and “pin”. Play rhyming games. Ask your children to draw a picture of a family activity. Have them write a sentence about it below the picture. Encourage your children to say the sentence and write letters to represent the sounds in each word. Then have them read what they wrote. Have your children cut a picture from an old magazine and write a story about the picture. Tell your children a story and have them write their own ending for it. Have your children write letters, emails and thank-you notes to friends and relatives. As your children progress, help them learn the correct spelling of the words they wri
8 | UNIS Hanoi Elementary School
With Mathematics Number and Algebra • number spotting e.g. on doors, cars, clocks, making Play• •
dough cut-outs, tracing in sand counting e.g. candles on cakes, laying the table, hide and seek adding and subtracting e.g. counting forwards and backwards, playing shop, posing problems, if there are 3 of us and we each want 2 ice-creams each, how many ice-creams do we need to buy? sharing food e.g. cutting apples into quarters games and puzzles e.g. card games, noughts and crosses, uno, number rhymes, chants.
Shape and Space • look for patterns e.g. on clothes, wallpaper, traffic lights • spot and name shapes e.g. circle on t-shirts, squares on carpets
• use building blocks to make new shapes • make repeating patterns e.g. with beads or pastry cutters, • • • •
paper cut outs, printing play with three dimensional objects such as food containers, Lego, using correct names for different shapes e.g. cube, pyramid comment on directions on walks and journeys use mirrors to talk about reflections and how they can alter images do jigsaws to help children to distinguish shapes, match, think logically and methodically
Measurement • talk about measurement and its use in everyday life e.g. buy• • • • • • • •
ing shoes, weighing ingredients, for a recipe putting toys in order of size talk about opposites e.g. tall/short, light/heavy, more/less make comparisons e.g. which is longer/which feels hotter? talk about balance e.g. seesaws ‘hands on’ play activities e.g. filling buckets with sand and cups with water measuring with the body e.g. how many steps to the end of the street use precise words such as tall, wide, full, high rather than ‘big’ talk about annual celebrations, weekly outings and daily rituals to develop a sense of time timed activities e.g. how many toys can you pick up while I sing this song?
Handling Data • make collections e.g. buttons marbles, stamps • sort buttons or toys into groups e.g. by colour, shape or size, “how many of each kind?”
• talk about charts, graphs and diagrams you see in books and newspapers.
• ask questions about “the most”, “least”, “more than” ...
International Baccalaureate Primary Years Programme (PYP) At UNIS we are authorized to teach the International Baccalaureate Primary Years Programme (IBPYP). The IBPYP is an integrated curriculum that is relevant, challenging and engaging for learners from Discovery to Grade 5. It is a process-led, inquiry-based curriculum framework that actively encourages students to ask questions and seek answers about the world around them.
Inquiry-based learning involves: • exploring, wondering and questioning; • experimenting and playing with possibilities; • making connections between previous learning and current learning;
• making predictions and acting purposefully to see what happens;
• collecting data and reporting findings; • clarifying existing ideas and reappraising perceptions of events; • deepening understanding through the application of a concept; • making and testing theories; • researching and seeking information; • taking and defending a position; and • solving problems in a variety of ways. Much of the curriculum is arranged and taught through large, cross-curricular units of study known as units of inquiry. Throughout the elementary school these units of inquiry are arranged under six themes. These same themes are repeated every grade level. The themes are: • 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 All of the units of inquiry which the students learn about are together known as the Programme of Inquiry All curriculum areas are integrated where appropriate however single subject teaching also occurs separately. In G1 the homeroom teacher teaches most of the subjects however the children attend specialist lessons for Art, Drama, Music, Vietnamese, French, World Languages, Physical Education and Library.
Grade 1 Grade Level Guide | 9
International Baccalaureate Primary Years Programme (PYP) (continued) Communicators We express ourselves confidently and creatively in more than one language and in many ways. We collaborate e-ectively, listening carefully to the perspectives of other individuals and groups.
Principled We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.
Open-minded We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.
Caring The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.
We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive di-erence in the lives of others and in the world around us.
As IB learners we strive to be:
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.
Inquirers We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.
Knowledgeable We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.
Thinkers We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.
10 | UNIS Hanoi Elementary School
Balanced We understand the importance of balancing di-erent aspects of our lives -intellectual, physical, and emotional - to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.
Reflective We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.
Programme of Inquiry: Grade 1
An inquiry into: Who we are A BALANCED ME
An inquiry into: Where we are in place and time THINGS CHANGE
Central Idea A balance of relaxation, exercise, and nutrition promotes good health. Main Concepts Change, chronology, significance, timeline, past, present, future, evidence, memory, artifact, history.
Central Idea Investigating evidence, triggering memories, sequencing events and making connections helps us to make sense of the past.
A unit focused on Social Studies (History).
Main Concepts Health, lifestyle, safety, impact, consequences, hygiene, nutrition, relaxation, exercise, balance.
A unit focused on Personal Social and Emotional Learning, Science and Physical Education.
Overview During this unit students uncover what it means to be healthy. They investigate the importance of nutrition, exercise and relaxation. The students will evaluate their own lifestyle, for example reflecting on their own fitness by observing their heartbeat after exercise and reflecting on what they eat and how much sleep they get.
Overview During this unit students learn basic skills of historical inquiry. Beginning with their own memories, they investigate what their life was like in their past. Students also use historical sources such as artifacts, photographs, biographies and people to gather evidence, gain a sense of chronology and make meaning of the past. Students create simple time-lines of their own lives.
UNITS OF INQUIRY – GRADE 1 An inquiry into: How the world works REQUIREMENTS OF PLANTS
An inquiry into: How we express ourselves SCIENCE SOUND SENSATION
A unit focused on investigative Science.
Overview During this unit students take on the role of scientists discovering through their own investigations the form, function and requirements of plants. Students dissect plants and use technology to magnify individual parts for observation. They learn how to design a simple fair test and they carry out experiments to discover what plants need to grow and be healthy. Experiments include putting plants in the dark, feeding plants with salty water and placing plants in food colouring to see what will happen.
Main Concepts Prediction, evidence, nutrition, requirements, health, growth, lifecycle, living & non-living, scientific process.
Central Idea Living things require special conditions to grow and be healthy.
A unit focused on The Arts (Music) and investigative Science. Central Idea Sound can be produced from a range of sources and can be manipulated to affect how we feel. Main Concepts Sound, energy, vibration, pitch, tone, volume, rhythm, melody, emotion, perspective. Overview During this unit students inquire into the science of sound. They investigate how the size, shape tension and density of an object can affect the sound it makes. They discover how sounds can affect people’s emotions such happiness, sadness, fear, joy and the urge to move! Students create their own instruments and simple melodies. They evaluate sounds they are familiar with such as music and sound effects accompanying cartoons.
An inquiry into: How we organize ourselves
A unit focused on Social Studies and Earth Science.
An inquiry into: Sharing the planet
Through the case study of plants students investigate the importance of the natural environment as a resource. They research the uses of plants such as for clothing, medicine, food and shelter. The students also look at how animals use this same resource for example for food, shelter and camouflage. This unit provides the foundation of concept of sustainability in that it teaches students that humans share their environment with other living things and that exploiting all of the resource means there are not enough habitats for other living things to survive.
Main Concepts Interdependence, resource, living things, responsibility, sustainability.
Central Idea The natural environment is an important resource for both humans and other living things.
A unit focused on Social Studies and Personal Social and Emotional Learning.
Central Idea Members of a community have roles and responsibilities which help the community function.
Main Concepts Cooperation, roles, responsibility, community, feelings, consequence.
Overview During this unit students begin by reflecting on their own responsibilities at home and in the classroom (such as tidying their room, keeping the classroom clean and doing their homework). They think about what the consequences would be if they and others didn’t do these things. The students then investigate the roles and responsibilities of workers in UNIS and Hanoi. They begin to appreciate and respect people in their community including those who clean the school, make their lunches and keep them safe on school buses.
Grade 1 Grade Level Guide | 11
The strands of the UNIS Hanoi English curriculum are Listening and Speaking, Reading, Writing and Viewing and Presenting. The following outcomes have been drawn from the UNIS Hanoi English curriculum.
The strands of the UNIS Hanoi Mathematics are Number, Pattern and Function, Measurement, Data Handling and Space and Shape The following outcomes have been drawn from the UNIS Hanoi Mathematics curriculum:
The outcomes for English in Grade 1 include: Listening and Speaking • Listens attentively and considerately in small and large • •
group situations Expresses their feelings, thoughts and ideas, discusses them, respecting contributions from others Asks questions and gives appropriate answers
Reading • Reads simple texts aloud with expression and regard to • • •
punctuation Uses a variety of strategies to make meaning of text Recognises and uses different parts of a book Understands and responds to the ideas and feelings expressed in various reading material
Writing • Writes legible upper and lower-case letters in a consist• • • •
ent style Sounds out and represents all substantial sounds in a word Uses simple literary forms and structures Shows a knowledge of and a willingness to use an appropriate writing process that involves planning, drafting, editing and producing Shows confidence, takes risks and has a positive attitude towards writing
Viewing and Presenting • Uses a range of communication media to locate, record and present information
For more information about the English programme in Grade 1 contact your child’s teacher.
The outcomes for Mathematics in G1 include: Number (Pattern and Function) • Counts on and back in 1’s and 10’s, starting from any 2 digit number up to 100
• Reads, writes and compares whole numbers to 100 • Gives sensible estimates of quantities up to 100 • Is able to add horizontally and vertically without regrouping up to 20
• Is able to subtract horizontally and vertically without re• • •
grouping up to 20 Is able to show multiplication and division processes (grouping/sharing) using manipulatives Counts in 2’s, 5’s and 10’s, forwards and backwards, up to 100 Appropriately uses fraction names, halves, quarters (fourths)
Data Handling • Discusses and compares data using teacher generated • •
diagrams Individually creates a pictograph and simple bar graph Discusses and identifies the likelihood of an event happening
Measurement • Estimates using standard and non standard units of • •
measurement, including Time, Length, Mass, Capacity and Temperature Measures and compares using non-standard units of measurement Identifies, labels and compares lengths of time: hours, days, weeks and months
Shape and Space • Sorts and labels 2D and 3D shapes using appropriate mathematical vocabulary
• Creates and explains simple symmetrical designs This subject area is currently being reviewed by the curriculum review team and will be updated throughout the year. For more information about the Mathematics programme in Grade 1 contact your child’s teacher.
12 | UNIS Hanoi Elementary School
Social Studies The strands of the UNIS Hanoi Social Studies curriculum are Human Systems and Economic Activities, Social Organization and Culture, Continuity, Change Through Time, Human and Natural Environments, Resources and the Environment.
In G1 the outcomes for Social Studies include • Create graphs and charts to organize and interpret information
• Identify responsibilities people have in different workplaces
The strands of the UNIS Hanoi Science curriculum are Science Understanding (Biological, Chemical, Physical, Earth and Space), Science as a Human Endeavour and Science Inquiry Skills
• Explain the purpose of rules and responsibilities in a workplace
• Co- construct with guidance visual representations (for •
The outcomes for Science in G1 include:
Science Understanding • Living things have a variety of external features • Living things live in different places where their needs
example, graphs, charts, diagrams, timelines, pictorial maps) to clarify relationships within a workplace Work in a group to establish or review a shared vision and purpose for the class Identify significant events that have affected them up to the present day Use primary sources (such as parents and grandparents) to identify reasons for documenting personal history Place events from their life in chronological order (e.g., using personal photos)
are met Sound is produced by a range of sources and can be sensed
Science as a Human Endeavour • Science involves asking questions about and describing changes in objects and events
• People use science in their daily lives including when caring for their environment and living things
Science Inquiry Skills • Participate in different types of guided investigations to • •
explore and answer questions, such as manipulating materials, testing ideas, and accessing information sources Use informal measurements in the collection and recording of observations, with the assistance of digital technologies as appropriate Through discussion, compare observations with predictions
Grade 1 Grade Level Guide | 13
Music The Music curriculum is arranged into subject specific strands. The Music strands are: performing, creating and composing, notation, and listening and appreciation. Each level throughout the school has its own set of Music process outcomes reached through the following content: • Singing • Playing instruments • Creating/composing • Listening to and appreciating a variety of music including music from many cultures.
The visual arts programme plays a fundamental part in the education of the whole child. It provides students with a unique means of communicating what they see, think and feel whereby students come to know and appreciate the world around them. The visual arts curriculum is arranged into subject specific strands. The visual art strands are: creative processes, elements of art and design, visual arts in society, reflection and appreciation. Through these strands students will develop their imagination and creativity, learn about theoretical and practical aspects of art and design and study and appreciate a range of work. They will understand the role that visual art plays in society and in diverse cultures both historical and contemporary. Whenever possible and appropriate the arts programme supports or is integrated into the programme of inquiry. However there are times when the visual arts programme offers independent inquiry into art related ideas and concepts or skill based teaching.
The outcomes for Grade 1 include: Creative Processes • Use a variety of media to explore and express ideas, thoughts and feelings
Techniques and Processes • Demonstrate awareness of the different elements of art and design and use these in their artwork
• Reflection and Appreciation • Identify, describe and discuss characteristics of their artwork and that of others.
Teacher Contact Krista Ramsay firstname.lastname@example.org
14 | UNIS Hanoi Elementary School
The outcomes for Grade 1 Music include Performing: Singing • Sings a variety of songs with confidence. Creating and Composing: • Creates music and shares own composition with others. Listening and Appreciating: • Reads and plays basic traditional rhythmic notation Music Activities Grade One students have the opportunity to take piano lessons as part of the After School Activities Programme. These will be advertised and the contact person for Music is Ms Tran Thi Cham email@example.com
Teacher Contact Alexis Ramsey firstname.lastname@example.org
Grant Chamberlain(Sub Teacher) email@example.com
Vietnamese Foreign Language In the Elementary School at UNIS Hanoi the Grade One Vietnamese programme focuses on Vietnamese cultural study and language.
The Vietnamese Programme in Grade One includes: • Aspecialist Vietnamese teacher. • A cultural studies programme which allow students op-
Drama explores how we express ourselves physically and vocally. Within the IB PYP Drama is an element of the Arts and it is based on two strands; creating and responding. In creating, students explore the use of facial expressions, gestures, movement, posture and vocal techniques to convey emotional or cultural meaning to both characters and stories. Students are exposed to a variety of dramatic forms including creative movement, impersonation, improvisation, mask work, mime, musical, role play, pantomime, puppetry, re-enactment, scripted drama, and skit. In responding, students experience a wide variety of scripts and stories from different times, cultures and places and, where possible, access live theatre performances and presentations. Students have opportunities to present their creative work to an audience, to witness their peers in performance and through this become critically aware audience members. More information on course outcomes and curriculum material will be made available throughout the school year.
Teacher Contact Zippy Doiron firstname.lastname@example.org
portunities to explore different aspects of Vietnamese culture (food, clothing, lifestyle, traditional celebrations, performing arts, customs, religions, and fieldtrips to significant places). A language programme with diverse communicative activities (e.g. role-plays, games, songs, creative work) give the students the opportunity to develop listening and speaking skills, as well as some basic reading and writing skills.
Whenever possible and appropriate the Vietnamese programme supports or is integrated into the programme of inquiry. However there are times when the Vietnamese programme offers independent inquiry into related ideas and concepts or skill based teaching.
The outcomes in Grade One include: • • • • • •
Shows interest in Vietnamese culture Inquires about Vietnamese culture Repeats words and phrases Responds to simple instructions Gains specific vocabulary related to the units studies Applies learned language in classroom situations
The units studied allow students to engage in conversations on everyday life. The following units will be covered throughout the year: My family , Tet – Vietnamese New Year Celebration, Who Am I, Healthy Me, Healthy fruits and Farm Animals
Teacher Contact Tran Kim Dung email@example.com
Grade 1 Grade Level Guide | 15
Vietnamese Mother Tongue Whenever possible and appropriate the programme supports or is integrated into the programme of inquiry. However there are times when the programme offers independent inquiry into related ideas and concepts or skill based teaching.
The outcomes in Grade 1 include: Listening and speaking: • Listens attentively and responsively in class activities, situations
• Listens and begins to retell simple texts using pictures and recommendations
At UNIS Hanoi in the Elementary School, Vietnamese Mother Tongue is an optional language choice for Vietnamese students from Grade 1 to Grade 5. We believe that the Vietnamese Mother Tongue Programme plays an important part of a child’s education. It is necessary for students to not only learn their mother tongue, but also maintain culture and traditions. The students will focus on listening, speaking, reading and writing skills. Through their learning they will understand and respect the beauty of language and be able to apply their learning. The aim of studying Vietnamese Mother Tongue is not only acquiring language, but also developing thinking skills that reflect the IB Learner Profile.
• Asks questions and gives appropriate answers Reading: • Reads aloud simple texts with regard to punctuation • Recognizes and responds to what has been read • Shows willingness toward reading, taking risks Writing: • Writes legible upper and lower-case letters in a consistent style
• Sounds out and able to write all basic words/ simple sentences
• Shows confidence and a positive attitude toward writing, taking risks
The Vietnamese Mother Tongue Programme in Grade 1 includes:
The units studied allow students to engage in conversations on everyday life. The following topics will be covered throughout the year. The units are: School, Family, Nature, our Country
• A specialist Vietnamese teacher. • A mother tongue programme with diverse communi-
cative activities (e.g. role-plays, games, songs, creative work) give the students the opportunity to develop listening and speaking skills, as well as reading and writing skills. A cultural studies component which allow students opportunities to explore different aspects of Vietnamese culture (food, clothing, lifestyle, traditional celebrations, performing arts, customs, religions, and fieldtrips to significant place).
16 | UNIS Hanoi Elementary School
Nguyen Thi Thu Huyen firstname.lastname@example.org
French Foreign Language At UNIS Hanoi in the Elementary School, French is an optional language choice from Grade 1 to Grade 5. The French Language Programme is offered to all EAL students, except those enrolled in EAL I. In the Elementary School at UNIS Hanoi the Grade 1 French Language programme focuses on listening and speaking, reading and writing using French language. The aim of studying French is not only acquiring the language, but also developing thinking skills that reflect the IB learner profile.
The French Language Programme in Grade 1 includes: • A specialist french teacher, native speaker. • A language programme with diverse communicative
activities (e.G. Role-plays, games, songs, photo stories, creative work) that give the students the opportunity to develop listening and speaking skills. A cultural studies component which allow students opportunities to explore different aspects of french or francophone culture (food, clothing, lifestyle, geography, traditional celebrations, arts).
Whenever possible and appropriate the French programme supports or is integrated into the programme of inquiry. However there are times when the French programme offers independent inquiry into related ideas and concepts or skill based teaching.
Reading: • Recognize words in a text • Understand a small presentation with simple words • Read basic sentences with a correct pronunciation Writing: • Begin to write small sentences about themselves • Spell correctly the words learnt The topics studied allow students to engage in conversation on everyday life. Topics are personal information, classroom environment, weather, nature and daily activities.
Teacher Contacts Clemence Barbier Pierlovsi email@example.com
The outcomes in Grade 1 include:
Claire Holbein firstname.lastname@example.org
Listening and speaking: • Begins to recognize simple words, phrases • Understand instructions about situations in class and fol-
Laurie Rombaut email@example.com
• • •
low directions Make small sentences to talk about themselves or somebody else with simple words Answer simple questions Develop the confidence to use their developing french with correct pronunciation
Grade 1 Grade Level Guide | 17
Physical Education Individual Pursuits • Demonstrates a variety of swimming skills • Explores basic athletics skills, including throwing, jumping and running
Movement Composition • Demonstrates a dance containing step patterns, which has a beginning, middle and end
• Exhibits the traditional gymnastic skills, involving physical agility, flexibility, strength and coordination
Physical education (PE) offers students the opportunity to discover the capabilities of their bodies in a variety of ways. Students will engage in a number of activities that will develop gross motor skills that will be applied in various sports in future. Students will develop skills that they may apply in a variety of contexts within and beyond the school setting. These skills in-clude the use of proper safety precautions when engaging in physical activities, recognition of the importance of fair play, use of cooperative behaviors and the ability to function as part of a group or team. Students will be introduced to some of the elements of a healthy lifestyle.
Health Related Fitness • Demonstrates an understanding of the components of fitness and the ability to perform a variety of physical fitness exercises related to those components
What to Wear • PE lessons will be conducted indoors (air-conditioned • •
The Physical Education curriculum is arranged into subject specific strands. These strands are: Adventure challenge, Athletics, Movement to music, Games, Gymnastics, Health related activities, Swimming and Body control and spatial awareness.
The outcomes for Grade 1 include:
Adventure challenge • Solves challenge problems, as an individual, in pairs or in small groups
Games • Demonstrates skills, participates in, follows rules and instructions for modified games re-quiring little or no equipment
Body control and spatial awareness • Exhibits an awareness of space, direction and levels in relation to others and to their working environment
gym) during the hot months; outdoors, during cooler, non rainy days and at the swimming pool. Please check the days when your child has PE and dress him/her in appropriate for PE clothes on that day. Students of this age group are not expected to change for PE. For indoor activities we require a UNIS T-shirt, shirts and water bottle. For outdoors please prepare layers of clothing so students can take a layer off after they start running around and warm up, shorts or sports pants (jeans and slacks are not acceptable PE clothes), appropriate sport shoes (sandals, flip flops or crocs are not acceptable PE shoes), a hat and a water bottle. During swimming students should bring swim wear (one piece costumes only) and towel. Students can bring goggles and a swim cap if they would like to use them.
Sickness and/ or medical concerns If for some reason your child can not participate in a P.E. lesson please send a note explaining the limitations. If your child needs to be absent for more than one week please send a doctor’s certifi-cate or a note from our school nurse.
Major Calendar Events ES Sports Day, ES Sponsored Walkathon
Teacher Contacts Cameron McHale firstname.lastname@example.org
18 | UNIS Hanoi Elementary School
English as an Additional Language (EAL) What is the aim of the EAL Programme? As a programme committed to excellence in EAL education, the ES EAL Programme will provide each EAL student with the English language support they need to be academically and socially successful at UNIS-Hanoi while striving to respect the integrity of each student’s cultural identity and promoting the use of the mother tongue.
What is the EAL Methodology?
The EAL Programme will reach its aim through a ‘wholeschool’ approach to the education of EAL students based on current theories of additional language learning for the specific needs of the UNIS-Hanoi ES EAL school population.
How are students identified and placed in the EAL Programme?
The majority of students whose mother tongue is not English must sit for standardized English language testing. These test results and student background information provide the data used to determine English language proficiency and placement within or out the EAL Programme.
What are the levels of EAL Support? EAL I EAL I students, ‘Beginning’ to ‘early intermediate’ levels, attend regularly scheduled EAL I classes during the week. EAL I classes are self-contained, but the activities and materials are directly related to those being used in the grade-level classroom. In general, the goal of EAL I is to develop each EAL learner’s survival and basic social and academic English skills as related to supporting success in the mainstream classes and the social environment of the school. In addition, EAL teachers also support EAL I students in the grade-level classes during the day.
This phase of support is for students who have exited the EAL Programme or for new students who have been assessed to be above ‘proficient’ but still may be in need of minor EAL services. In this phase of support EAL teachers monitor these students’ English language usage within the mainstream grade-level class and provide minor academic English support on an individual basis as needed. If a student appears to be in need of greater support, beyond the monitoring level, they may be asked to enroll in to the EAL II class.
How is English language progress assessed?
An EAL student’s language learning progress is measured systematically through a variety in-class performance assessments and standardized testing on a regular basis. When a student has demonstrated that they have the requisite benchmarked skills to advance within or exit out of the EAL Programme, they are promoted to the next level of support which can occur at any time in the academic year
Teacher Contact Sharon Henderson email@example.com Grade 1 EAL Teacher
EAL II students, ‘intermediate’ to ‘proficient’ levels, often receive special English language support both in the grade-level class and in special ‘pull-out’ classes to meet their specific English language needs, as determined by the EAL teacher. In general, the goal of EAL II is to provide students with specialized academic English support that targets higher-level language instruction focusing on the development of academic reading and writing skills as they directly relate to the taught curriculum of the respective grade levels. EAL Monitoring
Grade 1 Grade Level Guide | 19
Information and Communication Technology (ICT) UNIS Hanoi recognizes the impact of information and communication technology (ICT) in the educational process. We believe that when used appropriately, technology provides opportunities to support, engage, enhance and transform student learning. The Elementary school strives to create learning experiences where technology is integrated through all curriculum areas and are learned in meaningful ways in the context of classroom learning. Using a variety of multimedia resources such as laptops, digital/video cameras and other mobile devices, the students are equipped with the skills and knowledge they need as they prepare to learn and live productively in an increasingly digital world. The ICT skills and knowledge are evaluated using the following NETS Standards for students:
• • • • • •
Creativity and Innovation Communication and Collaboration Research and Information Fluency Critical Thinking, Problem Solving, and Decision Making Digital Citizenship Technology Operations and Concepts
20 | UNIS Hanoi Elementary School
UNIS Hanoi Elementary has adopted a flexible learning model that encourages teachers to collaboratively identify and agree on the aims and uses of ICT before integrating technology in the classrooms. To provide more student support, the homeroom teachers work together with the Technology Coordinator in integrating technology into the curriculum.
Teacher Contact Michelle Luna Matias firstname.lastname@example.org
G9 Ciputra Lac Long Quan Road, Tay Ho District Hanoi, Vietnam
Phone: (84 4) 3758 1551 Fax: (84 4) 3758 1542 E-mail: email@example.com
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