Year 1 Curriculum Overview Academic Year 2015

Year 1 Curriculum Overview ... and cultural needs in addition to academic welfare. ... Students will extend their vocabulary through shared and guided...

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Year 1 Curriculum Overview Academic Year 2015 - 2016

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EtonHouse International Primary School and Pre-School Year 1 Curriculum Overview Primary Years Programme (PYP) EtonHouse is an accredited school for the International Baccalaureate 'Primary Years Programme'. This programme, designed for students between the ages of 3 to 12 years, focuses on the development of the whole student - it encompasses social, physical, emotional and cultural needs in addition to academic welfare. Through engaging in inquiry based units throughout the year, students strive to become:  Inquirers

 Communicators

 Thinkers

 Risk-takers

 Knowledgeable

 Principled

 Caring

 Open-minded

 Balanced

 Reflective

Students explore all subject areas including Languages, Mathematics, Art, Music, Social Studies, Science, Information Communication Technology, Personal, Social and Physical Education through 6 transdisciplinary themes that provide the framework for the exploration of knowledge. Through the inquiry-based approach students develop an understanding of important concepts, acquire essential skills and knowledge, develop particular attitudes and learn to take socially responsible action. Year 1 Programme of Inquiry Transdisciplinary Central Idea Theme The choices Who We Are people make affect their health and well-being.

Where we are in place and time

Inquiry into

 What well-being is (Form)  The need to stay healthy (Function)  Staying healthy (Function)  How our choices impact our well-being (Reflection) Understanding  How stories change over time personal stories (Change) helps people make  How they are different to one connections to another (Perspective) where they are in  How stories connect place and time. (Connection)

Subject Focus PSPE, Language, Arts

Social Studies, PSE

How we express ourselves

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Celebrations and traditions are expressions of shared beliefs.

 What and why we celebrate (Causation)  What celebrations are (Form)

Social Studies, PSE, Language, Arts

 The similarities and differences between celebrations (Perspective)

How the World Works

Living things  Characteristics of living Science things (Form) have special requirements in  The needs of the living things in order to stay healthy and order to stay grow (Connection) healthy and grow.  The stages in the life cycle of the living things ( Change)

How we organise ourselves

Communities create transportation systems to meet their needs.

 Features of the transportation system (Form and Function)  How transportation responds to changing needs (Change)  Decisions involved in using transport (Function)

Sharing the planet

Living beings need and impact their habitat.

 How habitats support living Science, Social Studies, beings (Function)  The impact of living beings on PSE habitats (Causation)  Sharing the resources with other living beings (Responsibility)

Social Studies, Science

Through engaging in the units above the students aim to acquire the transdisciplinary skills as they work towards the outcomes detailed in subject areas below. All subjects are integrated within the programme of inquiry through the inquiry lines, the transdisciplinary theme and/or the concepts. If required, stand alone inquiries are conducted to address learning outcomes and integrated through the Units of Inquiry. The International Baccalaureate Primary Years Programme scope and sequence outcomes, define the curriculum practices within the school. English Language The English Curriculum should develop students' abilities to communicate effectively in speech and writing and to listen with understanding. It should also enable them to be enthusiastic, responsive and knowledgeable readers. There are three strands of English: Speaking and Listening; Reading and Writing; Viewing and Presenting

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Oral Language Students will have many opportunities to actively engage in using language to communicate effectively in various situations. This will help to enrich their vocabulary as well as in building their confidence and communication skills. Oral language opportunities will be provided through rhymes, stories, role-play, discussions, news, language games, class assembly preparation and project presentations. Students will be encouraged to become active inquirers and ask and answer questions, as well as be reflective as they explain their answers. Reading Beginning reading involves getting meaning from print. The school seeks a balanced approach to reading. Students will be working at their own ability levels and instruction will be differentiated with those levels in mind. Through modelled, shared and guided reading, students will be exposed to a range of text types. They will have exposure to both fiction and non-fiction texts and develop the ability to readily identify their characteristics through the process of comparing and contrasting. Students will practise their skills of prediction and begin to understand how charts, graphs and diagrams help us comprehend written text. They will continue to read books independently and develop comprehension skills. Reading strategies will continue to be modelled and encouraged. Students will extend their vocabulary through shared and guided reading, researching during new units of inquiry and participating in preparation for events like concerts, assemblies and the student-led conferences. Year One students will focus on: Alphabetic Awareness Alphabetic Awareness (Phonemic Awareness) is the understanding that letters represent individual sounds in the spoken and written language. A student who has phonemic awareness can rhyme words, engage in word play and name the letters that represent both the initial and final sounds of words. Phonics Students will learn the relationship between printed symbols and the words they represent. Analytic and synthetic instruction will be used. In analytic instruction students will look at the whole word as a means to understanding its parts eg. word families. For example, students find the word "at" in the word ‘bat’ and then brainstorm other words that contain "at." In synthetic instruction, the students will be taught to join sounds together to make whole words. For example, /b/-/a/-/t/ blended together makes the word bat. Sight Words Sight words are those words found most often in the English language. These high frequency words may be difficult to read phonetically therefore instant recognition of them is developed to facilitate fluent reading. Students will learn to read these words. They will

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also learn to read other familiar words, such as students’ names, equipment labels, and classroom captions. Concepts about Print Students will gain an awareness of basic grammar, sentence construction and punctuation. They will be able to identify and articulate the difference between letters, sentences and words. They will also learn to recognise and use full stops and capital letters appropriately. Through modelled, shared and guided reading, students will be exposed to a range of text types to ensure they receive a broad range of reading experiences. They will read familiar simple stories and poems independently, pointing while reading and making correspondence between words said and read. Students will also become familiar with high frequency words associated with the units of inquiry. The following reading strategies will be modelled and encouraged as tools to help decode unfamiliar words:  Using picture cues. Using phonetic knowledge (sounding out)  Using contextual cues - predicting based on what the reader thinks makes sense, or based on what the reader thinks sounds correct in a sentence. As students’ skills develop, they will learn to read with appropriate volume, expression and intonation. Writing Students will be given opportunities to extend and enrich their writing skills, and this will cover various text types and genres. These skills shall be applied in recording information in relation to the units of inquiry. Students will be encouraged to write simple signs, labels, captions, lists and simple sentences. Independent writing skills will be developed through modelled, shared and guided writing sessions, and the use of class word lists. When writing, the students will learn to begin sentences with a capital letter, use spaces between words and use a full stop at the end of the sentence. Handwriting Students will be encouraged to develop an efficient and comfortable pencil grip. They will learn to form lower and upper case letters correctly using the Nelson Handwriting style. Emphasis will lie upon correct strokes from the top to the bottom, left to right during letter formation. Spelling There will be no formal spelling taught in Semester 1, however during writing sessions students will be encouraged to apply their knowledge of phonics, rhyme and sight words in order to write. From Semester two, students will work with the adapted Nelson spelling programme and apply the skills gained in their writing.

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Viewing and Presenting Viewing and presenting involve interpreting, using and constructing visuals and multimedia in a variety of situations and for a range of purposes and audiences. They allow students to understand the ways in which images and language interact to convey ideas, values and beliefs. Visual texts may be paper, electronic or live, observable forms of communication that are consciously constructed to convey meaning and immediately engage viewers, allowing them instant access to data. Examples of visual texts are: advertisements, brochures, computer games and programs, websites, movies, posters, signs, logos, flags, maps, charts, graphs, diagrams, illustrations, graphic organisers, cartoons and comics. Learning to interpret this data, and to understand and use different media, are invaluable life skills. Learning to understand and use different visual texts expands the sources of information and expressive abilities of students. Mathematics Number A firm understanding of the base ten number system is foundational to further mathematical learning. Therefore the major focus for the first semester will be developing students’ familiarity with numeration. The students will be provided many opportunities as they work from concrete experiences, to pictorial, to the abstract as they gain greater knowledge and broaden their understanding. The students will be introduced to the concept of place value for numbers up to 20. Oral counting will be a focus all year. The following key outcomes will be addressed in the year :  Oral counting in ones and ten from 1-50 and to count up or down from any given number up to 50.  Reading and writing numerals up to at least 20  Sequencing a series of numbers and recalling numbers before, after and between any given numbers up to 50.  Pairs of numbers that total up to five, and awareness of all pairs of numbers that total up to ten.  Grouping objects in groups of 10 when counting, to add 10 to any given number and to count in steps of 10 from any given number, e.g. 34, 44, 54….  Ordering a set of numbers from smallest to largest and vice versa.  Understanding the operations of addition and subtraction and their related vocabulary.  Adding more than two numbers.  Recognition of pairs of numbers which total 10.  Beginning to recognise 5c, 10c, 20c and 50c coins and their equivalent values. Working out how to pay an amount by using small coins.  Recognition of odd and even numbers.  Comparing two or more numbers recognising the larger and the smaller.  Beginning to recognise number patterns.  Recognising the number that is one or ten more or less than a given number to 30.

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 Folding shapes in half, and exploring the concept of symmetry.  Reading time to the hour on an analogue clock.  Developing understanding of different seasons in a year and that there are twenty four hours in a day. Shape, Space and Measurement  Using everyday language to describe position and direction.  Using everyday language to describe features of familiar 2D and 3D shapes.  Sorting 3D shapes according to type of face, flat or curved.  Beginning to understand and use the vocabulary related to weight and length. Social Studies The social studies component of the Primary Years Programme (PYP) is characterized by concepts and skills. The knowledge component is divided into the following social studies strands in the PYP. Human systems and economic activities

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

Social organization and culture

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

Continuity and change through time

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

Human and natural environments

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

Resources and environment

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

the

Students are provided learning opportunities throughout their learning in the Primary Years Programme to develop the essential Social Studies skills detailed below: a. Formulate and ask questions about the past, the future, places and society b. Use and analyse evidence from a variety of historical, geographical and societal sources c. Orientate in relation to place and time

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d. Orientate in relation to place and time e. Identify roles, rights and responsibilities in society f. Assess the accuracy, validity and possible bias of sources The social studies overall expectations in phases will be addressed through the Units of Inquiry and will be scaffolded to support and extend learning as students build their understanding. Overall expectations for 3 to 5 years Students will explore their understanding of people and their lives, focusing on themselves, their friends and families, and their immediate environment. They will practise applying rules and routines to work and play. They will gain an increasing awareness of themselves in relation to the various groups to which they belong and be conscious of systems by which they organize themselves. They will develop their sense of place, and the reasons why particular places are important to people. They will also develop their sense of time, and recognize important events in their own lives, and how time and change affect people. They will explore the role of technology in their lives. The science component of the Primary Years Programme (PYP) is characterized by concepts and skills. The knowledge component is divided into the following science strands in the PYP. Science Science strands Living things

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

Earth and space

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

Materials and matter

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

Forces and energy

The study of energy, its origins, storage and transfer, and the work it can do; the study of forces; the application of scientific understanding through inventions and machines.

Students are provided learning opportunities throughout their learning in the Primary Years Programme to develop the essential Science skills detailed below:

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a. b. c. d. e.

Observe carefully in order to gather data Use a variety of instruments and tools to measure data accurately Use scientific vocabulary to explain their observations and experiences Identify or generate a question or problem to be explored Plan and carry out systematic investigations, manipulating variables as necessary f. Make and test predictions g. Interpret and evaluate data gathered in order to draw conclusions h. Consider scientific models and applications of these models (including their limitations) The science overall expectations in phases will be addressed through the Units of Inquiry and will be scaffolded to support and extend learning as students build their understanding. Overall expectations for 3 to 5 years Students will develop their observational skills by using their senses to gather and record information, and they will use their observations to identify simple patterns, make predictions and discuss their ideas. They will explore the way objects and phenomena function, and will recognize basic cause and effect relationships. Students will examine change over varying time periods and know that different variables and conditions may affect change. They will be aware of different perspectives, and they will show care and respect for themselves, other living things and the environment. Students will communicate their ideas or provide explanations using their own scientific experience and vocabulary Information and Computer Technology As part of the ICT curriculum, the students work towards developing confidence and competence in the use of ICT through:  Learning the names and functions of computer hardware  Learning the correct procedure for starting up and shutting down the computer  Practice of mouse control  Basic keyboard familiarization  Exploring various websites, which are of particular interest to the Year 1 classes  Working with and using the Interactive Whiteboard in class Additional Languages Students participate in a daily 30 minute Additional Language session. Students can learn Mandarin, Hindi and/or Japanese. For those students joining the school with limited English skills English as an Additional Language is offered daily as part of the languages programme.

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Music Students participate in one 45 minutes session per week in Music. The music classes in particular foster the PYP attitudes of creativity, enthusiasm, appreciation and cooperation along with the other PYP attitudes. Music lessons are planned to be integrated with the Units of Inquiry. Students build their sense of pitch, rhythm, and steady beat through various activities. Students will explore a wide variety of music from different time periods and cultures. Students will:  Sing individually and in unison  Recognize that sound can be notated in a variety of ways  Play untuned percussion instruments in time with a beat  Explore vocal sounds, rhythms, instruments, timbres to communicate ideas and feelings  Participate in performing and creating music both individually and collectively Art Students participate in one 45 minutes session per week in Art. Students will establish foundation art skills and demonstrate preferences in art media and make marks with each medium. From this early inquiry the students will learn to choose the appropriate media for their art inquiry tasks. Their inspiration will be drawn from both their memory and environment. Physical Education Students participate in one 45 minute session per week in PE and one hour for Inter-House Sports every even week starting from week 4. They engage in the following activities: Tag Games - Spatial Awareness, Movement, Technique, Awareness, Agility, Formations Perceptual Motor Program - Body and Space Awareness, Visual and spatial skills, Communication and behavior, Balance, Gross motor skills (Agility, Flexibility, Springing, Leaping, Turning – Under – Around – Through – Beside – Between – Over, Balance Beam, Obstacle course, Basic yoga positions, Counter balance with friends), Fine motor skills, the acquisition of small scale movements. Ball Games - Hand-eye Coordination, Foot-eye Coordination. Team Work - Group Activities and Team Games. The timeline of these activities will be subject to the children’s skill and muscle development throughout the Year. The students will get the opportunity to showcase their skills during their Sports Day.

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Library Each week, students have a forty-five minute library session where they are allowed to borrow one book. The book should be returned each week on their library day so they may borrow a new one. In the library, students are introduced to library etiquette, book care, library procedures and how to choose “just right” books. Through read-alouds by the teacher-librarian, students learn about reading with appropriate volume, expression and intonation. Students are encouraged to respond to stories through predictions, discussions, drawing, and drama. They also explore the elements of books such as characters, illustrations, and authors. Research skills are introduced through the use of non-fiction materials. Books are selected to enhance Units of Inquiry and to foster a love of reading . Assessments and Reporting Assessments are an integral part of teaching and learning. Assessments are done during the class time as part of regular teaching and learning. Assessment practices can include preassessment, formative and/or summative assessments, along with diagnostic assessment if required. A range of strategies and tools are used to gather information about students’ learning. At a Pre-school level these may include regular observations, documentation and analyses of learning journeys through discussions, projects and/or other class work, portfolios etc. Students are assessed for each Unit of Inquiry, to determine the students’ growth and understanding of the unit specific concepts, knowledge, skills and attitude. Action is an important component of the PYP and students’ action will be encouraged and celebrated as they apply their learning to meaningful contexts. Parents are encouraged to share actions taken at home by their children as a result of the learning, with the teachers. The students’ learning journeys are shared with the parents through portfolios in Semester 1 and 2, Parent-teacher conference in Semester 1, ‘Next steps in learning’ reflection session in Term 3 and Student-led conference in Term 4. Progress reports are issued twice a year in December and June. The teachers would like parents to regularly review and reflect on their child’s learning by encouraging discussions and conversations at home with the child. Teachers’ fortnightly newsletters will help parents develop an understanding of the class programme. Parents are encouraged to hold regular conversations with their children which will help provide an insight into their child’s abilities, strengths and possible areas of support. These insights may be shared through the class email or the communication book as and when required by the parents and/or by the teachers. It is vital to keep in mind that not all students may be at the same starting point in their learning journeys and the distance covered by the individuals is as important as the milestones reached. The detailed Assessment policy is available with the Vice-principal and PYP Coordinator and available on request.

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51 Broadrick Road, Singapore 439501 Tel: 6346 6922 Fax: 6342 7043/6346 6522 www.etonhouse.com.sg Email: [email protected]

Updated as at August 17, 2015