PYP Curriculum Guide

I C S International icschool.co.
uk Community School
IB PRIMARY YEARS PROGRAMME INTERNATIONAL COMMUNITY SCHOOL

A CURRICULAR GUIDE FOR STUDENTS, PARENTS AND GUARDIANS
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I C S International icschool.co.uk Community School
CONTENTS
Introduction to the Primary Years Programme 3
The Curriculum Framework

Knowledge Concepts Skills Attitudes Action Assessment Reporting Conferences Reports Portfolios The Exhibition 15 15 6 7 8 11 12 13 14
Subject Areas
Language English as an Additional Language (EAL) Home Languages Language Strands Mathematics Mathematics Strands Science Science Strands Social Studies Social Studies Strands Personal, Social and Physical Education Physical Education Personal and Social Education PYSE Strands The Arts The Arts Strands Information Communication Technology (ICT) Travel and Learn 15 16 17 17 19 20 22 22 23 23 24 24 24 24 25 25 26 27
The International Community School Primary Years Programme 2012- 2013

Nursery and Reception Year 1 Year 2 Year 3 Year 4 PYSE Year 5 Year 6 28 28 29 29 30 30 31 31
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Curricular Guide for Students, Parents and Guardians
IB PRIMARY YEARS PROGRAMME (PYP) INTERNATIONAL COMMUNITY SCHOOL

Introduction
The Primary Years Programme (PYP) is the first of three International Baccalaureate (IB) programmes that form a continuum of international education. The programme is for primary aged students and encompasses the early years. Central to all programmes is the development of internationally minded students. At the International Community School (ICS) these form the explicit set of traits that all students are expected to develop in age appropriate ways. These traits or characteristics are adopted by the whole school community. All aspects of curriculum fall under this IB learner profile umbrella and all aspects of curriculum drive towards developing these traits.
ICS IB Primary School (PYP) York Terrace
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What is the philosophy of the International Baccalaureate?

The IB Organisation has a clearly defined mission that all IB World schools, such as, ICS incorporate into their own schools philosophy. The International Baccalaureate Organisation aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.
To this end the IBO works with schools, governments and international organisations to develop challenging programmes of international education and rigorous assessments.
The programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. The three IB programmes aim to develop and instil the following attributes and qualities in the students that follow the IB programmes.
IB Learner Profile:
Students develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives. Students explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines. Students exercise initiative in applying thinking skills critically and creatively to recognise and approach complex problems, and make reasoned, ethical decisions. Students understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others. Students act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them. Students understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience. Students show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. Students approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs. Students understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others. Students give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths.
Inquirers
Knowledgeable
Thinkers Communicators Principled
Open-minded
Caring Risk-takers Balanced Reflective

Reproduced with permission of the IBO
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The International Community School

The International Community School was authorized by the IB to offer the PYP programme in 2008. The school successfully took part in a PYP evaluation in May 2011. The next school evaluation will be in May 2016. At The International Community School learning is engaging, relevant, challenging and significant. The programme is transdisciplinary as distinct from a subject specific approach. Learning is arranged around six significant and globally relevant themes that encompass the knowledge base for students in the 21st century. Students explore big concepts through different subject lenses and are encouraged to make connections across as well as within subject areas. Wherever there is not a genuine fit, students will explore learning outside of the units of inquiry in standalone subject specific lessons. The Primary Years Programme has a number of characteristics that define it. Alongside the programmes framework itself, is principally an inquiry-driven approach to learning where students construct, test and revise or confirm their understanding about how the world works. Students at ICS are encouraged to make connections. Each learner brings unique experiences, perspective and knowledge and teachers plan learning experiences designed to meet the different needs of students and challenge them. They are encouraged to make connections between school, home and the world at large. They explore local, national and global dimensions in their studies. In order to do this well students work collaboratively where they can share diverse experiences and learn how others, with their difference, can also be right. Learning at ICS promotes and values social interaction in the learning process. At ICS, classes are stimulating and provocative, where: students are encouraged to be curious, be inquisitive, ask questions, explore and interact with the environment physically, socially and intellectually students think critically, solve problems and apply their learning in new or novel situations explicit learning outcomes and the learning process are made transparent to the students students are supported in their struggle for mastery and control on their journey to become independent, autonomous learners the learning experiences are differentiated to accommodate the range of abilities and learning styles in the group adults are sensitive facilitators of the process of empowering students to value their learning and to take responsibility for it students make and test theories students are encouraged to be life-long learners students have opportunities to follow their interests and develop their passions students research and seek information students reflect upon their learning, how they learn and their abilities students take and defend a position, experimenting and playing with possibilities students make connections between previous learning and current learning students take action based upon their learning students are listened to and their ideas are valued
The Curriculum Framework

TThe curriculum framework at the International Community School encompasses five essential elements which balance knowledge and skills, the development of conceptual understanding, a demonstration of positive attitudes and taking responsible action. The traditional subject areas that include language, mathematics, science, social studies, personal, social and physical education (PSPE) and the arts are all alued components of the PYP model.
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Essential Elements of the Written Curriculum

Knowledge Concepts Skills Attitudes Action
Significant, relevant content that we wish the students to explore and know about, taking into consideration their prior experience and understanding. Powerful ideas that have relevance within the subject areas but also transcend them and that students must explore and re-explore in order to develop a coherent, in-depth understanding. Those capabilities that the students need to demonstrate to succeed in a changing, challenging world, which may be disciplinary or transdisciplinary in nature. Dispositions that are expressions of fundamental values, beliefs and feelings about learning, the environment and people. Demonstrations of deeper learning in responsible behaviour through responsible action; a manifestation in practice of the other essential elements.
Knowledge - What do we want the students to know?

The curriculum draws knowledge from six key themes. These have been identified as being globally significant and relevant for all learners across all cultures. In order to achieve a balance, units of learning are arranged around each of these themes each year. Units of Inquiry within each of these themes explore the commonalities of human experience. Each theme is revisited over the course of the students schooling and taken as a whole produces a well rounded, in depth curriculum with broad ranging content. These themes provide unity across PYP schools and help students transfer between them.
PYP Transdisciplinary Themes

Who we are Where we are in place and time How we express ourselves How the world works How we organise ourselves Sharing the planet
An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human. An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives. An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic. An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment. An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment. An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.
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Concepts - What do we want the students to understand?

The PYP at the International Community School is a concept driven curriculum that values student understanding rather than the mere regurgitation of facts. Learning is organized around units which have a central idea. This is something designed to be relevant, significant, engaging and challenging that students can remember once they have finished their formal schooling. At ICS, teachers explore what students understand and then challenge and develop this understanding further. Critical thinking and application have a key role in this process. Students develop their understanding and ability to make connections with key concepts, big overarching ideas that are framed also as questions through which the students can inquire into their units more incisively.
PYP Key Concepts

Form What is it like? Function How does it work? Causation Why is it like it is? Change How is it changing? Connection How is it connected to other things?
The understanding that everything has a form with recognizable features that can be observed, identified, described and categorized. The understanding that everything has a purpose, a role or a way of behaving that can be investigated. The understanding that things do not just happen, that there are causal relationships at work, and that actions have consequences. The understanding that change is the process of movement from one state to another. It is universal and inevitable. The understanding that we live in a world of interacting systems in which the actions of any individual element affect others. The understanding that we live in a world of interacting systems in which the actions of any individual element affect others. The understanding that people make choices based on their understandings, and the actions they take as a result do make a difference. The understanding that there are different ways of knowing, and that it is important to reflect on our conclusions, to consider our methods of reasoning, and the quality and the reliability of the evidence we have considered.
Perspective What are the points of view?

Responsibility What is our responsibility? Reflection How do we know?
Students also explore related concepts. For example, through exploring the concept of responsibility within a unit of inquiry, they may also explore the smaller and related concepts of rights, citizenship, values, justice or initiative within their learning.
Skills - What do we want the students to understand?

At ICS the development of skills is seen as an important part of learning. Skills are best developed through authentic, purposeful learning. Therefore, skill acquisition, development and application occur primarily through the units of inquiry. The acquisition of literacy and numeracy, in its broadest sense, is essential, as these skills provide students with the tools of inquiry. Nonetheless, the PYP position is that, in order to conduct purposeful inquiry and in order to be well prepared for lifelong learning, students need to master a whole range of skills beyond those normally referred to as basic. These are referred to as transdisciplinary skills and are outlined below.
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PYP Transdisciplinary Skills

Thinking Skills: Acquisition of Knowledge Comprehension Application Analysis Synthesis Evaluation Dialectical thought Metacognition
Gaining specific facts, ideas, vocabulary; remembering in a similar form.
Grasping meaning from material learned; communicating and interpreting learning.
Making use of previously acquired knowledge in practical or new ways.
Taking knowledge or ideas apart; separating into component parts; seeing relationships; finding unique characteristics.
Combining parts to create wholes; creating, designing, developing and innovating.
Making judgments or decisions based on chosen criteria; standards and conditions. Thinking about two or more different points of view at the same time; understanding those points of view; being able to construct an argument for each point of view based on knowledge of the other(s); realizing that other people can also take ones own point of view. Analysing ones own and others thought processes; thinking about how one thinks and how one learns.
Social Skills: Accepting Responsibility Respecting others Cooperating Resolving conflict Group decision making Adopting a variety of group roles Dialectical thought Metacognition
Taking on and completing tasks in an appropriate manner; being willing to assume a share of the responsibility. Listening sensitively to others; making decisions based on fairness and equality; recognizing that others beliefs, viewpoints, religions and ideas may differ from ones own; stating ones opinion without hurting others. Working cooperatively in a group; being courteous to others; sharing materials; taking turns.
Listening carefully to others; compromising; reacting reasonably to the situation; accepting responsibility appropriately; being fair. Listening to others; discussing ideas; asking questions; working towards and obtaining consensus. Understanding what behaviour is appropriate in a given situation and acting accordingly; being a leader in some circumstances and a follower in others. Thinking about two or more different points of view at the same time; understanding those points of view; being able to construct an argument for each point of view based on knowledge of the other(s); realizing that other people can also take ones own point of view. Analysing ones own and others thought processes; thinking about how one thinks and how one learns.
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Communication Skills: Listening Speaking Reading Writing Viewing Presenting Non-verbal communication
Listening to directions; listening to others; listening to information.
Speaking clearly; giving oral reports to small and large groups; expressing ideas clearly and logically; stating opinions. Reading a variety of sources for information and pleasure; comprehending what has been read; making inferences and drawing conclusions. Recording information and observations; taking notes and paraphrasing; writing summaries; writing reports; keeping a journal or record. Interpreting and analysing visuals and multimedia; understanding the ways in which images and language interact to convey ideas, values and beliefs; making informed choices about personal viewing experiences. Constructing visuals and multimedia for a range of purposes and audiences; communicating information and ideas through a variety of visual media; using appropriate technology for effective presentation and representation. Recognizing the meaning of visual and kinaesthetic communication; recognizing and creating signs; interpreting and utilizing symbols.
Self-management Skills: Gross motor skills Fine motor skills Spatial awareness Organisation Time management Safety Healthy lifestyle Codes of behaviour Informed choices
Exhibiting skills in which groups of large muscles are used and the factor of strength is primary.
Exhibiting skills in which precision in delicate muscle systems is required.
Displaying sensitivity to the position of objects in relation to oneself or each other.
Planning and carrying out activities effectively.
Using time effectively and appropriately.
Engaging in personal behaviour that avoids placing oneself or others in danger or at risk. Making informed choices to achieve a balance in nutrition, rest, relaxation and exercise; practising appropriate hygiene and self-care.
Knowing and applying appropriate rules or operating procedures of groups of people.
Selecting an appropriate course of action or behaviour based on fact or opinion.
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Research Skills: Formulating questions Observing Planning Collecting data Recording data Organising data Interpreting data Presenting research findings
Identifying something one wants or needs to know and asking compelling and relevant questions that can be researched.
Using all the senses to notice relevant details.
Developing a course of action; writing an outline; devising ways of finding out necessary information. Gathering information from a variety of first and second-hand sources such as maps, surveys, direct observation, books, films, people, museums and ICT. Describing and recording observations by drawing, note taking, making charts, tallying, writing statements. Sorting and categorizing information; arranging into understandable forms such as narrative descriptions, tables, timelines, graphs and diagrams.
Drawing conclusions from relationships and patterns that emerge from organised data.
Effectively communicating what has been learned; choosing appropriate media.
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Attitudes - What do we want students to feel, value and demonstrate?

At ICS, in order to develop internationally minded students, we foster a set of attitudes. These attitudes relate to people, the environment and learning. We believe that these attitudes help form a community where the well-being of the individual and the roup are accounted for. The attitudes are listed below.
PYP Attitudes
In PYP schools, students should demonstrate: Appreciation Commitment Confidence Cooperation Curiosity Empathy Enthusiasm Independence Integrity Respect Tolerance
Appreciating the wonder and beauty of the world and its people.
Being committed to their own learning; persevering and showing self discipline and responsibility. Feeling confident in their ability as learners, having the courage to take risks, applying what they have learned and making appropriate decisions and choices.
Cooperating, collaborating, and leading or following as the situation demands.
Being curious about the nature of learning, about the world, its people and cultures.
Imagining themselves in anothers situation in order to understand his or her reasoning and emotions, so as to be open-minded and reflective about the perspectives of others.
Enjoying learning and willingly putting the effort into the process.
Thinking and acting independently, making their own judgments based on reasoned argument, and being able to defend their judgments.
Being honest and demonstrating a considered sense of fairness.
Respecting themselves, others and the world around them.
Being sensitive about differences and diversity in the world and being responsive to the needs of others.
These attitudes are explicitly drawn upon by staff and reflected upon by students. They are modelled within the school community applying to adults as much as students. In such a way students become more able to understand and know how to develop these attitudes. Learning how to develop and apply these attitudes in different contexts profoundly affects the learning environment students are in.
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Action - How do we want students to act?

Students at ICS are encouraged to take meaningful, self- initiated action based upon what they have been learning. The curriculum is not passive and encourages student ownership and responsibility. One way that it does this is through the action cycle outlined below. Students are empowered to choose to act, decide upon the course of the action and reflect upon its significance in the world. Action in the curriculum can extend the students learning and may even have an impact on the world beyond the classroom. Students may choose to act directly, indirectly, to advocate for others or even to conduct research for action. Every student has the right to take action individually or collaboratively. This action is not teacher directed but authentic and student directed. However, teachers may need to model action in order that students develop an understanding of the process and possibilities. With the action dimension students feel that learning is relevant and purposeful as well as powerful.
The Action Cycle
Reflect
Choose
Act
At ICS effective action: Should be modelled by the adults in the school communitythe action in which schools may engage will be based on the needs of the school community and the local community Should be voluntary and involve students in exercising their own initiative Is best grounded in the students concrete experiences Is most beneficial to the students when they are able to witness the outcomes Usually begins in a small way and arises from genuine concern and commitment Should include anticipation of consequences, and accepting of responsibility May require appropriate adult support in order to facilitate students efforts and to provide them with alternatives and choices Student action does not need to be grandiose and sometimes may involve the choices made at home. Good communication between home and school can bear witness to this.
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Assessment
The school values assessment as an integral part of teaching and learning, serving the primary goal of promoting student learning. At ICS assessment is ongoing and takes place at the end of units of inquiry. Assessment is criteria based and correlated to the curriculum at ICS. We assess students acquisition of knowledge, their understanding of concepts, their mastery of skills, the development of attitudes and students ability to take action. Assessment in the classroom includes: Using representative examples of students work or performance to provide information about student learning Collecting evidence of students understanding and thinking Documenting learning processes of groups and individuals Engaging students in reflecting on their learning Students assessing work produced by themselves and by others Developing clear rubrics Identifying exemplar student work Keeping records of test/task results. Teachers use a range of strategies and tools to assess student learning. The tools that are used are listed below and may be used to assess different areas of the curriculum. The tools may be used with other assessment tools, such as standardised tests.
Assessment Tools
Rubrics
An established set of criteria for rating students in all areas. The descriptors tell the assessor what characteristics or signs to look for in students work and then how to rate that work on a predetermined scale. Rubrics can be developed by students as well as by teachers.
Exemplars
Samples of students work that serve as concrete standards against which other samples are judged. Generally there is one benchmark for each achievement level in a scoring rubric. These are related to the particular school context.
Checklists
These are lists of information, data, attributes or elements that should be present. A mark scheme is a type of checklist.
Anecdotal records
Anecdotal records are brief written notes based on observations of students. Learning stories are focused, extended observations that can be analysed later.
Continuums
These are visual representations of developmental stages of learning. They show a progression of achievement or identify where a student is in a process.
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Reporting
Reporting on assessment is about communicating what students know, understand and can do. It describes the progress of the students learning and identifies areas for growth. Reporting may take many forms including conferences and written reports. Effective reporting: Involves parents, students and teachers as partners Reflects what the school community values Is comprehensive, honest, fair and credible Is clear and understandable to all parties Allows teachers to incorporate what they learn during the reporting process into their future teaching and assessment practice.
Conferences
Settling-in Conferences and Parent- Teacher Conferences These are designed to give the parents information about the students progress development and needs, and about the schools programme. Teachers take this opportunity to gather background information, to answer the parents questions, to address their concerns, and to help define their role in the learning process. The parents should take the opportunity to provide the teacher with the cultural context of the students learning. Student-Led Conferences Student-led conferences involve the student and the parent. The students are responsible for leading the conference, and also take responsibility for their learning by sharing the process with their parents. It may involve students demonstrating their understanding through a variety of different learning situations. The conference will involve the students discussing and reflecting upon samples of work that they have previously chosen to share with their parents. These samples have been previously selected with guidance and support from the teacher, and could be from the students portfolio. The student identifies strengths and areas for improvement. It enables parents to gain a clear insight into the kind of work their child is doing and offers an opportunity for them to discuss it with their child. The format of this conference will depend on the age of the student.
Written Reports
ICS sends home reports in December and June Written reports are a final record for students, parents and the school itself of a students progress. They help inform learning also. Reports clearly indicate areas of strengths, areas for improvement, and students are involved in providing input (through selfassessment), to give an overview of a students development. The reporting system and procedures of ICS reinforce the underlying values of the Primary Years Programme. In the reports the following areas are addressed: The learner profile The transdisciplinary units of inquiry The subject-specific areas of learning
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Portfolios
Students in the PYP create a portfolio based on a range of experiences and curriculum areas. The portfolio is a collection of work selected by the students and teachers and is a record of students involvement in learning. It is designed to demonstrate success, growth, thinking skills, creativity, assessment strategies and reflection. It is a celebration of each students active mind at work and provides a picture of progress and development over a period of time. Portfolios enable students to reflect with teachers, parents and peers in order to identify their strengths and growth as well as areas for improvement.
The Exhibition
The Exhibition is the culminating experience of the Primary Years Programme. This takes part in Year 6 and offers students the opportunity to take part in an in-depth, collaborative inquiry. This exhibition is through the transdisciplinary theme of Sharing the Planet. The purpose of the exhibition includes: 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 on their journey through the PYP To provide an authentic process for assessing student understanding To demonstrate how students can take action as a result of their learning To unite the students, teachers, parents and other members of the school community in a collaborative experience that incorporates the essential elements of the PYP To celebrate the transition of learners from primary to middle/secondary education Assessment of the Exhibition is rigorous and involves both ongoing assessment of the process and assessment of the culminating event itself. The Exhibition is a challenging experience as well as a celebratory one.
Subject Areas
Language
Language at ICS is multidimensional and takes into account the often complex language histories and linguistic profiles of students in the 21st century. At ICS the language of instruction is English. We aim for the learning environment to reflect the enjoyment of language, an appreciation of its functionality and its aesthetics. This encompasses basic language skills, literacy, an understanding academic language, literary analysis and critical literacy. The approach to Language at ICS starts with the learner and takes account of their experiences, needs and interests. Our approach to language learning is comprehensive. At ICS students learn language, learn about language and learn through language. We choose quality literature in order to facilitate language learning and to foster a love of language. Language is taught through the context of the units of inquiry with some skills taught in their own right to equip students for application within their units. We believe that the fragmentation of learning into isolated skill sets may create difficulties for some students. Sometimes students may be able to read, write and spell words correctly in isolation but not in contexts. At ICS we believe that learners needs are best served when occurring through meaningful contexts, rather than presented as a series of skills to be mastered. Additional Languages Students also have the opportunity to explore additional world languages at ICS. Language learning fits well with the values of intercultural understanding and the promotion of international mindedness. ICS Primary has identified Spanish and Mandarin as important global languages. Up until Year 2 students have a Mandarin and Spanish lesson each week. In Year 3 students then take either Spanish or Mandarin as their additional language twice a week. These are basic language classes and are tailored in a way to suit the learning needs in ways which are developmentally appropriate. In a PYP school all students have the opportunity to learn an additional language from the age of 7.
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English as an Additional Language (EAL) - Primary Years preparation/Foundation Programme

At ICS we are skilled at working with an international community and the range of English language abilities present in our student body from fluent, native English speakers, to students for whom English may be their second or third language,to English-language beginners. Students for whom English is an additional language (EAL students) are supported at different levels and in a variety of ways so that they can maximize their learning and participate in all aspects of school life.
The Primary Years Foundation Programme (PYF) supports students whose English skills restrict their ability to independently participate in the mainstream classes of IB PYP 5 and IB PYP 6. PYF students are taught in a pull-out PYF class, and some mainstream classes, to increase their proficiency in English to a point where they can begin to access the full IB curriculum at the Primary Years level. All PYF students are fully integrated members of the Primary School community at ICS.
Primary Years Foundation is a flexible programme, designed to help each individual learner develop essential communication skills in English and become familiar with ICS culture and expectations. Key to this approach is our desire to build on a students strengths and interests, skills and abilities. PYF students receive the majority of their education within the pullout PYF class and join their year group for Maths, Music,Physical Education, Foreign Language (Spanish or Mandarin) and break times.
In PYF classes, teachers raise awareness of vocabulary and grammar while focusing on the skills of reading, writing, speaking and listening. Specialized instructional materials, activities, excursions, and artwork help develop both conversational English and academic language. When a PYF student transitions to the mainstream programmes/he continues to receive support with their English language learning. This support addresses the individual needs of students through team-teaching, work with small groups, and individualized sessions with students. Teachers work with EAL students on the language, skills and concepts necessary for full participation in mainstream class. Whenever possible, the content of the mainstream is used as the context for learning so that students concurrently progress in their English language and grade-level subject matter.
Our success with students in the Primary Years Foundation programme shows that we can facilitate a smooth transition to meaningful inclusion in the mainstream by virtue of the support offered by our English language specialists. While progress rates are unique to each student, the PYF programme moves students gradually and with support into their year group and to the full curriculum as soon as possible; most PYF students become proficient users of English conversational language within the first year at our school. Full mastery of academic language can take additional years to acquire; at ICS we continue to provide language support to this end from both EAL and classroom teachers. Individual cases are reviewed regularly by specialist and mainstream teachers and support programmes changed accordingly. At ICS, we promote the mastery of English language whilst still promoting and facilitating the maintenance of a students home language. We encourage parents to continue to use and develop their childs mother tongue because we recognize that childrens acquisition of a second language builds on the skills and concepts they have acquired through their first language
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Home Languages
ICS promotes the development of home languages, based on the understanding that continued development in home languages has a positive impact on all language development and in the development of identity. Current research now indicates that there are many academic benefits to continued learning in the students home or mother tongue language. ICS actively promotes students home languages in and outside of the classroom. Aspects of language learning can be transferable from one language to another. The benefits may also include increased mental flexibility and problem solving skills. ICS recognizes the importance that home languages play in the affirmation of a childs identity. Opportunities to use their home languages enable students to integrate well upon return to their home countries and communicate with relatives as well as experience some cultural stability and understand the value of their culture. ICS recognize that we strike a balance with this and the language of instruction remains English. Students may have opportunities to share their learning in their home language, access a book in their home language or do some research in their home language to activate their understanding and prior knowledge.
Language Strands
Oral language listening and speaking Oral language is valued across the curriculum. We promote active listening and encourage talk as an important part of understanding and building upon learning. These are skills that are essential for ongoing language development, for learning and for relating to others. Learners show an understanding of the value of speaking and listening to communicate. They recognize that sounds are associated with objects, or with symbolic representations of them. They are using language to name their environment, to get to know each other, to initiate and explore relationships, to question and inquire. Learners show an understanding that sounds are associated with objects, events and ideas, or with symbolic representations of them. They are aware that an object or symbol may have different sounds or words associated with it in different languages. They are beginning to be cognizant about the high degree of variability of language and its uses. Learners show an understanding of the wide range of purposes of spoken language: that it instructs, informs, entertains, reassures; that each listeners perception of what they hear is unique. They are compiling rules about the use of different aspects of language. Learners show an understanding of the conventions associated with speaking and listening and the value of adhering to those conventions. They are aware that language is a vehicle for becoming knowledgeable; for negotiating understanding; and for negotiating the social dimension. Learners are able to understand the difference between literal and figurative language; how to use language differently for different purposes. They are aware that they are building on their previous experiences and using language to construct new meaning.
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Visual language - viewing and presenting Examples of visual texts are: advertisements, brochures, computer games and programs, websites, movies, posters, signs, logos, flags, maps, charts, graphs, diagrams, illustrations, graphic organizers, cartoons and comics. Learning to interpret this data, and to understand and use different media, are invaluable life skills. Students create and critically appraise a variety of media and visual information in a variety of contexts. Learners show an understanding that the world around them is full of visual language that conveys meaning. They are able to interpret and respond to visual texts. Although much of their own visual language is spontaneous, they are extending and using visual language in more purposeful ways. Learners identify, interpret and respond to a range of visual text prompts and show an understanding that different types of visual texts serve different purposes. They use this knowledge to create their own visual texts for particular purposes. Learners show an understanding that visual text may represent reality or fantasy. They recognize that visual text resources can provide factual information and increase understanding. They use visual text in a reflective way to enrich their storytelling or presentations, and to organize and represent information. Learners show an open-mindedness about the use of a range of visual text resources to access information. They think critically, and are articulate about the use of visual text to influence the viewer. They are able to use visual imagery to present factual information, or to tell a story. Through inquiry, learners engage with an increasing range of visual text resources. As well as exploring the viewing and presenting strategies that are a part of the planned learning environment, they select and use strategies that suit their learning styles. They are able to make connections between visual imagery and social commentary. They show more discernment in selecting information they consider reliable. They are able to use visual imagery to support a position.
Written language reading and writing Reading: is a developmental process that involves constructing meaning from text. Students enjoy a range of fiction and non-fiction texts and reading takes place within the context of purposeful, engaging learning. Learners show an understanding that print represents the real or the imagined world. They know that reading gives them knowledge and pleasure; that it can be a social activity or an individual activity. They have a concept of a book and an awareness of some of its structural elements. They use visual cues to recall sounds and the words they are reading to construct meaning. Learners show an understanding that language can be represented visually through codes and symbols. They are extending their data bank of printed codes and symbols and are able to recognize them in new contexts. They understand that reading is a vehicle for learning and that the combination of codes conveys meaning. Learners show an understanding that text is used to convey meaning in different ways and for different purposesthey are developing an awareness of context. They use strategies, based on what they know, to read for understanding. They recognize that the structure and organization of text conveys meaning. Learners show an understanding of the relationship between reading, thinking and reflection. They know that reading is extending their world, both real and imagined, and that there is a reciprocal relationship between the two. Most importantly, they have established reading routines and relish the process of reading. Learners show an understanding of the strategies authors use to engage them. They have their favourite authors and can articulate reasons for their choices. Reading provides a sense of accomplishment, not only in the process, but in the access it provides them to further knowledge about, and understanding of, the world.
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Writing: When children are encouraged to express themselves and reveal their own voice, writing is a genuine expression of the individual. At ICS students develop a variety of structures, strategies and literary techniques and apply these with increasing skill in meaningful contexts. Learners show an understanding that writing is a form of expression to be enjoyed. They know that how you write and what you write conveys meaning; that writing is a purposeful act, with both individual and collaborative aspects. Learners show an understanding that writing is a means of recording, remembering and communicating. They know that writing involves the use of codes and symbols to convey meaning to others; that writing and reading uses the same codes and symbols. They know that writing can describe the factual or the imagined world. Learners show an understanding that writing can be structured in different ways to express different purposes. They use imagery in their stories to enhance the meaning and to make it more enjoyable to write and read. They understand that writing can produce a variety of responses from readers. They can tell a story and create characters in their writing. Learners show an understanding of the role of the author and are able to take on the responsibilities of authorship. They demonstrate an understanding of story structure and are able to make critical judgments about their writing, and the writing of others. They are able to rewrite to improve the quality of their writing. Learners show an understanding of the conventions pertaining to writing, in its different forms, that are widely accepted. In addition, they demonstrate a high level of integration of the strands of language in order to create meaning in a manner that suits their learning styles. They can analyse the writing of others and identify common or recurring themes or issues. They accept feedback from others.
Mathematics
It is intended that students become competent users of the language of mathematics, and can begin to begin to use it as a way of thinking, as opposed to seeing it as a series of facts and equations to be memorized. Mathematics is taught in context of the units of inquiry as much as possible however, there is still the opportunity for skills to be taught in their own right with the view to be transferred into meaningful contexts at a later date. The three stages of mathematical knowledge and application are: constructing meaning: where students use previous knowledge and personal experiences to gain an understanding of new information; transferring meaning into symbols: during this stage students are transferring their understanding into their own symbolic representation leading to being able to transfer this into conventional mathematical notation; applying with understanding: when students are able to use the appropriate symbolic notation to process and record their thinking. All developmental phases of mathematics are taught through a combination of exploring real life experiences, problem solving with manipulatives and explaining their ideas, theories and results. At ICS students are encouraged to: Use patterns and relationships to analyse the problem situations upon which they are working Make and evaluate their own and each others ideas Use models, facts, properties and relationships to explain their thinking Justify their answers and the processes by which they arrive at solutions
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Mathematics Strands:
Data handling
Data handling enables students to summarize the world that they know and make inferences about what they do not know. Learners will develop an understanding of how the collection and organization of information helps to make sense of the world. They will sort, describe and label objects by attributes and represent information in graphs including pictographs and tally marks. The learners will discuss chance in daily events. Learners will understand how information can be expressed as organized and structured data and that this can occur in a range of ways. They will collect and represent data in different types of graphs, interpreting the resulting information for the purpose of answering questions. The learners will develop an understanding that some events in daily life are more likely to happen than others and they will identify and describe likelihood using appropriate vocabulary. Learners will continue to collect, organize, display and analyse data, developing an understanding of how different graphs highlight different aspects of data more efficiently. They will understand that scale can represent different quantities in graphs and that mode can be used to summarize a set of data. The learners will make the connection that probability is based on experimental events and can be expressed numerically. Learners will collect, organize and display data for the purposes of valid interpretation and communication. They will be able to use the mode, median, mean and range to summarize a set of data. They will create and manipulate an electronic database for their own purposes, including setting up spreadsheets and using simple formulas to create graphs. Learners will understand that probability can be expressed on a scale (01or 0%100%) and that the probability of an event can be predicted theoretically.
Measurement
In measurement students learn to attach a number to a quantity using a chosen unit. Learners will develop an understanding of how measurement involves the comparison of objects and the ordering and sequencing of events. They will be able to identify, compare and describe attributes of real objects as well as describe and sequence familiar events in their daily routine. Learners will understand that standard units allow us to have a common language to measure and describe objects and events, and that while estimation is a strategy that can be applied for approximate measurements, particular tools allow us to measure and describe attributes of objects and events with more accuracy. Learners will develop these understandings in relation to measurement involving length, mass, capacity, money, temperature and time. Learners will continue to use standard units to measure objects, in particular developing their understanding of measuring perimeter, area and volume. They will select and use appropriate tools and units of measurement, and will be able to describe measures that fall between two numbers on a scale. The learners will be given the opportunity to construct meaning about the concept of an angle as a measure of rotation. Learners will understand that a range of procedures exists to measure different attributes of objects and events, for example, the use of formulas for finding area, perimeter and volume. They will be able to decide on the level of accuracy required for measuring and using decimal and fraction notation when precise measurements are necessary. To demonstrate their understanding of angles as a measure of rotation, the learners will be able to measure and construct angles.
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Shape and space

In shape and space students develop an understanding of the interrelationships of shape that allows them to interpret, understand and appreciate our two dimensional (2D) and three dimensional (3D) world. Learners will understand that shapes have characteristics that can be described and compared. They will understand and use common language to describe paths, regions and boundaries of their immediate environment. Learners will continue to work with 2D and 3D shapes, developing the understanding that shapes are classified and named according to their properties. They will understand that examples of symmetry and transformations can be found in their immediate environment. Learners will interpret, create and use simple directions and specific vocabulary to describe paths, regions, positions and boundaries of their immediate environment. Learners will sort, describe and model regular and irregular polygons, developing an understanding of their properties. They will be able to describe and model congruency and similarity in 2D shapes. Learners will continue to develop their understanding of symmetry, in particular reflective and rotational symmetry. They will understand how geometric shapes and associated vocabulary are useful for representing and describing objects and events in real-world situations. Learners will understand the properties of regular and irregular polyhedra. They will understand the properties of 2D shapes and understand that 2D representations of 3D objects can be used to visualize and solve problems in the real world, for example, through the use of drawing and modelling. Learners will develop their understanding of the use of scale (ratio) to enlarge and reduce shapes. They will apply the language and notation of bearing to describe direction and position.
Pattern and function

Students learn about the repetitive features of patterns and how these can be generalized into functions. This builds the foundation of what will later become algebra. Learners will understand that shapes have characteristics that can be described and compared. They will understand and use common language to describe paths, regions and boundaries of their immediate environment. Learners will continue to work with 2D and 3D shapes, developing the understanding that shapes are classified and named according to their properties. They will understand that examples of symmetry and transformations can be found in their immediate environment. Learners will interpret, create and use simple directions and specific vocabulary to describe paths, regions, positions and boundaries of their immediate environment. Learners will sort, describe and model regular and irregular polygons, developing an understanding of their properties. They will be able to describe and model congruency and similarity in 2D shapes. Learners will continue to develop their understanding of symmetry, in particular reflective and rotational symmetry. They will understand how geometric shapes and associated vocabulary are useful for representing and describing objects and events in real-world situations. Learners will understand the properties of regular and irregular polyhedra. They will understand the properties of 2D shapes and understand that 2D representations of 3D objects can be used to visualize and solve problems in the real world, for example, through the use of drawing and modelling. Learners will develop their understanding of the use of scale (ratio) to enlarge and reduce shapes. They will apply the language and notation of bearing to describe direction and position.
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Number
Students learn about the number system as a language which can be used to describe quantities and explore the relationships between quantities. They use number to interpret information, make decisions and solve problems. Learners will understand that patterns and sequences occur in everyday situations. They will be able to identify, describe, extend and create patterns in various ways. Learners will understand that whole numbers exhibit patterns and relationships that can be observed and described, and that the patterns can be represented using numbers and other symbols. As a result, learners will understand the inverse relationship between addition and subtraction, and the associative and commutative properties of addition. They will be able to use their understanding of pattern to represent and make sense of real-life situations and, where appropriate, to solve problems involving addition and subtraction. Learners will analyse patterns and identify rules for patterns, developing the understanding that functions describe the relationship or rules that uniquely associate members of one set with members of another set. They will understand the inverse relationship between multiplication and division, and the associative and commutative properties of multiplication. They will be able to use their understanding of pattern and function to represent and make sense of real-life situations and, where appropriate, to solve problems involving the four operations. Learners will understand that patterns can be represented, analysed and generalized using algebraic expressions, equations or functions. They will use words, tables, graphs and, where possible, symbolic rules to analyse and represent patterns. They will develop an understanding of exponential notation as a way to express repeated products, and of the inverse relationship that exists between exponents and roots. The students will continue to use their understanding of pattern and function to represent and make sense of real-life situations and to solve problems involving the four operations.
Science
At ICS science is viewed as the exploration of the biological, chemical and physical aspects of the natural world, and the relationships between them. Students learn how our understanding of science is evolves. The science component of the PYP is characterised by concepts and skills rather than by content. Science naturally fits into particular units of inquiry. It is not taught on a weekly basis but rather within particular units where science becomes a strong subject focus and there may be daily exposure to scientific content.
Science Strands:
The curriculum is arranged around four key strands of scientific content listed below. 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. Through the units of inquiry students will have a focus on some or all of the following scientific skills. As these skills develop the u nderstanding of scientific principles is built upon by the students. The skills are outlined below: 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 Make and test predictions Interpret and evaluate data gathered in order to draw conclusions Consider scientific models and applications of these models (including their limitations)
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Social Studies
In the Primary Years Programme (PYP), social studies learning guides students towards a deeper understanding of themselves and others, and of their place in an increasingly global society. It provides opportunities for students to look at and think about human behaviour and activity realistically, objectively, and with sensitivity. Exposure to and experience with social studies therefore opens doors to key questions about life and learning.
Social Studies Strands:

The curriculum is arranged around four key strands of scientific content listed below. 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 the 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 As with Science, Social studies is supported by a set of skills which give opportunities for students to develop an in-depth understanding in this area. These consist of the following: Formulate and ask questions about the past, the future, places and society Use and analyse evidence from a variety of historical, geographical and societal sources Orientate in relation to place and time Identify roles, rights and responsibilities in society Assess the accuracy, validity and possible bias of sources
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Personal, Social and Physical Education (PSPE)

PSPE at ICS is concerned with the individuals well-being through the promotion and development of concepts, knowledge, attitudes and skills that contribute to this wellbeing. Well-being is intrinsically linked to all aspects of a students experience at school and beyond. It encompasses physical, emotional, cognitive, spiritual and social health and development, and contributes to an understanding of self, to developing and maintaining relationships with others, and to participation in an active, healthy lifestyle.
PSPE Strands:
Identity An understanding of our own beliefs, values, attitudes, experiences and feelings and how they shape us The impact of cultural influences The recognition of strengths, limitations and challenges as well as the ability to cope successfully with situations of change and adversity How the learners concept of self and feelings of self-worth affect his or her approach to learning and how he or she interacts with others Active living An understanding of the factors that contribute to developing and maintaining a balanced, healthy lifestyle The importance of regular physical activity The bodys response to exercise The importance of developing basic motor skills Understanding and developing the bodys potential for movement and expression The importance of nutrition Understanding the causes and possible prevention of ill health The promotion of safety Rights and the responsibilities we have to ourselves and others to promote well-being Making informed choices and evaluating consequences, and taking action for healthy living now and in the future Interactions An understanding of how an individual interacts with other people, other living things and the wider world Behaviours, rights and responsibilities of individuals in their relationships with others, communities, society and the world around them The awareness and understanding of similarities and differences An appreciation of the environment and an understanding of, and commitment to, humankinds responsibility as custodians of the Earth for future generations Each of these strands interacts with the other. At ICS, PSPE is taught through units of inquiry as well as being integrated into all areas and everything we do, that is, within the classroom, dining room, playground, sports hall, swimming pool, etc with the view that skills and knowledge will be applied as a natural understanding develops.
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The Arts
At ICS the Arts are seen as a powerful mode of communication through which students are able to explore and construct a sense of self and develop an understanding of the world around them. The Arts provide students with a wide range of opportunities and means to respond to their experiences and engage with historical, social and cultural perspectives. The students are stimulated to think and to articulate their thoughts in new ways, and through a variety of media and technologies. The curriculum reflects responses to the Arts as well as the process of creativity in students own artistic endeavours. Responding The process of responding provides students with opportunities to respond to their own and other artists works and processes, and, in so doing, develop the skills of critical analysis, interpretation, evaluation, reflection and communication. Creating The process of creating provides students with opportunities to communicate distinctive forms of meaning, develop their technical skills, take creative risks, solve problems and visualize consequences. Students are encouraged to draw on their imagination, experiences and knowledge of materials and processes as starting points for creative exploration. The creating strand provides opportunities for students to explore their personal interests, beliefs and values and to engage in a personal artistic journey.
The Arts Strands:

Dance Students at ICS have opportunities to understand and respond to dance in different contexts. They explore the physical and aesthetic dimensions of dance. Drama Students have opportunities to express themselves using their voices and physically through drama. Students explore the process of drama rather than focusing on the product alone. Music Students at ICS experience the pleasure of listening and creating music. We view music as a way that students can express themselves. They also learn about how music works and explore a range of music across cultures. They have opportunities to perform both formally and informally. Visual Arts Students have the opportunity to take part in a variety of visual arts, both responding to art work and creating it. They have a number of opportunities to engage with visual arts through visits to galleries, museums and exhibitions. Information and Communications Technology (ICT) At ICS Information and Communication Technology (ICT) is used as a tool used across the entire curriculum, as appropriate. Technology is a tool for learning which can be used to support international mindedness and learning across the curriculum. Technology is used critically to support the essential elements of the PYP. In the PYP we believe that ICT is most effective when purposely and relevantly used as a tool for learning in the inquiry process. Integration of ICT across the curriculum lead to learning environments that use technology tools throughout the day and across subject areas and even those where students engage in activities that would have been impossible to achieve without technology. At ICS different strands of ICT have been identified in order that students have a wide and varied exposure to all elements of a 21st century curriculum. The strands along with their definitions are listed below.
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Information Communication Technology Strands

Creativity and Problem Solving
Students use creative thinking and apply knowledge to develop innovative projects. They develop innovative projects as a means of individual or group expression. They adapt models and simulations to explore complex issues and systems. They identify trends and forecast possibilities.
Investigation and Organization
Students use digital tools to gather, evaluate and make use of information. They organize information within a variety of tools and applications as well as on their computer workspaces. Students research and become information fluent.
Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively. They interact, collaborate, and publish with peers and others. They communicate information and ideas.
Responsibility
Digital citizenship is a part of citizenship. Students understand the human, cultural and societal issues related to technology. They learn about the legal and ethical implications associated with using technology. They learn about the importance of evaluating their work.
How we organise ourselves
An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment. Students need to be able to choose and use suitable systems and operations in new situations. This is whereby students demonstrate an understanding of technology systems. They can select and use applications effectively and productively. They learn to trouble shoot systems and applications. They draw from current skills and knowledge to learn about new technologies.
Basic Operations and Concepts
ICT Practices at the International Community School:

Students applications of technology are broad, varied and authentic. Language particular to technology is taught accordingly, so that students become more familiar with the terminology and are encouraged to use it appropriately. ICT is integrated into preparations for the Exhibition in Year 6 and there is an authentic technological component related to the PYP Exhibition itself. ICT is used to enhance reflection and the decision to take action. Technology provides opportunities for rapid feedback and reflection
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Travel and Learn

Travel and Learn expeditions run throughout the school year and offer many benefits and engaging adventures to students. As well as hands-on opportunities to learn outside the classroom, students also gain from the whole travelling experience. We encourage students to work together and to become more confident, responsible and independent. School trips are designed to be challenging yet supportive, lots of fun and provide once in a lifetime experiences. Trips aim to link learning to travels in the real world. In addition to the above calendar, students also travel to the schools out-door campus in Bawdsey, Suffolk each year. These focused two-night trips are used as opportunities to develop students confidence, independence and interpersonal skills. References: Making the Primary Years Programme Happen; International Baccalaureate Organization; 2009; print PYP Scope and Sequence Documents; International Baccalaureate Organization; 2009; print
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The International Community School Programme of Inquiry

TRANSDISCIPLINARY THEMES
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 & 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 An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values, the ways in which we reflect on, extend and enjoy our creativity, our appreciation of the aesthetic. HOW THE WORLD WORKS 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. HOW WE ORGANISE OURSELVES An inquiry into the interconnectedness of human-made systems and communities, the structure and function of organisations, societal decision-making, economic activities and their impact on humankind and the environment. SHARING THE PLANET An inquiry into the 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.
NURSERY & RECEPTION

Relationships can allow us to grow and feel special Key concepts: Connection, reflection, perspective Lines of Inquiry: What makes us all unique Similarities and differences in families How relationships help us grow Related concept: Diversity, differences, similarities, self-concept, relationships Subject focus: Social Studies, PSPE / Maths People can express their cultural identities through celebrations Key concepts: Connection, reflection, perspective Lines of Inquiry: How celebrations are expressed Why people celebrate What celebrations can teach us Related concept: Culture; identity; creativity; Subject focus: The arts, PSPE Everyone co-operates to help each other Key concepts: Function, Connection, Responsibility Lines of Inquiry: Different roles and different communities (function) How we help each other (connection) Responsibilities of individuals and communities (responsibility) Related concept: Communities, jobs Subject focus: Social studies, PSPE Our relationship with animals may be affected by their needs Key concepts: Form, connection, responsibility Lines of Inquiry: How animal characteristics affect what they need (form and connection) Our relationship with animals (connection) Our responsibility for looking after animals (responsibility) Related concept: Eco systems, environment Subject focus: Social studies, science
YEAR ONE
Making balanced choices can help us to have a healthy and happy lifestyle Key concepts: Function, Causation, Reflection Lines of Inquiry: Daily habits and routines (Function) Factors that contribute to maintaining healthy relationships (Causation) Balanced choices (Reflection) Related concept: Interaction, relationships, health, balance, well- being Subject focus: PSPE, Language Personal histories allow us to reflect on who we are and where weve come from Key concepts: Reflection, Change, Connection Lines of Inquiry: Who we are and where we are from How we have changed from birth to now How traditions have been passed down and shared Related concept: Development (growth), personal histories, family Subject focus: Social studies, Mathematics, PSPE We can share stories to express and reflect on our thoughts and feelings Key concepts: Form, Function, Reflection Lines of Inquiry: Different ways we share stories (form) What we learn and discover from stories (reflection) How we create stories (function) Related concept: Stories, drama and dance, feelings Subject focus: PSPE, The Arts, Language Patterns and cycles can help us understand our world and plan. Key concepts: Form, Change, Connection Lines of Inquiry: How cycles and patterns affect life How people adapt to cycles and patterns How knowing about cycles and patterns helps us plan Related concept: Natural world - seasons, life cycles, growth Subject focus: Maths, Science There are organizations in the community that can help us Key concepts: Form, function, Responsibility Lines of Inquiry: Different types of communities Important jobs needed in communities Organizations that help us Related concept: Communities, organization, employment Subject focus: Social studies, PSPE, Mathematics There are a variety of plants in the environment which we can use and appreciate Key concepts: Connection, Form, Responsibility, Lines of Inquiry: Characteristics of plants (Form) Plants as a source of food (Connection) Conservation in the environment (Responsibility) Related concept: Conservation, living things Subject focus: Social studies, Science
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YEAR TWO
Building a sense of community can make our lives better Key concepts: Connection, Responsibility, Perspective Lines of Inquiry: Diversity within communities How people work together to build a sense of community Contributions people make to their communities Related concept: Relationships, diversity, communities Subject focus: PSPE, Social studies There are many diverse features that give a place its identity Key concepts: Form, Connection Lines of Inquiry: Different types of places The diversity of places How different features of a place give it its identity Related concept: Place, diversity, identity Subject focus: Social studies, Arts, Mathematics Art can be used to communicate ideas and experiences creatively Key concepts: Form, Function, Reflection Lines of Inquiry: Art as a means of expression The environment as a creative resource Reflecting on our own ideas and creativity Related concept: Communication of ideas, the environment Subject focus: Language, The Arts Understanding the properties of air allows people to make practical applications Key concepts: Function, causation Lines of Inquiry: The evidence of the existence of air What air can do and how we use it The relationship between air, light and sound Related concept: Force, energy, air Subject focus: Science, Mathematics, Social Studies Systems can be used for people to work more effectively Key concepts: Function, Connection, Form Lines of Inquiry: The concept of organisation Different systems of organisation we use personally The systems we can find in the community Related concept: Human made systems (postal, transportation, measurement, ), organization Subject focus: Social studies, Mathematics, Language The way that we use resources in the environment can have a negative or positive impact Key concepts: Form, Function, Responsibility Lines of Inquiry: Materials and their properties Permanent and temporary changes in materials Our responsibility towards waste Related concept: Conservation, interdependence, Subject focus: Science, Language, Maths
YEAR THREE
Knowing how your body works can help you keep it healthy Key concepts: Causation, form, function Lines of Inquiry: Bodily functions Internal and external factors that affect wellbeing How people around the world take care of themselves Related concept: Physical, mental, social health Subject focus: PSPE, science, language Journeys and movement have changed the world Key concepts: Change, causation, reflection Lines of Inquiry: Family experiences when travelling Representations of the world around Evidence of settlement Related concept: Settlement, maps Subject focus: History, Geography, Language, Maths We can understand more about people around the world through their cultures and beliefs Key concepts: Form, connection, perspective Lines of Inquiry: How communities are connected through customs and traditions The similarities and differences in folk tales and beliefs How beliefs and values are reflected in the Arts Related concept: Culture, beliefs Subject focus: The Arts, Language, Social Studies The natural world is full of interconnecting systems Key concepts: Function, responsibility, change Lines of Inquiry: What living things depend on to survive How living things are connected How individual elements effect others Related concept: Habitats, interaction between the natural world and humans Subject focus: Science, PSPE, Maths Communities plan towns and cities to meet peoples needs Key concepts: Function, responsibility, reflection Lines of Inquiry: Purposes of different buildings Considerations to take into account when planning towns Use of space in towns and cities Related concept: Urban communities, employment Subject focus: Social studies, maths, design and technology Peoples basic human needs may be met in different ways around the world Key concepts: Form, causation, responsibility Lines of Inquiry: The basic human needs Availability of resources How the choices we make can effect others Related concept: Basic needs Subject focus: Science, Arts, Geography, Language
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YEAR FOUR
Childrens rights and responsibilities can affect their well-being and opportunities Key concepts: Responsibility, Connection, Perspective Lines of Inquiry: The challenges that children face Rights and responsibilities How childrens rights affect their opportunities Related concept: PSPE, Social Studies Exploration and discovery develops new understanding and possibilities Key concepts: Causation, reflection, change Lines of Inquiry: Reasons for exploration What we have learned from exploration The impact of exploration for the future Related concept: Exploration, discovery Subject focus: Social studies, science We can use our imagination to deepen our understanding of ourselves and the world around us. Key concepts: Connection, Perspective, Reflection Lines of Inquiry: How imagination can be a tool for understanding ourselves and the world How the arts can broaden our understanding of the world beyond our experience The effect that the arts can have on individual development Related concept: Creating, responding, interpretation, imagination, symbolism Subject focus: The arts, language Simple machines can help make life easier for people Key concepts: Change, function, form Lines of Inquiry: How simple machines work The relationship between simple and complex machines The uses of simple machines Related concept: Forces, work Subject focus: Science, mathematics Providers of goods and services are influenced by peoples needs and wants and the resources available Key concepts: Form, function, perspective Lines of Inquiry: How businesses are set up Organization of business Responsibilities of providers of goods and services Related concept: Goods and services Subject focus: Social studies, language People may strive for peace and conflict resolution where they see disharmony Key concepts: Causation, perspective, responsibility Lines of Inquiry: Peace and conflict Causes of conflict Ways to maintain peace and resolve conflict Related concept: Peace, conflict, resolution Subject focus: Social Studies, Language
PYSE
Every day we can learn about ourselves and others Key concepts: Form, reflection, perspective Lines of Inquiry: Physical and personal characteristics How we are similar and different What makes us special Related concept: Diversity, differences, similarities, self-concept Subject focus: Social Studies, PSPE / Maths There are many diverse features that give a place its identity Key concepts: Form, Connection Lines of Inquiry: Different types of places The diversity of places How places change through time Related concept: Place, diversity, identity Subject focus: Social studies, Arts, Mathematics Art can be used to communicate ideas and experiences creatively Key concepts: Form, Function, Reflection Lines of Inquiry: Life cycles Cycles and patterns in the natural world How patterns and cycles help us to plan Related concept: Communication of ideas, the environment Subject focus: Language, The Arts The world is full of natural patterns and cycle which can help s plan Key concepts: Form, Change, Connection Lines of Inquiry: Life cycles Cycles and patterns in the natural world How patterns and cycles help us to plan Related concept: Natural world - seasons, reproduction, growth Subject focus: Maths, Science There are organizations in the community that can help us Key concepts: Form, function, Responsibility Lines of Inquiry: Small and large scale communities Different types of organizations in our communities People with special jobs in organizations that can helps Related concept: Communities, organization, employment Subject focus: Language When we can identify the problem we may be able to solve it Key concepts: Responsibility; Causation; Function Lines of Inquiry: Situations where problems arise How we can solve problems How we can prevent problems arising Related concept: Problem- solving, emergencies
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YEAR FIVE
What we value and believe is a part of who we are Key concepts: Connection, perspective, responsibility Lines of Inquiry: Factors influencing our identities How our values and beliefs influence the way we behave and how others perceive us. Religious and spiritual traditions within our society Related concept: Diversity, stereotypes, Religious and spiritual beliefs and values, rights and responsibilities Subject focus: Social Studies, PSPE Places change over time as people move and shape their surroundings Key concepts: Form, Connection Lines of Inquiry: Different types of places The diversity of places How places change through time Related concept: Place, diversity, identity Subject focus: Social studies, Arts, Mathematics Traditional stories express universal themes that may be important to people around the world Key concepts: Causation, reflection Lines of inquiry Lines of Inquiry: How beliefs have been expressed through the Arts How our interests influence our art The development of our own artistic styles Related concept: Innovation, beliefs Subject focus: Language, The Arts We can gain from understanding universal forces that affect our world Key concepts: Reflection, Function, Connection Lines of Inquiry: Evidence of forces around us How forces work and are used How the solar system affects the Earth Related concept: Day and night; seasons; time zones; moon phases; tides; friction; gravity; air resistance; buoyancy; surface area Subject focus: Science, Social Studies Food production and distribution is a complex human system that involves various processes and types of employment Key concepts: Connection; Responsibility Lines of Inquiry: How food is produced How food is distributed Fair trade Related concept: Production, distribution, Subject focus: Social studies, PSPE Energy takes many forms and can be stored and used in many ways Key concepts: Change, connection Lines of Inquiry: Forms of energy The transformation of energy How the transference of energy influences our everyday lives Related concept: Energy transformation, solar, electricity,, human understanding of scientific principals Subject focus: Science, mathematics, Language
YEAR SIX
Situations of change, challenge and adversity can play a part in developing identities Key concepts: Reflection, responsibility, change Lines of Inquiry: Human life changes, challenges and adversity (change) Experiences of change as a tool for learning Using learning to prepare for future endeavours Related concept: Puberty Subject focus: PSPE, social studies The legacies of Ancient Civilizations have impacted our world today Key concepts: Reflection, connection, perspective, change Lines of Inquiry: What surviving sources can tell us about the past How aspects of past civilizations have survived and adapted How aspects of present day society may influence the future Related concept: Civilization and legacies- technology and systems, primary and secondary sources Subject focus: Social studies, Language Arts Powerful messages can be expressed through the arts Key concepts: Function, Perspective, Connection Lines of Inquiry: Our response to and our appreciation of the arts Types of messages and representations that communicate to an audience Artistic innovations and movements Related concept: Artistic movements, symbols Subject focus: The Arts, Language, Social Studies The changing nature of the Earth can result in local and global action for survival Key concepts: Causation, change, connection Lines of Inquiry: The changing geography of the Earth Causes of natural disasters The impacts of natural disasters Related concept: Geology, tectonic plates, movement, erosion, interdependence Subject focus: Science, PSPE The decisions that organizations make can promote or deny social justice Key concepts: Responsibility Lines of Inquiry: Types of nongovernmental organization Impact of the workings of organizations on peoples lives Related concept: Equality Subject focus: social studies, mathematics Subject focus: Social Studies, Language, PSPE Exhibition Key concepts: Form, Function, Responsibility, Change, Perspective, Connection, Reflection, Causation
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This document is correct as of 01/02/12. Updates will be posted on the ICS website IB Diploma section: www.icschool.co.uk
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PYP Curriculum Guide

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IB PRIMARY YEARS PROGRAMME INTERNATIONAL COMMUNITY SCHOOL

I C S International icschool.co.uk Community School

The Curriculum Framework

The International Community School Primary Years Programme 2012- 2013

I C S International Community School

Curricular Guide for Students, Parents and Guardians

I C S International icschool.co.uk Community School

IB PRIMARY YEARS PROGRAMME (PYP) INTERNATIONAL COMMUNITY SCHOOL

ICS IB Primary School (PYP) York Terrace

I C S International Community School

Curricular Guide for Students, Parents and Guardians

What is the philosophy of the International Baccalaureate?

Caring Risk-takers Balanced Reflective

I C S International Community School

Curricular Guide for Students, Parents and Guardians

The International Community School

The Curriculum Framework

I C S International Community School

Curricular Guide for Students, Parents and Guardians

Essential Elements of the Written Curriculum

Knowledge - What do we want the students to know?

PYP Transdisciplinary Themes

I C S International Community School

Curricular Guide for Students, Parents and Guardians

Concepts - What do we want the students to understand?

PYP Key Concepts

Perspective What are the points of view?

Skills - What do we want the students to understand?

I C S International Community School

Curricular Guide for Students, Parents and Guardians

PYP Transdisciplinary Skills

Grasping meaning from material learned; communicating and interpreting learning.

Making use of previously acquired knowledge in practical or new ways.

Combining parts to create wholes; creating, designing, developing and innovating.

I C S International Community School

Curricular Guide for Students, Parents and Guardians

Exhibiting skills in which precision in delicate muscle systems is required.

Displaying sensitivity to the position of objects in relation to oneself or each other.

Planning and carrying out activities effectively.

Using time effectively and appropriately.

Knowing and applying appropriate rules or operating procedures of groups of people.

Selecting an appropriate course of action or behaviour based on fact or opinion.

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Curricular Guide for Students, Parents and Guardians

Using all the senses to notice relevant details.

Effectively communicating what has been learned; choosing appropriate media.

I C S International Community School

Curricular Guide for Students, Parents and Guardians

Attitudes - What do we want students to feel, value and demonstrate?

Cooperating, collaborating, and leading or following as the situation demands.

Being honest and demonstrating a considered sense of fairness.

Respecting themselves, others and the world around them.

I C S International Community School

Curricular Guide for Students, Parents and Guardians

Action - How do we want students to act?

The Action Cycle

I C S International Community School

Curricular Guide for Students, Parents and Guardians

I C S International Community School

Curricular Guide for Students, Parents and Guardians

I C S International Community School

Curricular Guide for Students, Parents and Guardians