Curriculum Guide

ISHR
Early Years
2018-19
Mission Statement

The International School Hannover Region is committed to providing a high- quality,

international education within a creative and caring environment to enable its students to
become life-long learners and open-minded, compassionate citizens.

Tell me and I forget. Teach me and I remember. Involve me and I learn.

Benjamin Franklin
Overview of the Primary Years Programme (PYP) At ISHR
The International School Hannover Region is an authorized International Baccalaureate (IB) School,
offering the Primary Years Programme (PYP) of the IB. This is an international curriculum framework
designed for children between the ages of 3 and 12 years. The program focuses on the total growth
of the developing child, addressing social, physical, emotional and cultural needs in addition to
academic welfare. The PYP combines the best research and practice from a range of national
systems with a wealth of knowledge and experience from international schools to create a relevant
and engaging educational program. The program offers a comprehensive, inquiry based approach to
teaching and learning. It provides an internationally designed model for concurrency in learning and
incorporates guidelines on student learning styles, teaching methodologies and assessment
strategies. The curriculum framework is an expression and extension of three inter-related
questions:
• What do we want to learn?
• How best will we learn?
• How will we know what we have learned?”

The aims of the PYP are expressed as a series of desired attributes and dispositions that characterize
successful students. This is the kind of student who we hope will graduate from PYP schools, the kind
of person we would an internationally minded citizen. Central to this definition are the attributes
exemplified in the learner profile.

The Primary Years Programme strives for a balance between the search for understanding, the
acquisition of essential knowledge and skills, the development of positive attitudes and the
opportunity for positive action. The PYP encourages students to become independent learners, and
encourages them to make connections between life in school, life at home and life in the world.
The School encourages students to:
• Develop a strong set of problem solving strategies
• To think critically
• Develop knowledge and skills to apply to new situations or tasks
• Continue to question throughout their lives
• Develop a sense of international mindedness
• Take action as a result of the learning process

Students will:
• Learn through inquiry
• Build on prior knowledge
• Work individually, with a partner and in groups
• Be listened to
• Be curious, be inquisitive, ask questions, explore and interact with the environment physically,
socially and intellectually
• Be supported in their journey to become independent, autonomous learners
• Learn through differentiated experiences which accommodate for the range of abilities and
learning styles

The IB PYP Learner Profile

The aim of all IB programmes is to develop internationally minded people by encouraging students
across the world to become active, compassionate and lifelong learners who understand that
other people, with their differences, can also be right. (From the IB Mission Statement) learners,
including members of staff strive to be:

Inquirers:
We nurture our curiosity, developing skills for inquiry and research. We know how to learn
independently and with others. We learn with enthusiasm and sustain our love of learning
throughout life.
Knowledgeable
We develop and use conceptual understanding, exploring knowledge across a range of disciplines.
We engage with issues and ideas that have local and global significance.
Thinkers
We use critical and creative thinking skills to analyse and take responsible action on complex
problems. We exercise initiative in making reasoned, ethical decisions.
Communicators
We express ourselves confidently and creatively in more than one language and in many ways. We
collaborate effectively, listening carefully to the perspectives of other individuals and groups.
Principled
We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for
the dignity and rights of people everywhere. We take responsibility for our actions and their
consequences.
Open-Minded
We critically appreciate our own cultures and personal histories, as well as the values and traditions
of others. We seek and evaluate a range of points of view, and we are willing to grow from the
experience.
Caring
We show empathy, compassion and respect. We have a commitment to service, and we act to
make a positive difference in the lives of others and in the world around us.
Courageous
We approach uncertainty with forethought and determination; we work independently and
cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the
face of challenges and change.
Balanced
We understand the importance of balancing different aspects of our lives; intellectual, physical,
(spiritual) and emotional—to achieve well-being for ourselves and others. We recognize our
interdependence with other people and with the world in which we live.

Curriculum Framework
The aim of the PYP, to create a curriculum that is engaging, relevant, challenging and significant, is
achieved through structured inquiry and the development of five essential elements: knowledge,
concepts, attitudes, skills and action.

Knowledge: What do we want students to know?

While the PYP acknowledges the importance of traditional subject areas (language, mathematics,
social studies, science, personal, social and physical education, and arts), it also recognizes the
importance of acquiring a set of skills in context and of exploring content which transcends the
boundaries of the traditional subjects and is relevant to students. The PYP has six transdisciplinary
themes that provide the framework for learning. These themes are globally significant and support
the acquisition of knowledge, concepts and skills of the traditional subjects. They are revisited
throughout the students’ time in the PYP. At the heart of the Primary Years Programme’s philosophy
is a commitment to structured inquiry as an ideal vehicle for learning. Teachers and students are
guided by a series of transdisciplinary themes that are significant to children and have a local and
global meaning.

Our Mixed-Kindergarten students complete four Units of Inquiry each year, two of which always fall
under the “Who we are” and “How we Express ourselves” transdisciplinary theme.
The PYP Transdisciplinary Themes are:
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 An inquiry into orientation in place and time; personal histories; homes and
place and time 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 An inquiry into the ways in which we discover and express ideas, feelings,
ourselves 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 An inquiry into the natural world and its laws; the interaction between the
works 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 organize An inquiry into the interconnectedness of human-made systems and
ourselves communities; the structure and function of organizations; societal decision-
making; economic activities and their impact of humankind and the
environment.
Sharing the planet An inquiry into rights and responsibilities in the struggle to share finite
resources with other people and with other living things; communities and
the relationship within and between them; access to equal opportunities;

From Senior Kindergarten to Grade 5, students complete six Units of Inquiry each year, one unit
from each of the six themes.
Concepts: What do we want students to understand?
The following key concepts are used to support and structure the inquiries. The exploration of
concepts leads to a deeper understanding and allows students to transfer knowledge learned in one
area of the curriculum to another.
Form What is it like? The understanding that everything has a form with recognizable
features that can be observed, identified, described and categorized.
Function How does it work? The understanding that everything has a purpose, a role or a
way of behaving that can be investigated.
Causation Why is it like it is? The understanding that things do not just happen, that there are
causal relationships at work and that actions have consequences.
Change How is it changing? The understanding that change is the process of movement
from one state to another. It is universal and inevitable.
Connection How is it connected to other things? The understanding that we live in a world of
interacting systems in which the actions of any individual element affect others.
Perspective What are the points of view? The understanding that knowledge is moderated by
perspectives; different perspectives lead to different interpretations,
understandings and findings; perspectives may be individual, group, cultural or
disciplinary.
Responsibility What is our responsibility? The understanding that people make choices based on
their understandings, and the actions they take as a result do make a difference.
Reflection How do we know? 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.

Attitudes
These are characteristics that are expressions of fundamental values, beliefs, and feelings about
learning, the environment, and people.
Appreciation: Appreciating the wonder and beauty of the world and its people.
Commitment: Being committed to their own learning, persevering and showing self-discipline and
responsibility.
Confidence: Feeling confident in their ability as learners, having the courage to take risks,
applying what they have learned and making appropriate decisions and choices.
Cooperation: Cooperating, collaborating, and leading or following as the situation demands.
Creativity: Being creative and imaginative in their thinking and in their approach to problems
and dilemmas.
Curiosity: Being curious about the nature of learning, about the world, its people and cultures.
Empathy: Imagining themselves in another’s situation in order to understand his or her
reasoning and emotions, so as to be open-minded and reflective about the
perspectives of others.
Enthusiasm: Enjoying learning and willingly putting the effort into the process.
Independence: Thinking and acting independently, making their own judgments based on reasoned
argument, and being able to defend their judgments.
Integrity: Being honest and demonstrating a considered sense of fairness.
Respect: Respecting themselves, others and the world around them.
 Tolerance: Being sensitive about differences and diversity in the world and being responsive to
the needs of others.

Action
These are demonstrations of positive action and service. Students are encouraged to reflect, choose
wisely, and to act responsibly with their peers, school staff, and in the wider community. The action
component involves service in the widest sense, to fellow students, friends, family, and the
community. Through such service, students are able to grow socially and personally, developing
skills such as cooperation, problem solving, conflict resolution and creative and critical thinking.
Action can happen in a small way but arises from genuine concern and commitment. Action as a
result of learning often happens beyond the classroom, and teachers at ISHR are always keen to
know about action that the students take outside of school.

Approaches to Learning (Formerly known as the Transdisciplinary Skills)

Skills are those things the students need to be able to do to succeed in a changing, challenging
world. The PYP identifies sets of “transdisciplinary” skills that are relevant and applicable to all
disciplines. Outlined below, they are acquired through the process of structured inquiry within and
across all disciplines.

Thinking Skills The acquisition of knowledge, comprehension, application, analysis,

synthesis, evaluation, dialectical thought, and metacognition.
Research Skills: Formulating questions, observing, planning, collecting and recording data,
organizing and interpreting data, and presenting research findings.
Communication Listening, speaking, reading, writing, and non-verbal communication.
Skills:
Self-Management Gross and fine motor skills, spatial awareness, organization, time
Skills: management, safety, a healthy Lifestyle, codes of behavior and making
informed choices.
Social Skills: Accepting responsibility, respecting others, cooperating, resolving conflict,
group decision making, and adopting a variety of group roles.

Lower Primary
The Lower Primary programme at ISHR builds competent learners capable of building their own
meaning. It provides a framework that supports them as active learners and inquirers, providing a
sound beginning to the continuum of learning that goes on throughout the school. Young children
need extended periods of time and as much space as possible to explore, investigate, and play with a
variety of materials, in order to learn about themselves, other people, and the world around them.
The school environment has a range of clearly defined areas to encourage exploration, investigation
and play, both in and out of doors. In all, the Lower Primary program creates an environment that
does the following:
• Emphasizes developmentally appropriate and engaging activities;
• Facilitates learning as an interactive process;
• Enables the initiating of inquiry, wondering, and the asking of questions;
• Enables active exploration and interaction with adults, other children, and materials;
• Encourages children to work collaboratively with others; — emphasizes language, activity, and
movement;
• Facilitates hands-on, play-oriented opportunities for learning;
• Provides a safe and nurturing environment;
• Promotes the physical, social, creative, emotional, and cognitive development of young children.
• Sustains children’s interests and extends their knowledge and understanding;
• Provides opportunities for children to choose from a variety of activities, materials, and equipment
in flexible and imaginative ways;
• Enables children to make choices and decisions;
• Provides a balance of rest and active movement, including outdoor experiences.

The PYP curriculum in the Early Childhood years is used in a developmentally appropriate way; it
takes into account what young children should do and learn on the basis of what is best for their
development in the long term, rather than simply on the basis of what works in the short term. This
developmental approach takes into account the following:
• The characteristics, capabilities, and interests that are appropriate to the age group;
• The different rates at which children learn and the wide range of normal variation which can occur
in an age group;
• That learning is a balance between the intellectual, the social, and the personal; each is important
and each is interlinked with the others;
• That the maturity of each child depends on the sequence of developmental stages the child has
already gone through and the effects of earlier experiences. The flexibility available in the program
for the early years allows teachers to support children’s interests, build their self-esteem and
confidence, and respond to spontaneous events, as well as support the development of skills in all
cognitive areas in ways that are significant and relevant.

Curriculum Areas Overview

Language Arts
Language is fundamental to learning, thinking and communicating. Structured, purposeful inquiry is
the main approach to teaching and learning language in the PYP although other teaching strategies
and styles may also be used. Language is developed across the whole curriculum and as a result all
teachers at ISHR are language teachers, who model and teach the use of language. Learning takes
place in authentic contexts, and literature plays a special role in enabling this to happen. Students
learn language when they are using it through speaking, listening, reading and writing in order to
understand and express ideas. Teachers provide opportunities for this to happen in a safe and
stimulating environment in order to encourage risk-taking and learning. Our aim is to develop
students’ ability to express themselves fluently, confidently and accurately in oral, written and visual
communication systems.
Language Strands
• Oral communication: listening and speaking
• Written communication: reading and writing
• Visual communication: viewing and presenting

German
Students learn or improve language skills in the areas of understanding, speaking, reading and
writing German according to the student’s grade level and to their previous knowledge; students
develop or refine and build on reading and writing skills in German. Vocabulary, language structures,
and research into the PYP units of inquiry are integrated in the German program according to the
student’s level.
Students in Sn-Kg to Grade 5 have four sessions of German per week. Beginner German students
learn the vocabulary needed to communicate with their teachers and peers in everyday situations. A
number of interactive activities are employed which encourage the development of listening
comprehension and oral expression in a natural, enjoyable way. They also begin reading and writing
in German. For continuing German students, the program promotes the further development of
these skills.
 Mathematics
Mathematics in the PYP is primarily viewed as a vehicle to support inquiry, providing a global
language through which we make sense of the world around us. Mathematics is taught in relevant,
realistic contexts. In this way, students begin to use mathematics as a way of thinking, rather than
seeing it as a series of facts and equations to be memorized. Our aim is to develop students who are
fluent in the language of mathematics and can apply their knowledge and understanding to real
world situations.

Mathematical Strands
• Data handling
• Measurement
• Shape and space
• Pattern and function
• Number

Science
In the PYP, science is viewed as the exploration of the behaviors of, and the interrelationships
among, the natural, physical and material worlds. Science in the curriculum encourages curiosity,
develops an understanding of the world and enables students to develop a sense of responsibility
regarding the impact of their actions on themselves, others and the world. Students actively
construct and challenge their understanding of the world around them by combining scientific
knowledge with reasoning and thinking skills. The scientific process, by encouraging hands-on
experience and inquiry, enables the student to make informed and responsible decisions. Our aim is
to develop scientific concepts and knowledge through hypothesizing, making accurate observations
and thinking critically about findings.
Science Strands
• Living things
• Earth and space
• Materials and matter
• Forces and energy

Social Studies
In the PYP, social studies is viewed as the study of people in relation to their past, their present and
their future, their environment and their society. The social studies curriculum encourages curiosity
and develops an understanding of a rapidly changing world. Students develop an understanding of
their personal and cultural identities through social studies, as well as the skills and knowledge
needed to participate actively in their classroom, their school, their community and the world: to
understand themselves in relation to their community. Our aim is to develop students’
understanding of the world around them, historical and geographical influences and the role of
individuals in communities.

Social Studies strands

• Human systems and economic activities
• Social organization and culture
• Continuity and change through time
• Human and natural environments
• Resources and the environment

Personal and Social Education

PSE in the PYP is concerned with the individual’s well-being through the promotion and
development of concepts, knowledge, attitudes and skills that contribute to this well-being. Well-
being is intrinsically linked to all aspects of a student’s experience at school and beyond and as such
all teachers are responsible for it. 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.
For example:
• Students will develop an awareness of their self-identity and their strengths and weaknesses.
• They will show self-confidence and self-worth.
• They will learn to recognize, communicate and manage their own feelings and emotions.
• They will reflect on their own abilities and behavior and will set achievable personal goals.
• Students will show awareness of and take responsibility for the choices they make to maintain a
healthy lifestyle.
• They will develop a sense of safety and an ability to protect themselves.
• Students will develop social skills when interacting with others in different situations, and they will
develop and maintain appropriate relationships.
• They will recognize and deal appropriately with conflict situations.

Arts
Arts are integral to the PYP. They are a powerful mode of communication through which students
explore and construct a sense of self and develop an understanding of the world around them. 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 PYP
recognizes that not all learning can be supported solely through language and that arts as a medium
of inquiry also provide opportunities for learning, communication and expression. Learning about
and through arts is fundamental to the development of the whole child, promoting creativity, critical
thinking, problem-solving skills and social interactions.
Music
Music is an integral part of the educational life at our school and we strive to inspire and nurture the
love of music in each child. Students learn the necessary skills to fully express themselves in this
important discipline of the Arts during weekly music lessons. Music is often incorporated into
specific units of Inquiry, where it can be featured as a transdisciplinary or alternative means of
communication.

Art
All primary students attend a specialized art class once per week. In classes, students will become
more aware of their own interests and preferences in Art by responding to artists and art works as
well as creating their own designs and art works. They will experiment with a variety of tools,
materials and techniques. Students will show confidence in choosing tools and materials that are
appropriate for their artwork. They will make initial sketches and become aware that artwork
requires thought, planning, effort and revision. Students will be exposed to and will respond to
artifacts and artworks of varied cultural origins. They will become familiar with reflection and how to
appreciate their own and others’ artworks.

PYP Exhibition
Toward the end of each school year the Grade 5 students participate in the PYP Exhibition. The PYP
Exhibition provides the culminating experience of the learner’s engagement with the PYP. It unites
the teachers, learners, and parents of a class in an activity that captures the essence of the PYP
being a transdisciplinary inquiry conducted in a spirit of personal and shared responsibility. It marks
a rite of passage, both symbolic and actual, from PYP to the Middle School. Most importantly it is a
celebration; an event which synthesizes all that is best in the PYP and shares this with the whole
community.
The exhibition should represent a significant event in the life of the school; encapsulating the
essence of the PYP. Each group/individual works with a mentor, who is usually a teacher or faculty
member within the school community. Over a series of weeks, students go through the inquiry
process; investigating, analyzing, synthesizing and sharing their information in creative ways to
prepare for an evening presentation to the wider community. This presentation includes both an
insight into the knowledge and understandings they have gained from their inquiry as well as an
overview of the process they went through as they collaborated.
 Library
The library is viewed as the hub of a PYP School in which students develop essential information and
literacy skills by accessing a range of media and texts. We believe that our library plays a vital role in
lives of the children by:
• Promoting information literacy and encouraging a lifelong love for reading, viewing and listening;
• Ensuring that students and staff are effective, critical and ethical users of ideas and information.

Instructional units based on library skills, information literacy and literature are taught when
possible in the context of lessons, projects and the units of inquiry. Lessons are planned to meet the
needs and abilities of each grade level.

Physical Education
Through Physical Education in the PYP, students are learning the “language” of physical movement,
exploring the skills associated with the different areas of PE. Physical activity is an essential aspect of
a balanced, healthy lifestyle and learning through PE helps build self-esteem, confidence,
cooperation and fitness. Our aim is to stimulate students’ awareness of their own physical fitness
and to simultaneously develop an interest and appreciation of sport.
We encourage our students to care about their physical fitness and to develop an understanding and
appreciation of the importance of an active, healthy, and safety conscious lifestyle. Students will be
exposed to fitness activities to promote an individual desire to be physically active throughout life;
fostering enjoyment, developing self-confidence and social competencies.

Information Communication Technology (ICT)

In the PYP, the ever-increasing impact of Information and Communication Technologies (ICT) on
teaching and learning is recognized. The use of technologies is integrated as much as possible into
student inquiries. ICT provides opportunities for the enhancement of learning, and may significantly
support students in their inquiries, and in developing their conceptual understanding. At ISHR,
technology is considered as a tool for learning, albeit with its own set of skills, as opposed to an
additional subject area.
Use of ICT:
• Documents the learning, making it available to all parties
• Provides opportunities for rapid feedback and reflection
• Provides opportunities to enhance authentic learning
• Provides access to a broad range of sources of information
• Provides students with a range of tools to store, organize and present their learning
• Encourages and allows for communication with a wide-ranging audience.
 Our vision interprets technology as a natural and essential part of everyday school life for all
members of our school community. Technology empowers and inspires students to develop critical
thinking skills and supports continuous inquiry.

English as an Additional Language

Our English as an Additional Language program is designed to provide academic and social support
for non-native speakers of English. The primary purpose of the program is to ensure that all students
become proficient in English and achieve academic success. The EAL program helps students
participate in mainstream classes to the best of their language proficiency. Therefore, language skills
and strategies are integrated with content area and subject matter whenever possible. Based on the
latest research regarding language and cognitive development, parents are encouraged to help their
children maintain and develop their mother tongues. The diverse linguistic and rich cultural
backgrounds brought to our school by the non-native English speakers enrich the learning
opportunities for all students.

Students who are beginning learners of English need intensive support in order to:
• Learn basic survival English
• Become oriented into a new school culture
• Alleviate anxiety and frustration
• Progress from basic survival English to more complex forms of academic communication to allow for
success in mainstream classes
• Develop confidence and independence
• Receive appropriate academic and social support

Students who are learning English are offered support in their individualized classes or through
support in the mainstream classes to further develop their language.

Mother Tongue Language Maintenance

Research indicates that students benefit academically, socially and emotionally when they are
encouraged to develop and maintain proficiency in their first language while they are learning
English. Language skills and conceptual understanding are readily transferable from one language to
another, provided there are no learning exceptionalities. The first language provides a foundation
for developing proficiency in additional languages serves as a basis for emotional development and
provides a vital link with the student's family and cultural background. A strong foundation in the
first language can also help students to:
• Readily reintegrate into their home country
• Developmental flexibility
• Develop problem-solving skills
• Make connection between previous learning and new learning
• Communicate fully with family members
• Experience a sense of cultural stability and continuity
• Understand cultural and family values
• Develop awareness of global issues
 Learning Support
At ISHR we have a rich variety of students with intellectual, physical, social, emotional, linguistic and
other special learning characteristics, mirroring the multi-faceted world in which we live. Learning
Support may include in-class learning support, individual or small group instruction, monitoring of
students in the mainstream, and support for teachers in terms of differentiated instruction,
accommodations and modifications of curricular programs. The nature and scope of such
differentiated instruction varies with the age, diagnosis and abilities of the student.

Assessment
ISHR recognizes that teaching and learning, and the assessment of that learning, are fundamentally
interdependent. Assessment is carried out in order to:
• Build up a clear picture of the student and his or her abilities and interests;
• Identify what and how the student is thinking and learning;
• Assess the effectiveness of the environment on the student’s learning;
• Extend the student’s learning.
Students:
• Have differing learning styles
• Have different cultural experiences, expectations and needs
• Perform differently according to the context of learning
• See self-assessment and peer assessment as a natural part of the learning process
• Need to know their achievements and areas for improvement in the learning process
• Should receive feedback that is honest, fair, positive and constructive

At ISHR, we promote the use of a range of assessment tools and strategies that are designed to give
a clear picture of a student’s prior knowledge and progress. Examples of these include anecdotal
records, checklists, portfolios, continuums and rubrics.

Conferences and Report Cards

Parents, teachers and students are all viewed as partners in learning. Parent-teacher conferences
and student-led conferences and report cards are used throughout the year as a means of informing
students and parents of learning and progress. Parents are expected to attend all of the conferences.
Parents are always welcome to arrange conferences at school and, likewise, the school may initiate a
conference with parents at any time during the year. Student-led conferences are held once a year
and are an opportunity for students to share their learning with their parents/carers. Students will
share their portfolios during this time and also show their parents/carers around their class/school.
All parents/carers and students are encouraged to attend student-led conferences.

Report cards are published twice a year to inform you of your child’s progress in all subjects. If you
have any questions or concerns regarding your child’s report card, please do not hesitate to speak to
the teacher concerned.

Parent Workshops
The beliefs, values and approaches of the PYP can be different compared to the curriculum that
many families are used to. For this reason, ISHR believes strongly in communicating both the theory
and the practices of the PYP. Parent workshops are organised throughout the year for parents to
attend and learn more about the programme. Overall curriculum expectations for each grade level
are sent to parents in monthly newsletters. In addition the school publishes a variety of newsletters
throughout the year explaining a variety of aspects of the PYP.
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 student’s
involvement in learning. It is designed to demonstrate success, growth, thinking skills, creativity,
assessment strategies and reflection. It is a celebration of each student’s 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 to
identify further goals for development in a variety of areas both academic and social emotional.
Mixed Kg Programme of Studies • Seasonal change (Change/Causation)
• How the change in the earth's cycles affects the environment around
Who we are us. (Connection)
Treating others in the right way can help us make and maintain • How the change in the earth's cycles affect us. (e.g. clothes we wear,
friendships. what we do, food we eat, activities we engage in) (Connection)
Key Concepts: Connection, Reflection, Responsibility
Related Concepts: Feelings, Friendships, Rights, Conflicts,
Lines of Inquiry How we organise ourselves
• Activities you can do with your friends. (Connection) Central idea
• How friends make us feel in different situations. (Reflection) Everything we can touch has its own shape, space and place
• How to treat peers and express our feelings appropriately. Key Concepts: Form, Connection, Causation
(Responsibility) Related Concepts: Properties of Shape, Pattern, Locality, Usage
Lines of Inquiry
How we express ourselves • 2D shapes that we know (Form, Connection)
Central idea • 3D shapes that we know (Form, Connection)
Exploring different materials and techniques allows us to discover and • Where we find shapes and how we use them (Connection, Causation)
express our creativity whilst developing useful skills. • The language we use to describe shape and position (Form)
Key Concepts: Form, Function, Connection, Reflection • Places and Spaces we have in our school (Form, Connection)
Related Concepts: Technique, Properties, Exploration, Media, Creativity
Lines of Inquiry
• Different types of media and how we can use them (Form, Function)
• What we can create using different media (Reflection)
• Skills and techniques we need, develop and use when working with
different media (Function)
• Other forms of artistic production (Connection)

How the world works

Central Idea:
The environment around us and the activities we take part in are usually
affected by the earth’s natural cycles.
Key Concepts: Change, Connection, Causation
Related Concepts: Chronology, Environment, Weather, Seasons, Plants,
Adaptation
Lines of Inquiry
• Night and day (Connection/Change)
 Mathematics expectations (Pre-Kg) • Identify shapes in the environment
Number and Place Value
• Demonstrate 1:1 correspondence of numbers and manipulatives to 5 Position and Direction
• Explore the conservation of number through the use of manipulatives • Respond to verbal questions using position, direction and movement.
• Connect number words and numerals (1-5) to the quantities they represent • Follow simple directions
• Identify numbers in their environment (e.g., on a house door) to 5 • Participate in turning games and songs
• Introduce concept of ordinal numbers to compare and describe the position of
objects by using first and last etc. Pattern
• Introduce mathematical terms used to describe and compare quantities such as • Join in pattern activities using e.g. sounds, actions, objects etc.
Bigger, Smaller, More, Less • Create and extend patterns
• Solve practical problems involving counting and comparing in role play or real life
contexts Data
• Sort and label (with assistance) real-life objects into sets by attribute (e.g. all the
Money red ones)
• Use coins/money in play situations • Provide data about themselves and their surroundings
• Begin to make graphs of real objects and compare quantities
Units of Measure • Identifies largest/ smallest group in a data representation
• Use comparisons to decide which is longer, heavier or holds more, and explain
reasoning in everyday language Probability
• Discuss chance in daily events (likely, unlikely impossible, certain
Time
• Begin to develop an awareness of significant times of the day/week/year (outside
time, home time etc.)
• Begin to develop an awareness of daytime and night-time
• Be exposed to a calendar
• Begin to know the seasons
• Recognise a clock
• Sequence with support simple events

Properties of shape
• Begin to recognise, describe and name common 2D shapes such as rectangle,
square, circle and triangle and 3D shapes such as ball, box etc.
• Use a variety of shapes and objects to make models, patterns and pictures and
describe them
• Put objects in order of size
• Match one to one shape.
• Identify objects that are the same
 Mathematics Specific Expectations (Jn-Kg)

Number • Begin to know the days of the week in order

• Demonstrate 1:1 correspondence of numbers and manipulatives to 10 • Begin to use a calendar to identify the days of the week, tomorrow, yesterday
• Say and use the number names to 10 in familiar contexts e.g. rhymes, songs. • Begins to know and order the seasons
• Identify and name numbers in their environment/world to 10 • Identify a clock and know its purpose
• Decode/ encode numbers to at least 10 • Begin to read o’clock time
• Begin to write numbers to 10 • Sequence simple/familiar events ( minimum of 3)
• Count forwards and backwards from a given number to 10 Shape and Space
• Recognise small numbers without counting • Use everyday language to describe, the shape and size of 2D shapes such as
• Count in twos square, triangle, rectangle, circle.
• Explore the conservation of number through the use of manipulatives. • Use everyday language to describe, the shape and size of 3D shapes including
• Count, compare and order numbers up to 10 and place them on a number line cube, cone, sphere
• Introduce mathematical terms used to compare numbers e.g. more than, less • Put sets of objects in order by size and describe them
than, same as, bigger than smaller than, between etc. • Use a variety of shapes and objects to make models, patterns and pictures and
• Use the vocabulary associated with ordinal numbers e.g. first, second, third, last. describe them
Use ordinal numbers 1st to 3rd. (extension to 10th ) in real life situations • Make objects/ pictures that show symmetry e.g. snowflakes, butterflies
• Begin to estimate quantities up to 10 and check by counting • Match shapes according to attributes. E.g. all three sided ones
• Hear and join in with estimation vocabulary e.g. about, roughly, nearly, around. • Identify shapes in the environment
• Use simple fraction names in real life situations e.g. a whole or half a pizza/ cake • Use appropriate language to describe position, direction and movement (E.g.
• Begin to use the vocabulary involved in adding /subtracting e.g. plus, minus front, back, inside, outside, behind, in front of, above, below, next to, forwards,
• Find one more or one less than a number from 1 to 10 backwards, sideways up, down, between, around, towards, away from)
• Relate addition to combining two groups of numbers counting all the objects • Give and follow simple directions
• Begin to relate subtraction to ‘taking away’ • Participate in turning games and songs
• Use developing mathematical ideas and methods to solve problems to 10 with • Discuss things that turn e.g. wheels on the bus
manipulatives. involving counting and comparing in role play or real life contexts Pattern and Function
• Use coins/money in role play to pay and give change (not necessarily correct) • Find, describe and compare patterns found in everyday situations e.g. sounds,
Measurement actions, objects, colours etc. (2 elements ABAB extension to 3 elements ABC)
• Use comparison vocabulary such as more, less, longer, shorter, heavier or lighter • Extend and create patterns
etc. to compare quantities Data Handling
• Compare and measure length, mass, capacity using non-standard units say e.g. • Gather data about themselves / surroundings in various ways
1. for capacity which has more, less • Create pictographs and tally marks
2. for mass say which is heavier, lighter • Create living graphs of real objects and people.
3. for length – say which is shorter, longer • Use comparison vocabulary to interpret data.
• Begin to understand and use vocabulary related to time (e.g. days, morning, • Sort and label real objects into sets by attribute (e.g. all the red ones, all the
afternoon, before, after, yesterday, tomorrow seasons, months, and significant green ones) noting differences and similarities
events e.g. snack time etc.) • Discuss chance in daily events (impossible, maybe, certain etc.)
 Language Specific Expectations
Reading:
Listening: Word Recognition: Uses the general skills and strategies of the reading
Consistently demonstrates active listening process
• Listens attentively to others and responds with actions or words
Pre-Reading Strategies
• Understands and follows oral directions
• Knows that pictures convey meaning
• Demonstrates understanding of print concepts
Speaking: • Uses emerging reading skills to make meaning from print
Speaks for a variety of purposes
Phonemic Awareness
Responding in groups by following conversational rules
• Hears and discriminates the sounds of language
• Expresses self-using gestures, body language, words and expanded sentences
• Plays with words that rhyme
• Answers questions
• Asks questions Phonics
• Actively participates in conversations • Demonstrates knowledge of the alphabet
Creative Dramatics Word Recognition
• Joins in with poems, rhymes and songs • Recognizes own name and those of most members of the class
• Participates in imaginary play • Can differentiate between letters and words
Paraphrasing Strategies for Decoding
• Talks about self-created pictures and models • Recognizes shapes in letter formation and letters
• Identifies initial letters/sounds in own name and other’s names
Public Speaking
• Speaks about something connected to self or an item Fluency
• Participates in shared reading, (rhymes, refrains and repeated text)
• Recognizes own first name
Viewing and Presenting:
Interprets, uses and constructs visuals and multimedia in a variety of Literal Comprehension: Uses structural features of texts to facilitate
situations comprehension
Organizational features of non-fiction texts
Awareness of visual media
• Gains information from pictures and words
• Recognizes familiar signs, labels and logos
Organizational features of fiction texts
• Makes personal connections to visual texts
• Uses pictures to gain information
Using and constructing visual media in a variety of situations
Retelling
• Communicates and conveys understanding through play, gestures, and facial
• Comments on events, characters and ideas in narrative stories
expressions
• Identifies a fact from a non-fiction text
• Selects and rereads familiar picture books
• Uses color, size, and shapes in visual presentations
 Inferential Comprehension: Uses reading strategies to retrieve and Writing
comment on ideas and information in a variety of texts including visual Ideas: Expresses ideas clearly ideas through drawing and age-appropriate
media writing
Predicting and Interpreting Writing Process
• Comprehends and interprets meaning from books and other texts • Understands the purpose of writing
Engages with Text: Reads for a variety of purposes • Observes shared writing
• Enjoys stories Genre
• Listens to different text forms
Text Structure
• Writes letters and words
Word Choice and Voice: Writes with style and expression
Voice
• Expresses self through color, size, and shape
Sentence Fluency and Conventions: Uses conventions of writing
appropriately
Spelling
• Shows an awareness of at least 8 letter sounds
• Begins to show an awareness of the sound-symbol relationship
Handwriting
• Frequently uses correct pencil grip
• Controls small muscles in hands
• Coordinates eye-hand movement
• Uses tools for writing and drawing
Punctuation and Grammar
• Writes first name
Sn- Kg programme of studies
Who we are How the world works
Central Idea: Central Idea:
People can be enriched by exploring and learning about their own culture and the Invertebrates have similarities and differences and can be helpful or harmful.
cultures of others. Key Concepts: Form, Change, Connection
Key Concepts: Connection, Form, Perspective Related Concepts: Life Cycles, Interdependence, Consequences, Similarities and
Related Concepts: Identity, Culture, Diversity, Artifacts, Similarities and Differences, Classification, Behaviours
Differences, Uniqueness Lines of Inquiry
Lines of Inquiry • The physical features of invertebrates (Form)
• Different cultures that make up our class (Form) • The life cycles and behaviours of Invertebrates (Change)
• Aspects of culture in different places (Form, Perspective) • How invertebrates interact. (Connection)
• What we can learn from other cultures (Connection, Perspective)
• Similarities and differences between cultures (Perspective) How we organise ourselves
Central Idea:
Where we are in time and place Different places, roles and rules help our community to function effectively.
Markets (Unit currently under construction) Key Concepts: Function, Perspective, Responsibility
Related Concepts: Roles, Features, Community, Rules
How we express ourselves Lines of Inquiry
Central Idea: • Features we find in our community (Function)
People create stories and express them in different ways. • The roles and jobs of different people in our community (Responsibility)
Key Concept: Form, Function, Perspective • How communities work (Function/ Responsibility)
Related Concepts: Communication, Expression, Structure • Needs and wants of communities (Perspective)
Lines of Inquiry
• Different ways that stories can be told (e.g. music, ballet, art, movies, books) How we share the planet
(Form/Function) Central Idea:
• The elements of a story (e.g., setting, characters, sequence, illustrations, Living things have needs in order to survive and thrive
costumes, music, movement, sound ) (Form) Key Concepts:
• The feelings and emotions stories give us. (Perspective) Function, Causation, Connection
Please note: this unit may be replaced 2018-19 by a unit on Mindfulness Related Concepts: Food Chains, Interdependence, Environment, Responsibility
Lines of Inquiry
• The needs of living things (Form)
• How different needs are met by different habitats (Causation)
• Effects of needs not being met ( Connection)
• Our responsibilities to others whose needs are not met (Responsibility)
Mathematics Specific Expectations
• Know doubles of numbers to 10
Number
• Use and explain appropriate methods for solving practical problems with
• Demonstrate1:1 correspondence of numbers and manipulatives to 30 or
and without manipulatives
beyond
• Explain methods and reasoning orally
• Reinforce the conservation of number through the use of manipulatives
• Use coins in ‘play’ beginning to recognise that some coins have different
• Know the number names and recite them in order to at least 30 and back
values
from 10 to zero
Measurement
• Read numbers in their environment to at least 30
• Understand and use the vocabulary related to length, mass and capacity
• Write numbers to 30
• Compare, order, and measure length, mass and capacity using non-standard
• Count on and back in tens from 0 to 100.
units’ e.g.
• Count on in steps of 2 or 5 from zero to 20 1. for capacity which is most, least full
• Use vocabulary used to compare and order numbers e.g. More than, less 2. for mass say which is heaviest, lightest,
than, equal to, between, bigger, last etc. 3. for length – say which is shortest, longest
• Compare and order numbers to at least 20 and be able to position on a • Use and understand the vocabulary related to time e.g. Years, seasons, days,
number line months, hour, minutes.
• Give a number between two other numbers (to 30) • Name and put in order the days of the week and use appropriate time
• Within the 0-30 range say which number is one more or less than any given sequence words e.g. yesterday, today, tomorrow
number (extend to 2 or 3 more or less) • Begin to use a calendar to determine the date and to begin to identify days of
• Use the vocabulary associated with ordinal numbers the week and months
• Use ordinal numbers 1st to 10th in real life situations • Know and order the seasons
• Recognise odd and even numbers to 10 • Read the time to hour on analogue and digital clocks (extend to the half hour)
• Use estimation vocabulary e.g. about, roughly, nearly, around • Associate daily events with time
• Introduce estimation of quantities to 20 (extension to 30) and check by • Begin to develop awareness of minutes
counting • Estimate and compare lengths of time e.g. how long 5min is.
• Use fraction names to describe part and whole relationships (whole and half) • Sequence familiar/ simple events in time(minimum of three)
and use fractions in real life situations e.g. divide a cake into half for a friend
to share Shape and Space
• Begin to demonstrate an understanding of the operations of addition and • Use everyday language to compare, and describe features of familiar 2D
subtraction and use the related vocabulary e.g. take away, minus, more than, shapes such as circle, square, triangle, rectangle, oval and rhombus (diamond)
plus. referring to properties such as number of sides, corners, size etc.
• Begin to use the + and – and = signs to record calculations • Create 2D shapes using different materials
• Begin to recognise that addition can be done in any order. • Use various sizes of 2D shapes to begin to make patterns or other 2D shapes
• Recognise that more than two numbers can be added together. e.g. combine two squares to make a rectangle
• Relate subtraction to ‘taking away’ • Find a combination of shapes that fill an area
• Begin to calculate addition and subtraction problems to 10 • Describe features of triangles and squares in the environment
• Work out all pairs of numbers (Number bonds) with a total of 10 (master 1-5 • Use everyday language to compare, and describe features of familiar 3D
introduce 6-10) shapes such as cube, cuboid (rectangular prism), cone, cylinder, pyramid
 sphere referring to properties such as size, form, corners, shape of face etc. appropriate eye contact or using culturally appropriate body language in a
• Hear/use correct terminology to describe, name and compare 3D shapes e.g. variety of situations
face, edge Speaking:
• Begin to relate solid shapes to real life objects in their environment and Speaks for a variety of purposes
pictures of them. Responding in groups by following conversational rules
• Begin to recognise line and reflective symmetry in shapes and their • Listens and takes turns responding
immediate environment • Follows rules for conversations and discussion purposes (including explaining,
• Investigate, explain and create symmetrical and tessellating patterns inquiring and sharing information, predictions and entertainment)
involving shapes Creative Dramatics
• Use appropriate language to describe position, direction and movement (left, • Dramatizes stories with the use of toys, props, puppets and plays
right, front, back, far, near, before, after, opposite, apart, middle, corner, Paraphrasing
across, edge • Presents ideas and information in a logical sequence
• Give and follow simple directions, using appropriate vocabulary (e.g. Go Public Speaking
inside, go outside, walk forwards, go backwards etc.) • Speaks to a familiar audience using appropriate pace and volume
• Talk about things that turn
Viewing and Presenting:
• Make whole and half turns
Interprets, uses and constructs visuals and multimedia in a variety of situations
Pattern and Function
Awareness of visual media
• Find, describe and compare patterns found in everyday situations and
• Discusses personal experiences that connect with visual images
environments e.g. sounds, actions, nature colours or objects using 2 or 3
elements ABAB, ABC extension to four elements e.g. AABC • Discusses own feelings in response to visual messages
• Represent, extend and create patterns using e.g. words, drawings, symbols, • Listens to other’s responses, realizing that people react differently
materials, actions , numbers • Realizes effects are added for certain impact
• Follows ICT iconography to access programs
Data Handling
Using and constructing visual media in a variety of situations
• Pose questions and gather data about themselves and their surroundings in
• Uses actions and body language to add meaning to oral presentations
various ways
• Demonstrates that text and illustrations in reference materials work together
• Sort and label objects into sets by one or more attribute (e.g. all the red ones,
to convey information
all the tall red ones)
• Views a range of visual language formats and discusses their effectiveness
• Represent information (using real objects or pictures) using simple graphs e.g.
• Realizes the meaning of and uses appropriately colors, shapes, symbols, and
Pictograph, tables, bar graph, Venn diagram etc.
images in visual presentations
• Discuss, compare and interpret data by comparing quantities using
appropriate vocabulary e.g. Fewer, less, more than, less than etc. Reading:
• Discuss and explain what a given graph shows Word Recognition: Uses the general skills and strategies of the reading process
• Discuss events that are impossible, certain, likely or unlikely to happen etc. Phonemic Awareness
• Matches the spoken sounds to written spelling patterns and homophones
Language specific expectations Phonics
Listening: • Applies reliable phonetic strategies when decoding print
Consistently demonstrates active listening Word Recognition
• Demonstrates active listening by asking questions, having culturally • Reads 250 sight words including some Program of Inquiry words and technical
 language words on topic, include detail and are related
Fiction - Writes a story with a clear and developed beginning, middle and end,
Strategies for Decoding includes character and setting description
• Uses a variety of strategies to decode unknown words, including knowledge Organization: Organizes writing for audience and purpose
of common letter patterns
Fluency Writing Process
• Reads grade level texts aloud with appropriate pausing, stress, intonation and • Uses a graphic organizer to support the writing process
phrasing Genre
• Reads independently with increasing fluency for longer periods of time with • Follows text structure features
less familiar texts • Writes recounts, descriptions, procedures, information reports, explanations,
Literal Comprehension: and narratives (orientation and complication focus),
Uses structural features of texts to facilitate comprehension Text Structure
• Identifies the features of non-fiction texts (titles, heading, table of contents, • Writes letters, narratives, stories, poems and text summaries of increasing
glossary, index) complexity
Organizational features of fiction texts • Begins to use paragraphs to organize ideas.
• Identifies and describes the characters, setting, problem and solution of a Word Choice and Voice: Writes with style and expression
story Non-fiction: Selects vocabulary appropriate to text forms
Genre Fiction: Experiments with a thesaurus to find new and different descriptive
• Identifies and describes the characters, setting, problem and solution of a words
story Voice:
Retelling • Writes in an individualized style
• Describes events in a story in sequence including setting and characters Sentence Fluency and Conventions: Uses conventions of writing appropriately
• Retells the key information from a non-fiction text Sentence Fluency
Inferential Comprehension: • Writes expanded sentences with transition words
Uses reading strategies to retrieve and comment on ideas and information in a • Begins to use similes
variety of texts including visual media Spelling
Predicting and Interpreting • Spells previously learned words correctly and applies taught spelling patterns
Fiction/ Non-Fiction: : Expresses own view about texts and listens to others to unknown words
• Reads and interprets images, graphics, charts, tables, graphs, maps, diagrams Handwriting
and timelines • Writes legibly and in a consistent style
• Uses an index appropriately for different purposes • Writes on smaller standard handwriting paper
Engages with Text: Reads for a variety of purposes Punctuation and Grammar
• Chooses texts appropriate to reading level • With support, uses quotation marks and commas in a list
• Shows a preference for a specific genre or author • Identifies and uses common nouns, proper nouns, verbs, pronouns,
prepositions and adjectives
Writing
• Uses increasingly accurate grammatical constructs with subject-verb
Ideas: Expresses ideas clearly
agreement
Non-Fiction - Writes with a clear purpose, follows a specific structure, ideas are
• Punctuation: capitalization, full stops, question marks, exclamation marks
Editing/Revising
• Begins to edit writing for subject-verb agreement, capitalization, full stops
and high frequency words
• Uses resources for editing (dictionary, computer, peer, word wall)
• Revises for meaning and uses feedback to improve writing