Parent PYP Curriculum Handbook

Grade 1
WISS Mission Statement
WISS cultivates healthy, balanced, confident and ethical people; striving to challenge and stimulate students to inquire, wonder, discover, and
create each day. We aim to send into the world brave, compassionate, internationally minded global citizens with the skill and intellect to help
shape the future.

IB Mission Statement
The International Baccalaureate 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 organization works with schools, governments and international organizations to develop challenging programmes of
international education and rigorous assessment.

These 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.
 Welcome
I feel privileged to be a part of this special time in a child’s lifetime, when they are growing, changing and learning about themselves
with each new experience brings imagination, creativity, exploration, discoveries and wonderings. These moments come together
to shape your child’s understanding of the world around them and all the questions that follow are a way for children to express
their natural curiosity. By working together in a close partnership with parents, we are able to develop the foundations for a lifetime
of learning that are just the beginning of a very exciting journey.

The PYP encourages this natural curiosity and inspires children to be knowledgeable and caring young people and have the skills
to inquire into and shape the world around them. This guide will provide you with more insight into the PYP curriculum and how we
work to embrace this as a community; parents, students and staff together.

- Fiona Morris
Early Years Principal

The PYP years are an exciting time for students as they learn who they are as learners and as people. As a PYP School, we strive
to facilitate each student into becoming active, caring, lifelong learners who respect and contribute to the world. In the primary
school, students learn through an inquiry-based curriculum which integrates traditional subjects like English, Mathematics, Chinese,
Social Studies, and Science as well as subjects taught by specialist teachers to include Art, Music, PE, and Swimming. Students
attend lessons in beautiful facilities to include our science/cooking room, The Jungle, and the engineering and robotics room called
DaVinci’s Innovation Space. But the absolute best part of the Primary School is our warm and caring community. Our very talented
teachers and staff, enthusiastic students, and supportive parents form a community that I am very proud to be a part of. I invite you
to learn more about the PYP at WISS and to come by for a visit to see how we approach learning.

- Doreen Garrigan
Primary Principal

Amy Kent
PYP Coordinator
 Grade 1 Programme of Inquiry

Where we are in place and

Who We Are How we express ourselves How the world works How we organize ourselves Sharing the planet
time
An inquiry into the nature of An inquiry into orientation in An inquiry into the ways in An inquiry into the natural An inquiry into the An inquiry into rights and
the self; beliefs and values; place and time; personal which we discover and world and its laws; the interconnectedness of responsibilities in the struggle
PYP Transdisciplinary Themes

personal, physical, mental, histories; homes and express ideas, feelings, interaction between the human-made systems and to share finite resources with
social and spiritual health; journeys; the discoveries, nature, culture, beliefs and natural world (physical and communities; the structure other people and with other
human relationships explorations and migrations values; the ways in which we biological) and human and function of organizations; living things; communities
including families, friends, of humankind; the reflect on, extend and enjoy societies; how humans use societal decision-making; and the relationships within
communities, and cultures; relationships between and our creativity; our their understanding of economic activities and their and between them; access to
rights and responsibilities; the interconnectedness of appreciation of the aesthetic. scientific principles; the impact on humankind and equal opportunities; peace
what it means to be human. individuals and civilizations, impact of scientific and the environment. and conflict resolution.
from local and global technological advances on
perspectives. society and on the
environment.

People’s awareness of their Building structures differ People communicate and Living things go through a Different jobs make People can establish
characteristics, abilities and depending on the needs of understand in different ways. process of change. communities function more practices in order to sustain
Central Idea and Lines of Inquiry

interests shape who they are people and the materials effectively. and maintain the Earth’s
as learners. used. An inquiry into: An inquiry into: resources.
• Different ways people  Change as part of the life An inquiry into:
An inquiry into: An inquiry into: communicate cycle • Different types of jobs An inquiry into:
• Physical, social and • Properties of materials • How communication has  Life cycles in plants and • The role different kinds of • Earth's finite resources
emotional characteristics • Where materials are found changed over time animals jobs play in a community • Ways to reduce waste
• Personal abilities and in the world • Choosing an appropriate • Our responsibility toward
 Observing growth in the
interests • Factors that influence the form of communication to conserving earth’s
natural world
• Being a learner stability of structures express a message resources
Concepts
PYP Key

Form, Causation, Function, Change, Function, Connection, Change, Responsibility,

Form, Function, Causation Form, Connection, Change
Responsibility Perspective Responsibility Reflection
 WISS English Learning Outcomes - Grade 1
Conceptual Understandings for written language: READING
• The sounds of spoken language can be represented visually.
• Written language works differently from spoken language.
• Consistent ways of recording words or ideas enable members of a language community to communicate.
• People read to learn.
• The words we see and hear enable us to create pictures in our minds
READING LITERATURE - Learning Outcomes for written language:
Ask and answer questions about key details in a text.

Key Ideas and Details Retell stories, including key details, and demonstrate understanding of their central message or lesson.

Describe characters, settings, and major events in a story, using key details.

Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a
Craft and Structure
range of text types.
Identify who is telling the story at various points in a text.

Use illustrations and details in a story to describe its characters, setting, or events.
Integration of Knowledge
and Ideas Compare and contrast the adventures and experiences of characters in stories.
With prompting and support, students will make cultural connections to text and self.
Range of Reading and With prompting and support, read prose and poetry of appropriate complexity for grade 1.
Level of Complexity Make connections between self, text, and the world around them (text, media, social interaction).
Responding to Literature Ask and answer questions about key details in a text.

READING INFORMATIONAL TEXT - Learning Outcomes for written language:

Ask and answer questions about key details in a text.
Key Ideas and Details Identify the main topic and retell key details of a text.
Describe the connection between two individuals, events, ideas, or pieces of information in a text.
Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key
Craft and Structure
facts or information in a text.
Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
Use the illustrations and details in a text to describe its key ideas.
Integration of Knowledge
Identify the reasons an author gives to support points in a text.
and Ideas
Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or
procedures).
Range of Reading and With prompting and support, read informational texts appropriately complex for grade 1.
Level of Complexity
Responding to Literature
READING FOUNDATIONAL SKILLS - Learning Outcomes for written language:
Know and apply grade-level phonics and word analysis skills in decoding words.
• Know the spelling-sound correspondences for common consonant digraphs.
Print Concepts • Decode regularly spelled one-syllable words.
Phonological Awareness • Know final -e and common vowel team conventions for representing long vowel sounds.
Phonics and Word • Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
Recognition • Decode two-syllable words following basic patterns by breaking the words into syllables.
• Read words with inflectional endings.
a. Recognize and read grade-appropriate irregularly spelled words.
Read with sufficient accuracy and fluency to support comprehension.
• Read grade-level text with purpose and understanding.
Fluency
• Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Conceptual Understandings for Written Language: WRITING

• People write to communicate.
• The sounds of spoken language can be represented visually (letters, symbols, characters).
• Consistent ways of recording words or ideas enable members of a language community to understand each other’s writing.
• Written language works differently from spoken language.
WRITING - Learning Outcomes for Written Language:
Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a
reason for the opinion, and provide some sense of closure.
Text Types and Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense
Purposes of closure.
Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what
happened, use temporal words to signal event order, and provide some sense of closure.
With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add
Production and details to strengthen writing as needed.
Distribution of Writing With guidance and support from adults, use a variety of
digital tools to produce and publish writing, including in collaboration with peers.
Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them
Research to Build
to write a sequence of instructions.
and Present
With guidance and support from adults, recall information from experiences or gather information from provided sources to
Knowledge
answer a question
Create and present a poem, dramatization, art work, or personal response to a particular author or theme studied in class,
Range of Writing
with support as needed.
LANGUAGE Learning Outcomes for written language::
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Conventions of Standard • Print all upper and lowercase letters.
English • Use common, proper, and possessive nouns.
• Use singular and plural nouns with matching verbs in Basic sentences (e.g., He hops; We hop).

 • Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).

• Use verbs to convey a sense of past, present, and future (e.g. .,Yesterday I walked home; Today I walk home;
Tomorrow I will walk home).

• Use frequently occurring adjectives.
• Use frequently occurring conjunctions (e.g., and, but, or, so, because).

• Use determiners (e.g., articles, demonstratives).
Conventions of Standard • Use frequently occurring prepositions (e.g., during, beyond, toward).
English a. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory
sentences in response to prompts.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
• Capitalize dates and names of people.
• Use end punctuation for sentences.
• Use commas in dates and to separate single words in a series.

• Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

a. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and
content, choosing flexibly from an array of strategies.
• Use sentence-level context as a clue to the meaning of a word or phrase.
• Use frequently occurring affixes as a clue to the meaning of a word.
a. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
• Sort words into categories (e.g.,colors, clothing) to gain a sense of the concepts the categories represent.
Vocabulary Acquisition • Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with
and Use stripes).
• Identify real-life connections between words and theiruse (e.g., note places at home that are cozy).
a. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and
adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.
Use words and phrases acquired through conversations,
reading and being read to, and responding to texts,
including using frequently occurring conjunctions to signal
simple relationships (e.g., because).

Conceptual Understandings for Oral Language: LISTENING AND SPEAKING

• The sounds of language are a symbolic way of representing ideas and objects.
• People communicate using different languages.
• Everyone has the right to speak and be listened to.
LISTENING AND SPEAKING - Learning Outcomes Oral Language:
Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small
and larger groups.
• Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and
Comprehension and
texts under discussion).
Collaboration
• Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
• Ask questions to clear up any confusion about the topics and texts under discussion.
• Seek to understand and communicate with individualsfrom different cultural backgrounds.
 Ask and answer questions about key details in a text read
aloud or information presented orally or through other media.
Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not
understood.
Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
Presentation of Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
Knowledge and Ideas
Produce complete sentences when appropriate to task and
situation.

Conceptual Understandings for Visual Language: VIEWING AND PRESENTING

• People use static and moving images to communicate ideas and information.
• Visual texts can immediately gain our attention.
• Viewing and talking about the images others have created helps us to understand and create our own presentations.

VIEWING AND PRESENTING - Learning Outcomes Visual Language:

• Attend to visual information showing understanding through discussion, role play, illustrations.
• Talk about their own feelings in response to visual messages; show empathy for the way others might feel.
• Relate to different contexts presented in visual texts according to their own experiences, for example, “That looks like my
uncle’s farm.”
• Locate familiar visual texts in magazines, advertising catalogues, and connect them with associated products.
• Show their understanding that visual messages influence our behavior.
• Connect visual information with their own experiences to construct their own meaning, for example, when taking a trip.
• Use body language in mime and role play to communicate ideas and feelings visually.
• Realize that shapes, symbols and colors have meaning and include them in presentations.
• Use a variety of implements to practice and develop handwriting and presentation skills.
Visual Language • Observe and discuss illustrations in picture books and simple reference books, commenting on the information being
conveyed.
• Recognize ICT iconography and follow prompts to access programs or activate devices.
• Through teacher modeling, become aware of terminology used to tell about visual effects, for example, features, layout,
border, frame.
• View different versions of the same story and discuss the effectiveness of the different ways of telling the same story, for
example, the picture book version and the film/movie version of a story.
• Become aware of the use and organization of visual effects to create a particular impact, for example, dominant images
show what is important in a story.
• Observe visual images and begin to appreciate, and be able to express, that they have been created to achieve particular
purposes.
 WISS Chinese Language Learning Outcomes by Phase- Grade 1
It is important to recognize that the differentiation seen within a grade depends largely on their exposure to Chinese. In Grades 1-5, students
are placed into Chinese language groupings based on language proficiency. Below are the learning outcomes for the END of Grade 1 in all 4
phases.
Phase of the PYP: Phase 1 - Emergent Phase 2 -Capable Phase 3 - Proficient Phase 4/5 - Fluent
Learners show an understanding Learners show an understanding that Learners show an understanding Learners show an understanding of
that print represents the real or the language can be represented that text is used to convey meaning the relationship between reading,
imagined world. They know that visually through codes and symbols. in different ways and for different thinking and reflection. They know
reading gives them knowledge and They are extending their data bank purposes – they are developing an that reading is extending their world,
pleasure; that it can be a social of printed codes and symbols and awareness of context. They use both real and imagined, and that
Conceptual Understanding activity or an individual activity. They are able to recognize them in new strategies, based on what they know, there is a reciprocal relationship
have a concept of a ‘book’ and an contexts. They are extending their to read for understanding. They between the two. Most importantly,
by Phase: awareness of some of its structural data bank of printed codes and recognize that the structure and they have established reading
elements. They use the visual cues symbols and are able to recognize organization of text conveys routines and relish the process of
to recall sounds and the words they them in new contexts. They meaning. reading.
are ‘reading’ to construct meaning. understand that reading is a vehicle
for learning, and that the combination
of codes conveys meaning.
At the end of the year the student…
Is able to understand most Is able to understand most Is able to understand all class Is able to understand all class
simple classroom instructions in regular classroom instructions instructions in Chinese; instructions in Chinese;
Chinese; in Chinese;
Identifies the main ideas and Identifies the main ideas and
Identifies basic facts, main ideas Identifies main ideas and some details in prompts dealing some details prompts dealing
and supporting details in supporting details in prompts with social and simple with social situations and
Listening
prompts dealing with familiar dealing with familiar and academic situations; simple academic situations;
situations; unfamiliar situations;
Responds appropriately to Responds appropriately to
Responds appropriately to Responds appropriately based instructions and conversations instructions and conversations
prompts given on own understanding and about topics studied about topics studied
ideas
Interacts in basic structured Engages in rehearsed and some Engages in rehearsed and many Is able to engage in
exchanges; unrehearsed exchanges to unrehearsed exchanges to unrehearsed exchanges to
share ideas; share ideas; share thoughts and ideas;
Uses a basic range of
vocabulary and grammar, some Uses a range of vocabulary Uses vocabulary taught and Uses vocabulary taught and a
errors may hinder taught and good basic basic grammatical structures, range of basic grammatical
Speaking understanding; grammar, errors do not hinder errors do not hinder structures, errors are minor;
understanding; understanding;
Uses fairly clear pronunciation, Uses clear pronunciation,
errors do not hinder Use clear pronunciation, errors Use clear pronunciation, errors correct intonation and fluency;
understanding do not hinder understanding do not hinder understanding;
Identifies register and purpose
Introduced to register and with support
purpose
Reads texts 15-25 characters Reads texts 30-75 characters Reads texts 50-100 characters Reads texts 100-150 characters
Reading long, pinyin support is long with pinyin support if long, pinyin is acceptable; long, pinyin can support
 acceptable; needed Identifies the main ideas and reading;
some details;
Identifies basic facts, main ideas Identifies main ideas and Identifies the main ideas and
and supporting details; supporting details; Recognizes basic types of text some details and can retell the
(poem, story, map, menu) general idea;
Introduced to basic elements of Recognizes basic elements of a
a text and text-type text and text-type Identifies to some elements of
basic format and style of the
text-types taught
Writes texts using 5-10 Writes texts 25-50 characters Is able to write texts using 20-50 Is able to write texts using 25-50
characters independently; long with some support as characters with some support characters with support;
needed; as needed;
Uses basic vocabulary taught; Uses vocabulary taught and
Uses a range of vocabulary Uses vocabulary taught and basic grammatical structures,
Tries to organize ideas taught; basic grammatical structures with support;
Writing May use pinyin if needed with support;
Organizes information and ideas
Organizes information and ideas
with support Organizes information and ideas with support
with support
Can use pinyin to learn new
Can use pinyin to learn new
words if needed Can use pinyin to learn new words
words
 WISS Mathematics Learning Outcomes - Grade 1
Math Strand: NUMBER

Conceptual Understandings:
- The base-10 place value system is used to represent numbers and number relationships.
- Number operations can be modeled in a variety of ways.
- There are many mental methods that can be applied for exact and approximate computations.
- Number relationships can be used to solve addition and subtraction problems.
- Fractions are ways of representing whole-part relationships.
Learning Outcomes-By the end of Grade 1, students are expected to:
- Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of
objects with a written number.
- Understand that the two digits of a two-digit number represent amounts of tens and ones.
o Understand the following as special cases: 10 can be thought of as a bundle of 10 ones- called a 'ten'
Numbers in o The numbers from 110 to 19 are composed of a ten and a one, two, three, four, five, six, seven, eight or nine ones
Base-Ten o The numbers 10, 20, 30, 40, 50, 60, 70. 80. 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0
ones)
- Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparison with
the symbol >, =, and <.
- Add within 100, including adding a two-digit number and a one-digit number and adding a two-digit number and a multiple
of ten, using concrete models or drawings, and/or the relationship between addition and subtraction.
- Given a two-digit number, mentally find 10 more or 10 less than the number, without counting; explain the reasoning used.
- Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero difference), using
concrete models or drawings and strategies based on plane value, properties of operations, and/or the relationship
between addition and subtraction.
- Relate addition and subtraction strategies to a written method and explain the reasoning used.
- Use cardinal and ordinal numbers in real-life situations.
Use fractions in real-life situations.
- Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting
together, taking apart and comparing, with unknowns in all positions, e.g. by using objects, drawings and equations with a
symbols for the unknown number to represent the problem.
- Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g. by using
objects, drawings, and equations with a symbol for the unknown number to represent the problem.
- Apply properties of operations and strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also
Operations and
known (Commutative property of addition.) to add 2 = 6 + 4, the second two numbers can be added to make a ten, so 2 + 6
Algebraic Thinking
+ 4 = 2 + 10 = 12. (Associative property of addition)
- Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10
when added to 8.
- Relate counting to addition and subtraction (e.g. by counting on 2 to add 2).
- Add and subtract within 20 demonstrating fluency for addition and subtraction within 10. Use strategies such as counting
on; making ten; decomposing a number leading to a ten; using the relationship between addition and subtraction; and
 creating equivalent but easier or known sums.
- Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.
- Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers.

Math Strand: MEASUREMENT

Conceptual Understandings
- Measurement involves comparing objects and events.
- Objects have attributes that can be measured using non-standard units.
- Events can be ordered and sequenced.
- Standard units allow us to have a common language to identify, compare, order and sequence objects and events.
Measurement and Data - We use tools to measure the attributes of objects and events.
Learning Outcomes-By the end of Grade 1, students are expected to:
- Order three objects by length; compare the lengths of two objects indirectly by using a third object.
- Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length
unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it
with no gaps or overlaps.
- Tell and write time in hours and half-hours using analog and digital clocks.

Math Strand: SHAPE AND SPACE

Conceptual Understandings
- Shapes are classified and named according to their properties.
- Some shapes are made up of parts that repeat in some way.
- Specific vocabulary can be used to describe an object’s position in space.
Learning Outcomes-By the end of Grade 1, students are expected to:
- Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g.,
Geometry color, orientation, overall size)
o Build and draw shapes to possess defining attributes.
- Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-
dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite
shape, and compose new shapes from the composite shape.
- Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and
quarters, and use the phrases half of, fourth of, and quarter of.
o Describe the whole as two of, or four of the shares.
o Understand for these examples that decomposing into more equal shares creates smaller shares.
Math Strand: DATA HANDLING

Conceptual Understandings
- We collect information to make sense of the world around us.
- Organizing objects and events helps us to solve problems.
- Events in daily life involve chance.
Data Handling Learning Outcomes-By the end of Grade 1, students are expected to:
- Collect, display and interpret data for the purpose of answering questions
- Create a pictograph and sample bar graph of real objects and interpret data by comparing quantities (for example, more,
fewer, less than, greater than)
- Use tree and Venn diagrams to explore relationships between data
- Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of
data points, how many in each category, and how many more or less are in one category than in another.
Measurement and Data - Create pictographs using tally marks
- Create living graphs using real objects and people
- Describe real objects and events by attributes

Math Strand: PATTERNS AND FUNCTIONS

Conceptual Understandings

- Whole numbers exhibit patterns and relationships that can be observed and described.
- Patterns can be represented using numbers and other symbols.
Patterns and Functions
Learning Outcomes-By the end of Grade 1, students are expected to:
- Extend and create patterns in numbers, for example, odd and even numbers, skip counting
- Use number patterns to represent and understand real-life situations
- Use the properties and relationships of addition and subtraction to solve problems
 Visual Arts Learner Outcomes
Visual Arts
Responding Creating
Learner Outcomes
 investigate the purposes of artwork from different  identify, plan and make specific choices of materials,
times, places and a range of cultures including their tools and processes
own
 sharpen their powers of observation
 sharpen their powers of observation
 demonstrate control of tools, materials and processes
 identify the formal elements of an artwork
 make predictions, experiment, and anticipate possible
 use appropriate terminology to discuss artwork outcomes
KG and Grade 1
(Phase 2 from the PYP)  describe similarities and differences between  combine a variety of formal elements to communicate
artworks ideas, feelings and/or experiences
 identify the stages of their own and others’ creative  identify the stages of their own and others’ creative
processes processes
 become an engaged and responsive audience for a  consider their audience when creating artwork.
variety of art forms.
 Music Learner Outcomes
Music
Responding Creating
Learner Outcomes
 sing individually and in unison  explore vocal sounds, rhythms, instruments, timbres to
communicate ideas and feelings
 recognize music from a basic range of cultures and
styles  express one or more moods/feelings in a musical
composition
 express their responses to music from different
cultures and styles  create music to represent different cultures and styles
 create a musical composition to match the mood of a  create a soundscape based on personal experiences
visual image (for example, paintings, photographs,
film)  collaboratively create a musical sequence using known
KG and Grade 1 musical elements (for example, rhythm, melody,
(Phase 2 from the PYP)  explore individually or collectively a musical response contrast)
to a narrated story
 read, write and perform simple musical patterns and
 reflect on and communicate their reactions to music phrases
using musical vocabulary
 create music for different purposes
 record and share the stages of the process of
creating a composition
share performances with each other and give
constructive criticism
 Personal, Social and Physical Education Learner Outcomes
Personal, Social and
Physical Education Identity Interactions Active Living
Learner Outcomes
 describe similarities and differences  value interacting, playing  recognize the importance of
between themselves and others through and learning with others regular exercise in the
the exploration of cultures, appearance, development of well-being
gender, ethnicity, and personal  discuss and set goals for
preferences group interactions  identify healthy food choices

 describe how personal growth has  cooperate with others  communicate their
resulted in new skills and abilities understanding of the need for
 ask questions and good hygiene practices
 explain how different experiences can express wonderings
result in different emotions  reflect on the interaction
 recognize the different between body systems during
 identify feelings and begin to understand group roles and exercise
how these are related to behavior responsibilities
 explain how the body’s capacity
 express hopes, goals and aspirations  assume responsibility for for movement develops as it
a role in a group grows
 solve problems and overcome difficulties
with a sense of optimism  celebrate the  use and adapt basic movement
accomplishment of the
KG and Grade 1 skills (gross and fine motor) in a
 examine possible strategies to deal with group variety of activities
(Phase 2 from the PYP)
change, including thinking flexibly and
reaching out to seek help  share ideas clearly and  explore different movements that
confidently can be linked to create
 recognize others’ perspectives and sequences
accommodate these to shape a broader  seek adult support in
view of the world situations of conflict  display creative movements in
 reflect on the process of response to stimuli and express
 identify and understand the different feelings, emotions and
consequences of actions achievement and value
the achievements of ideas
 are aware of their emotions and begin to others  reflect upon the aesthetic value
regulate their emotional responses and of movement and movement
behavior  understand the impact of
their actions on each sequences
 reflect on inner thoughts and self-talk4 other and the  understand the need to act
environment. responsibly to help ensure the
 demonstrate a positive belief in their
abilities and believe they can reach their safety of themselves and others.
goals by persevering.
 Overall Expectations in Science
Overall Expectations in
Description
Science
Students will develop their observational skills by using their senses to gather and record information, and they will use their
observations to identify patterns, make predictions and refine their ideas. They will explore the way objects and phenomena
function, identify parts of a system, and gain an understanding of cause and effect relationships. Students will examine change
KG and Grade 1 over varying time periods, and will recognize that more than one variable may affect change. They will be aware of different
(Phase 2 from the PYP) perspectives and ways of organizing the world, and they will show care and respect for themselves, other living things and the
environment. Students will communicate their ideas or provide explanations using their own scientific experience.

Science Strands Description

The study of the characteristics, systems and behaviors of humans and other animals, and of plants; the interactions and
Living Things relationships between and among them, and with their environment.
The study of planet Earth and its position in the universe, particularly its relationship with the sun; the natural phenomena and
Earth and Space systems that shape the planet and the distinctive features that identify it; the infinite and finite resources of the planet.
The study of the properties, behaviors and uses of materials, both natural and human-made; the origins of human-made
Materials and Matter materials and how they are manipulated to suit a purpose.
The study of energy, its origins, storage and transfer, and the work it can do; the study of forces; the application of scientific
Forces and Energy understanding through inventions and machines.
 Overall Expectations in Social Studies
Overall Expectations in
Description
Social Studies
Students will increase their understanding of their world, focusing on themselves, their friends and families and their
environment. They will appreciate the reasons why people belong to groups, the roles they fulfill and the different ways that
people interact within groups. They will recognize connections within and between systems by which people organize
themselves. They will broaden their sense of place and the reasons why particular places are important to people, as well as
KG and Grade 1 how and why people’s activities influence, and are influenced by, the places in their environment. Students will start to develop
(Phase 2 from the PYP) an understanding of their relationship with the environment. They will gain a greater sense of time, recognizing important events
in their own lives, and how time and change affect people. They will become increasingly aware of how advances in technology
affect individuals and the environment.

Social Studies Strands Description

The study of how and why people construct organizations and systems; the ways in which people connect locally and globally;
Human Systems and
the distribution of power and authority.
Economic Activities
The study of people, communities, cultures and societies; the ways in which individuals, groups and societies interact with each
Social Organization
other.
and Culture
The study of the relationships between people and events through time; the past, its influences on the present and its
Continuity and Change
implications for the future; people who have shaped the future through their actions.
Through Time
The study of the distinctive features that give a place its identity; how people adapt to and alter their environment; how people
Human and Natural
experience and represent place; the impact of natural disasters on people and the built environment.
Environments
The interaction between people and the environment; the study of how humans allocate and manage resources; the positive
Resources and the
and negative effects of this management; the impact of scientific and technological developments on the environment.
Environment