nursery curriculum guide 2015 16

A vibrant and caring community developing creative, enthusiastic, confident learners who will take action in an ever changing world.

Nursery Curriculum Guide 2015/16

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Learner Profile

At International College Hong Kong Hong Lok Yuen, we use the Primary Years Programme (PYP) as the framework for our curriculum. The Learner Profile is a central component of the PYP and IB and provides the foundation for the development of internationally minded learners. We use the attributes of the Learner Profile as our common language, and look for opportunities to develop them authentically in all of our students. Inquirers: they develop a natural curiosity that allows them to become lifelong learners. Knowledgeable: they explore ideas of importance and dig deep into its meaning creating a balance of their learning. Thinkers: they apply thinking skills that allow them to tackle complex problems in creative ways. Communicators: they understand and can articulate information in confident, creative ways, including a second language. Principled: they are honest, fair, just and full of integrity. They strive to solve their own problems and to take responsibility for their own actions. Open-minded: they understand and embrace other cultures. They recognize and celebrate their own backgrounds and learn tolerance for others. Caring: they actively care about others and participate in service for the benefit of the community. Risk-Takers: they are brave in the face of new challenges. They strive to take on new roles and to defend their own beliefs. Balanced: they understand the need to be emotionally, physically and mentally balanced. They strive for this in themselves and others. Reflective: they reflect on their own learning. They are able to adjust for weaknesses and strengths.


Essential Elements of the Primary Years Programme (PYP) In the PYP a balance is sought between acquisition of knowledge and skills, development of conceptual understandings, demonstration of positive attitudes, and taking responsible action. The five essential elements are used to achieve this balance.

Communication Skills Social Skills

Research Skills Thinking Skills

Self-Management Skills

From Function Causation Change

Connection Perspective Responsibility Reflection

Key Concepts What do we want the

students to understand?

Transdisciplinary Themes

What do we want the students to know?

Who we Are Where We are in Place and Time

How we Express Ourselves How the World Works

How we Organise Ourselves Sharing the Planet

Transdisciplinary Skills

What do we want the students to be able to do?

Attitudes What do we want the students to

feel?

Appreciation Commitment Tolerance Curiosity Respect Appreciation Empathy Creativity Integrity Independence Cooperation Confidence

Action How will students show evidence of their new

learning through action?

Choose the action. Carry out their action. Reflect on the process.


Curriculum Overview Learning at ICHK HLY incorporates a broad range of social, personal and academic skills that students use across different subject areas and aspects of school life.

Mathematics Number

Shape and Space Measurement Data Handling

Pattern and Function

Language Reading and Interpreting

Writing and Creating Viewing and Presenting Speaking and Listening

Social Studies Human Systems

Social Organisation Continuity and Change

Human and Natural Environments Resources and the Environment

Science Living Things

Earth and Space Materials and Matter

Forces and Energy

Personal, Social and Physical Education

Identity Active Living Interactions

The Arts Music

Visual Art Drama

Information and Communication Technology (ICT)


Units of Inquiry – Nursery The school uses a transdisciplinary approach to teaching and learning. It organizes Units of Inquiry under Transdisciplinary Themes. The Units of Inquiry allow the students to develop an understanding of each of the themes studied at this year level. The following information shares the content of each of the Units of Inquiry. These units provide the context for learning Science, Social Studies, and many aspects of Language, Mathematics, ICT and The Arts.

Who We Are Central Idea: People use what they observe and experience to create and express their own ideas. Knowledge: Importance of rules

Family compositions, origins

and responsibilities

Home countries

Familiar places

Places in class & school

How We Express Ourselves

Central Idea: People use what they observe and experience to create and express their own ideas. Knowledge: Sounds and how sounds can be

changed.

The Arts: visual art, music, dance

and drama.

How the World Works Central Idea: Exploring through the senses helps people learn about the world. Knowledge: Natural phenomena

Light & darkness

Behaviours of materials

Sorting criteria

Changes of state

Forces (push/pull) & motion

Heat

Sharing the Planet

Central Idea: Living things have needs so they can live and grow. Knowledge:

Role of animals & plants

Personal growth & change

Sequence of growth

Recognition of living things and

their names

Names of parts of living things

Life cycles


Mathematics

Our mathematics program is divided in five (5) key strands of learning. Mathematical concepts, skills and knowledge are taught through the units of inquiry or stand alone, as appropriate. Students are taken through a process of learning in which they; construct meaning, transfer meaning, understand and apply.

Strand Overview Number Whole Number

Apply 1 to 1 correspondence when counting up to 10 objects

Recognise, model, read, count & order numbers up to 10

Recognise some groups of objects without counting

Addition & Subtraction

Use concrete materials to show addition & subtraction

Multiplication & Division

Use term ‘sharing’ in play Shape and

Space Shape

Play with 2D & 3D shapes & begin to describe them

Sort 2D & 3D shapes

Position & Movement

Begin to use positional language (eg: up, down) Measurement Length, Perimeter & Area

Compare & describe length (eg: long, short)

Volume & Capacity

Compare & describe capacity (eg: full, empty)

Mass

Compare & describe mass (eg: heavy, light)

Time

Identify, describe & sequence events in daily routine Data Handling Collecting, Organising & Interpreting Data

Begin to sort & label objects into sets by similar attributes

Answer yes/no questions from pictographs

Probability

Discuss the chance of daily events (eg: will, won’t) Pattern and

Function Match & group objects

Recognise, copy & create simple patterns


Language (English)

Our English Language program is divided in four key strands of learning. Language is fundamental to learning, thinking and communicating. It is necessary to not only learn language, but about language and through language. These four strands of learning below are taught across and throughout the subject areas.

Strand Overview Reading and Interpreting

Word Level

Recognise own name or part of it in print

Understand the concept of a word

Text Level

Display reading-like behaviour

Realise that print contains meaning & a message

Context Text Level

Use visual cues to aid meaning

Begin to relate what is viewed to own knowledge

& experience

Begin to be aware of story structure

Interpretation & Response

Show interest & curiosity about print & illustrations

Handle books carefully and correct way up

Respond to stories

Know information can be relayed through print

Suggest story endings

Recognise & attempt to read parts of print in environment

Attempt to read classroom labels

Attempt to match words to pictures

Writing and Creating

Sentence

Orally express words & phrases, extending to

sentences

Punctuation

Recognise the capital letter at start of own name

Grammar

Use nouns, adjectives, adverbs of an increasing

range

Purpose & Organisation

Imitate writing as an activity with a purpose

Create writing as an attempt to communicate

Writing Process

Attempt to write own name and other labels & captions

Begin to form simple sentences orally to express an idea or

tell a story

Language Effects

Be aware that print (& mark-making) has meaning

Ascribe meaning to marks seen in different places

Speaking and Listening

Speaking

Name familiar people & objects

Use body language and/or words to

communicate needs & express ideas

Begin to retell simple stories, ask questions,

verbalise reasons

Begin to make predictions

Use single words or 2-word phrases in context

Begin to use pronouns

Begin to use endings (eg: ‘ing’, ‘ed’)

Begin to use words to link ideas (eg: ‘is’, ‘was’,

‘because’)

Use own grammar style

Listening & Responding

Respond to directions, routines & questions

Listen to shared stories

Listen to stories, rhymes & songs

Group Discussion & Interaction

Interact with peers & adults in familiar settings

Act out stories

Begin to be aware of social conventions

Begin to express ideas & feelings

Learn how to enter & take turns in conversations

Language Awareness

Enjoy listening to sound of language (eg: rhyme)

Begin to realise people use different languages

Viewing and Presenting

Show understanding of visual information through

play, gestures & facial expression

Show own feelings through facial expressions

Recognise familiar signs, labels & logs

Locate & use ICT icons to activate devices

Understand colour, shape & size

Use body language to communicate

Select & use colours, shapes, symbols & images in

presentations

Understand visual messages used by others (eg: facial

gestures)

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