Parent PYP Curriculum Handbook

Pre-K

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

Pre-K Programme of Inquiry

Who We Are

Where we are in place and time

How we express ourselves How the world works How we organize ourselves Sharing the planet

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An inquiry into the nature of

the self; beliefs and values;

personal, physical, mental,

social and spiritual health;

human relationships

including families, friends,

communities, and cultures;

rights and responsibilities;

what it means to be human.

An inquiry into orientation in

place and time; personal

histories; homes and

journeys; the discoveries,

explorations and migrations

of humankind; the

relationships between and

the interconnectedness of

individuals and civilizations,

from local and global

perspectives.

An inquiry into the ways in

which we discover and

express ideas, feelings,

nature, culture, beliefs and

values; the ways in which we

reflect on, extend and enjoy

our creativity; our

appreciation of the aesthetic.

An inquiry into the natural

world and its laws; the

interaction between the

natural world (physical and

biological) and human

societies; how humans use

their understanding of

scientific principles; the

impact of scientific and

technological advances on

society and on the

environment.

An inquiry into the

interconnectedness of

human-made systems and

communities; the structure

and function of organizations;

societal decision-making;

economic activities and their

impact on humankind and

the environment.

An inquiry into rights and

responsibilities in the struggle

to share finite resources with

other people and with other

living things; communities

and the relationships within

and between them; access to

equal opportunities; peace

and conflict resolution.

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Play promotes discoveries about ourselves and the world around us. An inquiry into: • How we play • Discoveries through play • How communication and

agreements in play help form relationships

Journeys lead to new experiences. An inquiry into: • Type of journeys • How maps help • Journeys promote new

experiences

Stories entertain us and allow us to express our thoughts and ideas. An inquiry into: • Structures of stories • Different ways to tell a

story • Creativity can be inspired

by different stories

Materials behave and interact

depending on how people

use them.

An inquiry into: • Properties of materials • Use of materials for

specific purposes • What happens when

materials are changed.

PYP requires only 4 units of inquiry in this age group.

PYP requires only 4 units of inquiry in this age group.

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

WISS English Learning Outcomes - Pre-K Conceptual Understandings for written language: READING

• Print conveys meaning. • People read for pleasure. • Stories can tell about imagined worlds. • Printed information can tell about the real world. • There are established ways of setting out print and organizing books.

READING LITERATURE - Learning Outcomes for written language:

Key Ideas and Details

With prompting and support, ask and answer about detail(s) in a text.

With prompting and support, retells familiar stories showing an understanding of a begiining middle and end.

With prompting and support, ask and answer question about characters and major events in a story.

Craft and Structure

Exhibit curiosity and interest in learning new vocabulary (e.g., ask questions about unfamiliar vocabulary)

interacts with a variety of common types of texts (e.g., storybooks, poems, songs).

With prompting and support, can describe the role of an author and illustrator.

Integration of Knowledge and Ideas

With prompting and support, student will engage in a picture walk to make connections between self, illustrations, and the story.

With prompting and support, students will compare and contrast two stories relating to the same topic. With prompting and support, students will make cultural connections to text and self.

Range of Reading and Level of Complexity

Responding to Literature

Actively engage in shared reading activities with purpose and understanding

With prompting and support, makes comments between self, text, and the world around them (text, media, social interaction) (e.g., My house is different to that one in the story)

READING INFORMATIONAL TEXT - Learning Outcomes for written language:

Key Ideas and Details

With prompting and support, ask and answer about some detail(s) in a text.

With prompting and support, retells familiar stories showing an understanding of a begiining middle and end.

With prompting and support, describe the connection between two events or pieces of information in a text.

Craft and Structure

Exhibit curiosity and interest in learning new vocabulary (e.g., ask questions about unfamiliar vocabulary)

Identify front cover, back cover; display correct orientation of book, page turning skills.

With prompting and support, can describe the role of an author and illustrator.

Integration of Knowledge and Ideas

With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g. what person, place, thing or idea in the text an illustration depicts)

With prompting and support, identify basic similarities and differences between two texts on the same topic (e.g. illustrations, descriptions or procedures)

Range of Reading and Level of Complexity

Responding to Literature

With prompting and support, actively engage in group reading activities with purpose and understanding.

READING FOUNDATIONAL SKILLS - Learning Outcomes for written language:

Print Concepts Phonological Awareness

Phonics and Word Recognition

Demonstrate emergent phonics and word analysis skills. a. With prompting and support, demonstrate one-to-one letter-sound correspondance by producing the primary sound

of phase 1-3 (GRR) consonants.

a. Recognize own name and common signs and labels in the environment.

Fluency Displays emergent reading behaviors with purpose and understanding (e.g., pretend reading)

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:

Text Types and Purposes

With prompting and support, use combination of drawing, dictating, or writing to express an opinion about a book or topic (e.g., I like…. Because….)

With prompting and support, use a combination of drawing, dictating, or writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

With prompting and support, use a combination of drawing, dictating, or writing to narrate a single event and provide a reaction to what happened.

Production and Distribution of Writing

With guidance and support, respond to questions and suggestions and add details to strengthen illustration or writing, as needed.

With guidance and support, explore a variety of digital tools to produce and publish writing; collaborate with peers.

With prompting and support, use combination of drawing, dictating, or writing to express an opinion about a book or topic (e.g., I like…. Because….)

LANGUAGE Learning Outcomes for written language::

Conventions of Standard English

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Print some upper- and lowercase letters (e.g. letters in their name) b. Use frequently occuring nouns and verbs (orally) c. With guidance and support, form regular plural nouns orally by adding /s/ or /es/ (e.g. dog, dogs/ wish, wishes) (orally) d. Understand and use question words (interrogatives) (e.g. who, what, where, when, why, how)

a. With guidance and support, produce and expand complete sentences in shared language activities.

Demonstrate commands of the conventions of standard English grammar and usage when writing or speaking. a. Capitalize the first letter in their name. b. Attempt to write a letter or letters to represent a word. a. With guidance and support, attempt to spell simple words phonetically, drawing on knowledge of sound-letter

relationships

Knowledge of Language N/A

Vocabulary Acquisition and Use

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on pre-kindergarten reading and content.

a. Identify new meanings for familiar words and apply them accurately (e.g. knowing duck is a bird and learning the verb is to duck)

With guidance and support, explore word relationships and nuances in word meanings. a. Sort common objects into categories (e.g. shapes, foods) for understanding of the concepts the categories represent. b. Demonstrate understanding of frequently occuring verbs and adjectives by relating them to their opposites (e.g. up,

down, stop, go, in, out) c. Identify real-life connections between words and their use (e.g. note places at school that are colorful) a. Distinguish shades of meaning among verbs describing the same general action (e.g. walk, march, strut, prance) by

acting out the meanings.

With prompting and support, use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Conceptual Understandings for Oral Language: LISTENING AND SPEAKING

• Spoken words connect us with others. • People listen and speak to share thoughts and feelings. • People ask questions to learn from others.

LISTENING AND SPEAKING - Learning Outcomes Oral Language:

Comprehension and Collaboration

With guidance and support, participate in collaborative conversations with diverse partners about pre-kindergarten topics and texts with peers and adults in small and large groups.

a. Engage in agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion)

b. Engage in extended conversations. a. Communicate with individuals from different cultural backgrounds.

a. With guidance and support, confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

With guidance and support, ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Presentation of Describe familiar people, places, things and events and, with prompting and support, provide additional detail.

Knowledge and Ideas Add drawings or other visual displays to descriptions as desired to provide additional detail

Demonstrate an emergent ability to express thoughts, feeling and ideas.

Conceptual Understandings for Visual Language: VIEWING AND PRESENTING

• Visual language is all around us. • The pictures, images, and symbols in our environment have meaning. • We can enjoy and learn from visual language.

VIEWING AND PRESENTING - Learning Outcomes Visual Language:

Visual Language

• Attend to visual information showing understanding through play, gestures, facial expression

• Reveal their own feelings in response to visual presentations, for example, by showing amusement, curiosity, surprise

• Observe visual cues that indicate context; show understanding by matching pictures with context

• Recognize familiar signs, labels and logos, for example, pedestrian walking sign, emergency exit sign, no dogs allowed;

identify similarities and differences

• Make personal connections to visual texts, for example, a picture book about children making friends in a new situation

• Use body language to communicate and to convey understanding, for example, pointing, gesturing, facial expressions

• Select and incorporate colors, shapes, symbols and images into visual presentations

• Show appreciation of illustrations in picture books by selecting and rereading familiar books, focusing on favorite pages

• Locate and use appropriate ICT iconography to activate different devices, for example, computer games, CD player,

television

• Listen to terminology associated with visual texts and understand terms such as color, shape, and size.

WISS Chinese Language Learning Outcomes - Pre-K

Reading

Conceptual Understanding

Learners show an understanding that print represents the real or the imagined world. They know that reading gives them knowledge and pleasure; that it can be a social activity or an individual activity. They have a concept of a ‘book’ and an awareness of some of its structural elements. They use the visual cues to recall sounds and the words they are ‘reading’ to construct meaning.

Learning Outcomes

Identifies the characters, setting and basic story-line in simple stories.

Recognizes 7-10 characters with limited teacher support.

Shows understanding by pointing to elements in the book and through simple responses with some teacher support.

Writing

Conceptual Understanding

Learners show an understanding that the world around them is full of visual language that conveys meaning. They are able to interpret and respond to visual texts. Although much of their own visual language is spontaneous, they are extending and using visual language in more purposeful ways.

Learning Outcomes Is able to write 3-4 simple picture characters with some support as needed;

Practices the stroke order of characters learned;

Participates in writing activities (tracing, painting, drawing);

Explains what they are “writing”; recognizes that symbols on a page can represent language

Speaking

Conceptual Understanding

Learners show an understanding of the value of speaking to communicate. They recognize that sounds are associated with objects, or with symbolic representations of them. They are using language to name their environment, to get to know each other, to initiate and explore relationships, to question and inquire.

Learning Outcomes

Engages in simple rehearsed exchanges (How do you feel? Where is your…?) with some teacher support.

Repeats simple phrases with limited teacher support.

Participates in grade-level rhymes and songs

Tries to use clear pronunciation, errors do not hinder understanding

Listening

Conceptual Understanding

Learners show an understanding of the value of listening to communicate. They recognize that sounds are associated with objects, or with symbolic representations of them. They are using language to name their environment, to get to know each other, to initiate and explore relationships, to question and inquire.

Learning Outcomes

Is able to understand 2 or 3 step such as: tidy up and line up, drink water/go to bathroom/then come and sit down, find a book and share, etc.

Is learning to listen attentively for a longer period of time.

Understands basic phrases and simple sentences such as: The flower is red, I am happy. I like… etc.

Responds appropriately to classroom prompts and to simple social situations (greetings, words of politeness, feelings) with some teacher support.

WISS Mathematics Learning Outcomes - Pre-K

Math Strand: NUMBER

Counting and Cardinality

Conceptual Understandings:

- Numbers are a naming system.

- Numbers can be used in many ways for different purposes in the real world.

- Numbers are connected to each other through a variety of relationships.

- Making connections between our experiences with number can help us to develop number sense.

Learning Outcomes-By the end of Pre-Kinder, students are expected to:

- Count to 20

- Represent a number of objects with a written numeral 0-5 (with 0 representing a count of no objects)

- Understand the relationship between number and quantities to 10; connect counting to cardinality. o When counting objects, say the number names in the standard order, pairing each object with one and only one

number name and each number and with one and only one object. o Understand that the last number name said tells the number of objects counted. The number of objects is the same

regardless of their arrangement or the order in which they were counted. o Understand that each successive number name refers to a quantity that is one larger.

- Count to answer “how many?” questions about as many as 10 things arranged in a line, a rectangular array, or a circle, or as many as 5 things in a scattered configuration; given a number from 1-10, count out that many objects.

- Identify whether the number of objects in one group is more, less, greater than, fewer, and/or equal to the number of objects in another group, e.g. by using matching and counting strategies.

Identify “first” and “last” related to order or position.

Operations and Algebraic Thinking

- Demonstrate an understanding of addition and subtraction by using objects, fingers and responding to practical situations

Math Strand: MEASURMENT

Measurement and Data

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.

Learning Outcomes-By the end of Pre-Kinder, students are expected to:

- Identify measurable attributes of objects, such as length and weight. Describe them using correct vocabulary (e.g. small, big, short, tall, empty, full, heavy and light)

Math Strand: SHAPE AND SPACE

Geometry

Conceptual Understandings

- S Shapes can be described and organized according to their properties.

- Objects in our immediate environment have a position in space that can be described according to a point of reference.

Learning Outcomes-By the end of Pre-Kinder, students are expected to:

- Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as top, bottom, up, down, in front of, behind, over, under, and next to.

- Correctly name shapes regardless of size.

- Analyze, compare, and sort two-and-three-dimensional shapes and objects, in different sizes, using informal language to describe their similarities, differences, and other attributes (e.g. color, size and shape)

- Create and build shapes from components (e.g. sticks and clay balls)

Math Strand: DATA HANDLING

Measurement and Data

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.

Learning Outcomes-By the end of Pre-Kinder, students are expected to:

- Sort objects into categories; count the number of objects in each category (Limit category counts to be less than or equal to 10)

Math Strand: PATTERNS AND FUNCTIONS

Operations and Algebraic Thinking

Conceptual Understandings

- Patterns and sequences occur in everyday situations.

- Patterns repeat and grow.

Learning Outcomes-By the end of Pre-Kinder, students are expected to:

- Duplicate and extend (e.g. what comes next?) simple patterns using concrete objects.

Visual Arts Learner Outcomes

Visual Arts Learner Outcomes

Responding Creating

Nursery and PreK (Phase 1 from the PYP)

enjoy experiencing artworks

show curiosity and ask questions about artworks

describe what they notice about an artwork

identify the materials and processes used in the creation of an artwork

analyze the relationships within an artwork and construct meanings

communicate their initial responses to an artwork in visual, oral or physical modes

make personal connections to artworks

express opinions about an artwork

create artwork in response to a variety of stimuli.

engage with, and enjoy a variety of visual arts experiences

select tools, materials and processes for specific purposes

combine different formal elements to create a specific effect

realize that their artwork has meaning

use their imagination and experiences to inform their art making

create artwork in response to a range of stimuli

take responsibility for the care of tools and materials

take responsibility for their own and others’ safety in the working environment

Music Learner Outcomes

Music Learner Outcomes

Responding Creating

Nursery and PreK (Phase 1 from the PYP)

use voice to imitate sounds and learn songs

bring music from home to share

describe the differences in music

move their bodies to express the mood of the music

describe how music makes them feel

distinguish the sounds of different instruments in music

listen to music and create their own work in response

express their responses to music in multiple ways (drawings, games, songs, dance, oral discussion)

explore body and untuned percussion instrument sounds

recognize different sources of music in daily life

recognize that sound can be notated in a variety of ways.

use vocal sounds, rhythms and instruments to express feelings or ideas

create and accompany music using a variety of sounds and instruments

play untuned percussion instruments in time with a beat

use the voice and body to create musical patterns

explore sound as a means of expressing imaginative ideas

recreate sounds from familiar experiences

participate in performing and creating music both individually and collectively

record their personal, visual interpretation of elements of sound (for example, loud/soft, high/low, fast/slow)

create their own basic musical instruments.

Personal, Social and Physical Education Learner Outcomes Personal, Social and Physical Education Learner Outcomes

Identity Interactions Active Living

Nursery and PreK (Phase 1 from the PYP)

identify themselves in relation to others (for example, family, peers, school class, ethnicity, gender)

describe how they have grown and changed

describe some physical and personal characteristics and personal preferences

talk about similarities and differences between themselves and others

identify their feelings and emotions and explain possible causes

recognize that others have emotions, feelings and perspectives that may be different from their own

identify and explore strategies that help them to cope with change

identify positive thoughts and attitudes in themselves and others

willingly approach and persevere with new situations

reflect on their experiences in order to build a deeper understanding of self

demonstrate a sense of competence with developmentally appropriate daily tasks and seek support to develop independence.

enjoy interacting, playing and engaging with others

take turns

listen respectfully to others

share their own relevant ideas and feelings in an appropriate manner

ask questions

celebrate the accomplishments of others

reach out for help when it is needed for themselves or others

identify when their actions have impacted on others

talk about their interactions with the environment.

engage in a variety of different physical activities

demonstrate an awareness of how being active contributes to good health

demonstrate an awareness of basic hygiene in their daily routines

identify some of the effects of different physical activity on the body

explore and reflect on the changing capabilities of the human body

develop a range of fine and gross motor skills

explore creative movements in response to different stimuli

recognize that acting upon instructions and being aware of others helps to ensure safety.

Overall Expectations in Science

Overall Expectations in Science

Description

Nursery and Pre-K (Phase 1 from the PYP)

Students will develop their observational skills by using their senses to gather and record information, and they will use their observations to identify simple patterns, make predictions and discuss their ideas. They will explore the way objects and phenomena function, and will recognize basic cause and effect relationships. Students will examine change over varying time periods and know that different variables and conditions may affect change. They will be aware of different perspectives, and they will show care and respect for themselves, other living things and the environment. Students will communicate their ideas or provide explanations using their own scientific experience and vocabulary

Science Strands Description

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

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

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

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

Overall Expectations in Social Studies

Overall Expectations in Social Studies

Description

Nursery and Pre-K (Phase 1 from the PYP)

Students will explore their understanding of people and their lives, focusing on themselves, their friends and families, and their immediate environment. They will practice applying rules and routines to work and play. They will gain an increasing awareness of themselves in relation to the various groups to which they belong and be conscious of systems by which they organize themselves. They will develop their sense of place, and the reasons why particular places are important to people. They will also develop their sense of time, and recognize important events in their own lives, and how time and change affect people. They will explore the role of technology in their lives.

Social Studies Strands Description

Human Systems and Economic Activities

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

Social Organization and Culture

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

Continuity and Change Through Time

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

Human and Natural Environments

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

Resources and the Environment

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