parent pyp curriculum handbook - wiss · 2017. 8. 28. · of learning that are just the beginning...

Parent PYP Curriculum Handbook

Kindergarten

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

Kindergarten 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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Making choices can contribute to overall health. An inquiry into:

Daily routines and habits

Balanced choices

Consequences of choices

Investigating our history allow us to appreciate growth and changes over time. An inquiry into:

Growth and change over time

How history is recorded

What we learn from history

International communities celebrate together to appreciate different cultures. An inquiry into:

Celebrations within our community

Different perspectives connected to celebrations

How we appreciate celebrations through dance, music and food

The properties of light and

shadow allow people to use it

in different ways.

An inquiry into: • Sources of light • Different uses of light • Shadows and reflections

Communities function more effectively when rules and routines are shared with all members. An inquiry into: • Purpose of rules • Purpose of routines and

responsibilities • Our actions and

consequences

People interact with, use and value local environments in different ways. An inquiry into: • Elements of local

environments • How local environments

address people’s needs • Actions that benefit or

harm the local environment

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Function, Causation, Reflection

Change, Connection, Reflection

Connection, Perspective Function, Connection Causation, Responsibility,

Function, Causation,

Responsibility

WISS English Learning Outcomes – Kindergarten

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:

Key Ideas and Details

With prompting and support, ask and answer questions about key details in a text.

With prompting and support, retell familiar stories, including key details.

With prompting and support, identify characters, settings, and major events in a story.

Craft and Structure

Ask and answer questions about unknown words in a text.

Recognizes common types of text (storybooks, poems).

With prompting and support, name the author and illustrator of a story and define the role of each in telling the story .

Integration of Knowledge and Ideas

With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. With prompting and support, makes cultural connections to text and self.

Range of Reading and Level of Complexity

Responding to Literature

Actively engage in group reading activities with purpose and understanding. With prompting and support, make connections between self, text, and the world around them.


READING INFORMATIONAL TEXT - Learning Outcomes for written language:

Key Ideas and Details


With prompting and support, identify the main topic and retell key details of a text.

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

Craft and Structure

With prompting and support, ask and answer questions about unknown words in a text.

Identify the front cover, back cover, and title page of a book.

Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

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 the reasons an author gives to support points in a text.

Range of Reading and Level of Complexity

Responding to Literature

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

READING FOUNDATIONAL SKILLS - Learning Outcomes for written language:

Print Concepts

Demonstrate understanding of the organization and basic features of print. • Follow words from left to right, top to bottom, and page by page. • Recognize that spoken words are represented in written language by specific sequences of letters. • Understand that words are separated by spaces in print.

a. Recognize and name all upper- and lowercase letters of the alphabet.

Phonological Awareness

Demonstrate understanding of spoken words, syllables, and sounds (phonemes). • Recognize and produce rhyming words. • Count, pronounce, blend, and segment syllables in spoken words. • Blend and segment onsets and rimes of single-syllable spoken words. • Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-

consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.) Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

Phonics and Word Recognition

Know and apply grade-level phonics and word analysis skills in decoding words. • Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of

the most frequent sounds for each consonant. • Associate the long and short sounds with common spellings (graphemes) for the five major vowels. • Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Fluency Read emergent-reader texts with purpose and understanding.

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

Use a combination of drawing, dictating and writng to compose opinions pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book.

Use a combination of drawing, dictating, and writing to Compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic

Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

Research to Build and Present Knowledge

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

Add drawings or other visual displays to descriptions as desired to provide additional detail.

Speak audibly and express thoughts, feelings, and ideas clearly.

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. • Print many upper- and lowercase letters. • Use frequently occurring nouns and verbs. • Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). • Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). • Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). a. Produce and expand complete sentences in shared language activities.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. • Capitalize the first word in a sentence and the pronoun I. • Recognize and name end punctuation. • Write a letter or letters for most consonant and short vowel sounds (phonemes). a. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

Vocabulary Acquisition and Use

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

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

a. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.

With guidance and support from adults, explore word relationships and nuances in word meanings. • Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. • Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites

(antonyms). • 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.

Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

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:

Comprehension and Collaboration

Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

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

• Continue a conversation through multiple exchanges. a. Seek to understand and communicate with individuals from different cultural backgrounds.

a. 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.

Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Presentation of Knowledge and Ideas

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

Add drawings or other visual displays to descriptions as desired to provide additional detail.

Speak audibly and express thoughts, feelings, and ideas clearly.

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:

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 • 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- Kindergarten

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 main ideas and some details (such as: characters, place, event, end) in prompts;

Recognizes 10-15 characters with limited teacher support.

Shows understanding by pointing to elements in the book and through simple responses.

Writing


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 5-8 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


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 rehearsed exchanges (What do you need? Describe the…) with limited teacher support.

Uses simple phrases with limited teacher support.

Participates in grade-level rhymes and songs

Practices clear pronunciation, errors do not hinder understanding

Listening


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 most regular classroom instructions in Chinese;

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

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

Responds appropriately to classroom prompts and simple social situations, with limited teacher support; responds to simple conversations about class topics studied.

WISS Mathematics Learning Outcomes - Kindergarten

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 Kindergarten, students are expected to:

- Count to 100 by ones and by tens

- Count forward beginning from a given number within the know sequence (instead of having to begin at 1)

- Write numbers from 0 – 20. Represent a number of objects with a written numeral 0 – 20 (with 0 representing a count of no objects).

- Understand the relationship between numbers and quantities; connect counting to cardinality.

- When counting objects, say the number names in the standard order; paring each object with one and only one number name and each number name with one and only one object

- 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.

- Understand that each successive number name refers to a quantity that is one larger.

- Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.

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

Compare two numbers between 1 and 10 presented as written numerals.

Operations and Algebraic Thinking

- Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g. claps), acting out situations, verbal explanations, expressions, or equations.

- Solve addition and subtraction word problems, and add and subtract within 10, e.g. by using objects or drawings to represent the problem.

- Decompose numbers less than or equal to 10 into pairs in more than one way, e.g. by using objects or drawings, and record each decomposition by a drawing or equation (e.g. 5=2+3 and 5=4+1)

- For any number 1 to 9, find the number that makes 10 when added to the given number, e.g. by using objects or drawings, and record the answer with a drawing or equation.

- Fluently add and subtract within 5.

Number and Operations in

Base-Ten

- Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g. by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g. 18=10+8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

Math Strand: MEASURMENT

Measurement and Data

Conceptual Understandings

- Measurement involves comparing objects and events.

- Objects have attributes that can be measured.

- Events can be ordered and sequenced.

- Attributes can be compared.


- Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.

- Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference.

- Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

Measurement

- Identify, describe and sequence events in their daily routine, for example, before, after, bedtime, story-time, today, tomorrow.

- Describe observations about events and objects in real-life situations

- Use non-standard units of measurement to solve problems in real-life situations involving length, mass and capacity.

Math Strand: SHAPE AND SPACE

Geometry


- 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.

- Properties determine when shapes are alike or different.

- Geometry helps us describe, represent, and make sense of our environment.

- Shapes are everywhere.

- All objects have a shape with a specific name.


- Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.

- Correctly name shapes regardless of their orientations or overall size.

- Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).

- Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).

- Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.

- Compose simple shapes to form larger shapes.

Math Strand: DATA HANDLING

Data Handling


- We collect information to make sense of the world around us.

- Organizing objects and events helps us to solve problems.


- Classify objects into given categories; count the numbers of objects in each category and sort the categories by count

- Represent information through pictographs and tally marks create living graphs using real objects and people

- Sort and label real objects by attributes.

- Describe real objects and events by attributes

Math Strand: PATTERNS AND FUNCTIONS

Patterns


- Patterns and sequences occur in everyday situations.

- Patterns repeat and grow.


- Describe patterns in various ways, for example, using words, drawings, symbols, materials, actions, numbers

- Extend and create patterns

Visual Arts Learner Outcomes

Visual Arts Learner Outcomes

Responding Creating

KG and Grade 1 (Phase 2 from the PYP)

investigate the purposes of artwork from different times, places and a range of cultures including their own

sharpen their powers of observation

identify the formal elements of an artwork

use appropriate terminology to discuss artwork

describe similarities and differences between artworks

identify the stages of their own and others’ creative processes

become an engaged and responsive audience for a

variety of art forms.

identify, plan and make specific choices of materials, tools and processes

sharpen their powers of observation

demonstrate control of tools, materials and processes

make predictions, experiment, and anticipate possible outcomes

combine a variety of formal elements to communicate ideas, feelings and/or experiences

identify the stages of their own and others’ creative processes

consider their audience when creating artwork.

Music Learner Outcomes

Music Learner Outcomes

Responding Creating


sing individually and in unison

recognize music from a basic range of cultures and styles

express their responses to music from different cultures and styles

create a musical composition to match the mood of a visual image (for example, paintings, photographs, film)

explore individually or collectively a musical response to a narrated story

reflect on and communicate their reactions to music using musical vocabulary

record and share the stages of the process of creating a composition

share performances with each other and give constructive criticism

explore vocal sounds, rhythms, instruments, timbres to communicate ideas and feelings

express one or more moods/feelings in a musical composition

create music to represent different cultures and styles

create a soundscape based on personal experiences

collaboratively create a musical sequence using known musical elements (for example, rhythm, melody, contrast)

read, write and perform simple musical patterns and phrases

create music for different purposes

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

Identity Interactions Active Living


describe similarities and differences between themselves and others through the exploration of cultures, appearance, gender, ethnicity, and personal preferences

describe how personal growth has resulted in new skills and abilities

explain how different experiences can result in different emotions

identify feelings and begin to understand how these are related to behavior

express hopes, goals and aspirations

solve problems and overcome difficulties with a sense of optimism

examine possible strategies to deal with change, including thinking flexibly and reaching out to seek help

recognize others’ perspectives and accommodate these to shape a broader view of the world

identify and understand the consequences of actions

are aware of their emotions and begin to regulate their emotional responses and behavior

reflect on inner thoughts and self-talk4

demonstrate a positive belief in their abilities and believe they can reach their goals by persevering.

value interacting, playing and learning with others

discuss and set goals for group interactions

cooperate with others

ask questions and express wonderings

recognize the different group roles and responsibilities

assume responsibility for a role in a group

celebrate the accomplishment of the group

share ideas clearly and confidently

seek adult support in situations of conflict

reflect on the process of achievement and value the achievements of others

understand the impact of their actions on each other and the environment.

recognize the importance of regular exercise in the development of well-being

identify healthy food choices

communicate their understanding of the need for good hygiene practices

reflect on the interaction between body systems during exercise

explain how the body’s capacity for movement develops as it grows

use and adapt basic movement skills (gross and fine motor) in a variety of activities

explore different movements that can be linked to create sequences

display creative movements in response to stimuli and express different feelings, emotions and ideas

reflect upon the aesthetic value of movement and movement sequences

understand the need to act responsibly to help ensure the safety of themselves and others.

Overall Expectations in Science

Overall Expectations in Science

Description


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 over varying time periods, and will recognize that more than one variable may affect change. They will be aware of different 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

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


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 how and why people’s activities influence, and are influenced by, the places in their environment. Students will start to develop 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

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.

parent pyp curriculum handbook - wiss · 2017. 8. 28. · of learning that are just the beginning...

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