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Primary SchoolGrade 1

Grade Level Guide 2016 -2017

Dear Families,

We would like to extend a warm welcome to all our families from the Primary School. Our Primary School is made up of students ranging from ages of 3 to 11 (Early Childhood 1 to Grade 5).

Our curriculum is based on the International Baccalaureate Primary Years Programme (IB PYP) and we are extremely enthusiastic and dedicated to its approach and philosophy as it supports our school’s mission.

The PYP is a ‘best practice’ educational framework that aims to develop inquiring, knowledgeable and caring young people; citizens who help to create a better and more peaceful world through intercultural understanding and respect. OWIS has been implementing the PYP since 2008 and received official re-authorisation in May 2016.

One of our defining attributes is the school’s spirit and its friendly, community atmosphere. As a school, we have always worked hard to maintain and actively promote this, as we believe this is what makes One World International School a wonderful place for learning. OWIS is committed to fostering the development of responsible and caring future world citizens. Daily life in the school involves raising children’s awareness and appreciation of the IB learner profile attributes and attitudes. These are fundamental in building the foundation for values in an internationally minded person.

We have a House System in place. Each child is placed in Ubin (yellow), Brani (Red) Tembakul (green) or Satumu (purple) and siblings are placed in the same house. We use the house system to inspire students to work towards personal goals, work together in teams and promote citizenship. Merit points are given to students for effort, good work, sporting achievements and modeling the learner profile attributes and attitudes. As well as providing students with a strong academic education, we also value and promote active participation in sports and the arts. We bring the primary school together on a weekly basis to celebrate these. This time is also used to share appreciation for members of our school community.

At OWIS we have an open door philosophy. Parents are welcome to make arrangements to meet with their child’s class teacher. Equally, teachers may request additional meetings with parents if they need to discuss their child’s progress or experiences in school. We realise that when having discussions about a child, it can potentially be an emotional time. However, we believe that both parents and teachers always have your child’s best interests at heart. Therefore we feel it is important to remember that during meetings everyone interacts in a positive, productive manner and that the focus is on target setting and/ or best solutions for your child.

Parental involvement at OWIS is always welcome. Throughout the school year you will receive invitations to participate in your child’s learning experiences through end of unit celebrations, to watch performances, to help with field trips and to assist with classroom lessons and activities. Please contact your child’s class teacher if you would like to assist with any activities in the classroom, either on a regular basis or when you have some spare time. Similarly, please contact your child’s class teacher to offer your support to the Parents and Friends Association (PFA), whose purpose is to positively and actively support the aims of our school community.

Your child’s class teacher will provide you with further information specific to their grade level during our ‘Meet the Parents’ orientation evening and updates will be provided throughout the year. Please see our website for calendar dates and check regularly throughout the year. While your first point of contact is your child’s class teacher, I am also always available and very happy to meet you.

We look forward to working with you and your child.Kind regards,

Michelle DickinsonHead of Primary

One World International School is an authorized school for The Primary Years Programme and is an IB World School. These are schools that share a common philosophy - a commitment to high quality, challenging, international education that One World believes is important for our students.For further information about the IB and its programmes, visit http://www.ibo.org

One World International School | 1

Message from the Grade 1B Class Teacher

Dear Parents,

Welcome to the Grade 1 academic year of 2016-2017 at OWIS!

I am the Grade 1B teacher and this is my second year living in Singapore and teaching Grade 1 at OWIS. I am from Canada, where I received my teaching qualification and have previously taught in South Korea. Our Teaching Assistant this year is Ms Priya. Ms Priya is Australian/Indian and has been an expat for the last several years. She has 2 daughters.

Below are some important house keeping points.

Blog: Every Friday, I will publish a class blog. This blog will have important information and reminders about what is going on in the Grade 1B class. I will update you on the learning and activities that have happened and also let you know about what will be happening the next week. Please be sure to check the blog weekly.

Learning at Home/ Readers: Home Learning and readers will begin in week 3. Home Learning will be set on Mondays and due in on Friday mornings. It will include Mathematics, English and UOI tasks. Your child should also be reading every night

Library: 1B will have their scheduled library time on Tuesday and Thursday. Please send in your child’s library bag, without it they will not be able to borrow books.

P.E.: P.E. sessions will be on Tuesday and Friday. Your child should come to school in their P.E. kit on these days.

Art: Please send in an old t-shirt or apron for art activities in the classroom. This t-shirt/apron will be kept in the class all year.

Water Bottle and Hat: Please send your child to school each day with their water bottle and hat. If your child does not bring their hat, they will not be able to play outside or take part in P.E. Please apply sunscreen before school each morning.

Snack & lunch: Students will need to bring a healthy snack and lunch everyday.

Labels: Please label uniforms, hats, water bottles, snack pots and anything else that your child brings to school.

If you have any questions or concerns please feel free to contact me any time via e-mail ([email protected]). I am really looking forward to meeting you and your child and can’t wait to take part in all of the learning and growth your child will experience this year. Thank you in advance for your support this year and I look forward to your continued involvement and a great year ahead!

Best Wishes,

Carly Pearlman


Table of Contents

1 Message from the Head of Primary / Primary Years Coordinator

2 Message from the Grade 1 Class Teachers

3 Table of Contents

4 OWIS Mission, Vision and Values

5 OWIS Teaching Staff

6-8 Grade 1B Routines:

Expectations;What to bring to school; Making friends and social expectations; Code of Conduct - Essential Agreements;Portfolios;Timetable.

9-10 Learning at Home

11-12 Parental involvement

13-23 Grade 1 Programme of Inquiry:

English;Mathematics;Science;Social Studies;Physical, Social and Physical Education;The Arts;Mandarin.


OWIS – Mission, Vision & Values

Our Mission

One World International School aims to develop inquiring and independent lifelong learners whilst nurturing compassionate, accepting, internationally minded individuals, within the school and the wider community.

Our Vision

To provide the best learning community and create an environment where learning, values and relationships are at the heart of everything we do. This community will be collaborative, take action and be one with the world.

Our Values

• The IB Learner Profile is the centre of our learning community.• Our school is an internationally minded community of learners with responsibilities as global

citizens.• All individual members of our community are valued and have a right to be heard.• We encourage respect and open communication from everyone within our community.• We allow students to develop in a safe and caring learning environment.• We encourage collaboration and cooperation within our community in an inquiring and

reflective environment.• We strive for dynamic growth and academic excellence for all members of our community.


OWIS Teaching staff

OWIS is an international school, offering an international curriculum to international children. All our teachers come from a variety of cultures and we recognise the unique values they bring. OWIS teaching staff are qualified, experienced and dedicated to our students’ pastoral wellbeing and academic progress. Along with OWIS’s continuous professional development programme, this helps to ensure that your child receives an excellent international education.

Grade Level Teaching staff Email

Early Childhood 1/2 Teacher: Reema MonkTeacher Assistant: Ellie De Silva

[email protected]

Preparatory Teacher: Francesca MacAlpineTeacher Assistant: Gowri Kannan

[email protected]

Grade 1 A Lesley PolsonMichelle DickinsonTeacher Assistant: Ramapriya Rajagopalan

[email protected]@owis.org

Grade 1 B Carly PearlmanTeacher Assistant: Ramapriya Rajagopalan

[email protected]

Grade 2 Mandy Ritchie [email protected] 3A Myles Chapman [email protected] 3B Genevieve De Santis [email protected] 4 Gary Holland [email protected] 5 Alice Nixon [email protected]

Specialist Teachers

Mandarin (Coordinator) Pan Caifeng [email protected] Yulin Zhang [email protected] Kerry Hacking [email protected] James Felix [email protected] Education Glyn Martin [email protected] Anjana Sarda [email protected] as an Additional Language

Niluka Rooke [email protected]


Grade 1 Routines

Expectations Grade 1 students will be collected from the auditorium at 8.25am by their Class Teacher and will leave promptly, as the bell sounds, in order to start the first session at 8.30am. It is imperative that students are punctual as arriving late interrupts lessons. Obviously, there are times when lateness is unavoidable – in these circumstances, your child must report directly to the main office.

Students will be escorted to the auditorium at the end of the day by their Class Teacher, to be collected or to join their bus line. If another adult is picking up your child, then we must receive notice of this too. If you arrive late for collection, please report to the office.

Students in Grade 1 are always expected to try their best at all times. Timetabled library sessions occur once a week and it is the responsibility of the student to return and check out books on a weekly basis.

Frequently, letters will be sent home in your child’s communication folder. It is the responsibility of the student and parent to ensure that these are dealt with accordingly. It is the student’s responsibility to give any notes from parents to their classroom teacher. It is also the student’s responsibility to find out about any Learning at Home tasks and class learning that has been missed due to an absence.

What to Bring to School• Library bag – should be brought each Wednesday and Friday (1A)• Library bag – should be brought each Tuesday and Thursday (1B)• Water bottle – should be at school each day and taken home regularly to be washed;• Hat – should be brought to school each day;• Snack and lunch – should be packaged appropriately;• Swimming bag – to be brought on Mondays, as per school calendar swimming sessions;• PE kit – should be worn each Monday and Wednesday (1A)• PE kit – should be worn each Wednesday and Friday (1B)• Permission slips – each letter has its own submission date for responses;• Completed Learning at Home tasks – should be brought to school each Friday.

• Medication – this should be given directly to the Nurse with clear instructions;• Instrument tuition (if your child has subscribed to these) – instrument and books.


Making Friends and Social ExpectationsOne World International School prides itself on its inclusive ethos. Friendships and positive relationships are important and form a significant part of our Mission and Values. All students assist in the pastoral care and social development of each other. New students are allocated a class ‘buddy’. Students are made aware that the welfare of all students is everyone’s responsibility.

Code of Conduct - Essential AgreementAt the beginning of each academic year, each class – students and Class teacher - collaboratively agree to a set of rights and responsibilities. These are referred to as an ‘Essential Agreement’. These rights and responsibilities are created, reviewed and decided upon by the Grade 1 students and teacher. They are then displayed in the classroom as reminders of agreed behavioural expectations. Playground rules are agreed as a collaborative whole school approach.

Portfolios Portfolios are an accumulation of your child’s work that is designed to demonstrate successes, growth, higher order thinking, creativity, assessment strategies and reflection. Within the portfolio, pieces are included that have been teacher selected and also student selected. Pieces in the portfolio are collected throughout the school year from all subject areas. The portfolio is designed to show progress in the transdisciplinary skills and attitudes.

SeesawSeesaw empowers students of any age to independently document what they are learning at school.

Students capture learning with photos and videos of their work, or by adding digital creations. Everything gets organized in one place and is accessible from any device.

The student’s work will be shared with classmates and parents. Seesaw gives students a real audience for their work and offers parents a personalized window into their child's learning. This will work in conjunction with the school portfolio to provide a comprehensive picture of your child’s learning.


Timetable

Timetables are subject to change in various circumstances. Reasons may include preparation for events; school sports events; public holidays.

Resources available may also affect the timetable in that the order of lessons may change.

In any of the above circumstances – other than specialist sessions, it will be ensured that the allocated ratio of subjects is not compromised.

One World International School l 8

Learning at Home Teachers set tasks that are specifically required to be undertaken outside of curriculum time; these tasks form an essential part of OWIS’s curriculum expectations from Prep to Grade 9. This weekly expectation is valuable to promoting independent learners, as well as providing an opportunity to share learning with parents.

Grade Level Amount per week

Preparatory Ten minutes per night (Mon-Thurs), plus daily reading with an adult.

Grade 1 – 3 One hour and thirty minutes, plus daily personal reading.Grade 4 Two hours and thirty minutes, plus daily personal reading.Grade 5 Two hours and thirty minutes, plus daily personal reading.

During the Grade 5 Exhibition Unit, no teacher-initiated tasks will be set.

Grade 6 Five hours, plus personal reading.Grade 7 Six hours and fifteen minutes, plus personal reading.Grade 8 – 9 Seven hours and thirty minutes, plus personal reading.

Tasks from the Class teacher will be set on Monday and is expected to be retuned on Friday; • Reading should take place every week night for 10 minutes;

Students who have been recognised as having English as an Additional Language are likely to have additional/different tasks.

Students who undertake musical instrument tuition will be expected to undertake the amount of practising prescribed by their tutor.

Students are expected to have internet access at home. If this is a problem then please do discuss this with me at the earliest opportunity.


Learning at Home - Responsibilities It is an expectation in Grade 1 that homework be returned on time and to a standard that reflects the ability evident in class-based work. This includes presentation and representation of thinking processes.

Tasks set by teachers are important when gauging the degree to which your child has grasped a concept or skill. Please be aware of this and encourage your child to approach the teacher who set the task if they do not understand, or need further consolidation.

Students:• Record the details of the task; • Maintain a neat and well-presented ‘Learning at Home’ notebook; • Take responsibility for their own time-management; • Communicate with the teacher if the task is causing problems; • Remember to take home all material needed for the successful completion of the task; • Submit the completed task to school by its due date; • Maintain a high quality of work; • If absent, take responsibility for finding homework missed; • Involve your parents – but don’t ask them to do the task for you!

Parents :• Promote a positive attitude towards homework;• Be available to support and supervise, if needed, without taking control of the task; • Check that you understand the requirements set by the school for Learning at Home;• Learn how you can support your child with their homework; • Understand and reinforce expectation for quality of work; • Provide a positive environment for the students to complete their tasks;• Encourage your child to communicate with the teacher if the work is causing problems;• Support the procedures put in place for non-submission of tasks.


How Parents Can Help

Classroom Assistance OWIS fully appreciates the involvement of the community in enhancing and enriching the students’ learning and pastoral experience.

Without doubt, the best way that you can assist your child and the classroom environment is to offer your feedback and maintain a three-way dialogue between your child, yourself and the Class teacher.

In Grade 1, we would very much welcome parents to be involved in classroom sessions. One of the ways in which learning is successful is for differentiation in tasks. To have parents come in to assist with learning is invaluable and contributes to accelerating the acquisition of skills and concepts. Please, if you would like to offer an odd hour here and there, do let me know. Myself and the students would be very grateful. I would need notice before the start of the week but would be delighted to include your assistance in my plans for that week!

A further step in the involvement of your child’s grade would be to undertake the role of ‘Class Representative’. A very rewarding role; you will be directly involved in the organisation of class and school events. Class Representatives also assist the teacher with communication between themselves and the other parents. It is a role that Class teachers and the students are fully appreciative of and value immensely.

Units of Inquiry are topic-based. As a parent, you may be able to share your expertise or knowledge – or know of someone who can - with the students. Please do keep in touch with what is happening in your child’s classroom so that we can work together to enhance learning for all.

At Home Allow and assist your child to take on the next stage of responsibility and independence. Encourage them to remember their own resources for school each day.

Maintaining a dialogue with your child is extremely important. As a parent you can follow up on your child’s learning. For example, ask “What questions did you ask today?”, “What inspired you?” but do not worry if you don’t get the response you wanted; the important thing is that they are encouraged to think and reflect.

Most of all, encourage communication!


Communication Please refer to the class site every week for details of approaching dates and events. Classroom teachers and the head of School post regularly on a Friday to provide information and to inform of upcoming learning and school events.

Classroom teachers are contactable via email. Our e-mail address for 1A is [email protected] and [email protected]. My e-mail for 1B is [email protected] and we would welcome dialogue with you regarding your child and their pastoral and academic progress. Please be aware that there may be a delay between the receiving of a message and a subsequent response. The school day is often very busy and, if the matter is urgent, it may be advisable to contact the main office as an alternative.

If necessary, teachers can meet with parents to discuss any concerns or issues. Please liaise with the office or myself to arrange a mutually convenient time.

Letters are sent home periodically. It is the responsibility of the child to pass these on to the parents. Please take note of the return dates for permission slips.

Classroom teachers will provide information via their blog before every Unit of Inquiry. This will contain: a brief outline of the Central Idea; Key aspects of the inquiry; Numeracy outcomes; Literacy outcomes; Useful vocabulary to be discussed and learned.


mailto:[email protected]



Programme of Inquiry: Grade 1

Transdisciplinary Theme

Who We Are (WWA) Where we are in time and place (WWAITAP)

How we express ourselves (HWEO)

How the world Works (HTWW)

How we organize ourselves (HWOO)

Sharing the Planet (STP)

Descriptions An inquiry into the nature of the self; beliefs and values; personal, 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 other living things, communities and their relationships within and between them, access to equal opportunities, peace and conflict resolution

Central idea Choices of role models reflect the beliefs and values of individuals and societies.

Community histories provide an insight into cultural and personal identity

Stories inform and provoke us; they give us pleasure and help our imaginations grow.

People apply their understanding of forces and energy to invent and create.

Physical and virtual public spaces provide people with opportunities to make connections and establish a sense of community.

People can make choices to support the sustainability of the Earth’s resources.

Key Concepts causation, perspective, reflection

Function Changereflection

Form, connection, perspective

formcausationchange

function, connection, responsibility

connection responsibility, reflection

Related Concepts identity, peer pressure, opinion

chronology, history,tradition

Communicationsimilarities

ingenuity, technology,energy, forces

community, environment, participation, access

lifestyle, resources, waste

Lines of Inquiry What determines our beliefs and valuesHow and why role models are chosenInfluence of role models on our choices and actions

Family ancestryPeople and locations that have meaning in a communitySimilarities and differences between generations in a community

Our favourite storiesHow we can re-tell storiesCreating our own storiesActing out stories

Inventions that impact people’s livesHow circumstances lead to the creation of important inventionsHow understanding forces and energy helps inventors

Purposes of public spacesCharacteristics of different public spacesHow people use public spaces

Earth’s renewable and non-renewable resourcesThe impact of people’s choices on the environmentThe balance between meeting human needs and the use of limited resources

Learner Profile and Attitude focus

Profile: Caring, Reflective, Principled Attitudes: Integrity, Tolerance, Empathy

Profile: Communicator,Inquirer and Knowledgable Attitudes: Commitment, Respect, Appreciation

Profile: Communicator, Risk-Taker, Open Minded Attitudes: Confidence, Creativity, Enthusiasm

Profile: Thinker, Risk-Taker, Inquirers Attitudes: Creativity, Appreciation, Independence

Profile: Knowledgable, Thinkers Attitudes: Curiosity, Tolerance

Profile: Caring, Balanced, Principled Attitues: Appreciation, Cooperation, Integrity

TD Skill focus Social skills:accepting responsibility,cooperating,resolving conflict,Self management: Code of behaviour

research skill: collecting date(family tree,)communication skills

Communication skills,Thinking skills

Research skill,Thinking skills Social skills,research skills, research skills,social skills, thinking skills


EnglishThe strands of the One World International English curriculum are Listening and Speaking, Reading, Writing and Viewing and Presenting.The following outcomes have been drawn from the One World International Scope and Sequence.

The outcomes for English in Grade 1 include:Listening and Speaking

Reading Writing Viewing and Presenting

Use a variety of oral language appropriately with increasing confidence

Identify the beginning, middle and end of a story and knows the purpose of these parts

Begin to select vocabulary appropriate to text forms

Observe and discuss illustrations in picture books and simple reference books, commenting on the information being conveyed

Able to talk about their thoughts, feelings and opinions

Identify the characters, setting, problem and solution of a story

Experiments with new and different words to describe ideas

Express what particular purposes they might have been created for

Work in groups and discuss ideas

Read texts in phrases and sentences with pace and expression

Generates own ideas for writing

Discuss their own feelings in response to visual messages; listen to other responses, realising that people react differently

Listen with increasing concentration and consideration

Discusses favourite reading material with others

Uses spacing between words View, respond to and describe visual information, communicating

Pick out main events and relevant points

Relies on illustrations and print

Write confidently about personal experiences and includes simple description of characters

Understanding in oral, written and visual form messages; reflect on why others may perceive the images differently constructing visual media

Increase their ability to anticipate and predict

Uses finger-print voice matching

Spells words on the basis of sounds without regard for conventional spelling patterns

Use body language in a variety of ways to communicate ideas and feelings visually

Listen to a variety of oral presentations including stories, poems, rhymes and reports and respond with increasing confidence and detail

Understand sound–symbol relationships and begin to apply reliable phonetic strategies when decoding print

Uses beginning, middle, and ending sounds to make words

Begin to realize that shapes, symbols and colours have meaning and include them in presentations

Anticipate and predict when listening to text read aloud

Begins to make meaningful predictions

Use a graphic organiser to plan writing with support

Use a variety of implements to practise and develop handwriting and presentation skills

Begin to listen for a specific purpose in a variety of situations, pick out main events and relevant points in oral texts

Identifies titles and authors in literature (text features)

Write to communicate a message to a particular audience, for example, a news story, instructions, a narrative, a letter

Demonstrate active listening by asking questions, having eye contact and using appropriate body language in a variety of situations

Retells main event or idea in literature

Writes simple, sequenced stories with a beginning, middle and end

Participates in guided literature discussions

Consistently uses capital letters in combination with full stops

Begins to read independently for short periods


Mathematics The strands of the One World International Mathematics curriculum are Number, Pattern and Function, Measurement, Shape and Space and Data Handling. The following outcomes have been drawn from the One World International School Scope and Sequence.

The outcomes for Mathematics in Grade 1 include: Number Pattern and

FunctionMeasurement Shape and Space Data Handling

Count forwards and backwards 1, 2, 5, 10, 25’s up to 100 using number lines, money, and 100’s charts

Identify, describe, develop, and extend numeric and geometric repeating patterns

Estimate, measure and describe: lengths, heights and distances using standard and nonstandard units

Identify common two-dimensional shapes and three-dimensional figures and sort and classify them by their attributes and using everyday language for everyday shapes

Demonstrate an ability to organize objects into categories by sorting, classifying and re-sorting objects using one attribute; colour, shape, size, thickness

Identify the words to numerals, up to 100

Represents patterns pictorially and symbolically

Compare, describe and order objects using relative terms (length, height, width, area, temperature, mass and capacity)

Describe the similarities and differences between an everyday object and a three dimensional figure

Collect and organize data and display the data using one-to-one correspondence on prepared templates

Compose and decompose numbers up to 20 in a variety of ways

Understands and orders ordinal numbers from first through tenth

Use a metre as a benchmark identify objects that are shorter and taller

Is able to find shapes in their natural environment that have symmetry

Read simple graphs and pictographs and describe the data using comparative language

Solve problems involving the addition and subtraction of single-digit whole numbers using a variety of mental strategies

Identify and describe a number pattern involving addition or subtraction

Estimate, measure and describe area, capacity and mass using nonstandard units

Create symmetrical designs and pictures

Pose and answer questions from collected data

Add and subtract 2-digit up to 20 using concrete materials, using a range of algorithms or strategies

Identify a rule for a repeating pattern

Tell and write time to the quarter hour (digital and analogue)

Compose and decompose common two-dimensional shapes and three-dimensional figures

Describe the likelihood that everyday events will occur

Represent, compare and order whole numbers to 50

Determine the number of identical objects that must be added or subtracted to establish equality

Describe the relationships (days and weeks) and (months and years)

Describe the relative locations of objects using positional language

Use objects or pictures as symbols to represent data, using one-to-one correspondence (eg using a block to represent each car)

Exploring multiplication through repeated addition

Demonstrate an understanding of the concept of equality between pairs of expressions, using concrete materials, symbols, and addition

Can use AM and PM when describing time of day

Describe the location of objects on concrete maps created in the classroom, using steps and half- or quarter turns

Conduct an investigation using an inquiry model, pose simple questions and answer questions; gather, sort and display on a graph; discuss the results

Estimate the number of objects in a set

and subtraction to 18 Name the months of the year in order, and read the

Represent reflections and translations by

dates on a calendar creating and describing patterns

Demonstrate, using concrete materials, the concept of conservation of number

Demonstrate an understanding of the concept of equality, using concrete materials and addition and subtraction to 10

Use a thermometer to determine rise and fall and be able to describe changes in temperature related to everyday experiences

Recognise the place value of ones (units), tens and hundreds

Fills in missing numbers in simple equations (2+___=5)

Find halves and quarters of sets of objects by equal sharing, and apply to shapes and lengthsIdentify the symbols for ½, ¼, ⅓, ⅕


Science The strands of the One World International Science curriculum are Scientific Inquiry, Living Things, Materials and Matter, Forces and Energy, and Earth and Space.The following outcomes have been drawn from the One World International School Scope and Sequence.

The outcomes for Science in Grade 1 include: Life Science Materials and Matter Forces and Energy Earth and SpaceRepresenting personal growth and changes from birth

Compare and group together different kinds of rocks on the basis of their appearance and simple physical properties

Light is produced by a range of sources and can be sensed

Earth’s resources, including water, are used in a variety of ways

Recognising that living things have predictable characteristics at different stages of development

Describe in simple terms how fossils are formed when things that have lived are trapped within rock

Recognising senses are used to learn about the world around us: our eyes to detect light, our ears to detect sound, and touch to feel vibrations

Identifying the Earth’s resources including water, soil and minerals, and describing how they are used in the school

Identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals

Recognise that soils are made from rocks and organic matter.

Identifying the sun as a source of light

Describing how a resource such as water is transferred from its source to its point of use

Identify and name a variety of common animals that are carnivores, herbivores and omnivores

Suggesting why different parts of everyday objects such as toys and clothes are made from different materials

Recognising that objects can be seen when light from sources is available to illuminate them

Considering what might happen to humans if there were a change in a familiar available resource, such as water

Describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets)

Identifying materials such as paper that can be changed and remade or recycled into new products

Exploring different ways to produce sound using familiar objects and actions such as striking, blowing, scraping and shaking

Exploring the local environment to observe a variety of materials, and describing ways in which materials are used

Comparing sounds made by musical instruments using characteristics such as loudness, pitch and actions used to make the sound

Compare and group together different kinds of rocks on the basis of their appearance and simple physical properties

A push or a pull affects how an object moves or changes shape

Describe in simple terms how fossils are formed when things that have lived are trapped within rock

Exploring ways that objects move on land, through water and in the air

Recognise that soils are made from rocks and organic matter.

Exploring how different strengths of pushes and pulls affect the movement of objects

A change of state between solid and liquid can be caused by adding or removing heat

Identifying toys from different cultures that use the forces of push or pull

Investigating how liquids and Considering the effects of objects

solids respond to changes in temperature, for example water changing to ice,

being pulled towards the Earth

Exploring how changes from solid to liquid and liquid to solid can help us recycle materials

Recognise that they need light in order to see things and that dark is the absence of light

Notice that light is reflected from surfacesRecognise that light from the sun can be dangerous and that there are ways to protect their eyesRecognise that shadows are formed when the light from a light source is blocked by a solid objectFind patterns in the way that the size of shadows change.


Social Studies The strands of the One World International Social Studies curriculum are Human Systems, and Economic Activities, Social Organization and culture, Continuity and Change over time, Human and natural environments, Resources and the environment. The following outcomes have been drawn from the One World International School Scope and Sequence.

The outcomes for Social Studies in Grade 1 include: Human Systems and Economic Activities

Social Organization and Culture

Continuity and Change Through time

Human and Natural Environments

Resources and the environment

examine the impact of technological advances in transport on the environment.

The importance today of an historical site of cultural or spiritual significance; for example, a community building, a landmark, a war memorial

The impact of changing technology on people’s lives (at home and in the ways they worked, travelled, communicated, and played in the past)

The natural, managed and constructed features of places, their location, how they change and how they can be cared for

Explain people’s responsibilities regarding the use of resources from the environment.

Identify and describe the functions of various public places in the community

The history of a significant person, building, site or part of the natural environment in the local community and what it reveals about the past

Describe and compare the various communities to which he or she belongs

The ways that space within places, such as classroom or backyard, can be rearranged to suit different activities or purposes

Explain why fresh water is a limited resource

Demonstrate how various public places serve the needs of people in a community

Days and weeks celebrated or commemorated by important people

Explain how communities have natural and constructed features

The ways in which people maintain special connections to particular place (e.g mountian, lakes)

Describe the relationships between the location of water and population distribution

Plan and create a system of organization (for example, for his or her desk, classroom, school)

The importance of symbols and emblems.

Recognize the components of a local community

The location of the major geographical divisions of the world (continents)

Analyse systems of water storage and usage, both natural and human-made

Suggest improvements to organizational systems already in place in his or her home or school.

Recognize the components of a local community

Identify the contributions of different members of a community

The definition of places as parts of the Earth’s surface that have been given meaning by people, and how places can be defined at a variety of scales

Identify water issues and propose strategies for responsible, equitable water use.

Identify the contributions of different members of a community

Create and share his or her own story about being a community member.

The influence of purpose, distance and accessibility on the frequency with which people visit places

Discuss what is meant by a “limited resource”

Create and share his or her own story about being a community member.

Compare and contrast the functions of public and private places.

Rivers, mountains, volcanoes and earthquakes, and the water cycle

Critique the methods of waste managementin his or her immediate environment

Explain how communities have natural and constructed features

Identify and describe the functions of various public places in the community

Explain the different roles of people in the recycling process

Personal, Social and Physical Education (PSPE)

The strands of the One World International PSPE curriculum are Identity, Active Living and Interactions. The following outcomes have been drawn from the One World International School Scope and Sequence.

The outcomes for PSPE in Grade 1 include: Identity Active Living Interactionsask themselves whether they are doing the best they can while they are participating in activities in the classroom

begin to demonstrate balance, whole body and hand-eye coordination, and flexibility in movement

effectively communicate feelings they might experience in response to caring behaviours and exploitive behaviours

describe how they feel when they move in different ways;

-actively participate in a wide variety of program activities according to their capabilities

use eye contact, body cues, and words as needed to communicate clearly

ask themselves whether they used a tissue or did a “sleeve sneeze”to cover their nose and mouth when sneezing in order to avoid spreading germs

-apply behaviours that enhance their ability to take part (e.g., joining in willingly, showing respect for others, following directions, taking turns)

apply relationship and social skills as they participate in physical activities

apply knowledge of safety procedures to make themselves feel safer and more confident as they play on the playground

-understand factors that contribute to their personal enjoyment of being active (e.g. having a comfortable environment for activities, taking part in activities that relate to their background)

acquire skills to help them interact positively with others, build healthy relationships, and become effective group or team members

try to express themselves positively when they are excited or disappointed during a game or when they are learning a new skill

-identify a variety of ways to be physically active at school and at home

stop and look at the teacher when instructions are being given

be able to use proper terminology to name their body parts, so they can explain where they may be hurt or sore

-demonstrate behaviours and apply procedures that maximize their safety and that of others during physical activity

use positive language when talking to peers, to developing good relationships

make connections between being active and staying healthy

-identify environmental factors that pose safety risks during their participation in physical activity

recognize caring behaviours (e.g., listening with respect, giving positive reinforcement, being helpful)

make and explain choices that protect them from the sun, such as wearing a hat and applying sunscreen)

-identify the physical signs of exertion during a variety of physical activities

Recognize exploitive behaviours (e.g., inappropriate touching, verbal or physical abuse, bullying),

-demonstrate the ability to move and stop safely and in control, with an awareness of people and equipment around them

describe how to relate positively to others (e.g., cooperate, show respect, smile, manage anger),

-perform a variety of static balances, using different body parts at different levels

describe behaviours that can be harmful in relating to others (e.g., verbal abuse, name calling, insults, physical violence)

-perform a variety of locomotor movements, travelling in different directions and using different body parts-send objects of different shapes and sizes at different levels and in different ways, using different body parts- receive objects of different shapes and sizes at different levels and in different ways, using different body parts

-demonstrate an understanding of how being active helps them to be healthy-explain why people need food to have healthy bodies-describe items to asist in making healthy food choices-know and recognize cues to hunger, thirst, and the feeling of fullness, and explain how they can use these cues to develop healthy eating habits-identify habits and behaviours (e.g., excessive screen time or video game usage, smoking) that can be detrimental to health, and explain how people can be encouraged to adopt healthier alternatives


Art and Music The strands of the One World International Arts Curriculum are Reflecting and Creating.The following outcomes have been drawn from the One World International School Scope and Sequence.

The outcomes for the Arts in Grade 1 include:

use a range of materials creatively to design and make products

use drawing, painting and sculpture to develop and share their ideas, experiences and imagination

to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space

about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.

The strands of the One World International Music Curriculum are Responding and Creating. The following outcomes have been drawn from the One World International School Scope and Sequence.

The outcomes for the Music in Grade 5 include:Responding CreatingCreate a musical composition to match the mood of a visual image (for example, paintings, photographs, film)

Create music to represent different cultures and styles

Explore individually or collectively a musical response to a narrated story

Create a soundscape based on personal experiences

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

Read, write and perform simple musical patterns and phrases

Share performances with each other and give constructive criticism

Create music for different purposes


Mandarin The strands of the One World International Mandarin curriculum are Language Acquisition and Cultural Understanding. The following outcomes have been drawn from the One World International School Scope and Sequence.

The outcomes for Mandarin in Grade 1 include: The Grade 1 Mandarin curriculum is based on the textbook series “Chinese Made Easy For Kids” (Book 1). Chinese Made Easy For Kids is specifically designed for Lower Elementary students living in non-Chinese language environments. It is presented in four content areas. Listening, speaking, reading and writing relate to use of Mandarin language.

Reading and writing skills are developed by topics learning. The content areas include:

1. Numbers, Pinyin, basic Chinese strokes and basic Chinese radicals 2. Greetings, farewells and politeness 3. Introduce self and family 4. Colors 5. Animals 6. Food, drinks, fruits and vegetables

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