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ACS Egham International SchoolPYP Programme Guide
Scramblers to Grade 5 / Age 3-11
2016-2018
Welcome to the Primary Years Programme
Contents
Page 2 Philosophy and Objectives
Page 3 Welcome from the IB Primary Years Programme (PYP) Coordinator
Page 4 Primary Years Programme
Page 6 Language
Page 8 Mathematics
Page 9 Science
Page 10 Social Studies
Page 11 The Arts in the PYP
Page 11 Visual Arts
Page 12 Music
Page 12 Integrated Arts – (Dance, Drama, Movement)
Page 13 Personal, Social and Physical Education (PSPE)
Page 14 Modern Languages
Page 15 Information and Communication Technologies (ICT)
Page 16 Assessment
Page 17 Standardised Testing
1 Primary Years Programme Guide ACS Egham International School
Welcome to the Primary Years Programme
Philosophy and Objectives
PhilosophyAt ACS Egham International School, we offer the International Baccalaureate Programme in our Lower, Middle and High Schools. The curriculum and instruction are based upon respect for unique learning styles and understanding of our international student population. Our school promotes high standards of scholarship, responsibility and citizenship in a supportive learning community. We implement a developmental, student-centred approach to instruction following an inquiry-based, interdisciplinary curriculum. The success of our school relies on the partnership between students, parents and staff in providing a positive and enjoyable educational experience.
As a school community, we embrace the attributes of the International Baccalaureate (IB) learner profile. IB learners strive to be: inquirers, knowledgeable, thinkers, communicators, principled, open-minded, risk-takers, balanced, caring and reflective.
ACS Egham International School inspires, encourages and supports the development of the child as an independent, life-long learner.
ObjectivesAt ACS Egham International School, we:
• Encourage students to become responsible, contributing citizens of the school and the world• Nurture an abiding sense of integrity and personal accountability• Develop cooperative skills through collaborative, activity-based learning• Foster respect for self and others, as well as for natural and created environments• Promote active involvement in community service, both locally and globally• Address a variety of learning needs, such as English as an additional language, native language,
special education, enrichment and counselling, within the resources available• Prepare students for success at the next stage of their education, including admission to competitive
universities worldwide• Strive for constant improvement by actively seeking input from students, parents and staff and by
referencing academic research and external agencies• Facilitate ongoing professional development for staff• Enhance everyone’s understanding of our school’s vision, philosophy and practices.
ACS Egham International School’s Philosophy and Objectives guide our work in fulfilling our vision to achieve excellent in international education and promoting consistent values throughout our school community.
Primary Years Programme Guide ACS Egham International School 2
Welcome to the Primary Years Programme
Welcome from the IB Primary Years Programme (PYP) Coordinator
All children are special and all children are unique. The students at ACS Egham have an opportunity to combine a rich and varied experience of life with a strong urge to learn and a deep-seated sense of inquiry.
The PYP curriculum has been developed to meet the needs of the particular students represented at ACS Egham. The PYP is written specifically for internationally mobile children and aims to create a strong sense of awareness and identity. All curricula transmit values and beliefs. The PYP makes these values and beliefs explicit and encourages children to reflect on their own opinions and assumptions. The PYP is based on the latest educational research and believes that each child has their own personality, learning style and combination of intelligence types. Opportunity is given, within a structured framework, for students to explore their own interests and questions.
Internationalism is a key aspect of the PYP curriculum. The students are exposed to alternative perspectives and examples of working methods and data from around the world. Teachers use tried and tested techniques from many countries and search for new ideas from different cultures.
ACS Egham is a dynamic and reflective community. All involved regularly reflect on progress made and the next steps to be taken. Students are very closely involved in their own education. From classroom discussions with the teacher and self-administered assessments to student-led conferences children are strongly directed towards taking responsibility for their own learning.The teachers at ACS Egham are committed to child centred learning and the PYP. Learning opportunities are tailored to meet the needs of the individual child, group or class.
Teamwork is an important part of the PYP for both students and teachers. Students will frequently work with others from the same class or grade, or across the school, to maximise learning. Teachers meet several times a week to ensure that the learning taking place in the classroom, and beyond, is appropriate, challenging, engaging and relevant. The PYP, committed teachers and lively students combine to make ACS Egham an exciting place to learn and grow.
The Programme of Inquiry details the Science and Social Studies curriculum content for each grade throughout the year. Further details can be obtained from the classroom teacher or PYP Coordinator. The Long Term Plans for the single subjects provide information on the relevant curricula. Copies of the scope and sequences for each subject, including Language and Mathematics, are available in the Lower School Library.
Primary Years ProgrammeThe IB PYP is an international curriculum framework designed for children between the ages of 3 and 12 years. The programme focuses on the total growth of the developing child, addressing social, physical, emotional and cultural needs in addition to academic welfare. The PYP combines the best research and practice from a range of national systems with a wealth of experience from international schools to create a relevant and engaging educational programme. The PYP offers a comprehensive, inquiry-based approach to teaching and learning. It incorporates guidelines on student learning styles, teaching methodologies and assessment strategies.
Inquiry based Teaching methods build on students individual knowledge and interests. Inquiry, is the leading but not exclusive pedagogical approach of the PYP, it is recognised as being intimately connected with the development of children’s comprehension of the world. Inquiry is the process initiated by the learner or the teacher which moves the learner from his or her current level of understanding to a new and deeper level of understanding. This can mean:
• Exploring, wondering and questioning• Experimenting and playing with possibilities• Researching and seeking information• Collecting data and reporting findings• Clarifying existing ideas and reappraising events• Making and testing theories• Making predictions and acting purposefully to see what happens• Elaborating on solutions to problems.
3 Primary Years Programme Guide ACS Egham International School
Welcome to the Primary Years Programme
Inquiry involves an active engagement with the environment in an effort to make sense of the world, and consequent reflection on the connections between the experiences encountered and the information gathered. Inquiry involves the synthesis, analysis and application of knowledge, whether through play for younger children and through more formally structured learning in the primary years.
IntegratedThe subject areas of Mathematics, Language, Science, Social Studies, Information and Communication Technologies, PSPE (Personal, Social and Physical Education) and the arts are taught through transdisciplinary themes in order to help the students make connections between the subjects, thereby facilitating more effective learning.
Learner ProfileTo provide education for international understanding and to nurture globally minded citizens who are:
• Communicators • Knowledgeable• Thinkers • Principled• Enquirers • Caring• Risk-takers • Open-minded
ConceptsThe key concepts have relevance within and across subject areas. Expressed as questions, these eight ideas are explored through each topic studied. The concepts shape the extended, structured inquiry – units of inquiry – that are a distinguishing feature of the PYP. The school plans and implements a set of these units each year at each grade level. Collectively, these units form a transdisciplinary, coherent, school-wide component of the PYP, the programme of inquiry.
International perspectiveIn order to make the most of the diversity of background and experience of our students, the PYP synthesises the best from educational systems around the world. The PYP aims to develop international sensitivity through key questions derived from the concepts and through the content of the written curriculum.
Primary Years Programme Guide ACS Egham International School 4
Welcome to the Primary Years Programme
LanguageLanguage is fundamental to learning and permeates the entire PYP. By learning language as well as learning about and through language, students nurture an appreciation of the richness of language and a love of literature.
The ACS Egham Lower School Language scope and sequence identifies the major expectations considered essential in the PYP. These expectations are arranged into three main strands: oral communication, written communication and visual communication.
These communication strands are organised into sub-strands which include listening, speaking, reading, writing, viewing and presenting. Each of the sub-strands is addressed separately, although in practice they are interactive and interrelated elements of the programme.
Oral communication: listening and speakingOral communication encompasses all aspects of listening and speaking, skills that are essential for language development, for learning, and for relating to others. Listening involves listening to people and to texts for general meaning (i.e. for gist) and for precise meaning (i.e. for the key points). Students learn how to listen attentively, to understand and evaluate what they hear, to think about both literal and inferred meanings, and to respond appropriately.
Speaking involves the pronunciation, intonation and stress of speech: vocabulary development; communicative competence; the use of grammar; and the speaker’s fluency and accuracy. Oral language is used to communicate, reflect, gather, process and present information. Speakers use oral language to ask and answer questions; relate and retell; persuade; talk about needs, feelings, ideas and opinions; and to contribute to discussions in a range of formal and informal situations.
Written communication; reading and writingReading is for enjoyment, instruction and information, and reading helps us to understand and clarify ideas, feelings, thoughts and opinions. Literature in particular offers a means of understanding ourselves and others and has the power to influence and structure thinking. Students are introduced to a wide range of fiction and non-fiction texts, and have opportunities to read for their own interest, pleasure and for information. Reading is gaining meaning from text. The process of reading is interactive and involves the reader’s purpose for reading, the reader’s prior knowledge and experience and the text itself. The reader learns about direction, spacing, punctuation cues and about the general features of text.
Effective reading depends on the skillful integration
and application of semantic cues (meaning), syntactic cues (structure), and graphophonic cues (sound-symbol relationships), using a variety of reading strategies (e.g. using picture cues, context cues, prediction, phonics, sight vocabulary, punctuation, and syntax).
Students learn how to understand, interpret and respond to the ideas, attitudes and feelings expressed in various texts; to think critically about what they read; and to be able to make predictions and inferences based on information that is both explicit and implicit in a text.
Writing helps make sense of the world. It is a powerful means by which to remember, develop, organise, gain self-knowledge and communicate ideas, feelings and information. Purpose and audience contribute to the form and substance of writing as well as to its style and tone. Learning to write is a developmental process and students initially focus on meaning rather than accuracy. Grammar, spelling, handwriting, punctuation and paragraphing are taught gradually through writing practice.
The writing process involves creating an environment where students can acquire the skills to achieve written products for a variety of purposes. The written product can be formal, informal, personal or reflective. It can be informative, persuasive, poetic, or in the form of a story or dialogue. As motivation and a positive attitude are important factors in learning to read and write, it is essential that learners view themselves as capable readers and writers, having acquired a complex set of skills, attitudes, behaviours and expectations related to language. Visual communication: viewing and presentingViewing and presenting are fundamental processes that are powerful and significant in developing language.
Visual images immediately engage viewers allowing them instant access to data. Therefore, opportunities are provided to explore the function and construction of images in order to critically analyse a wide variety of media. Learning to understand and use different media expands the sources of information and expressive abilities of students. Presenting information is an important skill that requires experience and practice.
Language is a major connection between home and school. In the PYP classroom cooperative activities optimise development of all the languages.
ACS Egham has an after school Mother Tongue programme which supports the development of students language and cognitive skills.
5 Primary Years Programme Guide ACS Egham International School
Welcome to the Primary Years Programme
MathematicsThey PYP views Mathematics primarily as a vehicle to support inquiry, providing a global language through which students make sense of the world around them.
The ACS Egham Lower School mathematics scope and sequence outlines learner outcomes These expectations are arranged into five strands of knowledge:
• Data handling• Measurement• Shape and Space• Pattern and Function• Number.
The PYP believes that children learn mathematics by:
• Constructing meaning• Transferring meaning into signs and symbols• Understanding and applying.
As they work through these stages, students use certain processes of mathematical reasoning:
• They use patterns and relationships to analyse the problem situations upon which they are working
• They make and evaluate their own and each other’s ideas
• They use models, facts, properties and relationships to explain their thinking
• They justify their answers and the processes by which they arrive at solutions.
In a PYP classroom, mathematics is a vital and engaging part of students’ lives. Students in the classroom are very active with an underlying sense of organisation and cooperation. Teachers and students are asking questions of each other, trying out and demonstrating ideas in small and large groups, using the language of Mathematics to describe their thinking, generating data to look for patterns and making conjectures.
Students are encouraged to use multiple strategies, developing an understanding of which strategies are most effective and efficient. The students are given an opportunity to communicate their mathematical thinking and strategies to others and to have time to reflect upon them.
Appropriate and regular assessment is essential in monitoring what students have learned. There are ongoing formative assessments as well as summative assessments. Assessment activities are carefully planned, and opportunities for differentiation of studentsare included.
Science
The ACS Egham Lower School Science scope and sequence is arranged into four main strands: living things, Earth and space, materials and matter and forces and energy.
In living things students inquire into issues related to themselves and their environment. In Earth and space students extend their inquiry to include the study of planet Earth and its relationship to the universe. Materials and matter and forces and energy focus on the study of the origins, properties and uses of solids, liquids, gases and energy sources.
Science provides opportunities for students to engage in scientific investigations by making accurate observations, handling tools, recording and comparing data, and formulating explanations using their own scientific experiences and those of others. Students gain experience in testing their own assumptions and thinking critically about the perspectives of others in order to further develop their own ideas.
Science is used to provide explanations and models of behaviour for phenomena and objects around us. It is used to investigate the interrelationships between the natural, physical and material worlds. The PYP considers the Science and Technology curriculum to be driven by concepts and skills rather than content.
Transdisciplinary units of inquiry are entry points into Science learning through which students will experience what it is like to think and act like a scientist. Students and teachers work together to identify things they already know that might be relevant to an inquiry, what they want to know, what they need to know to answer their questions, and how best they might find that out.
The study of Science can be used as a vehicle for teaching critical-thinking skills and as a way of exploring the world. The development of ways of investigating and using evidence enables students to interact with the world around them.
Primary Years Programme Guide ACS Egham International School 6
Welcome to the Primary Years Programme
Social StudiesIn the PYP, Social Studies is viewed as the study of people in relation to their past, their present and their future, their environment and their society. The ACS Egham Lower School Social Studies scope and sequence identifies central ideas considered significant in the PYP. The content is arranged into five main strands:
• Human systems and economic activities• Social organisation and culture• Continuity and change through time• Human and natural environments• Resources and the environment.
Although these strands are considered separately, in practice they are inextricably linked. Social Studies is essentially about people; how they think, feel and act; how they interact with others; their beliefs, aspirations and pleasures; the problems they have to face; how and where they live (or lived); how they interact with their environment; the work they do and how they organise themselves.
Social Studies at ACS Egham aims to guide students towards a deeper understanding of themselves and others, and of their place in an increasingly global society. The Social Studies curriculum provides opportunities for students to:
• Learn how to ask compelling and relevant questions that can be researched
• Gain a secure understanding of their own identify and their place in the world
• Develop an understanding of other cultural groups and an appreciation of other ideas and beliefs
• Gain knowledge of genuine importance in understanding the human condition, through the exploration of themes that have significance for all students in all cultures
• Gain conceptual understanding through participating in learning experiences that foster sensitivity, creativity and
• initiative, leading to socially responsible action• Gain a sense of time and place in relation to their
own experience and the experience of other people• Gain an understanding of humankind’s role in and
dependence on the natural world, and learn to apply this knowledge in responsible ways.
Successful learning in Social Studies develop students who are able to select key ideas and significant understanding from the data acquired for a unit of inquiry. Students are able to frame genuine, open-ended questions worthy of sustained research.
As they conduct their inquiries, they are able to provide accurate information, valid explanations and empathetic understandings. They are able to identify possible causes of an issue, choose a solution and determine appropriate action to be taken.
Through these processes, they develop the habits and attitudes of successful lifelong learners.
7 Primary Years Programme Guide ACS Egham International School
Welcome to the Primary Years Programme
The Arts in the PYPThe Arts provide:• A means of communication• Opportunities for developing skills• A means of expression of both emotional and
intellectual perspectives• Exposure to other cultures and other times• A means of accessing other disciplines• A vehicle for wondering, reflecting and consolidating.
The Arts are important areas of learning in the Primary Years Programme. Students learn the disciplines of visual arts, music and drama, as well as learning about the arts (the skills and processes involved) and through the arts (artists, perspectives, themes and ideas using the arts). In all areas of learning, the PYP values imagination and creativity. The creative disciplines of visual arts, music and drama are closely connected to each other, as well as having strong links to other disciplines. The creative process is seen as a driving force in learning through inquiry.
The Arts are built into the curriculum as essential areas of learning, not added on as optional extras. Students are exposed to all three Arts (visual arts, music, drama). Visual arts, music and drama are significant disciplines in their own right and are also important sign systems for interpreting and understanding the world. Students are encouraged to consider the Arts as a means of communication and as an expressive language. Implementation of the Arts in the PYP involves full participation of all teachers in the collaborative planning of units of inquiry.
Creativity is at the heart of the Arts. It allows for innovation, interpretation, research, analysis and transfer. Learning through the Arts has a positive influence on self-esteem and creative development, which needs to carry over to all aspects of learning. Valuing imagination and celebrating original thinking promotes initiative and a lifelong love of learning.
Learning through the Arts provides strong links to the student profile. From an early age, students have the opportunity to develop genuine interest, to give careful consideration to their work, to become self critical and reflective. They are provided with opportunities to communicate about their creative work and to share their understanding with teachers, peers and families. Students are encouraged to develop responsible attitudes and find appropriate ways to take action through the arts, in order to make a difference in and to the world. Appropriate action could involve presenting, exhibiting, celebrating, communicating and sharing in a variety of ways.
Visual ArtsVisual arts as a discipline includes the development of creative skills, verbal and non-verbal expression, an awareness of the perspectives of others and aesthetic appreciation. Visual arts enable students, to communicate in powerful ways that go beyond their spoken language ability. Through visual arts, students can begin to construct an understanding of their community, their environment, their own feelings and emotions and to develop their cultural awareness.
Art is a part of everyday life. It is a form of non-verbal communication that allows us to convey our ideas, feelings and emotions. Art contributes to personal, social and physical development. Fine motor control is developed in the use of media and tools. Art is both active and reflective. Students are given opportunities to reflect upon their work and the work of others as well as being actively involved in creating. Collaborative activities with other students (older or younger) are encouraged.
Students draw on a wide range of stimuli in their visual arts education: contemporary and historical literature, music, paintings, dance, their own imagination, real-life experiences, feelings and beliefs. They display their work informally as well as formally to help develop an awareness of the audience through practical application. MusicMusic as a discipline includes the development of creative skills, non-verbal expression and aesthetic appreciation. Music enables students, to communicate in powerful ways that go beyond their spoken language ability. Through music, students can begin to construct an understanding of their environment, recognise patterns and structure and develop their cultural awareness. Music is a part of everyday life. It is a form of non-verbal communication that allows us to convey our ideas, feelings and emotions. Music contributes to personal, social and physical development.
Music is both an active and reflective process. Students should be given opportunities to reflect upon their work and the work of others as well as being actively involved in creating and performing. Collaborative activities with students (in their own class and other classes) are encouraged. Wherever possible and appropriate, links are made with the School’s programme of inquiry.
Primary Years Programme Guide ACS Egham International School 8
Welcome to the Primary Years Programme
Integrated Arts – (Dance, Drama and Movement)In creative exploration and expression, students have the opportunity to develop their imaginative skills and creativity and to apply them in a variety of drama situations. In technical incorporation, students develop their understanding of some of the technical aspects of the drama process such as script writing, stage directions and the management of props, costumes, special effects and set design. In performance, students develop and portray characters and remain in role in a given situation by using voice, body and gesture. In personal and social development, students develop negotiation skills and are able to work independently and cooperatively in small groups.
In reflection, evaluation and appreciation, students take time to reflect on their own work and the work of others in order to enhance performance. In drama in society, students discuss experiences of performing arts, explaining the way a story was communicated, recognising theatrical conventions from other cultures and periods while identifying those elements of the production that were effective and those that were not.
Drama as a discipline includes the development of creative skills, verbal and non-verbal expression, an awareness of the perspectives of others and aesthetic appreciation. Drama enables students, to communicate in powerful ways that go beyond their spoken language ability. Through drama, students can begin to construct an understanding of their community, their environment and their own feelings and emotions. They have opportunities to work cooperatively to put together a performance.
Drama plays an important part in the language learning process. Through drama, storytelling and creative expression students are exposed to a language-rich environment that builds language skills. Drama is both an active and reflective process. Students are given opportunities to reflect upon their work and the work of others as well as being actively involved in creating and performing. Collaborative activities with other students (older or younger) are encouraged.
Personal, Social and Physical Education (PSPE)
PSPE is concerned with the individual’s wellbeing through the promotion and development of concepts, knowledge, attitudes and skills that contribute to wellbeing. It is an integral part of a student’s everyday life at school and at home.
In the ACS Egham Personal, Social and Physical Education scope and sequence, the development of wellbeing is defined through three common strands:
• Identity• Active living• Interactions.
9 Primary Years Programme Guide ACS Egham International School
Welcome to the Primary Years Programme
Information and Communication Technologies (ICT)The aim of the ICT programme is to develop students’ ability to confidently and effectively use the library and computer technology to acquire, process and communicate information and explore the creative ways of transforming data.
The curriculum determines the use of IL. Once teachers have identified the knowledge, skills and attitudes to be developed during a Programme of Inquiry they consider the most appropriate way to use IL to enhance the students’ learning and investigate the questions the students are exploring. The IL teachers work closely with homeroom teachers to ensure the maximum benefit is obtained from technology and the library.
Computers are used as teaching and learning tools across all areas of the curriculum in order to support the Programme of Inquiry in the classroom. They are used to assist the effective access, storage, retrieval, organisation and presentation of information, and enhance critical thinking and problem solving skills. Teachers incorporate the use of computers into all areas of classroom programmes as appropriate. All students have access to networked computers in their classrooms. A range of printers, scanners, digital and video cameras and other equipment is provided for use by the children.
Identified computer skills and knowledge are taught in specific computer sessions or incidentally as the need arises. Access to IL enhances student learning by:
• Enabling them to access people, resources and ideas that would not otherwise be available
• Enabling them to creatively compile and manipulate information and ideas in various forms from a wide range of sources
• Accommodating varied learning styles, pace and preferences
• Encouraging higher order thinking skills• Facilitating the production of high quality, creative
work• Increasing motivation for learning and facilitating
independent learning.
The library programme aims to foster a love of literature in its various forms and to develop confident and competent library users, independent researchers and recreational readers. The school library has an extensive collection of high quality children’s literature, both fiction and non-fiction, which caters for a wide range of students.
Students have at least one library session per week, to complement the work undertaken in the classroom.
In addition children have individual access to the library throughout the week.
The literature curriculum includes:
• Introducing children to a wide range of genres through various authors and illustrators appropriate to the students’ abilities and interests
• Encouraging children to become independent readers and to interpret, discuss and respond to literature in various ways
• Fostering a love of literature in a stimulating environment where children are happy to be adventurous readers.
The information curriculum includes:
• The sequential teaching of research skills, encouraging students to become efficient, independent researchers and library users who are confident in using the most appropriate tools to access specific information
• Encouraging the children to interpret and record a variety of information competently to demonstrate their own understanding.
Primary Years Programme Guide ACS Egham International School 10
Welcome to the Primary Years Programme
AssessmentAssessment is integral to all teaching and learning. It is central to the Primary Years Programme’s goal of thoughtfully and effectively guiding students through the five essential elements of learning: the understanding of concepts; the acquisition of knowledge; the mastering of skills; the development of attitudes; and the decision to take action. Both students and teachers should be actively engaged in assessing the student’s progress as part of the development of their wider critical thinking and self-evaluation skills.
The purposes of assessment are to promote student learning, to provide information about student learning and to contribute to the evaluation of the effectiveness of the programme. We feel effective assessments:
• Identify what is worth knowing and assess it• Have criteria that are known and understood in
advance• Allow students to demonstrate the range of their
conceptual understandings, their knowledge and their skills
• Are made up of tasks that require the synthesis and application of their learning
• Focus on big ideas and transdisciplinary skills rather than facts
• Focus on producing a quality product or performance• Highlight a student’s strength and expertise• Take into account different ways of learning and
knowing and are sensitive to personal circumstances• Use scoring that focuses on the essence of the task
and not on what is easiest to score• Produce evidence that can be reported and
understood by students, parents, teachers, administrators and board members
• Are continuous and cumulative• Are subject to continuous review and improvement.
Continuous assessment provides insights into students’ understanding, knowledge, skill and attitudes. These are necessary to plan further activities, which address issues of concern to the teacher and the students. Teachers will use some of the following methods for collecting data about students:
Observations: students are observed often and regularly, as part of a group or as an individual and both with teacher guidance and without.
Performance assessments: these are goal-directed tasks with established criteria. They are meaningful and significant challenges and problems. In these tasks there are numerous approaches to the problem and rarely only one correct response. Audio, video and narrative records are often useful for this kind of assessment.
Process focused assessments: students are observed often and regularly for typical and non-typical behaviours. Teachers use multiple observations and often use checklists, inventories and narrative descriptions.
Selected responses: these are single-occasion, one-dimensional exercises. Tests and quizzes are familiar examples.
Open-ended tasks: these are situations in which students are presented with a stimulus and asked to communicate an original response. The answer might be a brief written answer, a drawing, a diagram or a solution.
Portfolios: this is a purposeful collection of student’s work that is designed to demonstrate successes, growth, higher order thinking, creativity and reflection. Portfolios should not be thought of as a collection of work but rather as an exhibition of an active mind at work.
Teachers evaluate the types of assessment using the following:
Rubrics: these are an established set of criteria used for scoring or rating students’ tests, performances or portfolios. The descriptors tell the assessor what characteristics or signs to look for in students’ work and then how to rate that work on a predetermined scale. Rubrics can be developed by students as well as by teachers.
Benchmarks: these are samples of students’ work that serve as concrete standards against which other samples are judged. Generally there is one benchmark for each achievement level in a scoring rubric. Holistic scoring: this produces a single score. It is based on the overall impression of a sample of work, rated against established criteria.
Analytical scoring: this awards separate scores for different aspects of the work. This is often used for diagnostic purposes or when students need specific feedback on their strengths and weaknesses.
Assessment WeeksIn Language and Mathematics, we gather baseline data and measure growth of individual children in specific weeks during the year. It is critical that children attend school these weeks and that they arrive each day on time. Assessment tools and the data gathered from them are shared with parents and students as appropriate Using a variety of assessment techniques enables the teacher and student to have a clear idea of each student’s learning and performance, which will be communicated to parents through conferences, portfolios, progress reports, meetings and written communications.
11 Primary Years Programme Guide ACS Egham International School
Welcome to the Primary Years Programme
Standardised TestingMAP (Measures of Academic Progress) has been developed by the North West Evaluation Association and addresses the needs of standards-based assessment for International Schools.
MAP results provide an insight into each student’s skill progress and need. These computerized adaptive assessments measure student progress through engaging and age-appropriate content. As a student responds to test questions, the test automatically adjusts to match their understanding. It is important to note that MAP tests are not cumulative and are a picture of what they child achieved on the assessment on that day. It is, therefore, essential to be viewed in conjunction with other assessments and measures.
MAP Tests in the Lower School are given to students in Grade Two-Grade Five. The tests are administered twice per year, in the autumn and in the spring. The tests include three parts: Mathematics, Reading and Language Usage. These tests are given on separate days.
MAP testing at ACS Egham began in 2010, having been identified as an additional tool to be used alongside existing assessments as a way of creating a more detailed and complete picture of your child’s progress. Students in Grade Two are given the MAP for Primary, a modified version of the MAP, which scaffolds the questions and provides more visual and audio support with questioning.
Students in Kindergarten and Grade One complete computerised assessment in the autumn and spring called CPAA (Children’s Progress Academic Assessment). https://www.nwea.org/assessments/cpaa/
The CPAA is developed and maintained by the NWEA, the same maker of the MAP (Measure of Academic Progress) tests that we use in Grade Two-Grade Five.
The CPAA assesses students in the core academic areas of English and Mathematics, using interactive questioning. Questions are given audio and visual cues as well, making it quite friendly for our young students. The questions are varied and the test adjusts question difficulty and support according to the child’s responses.
Primary Years Programme Guide ACS Egham International School 12
Typical Lower School Schedule
Days Mon Tues Wed Thurs Fri
08.30-9.00 Reading Maths Assembly & Reading Writing Grammar &
Punctuation
9.05-9.45 MusicPE/Modern Language9.15-11.15
Maths
PE/ML9.15-11.15
Writing
9.50-10.30 Library RecessMusic
10.35-11.15 Writing Journal Writing
LUNCH AND ACTIVITIES
12.25-13.05 IT Lab Writing Art Book Exchange
Programme of Inquiry Unit
13.10-13.50 Maths
Programme of Inquiry Unit
Spelling Reading
Forest School14.15-14.55Drama
ITProgramme of
Inquiry Unit14.55-15.15 Library
Welcome to the Primary Years Programme
13 Primary Years Programme Guide ACS Egham International School
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(phy
sical
and
bio
logi
cal)
and
hum
an so
ciet
ies;
how
hum
ans u
se th
eir
unde
rsta
ndin
g of
scie
ntifi
c prin
cipl
es;
the
impa
ct o
f sci
entifi
c and
tech
nolo
gica
l ad
vanc
es o
n so
ciet
y an
d on
the
envi
ronm
ent.
Shar
ing
the
Plan
etA
n in
quir
y in
to ri
ghts
and
resp
onsib
ilitie
s in
the
stru
ggle
to sh
are
finite
reso
urce
s w
ith o
ther
peo
ple
and
with
oth
er li
ving
th
ings
; com
mun
ities
and
the
rela
tions
hips
w
ithin
and
bet
wee
n th
em; a
cces
s to
equa
l op
port
uniti
es; p
eace
and
confl
ict r
esol
utio
n.
Cen
tral
Idea
Thro
ugh
play
, we
expr
ess o
ur id
eas a
nd co
me
to n
ew u
nder
stan
ding
s cre
atin
g ha
rmon
ious
co
mm
uniti
es.
Key
conc
epts
: Fu
nctio
n, C
ausa
tion,
Res
pons
ibili
ty
Rela
ted
conc
epts
: Pla
y, co
oper
atio
n,
inte
rdep
ende
nce
Line
s of i
nqui
ry•
Who
I am
• H
ow w
e us
e ou
r im
agin
atio
n in
pla
y•
Com
mun
icat
ing
thro
ugh
play
Lear
ner P
rofil
e: P
rinci
pled
, Car
ing
Subj
ect F
ocus
: Soc
ial S
tudi
es, P
SPE
Cen
tral
Idea
Lear
ning
abo
ut a
nd e
njoy
ing
stor
ies c
an
insp
ire p
eopl
e to
crea
te.
Key
conc
epts
: Cha
nge,
Pers
pect
ive,
Refle
ctio
n
Rela
ted
conc
epts
: Com
mun
icat
ion
Line
s of i
nqui
ry•
Cre
atin
g st
orie
s thr
ough
art
, mus
ic a
nd
dram
a•
Lear
ning
from
wha
t we
read
and
hea
r•
How
stor
ies m
ake
us fe
el
Lear
ner P
rofil
e: C
omm
unic
ator
, Refl
ectiv
e, O
pen-
Min
ded
Subj
ect F
ocus
: PSP
E, L
angu
age,
IA, L
ib, P
E
Cen
tral
Idea
Und
erst
andi
ng th
e pr
oper
ties o
f mat
eria
ls de
term
ine
how
they
are
use
d.
Key
conc
epts
: For
m, F
unct
ion,
Cha
nge
Rela
ted
conc
epts
: Pro
pert
ies,
Beha
viou
r
Line
s of i
nqui
ry•
An
expl
orat
ion
of a
var
iety
of m
ater
ials
• Id
entif
ying
the
prop
ertie
s of m
ater
ials
• U
ses o
f mat
eria
ls
Lear
ner P
rofil
e: In
quire
r, K
now
ledg
eabl
e
Subj
ect F
ocus
: Sci
ence
(Mat
eria
ls an
d M
ater
ials/
For
ces)
, Lan
guag
e, IA
Cen
tral
Idea
Livi
ng th
ings
hav
e ce
rtai
n re
quire
men
ts in
or
der t
o gr
ow a
nd st
ay h
ealth
y.
Key
conc
epts
: Res
pons
ibili
ty, C
hang
e
Rela
ted
conc
epts
: Gro
wth
, Cla
ssifi
catio
n,
Act
ion
Line
s of i
nqui
ry•
Cha
ract
erist
ics o
f liv
ing
and
nonl
ivin
g th
ings
• Es
sent
ial r
equi
rem
ents
for t
he su
rviv
al
of li
ving
thin
gs•
Our
resp
onsib
ility
for t
he w
ell-b
eing
of
othe
r liv
ing
thin
gs
Lear
ner P
rofil
e: B
alan
ced,
Thin
ker,
Risk
-tak
er
Subj
ect F
ocus
: Sci
ence
(Liv
ing
Thin
gs/ E
arth
an
d Sp
ace)
Plea
se n
ote:
The
ord
er o
f the
uni
ts c
an b
e su
bjec
t to
chan
ge fr
om y
ear t
o ye
ar, i
n an
y gr
ade,
as
requ
ired.
Welcome to the Primary Years Programme
Primary Years Programme Guide ACS Egham International School 14
Pre-
K
Who
We
Are
An
inqu
iry
into
the
natu
re o
f the
self;
bel
iefs
an
d va
lues
; per
sona
l, ph
ysic
al, m
enta
l, so
cial
an
d sp
iritu
al h
ealth
; hum
an re
latio
nshi
ps
incl
udin
g fa
mili
es, f
riend
s, co
mm
uniti
es, a
nd
cultu
res;
right
s and
resp
onsib
ilitie
s; w
hat i
t m
eans
to b
e hu
man
.
How
the
Wor
ld W
orks
An
inqu
iry
into
the
natu
ral w
orld
and
its
law
s; th
e in
tera
ctio
n be
twee
n th
e na
tura
l w
orld
(phy
sical
and
bio
logi
cal)
and
hum
an so
ciet
ies;
how
hum
ans u
se th
eir
unde
rsta
ndin
g of
scie
ntifi
c prin
cipl
es;
the
impa
ct o
f sci
entifi
c and
tech
nolo
gica
l ad
vanc
es o
n so
ciet
y an
d on
the
envi
ronm
ent.
How
We
Expr
ess O
urse
lves
An
inqu
iry
into
the
way
s in
whi
ch w
e di
scov
er a
nd e
xpre
ss id
eas,
feel
ings
, nat
ure,
cultu
re, b
elie
fs a
nd v
alue
s; th
e w
ays i
n w
hich
w
e re
flect
on,
ext
end
and
enjo
y ou
r cre
ativ
ity;
our a
ppre
ciat
ion
ofth
e ae
sthe
tic.
Shar
ing
the
Plan
etA
n in
quir
y in
to ri
ghts
and
resp
onsib
ilitie
s in
the
stru
ggle
to sh
are
finite
reso
urce
s w
ith o
ther
peo
ple
and
with
oth
er li
ving
th
ings
; com
mun
ities
and
the
rela
tions
hips
w
ithin
and
bet
wee
n th
em; a
cces
s to
equa
l op
port
uniti
es; p
eace
and
confl
ict r
esol
utio
n.
Cen
tral
Idea
Lear
ning
abo
ut o
ther
s and
mys
elf c
an h
elp
crea
te a
n eff
ectiv
e te
am.
Key
conc
epts
: For
m, C
hang
e, Re
spon
sibili
ty
Rela
ted
conc
epts
:, Ro
le, s
yste
ms,
coop
erat
ion
Line
s of i
nqui
ry•
My
thou
ghts
, wor
ds a
nd a
ctio
ns
• M
y fa
mily
• Bu
ildin
g co
oper
ativ
e re
latio
nshi
ps
Lear
ner P
rofil
e: P
rinci
pled
, Car
ing,
C
omm
unic
ator
Subj
ect F
ocus
: PSP
E, S
ocia
l Stu
dies
, La
ngua
ge
Cen
tral
Idea
Our
act
ivity
is u
sual
ly co
nnec
ted
to th
e Ea
rth’s
nat
ural
cyc
les.
Key
conc
epts
: Cha
nge,
Func
tion,
Con
nect
ion
Rela
ted
conc
epts
: Cyc
les,
Inte
ract
ion
Line
s of i
nqui
ry•
Nig
ht a
nd d
ay c
ycle
s •
Seas
onal
chan
ges
• H
ow h
ealth
and
safe
ty g
uide
our
act
ions
Lear
ner P
rofil
e: In
quire
r, Ba
lanc
ed, R
eflec
tive
Subj
ect F
ocus
: Sci
ence
(Ear
th a
nd sp
ace/
Forc
es),
Mat
hem
atic
s
Year
Lon
g (I
ntro
duce
d as
uni
t 2)
Cen
tral
Idea
Lear
ning
abo
ut a
nd e
njoy
ing
stor
ies c
an
insp
ire p
eopl
e to
crea
te.
Key
conc
epts
: Cha
nge,
Pers
pect
ive,
Refle
ctio
n
Rela
ted
conc
ept:
Com
mun
icat
ion
Line
s of i
nqui
ry•
Cre
atin
g st
orie
s thr
ough
art
, mus
ic a
nd
dram
a•
Lear
ning
from
wha
t we
read
and
hea
r•
How
stor
ies m
ake
us fe
el
Lear
ner P
rofil
e: O
pen-
Min
ded,
C
omm
unic
ator
, Refl
ectiv
e
Subj
ect F
ocus
: PSP
E, L
angu
age,
IA,L
ib, P
E,
Art
(This
unit
for 2
016-
17 o
nly)
Cen
tral
Idea
Plan
ts a
re a
life
-sus
tain
ing
reso
urce
for
peop
le a
nd fo
r oth
er li
ving
thin
gs.
Key
conc
epts
: For
m, C
hang
e, Re
spon
sibili
ty
Rela
ted
conc
epts
: Int
erde
pend
ence
, Sys
tem
s
Line
s of i
nqui
ry•
The
stru
ctur
e of
a p
lant
• C
arin
g fo
r pla
nt li
fe•
How
pla
nts p
rovi
de fo
r oth
er li
ving
th
ings
Lear
ner P
rofil
e: C
arin
g, K
now
ledg
eabl
e, Th
inke
r
Subj
ect F
ocus
: Sci
ence
(Liv
ing
Thin
gs, E
arth
an
d sp
ace)
, Soc
ial S
tudi
es
Welcome to the Primary Years Programme
15 Primary Years Programme Guide ACS Egham International School
Kin
derg
arte
n
How
We
Org
anis
e O
urse
lves
An
inqu
iry
into
the
inte
rcon
nect
edne
ss o
f hu
man
-mad
e sy
stem
s an
d co
mm
uniti
es; t
he
stru
ctur
e an
d fu
nctio
n of
org
aniz
atio
ns; s
ocie
tal
deci
sion-
mak
ing;
eco
nom
ic
activ
ities
and
thei
r im
pact
on
hum
anki
nd a
nd th
e en
viro
nmen
t.
Shar
ing
the
Plan
etA
n in
quir
y in
to ri
ghts
an
d re
spon
sibili
ties i
n th
e st
rugg
le to
shar
e fin
ite
reso
urce
s with
oth
er p
eopl
e an
d w
ith o
ther
livi
ng
thin
gs; c
omm
uniti
es a
nd
the
rela
tions
hips
with
in a
nd
betw
een
them
; acc
ess t
o eq
ual o
ppor
tuni
ties;
peac
e an
d co
nflic
t res
olut
ion.
Who
We
Are
An
inqu
iry
into
the
natu
re
of th
e se
lf; b
elie
fs a
nd
valu
es; p
erso
nal,
phys
ical
, m
enta
l, so
cial
and
spiri
tual
he
alth
; hum
an re
latio
nshi
ps
incl
udin
g fa
mili
es, f
riend
s, co
mm
uniti
es, a
nd c
ultu
res;
right
s and
resp
onsib
ilitie
s; w
hat i
t mea
ns to
be
hum
an.
How
We
Expr
ess O
urse
lves
An
inqu
iry
into
the
way
s in
whi
ch w
e di
scov
er a
nd
expr
ess i
deas
, fee
lings
, nat
ure,
cultu
re, b
elie
fs a
nd v
alue
s; th
e w
ays i
n w
hich
we
refle
ct
on, e
xten
d an
d en
joy
our
crea
tivity
; our
appr
ecia
tion
ofth
e ae
sthe
tic.
How
the
Wor
ld W
orks
An
inqu
iry
into
the
natu
ral
wor
ld a
nd it
s law
s; th
e in
tera
ctio
n be
twee
n th
e na
tura
l wor
ld (p
hysic
al
and
biol
ogic
al) a
nd h
uman
so
ciet
ies;
how
hum
ans
use
thei
r und
erst
andi
ng
of sc
ient
ific p
rinci
ples
; the
im
pact
of s
cien
tific a
nd
tech
nolo
gica
l adv
ance
s on
soci
ety
and
on th
e en
viro
nmen
t.
Whe
re W
e A
re in
Pla
ce a
nd
Tim
eA
n in
quir
y in
to o
rient
atio
n in
pla
ce a
nd ti
me;
per
sona
l hi
stor
ies;
hom
es a
nd
jour
neys
; the
disc
over
ies,
expl
orat
ions
and
mig
ratio
ns
of h
uman
kind
; the
re
latio
nshi
ps b
etw
een
and
the
inte
rcon
nect
edne
ss o
f in
divi
dual
s and
civi
lizat
ions
, fr
om lo
cal a
nd g
loba
l pe
rspe
ctiv
es.
Cen
tral
Idea
Scho
ols f
unct
ion
mor
e eff
ectiv
ely
whe
n ru
les a
nd
rout
ines
are
crea
ted
by a
nd
shar
ed w
ith a
ll m
embe
rs.
Key
Con
cept
s: C
ausa
tion,
Re
spon
sibili
ty, R
eflec
tion
Rela
ted
Con
cept
s: C
omm
unity
, Sch
ool,
Sys
tem
s
Line
s of I
nqui
ry•
Purp
ose
of ru
les a
nd
rout
ines
• Re
achi
ng a
gree
men
t•
How
effe
ctiv
e te
ams
use
the
stre
ngth
s of i
ts
indi
vidu
als
Lear
ner P
rofil
e: Th
inke
r, Pr
inci
pled
Subj
ect F
ocus
: Soc
ial
Stud
ies,
PSPE
, Lan
guag
e, M
athe
mat
ics
Cen
tral
Idea
Peop
le c
an e
stab
lish
prac
tices
in o
rder
to su
stai
n an
d m
aint
ain
the
Eart
h’s
reso
urce
s.
Key
Con
cept
s: C
hang
e, Re
spon
sibili
ty, R
eflec
tion
Rela
ted
Con
cept
s: Li
fest
yle,
Reso
urce
s
Line
s of I
nqui
ry•
Lim
ited
natu
re o
f the
Ea
rth’s
reso
urce
s•
Pers
onal
choi
ces t
hat
can
help
sust
ain
the
envi
ronm
ent
• H
ow re
duci
ng, r
eusin
g an
d re
cycl
ing
diffe
rent
m
ater
ials
can
redu
ce
was
te (S
cien
ce -
mat
eria
ls an
d m
atte
r)
Lear
ner P
rofil
e: C
arin
g,
Thin
ker
Subj
ect F
ocus
: Soc
ial
Stud
ies,
Lang
uage
, PSP
E,
Mat
hem
atic
s, A
rt
Cen
tral
Idea
Curio
sity
abou
t the
wor
ld ca
n be
disc
over
ed th
roug
h us
ing
our s
ense
s.Ke
y C
once
pts:
Cha
nge,
Con
nect
ion,
Refl
ectio
n
Rela
ted
Con
cept
s: G
row
th,
Cho
ices
Line
s of I
nqui
ry•
How
bes
t we
lear
n•
Diff
eren
t way
s we
take
in
info
rmat
ion
abou
t the
w
orld
• H
ow re
flect
ion
can
help
us
to le
arn
Lear
ner P
rofil
e: B
alan
ced,
K
now
ledg
eabl
e, Re
flect
ive
Subj
ect F
ocus
: Sci
ence
(liv
ing
Thin
gs -
Body
), La
ngua
ge,
Mat
hem
atic
s, PS
PE, I
A
Cen
tral
Idea
Peop
le u
se im
agin
atio
n to
th
ink,
crea
te, a
nd e
xpre
ss
them
selv
es.
Key
Con
cept
s: C
ausa
tion,
Pe
rspe
ctiv
e, Re
flect
ion
Rela
ted
Con
cept
s: Em
path
y, In
vent
ion,
Tra
nsfo
rmat
ion
Line
s of I
nqui
ry•
How
we
show
our
im
agin
atio
n•
How
our
imag
inat
ion
help
s us t
o un
ders
tand
ho
w o
ther
s fee
l•
How
imag
inat
ion
help
s us
to so
lve
prob
lem
s
Lear
ner P
rofil
e: P
rinci
pled
, Ri
sk-t
aker
, Com
mun
icat
or
Subj
ect F
ocus
: Lan
guag
e, PS
PE, I
A, L
ib, P
E, A
rt
Cen
tral
Idea
Wat
er is
ess
entia
l for
life
and
kn
owin
g ab
out i
t hel
ps u
s to
unde
rsta
nd it
s im
port
ance
.
Key
Con
cept
s: Fu
nctio
n,
Cha
nge,
Resp
onsib
ility
Rela
ted
Con
cept
s: Pr
oper
ties,
Cyc
les,
Forc
es a
nd E
nerg
y
Line
s of I
nqui
ry•
The
impo
rtan
ce o
f wat
er
in d
aily
livi
ng•
How
wat
er ch
ange
s•
The
uses
of w
ater
• • Le
arne
r Pro
file:
Inqu
irer
Subj
ect F
ocus
: Sci
ence
(M
ater
ials
and
Mat
ter -
gas
es,
liqui
ds a
nd so
lids,
Eart
h an
d sp
ace,
Forc
es a
nd E
nerg
y),
Mat
hem
atic
s, La
ngua
ge,
Cen
tral
Idea
Tran
sitio
ns cr
eate
chan
ge a
nd
offer
opp
ortu
nitie
s.
Key
Con
cept
s: C
ausa
tion,
C
hang
e, Fu
nctio
n
Rela
ted
Con
cept
s: A
dapt
atio
n, Im
pact
Line
s of I
nqui
ry•
Tran
sitio
ns w
e ha
ve
expe
rienc
ed
• A
ctio
ns th
at h
elp
us
man
age
chan
ge
• Th
e ch
alle
nges
and
op
port
uniti
es w
e m
ay
have
ahe
ad
Lear
ner P
rofil
e: R
eflec
tive,
Ope
n- M
inde
d,
Kno
wle
dgea
ble
Subj
ect F
ocus
: Soc
ial S
tudi
es,
Lang
uage
, PSP
E
Welcome to the Primary Years Programme
Primary Years Programme Guide ACS Egham International School 16
Kin
derg
arte
n
How
We
Org
anis
e O
urse
lves
An
inqu
iry
into
the
inte
rcon
nect
edne
ss o
f hu
man
-mad
e sy
stem
s an
d co
mm
uniti
es; t
he
stru
ctur
e an
d fu
nctio
n of
org
aniz
atio
ns; s
ocie
tal
deci
sion-
mak
ing;
eco
nom
ic
activ
ities
and
thei
r im
pact
on
hum
anki
nd a
nd th
e en
viro
nmen
t.
Shar
ing
the
Plan
etA
n in
quir
y in
to ri
ghts
an
d re
spon
sibili
ties i
n th
e st
rugg
le to
shar
e fin
ite
reso
urce
s with
oth
er p
eopl
e an
d w
ith o
ther
livi
ng
thin
gs; c
omm
uniti
es a
nd
the
rela
tions
hips
with
in a
nd
betw
een
them
; acc
ess t
o eq
ual o
ppor
tuni
ties;
peac
e an
d co
nflic
t res
olut
ion.
Who
We
Are
An
inqu
iry
into
the
natu
re
of th
e se
lf; b
elie
fs a
nd
valu
es; p
erso
nal,
phys
ical
, m
enta
l, so
cial
and
spiri
tual
he
alth
; hum
an re
latio
nshi
ps
incl
udin
g fa
mili
es, f
riend
s, co
mm
uniti
es, a
nd c
ultu
res;
right
s and
resp
onsib
ilitie
s; w
hat i
t mea
ns to
be
hum
an.
How
We
Expr
ess O
urse
lves
An
inqu
iry
into
the
way
s in
whi
ch w
e di
scov
er a
nd
expr
ess i
deas
, fee
lings
, nat
ure,
cultu
re, b
elie
fs a
nd v
alue
s; th
e w
ays i
n w
hich
we
refle
ct
on, e
xten
d an
d en
joy
our
crea
tivity
; our
appr
ecia
tion
ofth
e ae
sthe
tic.
How
the
Wor
ld W
orks
An
inqu
iry
into
the
natu
ral
wor
ld a
nd it
s law
s; th
e in
tera
ctio
n be
twee
n th
e na
tura
l wor
ld (p
hysic
al
and
biol
ogic
al) a
nd h
uman
so
ciet
ies;
how
hum
ans
use
thei
r und
erst
andi
ng
of sc
ient
ific p
rinci
ples
; the
im
pact
of s
cien
tific a
nd
tech
nolo
gica
l adv
ance
s on
soci
ety
and
on th
e en
viro
nmen
t.
Whe
re W
e A
re in
Pla
ce a
nd
Tim
eA
n in
quir
y in
to o
rient
atio
n in
pla
ce a
nd ti
me;
per
sona
l hi
stor
ies;
hom
es a
nd
jour
neys
; the
disc
over
ies,
expl
orat
ions
and
mig
ratio
ns
of h
uman
kind
; the
re
latio
nshi
ps b
etw
een
and
the
inte
rcon
nect
edne
ss o
f in
divi
dual
s and
civi
lizat
ions
, fr
om lo
cal a
nd g
loba
l pe
rspe
ctiv
es.
Cen
tral
Idea
Scho
ols f
unct
ion
mor
e eff
ectiv
ely
whe
n ru
les a
nd
rout
ines
are
crea
ted
by a
nd
shar
ed w
ith a
ll m
embe
rs.
Key
Con
cept
s: C
ausa
tion,
Re
spon
sibili
ty, R
eflec
tion
Rela
ted
Con
cept
s: C
omm
unity
, Sch
ool,
Sys
tem
s
Line
s of I
nqui
ry•
Purp
ose
of ru
les a
nd
rout
ines
• Re
achi
ng a
gree
men
t•
How
effe
ctiv
e te
ams
use
the
stre
ngth
s of i
ts
indi
vidu
als
Lear
ner P
rofil
e: Th
inke
r, Pr
inci
pled
Subj
ect F
ocus
: Soc
ial
Stud
ies,
PSPE
, Lan
guag
e, M
athe
mat
ics
Cen
tral
Idea
Peop
le c
an e
stab
lish
prac
tices
in o
rder
to su
stai
n an
d m
aint
ain
the
Eart
h’s
reso
urce
s.
Key
Con
cept
s: C
hang
e, Re
spon
sibili
ty, R
eflec
tion
Rela
ted
Con
cept
s: Li
fest
yle,
Reso
urce
s
Line
s of I
nqui
ry•
Lim
ited
natu
re o
f the
Ea
rth’s
reso
urce
s•
Pers
onal
choi
ces t
hat
can
help
sust
ain
the
envi
ronm
ent
• H
ow re
duci
ng, r
eusin
g an
d re
cycl
ing
diffe
rent
m
ater
ials
can
redu
ce
was
te (S
cien
ce -
mat
eria
ls an
d m
atte
r)
Lear
ner P
rofil
e: C
arin
g,
Thin
ker
Subj
ect F
ocus
: Soc
ial
Stud
ies,
Lang
uage
, PSP
E,
Mat
hem
atic
s, A
rt
Cen
tral
Idea
Curio
sity
abou
t the
wor
ld ca
n be
disc
over
ed th
roug
h us
ing
our s
ense
s.Ke
y C
once
pts:
Cha
nge,
Con
nect
ion,
Refl
ectio
n
Rela
ted
Con
cept
s: G
row
th,
Cho
ices
Line
s of I
nqui
ry•
How
bes
t we
lear
n•
Diff
eren
t way
s we
take
in
info
rmat
ion
abou
t the
w
orld
• H
ow re
flect
ion
can
help
us
to le
arn
Lear
ner P
rofil
e: B
alan
ced,
K
now
ledg
eabl
e, Re
flect
ive
Subj
ect F
ocus
: Sci
ence
(liv
ing
Thin
gs -
Body
), La
ngua
ge,
Mat
hem
atic
s, PS
PE, I
A
Cen
tral
Idea
Peop
le u
se im
agin
atio
n to
th
ink,
crea
te, a
nd e
xpre
ss
them
selv
es.
Key
Con
cept
s: C
ausa
tion,
Pe
rspe
ctiv
e, Re
flect
ion
Rela
ted
Con
cept
s: Em
path
y, In
vent
ion,
Tra
nsfo
rmat
ion
Line
s of I
nqui
ry•
How
we
show
our
im
agin
atio
n•
How
our
imag
inat
ion
help
s us t
o un
ders
tand
ho
w o
ther
s fee
l•
How
imag
inat
ion
help
s us
to so
lve
prob
lem
s
Lear
ner P
rofil
e: P
rinci
pled
, Ri
sk-t
aker
, Com
mun
icat
or
Subj
ect F
ocus
: Lan
guag
e, PS
PE, I
A, L
ib, P
E, A
rt
Cen
tral
Idea
Wat
er is
ess
entia
l for
life
and
kn
owin
g ab
out i
t hel
ps u
s to
unde
rsta
nd it
s im
port
ance
.
Key
Con
cept
s: Fu
nctio
n,
Cha
nge,
Resp
onsib
ility
Rela
ted
Con
cept
s: Pr
oper
ties,
Cyc
les,
Forc
es a
nd E
nerg
y
Line
s of I
nqui
ry•
The
impo
rtan
ce o
f wat
er
in d
aily
livi
ng•
How
wat
er ch
ange
s•
The
uses
of w
ater
• • Le
arne
r Pro
file:
Inqu
irer
Subj
ect F
ocus
: Sci
ence
(M
ater
ials
and
Mat
ter -
gas
es,
liqui
ds a
nd so
lids,
Eart
h an
d sp
ace,
Forc
es a
nd E
nerg
y),
Mat
hem
atic
s, La
ngua
ge,
Cen
tral
Idea
Tran
sitio
ns cr
eate
chan
ge a
nd
offer
opp
ortu
nitie
s.
Key
Con
cept
s: C
ausa
tion,
C
hang
e, Fu
nctio
n
Rela
ted
Con
cept
s: A
dapt
atio
n, Im
pact
Line
s of I
nqui
ry•
Tran
sitio
ns w
e ha
ve
expe
rienc
ed
• A
ctio
ns th
at h
elp
us
man
age
chan
ge
• Th
e ch
alle
nges
and
op
port
uniti
es w
e m
ay
have
ahe
ad
Lear
ner P
rofil
e: R
eflec
tive,
Ope
n- M
inde
d,
Kno
wle
dgea
ble
Subj
ect F
ocus
: Soc
ial S
tudi
es,
Lang
uage
, PSP
E
Gra
de 1
How
Who
We
Are
An
inqu
iry
into
the
natu
re
of th
e se
lf; b
elie
fs a
nd
valu
es; p
erso
nal,
phys
ical
, m
enta
l, so
cial
and
spiri
tual
he
alth
; hum
an re
latio
nshi
ps
incl
udin
g fa
mili
es, f
riend
s, co
mm
uniti
es, a
nd c
ultu
res;
right
s and
resp
onsib
ilitie
s; w
hat i
t mea
ns to
be
hum
an.
How
We
Expr
ess O
urse
lves
An
inqu
iry
into
the
way
s in
whi
ch w
e di
scov
er a
nd
expr
ess i
deas
, fee
lings
, nat
ure,
cultu
re, b
elie
fs a
nd v
alue
s; th
e w
ays i
n w
hich
we
refle
ct
on, e
xten
d an
d en
joy
our
crea
tivity
; our
appr
ecia
tion
ofth
e ae
sthe
tic.
How
We
Org
anis
e O
urse
lves
An
inqu
iry
into
the
inte
rcon
nect
edne
ss o
f hu
man
-mad
e sy
stem
s an
d co
mm
uniti
es; t
he
stru
ctur
e an
d fu
nctio
n of
org
aniz
atio
ns; s
ocie
tal
deci
sion-
mak
ing;
eco
nom
ic
activ
ities
and
thei
r im
pact
on
hum
anki
nd a
nd th
e en
viro
nmen
t.
How
the
Wor
ld W
orks
An
inqu
iry
into
the
natu
ral
wor
ld a
nd it
s law
s; th
e in
tera
ctio
n be
twee
n th
e na
tura
l wor
ld (p
hysic
al
and
biol
ogic
al) a
nd h
uman
so
ciet
ies;
how
hum
ans
use
thei
r und
erst
andi
ng
of sc
ient
ific p
rinci
ples
; the
im
pact
of s
cien
tific a
nd
tech
nolo
gica
l adv
ance
s on
soci
ety
and
on th
e en
viro
nmen
t.
Whe
re W
e A
re in
Pla
ce a
nd
Tim
eA
n in
quir
y in
to o
rient
atio
n in
pla
ce a
nd ti
me;
per
sona
l hi
stor
ies;
hom
es a
nd
jour
neys
; the
disc
over
ies,
expl
orat
ions
and
mig
ratio
ns
of h
uman
kind
; the
re
latio
nshi
ps b
etw
een
and
the
inte
rcon
nect
edne
ss o
f in
divi
dual
s and
civi
lizat
ions
, fr
om lo
cal a
nd g
loba
l pe
rspe
ctiv
es.
Shar
ing
the
Plan
etA
n in
quir
y in
to ri
ghts
an
d re
spon
sibili
ties i
n th
e st
rugg
le to
shar
e fin
ite
reso
urce
s with
oth
er p
eopl
e an
d w
ith o
ther
livi
ng
thin
gs; c
omm
uniti
es a
nd
the
rela
tions
hips
with
in a
nd
betw
een
them
; acc
ess t
o eq
ual o
ppor
tuni
ties;
peac
e an
d co
nflic
t res
olut
ion.
Cen
tral
Idea
Mak
ing
bala
nced
choi
ces
help
s to
deve
lop
a he
alth
y lif
esty
le.
Key
Con
cept
s: Fo
rm,
Func
tion,
Cau
satio
n
Rela
ted
Con
cept
s: Ba
lanc
e, W
ell-b
eing
, Life
styl
e
Line
s of I
nqui
ry•
Dai
ly h
abits
and
ro
utin
es
• M
akin
g ba
lanc
ed
choi
ces
• Th
e ca
uses
and
effe
cts o
f ou
r cho
ices
Lear
ner P
rofil
e: B
alan
ced,
Pr
inci
pled
Subj
ect F
ocus
: Sci
ence
(L
ivin
g Th
ings
- th
e H
uman
bo
dy),
Mat
hem
atic
s, PS
PE
Cen
tral
Idea
Appr
ecia
tion
of c
ultu
ral
cele
brat
ions
can
hel
p pe
ople
rela
te to
the
glob
al
com
mun
ity.
Key
Con
cept
s: Fo
rm,
Func
tion,
Per
spec
tive
Rela
ted
Con
cept
s: Be
liefs
, Va
lues
, Cul
ture
Line
s of I
nqui
ry•
Wha
t cel
ebra
tions
are
• H
ow a
nd w
hy p
eopl
e ce
lebr
ate
• Si
mila
ritie
s and
di
ffere
nces
bet
wee
n va
rious
cele
brat
ions
Lear
ner P
rofil
e: O
pen-
Min
ded
Subj
ect F
ocus
: Lan
guag
e, M
athe
mat
ics,
Soci
al S
tudi
es,
IA, M
usic
, ML,
Lib
, PE,
Art
Cen
tral
Idea
Peop
le h
ave
diffe
rent
role
s in
the
com
mun
ities
to w
hich
th
ey b
elon
g.
Key
Con
cept
s: Fo
rm,
Con
nect
ion,
Res
pons
ibili
ty
Rela
ted
Con
cept
s: N
eeds
and
w
ants
, Geo
grap
hy, W
ork,
Line
s of I
nqui
ry•
Nee
ds o
f peo
ple
in a
co
mm
unity
• Re
spon
sibili
ties
of p
eopl
e w
ithin
a
com
mun
ity•
How
peo
ple
with
in
a co
mm
unity
are
co
nnec
ted
Lear
ner P
rofil
e: R
isk-T
aker
, Th
inke
r
Subj
ect F
ocus
: Soc
ial S
tudi
es,
Mat
hem
atic
s, M
L
Cen
tral
Idea
The
wea
ther
is ce
ntra
l to
hum
an a
ctiv
ity a
nd im
pact
s m
any
aspe
cts o
f life
.
Key
Con
cept
s: Fo
rm, C
hang
e, C
ausa
tion
Rela
ted
Con
cept
s:
Mea
sure
men
t, C
limat
e, Ev
iden
ce, C
ause
and
Effe
ct
Line
s of I
nqui
ry•
Wea
ther
cond
ition
s•
How
we
colle
ct
info
rmat
ion
abou
t w
eath
er•
How
diff
eren
t mat
eria
ls pr
otec
t us f
rom
the
wea
ther
Lear
ner P
rofil
e:
Com
mun
icat
or, I
nqui
rer
Subj
ect F
ocus
: Sci
ence
(E
arth
and
spac
e/ M
ater
ials
and
Mat
ter (
LOI3
))),
Mat
hem
atic
s, La
ngua
ge,M
L,
Art
Cen
tral
Idea
Expl
orin
g th
e pa
st a
llow
s pe
ople
to re
flect
and
un
ders
tand
how
soci
ety
has
chan
ged.
Key
Con
cept
s:, C
hang
e, C
onne
ctio
n, R
eflec
tion
Rela
ted
Con
cept
s: C
hron
olog
y, Fa
mily
, Hist
ory
Line
s of I
nqui
ry•
Refle
ctin
g on
peo
ple’s
ex
perie
nce
of th
e pa
st.
• H
ow ch
ildho
od h
as
chan
ged
over
tim
e•
How
tech
nolo
gy h
as
chan
ged
over
tim
e
Lear
ner P
rofil
e: R
eflec
tive
Subj
ect F
ocus
: Soc
ial S
tudi
es,
Lang
uage
Cen
tral
Idea
The
heal
th a
nd g
row
th o
f liv
ing
thin
gs is
impa
cted
by
hum
an a
ctiv
ity.
Key
Con
cept
s: C
hang
e, C
onne
ctio
n, R
eflec
tion
Rela
ted
Con
cept
s: Li
fe
Cyc
les,
Tran
sfor
mat
ion,
En
viro
nmen
t
Line
s of I
nqui
ry•
The
care
of l
ivin
g th
ings
• H
ow li
ving
thin
gs
chan
ge o
ver t
heir
lifet
ime
• Fa
ctor
s tha
t can
in
fluen
ce li
ving
thin
gs
Lear
ner P
rofil
e: C
arin
g,
Kno
wle
dgea
ble
Subj
ect F
ocus
: Lan
guag
e, M
athe
mat
ics,
Scie
nce
(Liv
ing
Thin
gs -
Plan
ts)
Welcome to the Primary Years Programme
17 Primary Years Programme Guide ACS Egham International School
Gra
de 2
Who
We
Are
An
inqu
iry
into
the
natu
re
of th
e se
lf; b
elie
fs a
nd
valu
es; p
erso
nal,
phys
ical
, m
enta
l, so
cial
and
spiri
tual
he
alth
; hum
an re
latio
nshi
ps
incl
udin
g fa
mili
es, f
riend
s, co
mm
uniti
es, a
nd c
ultu
res;
right
s and
resp
onsib
ilitie
s; w
hat i
t mea
ns to
be
hum
an.
How
the
Wor
ld W
orks
An
inqu
iry
into
the
natu
ral
wor
ld a
nd it
s law
s; th
e in
tera
ctio
n be
twee
n th
e na
tura
l wor
ld (p
hysic
al
and
biol
ogic
al) a
nd h
uman
so
ciet
ies;
how
hum
ans
use
thei
r und
erst
andi
ng
of sc
ient
ific p
rinci
ples
; the
im
pact
of s
cien
tific a
nd
tech
nolo
gica
l adv
ance
s on
soci
ety
and
on th
e en
viro
nmen
t.
Whe
re W
e A
re in
Pla
ce a
nd
Tim
eA
n in
quir
y in
to o
rient
atio
n in
pla
ce a
nd ti
me;
per
sona
l hi
stor
ies;
hom
es a
nd
jour
neys
; the
disc
over
ies,
expl
orat
ions
and
mig
ratio
ns
of h
uman
kind
; the
re
latio
nshi
ps b
etw
een
and
the
inte
rcon
nect
edne
ss o
f in
divi
dual
s and
civi
lizat
ions
, fr
om lo
cal a
nd g
loba
l pe
rspe
ctiv
es.
How
We
Expr
ess O
urse
lves
An
inqu
iry
into
the
way
s in
whi
ch w
e di
scov
er a
nd
expr
ess i
deas
, fee
lings
, nat
ure,
cultu
re, b
elie
fs a
nd v
alue
s; th
e w
ays i
n w
hich
we
refle
ct
on, e
xten
d an
d en
joy
our
crea
tivity
; our
appr
ecia
tion
ofth
e ae
sthe
tic.
Shar
ing
the
Plan
etA
n in
quir
y in
to ri
ghts
an
d re
spon
sibili
ties i
n th
e st
rugg
le to
shar
e fin
ite
reso
urce
s with
oth
er p
eopl
e an
d w
ith o
ther
livi
ng
thin
gs; c
omm
uniti
es a
nd
the
rela
tions
hips
with
in a
nd
betw
een
them
; acc
ess t
o eq
ual o
ppor
tuni
ties;
peac
e an
d co
nflic
t res
olut
ion.
How
We
Org
anis
e O
urse
lves
An
inqu
iry
into
the
inte
rcon
nect
edne
ss o
f hu
man
-mad
e sy
stem
s an
d co
mm
uniti
es; t
he
stru
ctur
e an
d fu
nctio
n of
org
aniz
atio
ns; s
ocie
tal
deci
sion-
mak
ing;
eco
nom
ic
activ
ities
and
thei
r im
pact
on
hum
anki
nd a
nd th
e en
viro
nmen
t.
Cen
tral
Idea
Lear
ning
abo
ut
com
mun
icat
ion
and
othe
r pe
ople’
s per
spec
tives
can
en
hanc
e re
latio
nshi
ps.
Key
Con
cept
s: Pe
rspe
ctiv
e, Re
flect
ion
Rela
ted
Con
cept
s: C
omm
unic
atio
n, D
iver
sity,
Emot
ion
Line
s of I
nqui
ry•
Soci
al in
tera
ctio
ns•
Ack
now
ledg
ing
othe
rs’
pers
pect
ives
• M
anag
ing
and
reso
lvin
g co
nflic
t
Lear
ner P
rofil
e:
Com
mun
icat
or, O
pen-
Min
ded,
Car
ing
Subj
ect F
ocus
: PSP
E, S
ocia
l St
udie
s, La
ngua
ge, I
A
Cen
tral
Idea
Inno
vatio
ns a
re d
esig
ned
to
achi
eve
wor
k m
ore
effici
ently
an
d eff
ectiv
ely.
Key
Con
cept
s: Fo
rm,
Func
tion,
Refl
ectio
n
Rela
ted
Con
cept
s: M
echa
nics
, En
ergy
, For
ces
Line
s of I
nqui
ry•
Sim
ple
devi
ces
• Th
e re
latio
nshi
p be
twee
n w
ork
and
ener
gy•
The
impa
ct o
f in
nova
tions
Lear
ner P
rofil
e: R
isk-T
aker
, Th
inke
r, Re
flect
ive
Subj
ect F
ocus
: Sci
ence
(F
orce
s), L
angu
age,
Mat
hem
atic
s
Cen
tral
idea
Expl
orat
ion
lead
s to
disc
over
y an
d de
velo
ps n
ew
unde
rsta
ndin
gs.
Key
Con
cept
s: C
hang
e, Pe
rspe
ctiv
e, Re
flect
ion
Rela
ted
Con
cept
s: C
onse
quen
ces,
Disc
over
y, G
eogr
aphi
cal R
epre
sent
atio
n
Line
s of I
nqui
ry•
Reas
ons f
or e
xplo
ratio
n (h
istor
ical
and
per
sona
l)•
Feel
ings
and
attit
udes
as
soci
ated
with
ex
plor
atio
n•
Wha
t we
lear
n th
roug
h ex
plor
atio
n•
Met
hods
of n
avig
atio
n
Lear
ner P
rofil
e: R
isk-T
aker
, O
pen-
Min
ded
Subj
ect F
ocus
: Soc
ial S
tudi
es,
Lang
uage
, Mat
hem
atic
s,Lib
Cen
tral
Idea
Peop
le u
se sy
mbo
ls to
be
exp
ress
ive
and
to
com
mun
icat
e.
Key
Con
cept
s: Fo
rm,
Con
nect
ion,
Cau
satio
n
Rela
ted
Con
cept
s: Cu
lture
, M
edia
, Pat
tern
Line
s of I
nqui
ry•
Sym
bolis
m•
Why
peo
ple
use
sym
bols
• H
ow sp
ecifi
c gro
ups u
se
sym
bols
Lear
ner P
rofil
e:
Com
mun
icat
or,
Kno
wle
dgea
ble
Subj
ect F
ocus
: PSP
E, S
ocia
l St
udie
s, La
ngua
ge, M
usic
, PE
, Art
Cen
tral
Idea
Ove
r tim
e, liv
ing
thin
gs n
eed
to a
dapt
in o
rder
to su
rviv
e.
Key
Con
cept
s: C
hang
e, C
onne
ctio
n, R
espo
nsib
ility
Rela
ted
Con
cept
s: A
dapt
atio
n, E
volu
tion,
H
abita
t
Line
s of I
nqui
ry•
The
rela
tions
hip
betw
een
the
char
acte
ristic
s of l
ivin
g th
ings
and
thei
r hab
itats
• H
ow a
nd w
hy li
ving
th
ings
ada
pt
• H
uman
resp
onsib
ility
to
war
ds th
e su
rviv
al o
f liv
ing
thin
gs
Lear
ner P
rofil
e: P
rinci
pled
, In
quire
r
Subj
ect F
ocus
: Sci
ence
(L
ivin
g Th
ings
), So
cial
St
udie
s, La
ngua
ge,
Mat
hem
atic
s, M
L, A
rt
Cen
tral
Idea
Com
mun
ities
pro
vide
in
terc
onne
cted
serv
ices
de
signe
d to
mee
t peo
ple’s
ne
eds.
Key
Con
cept
s: C
onne
ctio
n,
Func
tion,
Res
pons
ibili
ty
Rela
ted
Con
cept
s: Re
sour
ces,
Coo
pera
tion,
Infr
astr
uctu
re
Line
s of I
nqui
ry•
Serv
ices
nee
ded
to
supp
ort a
com
mun
ity•
Plan
ning
serv
ices
for a
co
mm
unity
• H
ow o
rgan
isatio
ns a
nd
syst
ems c
onne
ct
Lear
ner P
rofil
e: B
alan
ced,
K
now
ledg
eabl
e
Subj
ect F
ocus
: PSP
E,
Soci
al S
tudi
es, L
angu
age,
Mat
hem
atic
s,ML
Welcome to the Primary Years Programme
Primary Years Programme Guide ACS Egham International School 18
Gra
de 2
Who
We
Are
An
inqu
iry
into
the
natu
re
of th
e se
lf; b
elie
fs a
nd
valu
es; p
erso
nal,
phys
ical
, m
enta
l, so
cial
and
spiri
tual
he
alth
; hum
an re
latio
nshi
ps
incl
udin
g fa
mili
es, f
riend
s, co
mm
uniti
es, a
nd c
ultu
res;
right
s and
resp
onsib
ilitie
s; w
hat i
t mea
ns to
be
hum
an.
How
the
Wor
ld W
orks
An
inqu
iry
into
the
natu
ral
wor
ld a
nd it
s law
s; th
e in
tera
ctio
n be
twee
n th
e na
tura
l wor
ld (p
hysic
al
and
biol
ogic
al) a
nd h
uman
so
ciet
ies;
how
hum
ans
use
thei
r und
erst
andi
ng
of sc
ient
ific p
rinci
ples
; the
im
pact
of s
cien
tific a
nd
tech
nolo
gica
l adv
ance
s on
soci
ety
and
on th
e en
viro
nmen
t.
Whe
re W
e A
re in
Pla
ce a
nd
Tim
eA
n in
quir
y in
to o
rient
atio
n in
pla
ce a
nd ti
me;
per
sona
l hi
stor
ies;
hom
es a
nd
jour
neys
; the
disc
over
ies,
expl
orat
ions
and
mig
ratio
ns
of h
uman
kind
; the
re
latio
nshi
ps b
etw
een
and
the
inte
rcon
nect
edne
ss o
f in
divi
dual
s and
civi
lizat
ions
, fr
om lo
cal a
nd g
loba
l pe
rspe
ctiv
es.
How
We
Expr
ess O
urse
lves
An
inqu
iry
into
the
way
s in
whi
ch w
e di
scov
er a
nd
expr
ess i
deas
, fee
lings
, nat
ure,
cultu
re, b
elie
fs a
nd v
alue
s; th
e w
ays i
n w
hich
we
refle
ct
on, e
xten
d an
d en
joy
our
crea
tivity
; our
appr
ecia
tion
ofth
e ae
sthe
tic.
Shar
ing
the
Plan
etA
n in
quir
y in
to ri
ghts
an
d re
spon
sibili
ties i
n th
e st
rugg
le to
shar
e fin
ite
reso
urce
s with
oth
er p
eopl
e an
d w
ith o
ther
livi
ng
thin
gs; c
omm
uniti
es a
nd
the
rela
tions
hips
with
in a
nd
betw
een
them
; acc
ess t
o eq
ual o
ppor
tuni
ties;
peac
e an
d co
nflic
t res
olut
ion.
How
We
Org
anis
e O
urse
lves
An
inqu
iry
into
the
inte
rcon
nect
edne
ss o
f hu
man
-mad
e sy
stem
s an
d co
mm
uniti
es; t
he
stru
ctur
e an
d fu
nctio
n of
org
aniz
atio
ns; s
ocie
tal
deci
sion-
mak
ing;
eco
nom
ic
activ
ities
and
thei
r im
pact
on
hum
anki
nd a
nd th
e en
viro
nmen
t.
Cen
tral
Idea
Lear
ning
abo
ut
com
mun
icat
ion
and
othe
r pe
ople’
s per
spec
tives
can
en
hanc
e re
latio
nshi
ps.
Key
Con
cept
s: Pe
rspe
ctiv
e, Re
flect
ion
Rela
ted
Con
cept
s: C
omm
unic
atio
n, D
iver
sity,
Emot
ion
Line
s of I
nqui
ry•
Soci
al in
tera
ctio
ns•
Ack
now
ledg
ing
othe
rs’
pers
pect
ives
• M
anag
ing
and
reso
lvin
g co
nflic
t
Lear
ner P
rofil
e:
Com
mun
icat
or, O
pen-
Min
ded,
Car
ing
Subj
ect F
ocus
: PSP
E, S
ocia
l St
udie
s, La
ngua
ge, I
A
Cen
tral
Idea
Inno
vatio
ns a
re d
esig
ned
to
achi
eve
wor
k m
ore
effici
ently
an
d eff
ectiv
ely.
Key
Con
cept
s: Fo
rm,
Func
tion,
Refl
ectio
n
Rela
ted
Con
cept
s: M
echa
nics
, En
ergy
, For
ces
Line
s of I
nqui
ry•
Sim
ple
devi
ces
• Th
e re
latio
nshi
p be
twee
n w
ork
and
ener
gy•
The
impa
ct o
f in
nova
tions
Lear
ner P
rofil
e: R
isk-T
aker
, Th
inke
r, Re
flect
ive
Subj
ect F
ocus
: Sci
ence
(F
orce
s), L
angu
age,
Mat
hem
atic
s
Cen
tral
idea
Expl
orat
ion
lead
s to
disc
over
y an
d de
velo
ps n
ew
unde
rsta
ndin
gs.
Key
Con
cept
s: C
hang
e, Pe
rspe
ctiv
e, Re
flect
ion
Rela
ted
Con
cept
s: C
onse
quen
ces,
Disc
over
y, G
eogr
aphi
cal R
epre
sent
atio
n
Line
s of I
nqui
ry•
Reas
ons f
or e
xplo
ratio
n (h
istor
ical
and
per
sona
l)•
Feel
ings
and
attit
udes
as
soci
ated
with
ex
plor
atio
n•
Wha
t we
lear
n th
roug
h ex
plor
atio
n•
Met
hods
of n
avig
atio
n
Lear
ner P
rofil
e: R
isk-T
aker
, O
pen-
Min
ded
Subj
ect F
ocus
: Soc
ial S
tudi
es,
Lang
uage
, Mat
hem
atic
s,Lib
Cen
tral
Idea
Peop
le u
se sy
mbo
ls to
be
exp
ress
ive
and
to
com
mun
icat
e.
Key
Con
cept
s: Fo
rm,
Con
nect
ion,
Cau
satio
n
Rela
ted
Con
cept
s: Cu
lture
, M
edia
, Pat
tern
Line
s of I
nqui
ry•
Sym
bolis
m•
Why
peo
ple
use
sym
bols
• H
ow sp
ecifi
c gro
ups u
se
sym
bols
Lear
ner P
rofil
e:
Com
mun
icat
or,
Kno
wle
dgea
ble
Subj
ect F
ocus
: PSP
E, S
ocia
l St
udie
s, La
ngua
ge, M
usic
, PE
, Art
Cen
tral
Idea
Ove
r tim
e, liv
ing
thin
gs n
eed
to a
dapt
in o
rder
to su
rviv
e.
Key
Con
cept
s: C
hang
e, C
onne
ctio
n, R
espo
nsib
ility
Rela
ted
Con
cept
s: A
dapt
atio
n, E
volu
tion,
H
abita
t
Line
s of I
nqui
ry•
The
rela
tions
hip
betw
een
the
char
acte
ristic
s of l
ivin
g th
ings
and
thei
r hab
itats
• H
ow a
nd w
hy li
ving
th
ings
ada
pt
• H
uman
resp
onsib
ility
to
war
ds th
e su
rviv
al o
f liv
ing
thin
gs
Lear
ner P
rofil
e: P
rinci
pled
, In
quire
r
Subj
ect F
ocus
: Sci
ence
(L
ivin
g Th
ings
), So
cial
St
udie
s, La
ngua
ge,
Mat
hem
atic
s, M
L, A
rt
Cen
tral
Idea
Com
mun
ities
pro
vide
in
terc
onne
cted
serv
ices
de
signe
d to
mee
t peo
ple’s
ne
eds.
Key
Con
cept
s: C
onne
ctio
n,
Func
tion,
Res
pons
ibili
ty
Rela
ted
Con
cept
s: Re
sour
ces,
Coo
pera
tion,
Infr
astr
uctu
re
Line
s of I
nqui
ry•
Serv
ices
nee
ded
to
supp
ort a
com
mun
ity•
Plan
ning
serv
ices
for a
co
mm
unity
• H
ow o
rgan
isatio
ns a
nd
syst
ems c
onne
ct
Lear
ner P
rofil
e: B
alan
ced,
K
now
ledg
eabl
e
Subj
ect F
ocus
: PSP
E,
Soci
al S
tudi
es, L
angu
age,
Mat
hem
atic
s,ML
Gra
de 3
How
the
Wor
ld W
orks
An
inqu
iry
into
the
natu
ral
wor
ld a
nd it
s law
s; th
e in
tera
ctio
n be
twee
n th
e na
tura
l wor
ld (p
hysic
al
and
biol
ogic
al) a
nd h
uman
so
ciet
ies;
how
hum
ans
use
thei
r und
erst
andi
ng
of sc
ient
ific p
rinci
ples
; the
im
pact
of s
cien
tific a
nd
tech
nolo
gica
l adv
ance
s on
soci
ety
and
on th
e en
viro
nmen
t.
Who
We
Are
An
inqu
iry
into
the
natu
re
of th
e se
lf; b
elie
fs a
nd
valu
es; p
erso
nal,
phys
ical
, m
enta
l, so
cial
and
spiri
tual
he
alth
; hum
an re
latio
nshi
ps
incl
udin
g fa
mili
es, f
riend
s, co
mm
uniti
es, a
nd c
ultu
res;
right
s and
resp
onsib
ilitie
s; w
hat i
t mea
ns to
be
hum
an.
Shar
ing
the
Plan
etA
n in
quir
y in
to ri
ghts
an
d re
spon
sibili
ties i
n th
e st
rugg
le to
shar
e fin
ite
reso
urce
s with
oth
er p
eopl
e an
d w
ith o
ther
livi
ng
thin
gs; c
omm
uniti
es a
nd
the
rela
tions
hips
with
in a
nd
betw
een
them
; acc
ess t
o eq
ual o
ppor
tuni
ties;
peac
e an
d co
nflic
t res
olut
ion.
Whe
re W
e A
re in
Pla
ce a
nd
Tim
eA
n in
quir
y in
to o
rient
atio
n in
pla
ce a
nd ti
me;
per
sona
l hi
stor
ies;
hom
es a
nd
jour
neys
; the
disc
over
ies,
expl
orat
ions
and
mig
ratio
ns
of h
uman
kind
; the
re
latio
nshi
ps b
etw
een
and
the
inte
rcon
nect
edne
ss o
f in
divi
dual
s and
civi
lizat
ions
, fr
om lo
cal a
nd g
loba
l pe
rspe
ctiv
es.
How
We
Expr
ess O
urse
lves
An
inqu
iry
into
the
way
s in
whi
ch w
e di
scov
er a
nd
expr
ess i
deas
, fee
lings
, nat
ure,
cultu
re, b
elie
fs a
nd v
alue
s; th
e w
ays i
n w
hich
we
refle
ct
on, e
xten
d an
d en
joy
our
crea
tivity
; our
appr
ecia
tion
ofth
e ae
sthe
tic.
How
We
Org
anis
e O
urse
lves
An
inqu
iry
into
the
inte
rcon
nect
edne
ss o
f hu
man
-mad
e sy
stem
s an
d co
mm
uniti
es; t
he
stru
ctur
e an
d fu
nctio
n of
org
aniz
atio
ns; s
ocie
tal
deci
sion-
mak
ing;
eco
nom
ic
activ
ities
and
thei
r im
pact
on
hum
anki
nd a
nd th
e en
viro
nmen
t.
Cen
tral
Idea
Hum
an su
rviv
al is
conn
ecte
d to
und
erst
andi
ng th
e co
ntin
ual c
hang
ing
natu
re o
f th
e Ea
rth.
Key
Con
cept
s: C
ausa
tion,
C
hang
e, C
onne
ctio
n
Rela
ted
Con
cept
s: Er
osio
n,
Geo
logy
, Tec
toni
c Pla
tes,
Mov
emen
t
Line
s of I
nqui
ry•
How
the
Eart
h ha
s ch
ange
d an
d co
ntin
ues
to ch
ange
• W
hy th
e Ea
rth
chan
ges
• H
uman
resp
onse
to th
e Ea
rth’s
chan
ges
Lear
ner P
rofil
e:
Kno
wle
dgea
ble,
Refle
ctiv
e, C
arin
g
Subj
ect F
ocus
: Sci
ence
(E
arth
and
Spa
ce/ F
orce
s),
Mat
hem
atic
s, La
ngua
ge, I
A
Cen
tral
Idea
The
body
is m
ade
of
inte
rdep
ende
nt sy
stem
s tha
t w
ork
toge
ther
to k
eep
us
aliv
e.
Key
Con
cept
s: Fu
nctio
n,
Con
nect
ion,
Cau
satio
n
Rela
ted
Con
cept
s: Sy
stem
s, Bi
olog
y
Line
s of I
nqui
ry•
The
func
tions
of t
he
part
s of t
he b
ody
• H
ow b
ody
part
s wor
k to
geth
er in
syst
ems
• Th
e im
pact
of o
ur
choi
ces o
n ou
r bod
ies
and
body
syst
ems
Lear
ner P
rofil
e: B
alan
ced,
In
quire
r
Subj
ect F
ocus
: Sci
ence
(L
ivin
g Th
ings
- th
e H
uman
Bo
dy),
PSPE
, IA
,ML,
Lib
Cen
tral
Idea
Find
ing
peac
eful
solu
tions
to
confl
ict l
eads
to a
bet
ter
qual
ity o
f hum
an li
fe.
Key
Con
cept
s: C
ausa
tion,
Pe
rspe
ctiv
e, Re
spon
sibili
ty
Rela
ted
Con
cept
s: C
onfli
ct,
Bala
nce
Div
ersit
y, In
tera
ctio
n
Line
s of I
nqui
ry•
Cau
ses o
f con
flict
• Th
e In
tera
ctio
n be
twee
n hu
man
s with
the
natu
ral
envi
ronm
ent
• Li
ving
and
wor
king
to
geth
er p
eace
fully
Lear
ner P
rofil
e: O
pen-
Min
ded,
Prin
cipl
ed, R
isk-
Take
r
Subj
ect F
ocus
: PSP
E, S
ocia
l St
udie
s, La
ngua
ge
Cen
tral
Idea
Hum
an m
igra
tion
is a
resp
onse
to ch
alle
nges
, risk
s an
d op
port
uniti
es.
Key
Con
cept
s: C
ausa
tion,
C
hang
e Pe
rspe
ctiv
e
Rela
ted
Con
cept
s: C
onse
quen
ces,
Geo
grap
hy,
Mig
ratio
n
Line
s of I
nqui
ry•
The
reas
ons w
hy p
eopl
e m
igra
te
• M
igra
tion
thro
ugho
ut
hist
ory
• Eff
ects
of m
igra
tion
on
com
mun
ities
, cul
ture
s an
d in
divi
dual
s
Lear
ner P
rofil
e: B
alan
ced,
C
omm
unic
ator
Subj
ect F
ocus
: Mat
hem
atic
s, La
ngua
ge, S
ocia
l Stu
dies
,ML
Cen
tral
Idea
Idea
s and
val
ues e
xpre
ssed
in
med
ia c
an in
fluen
ce th
e au
dien
ce.
Key
Con
cept
s: Fo
rm,
Con
nect
ion,
Per
spec
tive
Rela
ted
Con
cept
s: C
omm
unic
atio
n, P
erce
ptio
n
Line
s of I
nqui
ry•
Type
s of m
edia
• In
ferr
ed m
eani
ngs
• Et
hics
and
val
ues i
n m
edia
Lear
ner P
rofil
e: C
arin
g,
Ope
n-M
inde
d, In
quire
r, Pr
inci
pled
Subj
ect F
ocus
: Lan
guag
e, M
athe
mat
ics,
Soci
al S
tudi
es,
PSPE
, Mus
ic, M
L, L
ib, P
E,
Art
Cen
tral
Idea
Food
pro
duct
s go
thro
ugh
stag
es o
f pro
duct
ion
befo
re
reac
hing
the
cons
umer
.
Key
Con
cept
s: C
onne
ctio
n,
Func
tion,
Cha
nge
Rela
ted
Con
cept
s: D
istrib
utio
n, co
nsum
ptio
n
Line
s of I
nqui
ry•
Diff
eren
ces b
etw
een
proc
esse
d an
d un
proc
esse
d fo
od•
Stag
es fo
od p
rodu
cts g
o th
roug
h fr
om o
rigin
to
cons
umpt
ion
• Im
plic
atio
ns o
f te
chno
logy
on
food
pr
oduc
tion
Lear
ner P
rofil
e:
Kno
wle
dgea
ble,
Thin
ker
Subj
ect F
ocus
: Sci
ence
(fo
rces
/ mat
eria
ls an
d M
atte
r), S
ocia
l Stu
dies
, La
ngua
ge, M
athe
mat
ics
Welcome to the Primary Years Programme
19 Primary Years Programme Guide ACS Egham International School
Gra
de 4
Whe
re W
e A
re in
Pla
ce a
nd
Tim
eA
n in
quir
y in
to o
rient
atio
n in
pla
ce a
nd ti
me;
per
sona
l hi
stor
ies;
hom
es a
nd
jour
neys
; the
disc
over
ies,
expl
orat
ions
and
mig
ratio
ns
of h
uman
kind
; the
re
latio
nshi
ps b
etw
een
and
the
inte
rcon
nect
edne
ss o
f in
divi
dual
s and
civi
lizat
ions
, fr
om lo
cal a
nd g
loba
l pe
rspe
ctiv
es.
How
the
Wor
ld W
orks
An
inqu
iry
into
the
natu
ral
wor
ld a
nd it
s law
s; th
e in
tera
ctio
n be
twee
n th
e na
tura
l wor
ld (p
hysic
al
and
biol
ogic
al) a
nd h
uman
so
ciet
ies;
how
hum
ans
use
thei
r und
erst
andi
ng
of sc
ient
ific p
rinci
ples
; the
im
pact
of s
cien
tific a
nd
tech
nolo
gica
l adv
ance
s on
soci
ety
and
on th
e en
viro
nmen
t.
Who
We
Are
An
inqu
iry
into
the
natu
re
of th
e se
lf; b
elie
fs a
nd
valu
es; p
erso
nal,
phys
ical
, m
enta
l, so
cial
and
spiri
tual
he
alth
; hum
an re
latio
nshi
ps
incl
udin
g fa
mili
es, f
riend
s, co
mm
uniti
es, a
nd c
ultu
res;
right
s and
resp
onsib
ilitie
s; w
hat i
t mea
ns to
be
hum
an.
How
We
Expr
ess O
urse
lves
An
inqu
iry
into
the
way
s in
whi
ch w
e di
scov
er a
nd
expr
ess i
deas
, fee
lings
, nat
ure,
cultu
re, b
elie
fs a
nd v
alue
s; th
e w
ays i
n w
hich
we
refle
ct
on, e
xten
d an
d en
joy
our
crea
tivity
; our
appr
ecia
tion
ofth
e ae
sthe
tic.
Shar
ing
the
Plan
etA
n in
quir
y in
to ri
ghts
an
d re
spon
sibili
ties i
n th
e st
rugg
le to
shar
e fin
ite
reso
urce
s with
oth
er p
eopl
e an
d w
ith o
ther
livi
ng
thin
gs; c
omm
uniti
es a
nd
the
rela
tions
hips
with
in a
nd
betw
een
them
; acc
ess t
o eq
ual o
ppor
tuni
ties;
peac
e an
d co
nflic
t res
olut
ion.
How
We
Org
anis
e O
urse
lves
An
inqu
iry
into
the
inte
rcon
nect
edne
ss o
f hu
man
-mad
e sy
stem
s an
d co
mm
uniti
es; t
he
stru
ctur
e an
d fu
nctio
n of
org
aniz
atio
ns; s
ocie
tal
deci
sion-
mak
ing;
eco
nom
ic
activ
ities
and
thei
r im
pact
on
hum
anki
nd a
nd th
e en
viro
nmen
t.
Cen
tral
Idea
Past
civi
lizat
ions
shap
e th
e pr
esen
t and
the
futu
re.
Key
Con
cept
s: C
ausa
tion,
C
hang
e, Fo
rm
Rela
ted
Con
cept
s: C
ontin
uity
, Pr
ogre
ss, T
echn
olog
y
Line
s of I
nqui
ry•
Why
asp
ects
of p
ast
civi
lizat
ions
that
hav
e su
rviv
ed•
Impl
icat
ions
for t
he
futu
re
Lear
ner P
rofil
e: In
quire
r, Th
inke
r
Subj
ect F
ocus
: Soc
ial S
tudi
es,
Mat
hem
atic
s, La
ngua
ge, I
A
Cen
tral
Idea
Kno
wle
dge
and
unde
rsta
ndin
g of
the
Sola
r Sy
stem
can
insp
ire h
uman
cu
riosit
y.
Key
Con
cept
s: F
orm
, C
ausa
tion,
Con
nect
ion
Rela
ted
Con
cept
s: G
ravi
ty,
Mov
emen
t, Re
latio
nshi
p
Line
s of I
nqui
ry•
Ligh
t and
soun
d al
low
s us
to u
nder
stan
d ou
r un
iver
se (F
orce
s)•
The
impa
ct o
f the
Ear
th’s
posit
ion
in th
e so
lar
syst
em•
The
char
acte
ristic
s of
spac
e
Lear
ner P
rofil
e: R
isk-T
aker
, Th
inke
r, K
now
ledg
eabl
e, Ba
lanc
e
Subj
ect F
ocus
: Sci
ence
(Ear
th
and
spac
e/Fo
rces
/ Liv
ing
Thin
gs),
Mat
hem
atic
s, IA
, A
rt
Cen
tral
Idea
Valu
es a
nd b
elie
fs sh
ape
how
pe
ople
vie
w th
e w
orld
and
ea
ch o
ther
.
Key
Con
cept
s: Pe
rspe
ctiv
e, Re
flect
ion,
Fun
ctio
n
Rela
ted
Con
cept
s: D
iver
sity,
Iden
tity
Line
s of I
nqui
ry•
Belie
f sys
tem
s•
Sim
ilarit
ies a
nd
diffe
renc
es w
ithin
and
be
twee
n be
lief s
yste
ms
• H
ow v
alue
s and
bel
iefs
in
fluen
ce u
s
Lear
ner P
rofil
e: In
quire
r, Re
flect
ive,
Ope
n-M
inde
d
Subj
ect F
ocus
: Soc
ial S
tudi
es,
Lang
uage
, Mat
hem
atic
s, A
rt
Cen
tral
Idea
Peop
le u
se d
iffer
ent f
orm
s of
expr
essio
n to
conv
ey th
eir
idea
s and
feel
ings
.
Key
Con
cept
s: Fu
nctio
n,
Pers
pect
ive,
Refle
ctio
n
Rela
ted
Con
cept
s: Pe
rcep
tion,
Sel
f exp
ress
ion
Line
s of I
nqui
ry•
Div
erse
way
s in
whi
ch p
eopl
e ex
pres
s th
emse
lves
• Th
e ro
le o
f the
Art
s in
cultu
re a
nd so
ciet
y•
The
arts
and
how
they
ev
oke
diffe
rent
reac
tions
Lear
ner P
rofil
e:
Com
mun
icat
or, R
eflec
tive,
open
-min
ded
Subj
ect F
ocus
: Lan
guag
e, So
cial
Stu
dies
, IA
, Mus
ic,
ML,
Lib
, PE
Cen
tral
Idea
Biod
iver
sity
relie
s on
mai
ntai
ning
the
inte
rdep
ende
nt b
alan
ce o
f liv
ing
thin
gs..
Key
Con
cept
s: C
onne
ctio
n,
Resp
onsib
ility
, Fun
ctio
n
Rela
ted
Con
cept
s: Ba
lanc
e, ad
apta
tion,
clas
sifica
tion
Line
s of I
nqui
ry•
Biod
iver
sity
with
in
biom
es
• H
ow h
uman
inte
ract
ion
can
affec
t the
bal
ance
of
a sy
stem
.
Lear
ner P
rofil
e: In
quire
r, K
now
ledg
eabl
e, Ba
lanc
ed
Subj
ect F
ocus
: Soc
ial S
tudi
es,
Scie
nce
(Liv
ing
thin
gs E
arth
an
d sp
ace)
, Lan
guag
e ,M
L
Cen
tral
Idea
Gov
ernm
enta
l sys
tem
s in
fluen
ce th
e liv
es o
f citi
zens
.
Key
Con
cept
s: Fu
nctio
n,
Resp
onsib
ility
, Per
spec
tive
Rela
ted
Con
cept
s: Eq
ualit
y, G
over
nanc
e, C
itize
nshi
p,
Law
Line
s of I
nqui
ry•
How
gov
ernm
enta
l sy
stem
s fun
ctio
n•
Righ
ts a
nd
resp
onsib
ilitie
s of
citiz
ensh
ip•
Con
flict
s bet
wee
n id
eas
and
inst
itutio
ns
Lear
ner P
rofil
e: C
arin
g,
Ope
n-M
inde
d, P
rinci
pled
Subj
ect F
ocus
: Lan
guag
e, So
cial
Stu
dies
Welcome to the Primary Years Programme
Primary Years Programme Guide ACS Egham International School 20
Gra
de 5
Shar
ing
the
Plan
etA
n in
quir
y in
to ri
ghts
an
d re
spon
sibili
ties i
n th
e st
rugg
le to
shar
e fin
ite
reso
urce
s with
oth
er p
eopl
e an
d w
ith o
ther
livi
ng
thin
gs; c
omm
uniti
es a
nd
the
rela
tions
hips
with
in a
nd
betw
een
them
; acc
ess t
o eq
ual o
ppor
tuni
ties;
peac
e an
d co
nflic
t res
olut
ion.
How
We
Expr
ess O
urse
lves
An
inqu
iry
into
the
way
s in
whi
ch w
e di
scov
er a
nd
expr
ess i
deas
, fee
lings
, nat
ure,
cultu
re, b
elie
fs a
nd v
alue
s; th
e w
ays i
n w
hich
we
refle
ct
on, e
xten
d an
d en
joy
our
crea
tivity
; our
appr
ecia
tion
ofth
e ae
sthe
tic.
How
We
Org
anis
e O
urse
lves
An
inqu
iry
into
the
inte
rcon
nect
edne
ss o
f hu
man
-mad
e sy
stem
s an
d co
mm
uniti
es; t
he
stru
ctur
e an
d fu
nctio
n of
org
aniz
atio
ns; s
ocie
tal
deci
sion-
mak
ing;
eco
nom
ic
activ
ities
and
thei
r im
pact
on
hum
anki
nd a
nd th
e en
viro
nmen
t.
Whe
re W
e A
re in
Pla
ce a
nd
Tim
eA
n in
quir
y in
to o
rient
atio
n in
pla
ce a
nd ti
me;
per
sona
l hi
stor
ies;
hom
es a
nd
jour
neys
; the
disc
over
ies,
expl
orat
ions
and
mig
ratio
ns
of h
uman
kind
; the
re
latio
nshi
ps b
etw
een
and
the
inte
rcon
nect
edne
ss o
f in
divi
dual
s and
civi
lizat
ions
, fr
om lo
cal a
nd g
loba
l pe
rspe
ctiv
es.
How
the
Wor
ld W
orks
An
inqu
iry
into
the
natu
ral
wor
ld a
nd it
s law
s; th
e in
tera
ctio
n be
twee
n th
e na
tura
l wor
ld (p
hysic
al
and
biol
ogic
al) a
nd h
uman
so
ciet
ies;
how
hum
ans
use
thei
r und
erst
andi
ng
of sc
ient
ific p
rinci
ples
; the
im
pact
of s
cien
tific a
nd
tech
nolo
gica
l adv
ance
s on
soci
ety
and
on th
e en
viro
nmen
t.
Who
We
Are
An
inqu
iry
into
the
natu
re
of th
e se
lf; b
elie
fs a
nd
valu
es; p
erso
nal,
phys
ical
, m
enta
l, so
cial
and
spiri
tual
he
alth
; hum
an re
latio
nshi
ps
incl
udin
g fa
mili
es, f
riend
s, co
mm
uniti
es, a
nd c
ultu
res;
right
s and
resp
onsib
ilitie
s; w
hat i
t mea
ns to
be
hum
an.
Cen
tral
Idea
The
tran
sfor
mat
ion
and
dist
ribut
ion
of e
nerg
y aff
ects
co
nser
vatio
n eff
orts
.
Key
Con
cept
s: C
hang
e, Fo
rm,
Func
tion
Rela
ted
Con
cept
s: C
onse
rvat
ion,
Tr
ansf
orm
atio
n,
Adv
ance
men
t, Ph
ysic
s, Re
spon
sibili
ty
Line
s of I
nqui
ry•
Form
s of E
nerg
y•
Tran
sfor
mat
ion
of
ener
gy•
Con
sequ
ence
s of e
nerg
y pr
oduc
tion
and
use
Lear
ner P
rofil
e:
Com
mun
icat
ors,
Inqu
irer,
Kno
wle
dgea
ble
Subj
ect F
ocus
: Sci
ence
(F
orce
s/ M
ater
ials
and
Mat
ter)
, Mat
hem
atic
s, La
ngua
ge, I
A
Cen
tral
Idea
Appe
aran
ce c
an le
ad to
m
iscon
cept
ions
abo
ut
iden
tity.
Key
Con
cept
s: Re
flect
ion
Pers
pect
ive,
Resp
onsib
ility
Rela
ted
Con
cept
s: C
reat
ivity
, D
iver
sity,
Prej
udic
e
Line
s of I
nqui
ry•
Purp
ose
of a
dorn
men
ts
and
clot
hing
• Im
pact
of fi
rst
impr
essio
ns•
Cou
nter
ing
misc
once
ptio
ns
Lear
ner P
rofil
e:
Car
ing,
Ope
n-M
inde
d,
Com
mun
icat
or
Subj
ect F
ocus
: PSP
E, S
ocia
l St
udie
s, La
ngua
ge, M
L, P
E,
Art
Cen
tral
Idea
Mar
ketp
lace
s dep
end
on
syst
ems o
f pro
duct
ion,
ex
chan
ge a
nd co
nsum
ptio
n of
goo
ds a
nd se
rvic
es.
Key
Con
cept
s: Fu
nctio
n,
Con
nect
ion,
Cha
nge
Rela
ted
Con
cept
s: In
terd
epen
denc
e, Su
pply
and
de
man
d, E
thic
s
Line
s of I
nqui
ry•
The
role
of s
uppl
y an
d de
man
d•
The
dist
ribut
ion
of
good
s and
serv
ices
• O
ur re
spon
sibili
ty a
s co
nsum
ers
Lear
ner P
rofil
e: B
alan
ced,
C
omm
unic
ator
, Prin
cipl
ed
Subj
ect F
ocus
: Soc
ial S
tudi
es,
Mat
hem
atic
s, La
ngua
ge, M
L
Cen
tral
Idea
Act
ions
and
idea
s fro
m th
e pa
st c
an im
pact
soci
ety
and
the
futu
re.
Key
Con
cept
s: Re
spon
sibili
ty,
Con
nect
ion,
Per
spec
tive
Rela
ted
Con
cept
s: C
onfli
ct/
Peac
e, Po
wer
/Aut
horit
y
Line
s of I
nqui
ry•
Sign
ifica
nce
of m
ajor
hi
stor
ical
eve
nts
• C
hang
e in
soci
ety
• Pe
ople
who
hav
e in
fluen
ced
chan
ge
Lear
ner P
rofil
e: Th
inke
r, Ri
sk-T
aker
Subj
ect F
ocus
: Soc
ial S
tudi
es,
Lang
uage
, IA
, Mus
ic, L
ib, A
rt
Cen
tral
Idea Ex
hibi
tion:
Stud
ents
to cr
eate
thei
r ow
n C
entr
al Id
eas a
nd L
ines
of
Inqu
iry
All
key
conc
epts
All
Spec
ialis
ts su
bjec
t foc
us
Cen
tral
Idea
Ado
lesc
ence
is a
tim
e of
tr
ansit
ion
invo
lvin
g ch
ange
an
d de
velo
pmen
t.
Key
Con
cept
s: C
ausa
tion,
C
hang
e, Re
spon
sibili
ty
Rela
ted
Con
cept
s: G
row
th,
Phys
iolo
gy, R
elat
ions
hips
Line
s of I
nqui
ry•
Hum
an p
hysic
al, s
ocia
l an
d em
otio
nal c
hang
es
of p
uber
ty•
Rela
tions
hips
Lear
ner P
rofil
e: B
alan
ced,
O
pen-
Min
ded,
Prin
cipl
ed
Subj
ect F
ocus
: PSP
E, S
cien
ce
(Liv
ing
Thin
gs -
the
Hum
an
Body
)
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