+ All Categories
Home > Documents > Heidelberg International School · Page 6 IB Mission Statement Page 7 IB Learner Profile 3 ......

Heidelberg International School · Page 6 IB Mission Statement Page 7 IB Learner Profile 3 ......

Date post: 16-Apr-2018
Category:
Upload: trinhquynh
View: 220 times
Download: 2 times
Share this document with a friend
52
Heidelberg International School International Baccalaureate Primary Years Programme School Year 2016–17 Early Primary– Grade 5
Transcript

Heidelberg International SchoolInternational Baccalaureate Primary Years Programme

School Year 2016–17Early Primary–Grade 5

2 www.hischool.de

Primary Years Programme Primary Years Programme

www.hischool.de 3

1 | Heidelberg International School Guiding Statements

Page 4 H.I.S. MissionPage 4 H.I.S. PhilosophyPage 5 The H.I.S. Definition of International MindednessPage 6 Core Values

2 | The International Baccalaureate Philosophy

Page 6 IB Mission StatementPage 7 IB Learner Profile

3 | H.I.S. Primary Years Programme Curriculum Guidelines

Page 8 The H.I.S. CurriculumPage 8 Primary Years ProgrammePage 9 Programme ModelPage 10 Essential Elements of the PYPPage 10 PYP Units of Inquiry

4 | The H.I.S. Primary Curriculum

Page 12 LanguagePage 12 German as an Additional LanguagePage 12 Advanced German Programme for native and near-native speakersPage 13 MathematicsPage 14 SciencePage 14 Social StudiesPage 14 ArtsPage 16 Personal, Social and Physical Education

5 | PYP Scope and Sequence

Page 18 LanguagePage 40 MathematicsPage 70 SciencePage 72 Social StudiesPage 74 ArtsPage 90 Personal, Social and Physical Education

4 www.hischool.de

Primary Years Programme Primary Years Programme

www.hischool.de 5

Mission

We, the H.I.S. community, work together to facilitate the intellectual, emotional and social development of our students, to promote international understanding and enable students to make a difference to the world in which they live.

Philosophy

We believe that education is the key to individuals becoming responsible global citizens. We believe that education should address all aspects of the students’ development and that it should value and respect their individuality. The whole staff, parents and students themselves significantly contribute to the growth of the students’ intellectual curiosity, understanding, creativity and international mindedness.

The H.I.S. Definition of International Mindedness

A Journey from Self to OtherOpen-mindedness is our constant companion on this journey. We need to develop an active and sensitive frame of mind, a respecting and caring attitude and a desire to know and explore otherness without fear.

With our minds open, we need to be nourished with cumulative experiences that shape our world-view. Through opportunities, which are fully integrated into school life, we become part of a flourishing culture of new perspectives.

We start to demonstrate an understanding of our diversity, by appreciating and respecting ourselves and others, and celebrating our origins and differences.

By connecting and co-operating with others, locally and globally, we begin to realise the interdependence of the natural, cultural and social systems of which we are part.

International mindedness becomes a collaborative commitment to peaceful and sustainable action worldwide.

Core Values

Respect is a fundamental value of our school, which influences, and is the basis for, the environment of learning at H.I.S. Respect for self and others is an integral part of our community, be it in the way we learn, what we learn, why we learn, where we learn or from whom we learn.

We support respectful learning by encouraging everyone to appreciate and develop the International Baccalaureate Learner Profile (www.ibo.org).

1 |Heidelberg International School Guiding Statements

6 www.hischool.de

Primary Years Programme Primary Years Programme

www.hischool.de 7

2 |The International Baccalaureate Philosophy

IB Mission Statement

“The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.”

IB Learner Profile

The aim of all IB programmes is to develop internationally minded people who, recognizing their common huma-nity and shared guardianship of the planet, help to create a better and more peaceful world.

As IB learners we strive to be:

INQUIRERSWe nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

KNOWLEDGEABLEWe develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.

THINKERSWe use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

COMMUNICATORSWe express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

PRINCIPLEDWe act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

OPEN-MINDEDWe critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

CARINGWe show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

RISK-TAKERSWe approach uncertainty with forethought and determination: we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

BALANCEDWe understand the importance of balancing different aspects of our lives – intellectual, physical, and emotional – to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.

REFLECTIVEWe thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

8 www.hischool.de

Primary Years Programme Primary Years Programme

www.hischool.de 9

H.I.S. offers all its students an outstanding education at an international level. This requires specific attention to the individual abilities, talents and needs of every student, to ensure the intellectual, social, moral, emotional and spiritual development of each individual. In all aspects of its multi-disciplinary approach, the curriculum is designed to reflect and implement the school’s mission statement, philosophy and core values.

3.2. Primary Years ProgrammeThe Primary Years Programme (PYP), for students aged 3 to 12, focuses on the development of the whole student. It offers a framework that meets the needs of the students: academicaly, socialy, physicaly, emotionaly and culturaly.

Individuals learn how to organise themselves and their work, develop a broad repertoire of approaches to learning, co-operate with others, and develop international awareness and social understanding. The H.I.S. PYP curriculum provides a sound, broadly based education that allows all students to achieve.

It is recognised that learners in PYP schools enter the programme at different stages and with varying levels of experience. Students bring knowledge from past experiences that they adapt and make sense of in the light of new experience. They do not necessarily develop in clear-cut progressive stages and might appear to float back and forth between stages before mastering a new concept. A sequence of developmental phases enables teachers to accurately identify current levels of student development and plan learning experiences leading onto subsequent phases.

Programme ModelH.I.S. Primary Years Programme Curriculum Guidelines3.1. The H.I.S. Curriculum

3 |

10 www.hischool.de

Primary Years Programme Primary Years Programme

www.hischool.de 11

3.3. Essential Elements of the PYPThe PYP framework includes five essential elements that young students need to prepare them for successful lives, both now and in the future. The PYP essential elements are knowledge, concepts, skills, attitudes, and action. The PYP aims to create a curriculum that is engaging, relevant, challenging and significant for learners in the 3–12 age range. Students acquire a holistic understanding of six main transdisciplinary themes (see Units of Inquiry) through the interrelatedness of these essential elements. The PYP identifies a body of knowledge for all students from all cultures, in six subject areas:

3.4. PYP Units of InquiryAt the heart of the PYP is a commitment to structured inquiry as a vehicle for learning. The Programme of Inquiry includes the six transdisciplinary themes, which help teachers and students explore knowledge in the broadest sense of the word:

Who we areWhere we are

in place and time

How we express

ourselves

How the world works

How we organise ourselves

Sharing the planet

Teachers and students use key questions that are concept-based to structure the Units of Inquiry. They acquire and apply transdisciplinary skills while developing an understanding of these important concepts. The trans-disciplinary themes also provide consistency with other PYP schools around the world. The development of explicit attitudes and the expectation of socially responsible behaviour are also essential elements of the

PYP

Languages

Social

Studies

Mathematics Arts

Scie

nce

Perso

nal,

So

cial a

nd

Phys

ical

Educ

atio

n

programme. Through the Units of Inquiry, students will have the opportunity to identify and reflect upon “big ideas” by making connections between the questions being asked and the concepts, which should drive the inquiry. These concepts define the specific expectations within each content strand. The students will become aware of the relevance these concepts have to all of their learning.

12 www.hischool.de

Primary Years Programme Primary Years Programme

www.hischool.de 13

The H.I.S. Primary Curriculum As outlined in the Mission Statement, H.I.S. is an English-speaking school and the official German curriculum for state primary schools, published by the Kultusministerium of Baden-Württemberg, is not covered, as it would be in a German state school. However, the students’ English language development should not negatively impact continued progress in their mother tongue.

At H.I.S., we are committed to promoting the students’ understanding and knowledge of the language of German and to introducing them to German literature appropriate to their age and stage of learning develop-ment. Support from parents at home is encouraged and is essential for the further development of students’ language skills. The content of the AGP programme is linked to the learning expectations identified in the H.I.S. PYP Language Curriculum and the H.I.S. Programme of Inquiry.

4.4. MathematicsWherever possible, mathematics is taught through the relevant, realistic context of the Units of Inquiry. The direct teaching of mathematics in a Unit of Inquiry may not always be feasible but, where appropriate, prior learning or follow-up activities may be useful to help students make connections between the different aspects of the curriculum. Students also need opportunities to identify and reflect on “big ideas” within and between the different strands of mathematics, the Programme of Inquiry and other subject areas.

The scope and sequence aims to provide information for the whole school community of the learning that is going on in the subject area of mathematics. It has been designed in recognition that learning mathematics is a developmental process and that the phases a learner passes through are not always linear or age related. For this reason the content is presented in a continuum format for each of the five strands of mathematics – data handling, measurement, shape and space, pattern and function, and number. For each of the strands there is a strand description and a set of overall expectations. The overall expectations provide a summary of the understandings and subsequent learning being developed for each phase within a strand. The content of each continuum has been organised into four phases of development, with each phase building upon and complementing the previous phase. The continuums make explicit the conceptual understandings that need to be developed at each phase. Evidence of these understandings is described in the behaviours or learning outcomes associated with each phase and these learning outcomes relate specifically to mathematical concepts, knowledge and skills.

The learning outcomes have been written to reflect the stages a learner goes through when developing conceptual understanding in mathematics – constructing meaning, transferring meaning into symbols and applying with understanding.

4.1. LanguageThe language scope and sequence is structured around broad, transferable ideas – conceptual understandings – that all learners need to understand to become confident, creative and effective communicators.

Each continuum makes explicit the conceptual understandings that need to be developed at each phase. The development of these understandings is supported by the learning outcomes associated with each phase of each strand: Oral Language, Visual Language and Written Language. These strands are organised into sub-strands, which include listening, speaking, reading, writing, viewing and presenting. The learning outcomes are written as observable behaviours or actions that will indicate to teachers how learners are constructing, creating and sharing meaning through language. The learning outcomes provide teachers with a way of looking at what learners can actually do and where they may progress next. They are, therefore, both diagnostic tools and a means of informing planning for further development. The overall expectations provide teachers with a narrative summary of the learning outcomes at each phase. In summary, each group of linked overall expectations, conceptual understandings and learning outcomes is called a “phase”; five phases represent the developmental continuum of each strand.

A continuum does not, however, provide evaluative criteria through which every learner is expected to progress in sequential order. They reflect a developmental view of learning and are clearly related to the contexts in which learning is taking place. Language development is not seen as a series of defined incremental steps through which all learners will progress in the same way.

4.2. German as an Additional LanguageThe German as an Additional Language programme (GAL) is designed to enable students to communicate in the language of their host country. By developing their German language skills, students learn to appreciate Germany’s traditions and customs, and develop their understanding of internationalism. Learning another language is partly about learning new vocabulary, grammar, syntax and pronunciation. It is also about using gestures, voice and face muscles differently. In addition it involves risk-taking and seeing mistakes as a tool for learning. It includes developing tolerance, acquiring new perspectives and learning about different customs and traditions. The approach to GAL teaching incorporates flexibility in keeping with the needs of the students. Positive reinforcement is seen as a prime motivator. An interactive approach through dialogue, songs, poems, games and some language drills supports the students in their basic learning strategies. Context-related, authentic learning situations and a communicative approach make learning meaningful and therefore more successful. The GAL programme follows the Units of Inquiry, which are planned collaboratively with class and subject teachers, when the links are meaningful. While an integrated skills approach (listening, speaking, reading and writing) is favoured, there is a place for skill-specific exercises.

Students may be grouped according to ability rather than age. The placement of students is evaluated and monitored by H.I.S teachers. There are currently two ability levels: beginners (GALb) and intermediate (GALi). The language of instruction is German and students are immersed in the German language from the outset.

4.3. Advanced German Programme for native and near-native speakersStudents that speak German fluently or are native-speakers participate in the Advanced German Programme (AGP). In general, students in the Advanced German group will be advanced enough in their spoken English so that they no longer require instruction in English as an Additional Language (EAL).

4 |

14 www.hischool.de

Primary Years Programme Primary Years Programme

www.hischool.de 15

4.5. ScienceIn the PYP, science is viewed as the exploration of the biological, chemical and physical aspects of the natural world, and the relationships between them. Our understanding of science is constantly changing and evolving. The inclusion of science within the PYP leads learners to an appreciation and awareness of the world as it is viewed from a scientific perspective. It encourages curiosity and ingenuity and enables the student to develop an understanding of the world. Reflection on scientific knowledge also helps students to develop a sense of responsibility regarding the impact of their actions on themselves, others and their world.

The science component of the PYP is characterised by concepts and skills rather than by content. However, a breadth and balance of science content is covered through the Units of Inquiry. The knowledge component of science in the PYP is arranged into four strands: living things, Earth and space, materials and matter, and forces and energy.

4.6. Social StudiesIn the PYP, social studies learning guides students towards a deeper understanding of themselves and others, and of their place in an increasingly global society. It provides opportunities for students to look at and think about human behaviour and activity realistically, objectively, and with sensitivity. Exposure to and experience with social studies therefore opens doors to key questions about life and learning. The social studies component of the PYP should be characterised by concepts and skills rather than by content. However, a breadth and balance of social studies content is covered through the units of inquiry. The knowledge component of social studies in the PYP is arranged into five strands: human systems and economic activities, social organisation and culture, continuity and change through time, human and natural environments, and resources and the environment. These strands are concept-driven and are inextricably linked to each other. They also provide links to other subject areas of the PYP curriculum model.

4.7. ArtsArts are integral to the PYP. They are a powerful mode of communication through which students explore and construct a sense of self and develop an understanding of the world around them. Arts provide students with a wide range of opportunities and means to respond to their experiences and engage with historical, social and cultural perspectives. The students are stimulated to think and to articulate their thoughts in new ways, and

through a variety of media and technologies. The PYP recognises that not all learning can be supported solely through language, and that arts as a medium of inquiry also provide opportunities for learning, communication and expression. Learning about and through arts is fundamental to the development of the whole child, promot-ing creativity, critical thinking, problem-solving skills and social interactions. In this document, arts are identified as dance, drama, music and visual arts. Each of these arts is a significant discipline in its own right, but the transdisciplinary nature of arts gives them relevance throughout the curriculum. Arts promote attitudes such as empathy and appreciation, and skills such as analysis, that help us to see the uniqueness of each person as well as explore the commonalities that connect us. Work in arts is a way of conveying meaning, sharing a culture, developing one’s sense of self, and expanding knowledge. It provides opportunity to reflect on aesthetic experience, to engage the imagination and explore what is uncertain. Through engaging with and creating artworks, learners are encouraged to reconsider familiar concepts and think about issues of culture and identity. By responding to the work of other artists, they are invited to situate their own creativity within a broader context.

Arts engage students in creative processes through which they explore and experiment in a continual cycle of action and reflection. Such creative processes are seen by the PYP as the driving force in learning through inquiry. From an early age, students have the opportunity to develop genuine interests, to give careful consideration to their work and to become self-critical and reflective. Reflecting on and evaluating their own work and the work of others is vital, and empowers students to take intellectual risks. Exposure to and experience with arts opens doors to questions about life and learning. The process of making and appreciating arts is gratifying and will encourage students to continue creating throughout their lives.

16 www.hischool.de

Primary Years Programme Primary Years Programme

www.hischool.de 17

4.8. Personal, Social and Physical Education (PSPE)PSPE in the PYP is concerned with the individual’s well-being through the promotion and development of concepts, knowledge, attitudes and skills that contribute to this well-being. Well-being is intrinsically linked to all aspects of a student’s experience at school and beyond. It encompasses physical, emotional, cognitive, spiritual and social health and development, and contributes to an understanding of self, to developing and maintaining relationships with others, and to participation in an active, healthy lifestyle. PSPE is integral to teaching and learning in the PYP and is embodied in the IB learner profile that permeates the programme and represents the qualities of internationally minded students and effective lifelong learners. As lifelong learners we strive to make sense of our lives and the world around us by constructing meaning, exploring concepts and revising understand-ings. Lifelong learners adopt a positive attitude to learning, develop and apply strategies for critical and creative thinking, engage in inquiry, make connections, and apply new learning and skills in different contexts. In order to become successful learners, it is necessary for students to feel empowered by their learning, to value and take responsibility for their learning, to demonstrate resilience and to develop independence. Such learners are able to reflect on themselves, their experiences, and the process of learning in order to support personal growth and their on-going commitment to personal, social and physical well-being. The development of a student’s well-being can be implicitly and explicitly addressed through all areas of the PYP curriculum. Therefore, every teacher has a responsibility to support each student’s personal, social and physical development through all learning engagements both within and outside the Programme of Inquiry.

Physical education is more than just student participation in sports and games. Its purpose is to develop a combination of transferable skills promoting physical, intellectual, emotional and social development; to encourage present and future choices that contribute to long-term healthy living; and to understand the cultural significance of physical activities for individuals and communities. Therefore, at H.I.S., there are specific opportunities for learning about movement and through movement in a range of contexts. The development of overall well-being is defined through three common strands that have relevance to all teachers: identity, active living and interactions. These strands are concept driven and have been designed to interact with each other, working together to support the overall development of students.

18 www.hischool.de

Primary Years Programme Primary Years Programme

www.hischool.de 19

5.1. Language: Oral language – listening and speaking

PHASE 1 PHASE 2 PHASE 3 PHASE 4 PHASE 5

Overall Expectations Overall Expectations

Learners show an understanding of the value of speaking and listening to communicate. They recognise that sounds are associated with objects, or with symbolic representa-tions of them. They are using language to

name their environment, to get to know each other, to initiate and explore relationships, to

question and inquire.

Learners show an understanding that sounds are associated with objects, events and ideas, or with symbolic representations of them. They are aware that an object or symbol may have different sounds or words associated with it in different languages. They are beginning to be cognizant about the high degree of variability

of language and its uses.

Learners show an understanding of the wide range of purposes of spoken language: that it instructs, informs, entertains, reassures; that each listener’s perception of what they hear is unique. They are compiling rules about the use

of different aspects of language.

Learners show an understanding of the conventions associated with speaking and listening and the value of adhering to those conventions. They are aware that language is a vehicle for becoming knowledge-able; for negotiating understanding; and for negotiating the social

dimension.

Learners are able to understand the difference between literal and figu-rative language; how to use language differently for different purposes.

They are aware that they are building on their previous experiences and using language to construct new meaning.

Conceptual understanding Conceptual understanding

Recognise that sounds are associated with objects, or with symbolic representations of

them.

The sounds of language are a symbolic way of representing ideas and objects.

Spoken communication is different from written communication—it has its own set of rules.

The grammatical structures of a language enable members of a langua-ge community to communicate with each other.

Understand the difference between literal and figurative language.

Spoken words connect us with others.People listen and speak to share thoughts

and feelings.

Begin to be cognizant about the high degree of variability of language and its uses.

Spoken language varies according to the purpose (instructs, informs, entertains,

reassures) and audience.

Thinking about the perspective of our audience helps us to communicate more effectively and appropriately.

Spoken language can be used to persuade and influence people.Metaphorical language creates strong visual images in our

imagination.Listeners identify key ideas in spoken language and synthesize them to

create their own understanding.

Show an understanding of the value of speaking and listening to communicate.

People communicate using different languages. Everyone has the right to speak

and be lsitened to.

People interpret messages according to their unique experiences and ways of

understanding.

Taking time to reflect on what we hear and say helps us to make infor-med judgments and form new opinions.

People draw on what they already know in order to infer new meaning from what they hear.

People ask questions to learn from others. Asking questions to gain specific knowledge.Ask pertinent questions to gain knowledge

about Unit of Inquiry and personal inquiries.Ask questions to negotiate understanding and the social dimension. Ask questions based on previous experience to construct new meaning.

Listening and speaking are natural, developmental processes that infants and young children are immersed in from their earliest experiences. Almost all children arrive at school with an impressive command of their mother-tongue language. However, the expectations and approach to language development in school is often very different from the successful learning environment the child has previously experienced. In the transition from home to school, or from one school to another, it is important to acknowledge the language profile of the individual and build on previous learning in ways that are positive and productive.Oral language encompasses all aspects of listening and speaking—skills that are essential for ongoing language development, for learning and for relating to others. Listening (the receptive mode) and speaking (the expressive mode) work together in a transactional process between listeners and speakers. A balanced programme will provide meaningful and well-planned opportunities for learners

to participate as listeners as well as speakers. Listening involves more than just hearing sounds. It requires active and conscious attention in order to make sense of what is heard. Purposeful talk enables learners to articulate thoughts as they construct and reconstruct meaning to understand the world around them. Oral language involves recognising and using certain types of language according to the audience and purposes (for example, the language used at home, the language of the classroom, the language of play, the language of inquiry, conversations with peers, giving instructions, interpreting creative texts, the language of fantasy, the language of different generations, of different times and places).In an inquiry-based learning environment, oral language exposes the thinking of the learner. It is a means by which “inner speech” (Vygotsky 1999) can be communicated and shared to negotiate and construct meaning and develop deeper levels of understanding.

PYP Scope and Sequence5 |

20 www.hischool.de

Primary Years Programme Primary Years Programme

www.hischool.de 21

PHASE 1 PHASE 2 PHASE 3 PHASE 4 PHASE 5

interact effectively with peers and adults in familiar social settings

use oral language to communicate during classroom activities, conversations and

imaginative play

begin to understand that language use is influenced by its purpose and the audience

explain and discuss their own writing with peers and adults talk clearly and audibly showing some sense of purpose and audience in pace of

deliveryuse register, tone, voice level and intonation to enhance meaning

follow classroom directions and routines, using context cues

follow two-step directions listen and respond in small or large groups for increasing periods of time obtain simple information from accessible

spoken texts

listen attentively and speak appropraitely in small and large group interactions follow

multi-step directions express thoughts, ideas and opinions and discuss them, respecting

contributions from others

listen appreciatively and responsively, presenting their own point of view and respecting the views of others; listen for a specific purpose

in a variety of situations; identify and expand on main ideas in familiar oral texts

listen and respond appropriately to instructions, questions and explanations; generate, develop and modify ideas and opinions

through discussion; show open-minded attitudes when listening to other points of view

use gestures, actions, body language and/or words to communicate needs and to express ideas; tell their own stories using

words, gestures, and objects/artefacts; join in with poems, rhymes, songs and repeated

phrases in shared books

use standard grammatical structures competently in appropriate situations talk

about the stories, writing, pictures and models they have created

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

detail; participate in a variety of dramatic activities, for example, role play, puppet

theatre, dramatization of familiar stories and poems

understand that ideas and opinions can be generated, developed and presented through talk; they work in pairs and groups to develop oral

presentations

participate appropriately as listener and speaker, in discussions, conversations, debtes and group presentations;

use speech responsibly to inform, entertain and influence others

talk readily about their own experiences and feelings

describe personal experience and feelings and those of others; use language to address

their needs, express feelings and opinions

talk readily about their own and others' experiences, feelings or opinions, taking

some account of the reactions of others; use language for a variety of personal purposes,

for example, invitations; use language to explain, inquire and compare

argue persuasively and defend a point of view organise thoughts and feelings before speaking; use oral language appropriately, confidently

and with increasing accuracy;verbalize their thinking and explain their reasoning

argue persuasively and justify a point of view; use oral language to formulate and communicate possibilities and

theories;reflect on communication to monitor and assess their own learning

realise that people speak different languages use the mother tongue (with translation, if necessary) to express needs and explain ideas realise that word order can change

from one lanugage to another

begin to communicate in more than one language

hear and appreciate differences between languages

appreciate that language is not always used literally; understand and use the figurative language of their own culture

appreciate that people speak and respond according to personal and cultural perspectives

listen and respond to picture books, showing pleasure, and demonstrating their

understanding through gestures, expression/words

understand simple questions and respond with actions or words

listen to and enjoy stories read aloud; show understanding by responding in oral, written or visual form; follow classroom instructions,

showing understanding; predict likely outcomes when listening to texts read aloud;

ask questions to gain information and respond to inquiries directed to themselves or to the

class

pick out main events and relevant points in oral texts;

retell familiar stories in sequence

listen reflectively to stories read aloud in order to identify story structures and ideas

infer meanings, draw conclusions and make judgements about oral presentations;

understand and use figurative language such as simile, personification and metaphor

name classmates, teachers and familiar classroom and playground objects

show an awareness of specific vocabulary for different purposes

understand and use specific vocabulary to suit different purposes

use a range of specific vocabulary in different situations, indicating an awareness that language is influenced by purpose, audience and

context

use an increasing vocabulary and more complex sentence structures with a high level or specificity

recognise initial sound of word; repeat/echo single words; use single words and

two-word phrases in context; use own grammar style as part of the process of

developing grammatical awareness

distinguish beginning, medial and ending sounds of words with increasing accuracy; memorise and join in with poems, rhymes and songs; use grammatical rules of the language(s) of instruction (learners may

overgeneralise at this stage)

anticipate and predict when listening to text read aloud; recognise patterns in language(s) of instruction and use increasingly accurate

grammar

begin to paraphrase and summarise; realise that grammatical structures can be irregular and begin to use them appropriately and consistently; recognise that different forms of grammar are used in different contexts

paraphrase and summarise when communicating orally;use standard grammatical strucutres competently in appropriate

situations

Language: Oral language – listening and speaking · Learning Outcomes · Learners:

22 www.hischool.de

Primary Years Programme Primary Years Programme

www.hischool.de 23

Viewing and presenting are fundamental processes that are historically and universally powerful and significant. The receptive processes (viewing) and expressive processes (presenting) are connected and allow for reciprocal growth in understanding; neither process has meaning except in relation to the other. It is important to provide a balanced programme with opportunities for students to experience both viewing and presenting. These processes involve interpreting, using and constructing visuals and multimedia in a variety of situations and for a range of purposes and audiences. They allow students to understand the ways in which images and language interact to convey ideas, values and beliefs. Visual texts may be paper, electronic or live, observable forms of communica-tion that are consciously constructed to convey meaning and immediately engage viewers, allowing them instant access to data.

Examples of visual texts are: advertisements, brochures, computer games and programs, websites, movies, posters, signs, logos, flags, maps, charts, graphs, diagrams, illustrations, graphic organisers, cartoons and comics. Learning to interpret this data, and to understand and use different media, are invaluable life skills.Acquiring skills related to information and communication technology (ICT) and visual texts is significant because of their persuasive influence in society. It is important to learn how visual images influence meaning and produce powerful associations that shape the way we think and feel. Opportunities that invite students to explore the function and construction of images facilitate the process of critically analysing a range of visual texts. Learning to understand and use different visual texts expands the sources of information and expressive abilities of students.

5.2. Language: Visual language – viewing and presenting

PHASE 1 PHASE 2 PHASE 3 PHASE 4 PHASE 5

Overall Expectations Overall Expectations

Learners show an understanding that the world around them is full of visual language

that conveys meaning. They are able to interpret and respond to visual texts.

Although much of their own visual language is spontaneous, they are extending and

using visual language in more purposeful ways.

Learners identify, interpret and respond to a range of visual text prompts and show an understanding that different types of visual texts serve different purposes. They use this

knowledge to create their own visual texts for particular purposes.

Learners show an understanding that visual text may represent reality or fantasy. They recognise that visual text resources can

provide factual information and increase understanding. They use visual text in a

reflective way to enrich their storytelling or presentations, and to organise and represent

information.

Learners show an open-mindedness about the use of a range of visual text resources to access information. They think critically, and are

articulate about the use of visual text to influence the viewer. They are able to use visual imagery to present factual information, or to tell a

story.

Through inquiry, learners engage with an increasing range of visual text resources. As well as exploring the viewing and presenting strategies that are a part of the planned learning environment, they select and use strategies that suit their learning styles. They are able to make connections between visual imagery and social commentary. They

show more discernment in selecting information they consider reliable. They are able to use visual imagery to support a position.

Conceptual understanding Conceptual understanding

Visual language is all around us.People use static and moving images to

communicate ideas and information.. Visual texts have the power to influence thinking and behaviour. The aim of commercial media is to influence and persuade viewers.

The pictures, images, and symbols in our environment have meaning.

.Visual texts provide alternative means to develop new levels of understanding.

Individuals respond differently to visual texts, according to their previous experiences, preferences and perspectives.

Visual texts can immediately gain our attention.

Selecting the most suitable forms of visual presentation enhances our ability to express

ideas and images.

Interpreting visual texts involves making an informed judgment about the intention of the message.

Synthesizing information from visual texts is dependent upon personal interpretation and leads to new understanding.

Visual texts can expand our database of sources of information.

To enhance learning we need to be efficient and constructive users of the internet.

We can enjoy and learn from visual language.

Viewing and talking about the images others have created helps us to understand and

create our own presentations.

Different visual techniques produce different effects and are used to present different types

of information.

Knowing about the tecniques used in visual texts helps us to interpret presentations and create our own visual effects.

24 www.hischool.de

Primary Years Programme Primary Years Programme

www.hischool.de 25

PHASE 1 PHASE 2 PHASE 3 PHASE 4 PHASE 5

observe visual images and begin to appreciate, and be able to express, that

they have been created to achieve particular purposes

realise that visual presentations have been created to reach out to a particular audience and influence the audience in some way; discuss

the effects used and how they might influence the audience

identify the intended audience and purpose of a visual presentation; identify overt and subliminal messages

make personal connections to visual texts, for example, a picture book about children

making friends in a new situation

connect visual information with their own experiences to construct their own meaning,

for example, when taking a trip

discuss personal experiences that connect with visual images

explain how relevant personal experiences can add to the meaning of a selected film/movie; write and illustrate a personal response

realise that individuals interpret visual information according to their personal experiences and different perspectives

become aware of the use and organisation of visual effects to create a particular impact, for example, dominant images show what is

important in a story

examine and analyse text and illustrations in reference material, including online text, explaining how visual and written information

work together to reinforce each other and make meaning more explicit

reflect on ways in which understanding the intention of a visual message can influence personal responses

attend to visual information showing understanding through play, gestures, facial

expression

attend to visual information showing understanding through discussion, role play,

illustrations

view visual information and show understanding by asking relevant questions

and discussing possible meaning

view, respond to and describe visual information, communicating understanding in oral, written and visual form

view and critically; analyse a range of visual texts, communicating understanding through oral, written and visual media

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

talk about their own feelings in response to visual messages; show empathy for the way

others might feel

discuss their own feelings in response to visual messages; listen to other responses, realising

that people react differently

describe personal reactions to visual messages; reflect on why others may perceive the images differently

identify factors that influence personal reactions to visual texts; design visual texts with the intention of influencing the way people think and

feel

observe visual cues that indicate context; show understanding by matching pictures

with context

locate familiar visual texts in magazines, advertising catalogues, and connect them with

associated products

recognise and name familiar visual texts, for example, advertising, logos, labels, signs, ICT

iconography

recognise and name familiar visual texts and explain why they are or are not effective, for example, advertising, logos, labels, signs,

billboards

identify elements and techniques that make advertisements, logos and symbols effective and draw on this knowledge to create their own

visual effects

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

identify similarities and differences

show their understanding that visual messages influence our behaviour

observe and discuss familiar and unfamiliar visual messages; make judgments about

effectiveness

interpret visual cues in order to analyse and make inferences about the intention of the message

realise that cultural influences affect the way we respond to visual effects and explain how this affects our interpretation, for example, the

use of particular colours or symbols

show appreciation of illustrations in picture books by selecting and rereading familiar

books, focusing on favourite pages

observe and discuss illustrations in picture books and simple reference books,

commenting on the information being conveyed

observe and discuss visual presentations; make suggestions about why they have been

created and what the creator has been aiming to achieve

observe and discuss the choice and composition of visual presentations and explain how they contribute to meaning and impact, for example,

facial expressions, speech bubbles, word images to convey sound effects

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

view different versions of the same story and discuss the effectiveness of the different ways of telling the same story, for example, the picture book version and the film/movie

version of a story

realise that effects have been selected and arranged to achieve a certin impact, for

example, the way in which colour, lighting, music and movement work together in a

performance

analyse the selection and composition of visual presentations; select examples to explain how they achieve a particular impact, for example, dominant images, use of colour, texture, symbolism

Language: Visual language – viewing and presenting · Learning Outcomes · Learners:

26 www.hischool.de

Primary Years Programme Primary Years Programme

www.hischool.de 27

PHASE 1 PHASE 2 PHASE 3 PHASE 4 PHASE 5

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

recognise ICT iconography and follow prompts to access programs or activate

devices

with guidance, use the internet to access relevant information; process and present information in ways that are personally

meaningful

prepare, individually or in collaboration, visual presentations using a range of media, including computer and web-based applications

navigate the internet in response to verbal and visual prompts with confidence and familiarity; use ICT to prepare their own presentations

realise that text and illustrations in reference materials work together to convey information,

and can explain how this enhances understanding

discuss a newspaper report and tell how the words and pictures work together to convey a particular message

view a range of visual language formats and discuss their effectiveness, for example, film/

video, posters, drama

discuss and explain visual images and effects using appropriate terminology, for example, image, symbol, graphics, balance,

techniques, composition

relate to different contexts presented in visual texts according to their own experiences, for example, “That looks like my uncle’s farm.”

realise that visual information reflectsunderstand and explain how visual effects can be used to reflect a

particular contextanalyse and interpret the ways in which visual effects are used to

establish context

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

use body language in mime and role play to communicate ideas and feelings visually

use actions and body language to reinforce and add meaning to oral presentations

identify aspects of body language in a dramatic presentation and explain how they are used to convey the mood and personal traits of

characters

show how body language, for example, facial expression, gesture and movement, posture and orientation, eye contact and touch, can be

used to achieve effects and influence meaning

select and incorporate colours, shapes, symbols and images into visual presentations

realise that shapes, symbols and colours have meaning and include them in presentations

select and use suitable shapes, colours, symbols

design posters and charts, using shapes, colours, symbols, layout and fonts, to achieve particular effects; explain how the desired effect is

achieved

apply knowledge of presentation techniques in original and innovative ways; explain their own ideas for achieving desired effects

listen to terminology associated with visual texts and understand terms such as colour,

shape, size

through teacher modelling, become aware of terminology used to tell about visual effects, for example, features, layouts, border, frame

use appropriate terminology to discuss visual texts, for example, logos, font, foreground,

background, impact

experience a range of different visual language formats; appreciate and describe why particular formats are selected to achieve particular

effects

use appropriate terminology to identify a range of visual effects/formats and critically analyse their effectiveness, for example, mood,

media, juxtaposition, proportion

Language: Visual language – viewing and presenting · Learning Outcomes · Learners:

28 www.hischool.de

Primary Years Programme Primary Years Programme

www.hischool.de 29

5.3. Language: Written language – reading

PHASE 1 PHASE 2 PHASE 3 PHASE 4 PHASE 5

Overall Expectations Overall Expectations

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

Learners show an understanding that lan-guage can be represented visually through

codes and symbols. They are extending their data bank of printed codes and symbols and are able to recognise them in new contexts. They understand that reading is a vehicle for learning, and that the combination of codes

conveys meaning.

Learners show an understanding that text is used to convey meaning in different

ways and for different purposes—they are developing an awareness of context. They

use strategies, based on what they know, to read for understanding. They recognise that the structure and organisation of text conveys

meaning.

Learners show an understanding of the relationship between reading, thinking and reflection. They know that reading is extending their

world, both real and imagined, and that there is a reciprocal relationship between the two. Most importantly, they have established

reading routines and relish the process of reading.

Learners show an understanding of the strategies authors use to engage them. They have their favourite authors and can articulate reasons for their choices. Reading provides a sense of accomplishment, not only in the process, but in the access it provides them to further knowledge

about, and understanding of, the world.

Conceptual understanding Conceptual understanding

Illustrations convey meaning.The sounds of spoken language can be

represented visually.The structure and organisation of written

language influences and conveys meaning.Reading and thinking work together to enable us to make meaning.

Synthesizing ideas and information from texts leads to new ideas and understanding.

Print conveys meaning.Written language works differently from

spoken language.Different types of text serve different purposes.

People read for pleasure. People read to learn.Wondering about texts and asking questions

helps us to understand meaning.Identifying the main ideas in the text helps us to understand what is

important.Reading opens our minds to multiple perspectives and helps us to

understand how people think, feel and act.

Stories can tell about imagined worlds.

Printed information can tell about the real world.

The words we see and hear enable us to create pictures in our minds.

What we already know enables us to understand what we read.

Knowing what we aim to achieve helps us to select useful reference material to conduct research.

Authors structure stories around significant themes.

There are established ways of setting out print and organising books.

Consistent ways of recording words or ideas enable members of a language community to

communicate.

Applying a range of strategies helps us to read and understand new texts.

Checking, rereading and correcting our own reading as we go enable us to read new and more complex texts.

Effective stories have a sturcture, purpose and sequence of events (plot) that help to make the author's intention clear.

Reading is a developmental process that involves constructing meaning from text. The process is interactive and involves the reader’s purpose for reading, the reader’s prior knowledge and experience, and the text itself. It begins to happen when the young learner realises that print conveys meaning and becomes concerned with trying to make sense of the marks on the page. The most significant contribution parents and teachers can make to success in reading is to provide a captivating range of picture books and other illustrated materials to share with beginning readers. Enthusiasm and curiosity are essential ingredients in promoting the desire to read. Children of all ages need to experience and enjoy a wide variety of interesting, informative, intriguing and creative reading materials. Reading helps us to clarify our ideas, feelings, thoughts and opinions. Literature offers us a means of understanding ourselves and others, and has the power to influence and structure thinking.

Well-written fiction provides opportunities for learners to imagine themselves in another’s situation, reflecting on feelings and actions, and developing empathy. The ability to read and comprehend non-fiction is essential for the process of inquiry. As inquirers, learners need to be able to identify, synthesize and apply useful and relevant information from text. Teachers should provide a balance between fiction and non-fiction, to meet the range of learning needs and interests of their students. Children learn to read by reading. In order to develop lifelong reading habits, learners need to have extended periods of time to read for pleasure, interest, and information, experiencing an extensive range of quality fiction and non-fiction texts. As learners engage with interesting and appealing texts, appropriate to their experiences and developmental phase, they acquire the skills, strategies and conceptual understanding necessary to become competent, motivated, independent readers.

30 www.hischool.de

Primary Years Programme Primary Years Programme

www.hischool.de 31

PHASE 1 PHASE 2 PHASE 3 PHASE 4 PHASE 5

enjoy listening to stories; choose and “read” picture books for pleasure

select and reread favourite texts for enjoymentdevelop personal preferences, selecting books

for pleasure and informationread a variety of books for pleasure, instruction and information; reflect

regularly on reading and set future goals

understand that print is permanent, for example, when listening to familiar stories,

notices when the reader leaves out or changes parts

listen attentively and respond to stories read aloud

listen attentively and respond actively to read-aloud situations; make predictions, anticipate

possible outcomes

make predictions about a story, based on their own knowledge and experience; revise or confirm predictions as the story progresses

appreciate authors’ use of language and interpret meaning beyond the literal

make connections to their own experience when listening to or “reading” texts

participate in guided reading situations, observing and applying reading behaviours

and interacting effectively with the group

discuss their own experiences and relate them to fiction and non-fiction texts

participate in class, group or individual author studies, gaining an in-depth understanding of the work and style of a particular author and

appreciating what it means to be an author

indicate printed text where the teacher should start reading

identify and explain the basic structure of a story— beginning, middle and end; may use storyboards or comic strips to communicate

elements

appreciate that writers plan and structure their stories to achieve particular effects; identify features that can be replicated when planning

their own stories

appreciate structural and stylistic differences between fiction and non-fiction; show understanding of this distinction when structuring their own

writing

handle books, showing an understanding of how a book works, for example, cover,

beginning, directional movement, end

have a secure knowledge of the basic conventions of the language(s) of instruction

in printed text, for example, orientation, directional movement, layout, spacing,

punctuation

recognise and use the different parts of a book, for example, title page, contents, index

recognise and understand figurative language, for example, similes, metaphors, idioms

distinguish between pictures and written text, for example, can point to a picture when

askedmake inferences and be able to justify them

show curiosity and ask questions about pictures or text

wonder about texts and ask questions to try to understand what the author is saying to the

reader

recognise the author’s purpose, for example, to inform, entertain, persuade, instruct

understand that authors use words and literary devices to evoke mental images

use meaning, visual, contextual and memory cues, and cross-check cues against each other, when necessary (teacher monitors miscues to identify strategies used and

strategies to be developed)

use a range of strategies to self-monitor and self-correct, for example, meaning, context, rereading, reading on, cross-checking one

cue source against another

know how to skim and scan texts to decide whether they will be useful, before attempting to read in detail

use a range of strategiesto solve comprehension problems and deepen their understanding of

a text

locate and respond to aspects of interest in self-selected texts (pointing, examining

pictures closely, commenting)

read and understand the meaning of self-selected and teacher-selected texts at an

appropriate level

read texts at an appropriate level, independently, confidently and with good

understanding

read a wide range of texts confidently, independently and with understanding

identify relevant, reliable and useful information and decide on appropriate ways to use it

distinguish between fact and opinion, and reach their own conclusions about what represents valid information

realise that there is a difference between fiction and non-fiction and use books for

particular purposes, with teacher guidance

use reference books, dictionaries, and computer and web-based applications with increasing independence and responsibility

consistently and confidently use a range of resources to find information and support their inquiries

recognise a range of different text types, for example, letters, poetry, plays, stories, novels,

reports, articles

distinguish between fiction and non-fiction and select books appropriate to specific purposes

identify genre (including fantasy, biography, science fiction, mystery, historical novel) and explain elements and literary forms that are

associated with different genres

Language: Written language – reading · Learning Outcomes · Learners:

32 www.hischool.de

Primary Years Programme Primary Years Programme

www.hischool.de 33

PHASE 1 PHASE 2 PHASE 3 PHASE 4 PHASE 5

recognise a range of different text types, for example, letters, poetry, plays, stories, novels,

reports, articles

distinguish between fiction and non-fiction and select books appropriate to specific purposes

identify genre (including fantasy, biography, science fiction, mystery, historical novel) and explain elements and literary forms that are

associated with different genres

begin to discriminate between visual representations such as symbols, numbers,

ICT iconography, letters and words

read and understand familiar print from the immediate environment, for example, signs,

advertisements, logos, ICT iconography

recognise their own first name understand sound–symbol relationships and

recognise familiar sounds/symbols/ words of the language community

understand sound–symbol relationships and apply reliable phonetic strategies when

decoding print

instantly recognise an increasing bank of high- frequency and high-interest words, characters

or symbols

show empathy for characters in a storymake connections between personal experience and storybook characters

discuss personality and behaviour of storybook characters, commenting on reasons

why they might react in particular ways

understand and respond to the ideas, feelings and attitudes expressed in various texts, showing empathy for characters

identify and describe elements of a story — plot, setting, characters, theme — and explain how they contribute to its effectiveness

express opinions about the meaning of a story

access information from a variety of texts both in print and online, for example, newspapers, magazines, journals, comics, graphic books,

e-books, blogs, wikis

compare and contrast the plots of two different but similar novels, commenting on effectiveness and impact

participate in shared reading, joining in with rhymes, refrains and repeated text as they

gain familiarity

participate in shared reading, posing and responding to questions and joining in the

refrains

participate in collaborative learning experiences, acknowledging that people see things differently and are entitled to express

their point of view

as part of the inquiry process, work cooperatively with others to access, read, interpret, and evaluate a range of source materials

participate in collaborative learning, considering multiple perspectives and working with peers to co-construct new understanding

join in with chants, poems, songs, word games and clapping games, gaining

familiarity with the sounds and patterns of the language of instruction

work in cooperative groups to locate and select texts appropriate to purpose and audience

know when and how to use the internet and multimedia resources for research

realise that the organisation of on-screen text is different from how text is organised in a

book

understand that the internet must be used with the approval and supervision of a parent or teacher; read, understand and sign the

school's cyber-safety policy

locate, organise and synthesise information from a variety of sources including the library/media centre, the internet, people in the school,

family, the immediate community or the global community

Language: Written language – reading · Learning Outcomes · Learners:

34 www.hischool.de

Primary Years Programme Primary Years Programme

www.hischool.de 35

5.4. Language: Written language – writing

PHASE 1 PHASE 2 PHASE 3 PHASE 4 PHASE 5

Overall Expectations Overall Expectations

Learners show an understanding that writing is a form of expression to be enjoyed.

They know that how you write and what you write conveys meaning; that writing is a purposeful act, with both individual and

collaborative aspects.

Learners show an understanding that writing is a means of recording, remembering and

communicating. They know that writing involves the use of codes and symbols to

convey meaning to others; that writing and reading uses the same codes and symbols.

They know that writing can describe the factual or the imagined world.

Learners show an understanding that writing can be structured in different ways to express different purposes. They use imagery in their stories to enhance the meaning and to make it more enjoyable to write and read. They

understand that writing can produce a variety of responses from readers. They can tell a story and create characters in their writing.

Learners show an understanding of the role of the author and are able to take on the responsibilities of authorship. They demonstrate an

understanding of story structure and are able to make critical judgments about their writing, and the writing of others. They are able to rewrite

to improve the quality of their writing.

Learners show an understanding of the conventions pertaining to writing, in its different forms, that are widely accepted. In addition,

they demonstrate a high level of integration of the strands of language in order to create meaning in a manner that suits their learning styles.

They can analyse the writing of others and identify common or recurring themes or issues. They accept feedback from others.

Conceptual understanding Conceptual understanding

Writing conveys meaning.People write to tell about their

experiences, ideas and feelings. Everyone can express themselves in writing.

People write to communicate.We write in different ways for different

purposes.Writing and thinking work together to enable us to express ideas and

convey meaning.Stories that people want to read are built around themes to which they

can make connections.

The sounds of spoken language can be represented visually (letters, symbols,

characters).

The sounds of spoken language can be represented visually (letters, symbols,

characters). Consistent ways of recording words or ideas enable members of a language community to

understand each other's writing.Written language works differently from

spoken language.

The structure of different types of texts includes identifiable features.

The way we structure and organise our writing helps others to understand and appreciate it.

Effective stories have a purpose and structure that help to make the author’s intention clear.

Experience some strategies that writers use for others to be able enjoy their writing.

Recognise some strategies that writers use for others to be able to enjoy their writing.

Applying a range of strategies helps us to express ourselves so that others can enjoy our

writing.When writing, the words we choose and how we choose to use them enable us to share our

imaginings and ideas.Through the process of planning, drafting,

editing and revising, our writing improves over time.

Rereading and editing our own writing enables us to express what we want to say more clearly.

Knowing what we aim to achieve helps us to plan and develop different forms of writing.

Talking about our stories and pictures helps other people to understand and enjoy them.

Adding details to our stories and pictures makes a richer reading or viewing

experience.

Thinking about storybook characters and people in real life helps us to develop

characters in our own stories.

Asking questions of ourselves and others helps to make our writing more focused and purposeful.

Synthesizing ideas enables us to build on what we know, reflect on different perspectives, and express new ideas.

Writing is a way of expressing ourselves. It is a personal act that grows and develops with the individual. From the earliest lines and marks of young learners to the expression of mature writers, it allows us to organiSe and communicate thoughts, ideas and information in a visible and tangible way. Writing is primarily concerned with communicating meaning and intention. When children are encouraged to express themselves and reveal their own “voice”, writing is a genuine expression of the individual. The quality of expression lies in the authenticity of the message and the desire to communicate. If the writer has shared his or her message in such a way that others can appreciate it, the writer’s intention has been achieved.

Over time, writing involves developing a variety of structures, strategies and literary techniques (spelling, grammar, plot, character, punctuation, voice) and applying them with increasing skill and effectiveness. However, the writer’s ability to communicate his or her intention and share meaning takes precedence over accuracy and the application of skills. Accuracy and skills grow out of the process of producing meaningful communication. Children learn to write by writing. Acquiring a set of isolated skills will not turn them into writers. It is only in the process of sharing their ideas in written form that skills are developed, applied and refined to produce increasingly effective written communication.

36 www.hischool.de

Primary Years Programme Primary Years Programme

www.hischool.de 37

PHASE 1 PHASE 2 PHASE 3 PHASE 4 PHASE 5

differentiate between illustrations and written text

begin to discriminate between letters/characters, numbers and symbols

show an awareness of sound–symbol relationships and begin to recognise the way that some familiar sounds can be

recorded

read their own writing to the teacher and to classmates, realising that what they have

written remains unchanged connect written codes with the sounds of spoken language and reflect this

understanding when recording ideasdiscriminate between types of code, for

example, letters, numbers, symbols, words/characters

develop standard spellings based on common code patterns

use knowledge of written code patterns to accurately spell high-frequency and familiar words

use standard spelling for most words and use appropriate resources to check spelling

use knowledge of written code patterns to accurately spell unfamiliar words

experiment with writing using different writing implements and media

enjoy writing and value their own efforts engage confidently with the process of writing write independently and with confidence, demonstrating a personal

voice as a writerwrite independently and with confidence, showing the development of

their own voice and style

choose to write in play, or in informal situations, for example, filling in forms in a pretend post office, writing a menu or wish

list for a party

write to communicate a message to a particular audience, for example, a news

story, instructions, a fantasy story

write about a range of topics for a variety of purposes, using literary forms and structures

modelled by the teacher and/or encountered in reading

write for a range of purposes, both creative and informative, using different types of structures and styles according to the purpose of the writing; show awareness of different audiences and adapt writing

appropriately

write using a range of text types in order to communicate effectively, for example, narrative, instructional, persuasive

use written language as a means of reflecting on their own learningadapt writing according to the audience and demonstrate the ability to

engage and sustain the interest of the reader

write to communicate a message to a particular audience, for example, a news

story, instructions, a fantasy story show awareness of different audiences and adapt writing appropriately

adapt writing according to the audience and demonstrate the ability to engage and sustain the interest of the reader

talk about the sequence of a story idea draw and sequence pictures to show

the storyuse pictures to represent written words

brainstorm list of words, ideas, phrases first draft writing – with the awareness that it

will be self-reviewed

use graphic organisers to plan writing, for example, Mind Maps, storyboards

participate in teacher conferences with teachers recording progress and noting

new learning goals; self-monitor and take responsibility for improvement

realise that writers ask questions of themselves and identify ways to improve their writing, for example, "Is this what I meant to say?", "Is it

interesting/relevant?"

use planning, drafting, editing and reviewing processes independently and with increasing competence

use meaning, visual, contextual and memory cues, and cross-check cues against each other, when necessary (teacher monitors miscues to identify strategies used and

strategies to be developed)

use a range of strategies to self-monitor and self-correct, for example, meaning, context, rereading, reading on, cross-checking one

cue source against another

know how to skim and scan texts to decide whether they will be useful, before attempting to read in detail

use a range of strategiesto solve comprehension problems and deepen their understanding of

a text

use their own experience as a stimulus when drawing and "writing"

share and use ideas and experiences and begin to focus on a theme

write informally about their own ideas, experiences and feelings in a personal

journal or diary, initially using simple sentence structures, for example, "I like...", "I can...", "I

went to...", "I am going to..."

keep a log of ideas to write aboutuse a range of strategies to record words/ideas of increasing

complexitylocate, organise, synthesize and present written informaiton obtained

from a variety of valid sources

Language: Written language – writing · Learning Outcomes · Learners:

38 www.hischool.de

Primary Years Programme Primary Years Programme

www.hischool.de 39

PHASE 1 PHASE 2 PHASE 3 PHASE 4 PHASE 5

participate in shared writing, observing the teacher's writing and making suggestions sharing their writing pictures with others

participate in shared and guided writing, observing the teacher's model, asking

questions and offering suggestions

proofread their own writing and make some corrections and improvements

use feedback from teachers and other students to improve their writing

reread, edit and revise to imporve their own writing, for example, content, language, organisation

respond to the writing of others sensitivelywork cooperatively with a partner to discuss and improve each other's

work, taking the roles of authors and editors

critique the writing of peers sensitively; offer constructive suggestions

start at the top leftsequence simple ideas logically

write ideas in full sentences demonstrate the awareness of beginning,

middle and end of stories

organise ideas in a logical sequence, for example, write simple narratives with a

beginning, middle and endorganise ideas in a logical sequence, starting to use paragraphs use appropriate paragraphing and chapters to organise ideas

listen and respond to shared books (enlarged texts), observing conventions of print, according to the language(s) of

instruction

demonstrate an awareness of the conventions of written text, for example, sequence,

spacing, directionality, punctuation marks

use appropriate writing conventions, for example, word order, as required by the

language(s) of instruction use increasingly accurate grammatical

constructs

use approprate punctuation to support meaning check punctuation, variety of sentence starters, spelling, presentation

vary sentence structure and length demonstrate an increasing understanding of how grammar works

awareness of words in the environment, for example, simple word banks, student name lables, to begin to build and use a wider

active vocabulary

begin to use simple dictionaries and word banks to further develop vocabulary

use a dictionary, thesaurus and work banks to extend their use of language

select vocabulary and supporting details to achieve desired effects use a dictionary and thesaurus to check accuracy, broaden vocabulary

and enrich their writing

use a range of vocabulary and relevant supporitng details to convey meaning and create atmosphere and mood

use a dictionary, thesaurus, spellchecker confidently and effectively to check accuracy, broaden vocabulary and enrich their writing

show curiosity and ask questions about written language

create text to describe their picutres and drawings

write an increasing number of frequently used words or ideas independently create illustrations to match

their own written text illustrate their own writing and contribute to a class book or collection of published writing

use familiar aspects of written language with increasing confidence and accuracy, for example, spelling patterns, high-frequency

words, high interest words with teacher guidance, publish written work,

in handwritten form or in digital format over time, create examples of different types of writing and store them in their own writing

folder

work independently to produce written work that is legible nad well-presented, written either by hand or in digital format

use a range of tools and techniques to produce written work that is attractively and effectively presented

choose to publish written work in handwritten form or in digital format independently

mechanics of writing (pencil grip, left to right progression, angling paper correctly)

form letters/characters conventionally and legibly, with an understanding as to why this is important within a language community

write legibly, and in a consistent style consistently and legibly use cursive fluent, legible use of cursive and print as appropriate to the task

aware that stories have characters, setting, plot and tone

describe characters, setting, plot and tonebasic understanding of literary aspects

recognise the basic shape of stories and their literary elements

begin to recognise figurative language to enhance writing for example, similes, metaphors, idioms, alliteration

begin to identify and describe elements of a story-setting, plot, character, theme

recognise and use figurative language to enhance wriitng, for example, similes, metaphors, idioms, alliteration

identify and describe elements of a story-setting, plot, character, theme

Language: Written language – writing · Learning Outcomes · Learners:

40 www.hischool.de

Primary Years Programme Primary Years Programme

www.hischool.de 41

5.5. Mathematics: Data handling

PHASE 1 PHASE 2 PHASE 3 PHASE 4

Overall Expectations Overall Expectations

Learners will develop an understanding of how the collection and organisation of information helps to make sense of the world. They

will sort, describe and label objects by attributes and represent information in graphs including pictographs and tally marks. The

learners will discuss chance in daily events.

Learners will understand how information can be expressed as organised and structured data and that this can occur in a range of

ways. They will collect and represent data in different types of graphs, interpreting the resulting information for the purpose of answering

questions. The learners will develop an understanding that some events in daily life are more likely to happen than others and they will identify

and describe likelihood using appropriate vocabulary.

Learners will continue to collect, organise, display and analyse data, developing an understanding of how different graphs highlight different

aspects of data more efficiently. They will understand that scale can represent different quantities in graphs and that mode can be used to summarize a set of data. The learners will make the connection that probability is based on experimental events and can be expressed

numerically.

Learners will collect, organise and display data for the purposes of valid interpretation and communication. They will be able to use the

mode, median, mean and range to summarize a set of data. They will create and manipulate an electronic database for their own purposes, including setting up spreadsheets and using simple formulas to create graphs. Learners will understand that probability can be expressed on a scale (0–1 or 0%–100%) and that the probability of an event can be

predicted theoretically.

Conceptual understanding Conceptual understanding

We collect information to make sense of the world around us. Collect and represent data in different types of graphs.Data can be collected (for example, populations), organised, displayed

and analysed in different ways.Data can be collected, organised, displayed and analysed in different

ways (for example, bias).

Organising objects and events helps us to solve problems. Objects and events can be organised in different ways. Electronic databases can be used to create graphs.

Information can be represented in graphic form. Information can be expressed as organised and structured data. Different graph forms highlight different aspects of data more efficiently. Data can be presented effectively for valid interpretation and

communication.

Information can be interpreted from simple graphs (pictographs and tally marks).

Information can be interpreted for the purpose of answering questions.Scale can represent different quantities in graphs and mode can be

used to summarise a set of data.Range, mode, median and mean can be used to analyse statistical

data.

Events in daily life involve chance. Some events in daily life are more likely to happen than others. Probability can be based on experimental events in daily life. The probability of an event can be predicted theoretically.

Probability can be expressed in numerical notations. Probability can be represented on a scale between 0–1 or 0%–100%.

Data handling allows us to make a summary of what we know about the world and to make inferences about what we do not know.Data can be collected, organised, represented and summarized in a variety of ways to highlight similarities, differences and trends; the chosen format should illustrate the information without bias or distortion.

Probability can be expressed qualitatively by using terms such as “unlikely”, “certain” or “impossible”. It can be expressed quantitatively on a numerical scale.

42 www.hischool.de

Primary Years Programme Primary Years Programme

www.hischool.de 43

PHASE 1 PHASE 2 PHASE 3 PHASE 4

When constructing meaning learners: When constructing meaning learners:

understand that information about themselves and their surroundings can be obtained in different ways

understand that information about themselves and their surroundings can be collected and recorded in different ways

understand that data can be collected, organised, displayed and interpreted using simple graphs, for example, bar graphs, line graphs

understand that data can be collected for interpretation purposes

understand that sets can be organised by different attributes understand that sets can be organised by one or more attributes understand that different types of graphs have special purposes

create graphs using real objects, pictures or simple diagramscreate a variety of graphs (pictograph, bar graph, line graph and pie

graph)use the scale on the vertical axis of a bar graph to represent large

quantities

create a pictograph and simple bar graph

compare quantities (more, fewer, less than, and greater than, using number words)

understand that scale can represent different quantities in graphsunderstand that the mode, median, mean and range can summarize a

set of data

understand that the mode can be used to summarize a set of dataset up a spreadsheet, using simple formulas, to manipulate data and to

create graphs

understand that one of the purposes of a database is to answer questions and solve problems

discuss chance in daily events (impossible, maybe, certain)understand the concept of chance in daily events (impossible, less

likely, maybe, most likely, certain)understand that probability is based on experimental events

understand that probability can be expressed in scale (0–1) or per cent (0%–100%)

understand the difference between experimental and theoretical probability

When transferring meaning into symbols learners: When transferring meaning into symbols learners:

collect information about themselves and familiar objectscollect and represent data in different types of graphs, for example,

tally marks, bar graphscollect, display and interpret data using simple graphs, for example,

bar graphs, line graphscollect, display and interpret data in circle graphs (pie charts) and line

graphs

sort and label real objects by attributesrepresent the relationship between objects in sets using tree, Venn and

Carroll diagramsset up a spreadsheet using simple formulas to manipulate data and to

create graphs

represent information through pictographs and tally marksrepresent data in different types of graphs, for example, tally marks,

bar graphs

locate and count from displaysdiscuss and compare data represented in teacher-generated diagrams:

Tree, Carroll, Vennidentify the mode of a set of data

identify, describe and explain the range, mode, median and mean in a set of data

identify, read and interpret range and scale on graphs

create simple diagrams to show what will happen, won’t happen and might happen

express the chance of an event happening using words or phrases (impossible, less likely, maybe, most likely, certain)

use tree diagrams to express probability using simple fractions express probabilities using scale (0–1) or per cent (0%–100%)

Mathematics: Data handling · Learning Outcomes

44 www.hischool.de

Primary Years Programme Primary Years Programme

www.hischool.de 45

PHASE 1 PHASE 2 PHASE 3 PHASE 4

When applying with understanding learners: When applying with understanding learners:

collect objects for a specific taskcollect, display and interpret data for the purpose of answering

questionsdesign a survey and systematically collect, organise and display data

in pictographs and bar graphsdesign a survey and systematically collect, record, organise and

display the data in a bar graph, circle graph, line graph

1-1 correspondence – one object per block in a bar graph, one picture per standardized block of a pictograph

1-1 correspondence – one object per block in a bar graph, one picture per standardised block of a pictograph

1-1 correspondence – one object per block in a bar graph, one picture per standardised block of a pictograph

create and manipulate an electronic database for their own purposes

create living graphs using real objects and people

create pictographs and tally markscreate a pictograph and simple bar graph of real objects and interpret

data by comparing quantities (for example, more, fewer, less than, greater than)

select appropriate graph form(s) to display data

describe groupings by attributesuse tree, Venn and Carroll diagrams to explore relationships between

datainterpret range and scale on graphs

identify, describe and explain the range, mode, median and mean in a set of data

identify and describe chance in daily events (impossible, less likely, maybe, most likely, certain)

express probability using simple fractionsdetermine the theoretical probability of an event and explain why it

might differ from experimental probability

use probability to determine mathematically fair and unfair games and to explain possible outcomes

Mathematics: Data handling · Learning Outcomes

46 www.hischool.de

Primary Years Programme Primary Years Programme

www.hischool.de 47

5.6. Mathematics: Measurement

PHASE 1 PHASE 2 PHASE 3 PHASE 4

Overall Expectations Overall Expectations

Learners will develop an understanding of how measurement involves the comparison of objects and the ordering and sequencing of

events. They will be able to identify, compare and describe attributes of real objects as well as describe and sequence familiar events in

their daily routine.

Learners will understand that standard units allow us to have a common language to measure and describe objects and events, and that

while estimation is a strategy that can be applied for approximate measurements, particular tools allow us to measure and describe attributes of objects and events with more accuracy. Learners will develop these understandings in relation to measurement involving

length, mass, capacity, money, temperature and time.

Learners will continue to use standard units to measure objects, in particular developing their understanding of measuring perimeter, area

and volume. They will select and use appropriate tools and units of measurement, and will be able to describe measures that fall between

two numbers on a scale. The learners will be given the opportunity to construct meaning about the concept of an angle as a measure of

rotation.

Learners will understand that a range of procedures exists to measure different attributes of objects and events, for example, the use of

formulas for finding area, perimeter and volume. They will be able to decide on the level of accuracy required for measuring and

using decimal and fraction notation when precise measurements are necessary. To demonstrate their understanding of angles as a measure of rotation, the learners will be able to measure and construct angles.

Conceptual understanding Conceptual understanding

Measurement involves comparing objects and events.Standard units allow us to have a common language to identify,

compare, order and sequence objects and events.Objects and events have attributes that can be measured using

appropriate tools.Accuracy of measurements depends on the situation and the precision

of the tool.

Objects have attributes that can be measured using non-standard units.

We use tools to measure the attributes of objects and events.Relationships exist between standard units that measure the same

attributes.Conversion of units and measurements allows us to make sense of the

world we live in.

A range of procedures exists to measure different attributes of objects and events.

Events can be ordered and sequenced. Estimation allows us to measure with different levels of accuracy.

To measure is to attach a number to a quantity using a chosen unit. Since the attributes being measured are continuous, ways must be found to deal with quantities that fall between numbers. It is important to know how accurate a measruement needs to be or can ever be.

48 www.hischool.de

Primary Years Programme Primary Years Programme

www.hischool.de 49

PHASE 1 PHASE 2 PHASE 3 PHASE 4

When constructing meaning learners: When constructing meaning learners:

understand that attributes of real objects can be compared and described, for example, longer, shorter, heavier, empty, full, hotter,

colder

understand the use of standard units to measure, for example, length, mass, money, time, temperature through the manipulation of unit blocks,

coins, clocks and thermometers

understand the use of standard units to measure perimeter, area and volume

understand the relationships between area and perimeter, between area and volume, and between volume and capacity

understand that objects can be measured accurately by using common objects, for example paperclips

understand that tools can be used to measureunderstand that measures can fall between numbers on a measurement

scale, for example, 3½ kg, between 4 cm and 5 cmunderstand unit conversions within measurement systems (metric or

customary)

understand relationships between units, for example, metres, centimetres and millimetres

understand an angle as a measure of rotation understand procedures for finding area, perimeter and volume

understand that events in daily routines can be described and sequenced, for example, before, after, bedtime, storytime, today,

tomorrow

understand that calendars can be used to determine the date, and to identify and sequence days of the week and months of the year

understand elapsed time with clocks and calendar

understand that time is measured using universal units of measure, for example, years, months, days, hours, minutes and seconds

understand analogue and digital time

When transferring meaning into symbols learners: When transferring meaning into symbols learners:

identify, compare and describe attributes of real objects, for example, longer, shorter, heavier, empty, full, hotter, colder

estimate and measure objects using standard units of measurement: length, mass, capacity, money, temperature and time, for example;

Units: ones/units, tens, hundreds, thousandsLength: mm, cm, m, and inches, feet, yards, miles

Mass: g, kg, oz, lbsCapacity: dl, l and tsp, TBSP, cups, pint, gallon

Money: cents (1,2,5,10,20,50, 1Euro, 2Euro) and exploration of different currencies and their denominations

Thermometer: C & F freezing, boiling, “normal temperatures” Clocks: seconds, minutes, hours, ½ hour, ¼ hour, 5-minute, digital and

analogue

estimate and measure using standard units of measurement: perimeter, area and volume

compare the length, mass and capacity of objects using non-standard units

describe measures that fall between numbers on a scale. For example, “It is between 3 and 4.” “It is almost 4cm.”

identify, describe and sequence events in their daily routine, for example, before, after, bedtime, storytime, today, tomorrow

read and write the time to the hour, half hour and quarter hourread and write digital and analogue time to the minute on 12-hour and

24-hour clocks.develop and describe formulas for finding perimeter, area and volume

Mathematics: Measurement · Learning Outcomes

50 www.hischool.de

Primary Years Programme Primary Years Programme

www.hischool.de 51

PHASE 1 PHASE 2 PHASE 3 PHASE 4

estimate and compare lengths of time: second, minute, hour, day, week and month

predict, prove, and document elapsed timeuse decimal and fraction notation in measurement, for example,

3.2 cm, 1.47 kg, 1½ miles

read and interpret scales on a range of measuring instruments

measure and construct angles in degrees using a protractor

carry out simple unit conversions within a system of measurement (metric or customary)

When applying with understanding learners: When applying with understanding learners:

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

use standard units of measurement to solve problems in real-life situations involving length, mass, capacity, money and temperature

use standard units of measurement to solve problems in real-life situations involving perimeter, area and volume

select and use appropriate units of measurement and tools to solve problems in real-life situations

use measures of time to assist with problem solving in real-life situations select appropriate tools and units of measurement

describe observations about events and objects in real-life situations use timelines in units of inquiry and other real-life situationsdetermine and justify the level of accuracy required to solve real-life

problems involving measurement

use decimal and fractional notation in measurement, for example, 3.2 cm, 1.47 kg, 1½ miles

use timetables and schedules (12-hour and 24-hour clocks) in real-life situations

determine times worldwide

Mathematics: Measurement · Learning Outcomes

52 www.hischool.de

Primary Years Programme Primary Years Programme

www.hischool.de 53

5.7. Mathematics: Shape and space

PHASE 1 PHASE 2 PHASE 3 PHASE 4

Overall Expectations Overall Expectations

Learners will understand that shapes have characteristics that can be described and compared. They will understand and use common

language to describe paths, regions and boundaries of their immediate environment.

Learners will continue to work with 2D and 3D shapes, developing the understanding that shapes are classified and named according to their properties. They will understand that examples of symmetry and transformations can be found in their immediate environment. Learners will interpret, create and use simple directions and specific vocabulary to describe paths, regions, positions and boundaries of their immediate

environment.

Learners will sort, describe and model regular and irregular polygons, developing an understanding of their properties. They will be able to describe and model congruency and similarity in 2D shapes. Learners will continue to develop their understanding of symmetry, in particular reflective and rotational symmetry. They will understand how geometric

shapes and associated vocabulary are useful for representing and describing objects and events in real-world situations.

Learners will understand the properties of regular and irregular polyhedra. They will understand the properties of 2D shapes and understand that 2D representations of 3D objects can be used to

visualise and solve problems in the real world, for example, through the use of drawing and modelling. Learners will develop their

understanding of the use of scale (ratio) to enlarge and reduce shapes. They will apply the language and notation of bearing to describe

direction and position.

Conceptual understanding Conceptual understanding

Shapes can be described and organised according to their properties.

Shapes are classified and named according to their properties. Changing the position of a shape does not alter its properties.

Shapes have parts.Some shapes are made up of parts that repeat in some way (for

example, corners and straight lines).Shapes can be transformed in different ways. Manipulation of shape and space takes place for a particular purpose.

Geometric shapes and vocabulary are useful for representing and describing objects and events in real-world situations.

Consolidating what we know of geometric concepts allow us to make sense of and interact with our world.

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

Geometric tools are used to solve problems.Geometric tools and methods can be used to solve problems relating to

shape and space.

The regions, paths and boundaries of natural space can be described by shape. An understanding of the interrelationships of shape allows us to interpret, understand and appreciate our two-dimensional (2D) and three-dimensional (3D) world.

54 www.hischool.de

Primary Years Programme Primary Years Programme

www.hischool.de 55

PHASE 1 PHASE 2 PHASE 3 PHASE 4

When constructing meaning learners: When constructing meaning learners:

understand that 2D and 3D shapes have characteristics that can be described and compared

understand that there are relationships among and between 2D and 3D shapes

understand that common language can be used to describe position and direction, for example, inside, outside, above, below, next to,

behind, in front of, up, downunderstand the common language used to describe shapes understand the common language used to describe shapes

understand the properties of regular and irregular polygons understand the properties of regular and irregular polyhedra

understand that 2D and 3D shapes can be created by putting together and/or taking apart other shapes

understand that examples of symmetry and transformations can be found in their immediate environment

understand that lines and axes of reflective and rotational symmetry assist with the construction of shapes

understand that geometric shapes are useful for representing real-world situations

understand that directions can be used to describe pathways, regions, positions and boundaries of their immediate environment

understand that directions for location can be represented by coordinates on a grid

understand systems for describing position and direction

understand an angle as a measure of rotation

understand that visualisation of shape and space is a strategy for solving problems

understand that 2D representations of 3D objects can be used to visualise and solve problems

understand that geometric ideas and relationships can be used to solve problems in other areas of mathematics and in real life

understand congruent or similar shapes understand the properties of circles

understand how scale (ratios) is used to enlarge and reduce shapes

When transferring meaning into symbols learners: When transferring meaning into symbols learners:

sort, describe and compare 3D shapes sort, describe and label 2D and 3D shapes sort, describe and model regular and irregular polygons analyse, describe, classify and visualise 2D (including circles, triangles

and quadrilaterals) and 3D shapes, using geometric vocabulary

describe and model congruency and similarity in 2D shapes

analyse and describe the relationships between 2D and 3D shapesanalyse angles by comparing and describing rotations: whole turn; half

turn; quarter turn; north, south, east and west on a compassdescribe lines and angles using geometric vocabulary

identify and use scale (ratios) to enlarge and reduce shapes

locate features on a grid using coordinates identify and use the language and notation of bearing to describe

direction and position

describe position and direction, for example, inside, outside, above, below, next to, behind, in front of, up, down

represent ideas about the real world using geometric vocabulary and symbols, for example, through oral description, drawing, modelling,

labelling

describe and/or represent mental images of objects, patterns, and paths

Mathematics: Shape and space · Learning Outcomes

56 www.hischool.de

Primary Years Programme Primary Years Programme

www.hischool.de 57

PHASE 1 PHASE 2 PHASE 3 PHASE 4

interpret and create simple directions, describing paths, regions, positions and boundaries of their immediate environment

create and describe symmetrical and tessellating patterns

identify lines of reflective symmetrycreate and model how a 2D net converts into a 3D shape and vice

versa

explore the use of geometric ideas and relationships to solve problems in other areas of mathematics

When applying with understanding learners: When applying with understanding learners:

explore and describe the paths, regions and boundaries of their immediate environment (inside, outside, above, below) and their

position (next to, behind, in front of, up, down)

interpret and use simple directions, describing paths, regions, positions and boundaries of their immediate environment

use geometric vocabulary when describing shape and space in mathematical situations and beyond

analyse and use what they know about 3D shapes to describe and work with 2D shapes

analyse and describe 2D and 3D shapes, including regular and irregular polygons, using geometrical vocabulary

apply the language and notation of bearing to describe direction and position

recognise and explain simple symmetrical designs in the environmentrecognise and explain symmetrical patterns, including tessellation, in

the environment

apply knowledge of symmetry to problem-solving situations apply knowledge of transformations to problem-solving situationsuse 2D representations of 3D objects to visualise and solve problems,

for example using drawings or models

identify, describe and model congruency and similarity in 2D shapes

use scale (ratios) to enlarge and reduce shapes

Mathematics: Shape and space · Learning Outcomes

58 www.hischool.de

Primary Years Programme Primary Years Programme

www.hischool.de 59

5.8. Mathematics: Pattern and function

PHASE 1 PHASE 2 PHASE 3 PHASE 4

Overall Expectations Overall Expectations

Learners will understand that patterns and sequences occur in everyday situations. They will be able to identify, describe, extend

and create patterns in various ways.

Learners will understand that whole numbers exhibit patterns and relationships that can be observed and described, and that the

patterns can be represented using numbers and other symbols. As a result, learners will understand the inverse relationship between addition and subtraction, and the associative and commutative

properties of addition. They will be able to use their understanding of pattern to represent and make sense of real-life situations and, where appropriate, to solve problems involving addition and subtraction.

Learners will analyse patterns and identify rules for patterns, developing the understanding that functions describe the relationship or rules that uniquely associate members of one set with members of another set. They will understand the inverse relationship between multiplication and division, and the associative and commutative properties of

multiplication. They will be able to use their understanding of pattern and function to represent and make sense of real-life situations and, where appropriate, to solve problems involving the four operations.

Learners will understand that patterns can be represented, analysed and generalised using algebraic expressions, equations or functions. They will use words, tables, graphs and, where possible, symbolic

rules to analyse and represent patterns. They will develop an understanding of exponential notation as a way to express repeated

products, and of the inverse relationship that exists between exponents and roots. The students will continue to use their understanding of

pattern and function to represent and make sense of real-life situations and to solve problems involving the four operations.

Conceptual understanding Conceptual understanding

Patterns and sequences occur in everyday situations.Whole numbers exhibit patterns and relationships that can be observed

and described.Functions are relationships or rules that uniquely associate members of

one set with members of another set.Patterns can often be generalised using algebraic expressions,

equations or functions.

Patterns repeat and grow. Patterns can be represented using numbers and other symbols.By analysing patterns and identifying rules for patterns it is possible to

make predictions.Exponential notation is a powerful way to express repeated products of

the same number.

To identify pattern is to begin to understand how mathematics applies to the world in which we live. The repetitive features of patterns can be identified and described as generalised rules called "functions". This builds a foundation for the later study of algebra.

60 www.hischool.de

Primary Years Programme Primary Years Programme

www.hischool.de 61

PHASE 1 PHASE 2 PHASE 3 PHASE 4

When constructing meaning learners: When constructing meaning learners:

understand that patterns can be found in everyday situations, for example, sounds, actions, objects, nature

understand that patterns can be found in numbers, for example, odd and even numbers, skip counting

understand that patterns can be analysed and rules identified understand that patterns can be generalised by a rule

understand that patterns can be represented, analysed and generalised using tables, graphs, words, and, when possible, symbolic rules

understand the inverse relationship between addition and subtraction understand the inverse relationship between multiplication and division understand the inverse relationship between exponents and roots

understand the associative and commutative properties of addition understand the associative and commutative properties of multiplication

understand that multiplication is repeated addition and that division is repeated subtraction

understand exponents as repeated multiplication

When transferring meaning into symbols learners: When transferring meaning into symbols learners:

describe patterns in various ways, for example, using words, drawings, symbols (abc abc), materials, actions, numbers

represent patterns in a variety of ways, for example, using words, drawings, symbols, materials, actions, numbers

represent rules for patterns using words, symbols and tables represent the rule of a pattern by using a function

describe number patterns, for example, odd and even numbers, skip counting

describe the rule for a pattern in a variety of ways

identify a sequence of operations relating one set of numbers to another set

analyse pattern and function using words, tables and graphs, and, when possible, symbolic rules

When applying with understanding learners: When applying with understanding learners:

extend and create patterns with objects and picturesextend and create patterns in numbers, for example, odd and even

numbers, skip counting

use number patterns to represent and understand real-life situations use number patterns to make predictions and solve problems

use the properties and relationships of addition and subtraction to solve problems

use the properties and relationships of the four operations to solve problems

use functions to solve problems

select appropriate methods for representing patterns, for example using words, symbols and tables

select appropriate methods to analyse patterns and identify rules

Mathematics: Pattern and function · Learning Outcomes

62 www.hischool.de

Primary Years Programme Primary Years Programme

www.hischool.de 63

5.9. Mathematics: Number

PHASE 1 PHASE 2 PHASE 3 PHASE 4

Overall Expectations Overall Expectations

Learners will understand that numbers are used for many different purposes in the real world. They will develop an understanding of

one-to-one correspondence and conservation of number, and be able to count and use number words and numerals to represent quantities.

Learners will develop their understanding of the base 10 place value system and will model, read, write, estimate, compare and order

numbers to hundreds or beyond. They will have automatic recall of addition and subtraction facts and be able to model addition and subtraction of whole numbers using the appropriate mathematical

language to describe their mental and written strategies. Learners will have an understanding of fractions as representations of whole-part relationships and will be able to model fractions and use fraction

names in real-life situations.

Learners will develop the understanding that fractions and decimals are ways of representing whole-part relationships and will demonstrate

this understanding by modelling equivalent fractions and decimal fractions to hundredths or beyond. They will be able to model,

read, write, compare and order fractions, and use them in real-life situations. Learners will have automatic recall of addition, subtraction, multiplication and division facts. They will select, use and describe a range of strategies to solve problems involving addition, subtraction, multiplication and division, using estimation strategies to check the

reasonableness of their answers.

Learners will understand that the base 10 place value system extends infinitely in two directions and will be able to model, compare, read, write and order numbers to millions or beyond, as well as

model integers. They will develop an understanding of ratios. They will understand that fractions, decimals and percentages are ways

of representing whole-part relationships and will work towards modelling, comparing, reading, writing, ordering and converting

fractions, decimals and percentages. They will use mental and written strategies to solve problems involving whole numbers, fractions and decimals in real-life situations, using a range of strategies to evaluate

reasonableness of answers.

Conceptual understanding Conceptual understanding

Numbers are a naming system.The base 10 place value system is used to represent numbers and

number relationships.The base 10 place value system can be extended to represent

magnitude.The base 10 place value system extends infinitely in two directions.

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

Fractions are ways of representing whole-part relationships.Fractions and decimals are ways of representing whole-part

relationships.Fractions, decimal fractions and percentages are ways of representing

whole-part relationships.

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

The operations of addition, subtraction, multiplication and division are related to each other and are used to process information to solve

problems.

The operations of addition, subtraction, multiplication and division are related to each other and are used to process information to solve

problems.

For fractional and decimal computation, the ideas developed for whole-number computation can apply.

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

Number operations can be modelled in a variety of ways.Even complex operations can be modelled in a variety of ways, for

example, an algorithm is a way to represent an operation.Ratios are a comparison of two numbers or quantities.

Predicting outcomes can help us develop number sense.There are many mental methods that can be applied for exact and

approximate computations.There are many mental methods that can be applied for exact and

approximate computations.There are many mental methods that can be applied for exact and

approximate computations.

Our number system is a language for describing quantities and the relationships between quantities. For example, the value attributed to a digit depends on its place within a base system. Numbers are used to interpret information, make decisions and solve problems. For example, the operations of addition, subtraction, multiplication and division are related to one another and are used to process information in order to solve problems. The degree of precision needed in calculating depends on how the result will be used.

64 www.hischool.de

Primary Years Programme Primary Years Programme

www.hischool.de 65

PHASE 1 PHASE 2 PHASE 3 PHASE 4

When constructing meaning learners: When constructing meaning learners:

understand one-to-one correspondence

understand conservation of number

understand the relative magnitude of whole numbers (9 is bigger than 4/comparing and ordering)

recognise groups of zero to five objects without counting (subitizing) recognise groups of zero to ten objects without counting (subitizing)

understand that, for a set of objects, the number name of the last object counted describes the quantity of the whole set

model numbers to hundreds or beyond using the base 10 place value system

model numbers to thousands or beyond using the base 10 place value system

model numbers to millions or beyond using the base 10 place value system

understand whole-part relationships model simple fraction relationships model equivalent fractions model improper fractions and mixed numbers

model addition and subtraction of fractions with the same denominator use the language of fractions, for example, numerator, denominator simplify fractions using manipulatives

model addition and subtraction of fractions with related denominators model addition, subtraction, multiplication and division of fractions

use the language of mathematics to compare quantities, for example, more, less, first, second

use the language of addition and subtraction, for example, add, take away, plus, minus, sum, difference

use the language of multiplication and division, for example, factor, multiple, product, quotient, prime numbers, composite number

understand that numbers can be constructed in multiple ways, for example, by combining and partitioning

model addition and subtraction of whole numbers model multiplication and division of whole numbers model multiplication and division of whole numbers

understand situations that involve addition and subtractiondevelop strategies for memorizing addition and subtraction number

factsdevelop strategies for memorizing addition and subtraction number

factsdevelop strategies for memorizing multiplication and division number

facts

estimate sums and differences estimate multiples

understand situations that involve addition and subtraction understand situations that involve multiplication and division recognise when to use multiplication and division

model decimal fractions to hundredths or beyond model decimal fractions to thousandths or beyond

model addition and subtraction of decimals model addition, subtraction, multiplication and division of decimals

model integers in appropriate contexts (focus on negative numbers and their meaning)

model exponents and square roots

model ratios

develop an understanding of fractions as percentages model percentages

develop an understanding of the relationship between fractions, decimals and percentages

understand the relationship between fractions, decimals and percentages

Mathematics: Number · Learning Outcomes

66 www.hischool.de

Primary Years Programme Primary Years Programme

www.hischool.de 67

PHASE 1 PHASE 2 PHASE 3 PHASE 4

When transferring meaning into symbols learners: When transferring meaning into symbols learners:

connect number names and numerals to the quantities they represent

read, write, compare and order whole numbers up to tensread, write, compare and order whole numbers up to hundreds or

beyondread, write, compare and order whole numbers up to thousands or

beyondread, write, compare and order whole numbers up to millions or

beyond

read, write, compare and order cardinal numbers read, write, compare and order cardinal and ordinal numbers read, write, compare and order fractions read and write ratios

read and write equivalent fractions read and write integers in appropriate contexts

read, write, compare and order fractions to hundredths or beyondread, write, compare and order decimal fractions to thousandths or

beyond

read, write, compare and order percentages

read and write exponents and square roots

develop strategies for memorizing addition and subtraction number facts

develop strategies for memorizing addition, subtraction, multiplication and division number facts

describe mental and written strategies for adding and subtracting one-digit numbers

describe mental and written strategies for adding and subtracting two-digit numbers

describe mental and written strategies for multiplication and divisiondescribe mental and written strategies for ratios, integers in appropriate

contexts, decimal fractions and percentages

convert improper fractions to mixed numbers and vice versa

convert between fractions, decimals and percentages

simplify fractions in mental and written form

When applying with understanding learners: When applying with understanding learners:

develop an awareness that there are different ways to solve a problem

begin to choose appropriate strategies to solve a problem

develop an awareness of mental and written strategies for adding and subtracting

use written strategies for adding and subtractinguse mental and written strategies for addition, subtraction, multiplication

and division

count to determine the number of objects in a set

use number words and numerals to represent quantities in real-life situations

use whole numbers up to hundreds or beyond in real-life situations use whole numbers up to thousands or beyond in real-life situations use whole numbers up to millions or beyond in real-life situations

use ratios in real-life situations

use integers in real-life situations

estimate and make approximations in real life situations involving numbers up to 10

estimate and make approximations in real life situations involving numbers up to 100

estimate and make approximations in real life situations involving numbers up to 100

estimate and make approximations in real-life situations involving fractions, decimals and percentages.

Mathematics: Number · Learning Outcomes

68 www.hischool.de

Primary Years Programme Primary Years Programme

www.hischool.de 69

PHASE 1 PHASE 2 PHASE 3 PHASE 4

use the language of mathematics to compare quantities in real-life situations, for example, more, less, first, second

use cardinal and ordinal numbers in real-life situations

subitize in real-life situations

use fast recall of addition and subtraction number facts in real-life situations

use fast recall of multiplication and division number facts in real-life situations

use simple fraction names in real-life situations use fractions in real-life situations use decimal fractions in real-life situationsconvert improper fractions to mixed numbers and vice versa in real-life

situations

add and subtract fractions with related denominators in real-life situations

simplify fractions in computation answers

add and subtract decimals in real-life situations, including moneyuse fractions, decimals and percentages interchangeably in real-life

situations

use mental and written strategies for addition and subtraction of one-digit numbers or beyond in real-life situations

use mental and written strategies for addition and subtraction of two-digit numbers or beyond in real-life situations

use mental and written strategies for multiplication and division in real-life situations

use mental and written strategies for adding, subtracting, multiplying and dividing fractions and decimals in real-life situations

select an appropriate method for solving a problem, for example, draw a picture or use manipulatives

select an appropriate method for solving a problem, for example, mental estimation, mental or written strategies, or by using a calculator

select an efficient method for solving a problem, for example, mental estimation, mental or written strategies, or by using a calculator

select an efficient method for solving a problem: mental estimation, mental computation, written algorithms, by using a calculator

use strategies to evaluate the reasonableness of answers

estimate sum and differenceestimate sum, difference, product and quotient in real-life situations,

including fractions and decimals

estimate quantities estimate quantities to 100 or beyond estimate quantities to 1000 or beyond

select and use an appropriate sequence of operations to solve word problems

Mathematics: Number · Learning Outcomes

70 www.hischool.de

Primary Years Programme Primary Years Programme

www.hischool.de 71

5.10. Science

PHASE 1 PHASE 2 PHASE 3 PHASE 4

Overall Expectations Overall Expectations

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

vocabulary.

Students will develop their observational skills by using their senses to gather and record information, and they will use their observations to identify patterns, make predictions and refine their ideas. They will explore the way objects and phenomena function, identify parts of a system, and gain an understanding of cause and effect relationships.

Students will examine change over varying time periods, and will recognise that more than one variable may affect change. They will

be aware of different perspectives and ways of organising the world, and they will show care and respect for themselves, other living things and the environment. Students will communicate their ideas or provide

explanations using their own scientific experience.

Students will develop their observational skills by using their senses and selected observational tools. They will gather and record observed

information in a number of ways, and they will reflect on these findings to identify patterns or connections, make predictions, and test and

refine their ideas with increasing accuracy. Students will explore the way objects and phenomena function, identify parts of a system,

and gain an understanding of increasingly complex cause and effect relationships. They will examine change over time, and will recognise

that change may be affected by one or more variables. They will examine how products and tools have been developed through the application of science concepts. They will be aware of different

perspectives and ways of organising the world, and they will be able to consider how these views and customs may have been formulated.

Students will consider ethical issues in science-related contexts and use their learning in science to plan thoughtful and realistic action in order to improve their welfare and that of other living things and the environment. Students will communicate their ideas or provide

explanations using their own scientific experience and that of others.

Students will develop their observational skills by using their senses and selected observational tools. They will gather and record observed

information in a number of ways, and they will reflect on these findings to identify patterns or connections, make predictions, and test and

refine their ideas with increasing accuracy. Students will explore the way objects and phenomena function, identify parts of a system,

and gain an understanding of increasingly complex cause and effect relationships. They will examine change over time, and they will

recognise that change may be affected by one or more variables. Students will reflect on the impact that the application of science,

including advances in technology, has had on themselves, society and the environment. They will be aware of different perspectives and ways of organising the world, and they will be able to consider how these views and customs may have been formulated. Students will examine ethical and social issues in science-related contexts and express their

responses appropriately. They will use their learning in science to plan thoughtful and realistic action in order to improve their welfare and that of other living things and the environment. Students will communicate

their ideas or provide explanations using their own scientific experience and that of others.

Science Skills applicable to all phases Science Skills applicable to all phases

Observe carefully in order to gather data (for example, students will examine objects and living things to find out more about them; observe and manipulate objects by using all their senses as appropriate;

observe changes in living things, objects and events over a period of time; distinguish between significant and less significant observations; record observations in a systematic way).

Use a variety of instruments and tools to measure data accurately (for example, students will use a range of tools and techniques with increasing competency; use standard and non-standard units for measurement;

measure, compare and record data including mass, weight, time and temperature; select appropriate tools and measurement units).

Use scientific vocabulary to explain their observations and experiences (for example, students will talk about what is observed; describe simple features of objects and events;

describe what is happening using an increasing scientific vocabulary; record and present findings and conclusions using a variety of strategies and appropriate scientific vocabulary).

Identify or generate a question or problem to be explored (for example, students will ask questions or show curiosity about the natural and physical environment;

ask questions or identify problems that may lead to investigations; pose questions and define problems that will facilitate effective investigations or inquiries).

Plan and carry out systematic investigations, manipulating variables as necessary (for example, students will identify variables; collect information and data from a range of sources; suggest approaches and methods for solving problems;

identify one or two variables relevant to an investigation; recognise the way in which an experiment is unfair if the relevant variables are not controlled; reflect on methods used in investigations and their effectiveness).

Make and test predictions (for example, students will observe similarities and differences; guess and suggest what will happen next in structured situations; based on prior learning and/or observations, suggest outcomes of an investigation;

make justified predictions; propose ideas or simple theories that may be explored or tested).

Interpret and evaluate data gathered in order to draw conclusions (for example, students will sort and classify according to observable features or selected criteria; look for and recognise patterns in observations;

compare results of different investigations; interpret information and offer explanations).

Consider scientific models and applications of these models (including their limitations) (for example, students will share findings with peers informally; represent findings using pictures and models; reflect on and build upon their own current scientific theories and applications;

apply scientific knowledge to reconstruct or refine their understandings of the physical, chemical and biological worlds; assess their understanding in light of new data or reconsideration of existing data).

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

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

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

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

72 www.hischool.de

Primary Years Programme Primary Years Programme

www.hischool.de 73

5.11. Social Studies

PHASE 1 PHASE 2 PHASE 3 PHASE 4

Overall Expectations Overall Expectations

Students will explore their understanding of people and their lives, focussing on themselves, their friends and families, and their

immediate environment. They will practise applying rules and routines to work and play. They will gain an increasing awareness of themselves in relation to the various groups to which they belong and

be conscious of systems by which they organise themselves. They will develop their sense of place, and the reasons why particular

places are important to people. They will also develop their sense of time, and recognise important events in their own lives, and how time and change affect people. They will explore the role of technology in

their lives.

Students will increase their understanding of their world, focussing on themselves, their friends and families and their environment. They will appreciate the reasons why people belong to groups, the roles they fulfill and the different ways that people interact in groups. They will recognise connections within and between systems by which people organise themselves. They will broaden their sense of place and the

reasons why particular places are important to people, as well as how and why people’s activities influence, and are influenced by, the places in their environment. Students will start to develop an understanding of their relationship with the environment. They will gain a greater sense of time, recognising important events in their own lives, and how time and change affect people. They will become increasingly aware of how advances in technology affect individuals and the environment.

Students will extend their understanding of human society, focussing on themselves and others within their own community as well as other communities that are distant in time and place. They will investigate

how and why groups are organised within communities, and the ways in which communities reflect the cultures and customs of their people. They will recognise the interdependency of systems and their function within local and national communities. They will increase their aware-

ness of how people influence, and are influenced by, the places in their environment. Students will explore the relationship between valuing the environment and protecting it. They will extend their understanding of time, recognising important events in people’s lives, and how the past is recorded and remembered in different ways. Students will broaden their understanding of the impact of advances in technology over time,

on individuals, society and the environment.

Students will recognise different aspects of human society, focussing on themselves and others within their own community as well as groups of people that are distant in time and place. They will extend their

understanding of how and why groups are organised within commu-nities, and how participation within groups involves both rights and responsibilities. They will understand the interdependency of systems

and their function within local and national communities. Students will gain an appreciation of how cultural groups may vary in their customs

and practices but reflect similar purposes. They will deepen their awareness of how people influence, and are influenced by, places

in the environment. They will realise the significance of developing a sense of belonging and stewardship towards the environment, valuing and caring for it, in the interests of themselves and future generations. Students will consolidate their understanding of time, recognising how

ideas and actions of people in the past have changed the lives of others, and appreciating how the past is recorded and remembered in different ways. They will gain an understanding of how and why peop-le manage resources. They will understand the impact of technological

advances on their own lives, on society and on the world, and will reflect on the need to make responsible decisions concerning the use of

technologies.

Social Studies Skills applicable to all phases Social Studies Skills applicable to all phases

Formulate and ask questions about the past, the future, places and society (for example, students will express wonderings, show curiosity or ask questions about a person or event of personal significance; express wonderings, that will enable them to make links between prior learning, new

situations and further actions; show curiosity or ask questions about the natural and physical environment;

ask questions to extend understanding of how others have constructed or represented the past, the human and natural environment and society; formulate questions and identify problems formulate questions that promote the transfer of knowledge and make connections across their learning).

Use and analyse evidence from a variety of historical, geographical and societal sources (for example, students will draw information from, and respond to, stories about the past from geographical and societal sources; access a broad range of first- and second-hand sources of informa-

tion such as people, maps, surveys, direct observation, books, museums and libraries;

identify appropriate information and communication technology (ICT) tools and sources of information to support research; predict future events by analysing reasons for events in the past and present).

Orientate in relation to place and time (for example, students will explore and share instances of change and continuity in personal lives, family and local histories; investigate directions and distances within the local environment; distinguish between past, present and future time;

explore similarities and differences between the past and the present; sequence events, routines, personal histories in chronological order; interpret place and time using tools such as maps and timelines).

Identify roles, rights and responsibilities in society (for example, students will define own roles and responsibilities within the family, class or school; compare children’s and adults’ roles, rights and responsibilities in society; reflect on the rights and responsibilities of children in other

societies and make comparisons; examine how the rights of a person directly affect their responsibilities;

investigate how services and systems influence societal rights and responsibilities; examine the responsibility of people towards the environment; reflect on opportunities to contribute actively to the community at a range of levels, from local to global).

Assess the accuracy, validity and possible bias of sources (for example, students will examine and interpret simple evidence such as artifacts; compare the validity of statements from a variety of different sources; distinguish between fact and opinion;

piece together evidence to explain, report or persuade; analyse and synthesise information; make predictions in order to test understanding; develop a critical perspective regarding information and the reliability of sources).

Human Systems and Economic Activities: The study of how and why people construct organisations and systems; the ways in which people connect locally and globally; the distribution of power and authority.Social Organisation and Culture: The study of people, communities, cultures and societies; the ways in which individuals, groups and societies interact with each other.Continuity and Change Through Time: The study of the relationships between people and events through time; the past, its influences on the present and its implications for the future; people who have shaped the future through their actions.

Human and Natural Environments: The study of the distinctive features that give a place its identity; how people adapt to and alter their environment; how people experience and represent place; the impact of natural disasters on people and the built enviornment.Resources and the Environment: The interaction between people and the environment; the study of how humans allocate and manage resources; the positive and negative effects of this management; the impact of scientific and technological developments on the enviornment.

74 www.hischool.de

Primary Years Programme Primary Years Programme

www.hischool.de 75

5.12 Arts: Responding

PHASE 1 PHASE 2 PHASE 3 PHASE 4

Overall Expectations Overall Expectations

Learners show an understanding that the different forms of arts are forms of expression to be enjoyed. They know that dance, drama, music and visual arts use symbols and representations to convey

meaning. They have a concept of being an audience of different art formsand display awareness of sharing art with others. They are able

to interpret and respond to different art forms, including their own work and that of others.

Learners show an understanding that ideas, feelings and experiences can be communicated through arts. They recognise that their own art

practices and artwork may be different from others. They are beginning to reflect on and learn from their own stages of creating arts. They are aware that artworks may be created with a specific audience in mind.

Learners show an understanding that issues, beliefs and values can be explored in arts. They demonstrate an understanding that there are

similarities and differences between different cultures, places and times. They analyse their own work and identify areas to revise to improve its quality. They use strategies, based on what they know, to interpret arts

and understand the role of arts in our world.

Learners show an understanding that throughout different cultures, places and times, people have innovated and created new modes in arts. They can analyse different art forms and identify common or

recurring themes or issues. They recognise that there are many ways to enjoy and interpret arts. They accept feedback from others.

Conceptual understanding Conceptual understanding

People make meaning through the use of symbols.We are receptive to art practices and artworks from different cultures,

places and times (including our own).People explore issues, beliefs and values through arts.

Through exploring arts across cultures, places and times we can appreciate that people innovate.

People share art with others. People communicate ideas, feelings and experiences through the arts.When experiencing arts, we make connections between different

cultures, places and times.People communicate across cultures, places and times through arts.

We express our responses to artwork in a variety of ways. We can reflect on and learn from the different stages of creating. There are different kinds of audiences responding to different arts. The arts provide us with multiple perspectives.

We reflect on our artwork and the work of others. There is a relationship between the artist and the audience.We use what we know to interpret arts and deepen our understanding

of ourselves and the world around us.We reflect and act on the responses to our creative work.

We enjoy and experience different forms of arts.

The art is a means of communication and expression.

The process of responding provides students with opportunities to respond to their own and other artists’ works and processes, and in so doing develop the skills of critical analysis, interpretation, evaluation, reflection and communication. Students will demonstrate knowledge and understanding of the concepts, methods and elements of drama, dance, music and visual arts, including using specialised language. Students consider their own and other artists’ works in context and from different perspectives in order to construct meaning and inform their own future works and processes. The responding strand is not simply about reflecting; responding

may include creative acts, and encompasses presenting, sharing and communicating one’s own understanding. By responding to their own artwork and that of others, students become more mindful of their own artistic development and the role that arts play in the world around them.The responding and creating strands are dynamically linked in an ongoing and reflexive relationship. Learners are encouraged to reflect continually upon their work throughout the process of creating, thus reinforcing the close link between these strands.

76 www.hischool.de

Primary Years Programme Primary Years Programme

www.hischool.de 77

5.13. Arts: Creating

PHASE 1 PHASE 2 PHASE 3 PHASE 4

Overall Expectations Overall Expectations

Learners show an understanding that they can express themselves by creating artworks in dance, drama, music and visual arts. They know that creating in arts can be done on their own or with others.

They are aware that inspiration to create in arts comes from their own experiences and imagination. They recognise that they use symbols

and representations to convey meaning in their work.

Learners show an understanding that they can use arts to communicate their ideas, feelings and experiences. They use strategies in their work to enhance the meaning conveyed and to make it more enjoyable for others. They are aware that their work can provoke different responses

from others. They understand the value of working individually and collaboratively when creating different art forms.

Learners show that, as artists, they can influence thinking and behaviour through the arts they create. They think critically about their work and recognise that their personal interests, beliefs and values can inform their creative work. They show an understanding of the relationships

between their work and that of others.

Learners show an understanding that their own creative work in dance, drama, music and visual arts can be interpreted and appreciated in different ways. They explore different media and begin to innovate in arts. They consider the feedback from others in improving their work. They recognise that creating in arts provides a sense of accomplish-

ment, not only in the process, but also in providing them with a way to understand the world.

Conceptual understanding Conceptual understanding

We can enjoy and learn from creating art. Applying a range of strategies helps us to express ourselves. Arts have the power to influence thinking and behaviour.Arts provide opportunities to explore our creative potential and engage

in a personal artistic journey.

The creative process involves joining in, exploring and taking risks.We are receptive to the value of working individually and collabora-

tively to create art.We make connections between our artwork and that of others to

extend our thinking.We act on the responses to our artwork to inform and challenge our

artistic development.

Our experiences and imagination can inspire us to create.We can communicate our ideas, feelings and experiences through our

artwork.We can explore our personal interests, beliefs and values through arts.

We explore a range of possibilities and perspectives to communicate in broader ways through our creative work.

In creating art, people make choices to construct meaning about the world around them.

We solve problems during the creative process by thinking critically and imaginatively.

We can express ourselves through arts.

The process of creating provides students with opportunities to communicate distinctive forms of meaning, develop their technical skills, take creative risks, solve problems and visualise consequences. Students are encouraged to draw on their imagination, experiences and knowledge of materials and processes as starting points for creative exploration. They can make connections between their work and that of other artists to inform their thinking and to provide inspiration. Both independently and collaboratively,

students participate in creative processes through which they can communicate ideas and express feelings. The creating strand provides opportunites for students to exlore their personal interests, beliefs and values and to engage in a personal artistic journey.The responding and creating strands are dynamically linked in an ongoing and reflexive relationship. Students are encouraged to reflect continually upon their work throughout the process of creating, thus reinforcing the close link between these strands.

78 www.hischool.de

Primary Years Programme Primary Years Programme

www.hischool.de 79

PHASE 1 PHASE 2 PHASE 3 PHASE 4

show curiosity about live and recorded dance performancescompare a variety of dance genres over time to the contemporary

dance form of their culturerecognise that dance plays an innovative role in communicating ideas

within cultures and societiesinvestigate a cultural or historical dance form and identify how it

communicates artistic, ritual or social issues, beliefs or values

display audience etiquette and appropriate responses such as watch-ing, listening and responding to favourite parts of the performance

recognise the theme of a dance and communicate their personal interpretation

reflect on artistic processes in dance achievements and how to incorporate new ideas into future work

recognise the role and relevance of dance in their own society through exposure to a variety of performers and their perspectives

describe the ideas and feelings communicated through body movements

identify dance components such as rhythm and use of space in their own and others' dance creations

reflect on their personal and family history and make connections with cultural and historical dance forms

analyse how the meanings of movements can change in various cultural and historical contexts

respond to dance through spoken, written, visual and/or kinesthetic mediums

describe and evaluate the learnings and understandings developed through their exploration of dance

recognise how dance can be used to express and understand our inner thoughts and our understanding of the world around us

analyse and integrate the reflections of others into the creative process when evaluating and improving

identify and explain why certain body postures and movements communicate certain ideas and feelings

realise that there is a dynamic connection between the audience and performer

consider the composition of an audience when preparing an effective formal and/or informal presentation

PHASE 1 PHASE 2 PHASE 3 PHASE 4

explore the dynamic flow of body movements such as fast, slow, big, small, strong, smooth, sharp, tension and relaxation

create movement to various temposexplore various sources of musical and natural rhythms such as beat,

breath, emotional and environmental rhythmschoreograph movement to music, word and sound

respond to word, rhythm and/or music through movements design a dance phrase with a beginning, middle and ending

develop the ability to cooperate and communicate with others in creating dance

share dance with different audiences by participating, listening and watching

experience varying groupings when performing dance, including ensemble performance

work to develop each other's ideas during the creative process

work individually or in groups with trust and confidencework cooperatively towards a common goal, taking an active part in a

creative experienceanalyse and integrate the reflections of others into the creative process

when evaluating and improving

use stimulus materials to extend the body and enhance body move-ments such as streamers, scarves, props and costumes

perform increasingly more difficult sequences with control

develop physical awareness in using isolated body movements and gross motor skills

develop physical balance and coordination develop physical flexibility and strength show physical confidence in the use of their bodies

explore different types of movements such as travelling, jumping and turning

create movement that explores dimensions of direction, level and shapecreate movement to show contrast in designs such as symmetry/asym-

metry and opposition/successionimprovise to create various movements for specific purposes

communicate and express feelings through body movementsinterpret and communicate feeling, experience and narrative through

danceexpress their unique values, beliefs and interests through a dance form

choreograph performance to express and communicate an idea, feeling, experience, relationship or narrative

interpret and replicate a variety of dance styles and genrescreate and perform in a variety of dance genres and cultural dance

types

investigate and perform a cultural or historical dance form with an understanding of the function of the dance form as artistic, ritual or

social

consider and maintain appropriate behaviours in dance, as an audi-ence member or as a performer, by listening, watching and showing

appreciation

move freely through the space to show levels of low, medium and high and change of direction

5.14. Arts: Dance – Responding · Learning Outcomes · Learners:

Arts: Dance – Creating · Learning Outcomes · Learners:

80 www.hischool.de

Primary Years Programme Primary Years Programme

www.hischool.de 81

PHASE 1 PHASE 2 PHASE 3 PHASE 4

respond to live performances, stories and plays from other times and/or places

compare varied styles of performance with drama from their own culture

reflect on achievement and challenges and how they can incorporate these influences in future work

describe how drama plays an innovative role in communicating ideas within cultures and societies

talk about ideas and feelings in response to dramatic performancesuse drama performance to tell stories about people and events from

various cultures, including their ownrecognise and discuss how the consequences and actions of a

performance teach audience members and performers life lessonsunderstand the role and relevance of drama in their own society through exposure to a variety of performers and their perspectives

display audience etiquette and appropriate responses describe the dynamic connection between the audience and performerdiscuss aspects of drama that illustrate relationships between culture,

history and locationuse responses to drama to adapt and improve work, considering the

original intention

realise that dramatic conventions are used to craft performancediscuss and explain the way ideas, feelings and experiences can be

communicated through stories and performanceexplore how dramatic meaning illustrates the values, beliefs and

observations of an individual or communityreflect on a variety of dramatic forms to identify new understandings

within the arts

use materials to symbolically show location and characterconsider the composition of an audience when preparing an effective

formal and/or informal presentationrecognise and explore some of the different roles in theatre

respond to dramatic ideas through spoken, visual, auditory and kinesthetic mediums

describe and evaluate the learning and understandings developed through their exploration of drama

PHASE 1 PHASE 2 PHASE 3 PHASE 4

engage in imaginative play using a range of stimuliwork cooperatively towards a common goal, taking an active part in a

creative experiencecreate a devised or scripted performance for a particular audience or

purposemanipulate a variety of different drama strategies and techniques to

create informed scripts, characterisations and contexts

develop the ability to cooperate and communicate with others in creating drama

use performance as a problem-solving tool make artistic choices about role, situation and context work to develop each other's ideas during the creative process

explore basic bodily movements and the use of space make use of simple performance conventions to share ideasidentify how cultural connections can be made with different types of

dramacreate and perform a sequential drama that explores a particular issue

by experimenting with different dramatic forms

explore familiar roles, themes and stories dramaticallyconsider and maintain appropriate behaviours in drama, as an

audience member or as a performeridentify and develop the personal and related skills encountered

through the drama experienceconsider the skills and techniques used by a range of drama practition-

ers in the performing arts

create roles in response to props, set and costumes value and develop imaginary roles or situations interpret written dialogues or scenarios show an awareness of audience and adapt performances accordingly

work individually or in groups with confidenceshare drama with different audiences by participating, listening and

watchingfind appropriate ways to communicate specific meaning using dramatic

actionconsider the advice and feedback of others as an essential part of the

creative process

identify with characters through role-play developmentexpress their unique values, beliefs and interests through a dramatic

formexplore writing for performance

5.15. Arts: Drama – Responding · Learning Outcomes · Learners:

Arts: Drama – Creating · Learning Outcomes · Learners:

82 www.hischool.de

Primary Years Programme Primary Years Programme

www.hischool.de 83

PHASE 1 PHASE 2 PHASE 3 PHASE 4

describe the differences in music recognise music from a basic range of cultures and styles compare aspects of music from different times and placesexplain the role and relevance of music in their own culture, its uses

and associations through place and time

bring music from home to share

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

express their responses to music from different cultures and styles

describe how music makes them feelreflect on and communicate their reactions to music using musical

vocabularyreflect upon how their music expresses their personal voice and the

impact it has on others

explore body and untuned percussion instrument sounds share performances with each other and give constructive criticismshare and compare their experiences as audience members at various

performancesexplore different artistic presentations that are/ were innovative and

their implications

listen to music and create their own work in responseexplore individually or collectively a musical response to a narrated

story

use voice to imitate sounds and learn songs sing individually and in unison sing partner songs sing individually and in harmony

sing with accuracy and control focusing awareness on the musical elements

recognise different sources of music in daily life

distinguish the sounds of different instruments in music

move their bodies to express the mood of the music

recognise that sound can be notated in a variety of wayscreate a musical composition to match the mood of a visual image (for

example, paintings, photographs, film)create and perform a movement sequence accompanied by music that

they have createdmodify their practices and/or compositions based on the audience's

responses

discuss music that relates to social issues and/or valuesinterpret and explain the cultural and/or historical perspectives of a

musical composition

record and share the stages of the process of creating a compositiondescribe the process used to create their own music and compare it

with others, in order to improve their compositions

analyse different compositions describing how the musical elements enhance the message

5.16 Arts: Music – Responding · Learning Outcomes · Learners:

84 www.hischool.de

Primary Years Programme Primary Years Programme

www.hischool.de 85

PHASE 1 PHASE 2 PHASE 3 PHASE 4

create and accompany music using a variety of sounds and instruments

create music to represent different cultures and stylesdeliver a musical message to different audiences (for example, peace

message to parents, kindergarten children, friends)incorporate the other arts and cultures and available resources in order

to broaden their creative expression

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

use the voice and body to create musical patternsexplore vocal sounds, rhythms, instruments, timbres to communicate

ideas and feelingscreate and perform a movement sequence using known musical

elements

create their own basic musical instrumentscollaboratively create a musical sequence using known musical

elements (for example, rhythm, melody, contrast)create and record a composition focusing on form, structure and style

to give more meaning to their messagecreate and perform a simple composition using known musical elements

create music for different purposes

explore sound as a means of expressing imaginative ideas create a soundscape based on personal experiencescreate a musical composition expressing their own ideas and feelings

on a social issuecreate music that will be continually refined after being shared with

others

recreate sounds from familiar experiences express themselves as individuals through musical composition

participate in performing and creating music both individually and collectively

express one or more moods/feelings in a musical composition and perform in an ensemble

improvise upon a basic pattern to reinforce the importance of the individual within the group

present, in small groups, innovative musical performances on a selected issue

play untuned percussion instruments in time with a beat

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

read, write and perform simple musical patterns and phrases read and write music using non-traditional notation read and write music in traditional and/or non-traditional notation

Arts: Music – Creating · Learning Outcomes · Learners:

86 www.hischool.de

Primary Years Programme Primary Years Programme

www.hischool.de 87

PHASE 1 PHASE 2 PHASE 3 PHASE 4

sharpen their powers of observationcompare, contrast and categorise artworks from a range of cultures,

places and timesexplain the cultural and historical perspectives of an artwork

enjoy experiencing artworks

show curiosity and ask questions about artworks identify the formal elements of an artwork identify and consider the contexts in which artworks were made understand the role and relevance of visual arts in society

describe what they notice about an artwork use appropriate terminology to discuss artworkuse their knowledge and experiences to make informed interpretations

of artworksreflect on the factors that influence personal reactions to artwork

identify the materials and processes used in the creation of an artwork describe similarities and differences between artworksreflect on their own and others' creative processes to inform their

thinkingreflect throughout the creative process to challenge their thinking and

enact new and unusual possibilities

analyse the relationships within an artwork and construct meanings identify the stages of their own and others' creative processes use relevant and insightful questions to extend their understanding critique and make informed judgments about artworks

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

become an engaged and responsive audience for a variety of art forms

recognise that different audiences respond in different ways to artworks

make personal connections to artworksinvestigate the purposes of artwork from different times, places and a

range of cultures including their ownprovide constructive criticism when responding to artwork

express opinions about an artwork

create artwork in response to a variety of stimuli

5.17. Arts: Visual Arts – Responding · Learning Outcomes · Learners:

PHASE 1 PHASE 2 PHASE 3 PHASE 4

select tools, materials and processes for specific purposes demonstrate control of tools, materials and processes show awareness of the affective power of visual artsbecome increasingly independent in the realisation of the creative

process

combine different formal elements to create a specific effect make predictions, experiment, and anticipate possible outcomesuse a personal interest, belief or value as the starting point to create a

piece of artworkadjust and refine their creative process in response to constructive

criticism

engage with, and enjoy a variety of visual arts experiencescombine a variety of formal elements to communicate ideas, feelings

and/or experiencesmake connections between the ideas they are exploring in their artwork

and those explored by other artists through time, place and culturesidentify factors to be considered when displaying an artwork

realise that their artwork has meaning identify the stages of their own and others' creative processes use a range of strategies to solve problems during the creative process utilise a broad range of ways to make meaning

use their imagination and experiences to inform their art making consider their audience when creating artwork create artwork for a specific audience select, research and develop an idea or theme for an artwork

create artwork in response to a range of stimuliidentify, plan and make specific choices of materials, tools and

processesdevelop an awareness of their personal preferences

take responsibility for the care of tools and materials sharpen their powers of observation

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

participate in individual and collaborative creative experiences

Arts: Visual Arts – Creating · Learning Outcomes · Learners:

88 www.hischool.de

Primary Years Programme Primary Years Programme

www.hischool.de 89

PHASE 1 PHASE 2 PHASE 3 PHASE 4

select tools, materials and processes for specific purposes demonstrate control of tools, materials and processes show awareness of the affective power of visual artsbecome increasingly independent in the realisation of the creative

process

combine different formal elements to create a specific effect make predictions, experiment, and anticipate possible outcomesuse a personal interest, belief or value as the starting point to create a

piece of artworkadjust and refine their creative process in response to constructive

criticism

engage with, and enjoy a variety of visual arts experiencescombine a variety of formal elements to communicate ideas, feelings

and/or experiencesmake connections between the ideas they are exploring in their artwork

and those explored by other artists through time, place and culturesidentify factors to be considered when displaying an artwork

realise that their artwork has meaning identify the stages of their own and others' creative processes use a range of strategies to solve problems during the creative process utilise a broad range of ways to make meaning

use their imagination and experiences to inform their art making consider their audience when creating artwork create artwork for a specific audience select, research and develop an idea or theme for an artwork

create artwork in response to a range of stimuliidentify, plan and make specific choices of materials, tools and

processesdevelop an awareness of their personal preferences

take responsibility for the care of tools and materials sharpen their powers of observation

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

participate in individual and collaborative creative experiences

Arts: Visual Arts – Creating · Learning Outcomes · Learners:

90 www.hischool.de

Primary Years Programme Primary Years Programme

www.hischool.de 91

5.18. Personal, Social and Physical Education: Identity

PHASE 1 PHASE 2 PHASE 3 PHASE 4

Overall Expectations Overall Expectations

Learners have an awareness of themselves and how they are similar and different to others. They can describe how they have grown

and changed, and they can talk about the new understandings and abilities that have accompanied these changes. They demonstrate a sense of competence with developmentally appropriate daily tasks and can identify and explore strategies that help them cope with

change. Learners reflect on their experiences in order to inform future learning and to understand themselves better.

Learners understand that there are many factors that contribute to a person’s identity and they have an awareness of the qualities, abilities,

character and characteristics that make up their own identity. They are able to identify and understand their emotions in order to regulate their emotional responses and behaviour. Learners explore and apply

different strategies that help them approach challenges and new situations with confidence.

Learners understand that a person’s identity is shaped by a range of factors and that this identity evolves over time. They explore and reflect on the strategies they use to manage change, approach new

challenges and overcome adversity. They analyse how they are connected to the wider community and are open to learning about others. Learners use their understanding of their own emotions to

interact positively with others. They are aware that developing self-reliance and persisting with tasks independently will support their efforts

to be more autonomous learners.

Learners understand that the physical changes they will experience at different stages in their lives affect their evolving identities. They

understand that the values, beliefs and norms within society can impact on an individual’s self-concept and self-worth. Learners understand that being emotionally aware helps them to manage relationships. They recognise and describe how a sense of self-efficacy contributes to

human accomplishments and personal well-being. Learners apply and reflect on strategies that develop resilience and, in particular, help them

to cope with change, challenge and adversity in their lives.

Conceptual understanding Conceptual understanding

Each person is an individual. There are many factors that contribute to a person's individual identity. A person's identity evolves as a result of many cultural influences. Many different and conflicting cultures influence identity formation.

As people grow and change they develop new skills, understandings and abilities.

A person's self-concept can change and grow with experience.A person's self-concept is influenced by how others regard and treat

him or her.The physical changes people experience at different stages in their

lives affect their evolving identities.

The values, beliefs and norms of a society can impact on an indi-vidual's self-concept and self-worth.

Emotions, attitudes and beliefs influence the way we act.Identifying and understanding our emotions helps us to regulate our

behaviour.Understanding ourselves helps us to understand and empathise with

others.Being emotionally aware helps us to manage relationships and support

each other.

Positive thoughts help us to develop a positive attitude.A positive attitude helps us to overcome challenges and approach

problems.Embracing and developing optimism helps us to have confidence in

ourselves and our future.A strong sense of self-efficacy enhances human accomplishments and

personal well-being.

Knowing how we are similar to and different from others helps shape our understanding of self.

Understanding and respecting other peoples' perspectives helps us to develop empathy.

Self-efficacy influences the way people feel, think and motivate themselves, and behave.

Stereotyping or prejudging can lead to misconceptions and conflict.

Reflecting on our experiences helps us to understand ourselves better. Different challenges and situations require different strategies.Reflecting on the strategies we use to manage change and face

challenges helps us to develop new strategies to cope with adversity.A person's self-worth is reinforced and reflected in engagement with

and/or service to others.

Developing independence builds self-worth 1 and personal responsibility.

Using self- knowledge allows us to embrace new situations with confidence.

Increasing our self-reliance and persisting with tasks independently supports our efforts to be more autonomous.

Coping with situations of change, challenge and adversity develops our resilience.

An understanding of our own beliefs, values, attitudes, experiences and feelings and how they shape us; the impact of cultural influences; the recognition of strengths, limitations and challenges as well as the ability to cope successfully with situations of change and adversity; how the learner’s concept of self and feelings of self-worth affect his or her approach to learning and how he or she interacts with others.

92 www.hischool.de

Primary Years Programme Primary Years Programme

www.hischool.de 93

PHASE 1 PHASE 2 PHASE 3 PHASE 4

describe some physical and personal characteristics and personal preferences

explain how a person's identity is made up of many different things, including membership in different cultures, and that this can change

over time

recognise how a person's identity affects how they are perceived by others and influences interactions

examine different factors (heritable and non-heritable) that shape an identity (for example, gender, sexuality, nationality, language group)

identify how aspects of a person's identity can be expressed through symbols, spirituality, dress, adornment, personal attitudes, lifestyle,

interests and activities pursued

accept and appreciate the diversity of cultures, experiences and perspectives of others

identify how their attitudes, opinions and beliefs affect the way they act and how those of others also impact on their actions

recognise how a person's identity affects self-worth

recognise personal qualities, strengths and limitationsanalyse how society can influence our concept of self-worth (for

example, through the media and advertising)

identify how their self-knowledge can continue to support the growth and development of identity

identify their feelings and emotions and explain possible causes explain how different experiences can result in different emotionsuse understanding of their own emotions to interact positively with

othersuse emotional awareness and personal skills to relate to and help

others

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

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

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

identify positive thoughts and attitudes in themselves and others solve problems and overcome difficulties with a sense of optimismembrace optimism to shape a positive attitude towards themselves and

their futureunderstand the role of and strategies for optimism in the development of

their own well-being

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

explain how self-talk can influence their behaviour and their approach to learning

embrace a strong sense of self-efficacy that enhances their accomplish-ments, attitudes and personal well-being

motivate themselves intrinsically and behave with belief in themselves

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

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

personal preferencesanalyse how they are connected to the wider community examine the complexity of their own evolving identities

talk about similarities and differences between themselves and othersrecognise others' perspectives and accommodate these to shape a

broader view of the worldidentify casual relationships and understand how they impact on the

experience of individuals and groups

identify and explore strategies that help them to cope with changeexamine possible strategies to deal with change, including thinking

flexibly and reaching out to seek helpreflect on how they cope with change in order to approach and

manage situations of adversityrecognise, analyse and apply different strategies to cope with adversity

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

identify and understand the consequences of actionsreflect on their own cultural influences, experiences, traditions and

perspectives, and are open to those of othersanalyse self-talk and use it constructively

reflect on inner thoughts and self-talk 4

describe how they have grown and changed describe how personal growth has resulted in new skills and abilities work and learn with increasing independence analyse how assumptions can lead to misconceptions

willingly approach and persevere with new situations express hopes, goals and aspirations

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

Personal, Social and Physical Education: Identity · Learning Outcomes · Learners:

94 www.hischool.de

Primary Years Programme Primary Years Programme

www.hischool.de 95

5.19. Personal, Social and Physical Education: Active Living

PHASE 1 PHASE 2 PHASE 3 PHASE 4

Overall Expectations Overall Expectations

Learners show an awareness of how daily practices, including exercise, can have an impact on well-being. They understand that

their bodies change as they grow. They explore the body’s capacity for movement, including creative movement, through participating in a range of physical activities. Learners recognise the need for safe

participation when interacting in a range of physical contexts.

Learners recognise the importance of being physically active, making healthy food choices, and maintaining good hygiene in the develop-ment of well-being. They explore, use and adapt a range of funda-

mental movement skills in different physical activities and are aware of how the body’s capacity for movement develops as it grows. Learners understand how movements can be linked to create sequences and

that these sequences can be created to convey meaning. They under-stand their personal responsibilities to themselves and others in relation

to safety practices.

Learners understand the factors that contribute to a healthy lifestyle. They understand that they can enhance their participation in physical activities through developing and maintaining physical fitness, refining

movement skills, and reflecting on technique and performance. Learners are able to identify different stages of life and understand that rates of development are different for everyone. Learners understand that there are potential positive and negative outcomes for risk-taking behaviours and are able to identify these risks in order to maximize enjoyment and

promote safety.

Learners understand the interconnectedness of the factors that contribute to a safe and healthy lifestyle, and set goals and identify strategies

that will help develop well-being. They understand the physical, social and emotional changes associated with puberty. They apply movement

skills appropriately, and develop plans to help refine movements, improve performance and enhance participation in a range of physical

contexts.

Conceptual understanding Conceptual understanding

Our daily practices can have an impact on our well-being. Regular exercise is part of a healthy lifestyle.Regular exercise, hydration, nutrition and rest are all important in a

healthy lifestyle.There is a connection between exercise, nutrition and physical

well-being.

Food choices can affect our health.Identifying and participating in activities we enjoy can motivate us to

maintain a healthy lifestyle.

We can observe changes in our bodies when we exercise.We can develop and maintain physical fitness by applying basic

training principles.Setting personal goals and developing plans to achieve these goals

can enhance performance.

Our bodies change as we grow.Growth can be measured through changes in capability as well as

through physical changes.People go through different life stages, developing at different rates

from one another.There are physical, social and emotional changes associated with

puberty.

We can explore our body's capacity for movement. Maintaining good hygiene can help to prevent illness.Attention to technique and regular practice can improve the effective-

ness of our movements.Appropriate application of skills is vital to effective performance.

Our bodies can move creatively in response to different stimuli.We can apply a range of fundamental movement skills to a variety of

activities.A dynamic cycle of plan, perform and reflect can influence a creative

movement composition.Complexity and style adds aesthetic value to a performance.

Movements can be used to convey feelings, attitudes, ideas or emotions.

Safe participation requires sharing space and following rules.The use of responsible practices in physical environments can contribute

to our personal safety and the safety of others.

There are positive and negative outcomes for taking personal and group risks that can be evaluated in order to maximize enjoyment and

promote safety.

Understanding our limits and using moderation are strategies for maintaining a safe and healthy lifestyle.

An understanding of the factors that contribute to developing and maintaining a balanced, healthy lifestyle; the importance of regular physical activity; the body’s response to exercise; the importance of developing basic motor skills; understanding and developing the body’s potential for movement and expression; the importance of nutrition; understanding the causes and possible prevention

of ill health; the promotion of safety; rights and the responsibilities we have to ourselves and others to promote well-being; making informed choices and evaluating consequences, and taking action for healthy living now and in the future.

96 www.hischool.de

Primary Years Programme Primary Years Programme

www.hischool.de 97

PHASE 1 PHASE 2 PHASE 3 PHASE 4

demonstrate an awareness of how being active contributes to good health

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

understand how daily practices influence short- and long-term healthunderstand the interdependence of factors that can affect health and

well-being

engage in a variety of different physical activities reflect on the interaction between body systems during exercisedemonstrate an understanding of the principles of training in develop-

ing and maintaining fitnessidentify realistic goals and strategies to improve personal fitness

identify some of the effects of different physical activity on the bodyreflect and act upon their preferences for physical activities in leisure

time

explore and reflect on the changing capabilities of the human body explain how the body's capacity for movement develops as it growsidentify different stages of life and how these can affect physical

performanceidentify and discuss the changes that occur during puberty and their

impact on well-being

demonstrate an awareness of basic hygiene in their daily routines identify healthy food choices identify ways to live a healthier lifestyle

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

of activitiesdevelop plans to improve performance through technique refinement

and practiseexhibit effective decision-making processes in the application of skills

during physical activity

reflect upon the aesthetic value of movement and movement sequencesself-assess performance and respond to feedback on performance from

others

explore different movements that can be linked to create sequences plan, perform and reflect on movement sequences in order to improveintroduce greater complexity and refine movements to improve the

quality of a movement sequence

demonstrate greater body control when performing movements

explore creative movements in response to different stimulidisplay creative movements in response to stimuli and express different

feelings, emotions and ideas

communicate their understanding of the need for good hygiene practices

understand that there are substances that can cause harm to health

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

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

identify potential personal and group outcomes for risk-taking behaviours

recognise the importance of moderation in relation to safe personal behaviour

Personal, Social and Physical Education: Active Living · Learning Outcomes · Learners:

98 www.hischool.de

Primary Years Programme Primary Years Programme

www.hischool.de 99

5.20. Personal, Social and Physical Education: Interactions

PHASE 1 PHASE 2 PHASE 3 PHASE 4

Overall Expectations Overall Expectations

Learners interact, play and engage with others, sharing ideas, cooperating and communicating feelings in developmentally

appropriate ways. They are aware that their behaviour affects others and identify when their actions have had an impact. Learners interact

with, and demonstrate care for, local environments.

Learners recognise the value of interacting, playing and learning with others. They understand that participation in a group can require them to assume different roles and responsibilities and they show a willingness to cooperate. They nurture relationships with others,

sharing ideas, celebrating successes and offering and seeking support as needed. Learners understand that responsible citizenship involves

conservation and preservation of the environment.

Learners understand that group work can be enhanced through the development of a plan of action and through identifying and

utilising the strengths of individual group members. Learners reflect on the perspectives and ideas of others. They understand that healthy

relationships are supported by the development and demonstration of constructive attitudes towards other people and the environment.

Learners understand that they can experience intrinsic satisfaction and personal growth from interactions with others in formal and informal

contexts. They understand the need for developing and nurturing relationships with others and are able to apply strategies independently

to resolve conflict as it arises. They recognise that people have an interdependent relationship with the environment and other living things

and take action to restore and repair when harm has been done.

Conceptual understanding Conceptual understanding

Our relationships with others contribute to our well-being (for example, parent:child; teacher:student; friend:friend).

Participation in a group can require group members to take on different roles and responsibilities.

A plan of action is a necessary strategy for a group to achieve its goal. An effective group can accomplish more than a set of individuals.

Our behaviour affects others.There are norms of behaviour that guide the interactions within different

groups, and people adapt to these norms.Behaviour can be modified by applying deliberate strategies.

Caring for local environments fosters appreciation.Responsible citizenship involves conservation and preservation of the

local environment.Communities and their citizens have a collective responsibility to care

for local and global environments.People are interdependent with, and have a custodial responsibility

towards, the environment in which they live.

Interacting with others can be fun. Relationships require nurturing.Healthy relationships are supported by the development and

demonstration of constructive attitudes such as respect, empathy and compassion.

People have a responsibility to repair and restore relationships and environments where harm has taken place.

Group experiences depend on cooperation of group members. Accepting others into a group builds open-mindedness.An effective group capitalises on the strengths of its individual

members.An individual can experience both intrinsic satisfaction and personal

growth from interactions.

Ideas and feelings can be communicated with others in a variety of modes.

Our actions towards others influence their actions towards us. Communities and societies have their own norms, rules and regulations.Individuals can extend and challenge their current understanding by

engaging with the ideas and perspectives of others.

An understanding of how an individual interacts with other people, other living things and the wider world; behaviours, rights and responsibilities of individuals in their relationships with others, communities, society and the world around them; the awareness and

understanding of similarities and differences; an appreciation of the environment and an understanding of, and commitment to, humankind’s responsibility as custodians of the Earth for future generations.

100 www.hischool.de

Primary Years Programme Primary Years Programme

www.hischool.de 101

PHASE 1 PHASE 2 PHASE 3 PHASE 4

enjoy interacting, playing and engaging with others value interacting, playing and learning with others reflect on shared and collaborative performance.reflect critically on the effectiveness of the group during and at the end

of the process

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

take turns discuss and set goals for group interactionsrecognise that committing to shared goals in group situations improves

individual and shared experiences and outcomesbuild on previous experiences to improve group performance

listen respectfully to others cooperate with others identify individual strengths that can contribute to shared goals

recognise the different group roles and responsibilities

assume responsibility for a role in a group

share their own relevant ideas and feelings in an appropriate manner share ideas clearly and confidently reflect on the perspectives and ideas of otherswork towards a consensus, understanding the need to negotiate and

compromise

ask questions ask questions and express wonderings discuss ideas and ask questions to clarify meaning

celebrate the accomplishments of others celebrate the accomplishment of the groupadopt a variety of roles for the needs of the group, for example, leader,

presenter

reach out for help when it is needed for themselves or others seek adult support in situations of conflict apply different strategies when attempting to resolve conflict independently use different strategies to resolve conflict

talk about their interactions with the environmentunderstand the impact of their actions on each other and the

environmentdevelop a shared plan of action for group work that incorporates each

individual's experiences and strengthstake action to support reparation in relationships and in the environment

when harm has been done

identify when their actions have impacted on others

Personal, Social and Physical Education: Interactions · Learning Outcomes · Learners:

School Blog › www.his-makingadifference.com

General information about the IB Programmes: › www.ibo.org

References: › PYP Curriculum Documentation IB 2003, 2008, 2009 › International Baccalaureate Primary Years Programme Draft Curriculum Materials 2001 › German curriculum for state Grundschule, published by the Kultusministerium, Baden-Württemberg

Please look for more information about:PYP Info events at H.I.S.: › H.I.S. Newsletter Weekly information about events, important dates Information and feedback about past events

› H.I.S. Class BulletinsInformation specific to Primary classes sent to familieson a regular basis

› H.I.S. Information Boards

ContactKate von Gizycki · H.I.S. PYP [email protected]

Heidelberg International SchoolWieblinger Weg 769123 Heidelberg Phone: +49 (0)6171 75 90 60-0 E-Mail: [email protected]


Recommended