PARENT INFORMATION WORKSHOP ( PART 1& 2)

NOVEMBER 2012

ENS ADC Kindergarten

Parents Information Workshop

Kindergarten Curriculum

Primary Years Programme(PYP)

My Introduction – Saher Gilani

PhD Scholar (Multiple Intelligences: Curriculum Planning &

Instruction) UK

M.Sc Educational Studies – UK

PGDC – UK

PGCC/ Management of Change – UK

PGC Education Manager 1 & 2 – UK

PGCC – UK

Post Graduate Diploma in Primary Education - PK

M.A Elementary Education - PK

http://kg1ensadc.weebly.com/

Using KG 1 Website

Primary Years Programme (PYP)

The Primary Years Programme consists of five essential elements:

Knowledge

Concepts

Skills

Attitudes

Action

Knowledge

Significant, relevant content that we wishthe students to explore and know about,taking into consideration their priorexperience and understanding.

The Transdisciplinary Themes

Who We Are

Where We Are In Place And Time

How We Express Ourselves

How The World Works

How We Organise Ourselves

Sharing The Planet

Central Idea 1: We use our body and our senses to explore the world around us.

Lines of Inquiry: - Parts of the body (form) - The 5 Senses (form) - How we use our bodies to explore our world (function)

Central Idea: Signs and symbols can be used to communicate a message.

Lines of Inquiry: - Signs and Symbols (form) - Features used to communicate locally and globally (function) - Reasons for signs and symbols (causation)

Central Idea: People in a community work together to help each other in different ways.

Lines of Inquiry: - People in our community who help us (form) - The different roles within communities around us (function) - Our role and responsibility (responsibility)

Central Idea: People have a responsibility towards the needs of animals.

Lines of Inquiry: - The characteristics of animals (form) - The needs of animals (form) - Ways that people interact with animals (function)

English Language

1. Vocabulary words related to the UNIT

2. Initial letter sounds of the vocabulary

words, own names and names of

others

3. Pre-writing

4. Name writing

5. Following story lines

6. Making predictions about stories

7. Reading picture books

8. Letter sounds

9. Three-letter word formation

10.Listening

11.Speaking

12.Using letter sound recognition in real

life

13. Letter formation

14.Early writing patterns

Math

1. 3D shapes

2. 2D shapes

3. Numbers 1 – 5

4. Number association with quantity

5. Oral counting till 10

6. Using numbers for phone

7. Using numbers for birthday

8. Concepts

INQUIRY LEARNING

This planning model follows a sequence of activities and experiences to build

on and challenge students perceptions. The sequence is inquiry based – it

begins with student’s prior knowledge and experience and moves through a

deliberate process that helps the knowledge to be extended, challenged and

refined.

Sequence of activities

Tuning in

Finding out

Sorting out

Going further

Making connections

Taking action.

WHY USE AN INQUIRY BASED APPROACH?

It helps children take responsibility for their learning

Provides for new learning – extends on prior – helps to find new

Students evaluate their learning and each others

Detailed approach – working through the sequence of activities

Allows students to use a variety of great thinking tools

Caters for a range of learning styles – multiple intelligences

Allows for deeper understanding – students make connections

Gives students a real purpose for learning

Allows success for all – collaborative learning

Students see teacher as a learner also

Students own it! – their work their ideas.

High engagement – ownership, authenticity, relevance

Deeper independent learning skills

Vehicle for integration of the curriculum

Fosters connected learning – a sense of journey

Taps into student’s CURIOSITY

Concepts

Powerful ideas that have relevance withinthe subject areas that students mustexplore and re-explore in order to developa coherent, in-depth understanding.

Concepts

Form – What is it like?

Function – How does it work?

Causation – Why is it like this?

Change – How is it changing?

Connection – How is it connected to other things?

Perspective – What are the points of view?

Responsibility – What is our responsibility?

Reflection – How do we know?

The Skills

Those capabilities that the students need todemonstrate to succeed in a changing,challenging world, which may be disciplinary ortransdisciplinary in nature.

The Skills

Thinking Skills – e.g. Comprehension

Social Skills – e.g. Resolving Conflict

Communication Skills – e.g. Presenting

Self-management Skills – e.g. Time Management

Research Skills – e.g. Formulating Questions

Attitudes

Dispositions that are expressions offundamental values, beliefs andfeelings about learning, theenvironment and people.

AttitudesAppreciation

Commitment

Confidence

Cooperation

Creativity

Curiosity

Empathy

Enthusiasm

Independence

Integrity

Respect

Tolerance

The IB Learner Profile

The minds that formed the IB also created a list of tenattributes that express the values inherent to the IBcontinuum of international education.

Inquirers

Knowledgeable

Thinkers

Communicators

Principled

Open-minded

Caring

Risk-takers

Balanced

Reflective

ACTION

Demonstrations of deeper learning inresponsible behaviour throughresponsible action; a manifestation inpractice of the other essentialelements.

Questions?

Thank you!

Please complete the questionnaire before you leave.

Please also mention your email address o that I can

email the upcoming workshop information to you.