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PrimaryCurriculum Handbook

2017-2018

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Table of ContentsIntroduction ... 3 Stages of Learning ... 4 Overview Pre-School Kindergarten PYP Years 1 through 5The Primary Years Programme (PYP) ... 6 Introduction: What is the PYP? TheBasics:TransdisciplinaryThemes,KeyConcepts,&TheLearnerProfile The Planning: Inquiries! The Planning: Stand-Alone!Language Policy ... 9Assessment Policy ... 15 Assessment Through Performance Assessment Through Testing ReportingCourseOfferings...16 Programme of Inquiry & Single Subject Courses Community ThemesAppendices ... 17 TheLearnerProfileTraits The Transdisciplinary Themes: A Full Summary The Key Concepts: A Full SummaryScope & Sequence: Skills & Knowledge ... 19 Languages ... 19 Mathematics ... 22 Science ... 25 Social Studies ... 26 Physical Education ... 27 Arts ... 30Resource List ... 31 Core Classroom Resources Single-Subject Resources

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Introduction

BogaertsInternationalSchoolchallengesitsstaffandpupilstoachievehighlevelsofsuccessinitsmissionstatement:

Bogaerts International School is committed to developing students who are internationally minded, independent, and enthusiastic about life and learning. Our school strives for excellence in a happy, caring community founded on integrity and respect.

It is with this mission statement in mind that the primary school has dedicated itself to implementing the IB World School PYP (Primary Years Programme). Using the principles of student-centered, inquiry based learning,ourstaffseekstocreateuniqueandstudent-drivenlearningenvironmentthataddressesindividualneeds while achieving academic success.

FromourEarlyYearsprogramallthewaythroughtheIBDiploma,weofferaninternationallyrecognizedandacclaimededucationalexperiencethatisspecificallyalignedtoensurethatyourstudentreceivesthecare and guidance they deserve!

To learn more about our candidacy in the PYP, please visit our website, read our PYP section in this manual, or speak with our head teacher!

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Stages of LearningOverview

Ourschoolisorganized,generally,byagelevel,butalsobyanumberofotherfactorsunrelatedtoage(ma-turity, academic achievement or potential, etc.). Our year divisions are based primarily on a combination of U.S. and U.K. education models, but can translate directly into Belgian primary levels as well.

3 – 4 Reception/Pre-School Pre-Reception Maternelle

5 Kindergarten Reception/Stage 1 Maternelle

6 Year 1/Grade 1 Stage 2 Year 1 (Primary)

7 Year 2/Grade 2 Stage 3 Year 2 (Primary)

8 Year 3/Grade 3 Stage 4 Year 3 (Primary)

9 Year 4/Grade 4 Stage 5 Year 4 (Primary)

10-11 Year 5/Grade 5 Stage 6 Year 5 (Primary)

Age (beginning of school

year)U.S. Public System U.K. Public System Belgian Public System

We also use this framework to prepare students for eventually moving into the Middle Years Programme (MYP) and the Diploma Programme (DP). As students progress in the stages, they will become more and more ready for the challenges faced by more independent learning and a more mature environment.

Atthesametime,wealsoemphasizethe“primary”experience.Weinterweaveartandcraftintoourdailylesson planning. We include both music and physical education in our students’ school experience. Finally, we include less intensive subjects as workshops for our students. Students will be able to both learn and have fun!

We also take our chance to celebrate being in the classroom together. We have special days in school to recognizemulticulturalholidays,andweofferthestudentsmanyopportunitiestointeractwithdiversewaysof life.

Pre-School

B.I.S.isveryexcitedtoofferaMontessori-styleearlyyearseducationalprogrammeonourmaincampus.This programme has been designed with the intention of both fostering a love of learning from age 3, but also to slowly prepare students for the structured academic experience at Bogaerts International School. It is important to note that our IB (International Baccalaureate) approach to education does not include the students in our pre-school, but that collaborative teaching is used extensively to ensure that your child will be

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able to comfortably transition into the IB method upon entering Year 1.

Therefore,ourpre-schoolclass,designedforchildrenages3to4,isbestcharacterizedasaninquiry-based approach to education. In this approach, students are encouraged to learn through exploration and discovery, and with noticeably less structured activities than in the later stages. Students are given freedom of movement and experience. Our approach avoids direct instruction, and is guided by a teacher who is experienced with the age group and the best way to help them learn. This programme fosters at the earliest age a love of inquiry and learning, which is a primary concern of our mission statement. Though learning, of course, takes place, this learning is much more passive, and will not adhere to the same structure that the rest of our primary school is conducted in.

Kindergarten

Kindergarten is for our age 5 students. In this year, the course takes on a slightly more focused aspect, and should serve as a more formal introduction to the primary schooling process. However, all of our education runs through a single idea: that student-led discovery and inquiry on a global scale should be the focus of anygood education. Students will also be introduced, at all stages but especially at age 5, to our head-start reading programme, which is a unique feature of our school. In the Belgian system, as well as in many other European settings, children do not learn to read until around age 6. In our school, to prepare the students for international education, we introduce the concepts of phonetics and reading a year earlier! This will be the culmination of the achievements in the early years programme.

PYP Years 1—5

The remainder of our year levels work to progressively to build upon the ideas of inquiry-based learning and student-initiated activity. Structure is also introduced progressively, and students are given the time andguidancetobecomeorganized,creative,knowledgeable,andinternationallymindedlearners.Intheseyears, both digital and print resources are used to enhance the learning experience, and teachers are openly encouraged to innovate and create within the classroom. As you will read in the PYP section, the goal is to maintainaunified,authenticeducationexperiencethatbeginsinpre-schoolandendswithgraduationfromthe Diploma Programme.

The Exhibition: A Special Note

InYear5,ourstudentsareaskedtoperforman“exhibition.”Thiseventismeanttoshowcaseastudent’sreadiness to take on the more challenging and independent inquiry tasks of the Middle Years Programme. Students will spend between one half and one third of their Year 5 experience preparing this exhibition, anditisscoredexternallybytheIB.AsacandidateschoolfortheIB,2017-2018willbethefirstschoolyearthat we properly explore this exhibition in our Year 5 class, so more information about this very special and very exciting experience will be released during the fall of 2017! We may or may not choose to pursue the exhibition to its full extent, but parents in the Year 5 will be included in any discussions and activities.

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The Primary Years Programme (PYP)

Introduction: What is the P.Y.P.?

The Primary Years Programme (PYP) is not a set of standards. It is a philosophy about the way teachers approach students and approach their journey through the education system. The PYP supports curriculum andteachingmethodsthatarewell-evidencedbycurrenteducationalresearchandthatallofourstaffem-bracesasthebestapproachavailabletoschools.WeutilizethisphilosophycompletelyfromYear1toYear5.In the most basic of terms, the PYP is an inquiry-based educational model that focuses on universal, themat-ic learning which is tailored to a student’s interests and life. Our ultimate goal, as an educational community, is to challenge students in areas that will not only assist them in succeeding during their time with Bogaerts, but far beyond that, and to develop their life-long learning ambitions!

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The Basics: Transdisciplinary Themes, Key Concepts, & The Learner Profile

Some Helpful Terms to get us started:

The Learner Profile: these traits are the pillars of the PYP (and IB) educational philosophy; more than factual information, they embody the type of people that our educational infrastructure wishes to foster over the course of a child’s schooling.

Transdisciplinary Theme: a topic of study that can be used for more than one subject. In these themes, we have the ability to teach concepts, attitudes, and skills that are applicable to multiple disciplines. They also allow teachers to collaborate across subject areas to create a more unified, memorable educational experience.Key Concepts: these are single words that have no place, no time, and can be discussed by our students in any class and still be relevant and important to the student. We use 8 key concepts to guide our planning for the year.

Unit of Inquiry: this is what we call a single block of planned lessons that use a transdisciplinary theme as their main organizational component.

Stand-Alone Unit: this is what we call a single block of planned lessons that is organized only by the subject (we use this type of planning for mathematics, language, and single-subject classes like French or PE).Programme of Inquiry (POI): this “programme” is a document containing shortened versions of all units of inquiry for an entire year, listed by grade level.

The PYP method is a delicate balance of personal growth, conceptual learning, skill building, and factual knowledge. The focus of the programme is on the connectivity between disciplines, and it asks all adults thatareinvolvedinachild’seducationtoutilizesimilarconceptsandskillstocreateaholisticlearningexperience.Whilenoteveryteacherwillteach“transdisciplinarythemes”allthetime,everyteacherwillfocustheireducationalexperiencesonthe“learnerprofile,”“keyconcepts,”and“transdisciplinaryskills”asprovidedbythePYPapproachtoeducation.Youcanfinddetailedinformationonallofthesethingsintheappendices of this handbook. We will also take the time during the school year to assist parents, students, and other educational community members in understanding these ideas with regular community meetings.

The Planning: Inquiries!

Inquiry: an “inquiry” is a related set of lessons (some schools call these “units”). Inquiries are very unique to the PYP. Most schools advise their teachers to plan instruction based on the subject that is being taught and the textbook supplied for each subject. Our teachers use textbooks and subject information as tools, but our lessons start with transdisciplinary themes and question-based learning.

Teachers collaboratively plan inquiries for their students: important questions that they would like their students to be able to explore and answer by the end of a short educational journey. All of the activities that astudentparticipatesinareorganizedaroundthesequestions,andtheteacher’sroleistosupportstudentinvestigation.

The PYP provides six transdisciplinary themes that all years and all subjects will address throughout the school year:

• Who We Are• Where We Are in Place & Time

• How We Express Ourselves• How the World Works

• How We Organize Ourselves• Sharing the Planet

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Eachgradelevelcoreteacherisresponsibleforteachingchildrenundertheblanketofthesethemes.A“unitofinquiry”mustbedesignedforeachtheme,andwemustorganizethemtogetherasastaffforeverygradelevel,ensuringconnectionbetweenclassesandstudents.Therefore,eachchildwillbetaughtsix“unitsofinquiry”peryear.

Theseunitsofinquirywillalwaysreflectattainmentforscienceandsocialstudies.However,teachersarestrongly encouraged to incorporate other subject areas (English, mathematics, visual and music art, etc.) into these units of inquiry. Our goal is to create multi-subject experiences for the children.

The Planning: Stand-Alone!

Stand-Alone: units of instruction that do not fall under a transdisciplinary theme.

At times, there are factual or skill-based lessons that we must teach our students, regardless of themes. This happens most often in mathematics, languages, and our single-subject classes (French language, PE, music, and visual art). So, the PYP allows our teachers to create stand-alone units of instruction to accommodate this need.

These stand-alone units will not be shown individually on a report card, but will inform marks for math-ematics,English,andsingle-subjectclassesforallstudents.Theseareamore“traditional”formofrecordkeeping in comparison to units of inquiry.

It’s important to note that, no matter the circumstance, all planning is done in collaboration with other staffmembers.Theentireeducationalschemeisnottheproductofisolatedteachersandclassrooms,butisareflectionofcooperationacrossthesubjectareasandyearlevels.Thisiscriticaltothesuccessofourpro-gramme because students will be continuously exposed to similar concepts, and we use this to reinforce the sortoflearningthatwillhelpthembecomeinternationally-minded,caring,andcriticallythinkingcitizensofthe world.

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Bogaerts International School Language Policy2017-2018 School Year

Primary School

Created by:Danielle Robertson – PYP Coordinator, Head of Primary

English Language TeamKaspar BullingRies Berkheij

Narissa Schmidt

French Language TeamRies BerkheijSophieJouffroy

Laurence Peetermans

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Table of ContentsI. Philosophy Statement

II. Introduction

III. Language of instruction & communication

IV.LanguageprofileofBogaertsInternationalSchool

V. Language learning in the primary school

VI. English Language Approach

VII. French Language Approach

VIII. Languages other than English & French/Mother Tongue Programmes

IX. Role of the Media Center

X. All Teachers As Language Teachers

XI. Language Learning & Support

XII. Language Policy Review Cycle

* This policy was created on or about 30/06/2017, and should be revised once per year by the language team.

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I. Philosophy Statement

At Bogaerts International School, we are proud to represent a multitude of nationalities, cultural heritages, and linguistic backgrounds. We consider it to be our responsibility as educators not only to foster learning within our language of instruction, but also to encourage pride in our cultural diversity and our own lan-guageofchoice.Attheheartofanyinternationally-mindedperson,wemustfindarespectforthesewaysof communication, and an understanding of the importance of one’s language. At the same time, achieving success in an inquiry-based education requires a common method of communication. It is with these ideas in mind that we strive to celebrate linguistic heritage while presenting a strong programme to assist students in expressing themselves clearly amongst each other.

II. Introduction

This language policy describes the ideology and the framework of the language programme of Bogaerts International School. This policy was developed via collaboration from language teachers, core teachers, andtheadministrativeteamoftheschool,andreflectsappropriatelytheschool’sapproachtolanguagelearning.Allstaffhaveavestedinterest,andthereforeacommitment,tothislanguagepolicy.Thiswillallowthe school to achieve its learning goals. This policy informs all decision-making regarding language for the school, and is founded in well-researched, rigorously assessed methods for language instruction. It also en-sures that our language programme is continuously and thoroughly assessed for success.

III. Language of Instruction & Communication

The language of instruction & communication is, predominantly, English. However, due to our situation in theWalloonregionofBelgium,wehavetakenintoaccounttheprevalenceofFrenchasa“mothertongue”language, and adapted our language education to include as much French language study as possible. The language of instruction for all core subjects outside of language is English, while visual arts collaboration, music,andphysicaleducationareofferedasbilingual(FrenchandEnglish).StudentsspeakbothEnglishandFrench with their peers depending on their language backgrounds. We do value all other languages equally, and those languages can be used in social situations or to clarify information when a speaker is available. However, being mindful of the many languages spoken in the school, our teachers use clear, correct English to communicate most of our instruction.

IV. Language Profile of Bogaerts International School

Asofthe2016-2017schoolyear,theprimaryschoolpopulationrepresents15differentnationsand13differ-entlanguagesspokenpredominantlyinthehome,aswellasotherlanguagesthatstudentsspeakproficient-ly due to travels and internationally-diverse parent backgrounds. Overall, while only 16% of our students wouldcalltheir“firstlanguage”(orthelanguagespokenpredominantlyathome)English,80%ofourstudents came into the school with at least an intermediate knowledge of English. In contrast, 40% of our studentsconsidertheir“firstlanguage”tobeFrench.Twoothersignificantlanguagesrepresentedinourstudent body is Portuguese, at 9%, and Arabic, at 7%. Other languages that are represented, but at less than 4%, are Albanian, Dutch, Hindi, Japanese, Nigerian dialect, Romanian, Spanish Swedish, and Turkish.

Ourstafflanguageprofileislessdiverse,beingcomprisedentirelyofEnglishandFrenchspeakers,mostofwhom are bilingual. Our core teachers are required to teach in English, and so their English must be highly proficient.However,ofourcorestaff,50%havea“firstlanguage”otherthanEnglish(FrenchandDutch).Our single-subject teachers represent nearly 100% French language speakers, but again, their English is proficientforcommunicatingwithallstaffmembersandcollaborativeplanningforthecurriculum.OuronestaffexceptiontothiswouldbeournativeGermanspeakingEnglishlanguagesupportteacher.

V. Language Learning in the Primary School

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In our primary school, assessment is based upon carefully built scope & sequence documents that are based in the PYP phased approach to language learning. This scope & sequence is referred to for planning, teach-ing, assessing, and reporting for English language learning and French language learning. Since our ELA programisasupportsystem,ratherthanprovidedinaclassroomsetting,theELAstaffworkcollaborativelywith the core language teacher to provide assessment and reporting.

Phases of Language Learning

The scope & sequence document that we employ is a continuum of 5 language phases, and those phases are broken into strands of learning. The strands of language learning, as described in our scope & sequence document, are as follows:• Reading• Writing• Listening• Speaking• Viewing• Presenting

Within the 5 phases described in the document, learning outcomes for each phase and each strand indicate individual skills, as well as conceptual learning, that should take place for each student. However, as students willenterphasesatdifferenttimesandachieveatdifferentlevelswithinaphase,languageeducationishigh-lydifferentiated.Onecannotassumethatallstudentsofaspecificageoryearlevelwillbeworkingonthesame phase or strand at the same time.

VI. English Language Approach

English Language – Core Study

In the PYP, it is necessary to approach all language learning in an authentic, relevant way for each student. This can occur in the context of a unit of inquiry, but also should take place outside of it, allowing students free range of linguistic approaches to gaining literacy skills. Therefore, the primary school has chosen to adoptaspecific,student-drivenapproachtolanguageeducation.Thisapproachisknownas“TheDaily5.”It was originally developed by classroom teachers in the U.S., but has continued to grow and improve over the years as more and more classrooms adopt the approach.

“TheDaily5,”atitscore,isafullyindependentmethodforstudentstoexploreliteracy.Throughamix-ture of whole-class, targeted group, and individual instruction, students learn not only to identify their own materials for study, but also their own literacy strengths, weaknesses, goals, and methods for improvement. The process is highly metacognitive, and extremely well-suited for classrooms that represent beginner to ad-vanced English skills. Using an extensive, age and level-appropriate library, students choose their own books and, with the assistance of individual teacher conferencing, their own methods for learning the strands of literacyasoutlinedabove.Itisfairtosaythat90%oftheworkconductedina“Daily5”classroomisdic-tated by the student and his or her knowledge of the structure of the programme. 10% is individual teacher conferencing, targeted group support, or whole-class instruction.

Theoneweaknessof“TheDaily5”isthatitcurrentlycontainslittletono“presenting”component.Asofthe 2017-2018 school year, the core teachers of Bogaerts International School will be integrating the presen-tation strand into this programme fully.

English Language – Acquisition (ELA)

DuetothesizeoftheschoolandthecompetingdemandforEnglishlanguagesupportforourstudentsentering the school with little to no English skills, Bogaerts International School has spent a great deal of

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time trialing methods of support for students still acquiring the English language. The support currently offeredwithintheprimaryisnotanisolatedclassroomexperience,butatargetedsupportsystemthatallowsstudents to be excused from certain classes, in small groups, and grouped by acquisition level. Core teachers work collaboratively to accurately assess English levels of all eligible students and to group them to produce themaximumamountofbenefit.

Students are removed for short periods of time (45 minutes, generally), and provided support lessons in the English language that align directly to the curriculum of the students’ core classrooms. Core teachers work collaboratively to develop relevant, meaningful, and authentic support lesson materials. These materials may ormaynotbedirectlyalignedwith“TheDaily5”approach,buttheconceptsofindependenceandinquiryarealwaysemphasizedinthesupportenvironment.

Additional support can also be arranged through the head teacher or the core teacher should a student require additional assistance for any language skills. Additional support is not included in the programme itself, though, and is considered independent of the student’s normal classroom experience. However, spe-cialists and educational assistants are welcomed into any classroom to provide support either during or after classes.

VII. French Language Approach

AsFrenchisconsidereda“secondlanguage”studywithintheschoolcurriculum,weprovideitasasin-gle-subject course, and the approach is generally one of French acquisition, rather than French mother tongue instruction. However, with that said, our French programme is phased, and the highest phase gener-allyapproachesFrenchas“nativespeaker”education.

WeofferthreephasedcoursesinFrenchlanguage:beginnerlevel,intermediatelevel,andadvancedlev-el.EachcoursehasspecificaimsandgoalsthatareoutlinedinourFrenchlanguagescope&sequencedocumentation. This documentation is based upon IB scope & sequence for language. However, as this is languageacquisition,thedocumenthasbeenamendedsomewhattofitourownapproach.AsthestudentscontinuetoprogressintheirFrenchacquisition,were-evaluateandallowflexibilitybetweenlevelssothatstudents can actively progress during the school year. These decisions are made via consultation with the French teacher, parents, and head of primary.

French language is taught in full collaboration with the rest of the curriculum, and as such all units are planned with core and other single-subject teachers to ensure alignment with key concepts (if not themes and centralideas,aswell).Frenchteachersutilizebothtransdisciplinarythemesandstand-aloneunitsinthisprocess.

VIII. Languages Other Than English or French/Mother Tongue Programmes

Atthistime,wehavenolanguagecourseofferingsfortheotherlanguagesrepresentedinthelanguagepro-file,norareweabletoofferstructuredmothertonguesupportwithinthecurricularorextracurricularplan-ning. However, as of the 2017-2018 school year, our international school may be incorporating a language school onto our new campus, which will open up opportunities for the development and implementation of such programmes.

In the meantime, primary core teachers do attempt to enthusiastically encourage the inclusion of limited mother tongue activities within the curriculum. For example, sometimes students are given the opportunity to create assignments or presentations in the language of their choice, and share that presentation with the student body. Parents are also invited to see these small presentations. Students are also encouraged to pro-duce multi-lingual written work on a small scale in our upper primary classes.

IX. Role of the Media Center

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As of the 2017-2018 school year, Bogaerts International School will move to a new campus. That campus will include a media center with a wide variety of print resources available to students for daily use in our “Daily5”approachtoliteracy,aswellasfortheireverydayliteraryexploration.Becausetheschoolhasneverrun its own independent print library, resources for it are still being listed and gathered.

Atthistime,allprimarystudentshaveaccesstoanextensivedigitallibrary,“ReadingEggspress.”Thisdigitalofferingcontainsover2,000titles,appropriatefromages5to12.Studentscannotonlyaccessfullarticlesandbooksinmultiplegenres(fictionandnon-fiction),butalsocomprehension,vocabulary,spelling,andotherliteracygames.Thisisthelibrarythatwecurrentlyutilizethemost,but“TheDaily5”requiresan extensive print collection as well.

X. All Teachers As Language Teachers

As enumerated by the PYP philosophy, there is no one language teacher for a student – all teachers are teachers of language. As such, teachers are expected to approach their planning, regardless of subject area, theme, or concept, as a language teacher. We seek to provide professional development to this end, especially withintheinternationalschoolcommunityhereinBelgium.Teachersareencouragedtoutilizeastruc-tureknownas“TeachMeets,”developedcollaborativelywithadozeninternationalschoolsinBelgiumandLuxembourg.TeachMeetsseektoconnectteachersfromdifferentschoolsincollaborativegroups,andcreatenetworksofeducationalsupport.Twoofthesegroupsarespecificallygearedtowardlanguageinstruction.Furthermore,duringthecollaborativeplanningprocess,languagestaffareaskedtoprovidefeedbacktooth-er teachers regarding language approaches that could be used throughout the year.

XI. Language Learning & Support

As indicated in the ELA section of this policy, language support is provided on a pull-out basis, but not for extensiveperiodsofaspecificday.Supportistailoredbysmall,targetedgroup,andisgenerallyprovidedduring a student’s pre-existing English language core classroom study. If deemed necessary, and if resources are available, students are asked to forego the study of a second language (French) in order to receive addi-tional assistance in English language. This decision is made by the head teacher, the student’s core teacher, theELAsupportstaff,andparents.AsstudentsimprovetheirskillsandbecomemoreconfidentinEnglish,then support is systematically removed based on continuous assessment by both the core teacher and ELA supportstaff,andwiththeconsultationoftheparents.

XII. Language Policy Review Cycle

This language policy will be set for review and renewal once per school year. This will occur during the summer.Thus,thefirstreviewcycleforthislanguagepolicywillbesummerof2018.Shouldtherebeaneedto review the policy earlier, then a review will be scheduled as appropriate, as we acknowledge that language policycanchangeatanytime.Reviewwilloccurwithcoreteachers,alllanguagestaff,andtheheadteach-er.

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AssessmentIt is important to note that this assessment policy will be reviewed thoroughly in August of 2017, and will change significantly in its wording. The principles of assessment at B.I.S., however, will remain largely the same as below.

Assessment Through Performance

Students are assessed in multiple ways during their time in our learning community. Almost of these assess-ments are guided by the PYP philosophy, and therefore are performance-based, rather than exam-based.

Formative Assessment:theseassessmentsaredesignedbyeachsubjectandcoreteacher,andarecharacterizedas day-to-day measures of student success. These are generally small tasks, and happen in large amounts. Evidence might include teacher observation, performance tasks, written tasks, and electronically collected data from computer-based assignments. These are meant to be progress checks, and serve as a way for teach-ers, students, and parents to observe progress during an inquiry.

Summative Assessment: these more formal assessments are also designed by each subject and core teacher, but are well-prepared and more developed than formative assessments. Summative assessment should occur at the end of an inquiry, and should be performance-based (e.g. not exam-based). Examples of possible summa-tive assessments might be portfolios, presentations, projects, etc.

Year 5: Finalizing The PYP

OurYear5(Stage6)studentswillhavetheiryearsinourprogramfinalizedintwoways.

First of all, and in accordance with the PYP, Year 5 students will complete a large, in-depth presentation toculminatetheirPYPexperiencecalledthe“exhibition.”ThisprojectisdetailedforallincomingYear5students(startingduringtheendofYear4andcontinuingregularlyuntiltheassessmentisfinished).

Second of all, students will complete the Cambridge Checkpoint examination. This exam supports our des-ignationasaCambridgeSchool,andassessesthesuccessofoursubject-specificskilldevelopment.ThoughourstudentsbeginpracticingthisstyleofexaminYear2(Stage3),thefinalexaminationthatisofficiallyscored by Cambridge is administered in April of 2017.

Assessment Through Testing (Cambridge Primary School Component)

As you may already know, Bogaerts International School also holds accreditation as a Cambridge Primary School. Thus, we do format our skill-based knowledge in ways that comply with the Cambridge skill set. We are also a Cambridge examination center for the primary years, though we do not require that Cambridge testing be conducted on our students. Parents are free to request that their child take the English-language CambridgeCheckpointexaminationsinthespringofYear5.However,duetothespecificskill-coveragerequired in subjects like science, students will need an extracurricular preparation regiment to succeed in this Checkpoint testing. With demand, the school can assist in arranging this preparation, or students can prepare at home with resources for the Checkpoint.

Reporting

For each unit of study (there are 4 units in our academic year), students will be issued a report card that shows students and parents a summary of their achievements within each unit of inquiry and each subject.Report cards will be presented in a school management program called Managebac. This is the same pro-gram that our secondary school uses, and it has proven itself to be reliable, powerful, easy to use, and easy to read!

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Within each subject of study, students will be assessed by sub-category (for example, in English, students will be assessed in reading, writing, speaking, listening, and presenting). The student will also receive an overall mark for that subject. Our marks system is as follows:

E“Exceeds.”Thiscodemeansthatyourstudentisexceedingintheirunderstanding

of the concepts and learning goals of each transdisciplinary unit. The student is advanced in a skill set, and is showing strength in our learner traits.

M“Meets.”Thiscodemeansthatyourstudenthasshownadequateperformance

in relationship to our learning goals. The student is able to master skills and understand all concepts well.

P

“Progressing.”Thiscodemeansthatyourstudentisnotyetabletomastercertainskillsorconceptswithinaunit,orishavingsomedifficultymeetingthelearning

goals set during a unit of inquiry. A plan of action or additional assistance may be needed to support a student in succeeding.

D

“DoesNotMeet.”Thiscodemeansthatyourstudentisstrugglingsignificantlywith concepts, learning goals, or skills in a given unit. Additional support will be

needed to help the student succeed. Parents and teachers will meet to determine the best course of action for the student.

CourseOfferingsProgramme of Inquiry & Stand-Alone Subjects

Inthefollowingpages,youwouldnormallyfindourPYP“programmeofinquiry,”aswellasthegeneralcoursedescriptionsandofferingsofthesingle-subject,orstand-alonesubject,study.The“programmeofin-quiry”isasummarydocumentthatdemonstratesallofthethematiclearningthatourstudentswilltakepartin for the 2017-2018 school year. The units of inquiry that you will see are the result of careful, conscientious, andcollaborativeplanningeffortsonbehalfoftheentireprimarystaff.Ourgoal,inconjunctionwiththesingle subject classrooms, is to meaningfully reinforce concepts across the curriculum, ensuring that students learntonotonlyunderstandwaysofinterpretingtheworld,butalsogaintheconfidenceandcouragetoapply what they’ve learned outside of the classroom.

However,asBogaertsInternationalSchoolisonlyinitsfirstfullyearofimplementationofthePYP,thisprogramme will be developed fully in August of 2017. It will be added to this handbook and provided to parents as an addendum directly before the beginning of our fall courses. As we are a candidate school, we wish to take as much time as possible to properly develop the programme of inquiry and receive professional feedback from the IB.

All planning, in detail, will also be available through Managebac prior to the start of the 2017-2018 school year.

Community Themes

Inadditiontoourprogrammeofinquiryandoursingle-subjectcourses,wealsoofferintegrated“Personal&SocialEducation”withinallofourclasses.ThiselementofthePYPiscritical.Indeed,wefinditsoimport-ant to embrace personal & social education that we set aside weekly whole-school assemblies and multiple

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series of activities to specifically target this education.

Weorganizethisportionofthecurriculumthroughthematiclearningthatwealsoattempttooverlapwitheventsinclass.Below,youwillfindourchosenthemesforthe2017-2018schoolyear,aswellasashortde-scription of the approach that we intend to take with each theme. We always end a thematic exploration with some sort of summative activity that encourages student-initiated action, inside or outside of the school.

September/October Who We Are

November/December How We Are Feeling

January/February Sharing the School

March/April Our Community

May/June Out in the World

AppendicesTheIBLearnerProfileTraits• Inquirers: We 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.• Knowledgeable: We develop and use conceptual understanding, exploring knowledge across a range of disciplines.Weengagewithissuesandideasthathavelocalandglobalsignificance.• Thinkers: We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.• Communicators: Weexpressourselvesconfidentlyandcreativelyinmorethanonelanguageandinmanyways.Wecollaborateeffectively,listeningcarefullytotheperspectivesofotherindividualsandgroups.• Principled: We 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-Minded: We 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.• Caring: We show empathy, compassion, and respect. We have a commitment to service, and we act to makeapositivedifferenceinthelivesofothersandintheworldaroundus.• Risk-Takers: We 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.• Balanced: Weunderstandtheimportanceofbalancingdifferentaspectsofourlives–intellectual,physical,andemotional–toachievewell-beingforourselvesandothers.Werecognizeourinterdependencewith other people and with the world in which we live.• Reflective: We 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.

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The Transdisciplinary Themes: A Full Summary• Who we are: inquiry into the nature of the self; beliefs and values; personal, physical, mental, social, and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.

• Where we are in place and time: inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations, and migrations of humankind; the relationship between and the interconnectednessofindividualsandcivilizations,fromlocalandglobalperspectives.

• How we express ourselves: inquiry into the ways in which we discover and express ideas, feelings, nature,culture,beliefs,andvalues;thewaysinwhichwereflecton,extend,andenjoyourcreativity;ourappreciation of the aesthetic.

• How the world works: inquiry into the natural world and its laws, the interaction between the natural world (physicalandbiological)andhumansocieties;howhumansusetheirunderstandingofscientificprinciples;theimpactofscientificandtechnologicaladvancesonsocietyandontheenvironment.

•Howweorganizeourselves:inquiryintotheinterconnectednessofhuman-madesystemsandcommunities;thestructureandfunctionoforganizations;societaldecision-making;economicactivitiesandtheirimpacton humankind and the environment.

•Sharingtheplanet:Inquiryintotherightsandresponsibilitiesinthestruggletosharefiniteresourceswithother people and with other living things; communities and the relationship within and between them; accesstoequalopportunities;peaceandconflictresolution.

The Key Concepts: A Full Summary• Causation: Why is it like this? Things do not just happen. There are always reasons behind events. This is causeandeffect.

• Change: How is it changing? Everything is always in a state of transformation from one state to another. This happens to everyone and everything.

• Connection: What is the link to other things? The universe is a collection of systems made of individual partsthatworkwithandaffecteachother.

•Form:Whatisitlike?Everythinghasfeaturesorcharacteristicsthatcanbeobserved,identified,described,andcategorized.

• Function: How does it work? Everything has a purpose, a role, or a way of behaving that can be investigated.

• Perspective: What are the points of view? There are always multiple ways of examining or investigating information.Thisleadstodifferentinterpretations,understandings,andfindings.

•Reflection:Howdoweknow?Justastherearedifferentperspectives,therearealsodifferentwaysinwhichwecanlearnaboutthings,orcometounderstandthings.Everyonelearnsindifferentways,andthinkingabout how we learn is important to making our learning last longer and more helpful.

• Responsibility: What is our responsibility? People make choices based on their understandings and investigationsthatwillinevitablyaffecttheworldaroundthem.Wedetermineourown“footprint”ontheworld.

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Scope & Sequence: Skills & KnowledgeIncollaborationwithexistingPYPscope&sequencedocumentsandourownstaff,wehaveestablishedthe necessary skills and knowledge that we believe each student and Bogaerts International School should master during their primary years. These pages are dedicated to communicating that scope and sequence in the following subjects: English language, French language acquisition, mathematics, science, social studies, visual art, music education, and physical education.

Mostofourscopeandsequence,whenappropriate,isorganizedby“strand”(skillsectionofasubject)and“phase”(levelofskillsobtainedineachstrand).Weusethesestrandsandphasestopre-assessstudents,tracktheir progress throughout the term and year, and to summatively assess student progress at the end of the year.

It is very important to note that the phases of language learning are not sequential. This means that a stu-dent in phase 1 of a strand is not learning less, and is not behind, a student in phase 5 of a strand. The IB is very clear about the phases – they are here to show us that language is a process of development, and that development happens in many directions!

Scope & Sequence: LanguageOurprimarylanguageexpectationsareorganizedintofourstrands,orsections,oflanguagelearningforboth French and English:• Oral language – listening and speaking• Visual language – viewing and presenting• Written language – reading• Written language – writing

Oral language – listening & speaking

Phase 1

Learners show an understanding of the value of speaking and listening to communicate.Theyrecognizethatsoundsareassociatedwithobjects,orwithsymbolic representations of them. They are using language to name their environment, to get to know each other, to initiate and explore relationships, to question and inquire.

Phase 2

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 symbolmayhavedifferentsoundsorwordsassociatedwithitindifferentlanguages.Theyarebeginningtobecognizantaboutthehighdegreeofvariabilityoflanguageand its uses.

Phase 3

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 theyhearisunique.Theyarecompilingrulesabouttheuseofdifferentaspectsoflanguage.

Phase 4

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 knowledgeable; for negotiating understanding; and for negotiating the social dimension.

Phase 5

Learnersareabletounderstandthedifferencebetweenliteralandfigurativelanguage;howtouselanguagedifferentlyfordifferentpurposes.Theyareawarethat they are building on their previous experiences and using language to construct new meaning.

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Visual language – viewing & presenting

Written language – reading

Phase 1

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.

Phase 2Learners identify, interpret, and respond to a range of visual text prompts and show anunderstandingthatdifferenttypesofvisualtextsservedifferentpurposes.Theyusethis knowledge to create their own visual texts for particular purposes.

Phase 3

Learners show an understanding that visual text may represent reality or fantasy. Theyrecognizethatvisualtextresourcescanprovidefactualinformationandincreaseunderstanding.Theyusevisualtextinareflectivewaytoenrichtheirstorytellingorpresentations,andtoorganizeandrepresentinformation.

Phase 4

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 texttoinfluencetheviewer.Theyareabletousevisualimagerytopresentfactualinformation, or to tell a story.

Phase 5

Through inquiry, learners engage with an increasing range of visual text resources. As well as exploring the viewing and presenting strategies that are 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.

Phase 1

Learners show an understanding that print represents the real or the imagined world. They know that reading gives them knowledge and pleasure; that it can be a social activityoranindividualactivity.Theyhaveaconceptofa“book,”andanawarenessof some of its structural elements. They use visual cues to recall sounds and the words theyare“reading”toconstructmeaning.

Phase 2

Learners show an understanding that language can be represented visually through codes and symbols. They are extending their data bank of printed codes and symbols andareabletorecognizetheminnewcontexts.Theyunderstandthatreadingisavehicle for learning, and that the combination of codes conveys meaning.

Phase 3

Learnersshowanunderstandingthattextisusedtoconveymeaningindifferentwaysandfordifferentpurposes–theyaredevelopinganawarenessofcontext.Theyusestrategies,basedonwhattheyknow,toreadforunderstanding.Theyrecognizethatthestructureandorganizationoftextconveysmeaning.

Phase 4

Learners show an understanding of the relationship between reading, thinking, and reflection.Theyknowthatreadingisextendingtheirworld,bothrealandimagined,and that there is a reciprocal relationship between the two. Most importantly, they have established reading routines and relish the process of reading.

Phase 5

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.

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Written language – writing

Phase 1Learners 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.

Phase 2

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.

Phase 3

Learnersshowanunderstandingthatwritingcanbestructuredindifferentwaystoexpressdifferentpurposes.Theyuseimageryintheirstoriestoenhancethemeaningand 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.

Phase 4

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.

Phase 5

Learners show an understanding of the conventions pertaining to writing, in its differentforms,thatarewidelyaccepted.Inaddition,theydemonstrateahighlevelof 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.

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Scope & Sequence: MathematicsOurprimarymathematicsexpectationsareorganizedintosixstrands,orsections,ofmathematicsskills:• Data handling• Measurement• Shape and space• Pattern and function• NumberData handling

Measurement

Phase 1

Learnerswilldevelopanunderstandingofhowthecollectionandorganizationofinformation 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.

Phase 2

Learnerswillunderstandhowinformationcanbeexpressedasorganizedandstructure data and that this can occur in a range of ways. They will collect and representdataindifferenttypesofgraphs,interpretingtheresultinginformationforthe 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 the likelihood using appropriate vocabulary.

Phase 3

Learnerswillcontinuetocollect,organize,displayandanalysedata,developinganunderstandingofhowdifferentgraphshighlightdifferentaspectsofdatamoreefficiently.Theywillunderstandthatscalecanrepresentdifferentquantitiesingraphsandthatmodecanbeusedtosummarizeasetofdata.Thelearnerswillmaketheconnection that probability is based on experimental events and can be expressed numerically.

Phase 4

Learnerswillcollect,organizeanddisplaydataforthepurposesofvalidinterpretation and communication. They will be able to use the mode, median, mean andrangetosummarizeasetofdata.Theywillcreateandmanipulateanelectronicdatabase 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.

Phase 1

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.

Phase 2

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.

Phase 3

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..

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Shape & Space

Pattern & Function

Phase 1Learners 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.

Phase 2

Learners will continue to work with 2D and 3D shapes, developing the understanding thatshapesareclassifiedandnamedaccordingtotheirproperties.Theywillunderstand that examples of symmetry and transformations can be found in their immediate environment. Learners will interpret, create and use simple directions andspecificvocabularytodescribepaths,regions,positionsandboundariesoftheirimmediate environment.

Phase 3

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 understandingofsymmetry,inparticularreflectiveandrotationalsymmetry.Theywill understand how geometric shapes and associated vocabulary are useful for representing and describing objects and events in real-world situations.

Phase 4

Learners will understand the properties of regular and irregular polyhedra. They will understand the properties of 2D shapes and understand that 2D representations of 3Dobjectscanbeusedtovisualizeandsolveproblemsintherealworld,forexample,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.

Phase 1 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.

Phase 2

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.

Phase 3

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.

Phase 4

Learnerswillunderstandthatarangeofproceduresexiststomeasuredifferentattributesofobjectsandevents,forexample,theuseofformulasforfindingarea,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.

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Phase 4

Learnerswillunderstandthatpatternscanberepresented,analysedandgeneralizedusing 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.

Number

Phase 1

Learnerswillunderstandthatnumbersareusedformanydifferentpurposesinthereal 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.

Phase 2

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.

Phase 3

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.

Phase 4

Learnerswillunderstandthatthebase10placevaluesystemextendsinfinitelyintwo 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.

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Scope & Sequence: ScienceWhenexploringscience,thescopeandsequenceislessdefinedthanitisinlanguages,mathematics,thearts,and physical education. Due to the nature of the subject, we only teach science (and social studies) through thelensofourtransdisciplinarythemes.Therefore,differentaspectsofsciencewillfilterthroughthosethemes, making them part of our scope and sequence:

• Who we are• Where we are in place and time• How the world works•Howweorganizeourselves• How we express ourselves• Sharing the planet

Within the scope of these six transdisciplinary themes, we further frame our study of science using the fol-lowing strands:

• Living things• Earth and space• Materials and matter• Forces and energy

Finally,weseektoteachthefollowingskillsatdifferenttimesthroughoutastudent’sscientificstudyintheprimary school. Below is a comprehensive description of each skill group we will assess.

a. Observe carefully in order to gather data.Forexample,studentswillexamineobjectsandlivingthingstofindoutmoreaboutthem;observeandmanipulate objects by using all their senses as appropriate; observe changes in living things, objects and eventsoveraperiodoftime;distinguishbetweensignificantandlesssignificantobservations;recordobservations in a systematic way.b. 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.c.Usescientificvocabularytoexplaintheirobservationsandexperiences.For example, students will talk about what is observed; describe simple features of objects and events; describewhatishappeningusinganincreasingscientificvocabulary;recordandpresentfindingsandconclusionsusingavarietyofstrategiesandappropriatescientificvocabulary).d. 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 questionsoridentifyproblemsthatmayleadtoinvestigations;posequestionsanddefineproblemsthatwillfacilitateeffectiveinvestigationsorinquiries.e. 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; recognizethewayinwhichanexperimentisunfairiftherelevantvariablesarenotcontrolled;reflectonmethodsusedininvestigationsandtheireffectiveness).f. Make and test predictions.

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Forexample,studentswillobservesimilaritiesanddifferences;guessandsuggestwhatwillhappennextinstructured situations; based on prior learning and/or observations, suggest outcomes of an investigation; makejustifiedpredictions;proposeideasorsimpletheoriesthatmaybeexploredortested).g. 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 andrecognizepatternsinobservations;compareresultsofdifferentinvestigations;interpretinformationandofferexplanations).h.Considerscientificmodelsandapplicationsofthesemodels(includingtheirlimitations).Forexample,studentswillsharefindingswithpeersinformally;representfindingsusingpicturesandmodels;reflectonandbuildupontheirowncurrentscientifictheoriesandapplications;applyscientificknowledgetoreconstructorrefinetheirunderstandingsofthephysical,chemicalandbiologicalworlds;assess their understanding in light of new data or reconsideration of existing data).

Scope & Sequence: Social StudiesWhenexploringsocialstudies,thescopeandsequenceislessdefinedthanitisinlanguages,mathematics,the arts, and physical education. Due to the nature of the subject, we only teach social studies (and science) throughthelensofourtransdisciplinarythemes.Therefore,differentaspectsofsciencewillfilterthroughthose themes, making them part of our scope and sequence:

• Who we are• Where we are in place and time• How the world works•Howweorganizeourselves• How we express ourselves• Sharing the planet

Within the scope of these six transdisciplinary themes, we further frame our study of science using the following strands:

• Human systems and economic activities•Socialorganizationandculture• Continuity and change through time• Human and natural environments• Resources and the environment

Finally,weseektoteachthefollowingskillsatdifferenttimesthroughoutastudent’sscientificstudyintheprimary school. Below is a comprehensive description of each skill group we will assess.

a. 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 personalsignificance;expresswonderings,showcuriosityoraskquestionsaboutthenaturalandphysicalenvironment; 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 that will enable them to make links between prior learning, new situations and further actions; formulate questions that promote the transfer of knowledge and make connections across their learning).

b. Use and analyse evidence from a variety of historical, geographical, and societal sources.

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For example, students will draw information from, and respond to, stories about the past from geographical andsocietalsources;accessabroadrangeoffirst-andsecond-handsourcesofinformationsuchaspeople,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.c. 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,presentandfuturetime;exploresimilaritiesanddifferencesbetweenthepastandthepresent;sequence events, routines, personal histories in chronological order; interpret place and time using tools such as maps and timelines.d. Identify roles, rights, and responsibilities in society.Forexample,studentswilldefineownrolesandresponsibilitieswithinthefamily,classorschool;comparechildren’sandadults’roles,rightsandresponsibilitiesinsociety;reflectontherightsandresponsibilitiesofchildreninothersocietiesandmakecomparisons;examinehowtherightsofapersondirectlyaffecttheirresponsibilities; investigatehowservicesandsystemsinfluencesocietalrightsandresponsibilities;examinetheresponsibilityofpeopletowardstheenvironment;reflectonopportunitiestocontributeactivelytothecommunityatarangeoflevels, from local to global.

e. Assess the accuracy, validity, and possible bias of sources.For example, students will examine and interpret simple evidence such as artifacts; compare the validity ofstatementsfromavarietyofdifferentsources;distinguishbetweenfactandopinion;piecetogetherevidence to explain, reportorpersuade;analyseandsynthesizeinformation;makepredictionsinordertotestunderstanding;developa critical perspective regarding information and the reliability of sources.

Scope & Sequence: Personal, Social, & Physical Education

Thissubjectisauniqueone,asitiscoveredinallcoursesofferedatB.I.S.Thepersonalandsocialaspectsarebuiltintothecurriculumofeachclassroom,aswellashighlightedinourweekly“groupassemblies.”Thephysical aspect is reserved exclusively for our physical education and health teacher.

Forthepurposesofthisscopeandsequencedocument,thesubjectof“PSPE”willbetreatedasasinglesubject, despite the fact that our physical education teacher assumes some of the responsibility of this subject by himself.

OurprimaryPSPEexpectationsareorganizedintothreestrands,orsections,oflearning:

• Identity• Active living• Interactions

Certain activities will be reserved, however, within these strands, for our physical education teacher. Those activities include individual motor skills, movement composition, games, adventure challenges, health-related fitness,etc.

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Identity

Active Living

Phase 1

Learnershaveanawarenessofthemselvesandhowtheyaresimilaranddifferentto 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 reflectontheirexperiencesinordertoinformfuturelearningandtounderstandthemselves better.

Phase 2

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 exploreandapplydifferentstrategiesthathelpthemapproachchallengesandnewsituationswithconfidence.

Phase 3

Learners understand that a person’s identity is shaped by a range of factors and that thisidentityevolvesovertime.Theyexploreandreflectonthestrategiestheyusetomanage 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 independentlywillsupporttheireffortstobemoreautonomouslearners.

Phase 4

Learnersunderstandthatthephysicalchangestheywillexperienceatdifferentstagesintheirlivesaffecttheirevolvingidentities.Theyunderstandthatthevalues,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.Theyrecognizeanddescribehowasenseofself-efficacycontributestohumanaccomplishmentsandpersonalwell-being.Learnersapplyandreflectonstrategies that develop resilience and, in particular, help them to cope with change, challenge and adversity in their lives.

Phase 1

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 participatinginarangeofphysicalactivities.Learnersrecognizetheneedforsafeparticipation when interacting in a range of physical contexts.

Phase 2

Learnersrecognizetheimportanceofbeingphysicallyactive,makinghealthyfoodchoices, and maintaining good hygiene in the development of well-being. They explore,useandadaptarangeoffundamentalmovementskillsindifferentphysicalactivities 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 understand their personal responsibilities to themselves and others in relation to safety practices.

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Interactions

Phase 1

Learners interact, play and engage with others, sharing ideas, cooperating and communicating feelings in developmentally appropriate ways. They are aware that theirbehaviouraffectsothersandidentifywhentheiractionshavehadanimpact.Learners interact with, and demonstrate care for, local environments.

Phase 2

Learnersrecognizethevalueofinteracting,playingandlearningwithothers.Theyunderstandthatparticipationinagroupcanrequirethemtoassumedifferentroles and responsibilities and they show a willingness to cooperate. They nurture relationshipswithothers,sharingideas,celebratingsuccessesandofferingandseekingsupportasneeded.Learnersunderstandthatresponsiblecitizenshipinvolvesconservation and preservation of the environment.

Phase 3

Learners understand that group work can be enhanced through the development of a planofactionandthroughidentifyingandutilizingthestrengthsofindividualgroupmembers.Learnersreflectontheperspectivesandideasofothers.Theyunderstandthat healthy relationships are supported by the development and demonstration of constructive attitudes towards other people and the environment.

Phase 4

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 abletoapplystrategiesindependentlytoresolveconflictasitarises.Theyrecognizethat people have an interdependent relationship with the environment and other living things and take action to restore and repair when harm has been done.

Phase 3

Learners understand the factors that contribute to a healthy lifestyle. They understand that they can enhance their participation in physical activities through developingandmaintainingphysicalfitness,refiningmovementskills,andreflectingontechniqueandperformance.Learnersareabletoidentifydifferentstagesoflifeandunderstandthatratesofdevelopmentaredifferentforeveryone.Learnersunderstand that there are potential positive and negative outcomes for risk-taking behavioursandareabletoidentifytheserisksinordertomaximizeenjoymentandpromote safety.

Phase 4

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.Theyapplymovementskillsappropriately,anddevelopplanstohelprefinemovements, improve performance and enhance participation in a range of physical contexts.

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Scope & Sequence: ArtsThissubject,likePSPE,isauniqueone,asitiscoveredinallcoursesofferedatB.I.S.–allcourseshavetheability to be creatively expressive. Though the aspects and concepts of the arts are a part of our courses in general,B.I.S.doestakeprideinofferingourstudentstheopportunitytoworkwithatrainedartteachereachweek.Furthermore,ourstudentsalsotakeseparatemusiceducationcoursestoofferfurtherartenrichment.

Forthepurposesofthisscopeandsequencedocument,thesubjectof“Arts”willbetreatedasasinglesubject,despitethefactthatweofferartsseparateofthecoreclassroomandinconjunctionwithit.

Ourprimaryartsexpectationsareorganizedintothreestrands,orsections,oflearning:

• Responding• Creating

Phase 1

Learnersshowanunderstandingthatthedifferentformsofartsareformsofexpression 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 audienceofdifferentartformsanddisplayawarenessofsharingartwithothers.Theyareabletointerpretandrespondtodifferentartforms,includingtheirownworkandthat of others.

Phase 2

Learners show an understanding that ideas, feelings and experiences can be communicatedthrougharts.Theyrecognizethattheirownartpracticesandartworkmaybedifferentfromothers.Theyarebeginningtoreflectonandlearnfromtheirown stages of creating arts. They are aware that artworks may be created with a specificaudienceinmind.

Phase 3

Learners show an understanding that issues, beliefs and values can be explored in arts.Theydemonstrateanunderstandingthattherearesimilaritiesanddifferencesbetweendifferentcultures,placesandtimes.Theyanalysetheirownworkandidentify 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.

Phase 4

Learnersshowanunderstandingthatthroughoutdifferentcultures,placesandtimes,peoplehaveinnovatedandcreatednewmodesinarts.Theycananalysedifferentartformsandidentifycommonorrecurringthemesorissues.Theyrecognizethatthereare many ways to enjoy and interpret arts. They accept feedback from others.

Phase 1

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 comesfromtheirownexperiencesandimagination.Theyrecognizethattheyusesymbols and representations to convey meaning in their work.

Phase 2

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 canprovokedifferentresponsesfromothers.Theyunderstandthevalueofworkingindividuallyandcollaborativelywhencreatingdifferentartforms.

Responding

Creating

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Core Classroom Resources

Phase 3

Learnersshowthat,asartists,theycaninfluencethinkingandbehaviourthroughtheartstheycreate.Theythinkcriticallyabouttheirworkandrecognizethattheirpersonal interests, beliefs and values can inform their creative work. They show an understanding of the relationships between their work and that of others.

Phase 4

Learners show an understanding that their own creative work in dance, drama, music andvisualartscanbeinterpretedandappreciatedindifferentways.Theyexploredifferentmediaandbegintoinnovateinarts.Theyconsiderthefeedbackfromothersinimprovingtheirwork.Theyrecognizethatcreatinginartsprovidesasenseofaccomplishment, not only in the process, but also in providing them with a way to understand the world.

Resource ListThoughallofourstaffarestronglyencouraged,duetothenatureofoureducationalapproach,tofindor design their own resources based on the needs of the students, we do use some textbook materials that wehavefoundcomplementthePYP.Youwillfindtheseresourceslistedbelow.Allotherresourceswillbeindicated by individual teachers as the school year unfolds.

Note: these resources are provided to your child by the school, and a resource fee will be added to your tuition invoices for the materials.

Year 1

English:librarybooks,ReadingEggspressdigitallibraryaccess,books“fromhome”Mathematics: Singapore Maths Student Technology Digital Access, Year 1 Age- & Level-Appropriate Maths Supplements & ManipulativesSocial Studies: Teacher-designed resourcesScience: Teacher-designed resources

Year 2

English:librarybooks,ReadingEggspressdigitallibraryaccess,books“fromhome”Mathematics: Singapore Maths Student Technology Digital Access, Year 2 Age- & Level-Appropriate Maths Supplements & ManipulativesSocial Studies: Teacher-designed resourcesScience: Teacher-designed resources

Year 3

English:librarybooks,ReadingEggspressdigitallibraryaccess,books“fromhome”Mathematics: Singapore Maths Student Technology Digital Access, Year 3 Age- & Level-Appropriate Maths Supplements & ManipulativesSocial Studies: Teacher-designed resourcesScience: Teacher-designed resources

Year 4

English:librarybooks,ReadingEggspressdigitallibraryaccess,books“fromhome”Mathematics: Singapore Maths Student Technology Digital Access, Year 4 Age- & Level-Appropriate Maths Supplements & ManipulativesSocial Studies: Teacher-designed resourcesScience: Teacher-designed resources

Year 5

English:librarybooks,ReadingEggspressdigitallibraryaccess,books“fromhome”Mathematics: Singapore Maths Student Technology Digital Access, Year 5 Age- & Level-Appropriate Maths Supplements & ManipulativesSocial Studies: Teacher-designed resourcesScience: Teacher-designed resources

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Beginner’s French *Books to be chosen August 2017Intermediate

FrenchTeacher-designed Resources

Advanced FrenchDeclic French Language Textbook Series (level as appropriate)

Supplemental French language short books/novels (as designated by instructor)

Single-Subject Resources

Bogaerts International SchoolDomaine Latour de Freins

Rue Engeland 5551180, Brussels