The Primary Years Programme (PYP)

Curriculum Handbook 2016.2017

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PAGE 3 Mission Vision InternationalismatStratfordHall IBMissionStatement

PAGE4 WelcometotheContinuum

PAGE5 FacilitatingtheTransitionBetweenIBProgrammes

PAGE6 TheIBLearnerProfile

PAGE7 ActionandServiceintheIBContinuum

PAGE8 WelcomefromthePYPCoordinator

PAGE9 ThePrimaryYearsProgramme

PAGE10 Assessment

PAGE13 Reporting

PAGE14 ResearchandResources

PAGE16 ProgramofInquiry

PAGE20 SpecialistAreas

Table of ConTenTs

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Our MissionStratford Hall educates students to the highest global standards, through the programmes of the International Baccalaureate. Excellence and confidence are developed through a challenging academic curriculum with further emphasis on creativity, action and service. We foster a strong pluralistic community built on integrity and respect.

Our VisionStratford Hall strives to be a global leader in the International Baccalaureate community. Our students will gain a deep understanding of the world around them, and they will act on their connections to the outside community. They will excel to the best of their abilities, and graduates will be equipped to achieve their chosen goals. This is accomplished by acquiring and retaining the best teachers, and by a commitment to a balanced and enriched curriculum. The success of Stratford Hall is deeply rooted in the establishment of a supportive, knowledgeable and committed community.

International Baccalaureate Mission StatementThe International Baccalaureate Organization 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 IBO 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.

Internationalism at Stratford HallAt Stratford Hall, we agree that global citizenship is an integral part of education. To be a global citizen is to understand and promote basic human rights, to know the nature of our physical and social world, and to be aware that our actions impact others and the planet. This goal is best accomplished by knowing ourselves and knowing our place in the world through the cultural backgrounds of all members of our community. Through this knowledge, we strive for a level of empathy that will direct our actions.

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As an IB continuum school, Stratford Hall provides learners with a continuous educational program that emphasizes the IB mission in action from Kindergarten through Grade 12. Rather than simply offering three distinct programmes, the continuum ensures that students are developing skills and attributes throughout their entire school experience that will prepare them to be life-long learners.

An IB continuum education:• centres on learners;• develops effective approaches to teaching and learning;• works within global contexts; and• explores significant content.

Students of all ages come to school with combinations of unique and shared patterns of values, knowledge and experience of the world and their place in it. Promoting open communication based on understanding and respect, the IB encourages students to become active, compassionate, lifelong learners. An IB education is holistic in nature—it is concerned with the whole person. Along with cognitive development, IB programmes address students’ social, emotional and physical well-being. They value and offer opportunities for students to become active and caring members of local, national and global communities; they focus attention on the values and outcomes of internationally minded learning described in the IB learner profile.

These attributes represent a broad range of human capacities and responsibilities that go beyond intellectual development and academic success. They imply a commitment to help all members of the school community learn to respect themselves, others and the world around them. IB programmes aim to increase access to the curriculum and engagement in learning for all students. Learning communities become more inclusive as they identify and remove barriers to learning and participation. Commitment to access and inclusion represents the IB learner profile in action.

The IB learner profile brings to life the aspirations of a community of IB World Schools dedicated to student-centred education. We:• create educational opportunities that encourage healthy relationships, individual and shared responsibility

and effective teamwork and collaboration;• help students make informed, reasoned, ethical judgments and develop the flexibility, perseverance and

confidence they need in order to bring about meaningful change;• inspire students to ask questions, to pursue personal aspirations, to set challenging goals and to develop

the persistence to achieve them; and• encourage the creation of rich personal and cultural identities.

As an IB Continuum school, Stratford Hall emphasizes learning how to learn, helping students interact effectively with the learning environments they encounter and encouraging them to value learning as an essential and integral part of their everyday lives.

WelCome To The ConTinuum

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Facilitating the Transition Among IB ProgrammesThe diagram below is taken from Towards a continuum of international education (September 2008). This diagram outlines the key features of the three IB programmes.

IB Mission Statement

↓IB Learner Profile

↓ ↓ ↓

PYP MYP DP

NatureFramework

Inclusive

Framework

Inclusive

Prescribed curriculum

Aimed at preparing students for higher education

Structure Transdisciplinary units of inquiry Organized around disciplines and interdisciplinary global contexts

Organized around disciplines with theory of knowledge connecting the disciplines

How the programme is

assessed

Internal assessment of all aspects of a student’s learning

Internal assessment based on subject-specific criteria; schools can opt for external e-assessments

External moderation of internally assessed work and external examinations

Learning to learn Transdisciplinary concepts and skills Approaches to learning Theory of knowledge

Learning through experience Action Service and action Creativity, activity, and service

Language learning

Support for mother-tongue development

School’s additional language from age five

Support for mother-tongue/best language development

Student’s additional language (language acquisition)

Support for mother-tongue development: school supported, self-taught language A1 courses

Student’s additional language (language B)

Culminating experience that

synthesizes learning

Exhibition Personal project Extended essay

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The IB Learner ProfileThe aim of all IB Programmes is to develop internationally-minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. The IB Learner Profile permeates every aspect of what we do, and it defines what IB learners—both teachers and students—strive to be.

The IB has announced new changes to the Learner Profile, which include changing the language from “they” to “we”, and giving schools the option to replace the term “risk-takers” with “courageous”. At Stratford Hall, we embrace both changes, as using “we” rather than “they” creates more ownership of LP attributes, and the word “courageous” refines the value of the term “risk-takers” in a more well-rounded way.

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. We engage with issues and ideas that have local and global significance.

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

Communicators We 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.

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 make a positive difference in the lives of others and in the world around us.

Courageous/Risk Taker

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 We 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.

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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Action and Service in the IB ContinuumAction (learning by doing and experiencing) is an essential element of the IB. Service, at all programme levels, is viewed as a subset of action. In the PYP, it is expected that a successful inquiry-based learning process will lead to responsible student-initiated action.

The PYP Action Cycle facilitates students to choose, act, and reflect upon appropriate action that will extend their learning and/or have a wider social impact. This looks different at each grade. Action in the MYP aims to help students develop a sense of self, and their role as responsible and contributing members in their community. Service as action is an expectation of students in the MYP and DP. As students advance to the DP, service as action is a fundamental component of Creativity, Activity and Service (CAS), a core element of the DP. Stratford Hall’s expectations at each grade level are outlined below.

There are several potential benefits for students who engage in meaningful service as outlined below. At Stratford Hall, we categorize service engagement into three categories: one-time events, short-term commitments (1-2 weeks), and long-term commitments (at least two-month commitment).

Potential benefits of service learning for students:• Provides leadership opportunities, particularly for less outgoing students;• Improved confidence, decreased insecurity and improved sense of self worth;• Increased ability to maintain positive relationships, especially with adults;• Develop more mature understanding of diversity and empathy for others;• Increased willingness to take positive risks and initiative;• Improved intellectual and cognitive ability; and • Résumé building: universities and employers look for volunteer experience.

To engage in service learning:• Students must first self-examine to recognize their own interests and skills. • Students must take the initiative to seek out and choose opportunities for themselves that connect to their

interests and skills. Activities that are chosen for students can easily be perceived as pointless or as punishment. • Service must be thought of as reciprocal in nature, where students have as much, if not more, to gain from the

experience as those they serve.• Service engagement needs to be meaningful (not passive). • Reflection is crucial as it helps students to recognize what they gained from the experience.

Grade Descriptor

Kindergarten to Grade 5

Action is nurtured within the school day, often as outcomes from curriculum. At the PYP level, service opportuni-ties stem from the Action Cycle. Students initiate ideas to make a difference and take action at any time. Proposals are vetted by teachers and the Principal, and action is celebrated at assemblies.

Grades 6 & 7 Action is nurtured within the school day and facilitated through Connections and OEE. Students take a leadership role in the Junior School. They can initiate ideas that will make a difference and take action at any time. Proposals are vetted by teachers and the Principal, and action is celebrated at assemblies.

Grade 8 At least two, one-day events or one short-term commitment or one long-term commitment.

Grade 9 At least three, one-day events, or two short-term commitments or one long-term commitment.

Grade 10 At least two short-term commitments or one long-term commitment.

Grades 11 & 12 All service learning requirements are taken care of within the CAS program.

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WelCome To The PYP

My daughter Layla is four and loves to ask: “What’s that?” Pointing at a mountain in the distance, a tiny piece of sea glass on the beach or a radish on her dinner plate: “What’s that?” I’m always reminded in these conversations just how magical and intriguing the world can be to child. This is why experiencing the Primary Years Programme (PYP) in action at Stratford Hall is so inspiring. Being a classroom PYP teacher myself for many years, I have seen how the units of inquiry really cater to the “what’s that” that so many students thrive on. I believe that the culture of wonder, research and invention we have created at Stratford Hall adds depth to our students’ inquiry experience. I would encourage you to chat regularly with your child(ren) about what they are inquiring into, making connections with your own experience, along with current events in the global or local (“Glocal”) community. Here are some questions you can ask to start the conversation:

• What is the central idea of your current unit of inquiry?• What have you been wondering about so far during this unit? • Does this topic remind you of something you have read or heard

about before?• Where could we find more information about this (library, speaking

to an “expert,” internet resource, newspaper or magazine)?• Does this topic inspire you to take action at school or in the community? What could we do?

The intention of this handbook is to help add context to these conversations by providing you with the approaches common to all grades across the Primary Years Programme, as well as an overview of the specialist areas. This certainly does not replace the importance of keeping up a regular dialogue with your child(ren)’s teachers about what inquiry and learning looks like in their classroom. Teachers will provide families with an outline of the specific learning outcomes expected for their grade level during Meet the Teacher night. You are invited to take advantage of other opportunities such as Parent Teacher Interviews, Parent Information Sessions, and Student-Led Conferences to strengthen your knowledge of the Stratford Hall PYP experience.

I am a proud member of the Stratford Hall community and would love to hear from you! Please feel free to touch base at any time: casey.turnpenny@stratfordhall.ca.

Cheers to a fantastic year ahead!

Sincerely,

Ms. Casey TurnpennyPYP Coordinator

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The PYP focuses on the development of the whole child as an inquirer, both in the classroom and in the world outside. Students are supported in developing 21st century skills, using a constructivist approach where students build on prior knowledge.

The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. They do this by demonstrating the IB Learner Profile.

Features of the PYP

InquiryThe leading pedagogical approach of the PYP is recognized as allowing students to be actively involved in their own learning and to take responsibility for that learning. Inquiry is the process that moves the student to a new and deeper level of understanding. It involves the synthesis, analysis and manipulation of knowledge, whether through play or through more formally structured learning. Inquiry can take many forms including:

• Exploring,wonderingandquestioning• Makingconnectionsbetweenpreviouslearningandcurrentlearning• Collectingdataandreportingfindings• Deepeningunderstandingthroughtheapplicationofaconcept

• Makingandtestingtheories• Researchingandseekinginformation• Takinganddefendingaposition• Solvingproblemsinavarietyofways

Concept-DrivenCentral to the philosophy of the PYP is the principle that purposeful, structured inquiry is a powerful vehicle for learning that promotes meaning and understanding, and challenges students to engage with significant ideas. Therefore, in the PYP there is a commitment to a concept-driven curriculum as a means of supporting that inquiry. The PYP provides a framework for the curriculum that includes eight key concepts as one of the essential elements:

• Form:Whatisitlike?• Function:Howdoesitwork?• Causation:Whyisitlikeitis?• Change:Howisitchanging?

• Connection:Howisitconnectedtootherthings?• Perspective:Whatarethepointsofview?• Responsibility:Whatisourresponsibility?• Reflection:Howdoweknow?

Expressed as open-ended questions, the eight key concepts provide the initial momentum and the underlying structure for the exploration of the content of the whole programme.

Transdisciplinary The most significant and distinctive feature of the PYP is the six transdisciplinary themes. These themes are about issues that have meaning for, and are important to, all of us. The programme offers a balance between learning about or through the subject areas, and learning beyond them. The six themes of global significance create a transdisciplinary framework that allows students to “step up” beyond the confines of learning within subject areas. These themes are: Who We Are, Where we are in Place and Time, How We Express Ourselves, How the World Works, How We Organize Ourselves, and Sharing the Planet.

The PrimarY Years Programme (sTudenTs aged 3-12 Years)

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The prime objective of assessment in the PYP is to provide feedback on the learning process. Teachers select assessment strategies and design assessment instruments to clearly reflect the particular learning outcomes on which they intend to report (generally the central idea and lines of inquiry from a unit of inquiry). Teachers employ a range of strategies for assessing student work that are differentiated to take into account the diverse ways that individual students understand their experiences. The PYP stresses the importance of both student and teacher self-assessment and reflection.

Parents need to familiarize themselves with two kinds of assessments, formative and summative, and gain an understanding of what appropriate expectations would be for their children. Essentially, formative assessments are about the process of learning, and summative assessments indicate the product of learning. Formative assessment results are not recorded in mark books and are never used to create a final summative grade. Strong work on formative assessments and tasks will directly impact the final summative results. It is much like being an athlete or performer: without serious attention to practice, ultimate success is difficult to achieve, if not impossible. It is important that teachers identify what is formative and what is summative. Preparation by the student for either should be no different, but the pressure is off with the formative tasks. Making a mistake is not the end of the world, but part of healthy learning.

PAWER & Formative AssessmentUnique to Stratford Hall, the acronym PAWER stands for Planning, Attitude, Work Habits, Effort and Self-Regulation, and describes the skills and executive functioning that students are developing as they progress through the grades. Teachers and parents use PAWER to support students in these areas at their particular grade level and identify areas of growth. We ask that parents become familiar with PAWER and use it as a valuable tool in guiding your children’s learning. Strong PAWER scores are the first criterion for indication of fit for the school. Focusing on one aspect of PAWER at a time will build the tools that are essential to learning.

The Primary years Programme

Assessment

AttitudesHighly congruent with the IB Learner Profile is a particular set of attitudes. These attitudes deeply affect the learning environments and the personal interactions that occur within them:

• Appreciation• Commitment• Cooperation• Creativity• Curiosity• Empathy

• Enthusiasm• Independence• Integrity• Respect• Tolerance

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Planning• managing personal belongings• ready to start at the beginning of class

Attitude• resolving disagreements between peers• working in groups; picking a group, identifying and

assigning roles

Work Habits• submitting work according to instructions• following instructions

Effort• getting started on a task• staying focused on a task• problem-solving• on-task behaviour

Self-Regulation• taking turns, sharing• asking for help• participation in discussions• managing transitions• awareness of personal space and surroundings

In Grades 4 and 5, students receive an assessment for PAWER in the same way as the Learner Profile: leading, practicing, emerging, not yet meeting expectations. We believe that the formative PAWER score should be more informative in many ways than the summative mark. In most cases there will be a fairly strong correlation between the two marks. We usually see students with PAWER scores leading and practicing scoring high on summative work; likewise, students who are scoring lower on PAWER are often achieving low scores on summative tasks. We occasionally see students with high PAWER scores and low summative marks. This may mean that the student is working hard and efficiently, but may have difficulty with that particular subject. We believe that the PAWER scale is the most important predictor of success in the IB Diploma programme.

Summative Assessment K-3FromKindergartentoGrade3,summativeassessmentsaremadefollowingeachunitandarereportedqualitatively(nomarksaregiven)atpublishedreportingperiods.

Summative Assessment 4-5 (based on the 1-7 IB Level of Achievement Scale)Summative marks are given in Grades 4 and 5 based on an end-of-unit task. They are a snapshot of student achievement at that time, and not an average of performance over the term. Formative tasks are assessed throughout the term and do not directly impact the final grade; however, strong work on formative tasks will affect the final summative results. Summative tasks might include an oral or written presentation, oral or written test, or individual, partner, or group projects.

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Grades 4–7 General Grade Descriptors for Reporting Summative Assessments (from MYP)

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Produceshigh-quality,frequentlyinnovativework.Communicatescomprehensive,nuancedunderstandingofconceptsandthemes.Consistentlydemonstratessophisticatedcriticalandcreativethinking.Frequentlytransfersknowledgeandskillswithindependenceandexpertiseinavarietyofcomplexclassroomandreal-worldsituations.

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Produceshigh-quality,occasionallyinnovativework.Communicatesextensiveunderstandingofcon-ceptsandthemes.Demonstratescriticalandcreativethinking,frequentlywithsophistication.Usesknowledgeandskillsinfamiliarandunfamiliarclassroomandreal-worldsituations,oftenwithinde-pendence.

5

Producesgenerallyhigh-qualitywork.Communicatessecureunderstandingofconceptsandthemes.Demonstratescriticalandcreativethinking,sometimeswithsophistication.Usesknowledgeandskillsinfamiliarclassroomandreal-worldsituationsand,withsupport,someunfamiliarreal-worldsituations.

4

Producesgood-qualitywork.Communicatesbasicunderstandingofmostconceptsandthemeswithfewmisunderstandingsandminorgaps.Oftendemonstratesbasiccriticalandcreativethinking.Usesknowledgeandskillswithsomeflexibilityinfamiliarclassroomsituations,butrequiressupportinunfamiliarsituations.

3

Producesworkofanacceptablequality.Communicatesbasicunderstandingofmanyconceptsandthemes,withoccasionallysignificantmisunderstandingsorgaps.Beginstodemonstratesomebasiccriticalandcreativethinking.Isofteninflexibleintheuseofknowledgeandskills,requiringsupporteveninfamiliarclassroomsituations.

2Producesworkoflimitedquality.Expressesmisunderstandingsorsignificantgapsinunderstandingformanyconceptsandthemes.Infrequentlydemonstratescriticalorcreativethinking.Generallyinflexibleintheuseofknowledgeandskills,infrequentlyapplyingknowledgeandskills.

1Producesworkofverylimitedquality.Conveysmanysignificantmisunderstandingsorlacksunder-standingofmostconceptsandthemes.Veryrarelydemonstratescriticalorcreativethinking.Veryinflexible,rarelyusingknowledgeorskills.

Level Descriptor

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In the PYP, reporting on student growth and learning follows a timeline (please see the Junior School Family Handbook for further information).

Parent-Teacher InterviewsThese meetings between teacher and parent(s) are meant as a time to touch base, share initial classroom observations, and to collaboratively discuss goals for the year ahead. Parents are invited to meet with each teacher and bring questions and comments in preparation for these conversations. Due to the large number of students taught by specialists, teachers of PE, Spanish, and music may not need to see all parents, but they will contact parents and schedule interviews as needed.

Student-Led Conferences Arranged through the homeroom teachers in the PYP, student–led conferences are a unique time for PYP students to walk their parents or guardians through what they have been learning at school, and to highlight their personal growth, challenges and achievements. Students will guide their parents or guardians through the contents of their portfolio, discussing the objectives of each included item and indicating their successes and room for growth; often, goals are set for the following term. Teachers are present, but stand apart from the conferences. More details regarding the specific structure of the conferences will be covered by homeroom teachers at Meet the Teacher night in September.

Written ReportsThese formal documents are distributed at the end of each term, and report on student achievement and areas of growth in all subject areas (including specialty subjects). They also comment on the extent to which the student exhibits each of the learner profile traits.

Culminating Project: ExhibitionIn their final year of the PYP (Grade 5), students participate in a culminating project: the PYP Exhibition. This requires that each student demonstrate engagement with the five essential elements of the programme: knowledge, skills, concepts, attitudes and action. It is both a transdisciplinary inquiry conducted in the spirit of personal and shared responsibility, as well as a summative assessment activity that is a celebration and rite of passage from the PYP into the MYP.

The Exhibition occurs within the sixth unit of inquiry, and while all students work under the same theme, this is an opportunity for individual students and groups to develop their own central ideas and lines of inquiry.

rePorTing

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researCh and resourCes

Approach to Teaching ResearchThe development of skills in research and information literacy are embedded into all areas of the curriculum. Beginning in Kindergarten and spiraling through to Grade 5, students are taught the essential research skills necessary to become power researchers. As an overview, we recognize three key aspects of this learning: purposeful searches, organizing and making sense of found information, and collaboration with others.

Firstly, students will learn how to do purposeful searches such as narrowing the search scope to improve the quality of information they find both on the web and in print. Students learn how to gather relevant information from various sources, and then assess the credibility and accuracy of each source. This includes providing students with opportunities to learn how to connect with experts in their own community and beyond. And, once connected, how to properly navigate and make sense of the resources they find.

A second priority in the development of strong research skills is students’ ability to effectively organize the information and make sense of what they have read. Once information has been gathered, synthesizing information from various sources is an essential skill students will develop as they move up through the grades. As they do, they will learn how to use information to formulate their own opinions about the world.

A third component to being a strong researcher is the ability to effectively and positively collaborate with others. Students will be required to share what they have learned with their own community of learners as well as a more global community. Research skills, which include information literacy and web literacy, are designed to prepare the students to feel confident and thrive in an information saturated world, no matter what changes in technology lie ahead.

Students will experience the stages of the research cycle in various contexts. For instance, they may need to research an aspect of a particular graphic style before beginning an art activity, a setting for a creative writing task, or health and well-being as part of a physical education activity. Our approach aims to strengthen students’ research skills across all disciplines.

Becoming a sophisticated researcher in today’s rich digital environment requires students to become researchers of text and media in its diverse forms such as books, television, email, the web, etc. Furthermore, the importance of online safety and developing critical thinking skills when researching are essential aspects of conducting research online.

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Digital Literacy & CitizenshipIt is important that students begin to understand the architecture (the grammar and the strategies) of the Internet in order for them to navigate it safely and responsibly. Teaching digital literacy skills and exposing students to various digital learning tools aims to inspire creativity, enhance skills as writers, and encourage personal expression and innovation.

Because digital technology is constantly evolving, the focus is not on teaching the tools themselves, but on teaching our students to critically assess the tools. Students are then better able to choose the appropriate tool (digital or not) to extend and transform their learning and share what they have learned more creatively.

Themes of academic honesty and the appropriate use of technology are investigated under the umbrella of the Learner Profile in order to develop a deeper understanding of students’ social and moral responsibilities online.

Digital citizenship is taught through the broader curriculum. We believe it is important to teach children to be aware of their digital footprint, and that computers and technology are tools for creation rather than just for consumption. Students will learn how to think when they use the internet, and will learn the grammar and strategies of the web.

Students learn about the concept of academic honesty and the importance of respecting the creative works of others by giving credit where due and asking permission to use the works of others when necessary. As students move into the MYP and DP, their understanding of what it means to maintain their academic integrity becomes more sophisticated.

For further information, please see the Stratford Hall Academic Honesty policy that MYP and DP students are expected to sign early on each school year:

https://drive.google.com/a/stratfordhall.ca/file/d/0B6i7Sylx2YP5QllOQzdWT1RQVnM/view?pli=1

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Units of InquiryEach year in the PYP, students complete six units of inquiry. These units are transdisciplinary in nature and build each year on the same six themes. Our Program of Inquiry fosters critical thought and an inquisitive mind. It encourages Stratford Hall students to investigate, question and analyze what they are learning. In order to look at a problem from all sides, students are expected to appreciate different perspectives through a variety of media. This means that wherever possible, curriculum subjects including science, social studies, personal planning, language arts, fine arts, Spanish, math, and OEE are integrated into the central ideas of the units.

MathematicsIn the PYP, mathematics is understood as a language that is intentionally developed during each year of the program. As in Spanish and English, fluency in mathematics is developed through repeated practice of specific skills and application of the acquired skills in authentic situations. In the case of mathematics, the skills developed include computation, problem-solving, reasoning and communication. All classes have time in their schedule devoted to mathematics during which the homeroom teacher works with students to develop the content knowledge specified in the BC curriculum standards and the IB standards. Mathematics concepts and skills are also integrated into the units of inquiry, allowing students to transfer what they have learned in their mathematics class to their work in other subject areas.

In keeping with the PYP philosophy, inquiry is at the heart of math instruction. As such, teachers employ a variety of approaches and tools. These include collaborative learning, hands-on centres, play-based learning, iPad apps, online practice platforms, and experiential learning through the use of manipulatives. Learning is solidified through exercises completed in class or at home. In order to prepare students for math in the MYP, assessments in the PYP are designed to measure knowledge and understanding as well as communication, pattern recognition, and applications to real-life situations.

As in their other subject areas, students are encouraged to be creative, courageous and flexible in their approach to mathematics. They will be introduced to a variety of strategies and methods so that they can reflect on which ones work best for them or are best-suited to specific situations. Similarly, students are encouraged to develop and maintain a growth mindset, understanding that all students are able to learn math and all students can be challenged in mathematics.

Because our mathematics program is designed to address multiple dimensions – communication, pattern recognitions and application in addition to knowledge and understanding – all students can be challenged within the regular classroom. As such, mathematics instruction is not streamed, nor are students accelerated.

uniTs of inquirY and sTraTford hall’s Program of inquirY

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LiteracyAll learning engagements and unit of inquiry experiences in the PYP work to build a strong foundation of literacy skills with the goal of fostering a love of reading, writing, speaking, and learning. Reading and viewing, writing and representing, and oral language (speaking and listening) are integrated in all subject areas in each year of the program to ensure that students are taught a wide range of skills, including: grammar, spelling, reading comprehension, reading and writing fluency, speaking and responding, informational and visual literacy.

Students in the PYP experience a comprehensive literacy program that includes a balance of skills, strategies, and tools, materials and resources, and types of interaction. Informed by student interest and ability, activities may be differentiated to include guided, independent, shared, and home reading; literature circles; discussion and presentation; as well as creative and formal writing. Time is set aside to allow for the development of these skills which are further honed as students apply them in meaningful and authentic tasks within their units of inquiry. Regular practice exercises in reading, writing and speaking are completed in class and are often continued at home. Assessment tasks in the PYP, especially in Grade 5, are designed in order to prepare students for the MYP.

There are a number of resources upon which teachers and students draw. The PYP library includes books covering a wide range of topics at a variety of reading levels. Students have regular opportunities to select materials appropriate to their reading level and interests, and are guided to extend their choices to more challenging options. Digital resources are available, including databases, articles, videos, and images; online platforms for mind-mapping and typing; as well as applications for printing and writing. While all instruction is delivered by the homeroom teacher, all teachers are language teachers and support literacy development in their subject areas.

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Theme Kindergarten Grade 1 Grade 2Who We Are

Aninquiryintothenatureoftheself;beliefsandvalues;personal,physical,mental,socialandspiritualhealth;humanrelationshipsincludingfamilies,friends,communities,andcultures;rightsandresponsibilities;whatitmeanstobehuman.

Friendship (1)

Key concepts: Causation, Connection, Responsibility

Related Concepts: Friendship, Relationships, Families

Central Idea: Behaviour affects relationships.

Lines of inquiry:Making and keeping friendsWho I amCommunicating with others

Actions (1)

Key concepts: Form, Function, Con-nection, Causation

Related concepts: Choice, Interac-tion, Identity, Cooperation

Central Idea: Our words and actions impact others.

Lines of inquiry:What it means to be caring and a communicatorSmall actions and big actionsHow we can make a difference

Balance (1)

Key concepts: Function, Responsibil-ity, Reflection

Related concepts: Health, Fitness, Balance, Choice

Central Idea: Achieving balance is affected by our choices.

Lines of inquiry:Building and maintaining self-esteemTaking care of your bodyManaging yourself

Where We Are in Place and Time

An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explo-rations and migrations of humankind; the relationships between and the inter- connectedness of individu-als and civilizations, from local and global perspectives.

Traditions (3)

Key concepts: Form, Perspective, Reflection

Related Concepts: Beliefs, Celebration, Community, Culture, Values, Identity, Tradition

Central Idea: Our traditions reflect what is important to our family and community.

Lines of inquiry:The elements of a traditionSimilarities and differences between traditionsThe cultural influence of traditions

Symbols (3)

Key concepts: Causation, Perspective, Connection

Related Concepts: Community, Interdependence, Responsibility, Contribution

Central Idea: Symbols can represent our histories.

Lines of inquiry:What a symbol isOur family historySymbols that represent usSymbols of our country

Design (4)

Key concepts: Function, Responsibility, Reflection

Related Concepts: Invention, technology, Technological advances

Central Idea: Design thinking leads to innovation.

Lines of inquiry:Design thinking and innovationPast and present designers The impact of innovations on the world around us

How We Express Ourselves

An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs, and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

The Arts (5)

Key concepts: Form, Perspective, Reflection

Related Concepts: Texture, Form, Line, Colour, Creativity, Feeling, Aesthetic

Central Idea: We can express ourselves artistically in many different ways.

Lines of inquiry:Expression through many different formsThe elements of design and artTranslating our own ideas in different ways

Creating Stories (5)

Key concepts: Form, Perspective, Connection

Related Concepts: Imagination, Character, Setting

Central Idea: Different pieces fit together to make a story.

Lines of inquiry:Parts of a storyThe retelling of storiesComparing and contrasting storiesThe writing process

Storytelling (5)

Key concepts: Connection, Perspective

Related concepts: Character, Identity, Expression, Attitude, Feeling

Central Idea: Stories express ideas about our world.

Lines of inquiry:Reasons stories are toldMessages told in storiesHow stories express cultural and personal beliefs and values Different forms that stories take

How the World Works

An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.

Five Senses (6)

Key concepts: Function, Connection, Perspective

Related concepts: Survival, Percep-tion, Interpretation

Central Idea: Humans and animals use their senses to make sense of the world.

Lines of inquiry:The body parts related to the five sensesThe connection between the sensesSpecific senses are used in different situations

Forces (4)

Key concepts: Form, Function, Causation

Related concepts: Energy, Force, Motion

Central Idea: Forces can slow down or speed up movement.

Lines of inquiry:Common types of forcesMotion and changes in motionHow forces are happening everywhere

Transformation (2)

Key concepts: Causation, Change, Connection

Related concepts: Interaction, Discovery

Central Idea: Change happens all around us.

Lines of inquiry:Changes in the properties of matterHow numbers changeChanges in our environment

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Theme Grade 3 Grade 4 Grade 5Who We Are

Aninquiryintothenatureoftheself;beliefsandvalues;personal,physical,mental,socialandspiritualhealth;humanrelationshipsincludingfamilies,friends,communities,andcultures;rightsandresponsibilities;whatitmeanstobehuman.

Persuasion (4)

Key concepts: Change, Perspective, Responsibility

Related Concepts: Feeling, Creativity, Communication, Persuasion, Culture, Choices

Central Idea: Persuasion can influence our beliefs and actions.

Lines of inquiry:The use of persuasive strategies in advertising Making responsible choices for the things we buyPersuasive writing and speaking

Beliefs (3)

Key concepts: Connection, Reflection, Perspective

Related concepts: Beliefs & Values, Celebration, Culture, Tolerance, Identity

Central Idea: Religion offers us different perspectives.

Lines of inquiry:The diversity of religions around the worldThe origins of our beliefs, values and traditionsBeing open-minded to different beliefs and values

Body Systems (1)

Key concepts: Function, Connection, Responsibility

Related concepts: Systems, Interdependence, Nutrition, Disease

Central Idea: Body systems play a role in our physical and mental health.

Lines of inquiry:The organ systems of the human bodySystems that allow organisms to survive in their environmentOur responsibility to protect our bodies

Where We Are in Place and Time

An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the inter- connectedness of individuals and civilizations, from local and global perspec-tives.

Cause and Effect (3)

Key concepts: Causation, Change, Connection

Related concepts: Community, Population, Migration

Central Idea: Our actions have an effect on others, our community and our world.

Lines of inquiry:Cause and effectPhysical and human geographyHow a small action can make a big difference

Exploration (4)

Key concepts: Form, Change, Perspective

Related concepts: Trade, Migration, Motivation, Interaction, Contribution, History, Exploration

Central Idea: Discovery and exploration impact culture.

Lines of inquiry:The reasons people explore, then and nowSome explorers who mapped the world, their routes and discoveriesHow early settlers adjusted and adapted

Migration (5)

Key concepts: Change, Perspective, Responsibility

Related concepts: Migration, Immigration, Community, Citizenship

Central Idea: Migration affects people and places.

Lines of inquiry:How social, political and economic events impact immigrationUnderstand the experience of moving to a new countryOur family stories of migration

How We Express Ourselves

An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs, and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

Sound (2)

Key concepts: Connection, Perspective, Reflection

Related concepts: Composition, Expression

Central Idea: We use music to express ourselves and to be creative.

Lines of inquiry:How sounds are created and heardThe representation of sounds and music from around the worldHow music is used to express images, feelings and thoughts

Light and Colour (6)

Key concepts: Function, Perspective, Reflection

Related concepts: Relationship, Expression, Mood

Central Idea: Artists manipulate light and colour to express their ideas.

Lines of inquiry:Exploring the scientific properties of light and colour The use of light and colour to create mood in the ArtsHow genre can impact light and colour

Performing Arts (6) (Exhibition)

Key concepts: Function, Perspective, Reflection, Connection

Related concepts: Aesthetic, Expression, Communication, Creativity

Central Idea: We use creativity to express our thoughts, ideas and learning in a variety of ways.

Lines of inquiry:Using action plansAction in the form of artAppreciation of aesthetic

How the World Works

An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.

Space (1)

Key concepts: Form, Causation, Connection

Related concepts: Technology, Energy, Force, Discovery, Exploration

Central Idea: The Earth has an important relationship with the Sun.

Lines of inquiry:Our solar systemHow technology is used to study and observe spaceThe significance of recent discoveries in space

Climate (2)

Key concepts: Function, Causation, Change, Responsibility

Related concepts: Climate, Cycle, Pattern, Environment, System

Central Idea: Weather and climate affect our everyday lives.

Lines of inquiry:How everyday and extreme weather is formedThe instruments used to measure and predict weather, and give us information about a climateDifferent climate patterns around the worldHow human actions are connected to weather and climate

Machines (2)

Key concepts: Form, Function, Connection

Related concepts: Momentum, Interdependence, Revolution, Motion, Force, Energy

Central Idea: Machines can reduce the effort to complete work.

Lines of inquiry:How we use machinesHow simple machines functionMechanical advantageDesign and ingenuity using simple machines

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Theme Kindergarten Grade 1 Grade 2How We Organize Ourselves

An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making economic activities and their impact on Humankind and the environment.

Shelter (4)

Key concepts: Form, Function, Causation

Related concepts: Survival, Habitats, Needs

Central Idea: Shelters are organized to meet our needs.

Lines of inquiry:What a shelter isWhy shelters vary around the worldNeeds vs. Wants

Community Jobs (2)

Key concepts: Form, Function, Connection, Responsibility

Related concepts: Role, Job, System, Duties, Relationships

Central Idea: Jobs help to build a community.

Lines of inquiry:Duties of people in the community and the tools they useHow to use research to learn moreHow passions connect to job choice

Community (3)

Key concepts: Form, Function, Connection

Related concepts: Relationships, Identity, Environment, (Landforms/Mapping), Expression

Central Idea: A community is formed through relationships between people and the environment.

Lines of inquiry:Diverse characteristics of communitiesHow a sense of community is formedGeographical features of communitiesHow people and the environment effect communitiesThe environmental impact of a community

Sharing the Planet

An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.

Reduce, Reuse and Recycle (2)

Key concepts: Change, Connection, Responsibility

Related concepts: Sustainability, Environment, Choice

Central idea: Our choices affect the environment.

Lines of inquiry:Our responsibility to the environmentReducing, reusing and recyclingRethinking our choices

Insects (6)

Key concepts: Form, Function, Causation, Connection, Responsibility

Related concepts: Interdependence, Habitat, Survival, Cycle

Central idea: Insects have an impact on our environment.

Lines of inquiry:What an insect isThe characteristics of insectsThe relationship between humans and insectsHow insects can help or harm our world

Populations and Relationships (6)

Key concepts: Causation, Connection, Responsibility

Related concepts: Environment, Systems, Adaptations, Cycles, BalanceCentral idea: Animals and humans are interconnected.

Lines of inquiry:The life cycle of animalsThe relationship between animals and humansWays to help animals

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Theme Grade 3 Grade 4 Grade 5How We Organize Ourselves

An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making economic activities and their impact on Humankind and the environment.

First Peoples (5)

Key concepts: Form, Function, Causation, Connection

Related concepts: Oral histories, traditions, the value of the well-being of self, land, spirits and ancestors, community

Central Idea: Aboriginal communities are organized to meet the needs of their society.

Lines of inquiry:The relationship between aboriginal culture and the landAboriginal social structure and decision makingCharacteristics of various aboriginal cultures throughout the world

Interactions (5)

Key concepts: Form, Connection, Perspective, Reflection

Related concepts: Conflict, Interaction, Interdependence, Civilization, Community, Off-the-land, Balance

Central Idea: Human interactions can create opportunities and challenge.

Lines of inquiry:Greater implications of increased settlement The continuing effect of residential schoolsTruth and reconciliation

Governance (4)

Key concepts: Function, Perspective, Responsibility

Related concepts: Authority, Community, Power, Control, FreedomGovernment

Central Idea: Government systems and de-cisions can promote or deny social justice.

Lines of inquiry:Levels of government, their main functions and sources of fundingParticipation and representation in Canada’s systemThe rights and responsibilities in a democ-racy

Sharing the Planet

An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.

Plants (6)

Key concepts: Function, Connection, Responsibility

Related concepts: Sustainability, Cycle, Environment

Central idea: Plants are essential to life on Earth.

Lines of inquiry:The characteristics and life cycles of plantsSustainabilityThe process of pollination

Water (1)

Key concepts: Causation, Connection, Responsibility, Reflection

Related concepts: Sustainability, Survival, Dispersion, Equity, Disease

Central idea: Water is a vital resource in our world.

Lines of inquiry:All living things depend on waterThe ways water is used throughout the worldProtecting our water resource

Natural Resources (3)

Key concepts: Causation, Responsibility, Change

Related concepts: Interaction, Environment, Sustainability, Scarcity, Equilibrium, Trade

Central Idea: Humans use natural resources which have an impact on the environment

Lines of inquiry:Resources and economic development in different regionsSustainability, exploitation, conservation and consumptionCivic engagement

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SpanishIn Kindergarten and Grade 1, Spanish acquisition exposes students to meaningful language experiences and encourages them to participate through play and exploration, without explicit grammar instruction or translation. Spanish learning in Grades 2-5 builds on the foundation of the earlier years as students begin to discover and apply language conventions; learners benefit from explicit focus on form (mechanics and grammar) linked to meaningful experiences. In all grades, Spanish is intentionally linked to units of inquiry and students are given numerous opportunities to practise and use the language in meaningful ways.

AssessmentAssessment opportunities may include, but are not limited, to the following:

• ORAL: song, dialogue, interview, skit, telephone conversation, report, play, infomercial.

• WRITTEN: paragraphs, questionnaire, poster, brochure, timeline, document, email.

• VISUAL: drawing, artifact, map, mask, self-portrait, comic strip, graphic organizer, chart.

Supporting learning at home:

• Encourage your child to tell you about Spanish classes: words, songs, dances.• Encourage your child to ask questions during class.• Read the Spanish notices with your child.• Purchasing a Spanish Picture Dictionary is not required; however, it can be helpful to have one at home for

reference or to practice with your child.• Encourage your child to visit and borrow resources from the PYP library and the public library.

Physical EducationIn the PYP, the approach to physical education is holistic, and focuses on physical literacy: the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life. Physical literacy is an inclusive concept that is accessible to all, and represents a unique journey for each individual. It can be cultivated and enjoyed through a range of experiences in different environments and contexts. Physical literacy includes four essential and interconnected elements whose relative importance may change throughout life:

• Motivation and confidence (affective)• Physical competence (physical)• Knowledge and understanding (cognitive)• Engagement in physical activities for life (behavioural)

We provide students with a variety of movement experiences that help develop a large movement vocabulary, which is proven to reduce injury and increase physical activity levels. As students develop their movement vocabulary, they will have opportunities to utilize skills in a variety of contexts and combinations.

sPecialisT areas

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AssessmentAssessment may involve student self and peer assessments based on direct observations of their interactions as well as their understanding, application and performance of strategies and skills obtained throughout the units. Reports will comment on students’ level of participation, effort, communication and cooperation (reflected in the PAWER score in Grades 4 and 5), as well as their performance and application of skills and strategies learned during each unit (summative).

PE AttireStudents in Kindergarten and Grade 1 are not required to have PE uniforms. While students in Grades 2-5 typically change for each class, there will be, on occasion, modifications to the PE uniform based on the weather and activity. Wearing appropriate clothing for exercise enables students to participate more fully and safely. For more details on the PE uniform please see the family handbook.

Outdoor and Experiential Education (OEE) in Grades 4 and 5Outdoor and Experiential Education (OEE) in Grades 4 and 5 is not summatively assessed, but is a chance for students to develop their learner profile through an introduction to many recreational activities available in our area. Students are expected to demonstrate a positive attitude resulting in a fun experience with new sports and challenges, both indoors and out. The goal of OEE in the younger grades is to develop a basic level of competency; as students continue throughout the MYP, they develop skills and competencies resulting in certifications in the older grades. Students are expected to have an open mind to new activities, and to challenge themselves by taking positive risks in safe and supervised activities. Students try a variety of activities including:

• Rock-climbing• Dragon Boating• Kayaking• Ice Skating

• Cross Country Skiing• Hiking• Snowshoeing• Over-night Camping

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MusicThe music program is designed to include all children through active participation. It stretches those with knowledge of fundamental skills and introduces others to basic concepts, while encouraging all students to reach their maximum musical potential. At each grade level, students become part of a musical community. They learn that music involves many roles and that success is achieved only through listening and responding ... giving and receiving. This aspect of music class helps students in all other subject areas because it is all about working together with others to create something special.

Students learn fundamental music skills in rhythm, melody, form, textures, and improvisation. They learn best by doing things themselves, and, in music, this means they are all composers! Once given the tools and basic skills, a student can take an idea and turn it into an original piece of music, finding expression for his or her own individuality. Students make connections and practice their skills in dance and movement, speech and drama, singing, and by playing instruments.

Music class also gives students opportunities to display their work, talent, and personality. Performances in class, school assemblies, and at special events allow students to show off their hard work and talent. It helps to create positive self-concepts and build self-esteem. Children are able to show appreciation for each other while celebrating their own successes.

Making music is a creative process and a significant discipline in its own right. We encourage children to become musicians who are reflective and genuinely interested in participating. Through formal and informal performances the students share their understanding with their teachers, peers, and families. School concerts are one snapshot of the students’ creative process. We hope that students will become lifelong learners and find in their music, a way to take action through the arts, make a difference in the world and express thoughts and feelings that cannot be shown through words alone.

AssessmentThrough anecdotal observation, tests, and self evaluation, these aspects of each student’s experience in music class will be assessed:

• Understanding of concepts• Demonstration of skills• PAWER• Individual/class/group participation

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3070CommercialDrive,Vancouver,B.C.CanadaV5N4E2

Tel.(604)436-0608Fax.(604)436-0616