PYP Handbook2015-2016
50 Gijang-daero, Gijang-eup, Gijang-gun, Busan, 46081, Korea
Ph : +82 51 742 3332 Fax : +82 51 742 3375
E-mail : [email protected] Website : www.bifskorea.org
Busan International Foreign School
Guiding Statements
Vision
Our students will develop and pursuetheir passions, be successful and contributeto a positive global future.
Mission
We are a diverse, supportive and dynamicinternational school that inspires and challengesstudents to explore, discover and thrive in theglobal community to which we belong
We Believe
• Students are to be at the center of all that we do.
• Education is the shared responsibility of our entire community.
• In being an independent non-denominational international family school.
• In being unified and respectful in our diversity.
• In providing the very best inquiry-based, relevant, and experiential education for each student.
• Students are to give back through community service.
Busan InternatIonal ForeIgn schoolunited in our Diversity, thriving in our Individuality
Primary Years Programme Handbook2015-2016
2 Busan International Foreign school
BIFs : an IB World school ..................................................................................................................................................... 3
IB’s Mission statement ............................................................................................................................................................. 3
how IB supports BIFs ............................................................................................................................................................... 3
our approach to teaching ..................................................................................................................................................... 4
our approach to learning ...................................................................................................................................................... 4
PYP curricular Framework ...................................................................................................................................................... 5
the IB learner Profile ................................................................................................................................................................ 6
transdisciplinary learning ...................................................................................................................................................... 8
subject areas ............................................................................................................................................................................... 9
language ............................................................................................................................................................................ 9
host country language (Korean) ............................................................................................................................ 9
Mathematics ...................................................................................................................................................................... 10
Visual arts ........................................................................................................................................................................... 10
Personal, social and Physical education ............................................................................................................... 10
Music .................................................................................................................................................................................... 11
science ................................................................................................................................................................................. 11
social studies ..................................................................................................................................................................... 11
PYP transdisciplinary themes ............................................................................................................................................... 12
PYP Key concepts : What do we want students to understand? .......................................................................... 13
IB’s approaches to learningm : What do we want the students to be able to do? ...................................... 14
PYP attitudes : What do we want the students to value and feel? ....................................................................... 15
action in the PYP : how do we want students to act? ................................................................................................ 16
Inquiry-Based learning ........................................................................................................................................................... 17
approach to a Balanced literacy Framework ................................................................................................................ 18
assessment ................................................................................................................................................................................... 19
PYP exhibition .............................................................................................................................................................................. 19
Table of Contents
Primary Years Programme handbook 3
the Primary Years Programme (PYP) is an international curriculum framework for children in the 3-12 year
age range encompassing both the academic and non-academic areas of school life. along with cognitive
development, PYP at BIFs addresses all students’ social, emotional, physical and cultural needs.
2009 BIFs became a fully authorized PYP school
2012 First PYP evaluation Visit
2017 second PYP evaluation Visit
BIFs is one of the over 4,000 schools worldwide that are authorized to offer the IB programs. there are
currently more than 70,000 educators involved in the development and implementation of the IB programs
to more than one million students (and growing!).
BIFS : An IB World School
The International Baccalaureate organization aims to develope inquiring,
knowledgeable and caring young people who help to create a better and more
peaceful world through intercultural understanding and respect.
to this end, IB works with schools, governments and international organizations to develope challenging
programs of international education and rigorous assessment. these programs encourage students across
the world to become active, compassionate and lifelong learners who understand that other people, with
their differences, can also be right.
For more information about the IB, visit www.ibo.org.
IB’s Mission Statement
BIFs and all IB schools around the globe work directly with IB through the following :
1. Development of curriculum - IB provides a curricular framework that ensures BIFs offers a learning
environment that is engaging, relevant, challenging and significant.
2. Provision of Professional Development – BIFs ensures that our teaching staff is IB-trained. trainings
may come in the form of in-school workshops, regional workshops, IB publications and networking
with other PYP schools.
3. authorization and evaluation of schools – after a school is authorized, IB ensures that the same
rigorous standards are maintained through periodic evaluation visits and review.
4. assessment of students – external assessments are required for our students in the Middle and
high schools after their penultimate year in both the Middle Years Programme (MYP) and the
Diploma Programme (DP).
How IB Supports BIFS
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Our Approach to Teaching
how do we teach so that our students become “inquiring, knowledgeable and caring young people who
help to create a better and more peaceful world?” our approaches :
• student-centered
• teach through concepts
• teach through inquiry
• Put learning into context, both
local and global
• Differentiate the learning
experiences
• create a community of learners
• Develope independent,
lifelong-learners
• Informed by assessment
students at BIFs are continuously challenged to develope transdisciplinary and transferable skill sets that
they can continue to build on and apply in various contexts. We teach :
• research skills • communication skills • social skills • thinking skills • self-management skills
Our Approach to Learning
Primary Years Programme handbook 5
IB’s curricular framework centers around three components :
PYP Curricular Framework
What do we want to learn?
the written curriculum that has been identified and documented in a school
Written Curriculum
How best will we learn?
how the curriculum is implemented in the day to day teaching and learning
Taught Curriculum
How will we know what we have learnt?
the assessment of students’ work to inform teaching and learning, e.g., written assignments, practical
and oral assignments, portfolios, tests/quizzes, reports
Assessed Curriculum
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Primary to our mission is to nurture international-minded students. as such, all members of the community
will strive to develope the attributes of the learner Profile.
The IB Learner Profile
I will listen carefully.
I can share my ideas and opinions in more than one language.
I present clearly and confidently.
I use what I know to solve problems.
I can apply what I know to other situations.
I make informed decisions.
I learn new and interesting things every day.
I like to know about other people, other countries and other cultures.
I apply my knowledge to unfamiliar situations.
I ask questions every day.
I am curious and ask purposeful questions about what interests me.
I can search for information about many things using different resources.
I am learning how to take care of my environment.
I am aware of how other people feel and I help them when they need it.
I can help people at school and those outside my community.
Primary Years Programme handbook 7
I will make the better choice.
I am honest and I treat everyone with fairness.
I stand by my beliefs while maintaining an open mind.
I am willing to have a go at new things.
I take calculated risks.
I am not afraid to talk about my beliefs.
I think about what my day has been like.
I think about what I am good at, what I need to get better at
and the ways I can do to improve.
I think about my ideas and decide what I can do to make them better.
I will play, eat healthy foods and get rest.
I share my time between my family, my friends and myself.
I understand the importance of personal well-being and I balance my time between
academic, physical and social pursuits.
I understand that it is okay to be different.
I listen to my classmates and try to understand them
I am respectful of other people’s ideas and opinions.
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there are five main elements in the PYP curriculum. these elements are core to the transdisciplinary nature
of the program.
• the Programme of Inquiry (shown at the end of the PYP handbook) is the core transdisciplinary element
for the knowledge component of the PYP.
• the PYP key concepts are primary drivers in developing the inquiry across all subject areas.
• the approaches to learning, or the transdisciplinary skills, are transferable in any area.
• the PYP attitudes broadly support all learning and contribute to the holistic approach of the program.
• opportunities are provided to take action arising from the learning.
In a unesco presentation in 2006, a transdisciplinary program is defined : “Focus on issues across learning
areas, between them and beyond them, for the emergence of new and broader perspectives and for deeper
understanding of the interrelatedness of complex issues.”
Transdisciplinary Learning
Primary Years Programme handbook 9
there are six subject areas that comprise the knowledge element of the PYP: Languages, Social Studies,
Mathematics, Science, Arts, and Personal, Social and Physical Education.
IB PYP students are required to learn an additional language. at BIFs, the host country language, Korean,
is taught either for language acquisition (non-native speakers) or as an additional language and literature
subject (mother tongue).
scope and sequence documents for these subject areas can be found on the school website.
Language
the teaching and assessment of english language at BIFs developes the students' abilities in reading,
writing, oral and visual communication skills. It focuses on a range of texts and introduces students to a
range of genres and writing styles. grammar, spelling and punctuation skills are taught within the contexts
of these texts. a range of resources is used to support students' learning in english language. the students'
language learning experience is very strongly integrated in our Program of Inquiry.
Host Country Language (Korean)
BIFs offers the host country language as our additional language offering in the elementary. students learn
about the host country culture through celebrations, history, and different cultural aspects of Korea. the
study of the structure of the Korean language happens in different levels, from beginners to advanced
levels.
Subject Areas
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Mathematics
BIFs values the need for hands-on experience combined with relevant problem solving tasks to build a
strong fundamental understanding of mathematics. these values are reinforced by providing an ideal
balance between teacher-directed learning and student-centered inquiry. students are expected to learn
beyond basic number operation facts, and are provided opportunities to construct meaning in mathematics
and apply them in real life contexts.
Visual Arts
Visual arts in the elementary gives emphasis on developing a deeper understanding of the elements of
art and principles of design. students focus on ideas and themes, use a variety of media, and plan and
execute how their ideas are communicated to a larger audience. ongoing reflection and response to other
people's artwork is given equal importance. to promote the arts program to a wider community, our
students' artworks have been used for various exhibits both around the Busan community and
internationally.
Personal, Social and Physical Education
Physical education at BIFs goes beyond student participation in sports and games. the transdisciplinary
nature of the program means that communication, research, thinking, social, and self-management skills
are developed as students learn about movement through the study of movement skills, movement
concepts and movement principles.
Primary Years Programme handbook 11
the development of students' personal and social skills happens throughout all the areas of the curriculum.
teachers at BIFs support these through learning engagements both within and outside the program of inquiry.
Music
our music program focuses on developing our students' music performance skills and music concepts.
students perform to audiences through school concerts and off-campus activities. currently, the school
runs a program that interlinks the following music aspects: performing, creating and composing, notation,
listening and appreciation.
Science
science in the PYP leads students to an awareness
and appreciation of the world through the
contextual lens of the various areas in science - force
and energy, materials and matter, living things, and
earth and space.
through the units of Inquiry, students develope
the transdisciplinary skills as well as a range of
science-specific skills and processes.
Social Studies
social studies in the PYP enables students to gain a deeper
understanding about human behavior - themselves and others, and
the characteristics of their own place and the rest of the world. the
different strands in this area include - human systems and economic
activities, social organization and culture, continuity and change
through time, human and natural environments, and resources and
the environment.
12 Busan International Foreign school
the program defines themes that identify areas of shared experience and have meaning for individuals
from different cultures. these are commonly called as the units of Inquiry (uoI’s). students inquire into
and learn about issues in the context of the units of inquiry. they are organized according to the six
transdisciplinary themes as follows:
Who we are
an 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
an inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries,
explorations and migrations of humankind; the relationship between and the interconnectedness of
individuals and civilizations, from local and global perspectives.
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.
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.
How 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.
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.
PYP Transdisciplinary Themes
Primary Years Programme handbook 13
PYP Key Concepts : What do we want students to understand?
the inquiry has been designed around a key set of important ideas or concepts. these concepts provide
the foundation for exploration across all disciplines. to focus the inquiry process, students and teachers
are encouraged to model questions on the concepts of:
Form What is it like?
Function How does it work?
Causation Why is it like it is?
Change How is it changing?
Connection How is it connected to other things?
Perspective What are the points of view?
Responsibility What is our responsibility?
Reflection How do we know?
In addition to these key concepts, related concepts - or subject-specific concepts - are explored through
the inquiry. For example, in science, concepts such as matter, energy, and resources are revisited in every
grade level through the units of Inquiry. social studies concepts such as place, conflict, beliefs, and
interactions are discussed in various grade levels, with increasing complexity.
the single subjects also choose the subject-specific related concepts to help the class focus on their inquiry.
14 Busan International Foreign school
through all the different subject areas, students engage in various learning engagements that introduce,
develope and consolidate these transdisciplinary skills:
Social Skills
accepting responsibility, respecting others, cooperating, resolving conflicts, group decision-making,
adopting a variety of group roles.
Communication Skills
listening, speaking, reading, writing, non-verbal communication, viewing, presenting
Thinking Skills
acquisition of knowledge, comprehension, application, analysis, synthesis, evaluation, dialectical thought,
metacognition
Research Skills
Formulating questions, observing, planning,
collecting data, recording data, organizing data,
interpreting data, presenting research findings
Self-Management Skills
gross motor skills, fine motor skills, spatial
awareness, organization, time management,
safety, healthy lifestyle, codes of behavior, informed
choices
IB’s Approaches to Learning : What do we want the students to be able to do?
Primary Years Programme handbook 15
the following attitudes will contribute to the development of the learner profile :
PYP Attitudes : What do we want the students to value and feel?
Appreciation appreciating the wonder and beauty of the world and its people
Curiosity being curious about the nature of learning about the world, its peopleand cultures
Cooperationcooperating, collaborating and leading or following as the situationdemands
Commitment being committed to their own learning, preserving and showing self- discipline and responsibility
Creativitybeing creative and imaginative in their thinking and in their approach toproblems and dilemmas
Confidence feeling confident in their ability as learners, having the courage to takerisks, applying what they have learned and making appropriate decisionsand choices
imagining themselves in another’s situation, in order to understandhis/her reasoning and emotions so as to be open-minded and reflectiveabout the perspectives of others
Integrity being honest and demonstrating a considered sense of fairness
Respect respecting themselves, others and the world around them
Tolerancebeing sensitive about differences and diversity in the world and beingresponsive to the needs of others
Independencethinking and acting independently, making their own judgements, basedon reasoned principles and being able to defend their judgements
Enthusiasm enjoying learning and willingly putting the effort into the process
Empathy
16 Busan International Foreign school
students are encouraged to reflect, to choose wisely and to act responsibly with their peers, school staff
and in the wider community.
the action component of the PYP involves service in the widest sense of the word: service to fellow students,
to the staff and to the community. through such service, students are able to grow both socially and
personally, developing skills such as cooperation, problem solving, conflict resolution and creative and critical
thinking. action can also include any self-initiated study or reflection on inquiries outside of the classroom.
Action in the PYP : How do we want students to act?
Primary Years Programme handbook 17
at BIFs, we believe that no one text, person or experience can best cater to the learning needs of all.
Multiple resources and multiple teaching strategies are employed in order to support our constructivist
approach towards learning. this means that students construct knowledge (or co-constructing knowledge
with peers and teachers) using the connections they create with both their pre-existing and new knowledge.
this approach leads to a deeper level of understanding.
Inquiry can take many forms: (Making the PYP Happen 2009)
• Exploring, wondering, questioning
• Experimenting and playing with possibilities
• Making connections between previous and current knowledge
• Making predictions and acting purposefully to see what happens
• Collecting data and reporting findings
• Clarifying existing ideas, and reappraising perception of events
• Deepening understanding through the application of a concept
• Making and testing theories
• Researching and seeking information
• Taking and defending a position
• Solving problems in a variety of ways
Inquiry-Based Learning
18 Busan International Foreign school
at BIFs, we use multiple resources and assessment tools to ensure that literacy development supports
inquiry. students will be given opportunities before, during and after the inquiry to develope their literacy
skills, both through stand-alone literacy lessons and through the units of inquiry.
1. reading comprehension (primary tool : 7 Keys to Comprehension Strategies)
We aim to help students read for meaning using seven specific thinking strategies that are used by
proficient readers.
• reading aloud
• shared reading
• guided reading
• Independent reading
2. Writing (primary tool : 6+1 Trait Writing)
the traits approach to writing instruction
makes writing accessible for all learners by
breaking a complex cognitive process into
the different traits.
• Modeled writing
• shared writing
• guided writing
• Independent construction
3. Word study (primary resource : Words Their Way)
Word study is a teacher-guided, student-
centered approach to vocabulary growth and
spelling development whereby students engage
in a variety of sound, pattern and meaning
activities, while sorting pictures and words.
Approach to a Balanced Literacy Framework
Primary Years Programme handbook 19
learning is informed through assessments, both formative and summative, and using a variety of strategies
and tools.
assessing student learning may take the form of observations or anecdotal records, performance
assessments, process-focused assessments, quizzes and tests, and open-ended tasks, among others.
assessments of student learning are reported to parents through the following :
• report cards • Portfolios • Parent-teacher conferences • student-led conferences
external assessment is provided to gr 3-5 students through the International schools’ assessment (Isa)
taken in February every year. For more information about Isa, go to http://www.acer.edu.au/isa.
Assessment
the PYP exhibition is a requirement for students who are in their last year of the PYP. at BIFs, grade 5
students are required “to engage in an in-depth, collaborative inquiry process that involves them in identifying,
investigating and offering solutions to real life issues or problems”.
through the exhibition, students are provided the opportunity to demonstrate independence and
responsibility for their own learning in their inquiry. they use and apply research, self-management, and social,
communication and thinking skills as they work towards their exhibition presentation. students synthesize
and apply their learning from previous years, and reflect on their learning journey through the PYP.
usually scheduled in the spring, the exhibition is a celebration involving all the members of the community :
parents, mentors, school administration, teachers, students, and other members of the wider community
(local to global).
PYP Exhibition
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WHO WE ARE WHERE WE ARE IN PLACE AND TIME HOW WE EXPRESS OU
An inquiry into…
Central Idea
Lines of Inquiry
Key Concepts
Related Concepts
Approaches to
Learning
Science Strand
Focus
… nature of the self; human relationships
including families and friends, communities
and cultures
… the ways in which we
extend and enjoy our
not required for this age group
Family cultures contribute to shaping
our identity.
through stories, we learn and share
our ideas about places and people.
1. Diversity of families
2. Similarities and differences between
families
1. Structure of stories
2. How stories make us feel
3. What we learn from stories
Form, Perspective
similarities and differences, Belonging
roles, communitycharacters, Feelings, theme
Form, Perspective, con nection
communication
• With teacher guidance and using props, children will beginto share ideas to their peers both in formal and informalsetting
• Begin to develop both their mother tongue and additionallanguage vocabulary
• share their reflection, both verbal and nonverbal forms
• Begin to use their journals to talk about their ideas
research
• Begin to use books, videos, places and people to find outinteresting information
• Frame questions about home and school experiences
thinking
• Begin to use everyday materials and simple tools to createvarious art forms for different purposes
• Begin to make connections between school and homeexperiences
social and self
• Begin to develop strategies, both verbal and
nonverbal, to help problem solve when in
conflict with peers
• Begin to adopt strategies when working
with others, e.g. waiting for one’s turn, using
respectful language
• Begin to be aware of own responsibilities
when in class (e.g. lining up, washing hands,
tidying up, etc.)
Social Studies
Strand Focus
• social organization and culture
(the study of study of people,
communities, cultures and societies)
• continuity and change through time
(the relationships between people and
events through time)
• social organization and culture
(the study of the ways in
which individuals, groups
and societies interact with each other)
Program of Inquiry 2015-16
JUNIOR PRESCHOOL (3-4 years old)
*Note : Details may change as units are refined.
Primary Years Programme handbook 21
HOW WE EXPRESS OU RSELVES HOW THE WORLD WORKS HOW WE ORGANIZE OURSELVES SHARING THE PLANET
… the ways in which we reflect on,
extend and enjoy our creativity
… how humans use their understanding of
scientific principles
… the communities and the relationships
within and between them
not required for this age group
through stories, we learn and share
our ideas about places and people.
our understanding of how light works
allow us to use it many different ways.
living things interact in different ways
and in different contexts.
1. Structure of stories
2. How stories make us feel
3. What we learn from stories
1. Properties of light
2. Sources of light
3. How we use light in our daily life
1. What living things are
2. What living things need
3. How humans interact with animals
characters, Feelings, theme Properties Interaction, needs
Form, Perspective, con nection Form, Function Form, Function, connection
social and self
• Begin to develop strategies, both verbal and
nonverbal, to help problem solve when in
conflict with peers
• Begin to adopt strategies when working
with others, e.g. waiting for one’s turn, using
respectful language
• Begin to be aware of own responsibilities
when in class (e.g. lining up, washing hands,
tidying up, etc.)
science skills
a. observe carefully in order to gather data*
B. use a variety of instruments and tools to measure data accurately
c. (Begin to) use scientific vocabulary to explain their observations and experiences*
D. (Begin to) identify or generate a question or problem to be explored*
e. Plan and carry out systematic investigations, manipulating variables as necessary
F. (Begin to) make and test predictions*
g. Interpret and evaluate data gathered in order g. to draw conclusions
h. consider scientific models and applications of these models (including their limitations)
social studies skills
a. (Begin to) formulate and ask questions about the past, the future, places and society
B. use and analyze evidence from a variety of historical, geographical and societal sources
c. (Begin to) orientate in relation to place and time
D. (Begin to) identify roles, rights and responsibilities in society*
e. assess the accuracy, validity and possible e. bias of sources
*Requires explicit modelling from adults.
• Materials and Matter
(the properties, behaviors, and uses of
materials, both natural and man-made,
and how they are manipulated to suit a
purpose)
• living things
(the study of the interactions and
relationships between and among living
things, and with their environment)
• Forces and energy
(the energy that sustains life)
• social organization and culture
(the study of the ways in
which individuals, groups
and societies interact with each other)
• resources and the environment
(interaction between people and
environment)
• human and natural environments
(study of the distinctive features that
give a place its identity)
Program of Inquiry 2015-16
JUNIOR PRESCHOOL (3-4 years old)
*Note : Details may change as units are refined.
22 Busan International Foreign school
WHO WE ARE WHERE WE ARE IN PLACE AND TIME HOW WE EXPRESS OU RSELVES
An inquiry into…
Central Idea
Lines of Inquiry
Key Concepts
Related Concepts
Approaches to
Learning
Science Strand
Focus
… nature of the self; human relationships
including families and friends, communities
and cultures
… 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
not required for this age group
Friendships enrich our lives and require
nurturing in order to develop.
People use different forms of visual arts
to express their ideas.
1. Friends around us
2. Why friends are important
3. Maintaining healthy friendships
1. Different forms of visual arts
2. Creative use of art mate rials
3. Responses to own work
and those of others
causation, responsibility
Friendship, Wellness, relationship Processes, creativity, Materials
Form, Perspective, reflection
communication
• With teacher guidance and using props, children will presentand share ideas to the class
• Begin to develop subject-specific vocabulary
• Begin to share their reflection both verbally and in writtenform
research
• Begin to use books, videos, places and people to find outinteresting information
• Begin to frame questions focused on the topic
• Begin to use simple instruments for simple measurements
• Begin to interview people outside the class community
• Begin to use pictographs and charts to gather information
thinking
• Begin to make connections on, and give examples of, howpeople in a community are interdependent of each other
• use everyday materials and simple tools to create variousart forms for different purposes
• use school and home experiences to make connectionswith the texts explored
social and self
• Begin to develop strategies, both verbal andnonverbal, to help problem solve when inconflict with peers
• Begin to adopt strategies when workingwith others, e.g. waiting for one’s turn, usingrespectful language
• Begin to adopt strategies when working withothers, e.g. waiting for one’s turn, listening toothers, using respectful language, etc.
• Begin to be aware of own responsibilitieswhen in class (e.g. class jobs)
• Materials and Matter
(the properties, behaviors, and uses of
materials, both natural and man-made,
and how they are manipul ated to suit a
purpose)
Social Studies
Strand Focus
• social organization and culture
(the study of the ways in which individuals,
groups and societies interact with each
other)
• social organization and culture
(the study of study of
people, communities,
cultures and societies)
Program of Inquiry 2015-16
SENIOR PRESCHOOL (4-5 years old)
*Note : Details may change as units are refined.
Primary Years Programme handbook 23
HOW WE EXPRESS OU RSELVES HOW THE WORLD WORKS HOW WE ORGANIZE OURSELVES SHARING THE PLANET
… 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
… how humans use their understanding of
scientific principles; impact of scientific and
technological advances on society and the
environment
…the rights and responsibilities in sharing
finite resources with other people and other
living things; communities and the
relationships within and between them
People use different forms of visual arts
to express their ideas.
Different materials can be used to show
one’s creativity and imagination.
Plants are a life-sustaining resource
for living things.
1. Different forms of visual arts
2. Creative use of art mate rials
3. Responses to own work
and those of others
1. Materials around us
2. Planning and creating simple designs
3. Reflecting about one’s work
1. How living things grow
2. How plants help sustain life on Earth
3. Caring for living things
Processes, creativity, Materials Properties, structuregrowth, sustainability, structure,
system
Form, Perspective, reflection Form, Function, reflection Form, connection, responsibility
… the interconnectedness of human-made
systems and communities
People use a variety of skills and
strategies to perform their roles in the
community.
1. What a community means
2. The different roles in the BIFS
community
3. The skills that people use to contribute
to the community
community, roles
responsibility, causation
science skills
a. observe carefully in order to gather data*
B. use a variety of instruments and tools to measure data accurately
c. (Begin to) use scientific vocabulary to explain their observations and experiences*
D. (Begin to) identify or generate a question or problem to be explored*
e. Plan and carry out systematic investigations, manipulating variables as necessary
F. (Begin to) make and test predictions*
g. Interpret and evaluate data gathered in order g. to draw conclusions
h. consider scientific models and applications of these models (including their limitations)
social studies skills
a. (Begin to) formulate and ask questions about the past, the future, places and society*
B. use and analyze evidence from a variety of historical, geographical and societal sources
c. (Begin to) orientate in relation to place and time*
D. (Begin to) identify roles, rights and responsibilities in society*
e. assess the accuracy, validity and possible e. bias of sources
*Requires explicit modelling from adults.
• Materials and Matter
(the properties, behaviors, and uses of
materials, both natural and man-made,
and how they are manipul ated to suit a
purpose)
• Force and energy(the application of scientific understandingthrough inventions and machines)
• Materials and Matter (the properties, behaviors, and uses ofmaterials, both natural and man-made, andhow they are manipulated to suit a purpose)
• living things (the study of thecharacteristics, systems and behaviors ofhumans and other animals, and of plants)
• earth and space (the natural phenomenaand systems that shape the planet; thefinite and infinite resources of the planet)
• Forces and energy(the energy that sustains life)
• social organization and culture
(the study of study of
people, communities,
cultures and societies)
• social organization and culture(the study of the ways in which individuals,groups and societies interact with each other)
• human systems and economic activities(the study of how and why peopleconstruct organizations and systems;the ways in which people connectlocally and globally)
• resources and the environment
(the interaction between people and
the environment)
Program of Inquiry 2015-16
SENIOR PRESCHOOL (4-5 years old)
*Note : Details may change as units are refined.
24 Busan International Foreign school
WHO WE ARE WHERE WE ARE IN PLACE AND TIME HOW WE EXPRESS OU RSELVES
An inquiry into…
Central Idea
Lines of Inquiry
Key Concepts
Related Concepts
Approaches to
Learning
Science Strand
Focus
… the nature of the self; personal and physical
health
… 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
Personal health care habits and hygiene
practices promote overall wellness.
expressing our feelings and
ideas helps us come to new
understandings.
1. Daily practices for health care and
good hygiene
2. Common illnesses
3. Our responsibility in keeping ourselves
healthy
1. How feelings can be expre ssed
2. Communicating through stories andmovement
3. Why people need to express how they feel
4. How celebrations help express people’s culture
causation, responsibility
Wellness, Diseases, Prevention
… the orientation in place and time; the
discoveries, explorations and migrations of
humankind
transport systems reflect the changing
needs of people.
1. How transport systems have changed
over time
2. Reasons for different transport systems
3. How transport system supports the
community
change, reflection, Function
Inventions, system, Migrationemotions, celebrations, culture,
conflict resolution
reflection, causation
communication
• Develop subject-specific vocabulary and use themappropriately in their observations and explanations
• as articulated in the following documents : Languagescope and sequence, Balanced literacy framework
research • Begin to use books, videos, people and places to find out
information • Begin to use simple instruments for simple measurements • Begin to frame questions focused on the topic • Begin to conduct interview with peers, family members
and other people in the school community • Begin to use tally marks and pictographs to organize and
present information
thinking
• use everyday materials and simple tools to create variousart forms for different purposes
• use background knowledge to make connections with thetexts explored
• Begin to determine the ideas in a text that are mostrelevant to the discussion
social and self
• listen to others people’s ideas
• Develop fine motor skills to effectively usematerials in creating hands-on projects
• Begin to develop strategies, both verbal andnonverbal, to help problem solve when inconflict with peers
• Develop strategies when working with others,e.g. identifying short-term goals, recognizingroles and responsibilities, waiting for one’s turn,listening to others, using respectful language,etc.
• use developing knowledge to make healthyand safe choices
• living things
(the study of the characteristics,
systems and behavior of humans and
other animals)
Social Studies
Strand Focus
• continuity and change through time
(the past, its influences on the present
and its implications for the future)
• social organization and culture
(the study of the ways in which
individuals, groups and
societies interact with each other)
Program of Inquiry 2015-16
KINDERGARTEN (5-6 years old)
*Note : Details may change as units are refined.
Primary Years Programme handbook 25
HOW WE EXPRESS OU RSELVES HOW THE WORLD WORKS HOW WE ORGANIZE OURSELVES SHARING THE PLANET
… 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
…the natural world and its laws; the interaction
between the natural world (physical
and biological) and human societies
…the rights and responsibilities in sharing
finite resources with other people and other
living things
expressing our feelings and
ideas helps us come to new
understandings.
the earth’s natural cycles influence the
activity of living things.
People protect the earth’s resources
for the good of all living things.
1. How feelings can be expre ssed
2. Communicating through stories andmovement
3. Why people need to express how they feel
4. How celebrations help express people’s culture
1. Natural cycles – e.g. Seasons, Night andDay, Days of the Week/Month, Life Cycle
2. The actions people take in response tochanging seasons
3. Changes in the environmentthroughout the seasons
1. Earth’s natural resources
2. How people use Earth’s resources
3. Ways we can protect Earth’s
resources
… the structure and function of organizations;
societal decision-making
communities function more effectively
when rules and routines are shared with
all members.
1. What an organization is
2. Different systems of organizations that
we see in our community
3. Qualities and attributes of a good
team
Function, responsibility
community, teamwork, organization,
system
emotions, celebrations, culture,
conflict resolutioncycles, time, environment, lifestyle resources, environment, sustainability
reflection, causation change, reflection, Form Form, responsibility, reflection
social and self
• listen to others people’s ideas
• Develop fine motor skills to effectively usematerials in creating hands-on projects
• Begin to develop strategies, both verbal andnonverbal, to help problem solve when inconflict with peers
• Develop strategies when working with others,e.g. identifying short-term goals, recognizingroles and responsibilities, waiting for one’s turn,listening to others, using respectful language,etc.
• use developing knowledge to make healthyand safe choices
science skills
a. observe carefully in order to gather data*
B. use a variety of instruments and tools to measure data accurately
c. (Begin to) use scientific vocabulary to explain their observations and experiences*
D. (Begin to) identify or generate a question or problem to be explored*
e. Plan and carry out systematic investigations, manipulating variables as necessary
F. (Begin to) make and test predictions*
g. Interpret and evaluate data gathered in order g. to draw conclusions
h. consider scientific models and applications of these models (including their limitations)
social studies skills
a. (Begin to) formulate and ask questions about the past, the future, places and society*
B. use and analyze evidence from a variety of historical, geographical and societal sources
c. (Begin to) orientate in relation to place and time*
D. (Begin to) identify roles, rights and responsibilities in society*
e. assess the accuracy, validity and possible e. bias of sources
*Requires explicit modelling from adults.
• earth and space
(the natural phenomena and systems
that shape the planet and the
distinctive features that identify it)
• living things
(the interactions and relationships
between and among living things,
and with their environment.)
• earth and space (the infinite and
finite resources of the planet)
• social organization and culture
(the study of the ways in which
individuals, groups and
societies interact with each other)
• human and natural environments
(the study of the distinctive features
that give a place its identity; how
people adapt to and alter their
environment)
• social organization and culture
(the study of the ways in which
individuals, groups and societies
interact with each other)
• resources and the environment
(the interaction between people and
the environment)
Program of Inquiry 2015-16
KINDERGARTEN (5-6 years old)
*Note : Details may change as units are refined.
26 Busan International Foreign school
WHO WE ARE WHERE WE ARE IN PLACE AND TIME HOW WE EXPRESS OU RSELVES
An inquiry into…
Central Idea
Lines of Inquiry
Key Concepts
Related Concepts
Approaches to
Learning
Science Strand
Focus
… the nature of the self; personal and physical
health
… the ways in which we discover
and express culture, beliefs and values
an understanding of a well-balanced
lifestyle allows us to make healthier
choices.
Images communicate ideas and
information.
1. What healthy nutrition looks like
2. Why body care is important
3. Maintaining a balanced and healthy
lifestyle
1. Signs and symbols around us
2. Creative ways to communicate ideas and information
3. Global importance of signs andsymbols
Form, responsibility, reflection
Wellness, health, Balance, nutrition,
lifestyle
… orientation in place and time; the
relationships between and the
interconnectedness of individuals and
civilizations, from local and global perspectives
learning about the previous generation
helps us understand the relationship
between the past and the present.
1. Ways to find out about the past
2. Behaviors and practices that have
changed or remained the same over time
3. Connection between present and
future
change, connection, reflection
time, Family, culture communication, no tation
Form, Function, Persp ective
communication
• Develop subject-specific vocabulary and use them appropriately in theirobservations and explanations
• Begin to develop their presentation skills for a wider audience
• as articulated in the following documents: language scope and sequence,Balanced literacy framework
research
• Formulate questions that are on topic and are testable/answerable
• collect data from multiple sources and organize them using tally charts,graphs, graphic organizers, etc.
• Begin to cite sources of information
• Make and test predictions
thinking
• Making reasonable hypothesis based on prior knowledge or experience
• Determines the most important ideas from texts explored
• uses background knowledge to make connections with texts
• creates mental images when exploring texts
• analyze and synthesize information to draw conclusions based on multipleresources, multiple tests, multiple points of view
• orientate in place and time, e.g. distinguish between past and present;explore similarities and differences between the past and the present ; exploreand share instances of change and continuity in personal lives, family andlocal histories; sequence events, routines, personal histories in chronologicalorder; interpret place and time using tools such as maps and timelines;investigate directions and distances within the local environment
social
• recognize that there are a variety of roles andresponsibilities in various settings andperform the assigned tasks
• Begin to develop strategies when working in agroup, e.g. identifying group goals, listeningto other people’s ideas, making shareddecisions, etc.
self-management
• With teacher guidance, set achievable goalsfor personal, social and academicdevelopment
• Make informed choices to achieve a healthyand balanced lifestyle
• Develop and apply fine motor skills withprecision
• Develop and apply gross motor skillsappropriately
• living things
(the study of the characteristics,
systems, and behaviors of humans)
• Force and energy
(the study of energy in living things)
Social Studies
Strand Focus
• social organization and culture
(the study of people, communities,
cultures and societies)
• continuity and change through time
(the study of the relationships between
people and events through time )
• social organization and culture
(the study of how and why people
construct systems; the ways people
connect locally and globally)
Program of Inquiry 2015-16
GRADE ONE
*Note : Details may change as units are refined.
Primary Years Programme handbook 27
HOW WE EXPRESS OU RSELVES HOW THE WORLD WORKS HOW WE ORGANIZE OURSELVES SHARING THE PLANET
… the ways in which we discover
and express culture, beliefs and values
… the natural world and its laws; how humans
use their understanding of scientific principles
… the rights and responsibilities in the
struggle to share finite resources with other
people and other living things
Images communicate ideas and
information.
Materials have properties which we can
change and use.
living things depend on the
environment for its survival.
1. Signs and symbols around us
2. Creative ways to communicate ideas and information
3. Global importance of signs andsymbols
1. Properties of materials2. How properties of materials can be
changed3. Scientific skills and processes
1. What living things need to survive
2. The flow of energy in an ecosystem
3. The interaction between the living
things and the environment
… the interconnectedness of human-made
systems and communities
Production of goods involves people,
resources and various processes.
1. Human and natural resources
2. Processes involved in the production of
goods
3. Our responsibility as producers
Form, Function, responsibility
resources, Processes, Productioncommunication, no tation Properties, Matter, Designenergy, ecosystem, Interaction,
environment, resources
Form, Function, Persp ective Form, change, Function causation, Function, connection
social
• recognize that there are a variety of roles andresponsibilities in various settings andperform the assigned tasks
• Begin to develop strategies when working in agroup, e.g. identifying group goals, listeningto other people’s ideas, making shareddecisions, etc.
self-management
• With teacher guidance, set achievable goalsfor personal, social and academicdevelopment
• Make informed choices to achieve a healthyand balanced lifestyle
• Develop and apply fine motor skills withprecision
• Develop and apply gross motor skillsappropriately
science skills
a. observe carefully in order to gather data
B. use a variety of instruments and tools to measure data accurately
c. use scientific vocabulary to explain their observations and experiences
D. Identify or generate a question or problem to be explored
e. Plan and carry out systematic investigations, manipulating variables as necessary
F. Make and test predictions
g. Interpret and evaluate data gathered in order g. to draw conclusions
h. consider scientific models and applications of these models
(including their limitations)
social studies skills
a. Formulate and ask questions about the past, the future, places and society
B. use and analyze evidence from a variety of historical, geographical and
societal sources
c. orientate in relation to place and time
D. Identify roles, rights and responsibilities in society
e. assess the accuracy, validity and possible e. bias of sources
reading comprehension Keys(thinking about reading)
1. using background knowledge(schema)
2. creating mental images
3. Questioning
4. Inferring
5. Determining Importance
6. synthesizing
7. Monitoring for meaning (“fix-ups”)
Writing traits
1. Ideas
2. organization
3. Voice
4. Word choice
5. sentence Fluency
6. conventions
7. Presentation
• Materials and Matter
(the properties, behaviors, and uses of
materials, both natural and man-made,
and how they are manipulated to suit a
purpose)
• Materials and Matter
(the properties, behaviors, and uses of
materials, both natural and man-made,
and how they are manipulated to suit a
purpose)
• living things (the study of the interactionsand relationships between and among livingthings, and with their environment)
• earth and space (the natural phenomenaand systems that shape the planet; the finiteand infinite resources of the planet)
• Forces and energy (the energy that sustains life)
• social organization and culture
(the study of how and why people
construct systems; the ways people
connect locally and globally)
• resources and the environment
(interaction between people and
environment)
• human systems and economic activities
(the study of how and why people
construct systems)
• resources and the environment
(the study of how humans allocate and
manage resources)
• human and natural environments
(study of the distinctive features that
give a place its identity)
Program of Inquiry 2015-16
GRADE ONE
*Note : Details may change as units are refined.
28 Busan International Foreign school
WHO WE ARE WHERE WE ARE IN PLACE AND TIME HOW WE EXPRESS OU RSELVES
An inquiry into…
Central Idea
Lines of Inquiry
Key Concepts
Related Concepts
Approaches to
Learning
Science Strand
Focus
… the nature of the self; personal and physical
health
… the ways in which we discover and express
culture, beliefs and values
the different structures of the human
body functions together to support life.
People mark important personal
and cultural events through celebrations
and traditions.
1. How body systems work
2. How body systems are interdependent
3. Impact of lifestyle choices on the body
1. Personal and cultural events
2. What, why, when we celebrate
3. Similarities and differencesbetween traditions andcelebrations across cultures
Function, connection, responsibility
system, characteristics,
Interdependence, energy
… orientation in place and time; the
relationships between and the
interconnectedness of individuals and
civilizations, from local and global perspectives
the earth’s physical geography has an
impact on human interactions and
settlements.
1. How home designs are influenced by
the environment
2. How home designs reflect people’s
culture and daily life
3. The different climates around the world
causation, reflection, Form
environment, resources, culture,
geographytraditions, culture, Identity, Diversity
Form, Perspective, reflection
communication
• Develop subject-specific vocabulary and use them appropriately in their observations andexplanations
• use the Writing traits to enhance their writing• Develop effective presentation skills for a specific audience • use technology to enhance communication of ideas• represent findings using models • as articulated in the following documents : Language scope and sequence, Balanced literacy framework research
• Formulate questions that are testable/ answerable• collect data from multiple resources and begin to cite their sources, e.g. historical, societal,
geographical sources• organize data using charts, graphic organizers, video and voice recording, etc. • Begin to design and carry out simple surveys • Begin to cite sources of information • use a variety of measuring instruments with accuracy and use measured data to explain own
observations • Make and test predictions thinking
• Determine the most important ideas from texts explored• use background knowledge to make connections with texts and to formulate hypothesis • create mental images when exploring texts • Begin to make inferences based on acceptable clues when exploring texts • analyze and synthesize information to draw conclusions based on multiple resources, multiple tests,
multiple points of view • Metacognition: Identify how one best think and learn • apply social studies skills to explore and share instances of change and continuity in personal lives,
family and local and world histories; interpret place and time using tools such as maps and timelines
social • With teacher guidance, develop strategies to
effectively work with a team, e.g. identifyingindividual responsibilities, listening to others,disagreeing respectfully, arriving at aconsensus, etc.
self-management • With teacher guidance, develop goals and
strategies towards personal, social andacademic development
• With teacher guidance, set goals andmanage time and resources to complete atask within the allotted time
• Make informed choices based on ownevaluation of facts and experiences
• Develop and apply fine motor skills withprecision
• Develop and apply gross motor skillsappropriately
• living things
(the study of the characteristics,
systems and behaviors of humans)
• Forces and energy
(the energy that sustains life processes)
• Materials and Matter
(the study of the origins of human-
made materials and how they are
manipulated to suit a purpose)
• earth and space (the distinctive
features that identify the planet earth )
Social Studies
Strand Focus
• human and natural environments (the study of the distinctive features that give aplace its identity; how people adapt to and altertheir environment; how people experience andrepresent place)
• resources and the environment (the study of theinteraction between people and its environment)
• social organization and culture (the study of people, communities, culturesand societies; the ways in which individuals, groups and societies interactwith each other)
• human and natural environments(the study of the distinctivefeatures that give a place its identity)
• continuity and change through time(the study of the relationships between people and eventsthrough time; the past, its influences on the present and itsimplications for the future)
Program of Inquiry 2015-16
GRADE TWO
*Note : Details may change as units are refined.
Primary Years Programme handbook 29
HOW WE EXPRESS OU RSELVES HOW THE WORLD WORKS HOW WE ORGANIZE OURSELVES SHARING THE PLANET
… the ways in which we discover and express
culture, beliefs and values
… the natural world and its laws; the
interaction between the natural world and
human societies
… the rights and responsibilities in the
struggle to share finite resources with other
people and other living things
People mark important personal
and cultural events through celebrations
and traditions.
energy is found in various forms and is
used to support human endeavors.
When interacting with the
environment, humans make choices
that can affect other living things.
1. Personal and cultural events
2. What, why, when we celebrate
3. Similarities and differencesbetween traditions andcelebrations across cultures
1. Different forms of energy2. How energy is used3. How energy flows through the Earth’s
systems
1. Changes on Earth over time
2. Human activities that affect the
environment
3. Human responsibilities in protecting
the environment
… the interconnectedness of human-made
systems and communities
the community provides systems to
meet people’s basic needs and wants.
1. Community’s needs and wants
2. How community provides work for
people to meet their needs and wants
3. How jobs help shape a community
Perspective, connection
community, needs and Wants,
environment, resourcestraditions, culture, Identity, Diversity
energy, sustainability, Properties,
renewabilityenvironment, Interaction, resources
Form, Perspective, reflection Form, Function change, causation, responsibility
social • With teacher guidance, develop strategies to
effectively work with a team, e.g. identifyingindividual responsibilities, listening to others,disagreeing respectfully, arriving at aconsensus, etc.
self-management • With teacher guidance, develop goals and
strategies towards personal, social andacademic development
• With teacher guidance, set goals andmanage time and resources to complete atask within the allotted time
• Make informed choices based on ownevaluation of facts and experiences
• Develop and apply fine motor skills withprecision
• Develop and apply gross motor skillsappropriately
• Forces and energy (the study of energy, itsorigins, storage and transfer, and the work it cando; the application of scientific understandingthrough inventions and machines)
• Materials and Matter (the study of theproperties, behaviors and uses of materials,both natural and human-made)
• earth and space
(the infinite and finite resources of
the planet)
• living things (the interactions and
relationships between living things
and the environment)
• social organization and culture (the study of people, communities, culturesand societies; the ways in which individuals, groups and societies interactwith each other)
• human and natural environments(the study of the distinctivefeatures that give a place its identity)
• continuity and change through time(the study of the relationships between people and eventsthrough time; the past, its influences on the present and itsimplications for the future)
• resources and the environment
(the impact of scientific and
technological developments on the
environment)
• human systems and economic activities (the study of how and why peopleconstruct organizations and systems)
• social organization and culture (the study of the ways in whichindividuals, groups and societiesinteract with each other)
• resources and the environment
(interaction between people and
environment)
• human and natural environments
(the study of how people adapt to,
and alter their environment)
Program of Inquiry 2015-16
GRADE TWO
science skills
a. observe carefully in order to gather data
B. use a variety of instruments and tools to measure data accurately
c. use scientific vocabulary to explain their observations and experiences
D. Identify or generate a question or problem to be explored
e. Plan and carry out systematic investigations, manipulating variables asnecessary
F. Make and test predictions
g. Interpret and evaluate data gathered in order g. to draw conclusions
h. consider scientific models and applications of these models (including theirlimitations)
social studies skills
a. Formulate and ask questions about the past, the future, places and society
B. use and analyze evidence from a variety of historical, geographical andsocietal sources
c. orientate in relation to place and time
D. Identify roles, rights and responsibilities in society
e. assess the accuracy, validity and possible e. bias of sources
reading comprehension Keys(thinking about reading)
1. using background knowledge(schema)
2. creating mental images
3. Questioning
4. Inferring
5. Determining Importance
6. synthesizing
7. Monitoring for meaning (“fix-ups”)
Writing traits
1. Ideas
2. organization
3. Voice
4. Word choice
5. sentence Fluency
6. conventions
7. Presentation
*Note : Details may change as units are refined.
30 Busan International Foreign school
WHO WE ARE WHERE WE ARE IN PLACE AND TIME HOW WE EXPRESS OU RSELVES
An inquiry into…
Central Idea
Lines of Inquiry
Key Concepts
Related Concepts
Approaches to
Learning
Science Strand
Focus
… the nature of the self; beliefs and values
… the ways in which we reflect on, extend,
and enjoy our creativity;
our appreciation of the aesthetic
choices of role models reflect the beliefs
and values of individuals and societies.
Different types of art capture our ideas
and imagination.
1. What determines our beliefs and values
2. Significant people through place and
time and their influence on the society
3. Influence of role models on our choices
and actions
1. The diverse ways people convey theirideas and interests
2. The stages of creative proc esses
3. Artistic strategies to enhance meaning
Perspective, reflection, causation
Identity, choice, action, Beliefs, Values,
leadership
… orientation in place and time; the
discoveries, explorations and migrations of
humankind
explorations lead to discoveries,
opportunities, and new understandings.
1. Reasons for exploration
(historical and personal)
2. How explorations have taken place
over time
3. The consequences of exploration
causation, change, reflection
geography, navigation, Past,
consequence, Discoveries
self-expression, creativity, theme,
Media, Processes
Perspective, Form, con nection
communication • Develop subject-specific vocabulary and use them appropriately in their observations and
explanations• use the Writing traits to enhance their writing• Develop effective presentation skills for a specific audience and using appropriate props, e.g.
models, charts, technology, etc. • recognize and develop nonverbal strategies to communicate ideas and opinions research • Formulate questions that are testable/ answerable and relevant to specific elements of a topic;
formulate questions about the past, about people and about society. • Manipulate variables in a controlled experiment and analyze the results • use measurement tools accurately when gathering data • collect, summarize and analyze data from multiple resources and cite them appropriately
(historical, geographical and societal sources) • use models to present own interpretation of data • Identify roles, rights and responsibilities in society • assess the accuracy and possible bias of sources, e.g. distinguish between fact and opinion; piece
together evidence to explain, report or persuade; make predictions to test understanding • cite sources of research information thinking • use and apply the thinking strategies (7 Keys) when exploring texts • analyze and synthesize information to draw conclusions based on multiple resources, multiple
tests, multiple points of view • Metacognition : analyze how one best think and learn; self-questioning • orientate in relation to place and time, e.g. sequence events, explore similarities and differences
between the past and the present, interpret place and time using tools such as maps andtimelines, explore and share instances of change and continuity in personal, local and globalhistories
• apply learned ideas and concepts to another situation • Make judgments or decisions given a criteria
social • adopt a variety of roles and responsibilities in
various settings • listen sensitively to other people’s opinions • state own opinions with respectful consideration
to other’s point of view • continue to develop strategies to resolve
conflicts within a group
self-management• With teacher guidance, develop goals and
strategies towards personal, social and academicdevelopment
• With teacher guidance, set goals and managetime and resources to complete a task within theallotted time
• select an appropriate course of action based onaccurate facts and well-formed opinions
• Develop and apply both fine and gross motorskills with precision
• earth and space
(the distinctive features that identify
the planet earth )
• Materials and Matter
(the properties and uses of materials)
Social Studies
Strand Focus
• human systems and economic activities(the ways people connect locally and globally)
• social organization and culture (the study of people, communities, culturesand societies)
• continuity and change through time(the study of people who have shaped thefuture through their actions)
• human systems and economic activities (the ways people connect locally and globally)
• continuity and change through time(the study of the past, its influences on thepresent and its implications for the future;people who have shaped the future throughtheir actions)
• human systems and economic activities(the ways people connect locally andglobally)
• continuity and change thr ough time (the study of people who haveshaped the future through their actions)
Program of Inquiry 2015-16
GRADE THREE
*Note : Details may change as units are refined.
Primary Years Programme handbook 31
HOW WE EXPRESS OU RSELVES HOW THE WORLD WORKS HOW WE ORGANIZE OURSELVES SHARING THE PLANET
… the ways in which we reflect on, extend,
and enjoy our creativity;
our appreciation of the aesthetic
… the natural world and its laws; how humans
use their understanding of scientific principles
… the rights and responsibilities in the
struggle to share finite resources with other
people and other living things
Different types of art capture our ideas
and imagination.
Forces are all around us and have an
impact on people and objects.
the cycles in earth’s systems help
regenerate its resources.
1. The diverse ways people convey theirideas and interests
2. The stages of creative proc esses
3. Artistic strategies to enhance meaning
1. Types of forces2. Measuring forces3. How forces effect people and objects
1. Earth’s renewable and
nonrenewable resources
2. The importance of natural cycles
3. Our responsibility in managing the
Earth’s resources
… the interconnectedness of human-made
systems and communities
communities support each other in
times of needs.
1. How and why natural disasters occur
2. Effects of natural disasters on the
community
3. The responsibility of communities to
support each other in times of need
Form, causation, responsibility
geology, energy, Plate tectonics,
community, organization
self-expression, creativity, theme,
Media, Processes
Interaction, systems, Balanced,
Measurement
resources, cycles, system, energy,
renewability
Perspective, Form, con nection Form, Function, causation causation, responsibility, connection
social • adopt a variety of roles and responsibilities in
various settings • listen sensitively to other people’s opinions • state own opinions with respectful consideration
to other’s point of view • continue to develop strategies to resolve
conflicts within a group
self-management• With teacher guidance, develop goals and
strategies towards personal, social and academicdevelopment
• With teacher guidance, set goals and managetime and resources to complete a task within theallotted time
• select an appropriate course of action based onaccurate facts and well-formed opinions
• Develop and apply both fine and gross motorskills with precision
• Materials and Matter
(the properties and uses of materials)
• Force and energy
(the study of balanced and unbalanced
forces and its effects on objects)
• earth and space(the natural phenomena and systemsthat shape the planet and thedistinctive features that identify it)
• Forces and energy (energy and forces that enable thechanges on earth to happen)
• earth and space (the naturalphenomena and systems that shapethe planet and the distinctivefeatures that identify it; the infiniteand finite resources of the planet)
• Materials and Matter(the properties and uses of materials)
• human systems and economic activities(the ways people connect locally andglobally)
• continuity and change thr ough time (the study of people who haveshaped the future through their actions)
• resources and the environment (interactionbetween people and environment)
• human systems and economic activities (thestudy of how and why people constructorganizations and systems)
• social organization and culture (the study ofthe ways in which individuals, groups andsocieties interact with each other)
• resources and the environment
(interaction between people and
environment; how humans allocate
and manage resources)
Program of Inquiry 2015-16
GRADE THREE
science skills
a. observe carefully in order to gather data
B. use a variety of instruments and tools to measure data accurately
c. use scientific vocabulary to explain their observations and experiences
D. Identify or generate a question or problem to be explored
e. Plan and carry out systematic investigations, manipulating variables asnecessary
F. Make and test predictions
g. Interpret and evaluate data gathered in order g. to draw conclusions
h. consider scientific models and applications of these models(including their limitations)
social studies skills
a. Formulate and ask questions about the past, the future, places and society
B. use and analyze evidence from a variety of historical, geographical andsocietal sources
c. orientate in relation to place and time
D. Identify roles, rights and responsibilities in society
e. assess the accuracy, validity and possible e. bias of sources
reading comprehension Keys(thinking about reading)
1. using background knowledge(schema)
2. creating mental images
3. Questioning
4. Inferring
5. Determining Importance
6. synthesizing
7. Monitoring for meaning (“fix-ups”)
Writing traits
1. Ideas
2. organization
3. Voice
4. Word choice
5. sentence Fluency
6. conventions
7. Presentation
*Note : Details may change as units are refined.
32 Busan International Foreign school
WHO WE ARE WHERE WE ARE IN PLACE AND TIME HOW WE EXPRESS OU RSELVES
An inquiry into…
Central Idea
Lines of Inquiry
Key Concepts
Related Concepts
Approaches to
Learning
Science Strand
Focus
…personal, physical, mental, social and
spiritual health
… the ways in which we discover
and express culture, beliefs, and values
People who understand how to be
healthy can use this knowledge to
enhance their well-being
the different ways people live and
express themselves are
influenced by their beliefs.
1. Health and wellness
2. Nutrition and diet
3. Setting health goals to promote
wellness
1. Similarities and differences between world religions
2. How people’s lives are affected by beliefs
3. Variety of ways that people expresstheir beliefs
Form, causation, responsibility
health, Diseases, heredity, environment,
safety, Wellness
… the orientation in place and time; the
relationships between and the
interconnectedness of individuals and
civilizations, from local and global perspectives
Past civilizations shape present day
systems and technologies.
1. Aspects of past civilizations that havesurvived
2. Reasons these systems and technologiesdeveloped and continue to develop
3. Implications for the future
causation, change, connection
civilization, technology, Progress ,
systemBeliefs, Diversity, comm unication
connection, Perspective, reflection
communication
• listening and speaking skill development
• reading and writing skill development
• Viewing and presenting skill development
• non-verbal communication skill development
research skills
• Formulate compelling and relevant questions about localand global issues
• collect data from multiple resources, both primary andsecondary sources
• cite sources using the agreed format (Mla)
• record research data using appropriate tools
• Draw valid conclusions, supported by a range of evidence
thinking skills
• acquisition of knowledge, comprehension and application
• Increasing complexity in the analysis, synthesis andevaluation of a set of information
• Dialectical thought
• Metacognition: learning how one learns best
social skills
• accept responsibility for class work
• respect others’ beliefs and opinions
• cooperate in school tasks
• resolve conflict appropriately
• actively help with group decision-making
• adopt a variety of roles depending on thesituation
self-management skills
• create an organizational plan for individualand group tasks
• Manage time and resources effectively andappropriately
• Make behavior choices that do not put ownand others in danger
• Make informed choices to select appropriatecourses of action
• Forces and energy (the application ofscientific understanding throughinventions and machines)
• Materials and Matter (the propertiesand uses of materials; the origins ofhuman-made materials and how theyare manipulated to suit a purpose.)
Social Studies
Strand Focus
• human systems and economic activities (the studyof how and why people construct organizations andsystems; the distribution of power and authority.)
• continuity and change through time(the study of the past, its influences on the presentand its implications for the future)
• social organization and culture (the ways in which individuals, groups and societiesinteract with each other)
• resources and the environment (interaction between peopleand environment; how humans allocate and manageresources; the impact of scientific and technologicaldevelopments on the environment)
• continuity and change through time (the study of the past,its influences on the present and its implications for the future;people who have shaped the future through their actions)
• social organization and culture (the study of people,communities, cultures and societies)
• social organization and culture (the study ofpeople, communities, cultures and societies; theways in which individuals, groups and societiesinteract with each other)
• continuity and change through time (thestudy of the relationships between people andevents through time; the past, its influences onthe present and its implications for the future)
Program of Inquiry 2015-16
GRADE FOUR
*Note : Details may change as units are refined.
Primary Years Programme handbook 33
HOW WE EXPRESS OU RSELVES HOW THE WORLD WORKS HOW WE ORGANIZE OURSELVES SHARING THE PLANET
… the ways in which we discover
and express culture, beliefs, and values
… the natural world and its laws; how humans
use their understanding of scientific principles
… rights and responsibilities in the struggleto share finite resources with
other people and with other living things;communities and the relationships within
and between them
the different ways people live and
express themselves are
influenced by their beliefs.
systematic investigations allow for
people to understand how materials can
be changed.
Biodiversity relies on maintaining the
interdependent balance of organisms
within systems.
1. Similarities and differences between world religions
2. How people’s lives are affected by beliefs
3. Variety of ways that people expresstheir beliefs
1. Properties of matter2. Physical and chemical changes in
matter3. Processes involved in a systematic
investigation
1. Interdependence within ecosystems,biomes and environments
2. Similarities and differences betweenecosystems
3. How human interaction with the environmentcan affect the balance of systems
… economic activities and their impact on
humankind and the environment
economic activity brings about changes
to economies and the environment.
1. How an economy works
2. The changes that have occurred due to
the expansion of industries
3. How geography dictates the industries
that develop in an area
Function, causation, change
economy, environment, resources,
geography, needs and WantsBeliefs, Diversity, comm unication Matter, Properties, characteristics
Biodiversity, Interaction, systems,
extinction, Balance, Interdependence
connection, Perspective, reflection Form, change Function, connection, responsibility
social skills
• accept responsibility for class work
• respect others’ beliefs and opinions
• cooperate in school tasks
• resolve conflict appropriately
• actively help with group decision-making
• adopt a variety of roles depending on thesituation
self-management skills
• create an organizational plan for individualand group tasks
• Manage time and resources effectively andappropriately
• Make behavior choices that do not put ownand others in danger
• Make informed choices to select appropriatecourses of action
• Forces and energy
(the application of scientific
understanding through inventions and
machines)
• living things (the study of the interactions andrelationships between and among them, andwith their environment)
• Force and energy (the study of energy and thework it can do; how it is transferred from a livingthing to another to sustain life)
• earth and space (the natural phenomena andsystems that shape the planet and the distinctivefeatures that identify it)
• social organization and culture (the study ofpeople, communities, cultures and societies; theways in which individuals, groups and societiesinteract with each other)
• continuity and change through time (thestudy of the relationships between people andevents through time; the past, its influences onthe present and its implications for the future)
• human systems and economic activities (the study of howand why people construct organizations and systems; theways people connect locally and globally)
• continuity and change through time (the study of the past,its influences on the present and its implications for the future;people who have shaped the future through their actions)
• resources and the environment (the study of the impact ofscientific and technological advances on the environment)
• human systems and economic activities (the study ofwhy people construct organizations and systems; theways in which people connect locally and globally)
• resources and the environment (the study of how humans allocate and manageresources; the positive and negative effects of thismanagement; the impact of scientific andtechnological advances on the environment)
• human and natural environments
(the study of the distinctive features
that give a place its identity)
• resources and the environment
(the interaction between people and
the environment)
Program of Inquiry 2015-16
GRADE FOUR
science skills
a. observe carefully in order to gather data
B. use a variety of instruments and tools to measure data accurately
c. use scientific vocabulary to explain their observations and experiences
D. Identify or generate a question or problem to be explored
e. Plan and carry out systematic investigations, manipulating variables asnecessary
F. Make and test predictions
g. Interpret and evaluate data gathered in order g. to draw conclusions
h. consider scientific models and applications of these models(including their limitations)
social studies skills
a. Formulate and ask questions about the past, the future, places and society
B. use and analyze evidence from a variety of historical, geographical andsocietal sources
c. orientate in relation to place and time
D. Identify roles, rights and responsibilities in society
e. assess the accuracy, validity and possible e. bias of sources
reading comprehension Keys (thinking about reading)
1. Using background knowledge(schema)
2. Creating mental images
3. Questioning
4. Inferring
5. Determining Importance
6. Synthesizing
7. Monitoring for meaning (“fix-ups”)
Writing traits
1. Ideas
2. Organization
3. Voice
4. Word Choice
5. Sentence Fluency
6. Conventions
7. Presentation
*Note : Details may change as units are refined.
34 Busan International Foreign school
WHO WE ARE WHERE WE ARE IN PLACE AND TIME HOW WE EXPRESS OU RSELVES
An inquiry into…
Central Idea
Lines of Inquiry
Key Concepts
Related Concepts
Approaches to
Learning
Science Strand
Focus
… personal, physical, mental, social, and
spiritual health; rights and responsibilities
… the ways in which we reflect on, extend and
enjoy our creativity;
our appreciation of the aesthetic
the changes people experience
throughout their life affect their evolving
sense of self.
eXhIBItIon
1. The changes that occur during puberty
2. Factors that contribute to well-being
during puberty
3. How relationships contribute to self-
concept
causation, change, responsibility
Puberty, self-concept, relationships,
Wellbeing
… the discoveries, explorations (and
migrations) of humankind
curiosity leads to discoveries that help
us better understand the universe.
1. The scientific inquiry process.
2. Scientific discoveries throughout time
3. The Solar System
Form, Function
curiosity, Investigation, Discovery,
system
communication• listening and speaking skill development • reading and writing skill development • Viewing and presenting skill development • non-verbal communication skill development
research skills • Formulate compelling and relevant questions about local
and global issues • collect data from multiple resources, both primary and
secondary sources • cite sources using the agreed format (Mla) • record research data using appropriate tools • Draw valid conclusions, supported by a range of evidence
thinking skills
• acquisition of knowledge, comprehension and application • Increasing complexity in the analysis, synthesis and
evaluation of a set of information • Dialectical thought • Metacognition: learning how one learns best
social skills• accept responsibility for class work • respect others’ beliefs and opinions • cooperate in school tasks • resolve conflict appropriately • actively help with group decision-making • adopt a variety of roles depending on the
situation
self-management skills
• create an organizational plan for individualand group tasks
• Manage time and resources effectively andappropriately
• Make behavior choices that do not put ownand others in danger
• Make informed choices to select appropriatecourses of action
• living things
(the study of characteristics, systems
and behaviors of humans)
• earth and space (the study of planet earth and itsposition in the universe, particularly itsrelationship with the sun; the naturalphenomena and systems that shapethe planet and the distinctive featuresthat identify it)
Social Studies
Strand Focus
• social organization and culture
(the study of people, communities,
cultures and societies; the ways in
which individuals, groups and societies
interact with each other)
• continuity and change through time(the study of the relationships between people andevents through time; the past, its influences on thepresent and its implications for the future; peoplewho have shaped the future through their actions)
• resources and the environment(the study of the interaction between people andthe environment; the impact of scientific andtechnological advances on the environment)
eXhIBItIon
Program of Inquiry 2015-16
GRADE FIVE
*Note : Details may change as units are refined.
Primary Years Programme handbook 35
HOW WE EXPRESS OU RSELVES HOW THE WORLD WORKS HOW WE ORGANIZE OURSELVES SHARING THE PLANET
… the ways in which we reflect on, extend and
enjoy our creativity;
our appreciation of the aesthetic
… the natural world and its laws; how humans
use their understanding of scientific principles… peace and conflict resolution
eXhIBItIon
Different sources of energy and the
different ways energy can be transformed,
transported, and stored each have
different benefits and drawbacks.
Different wants and needs result in
conflict.
1. The nature of energy2. How energy is changed from one form
to another3. How people access energy for daily
uses
1. Causes of Conflict
2. Conflicts around the world
throughout time
3. Consequences of conflicts
… economic activities and their impact on
humankind and the environment
Knowledgeable consumers use critical
thinking to make informed choices.
1. The purpose of media
2. Recognizing bias in media
3. Evaluating messages in media
Function, Perspective, responsibility
economics, Media, choice, Perceptionenergy, sustainability, conservation,
transformationglobal conflicts, conflict resolution
Form, change, connection causation, Perspective, responsibility
social skills• accept responsibility for class work • respect others’ beliefs and opinions • cooperate in school tasks • resolve conflict appropriately • actively help with group decision-making • adopt a variety of roles depending on the
situation
self-management skills
• create an organizational plan for individualand group tasks
• Manage time and resources effectively andappropriately
• Make behavior choices that do not put ownand others in danger
• Make informed choices to select appropriatecourses of action
science skills
a. observe carefully in order to gather data
B. use a variety of instruments and tools to measure data accurately
c. use scientific vocabulary to explain their observations and experiences
D. Identify or generate a question or problem to be explored
e. Plan and carry out systematic investigations, manipulating variables asnecessary
F. Make and test predictions
g. Interpret and evaluate data gathered in order g. to draw conclusions
h. consider scientific models and applications of these models (including their limitations)
social studies skills
a. Formulate and ask questions about the past, the future, places and society
B. use and analyse evidence from a variety of historical, geographical andsocietal sources
c. orientate in relation to place and time
D. Identify roles, rights and responsibilities in society
e. assess the accuracy, validity and possible e. bias of sources
reading comprehension Keys(thinking about reading)
1. Using background knowledge(schema)
2. Creating mental images
3. Questioning
4. Inferring
5. Determining Importance
6. Synthesizing
7. Monitoring for meaning (“fix-ups”)
Writing traits
1. Ideas
2. Organization
3. Voice
4. Word Choice
5. Sentence Fluency
6. Conventions
7. Presentation
• Forces and energy
(the study of energy, its origins, storage
and transfer, and the work it can do;
the application of scientific
understanding through inventions and
machines)
eXhIBItIon• resources and the environment
(the study of interaction between people andthe environment; the study of how humansallocate and manage resources; the positiveand negative effects of this management;the impact of scientific and technologicaldevelopments on the environment)
• human systems and economic activities(the study of how and why people constructorganizations and systems; the ways peopleconnect locally and globally)
• social organization and culture(the study of people, communities, cultures andsocieties; the ways in which individuals, groupsand societies interact with each other)
• social organization and culture (the study of people,communities, cultures and societies; the ways in which individuals,groups and societies interact with each other)
• continuity and change through time (the study of therelationships between people and events through time; the past,its influences on the present and its implications for the future;people who have shaped the future through their actions)
• human systems and economic activities (the study of how andwhy people construct organizations and systems; the ways peopleconnect locally and globally; the distribution of power and authority)
Program of Inquiry 2015-16
GRADE FIVE
*Note : Details may change as units are refined.
36 Busan International Foreign school
Pre
sch
oo
l(3
-5 y
ears
old
)
To d
evel
op
th
eir
scie
nti
fic
thin
kin
g,
stu
den
ts w
ill b
e p
rovi
ded
op
po
rtu
nit
ies
to :
• d
evel
op
thei
r o
bse
rvat
ional
ski
lls b
y usi
ng
thei
r se
nse
s to
gat
her
and
rec
ord
info
rmat
ion.
• use
thei
r o
bse
rvat
ions
to id
entif
y si
mp
lepat
tern
s, m
ake
pre
dic
tions
and
dis
cuss
thei
rid
eas.
• ex
plo
re the
way
ob
ject
s an
d p
hen
om
ena
funct
ion.
• re
cog
niz
e bas
ic c
ause
and
effec
tre
latio
nsh
ips.
• ex
amin
e ch
ang
e o
ver
vary
ing
tim
e p
erio
ds.
• kn
ow
that
diff
eren
t va
riab
les
and
co
nd
itio
ns
may
affec
t ch
ang
e.
• b
e aw
are
of d
iffer
ent p
ersp
ectiv
es.
• sh
ow
car
e an
d r
esp
ect fo
r th
emse
lves
, oth
erliv
ing
thin
gs
and
the
envi
ronm
ent.
• co
mm
unic
ate
thei
r id
eas
or
pro
vid
eex
pla
nat
ions
usi
ng
thei
r o
wn s
cien
tific
exp
erie
nce
and
vo
cab
ula
ry.
To d
evel
op
th
eir
scie
nti
fic
thin
kin
g,
stu
den
ts w
ill b
e p
rovi
ded
op
po
rtu
nit
ies
to :
• d
evel
op
thei
r o
bse
rvat
ional
ski
lls b
y usi
ng
thei
r se
nse
s to
gat
her
and
rec
ord
info
rmat
ion.
• use
thei
r o
bse
rvat
ions
to id
entif
y pat
tern
s,m
ake
pre
dic
tions
and
ref
ine
thei
r id
eas.
• ex
plo
re the
way
ob
ject
s an
d p
hen
om
ena
funct
ion.
• id
entif
y par
ts o
f a
syst
em.
• g
ain a
n u
nd
erst
and
ing
of ca
use
and
effec
tre
latio
nsh
ips.
• ex
amin
e ch
ang
e o
ver
vary
ing
tim
e p
erio
ds.
• re
cog
niz
e th
at m
ore
than
one
variab
le m
ayaf
fect
chan
ge.
• b
e aw
are
of d
iffer
ent p
ersp
ectiv
es a
nd
way
sof o
rgan
izin
g the
wo
rld
.
• th
ey w
ill s
ho
w c
are
and
res
pec
t fo
rth
emse
lves
, oth
er li
ving
thin
gs
and
the
envi
ronm
ent.
• co
mm
unic
ate
thei
r id
eas
or
pro
vid
eex
pla
nat
ions
usi
ng
thei
r o
wn s
cien
tific
exp
erie
nce
.
Kin
der
gar
ten
to
Gra
de
1(5
-7 y
ears
old
)
Gra
de
2 t
o G
rad
e 3
(7-9
yea
rs o
ld)
To d
evel
op
th
eir
scie
nti
fic
thin
kin
g,
stu
den
ts w
ill b
e p
rovi
ded
op
po
rtu
nit
ies
to :
• d
evel
op
thei
r o
bse
rvat
ional
ski
lls b
y usi
ng
thei
r se
nse
s an
d s
elec
ted
ob
serv
atio
nal
to
ols
.
• g
ather
and
rec
ord
ob
serv
ed in
form
atio
n in
anum
ber
of w
ays,
and
they
will
ref
lect
on
thes
e fin
din
gs
to id
entif
y pat
tern
s o
rco
nnec
tions,
mak
e p
red
ictio
ns,
and
tes
t an
dre
fine
thei
r id
eas
with
incr
easi
ng
acc
ura
cy.
• ex
plo
re the
way
ob
ject
s an
d p
hen
om
ena
funct
ion.
• id
entif
y par
ts o
f a
syst
em.
• g
ain a
n u
nd
erst
and
ing
of in
crea
sing
lyco
mp
lex
cause
and
effec
t re
latio
nsh
ips.
• ex
amin
e ch
ang
e o
ver
time,
and
will
reco
gniz
e th
at c
han
ge
may
be
affe
cted
by
one
or
mo
re v
aria
ble
s.
• ex
amin
e ho
w p
rod
uct
s an
d to
ols
hav
e b
een
dev
elo
ped
thro
ug
h the
app
licat
ion o
f sc
ience
conce
pts
.
• b
e aw
are
of d
iffer
ent p
ersp
ectiv
es a
nd
way
sof o
rgan
izin
g the
wo
rld
, and
they
will
be
able
to c
onsi
der
ho
w thes
e vi
ews
and
cust
om
sm
ay h
ave
bee
n fo
rmula
ted
.
• co
nsi
der
eth
ical
issu
es in
sci
ence
-rel
ated
conte
xts
and
use
thei
r le
arnin
g in
sci
ence
to
pla
n tho
ug
htf
ul a
nd
rea
listic
act
ion in
ord
erto
imp
rove
thei
r w
elfa
re a
nd
that
of o
ther
livin
g thin
gs
and
the
envi
ronm
ent.
• co
mm
unic
ate
thei
r id
eas
or
pro
vid
eex
pla
nat
ions
usi
ng
thei
r o
wn s
cien
tific
exp
erie
nce
and
that
of o
ther
s.
To d
evel
op
th
eir
scie
nti
fic
thin
kin
g,
stu
den
ts w
ill b
e p
rovi
ded
op
po
rtu
nit
ies
to :
• d
evel
op
thei
r o
bse
rvat
ional
ski
lls b
y usi
ng
thei
r se
nse
s an
d s
elec
ted
ob
serv
atio
nal
to
ols
.
• g
ather
and
rec
ord
ob
serv
ed in
form
atio
n in
anum
ber
of w
ays,
and
they
will
ref
lect
on
thes
e fin
din
gs
to id
entif
y pat
tern
s o
rco
nnec
tions,
mak
e p
red
ictio
ns,
and
tes
t an
dre
fine
thei
r id
eas
with
incr
easi
ng
acc
ura
cy.
• ex
plo
re the
way
ob
ject
s an
d p
hen
om
ena
funct
ion, i
den
tify
par
ts o
f a
syst
em, a
nd
gai
nan
und
erst
and
ing
of in
crea
sing
ly c
om
ple
xca
use
and
effec
t re
latio
nsh
ips.
• ex
amin
e ch
ang
e o
ver
time,
and
they
will
reco
gniz
e th
at c
han
ge
may
be
affe
cted
by
one
or
mo
re v
aria
ble
s.
• re
flect
on the
impac
t th
at the
app
licat
ion o
fsc
ience
, incl
ud
ing
ad
vance
s in
tec
hno
log
y,has
had
on them
selv
es, s
oci
ety
and
the
envi
ronm
ent.
• b
e aw
are
of d
iffer
ent p
ersp
ectiv
es a
nd
way
sof o
rgan
izin
g the
wo
rld
, and
they
will
be
able
to c
onsi
der
ho
w thes
e vi
ews
and
cust
om
sm
ay h
ave
bee
n fo
rmula
ted
.
• ex
amin
e et
hic
al a
nd
so
cial
issu
es in
sci
ence
-re
late
d c
onte
xts
and
exp
ress
thei
r re
spo
nse
sap
pro
priat
ely.
• u
se thei
r le
arnin
g in
sci
ence
to
pla
nth
oug
htf
ul a
nd
rea
listic
act
ion in
ord
er to
imp
rove
thei
r w
elfa
re a
nd
that
of o
ther
livi
ng
thin
gs
and
the
envi
ronm
ent.
• co
mm
unic
ate
thei
r id
eas
or
pro
vid
eex
pla
nat
ions
usi
ng
thei
r o
wn s
cien
tific
exp
erie
nce
and
that
of o
ther
s.
Gra
de
4 t
o G
rad
e 5
(9-1
2 y
ears
old
)
see
also
: BIF
s Pro
gra
mm
e of In
quir
y d
ocu
men
t
Ove
rall
exp
ecta
tio
ns
in s
cien
ce
IB P
YP
Ove
rall
Exp
ecta
tio
ns
(so
urc
e : M
aki
ng the
PYP H
appen
2012
)
Primary Years Programme handbook 37
Pre
sch
oo
l(3
-5 y
ears
old
)
As
you
ng
his
tori
ans
/ g
eog
rap
her
s /
soci
alsc
ien
tist
s, s
tud
ents
will
be
pro
vid
edo
pp
ort
un
itie
s to
:
• ex
plo
re thei
r und
erst
and
ing
of p
eop
le a
nd
thei
r liv
es, f
ocu
sing
on them
selv
es, t
hei
rfr
iend
s an
d fam
ilies
, and
thei
r im
med
iate
envi
ronm
ent.
• w
ill p
ract
ice
app
lyin
g r
ule
s an
d r
outin
es to
wo
rk a
nd
pla
y.
• g
ain a
n in
crea
sing
aw
aren
ess
of th
emse
lves
in r
elat
ion to
the
vario
us
gro
up
s to
whic
hth
ey b
elo
ng
.
• b
e co
nsc
ious
of sy
stem
s b
y w
hic
h they
org
aniz
e th
emse
lves
.
• d
evel
op
thei
r se
nse
of p
lace
, and
the
reas
ons
why
par
ticula
r p
lace
s ar
e im
po
rtan
tto
peo
ple
.
• d
evel
op
thei
r se
nse
of tim
e.
• re
cog
niz
e im
po
rtan
t ev
ents
in thei
r o
wn
lives
, and
ho
w tim
e an
d c
han
ge
affe
ctp
eop
le.
• ex
plo
re the
role
of te
chno
log
y in
thei
r liv
es.
As
you
ng
his
tori
ans
/ g
eog
rap
her
s /
soci
alsc
ien
tist
s, s
tud
ents
will
be
pro
vid
edo
pp
ort
un
itie
s to
:
• in
crea
se thei
r und
erst
and
ing
of th
eir
wo
rld
,fo
cusi
ng
on them
selv
es, t
hei
r fr
iend
s an
dfa
mili
es a
nd
thei
r en
viro
nm
ent.
• ap
pre
ciat
e th
e re
aso
ns
why
peo
ple
bel
ong
to g
roup
s, the
role
s th
ey fulfi
ll an
d the
diff
eren
t w
ays
that
peo
ple
inte
ract
with
ing
roup
s.
• re
cog
niz
e co
nnec
tions
with
in a
nd
bet
wee
nsy
stem
s b
y w
hic
h p
eop
le o
rgan
ize
them
selv
es.
• b
road
en thei
r se
nse
of p
lace
and
the
reas
ons
why
par
ticula
r p
lace
s ar
e im
po
rtan
tto
peo
ple
.
• und
erst
and
ho
w a
nd
why
peo
ple
’s a
ctiv
ities
influ
ence
, and
are
influ
ence
d b
y, the
pla
ces
in thei
r en
viro
nm
ent.
• st
art to
dev
elo
p a
n u
nd
erst
and
ing
of th
eir
rela
tionsh
ip w
ith the
envi
ronm
ent.
• g
ain a
gre
ater
sen
se o
f tim
e, r
eco
gniz
ing
imp
ort
ant ev
ents
in thei
r o
wn li
ves.
• re
cog
niz
e ho
w tim
e an
d c
han
ge
affe
ctp
eop
le.
• b
eco
me
incr
easi
ng
ly a
war
e of ho
w a
dva
nce
sin
tec
hno
log
y af
fect
ind
ivid
ual
s an
d the
envi
ronm
ent.
Kin
der
gar
ten
to
Gra
de
1(5
-7 y
ears
old
)
Gra
de
2 t
o G
rad
e 3
(7-9
yea
rs o
ld)
As
you
ng
his
tori
ans
/ g
eog
rap
her
s /
soci
alsc
ien
tist
s, s
tud
ents
will
be
pro
vid
edo
pp
ort
un
itie
s to
:
• ex
tend
thei
r und
erst
and
ing
of hum
anso
ciet
y, fo
cusi
ng
on them
selv
es a
nd
oth
ers
with
in thei
r o
wn c
om
munity
as
wel
l as
oth
erco
mm
uniti
es that
are
dis
tant in
tim
e an
dp
lace
.
• in
vest
igat
e ho
w a
nd
why
gro
up
s ar
eo
rgan
ized
with
in c
om
muniti
es, a
nd
the
way
sin
whic
h c
om
muniti
es r
efle
ct the
cultu
res
and
cust
om
s of th
eir
peo
ple
.
• re
cog
niz
e th
e in
terd
epen
den
cy o
f sy
stem
san
d thei
r fu
nct
ion w
ithin
loca
l and
nat
ional
com
muniti
es.
• in
crea
se thei
r aw
aren
ess
of ho
w p
eop
lein
fluen
ce, a
nd
are
influ
ence
d b
y, the
pla
ces
in thei
r en
viro
nm
ent.
• ex
plo
re the
rela
tionsh
ip b
etw
een v
aluin
g the
envi
ronm
ent an
d p
rote
ctin
g it
.
• ex
tend
thei
r und
erst
and
ing
of tim
e,re
cog
niz
ing
imp
ort
ant ev
ents
in p
eop
le’s
lives
.
• und
erst
and
ho
w the
pas
t is
rec
ord
ed a
nd
rem
emb
ered
in d
iffer
ent w
ays.
• b
road
en thei
r und
erst
and
ing
of th
e im
pac
tof ad
vance
s in
tec
hno
log
y o
ver
time,
on
ind
ivid
ual
s, s
oci
ety
and
the
envi
ronm
ent.
As
you
ng
his
tori
ans
/ g
eog
rap
her
s /
soci
alsc
ien
tist
s, s
tud
ents
will
be
pro
vid
edo
pp
ort
un
itie
s to
:
• re
cogn
ize
diffe
rent
asp
ects
of h
uman
soc
iety
,fo
cusin
g on
them
selv
es a
nd o
ther
s w
ithin
thei
r ow
nco
mm
unity
as
wel
l as
grou
ps o
f peo
ple
that
are
dist
ant i
n tim
e an
d pl
ace.
• ex
tend
thei
r und
erst
andi
ng o
f how
and
why
gro
ups
are
orga
nize
d w
ithin
com
mun
ities
, and
how
part
icip
atio
n w
ithin
gro
ups
invo
lves
bot
h rig
hts
and
resp
onsib
ilitie
s. t
• un
ders
tand
the
inte
rdep
ende
ncy
of s
yste
ms
and
thei
r fun
ctio
n w
ithin
loca
l and
nat
iona
l com
mun
ities
.
• ga
in a
n ap
prec
iatio
n of
how
cul
tura
l gro
ups
may
vary
in th
eir c
usto
ms
and
prac
tices
but
refle
ct s
imila
rpu
rpos
es.
• de
epen
thei
r aw
aren
ess
of h
ow p
eopl
e in
fluen
ce,
and
are
influ
ence
d by
, pla
ces
in th
e en
viro
nmen
t.
• re
aliz
e th
e sig
nific
ance
of d
evel
opin
g a
sens
e of
belo
ngin
g an
d st
ewar
dshi
p to
war
ds th
een
viro
nmen
t, va
luin
g an
d ca
ring
for i
t, in
the
inte
rest
s of
them
selv
es a
nd fu
ture
gen
erat
ions
.
• co
nsol
idat
e th
eir u
nder
stan
ding
of t
ime,
reco
gniz
ing
how
idea
s an
d ac
tions
of p
eopl
e in
the
past
hav
ech
ange
d th
e liv
es o
f oth
er.
• de
epen
thei
r kno
wle
dge
and
appr
ecia
tion
of h
owth
e pa
st is
reco
rded
and
rem
embe
red
in d
iffer
ent
way
s.
• ga
in a
n un
ders
tand
ing
of h
ow a
nd w
hy p
eopl
em
anag
e re
sour
ces.
• un
ders
tand
the
impa
ct o
f tec
hnol
ogic
al a
dvan
ces
on th
eir o
wn
lives
, on
soci
ety
and
on th
e w
orld
.
• re
flect
on
the
need
to m
ake
resp
onsib
le d
ecisi
ons
conc
erni
ng th
e us
e of
tech
nolo
gies
.
Gra
de
4 t
o G
rad
e 5
(9-1
2 y
ears
old
)
see
also
: BIF
s Pro
gra
mm
e of In
quir
y d
ocu
men
t
Ove
rall
exp
ecta
tio
ns
in s
oci
al s
tud
ies
IB P
YP
Ove
rall
Exp
ecta
tio
ns
(so
urc
e : M
aki
ng the
PYP H
appen
2012
)
38 Busan International Foreign school
Pre
sch
oo
l(3
-5 y
ears
old
)
To d
evel
op
th
eir
mat
hem
atic
al t
hin
kin
g,
stu
den
ts w
ill b
e p
rovi
ded
op
po
rtu
nit
ies
to :
Mea
sure
men
t*
• d
evel
op
an u
nd
erst
and
ing
of ho
wm
easu
rem
ent in
volv
es the
com
par
iso
n o
fo
bje
cts
and
the
ord
erin
g a
nd
seq
uen
cing
of
even
ts.
• id
entif
y, c
om
par
e an
d d
escr
ibe
attr
ibute
s of
real
ob
ject
s .
• d
escr
ibe
and
seq
uen
ce fam
iliar
eve
nts
inth
eir
dai
ly r
outin
e.
Dat
a H
and
ling
*
• d
evel
op
an u
nd
erst
and
ing
of ho
w the
colle
ctio
n a
nd
org
aniz
atio
n o
f in
form
atio
nhel
ps
to m
ake
sense
of th
e w
orld
.
• so
rt, d
escr
ibe
and
lab
el o
bje
cts
by
attr
ibute
san
d r
epre
sent in
form
atio
n in
gra
phs,
incl
ud
ing
pic
tog
rap
hs
and
tal
ly m
arks
.
• d
iscu
ss c
han
ce in
dai
ly e
vents
.
Sh
ape
and
Sp
ace*
• und
erst
and
that
shap
es h
ave
char
acte
rist
ics
that
can
be
des
crib
ed a
nd
co
mpar
ed.
• und
erst
and
and
use
co
mm
on la
ng
uag
e to
des
crib
e pat
hs,
reg
ions
and
bo
und
arie
s of
thei
r im
med
iate
envi
ronm
ent.
To d
evel
op
th
eir
mat
hem
atic
al t
hin
kin
g,
stu
den
ts w
ill b
e p
rovi
ded
op
po
rtu
nit
ies
to :
Mea
sure
men
t*•
under
stan
d that
sta
ndar
d u
nits
allo
w u
s to
hav
ea
com
mon la
nguag
e to
mea
sure
and d
escr
ibe
obje
cts
and e
vents
.•
under
stan
d that
while
est
imat
ion is
a s
trat
egy
that
can
be
applie
d fo
r ap
pro
xim
ate
mea
sure
men
ts, p
artic
ula
r to
ols
allo
w u
s to
mea
sure
and d
escr
ibe
attr
ibute
s of o
bje
cts
and
even
ts w
ith m
ore
acc
ura
cy.
• dev
elop thes
e under
stan
din
gs
in rel
atio
n to
mea
sure
men
t in
volv
ing le
ngth
, mas
s, c
apac
ity,
money
, tem
per
ature
and tim
e.
Dat
a H
and
ling
*•
under
stan
d h
ow
info
rmat
ion c
an b
e ex
pre
ssed
as o
rgan
ized
and s
truct
ure
d d
ata
and that
this
can o
ccur in
a ran
ge
of w
ays.
• co
llect
and rep
rese
nt dat
a in
diff
eren
t ty
pes
of
gra
phs, in
terp
retin
g the
resu
lting in
form
atio
nfo
r th
e purp
ose
of a
nsw
erin
g q
ues
tions.
• dev
elop a
n u
nder
stan
din
g that
som
e ev
ents
indai
ly li
fe a
re m
ore
like
ly to
hap
pen
than
oth
ers
and they
will
iden
tify
and d
escr
ibe
likel
ihood
usi
ng a
ppro
pria
te v
oca
bula
ry.
Sh
ape
and
Sp
ace*
• co
ntin
ue
to w
ork
with
2D
and 3
D s
hap
es,
dev
elopin
g the
under
stan
din
g that
shap
es a
recl
assi
fied a
nd n
amed
acc
ord
ing to
thei
rpro
per
ties.
• under
stan
d that
exa
mple
s of s
ymm
etry
and
tran
sform
atio
ns
can b
e fo
und in
thei
rim
med
iate
envi
ronm
ent.
• in
terp
ret,
crea
te a
nd u
se s
impl
e di
rect
ions
and
spe
cific
voca
bula
ry to
des
crib
e pa
ths,
regi
ons,
posit
ions
and
boun
darie
s of
thei
r im
med
iate
env
ironm
ent.
Kin
der
gar
ten
to
Gra
de
1(5
-7 y
ears
old
)
Gra
de
2 t
o G
rad
e 3
(7-9
yea
rs o
ld)
To d
evel
op
th
eir
mat
hem
atic
al t
hin
kin
g,
stu
den
ts w
ill b
e p
rovi
ded
op
po
rtu
nit
ies
to :
Mea
sure
men
t*
• co
ntin
ue to
use
sta
ndar
d un
its to
mea
sure
obj
ects
,in
par
ticul
ar d
evel
opin
g th
eir u
nder
stan
ding
of
mea
surin
g pe
rimet
er, a
rea
and
volu
me.
•se
lect
and
use
app
ropr
iate
tool
s an
d un
its o
fm
easu
rem
ent,
and
will
be a
ble
to d
escr
ibe
mea
sure
s th
at fa
ll be
twee
n tw
o nu
mbe
rs o
n a
scal
e.
• co
nstr
uct m
eani
ng a
bout
the
conc
ept o
f an
angl
eas
a m
easu
re o
f rot
atio
n.
Dat
a H
and
ling
*
• co
ntin
ue to
col
lect
, org
aniz
e, d
ispl
ay a
nd a
naly
zeda
ta, d
evel
opin
g an
und
erst
andi
ng o
f how
diffe
rent
gra
phs
high
light
diff
eren
t asp
ects
of d
ata
mor
e ef
ficie
ntly.
• un
ders
tand
that
sca
le c
an re
pres
ent d
iffer
ent
quan
titie
s in
gra
phs
and
that
mod
e ca
n be
use
d to
sum
mar
ize
a se
t of d
ata.
• m
ake
the
conn
ectio
n th
at p
roba
bilit
y is b
ased
on
expe
rimen
tal e
vent
s an
d ca
n be
exp
ress
ednu
mer
ical
ly.
Sh
ape
and
Sp
ace*
• so
rt, d
escr
ibe
and
mod
el re
gula
r and
irre
gula
rpo
lygo
ns, d
evel
opin
g an
und
erst
andi
ng o
f the
irpr
oper
ties.
• de
scrib
e an
d m
odel
con
grue
ncy
and
sim
ilarit
y in
2D s
hape
s
• de
velo
p th
eir u
nder
stan
ding
of s
ymm
etry
, in
part
icul
ar re
flect
ive
and
rota
tiona
l sym
met
ry.
• un
ders
tand
how
geo
met
ric s
hape
s an
d as
soci
ated
voca
bula
ry a
re u
sefu
l for
repr
esen
ting
and
desc
ribin
gob
ject
s an
d ev
ents
in re
al-w
orld
situ
atio
ns.
To d
evel
op
th
eir
mat
hem
atic
al t
hin
kin
g,
stu
den
ts w
ill b
e p
rovi
ded
op
po
rtu
nit
ies
to :
Mea
sure
men
t*•
unde
rsta
nd th
at a
rang
e of
pro
cedu
res
exists
tom
easu
re d
iffer
ent a
ttrib
utes
of o
bjec
ts a
nd e
vent
s,fo
r exa
mpl
e, th
e us
e of
form
ulas
for f
indi
ng a
rea,
perim
eter
and
vol
ume.
• D
ecid
e on
the
leve
l of a
ccur
acy
requ
ired
for
mea
surin
g an
d us
ing
deci
mal
and
frac
tion
nota
tion
whe
n pr
ecise
mea
sure
men
ts a
re n
eces
sary
.
• m
easu
re a
nd c
onst
ruct
ang
les
to d
emon
stra
te th
eir
unde
rsta
ndin
g of
ang
les
as a
mea
sure
of r
otat
ion.
Dat
a H
and
ling
*•
colle
ct, o
rgan
ize
and
disp
lay
data
for t
he p
urpo
ses
of v
alid
inte
rpre
tatio
n an
d co
mm
unic
atio
n.
• us
e th
e m
ode,
med
ian,
mea
n an
d ra
nge
tosu
mm
ariz
e a
set o
f dat
a.
• cr
eate
and
man
ipul
ate
an e
lect
roni
c da
taba
se fo
r the
irow
n pu
rpos
es, in
clud
ing
setti
ng u
p sp
read
shee
ts a
ndus
ing
simpl
e fo
rmul
as to
cre
ate
grap
hs.
• un
ders
tand
that
pro
babi
lity
can
be e
xpre
ssed
on
asc
ale
(0–1
or 0
%–1
00%
) and
that
the
prob
abilit
y of
an e
vent
can
be
pred
icte
d th
eore
tical
ly.
Sh
ape
and
Sp
ace*
• un
ders
tand
the
prop
ertie
s of
regu
lar a
nd ir
regu
lar
poly
hedr
a.
• un
ders
tand
the
prop
ertie
s of
2D
sha
pes
and
unde
rsta
nd th
at 2
D re
pres
enta
tions
of 3
D o
bjec
tsca
n be
use
d to
visua
lize
and
solv
e pr
oble
ms
in th
ere
al w
orld
, for
exa
mpl
e, th
roug
h th
e us
e of
draw
ing
and
mod
ellin
g.
• de
velo
p th
eir u
nder
stan
ding
of t
he u
se o
f sca
le(rat
io) t
o en
larg
e an
d re
duce
sha
pes.
• ap
ply
the
lang
uage
and
not
atio
n of
bea
ring
tode
scrib
e di
rect
ion
and
positio
n.
Gra
de
4 t
o G
rad
e 5
(9-1
2 y
ears
old
)
* te
acher
s w
ill s
triv
e to
intr
od
uce
or
conso
lidat
e th
ese
mat
hem
atic
al c
once
pts
and
pro
cess
es t
hro
ug
h t
he
Pro
gra
mm
e of In
quir
y (P
oI).
We
bel
ieve
that
mat
hem
atic
s is
an in
quir
y to
ol t
hat
can
be
use
d t
o d
escr
ibe
and
anal
yze
the
wo
rld
aro
und
us.
In c
ases
when
an in
teg
ratio
n is
no
t m
eanin
gfu
l, m
athem
atic
al c
onte
nt an
d p
roce
sses
can
be
taug
ht o
uts
ide
the
PoI.
see
also
: BIF
s M
athem
atic
s sc
op
e an
d s
equen
ce d
ocu
men
t
Ove
rall
exp
ecta
tio
ns
in m
ath
emat
ics
IB P
YP
Ove
rall
Exp
ecta
tio
ns
(so
urc
e : M
aki
ng the
PYP H
appen
2012
)
Primary Years Programme handbook 39
Pre
sch
oo
l(3
-5 y
ears
old
)
To d
evel
op
th
eir
mat
hem
atic
al t
hin
kin
g,
stu
den
ts w
ill b
e p
rovi
ded
op
po
rtu
nit
ies
to :
Nu
mb
er*
• und
erst
and
that
num
ber
s ar
e use
d fo
r m
any
diff
eren
t p
urp
ose
s in
the
real
wo
rld
.
• d
evel
op
an u
nd
erst
and
ing
of o
ne-
to-o
ne
corr
esp
ond
ence
and
co
nse
rvat
ion o
fnum
ber
,
• b
e ab
le to
co
unt an
d u
se n
um
ber
wo
rds
and
num
eral
s to
rep
rese
nt q
uan
titie
s.
Pat
tern
an
d F
un
ctio
n*
• und
erst
and
that
pat
tern
s an
d s
equen
ces
occ
ur
in e
very
day
situ
atio
ns.
• id
entif
y, d
escr
ibe,
ext
end
and
cre
ate
pat
tern
sin
var
ious
way
s.
To d
evel
op
th
eir
mat
hem
atic
al t
hin
kin
g,
stu
den
ts w
ill b
e p
rovi
ded
op
po
rtu
nit
ies
to :
Nu
mb
er*
• dev
elop thei
r under
stan
din
g o
f the
bas
e 10
pla
ce v
alue
syst
em.
• m
odel
, rea
d, w
rite,
est
imat
e, c
om
par
e an
d
ord
er n
um
ber
s to
hundre
ds
or bey
ond.
• hav
e au
tom
atic
rec
all o
f bas
ic a
dditi
on a
nd
subtr
actio
n fa
cts.
• m
odel
additi
on a
nd s
ubtr
actio
n o
f whole
num
ber
s usi
ng the
appro
pria
te m
athem
atic
al
languag
e to
des
crib
e th
eir m
enta
l and w
ritte
n
stra
tegie
s.
• beg
in to
under
stan
d that
frac
tions
are
repre
senta
tions
of w
hole
-par
t re
latio
nsh
ips
and
• m
odel
frac
tions
and u
se fr
actio
n n
ames
in rea
l-
life
situ
atio
ns.
Pat
tern
an
d F
un
ctio
n*
• under
stan
d that
whole
num
ber
s ex
hib
it
pat
tern
s an
d rel
atio
nsh
ips
that
can
be
obse
rved
and d
escr
ibed
.
• under
stan
d that
the
pat
tern
s ca
n b
e
repre
sente
d u
sing n
um
ber
s an
d o
ther
sym
bols
.
• under
stan
d the
inve
rse
rela
tionsh
ip b
etw
een
additi
on a
nd s
ubtr
actio
n, a
nd the
asso
ciat
ive
and c
om
muta
tive
pro
per
ties
of a
dditi
on.
• use
thei
r under
stan
din
g o
f pat
tern
to rep
rese
nt
and m
ake
sense
of r
eal-lif
e si
tuat
ions
and,
wher
e ap
pro
pria
te, t
o s
olv
e pro
ble
ms
invo
lvin
g
additi
on a
nd s
ubtr
actio
n.
Kin
der
gar
ten
to
Gra
de
1(5
-7 y
ears
old
)
Gra
de
2 t
o G
rad
e 3
(7-9
yea
rs o
ld)
To d
evel
op
th
eir
mat
hem
atic
al t
hin
kin
g,
stu
den
ts w
ill b
e p
rovi
ded
op
po
rtu
nit
ies
to :
Nu
mb
er*
• dev
elop the
under
stan
din
g that
frac
tions
and
dec
imal
s ar
e w
ays
of r
epre
sentin
g w
hole
-par
t
rela
tionsh
ips.
• m
odel
equiv
alen
t fr
actio
ns
and d
ecim
al
frac
tions
to h
undre
dth
s or bey
ond.
• m
odel
, rea
d, w
rite,
com
par
e an
d o
rder
frac
tions, a
nd u
se them
in rea
l-lif
e si
tuat
ions
• hav
e au
tom
atic
rec
all o
f additi
on, s
ubtr
actio
n,
multi
plic
atio
n a
nd d
ivis
ion fa
cts.
• se
lect
, use
and d
escr
ibe
a ra
nge
of s
trat
egie
s to
solv
e pro
ble
ms
invo
lvin
g a
dditi
on, s
ubtr
actio
n,
multi
plic
atio
n a
nd d
ivis
ion, u
sing e
stim
atio
n
stra
tegie
s to
chec
k th
e re
asonab
lenes
s of t
hei
r
answ
ers.
Pat
tern
an
d F
un
ctio
n*
• an
alyz
e pat
tern
s an
d id
entif
y ru
les
for pat
tern
s,
dev
elopin
g the
under
stan
din
g that
funct
ions
• des
crib
e th
e re
latio
nsh
ip o
r ru
les
that
uniq
uel
y
asso
ciat
e m
ember
s of o
ne
set w
ith m
ember
s of
anoth
er s
et
• under
stan
d the
inve
rse
rela
tionsh
ip b
etw
een
multi
plic
atio
n a
nd d
ivis
ion, a
nd the
asso
ciat
ive
and c
om
muta
tive
pro
per
ties
of m
ulti
plic
atio
n.
• use
thei
r under
stan
din
g o
f pat
tern
and fu
nct
ion
to rep
rese
nt an
d m
ake
sense
of r
eal-lif
e
situ
atio
ns
and, w
her
e ap
pro
pria
te, t
o s
olv
e
pro
ble
ms
invo
lvin
g the
four oper
atio
ns.
To d
evel
op
th
eir
mat
hem
atic
al t
hin
kin
g,
stu
den
ts w
ill b
e p
rovi
ded
op
po
rtu
nit
ies
to :
Nu
mb
er*
• under
stan
d that
the
bas
e 10
pla
ce v
alue
syst
emex
tends
infin
itely
in tw
o d
irect
ions
• m
odel
, com
par
e, rea
d, w
rite
and o
rder
num
ber
sto
mill
ions
or bey
ond
, as
wel
l as
model
inte
ger
s.
• dev
elop a
n u
nder
stan
din
g o
f rat
ios.
• under
stan
d that
frac
tions, d
ecim
als
and
per
centa
ges
are
way
s of r
epre
sentin
g w
hole
-par
t re
latio
nsh
ips
• w
ork
tow
ards
model
ling, c
om
par
ing, r
eadin
g,
writ
ing, o
rder
ing a
nd c
onve
rtin
g fr
actio
ns,
dec
imal
s an
d p
erce
nta
ges
.
• us
e m
enta
l and
writ
ten
stra
tegie
s to
solv
epro
ble
ms
invo
lvin
g w
hole
num
ber
s, fr
actio
ns a
nddec
imal
s in
real
-life
situ
atio
ns, u
sing
a ran
ge
ofst
rate
gie
s to
eva
luat
e re
asona
ble
ness
of a
nsw
ers.
Pat
tern
an
d F
un
ctio
n*
• under
stan
d that
pat
tern
s ca
n b
e re
pre
sente
d,
anal
yzed
and g
ener
aliz
ed u
sing a
lgeb
raic
expre
ssio
ns, e
quat
ions
or fu
nct
ions.
• us
e w
ord
s, ta
ble
s, g
raphs
and
, whe
re p
oss
ible
,sy
mbolic
rul
es to
ana
lyze
and
repre
sent
pat
tern
s.
• dev
elop a
n u
nder
stan
din
g o
f exp
onen
tial
nota
tion a
s a
way
to e
xpre
ss rep
eate
d p
roduct
s,an
d o
f the
inve
rse
rela
tionsh
ip that
exi
sts
bet
wee
n e
xponen
ts a
nd roots
.
• co
ntin
ue
to u
se thei
r under
stan
din
g o
f pat
tern
and fu
nct
ion to
rep
rese
nt an
d m
ake
sense
of
real
-life
situ
atio
ns
and to
solv
e pro
ble
ms
invo
lvin
g the
four oper
atio
ns.
Gra
de
4 t
o G
rad
e 5
(9-1
2 y
ears
old
)
* W
e und
erst
and
that
thes
e num
erac
y co
nce
pts
and
pro
cess
es m
ay req
uire
a sy
stem
atic
ap
pro
ach d
uring
tea
chin
g a
nd
lear
nin
g. t
her
efo
re, m
uch
of t
he
num
erac
y co
nte
nt an
d p
roce
sses
will
be
dev
elo
ped
thro
ug
h s
tand
-alo
ne
units
and
will
be
add
ress
ed thro
ug
ho
ut th
e ye
ar. I
n c
ases
when
an in
teg
ratio
n is
mea
nin
gfu
l, th
ey c
an furt
her
be
dev
elo
ped
thro
ug
h the
PoI.
see
also
: BIF
s M
athem
atic
s sc
op
e an
d s
equen
ce d
ocu
men
t
Ove
rall
exp
ecta
tio
ns
in m
ath
emat
ics
IB P
YP
Ove
rall
Exp
ecta
tio
ns
(so
urc
e : M
aki
ng the
PYP H
appen
2012
)
40 Busan International Foreign school
Pre
sch
oo
l(3
-5 y
ears
old
)
To d
evel
op
th
eir
arti
stic
th
inki
ng
, stu
den
tsw
ill b
e p
rovi
ded
op
po
rtu
nit
ies
to :
Cre
atin
g
• sh
ow
an u
nd
erst
and
ing
that
they
can
exp
ress
them
selv
es b
y cr
eatin
g a
rtw
ork
s in
musi
c an
d v
isual
art
s.
• kn
ow
that
cre
atin
g in
art
s ca
n b
e d
one
on
thei
r o
wn o
r w
ith o
ther
s.
• b
eco
me
awar
e th
at in
spirat
ion to
cre
ate
inar
ts c
om
es fro
m thei
r o
wn e
xper
ience
s an
dim
agin
atio
n.
• re
cog
niz
e th
at they
use
sym
bo
ls a
nd
rep
rese
nta
tions
to c
onve
y m
eanin
g in
thei
rw
ork
.
Res
po
nd
ing
• sh
ow
an u
nd
erst
and
ing
that
the
diff
eren
tfo
rms
of ar
ts a
re fo
rms
of ex
pre
ssio
n to
be
enjo
yed
.
• kn
ow
that
musi
c an
d v
isual
art
s use
sym
bo
lsan
d r
epre
senta
tions
to c
onve
y m
eanin
g.
• hav
e a
conce
pt of b
eing
an a
ud
ience
of
diff
eren
t ar
t fo
rms.
• d
isp
lay
awar
enes
s of sh
arin
g a
rt w
ith o
ther
s.
• in
terp
ret an
d r
esp
ond
to
diff
eren
t ar
t fo
rms,
incl
ud
ing
thei
r o
wn w
ork
and
that
of o
ther
s.
To d
evel
op
th
eir
arti
stic
th
inki
ng
, stu
den
tsw
ill b
e p
rovi
ded
op
po
rtu
nit
ies
to :
Cre
atin
g
• sh
ow
an u
nd
erst
and
ing
that
they
can
use
arts
to
co
mm
unic
ate
thei
r id
eas,
fee
ling
san
d e
xper
ience
s.
• use
str
ateg
ies
in thei
r w
ork
to
enhan
ce the
mea
nin
g c
onve
yed
and
to
mak
e it
mo
reen
joya
ble
fo
r o
ther
s.
• b
eco
me
awar
e th
at thei
r w
ork
can
pro
voke
diff
eren
t re
spo
nse
s fr
om
oth
ers.
• und
erst
and
the
valu
e of w
ork
ing
ind
ivid
ual
lyan
d c
olla
bo
rativ
ely
when
cre
atin
g d
iffer
ent
art fo
rms.
Res
po
nd
ing
• sh
ow
an u
nd
erst
and
ing
that
idea
s, fee
ling
san
d e
xper
ience
s ca
n b
e co
mm
unic
ated
thro
ug
h a
rts.
• re
cog
niz
e th
at thei
r o
wn a
rt p
ract
ices
and
artw
ork
may
be
diff
eren
t fr
om
oth
ers.
• b
egin
to
ref
lect
on a
nd
lear
n fro
m thei
r o
wn
stag
es o
f cr
eatin
g a
rtw
ork
s
• b
egin
to
bec
om
e aw
are
that
art
s m
ay b
ecr
eate
d w
ith a
sp
ecifi
c au
die
nce
in m
ind
.
Kin
der
gar
ten
to
Gra
de
1(5
-7 y
ears
old
)
Gra
de
2 t
o G
rad
e 3
(7-9
yea
rs o
ld)
To d
evel
op
th
eir
arti
stic
th
inki
ng
, stu
den
tsw
ill b
e p
rovi
ded
op
po
rtu
nit
ies
to :
Cre
atin
g
• sh
ow
that
, as
artis
ts, t
hey
can
influ
ence
thin
king
and
beh
avio
r th
roug
h the
arts
they
crea
te.
• th
ink
criti
cally
ab
out th
eir
wo
rk
• re
cog
niz
e th
at thei
r p
erso
nal
inte
rest
s,b
elie
fs a
nd
val
ues
can
info
rm thei
r cr
eativ
ew
ork
.
• sh
ow
an u
nd
erst
and
ing
of th
e re
latio
nsh
ips
bet
wee
n thei
r w
ork
and
that
of o
ther
s.
Res
po
nd
ing
• sh
ow
an u
nd
erst
and
ing
that
issu
es, b
elie
fsan
d v
alues
can
be
exp
lore
d in
art
s.
• D
emo
nst
rate
an u
nd
erst
and
ing
that
ther
ear
e si
mila
ritie
s an
d d
iffer
ence
s b
etw
een
diff
eren
t cu
lture
s, p
lace
s an
d tim
es.
• an
alyz
e th
eir
ow
n w
ork
and
iden
tify
area
s to
revi
se to
imp
rove
its
qual
ity.
• use
str
ateg
ies,
bas
ed o
n w
hat
they
kno
w, t
oin
terp
ret ar
ts a
nd
und
erst
and
the
role
of ar
tsin
our
wo
rld
.
To d
evel
op
th
eir
arti
stic
th
inki
ng
, stu
den
tsw
ill b
e p
rovi
ded
op
po
rtu
nit
ies
to :
Cre
atin
g
• sh
ow
an u
nd
erst
and
ing
that
thei
r o
wn
crea
tive
wo
rk in
musi
c an
d v
isual
art
s ca
n b
ein
terp
rete
d a
nd
ap
pre
ciat
ed in
diff
eren
tw
ays.
• ex
plo
re d
iffer
ent m
edia
and
beg
in to
inno
vate
in a
rts.
• co
nsi
der
the
feed
bac
k fr
om
oth
ers
inim
pro
ving
thei
r w
ork
.
• re
cog
niz
e th
at c
reat
ing
in a
rts
pro
vid
es a
sense
of ac
com
plis
hm
ent,
no
t o
nly
in the
pro
cess
, but al
so in
pro
vid
ing
them
with
aw
ay to
und
erst
and
the
wo
rld
.
Res
po
nd
ing
• sh
ow
an u
nd
erst
and
ing
that
thro
ug
ho
ut
diff
eren
t cu
lture
s, p
lace
s an
d tim
es, p
eop
lehav
e in
no
vate
d a
nd
cre
ated
new
mo
des
inar
ts.
• an
alyz
e d
iffer
ent ar
t fo
rms
and
iden
tify
com
mo
n o
r re
curr
ing
them
es o
r is
sues
.
• re
cog
niz
e th
at ther
e ar
e m
any
way
s to
enjo
yan
d in
terp
ret ar
ts.
• ac
cep
t fe
edbac
k fr
om
oth
ers.
Gra
de
4 t
o G
rad
e 5
(9-1
2 y
ears
old
)
see
also
: M
usi
c sc
op
e an
d s
equen
ce, V
isual
art
s sc
op
e an
d s
equen
ce a
nd
Pro
gra
mm
e of In
quir
y d
ocu
men
ts
Ove
rall
exp
ecta
tio
ns
in a
rts
IB P
YP
Ove
rall
Exp
ecta
tio
ns
(so
urc
e : M
aki
ng the
PYP H
appen
2012
)