2015-16 PYP Handbook

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


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


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


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.


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.


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


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


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.


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.


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


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.


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?


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


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?


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


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


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


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)


(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.


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


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)


(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)


JUNIOR PRESCHOOL (3-4 years old)



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,



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)




and how they are manipul ated to suit a

purpose)

Social Studies

Strand Focus


(the study of the ways in which individuals,

groups and societies interact with each

other)


(the study of study of

people, communities,

cultures and societies)


SENIOR PRESCHOOL (4-5 years old)








… 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. (Begin to) formulate and ask questions about the past, the future, places and society*


c. (Begin to) orientate in relation to place and time*







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)


(the study of study of

people, communities,


• 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)


(the interaction between people and

the environment)


SENIOR PRESCHOOL (4-5 years old)




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





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


• 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


(the past, its influences on the present

and its implications for the future)


(the study of the ways in which

individuals, groups and

societies interact with each other)


KINDERGARTEN (5-6 years old)








…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


• 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. (Begin to) formulate and ask questions about the past, the future, places and society*


c. (Begin to) orientate in relation to place and time*




• 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)



individuals, groups and

societies interact with each other)


(the study of the distinctive features

that give a place its identity; how

people adapt to and alter their

environment)



individuals, groups and societies

interact with each other)



the environment)


KINDERGARTEN (5-6 years old)




An inquiry into…

Central Idea

Lines of Inquiry

Key Concepts

Related Concepts

Approaches to

Learning

Science Strand

Focus


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


systems, and behaviors of humans)

• Force and energy

(the study of energy in living things)

Social Studies

Strand Focus


(the study of people, communities,



(the study of the relationships between

people and events through time )


(the study of how and why people

construct systems; the ways people

connect locally and globally)


GRADE ONE





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



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



science skills

a. observe carefully in order to gather data


c. use scientific vocabulary to explain their observations and experiences

D. Identify or generate a question or problem to be explored


F. Make and test predictions


h. consider scientific models and applications of these models

(including their limitations)


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


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





purpose)





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)



construct systems; the ways people

connect locally and globally)



environment)

• human systems and economic activities


construct systems)


(the study of how humans allocate and

manage resources)


(study of the distinctive features that

give a place its identity)


GRADE ONE




An inquiry into…

Central Idea

Lines of Inquiry

Key Concepts

Related Concepts

Approaches to

Learning

Science Strand

Focus


health


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





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



• living things


systems and behaviors of humans)


(the energy that sustains life processes)


(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)


GRADE TWO





culture, beliefs and values

… the natural world and its laws; the

interaction between the natural world and

human societies




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 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



• 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)


(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)



environment)


(the study of how people adapt to,

and alter their environment)


GRADE TWO

science skills





e. Plan and carry out systematic investigations, manipulating variables asnecessary



h. consider scientific models and applications of these models (including theirlimitations)



B. use and analyze evidence from a variety of historical, geographical andsocietal sources







3. Questioning

4. Inferring


6. synthesizing


Writing traits

1. Ideas

2. organization

3. Voice

4. Word choice

5. sentence Fluency

6. conventions

7. Presentation




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


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 )


(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)


GRADE THREE




… the ways in which we reflect on, extend,

and enjoy our creativity;







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



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


(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)



environment; how humans allocate

and manage resources)


GRADE THREE

science skills








h. consider scientific models and applications of these models(including their limitations)










3. Questioning

4. Inferring


6. synthesizing


Writing traits

1. Ideas

2. organization

3. Voice

4. Word choice

5. sentence Fluency

6. conventions

7. Presentation




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


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




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)


GRADE FOUR





and express culture, beliefs, and values



… 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







(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)


(the study of the distinctive features

that give a place its identity)



the environment)


GRADE FOUR

science skills








h. consider scientific models and applications of these models(including their limitations)







reading comprehension Keys (thinking about reading)

1. Using background knowledge(schema)

2. Creating mental images

3. Questioning

4. Inferring


6. Synthesizing


Writing traits

1. Ideas

2. Organization

3. Voice

4. Word Choice

5. Sentence Fluency

6. Conventions

7. Presentation




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;


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






• 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


(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


GRADE FIVE




… the ways in which we reflect on, extend and

enjoy our creativity;



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






science skills











B. use and analyse evidence from a variety of historical, geographical andsocietal sources





1. Using background knowledge(schema)

2. Creating mental images

3. Questioning

4. Inferring


6. Synthesizing


Writing traits

1. Ideas

2. Organization

3. Voice

4. Word Choice

5. Sentence Fluency

6. Conventions

7. Presentation


(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)


GRADE FIVE



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

)


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

)


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

)


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

)


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

)

2015-16 PYP Handbook

Documents

Transcript of 2015-16 PYP Handbook