Northern Lights International School

Curriculum Guide Grade 2

Welcome

We welcome you to the new school year with great zeal and enthusiasm. Please find here the

Program of Inquiry for the academic year 2017—2018.

As Educators, we trust in empowering our children and believe in giving them the best conducive

environment.

We are looking forward to join hands and explore the treasure within each child for the holistic

development of our students throughout the year.

Our Mission

Our mission is to provide a high quality education, bringing up inquisitive and knowledgeable,

productive learners who are motivated to succeed.

In addition, we aim to nurture internationally minded compassionate young people with

intercultural understanding and respect who strive to create a better and more peaceful world.

The objective is to provide the students with the academic and social skills that will help them

reach their full potential, enabling them to be open-minded individuals who are able to think

critically, and are encouraged to challenge norms and tackle change.

Our Values

Respect

Tolerant and understanding students;

Students and teachers are mindful of the needs and rights of others;

Our school community is open-minded and inclusive.

Responsibility

Being responsible in all our words and actions;

Taking care of the environment;

Being reliable.

Caring

Including and appreciating everyone;

Staff members are respectful and considerate;

Being supportive of each other.

Excellence

All students strive to do their best;

the teaching staff offers a high quality education;

our school community supports the staff members and the students.

At NLIS we strive to be…

We help children explore the treasures within!!!

Guide to Primary Years Program

Our school is a candidate school with the International Baccalaureate (IB). We intend to prepare

the school for authorization to offer the IB Primary Years Programme (PYP). This constitutes the

curriculum framework for our school and many other international schools throughout the world.

The Primary Years Programme (PYP), for students aged 3 to 11, focuses on developing the whole

child as an inquirer both inside and outside the classroom in order to encourage lifelong learning

that is globally minded. It offers a framework that meets children's academic, social, physical,

emotional and cultural needs.

The PYP draws on research and best practice from a range of national systems with a wealth of

knowledge and experience from international schools to create a relevant, engaging, challenging

and significant educational framework for all children.

At the core of the PYP is a commitment to structured inquiry as a means to learn. Six different

organizing themes help teachers and students explore understanding throughout the year. Eight

conceptual key questions are utilized by the teachers and students to structure their units of

inquiry. The development of and learner profile and attitudes and the expectation of socially

responsible behaviour as well as action resulting from what we learn, are also key elements of the

program.

How are students engaged in learning in a NLIS PYP classroom?

In the PYP, students engage in large, transdisciplinary themes organized as Units of Inquiry

(UOIs). Throughout the UOI, the classroom becomes a centre of structured inquiry through which

students acquire skills and build new knowledge. Each UOI provides significant, relevant, and

challenging learning experiences, and involves students in a range of learning activities. A variety

of methods and strategies are used to accommodate learners’ needs and capitalize on teachers’

expertise.

With the UOI at its core, where Language, Mathematics, Social Studies, and Science benchmarks

are addressed, the programme is complemented through Personal, Social, and Physical Education

(PSPE), Arts and Information and Communication Technology (ICT).

How are students in NLIS classroom assessed?

In the same way that teachers use a variety of methods in their teaching, students are provided

with opportunities to demonstrate their learning in a myriad of ways. Assessment practices at

NLIS are founded on the concepts of assessment of learning, assessment for learning, and

assessment as learning. They are varied in their purpose and in their outcomes, and provide

teachers with a wide range of perspective and evidence of students’ development. Examples of

assessment strategies and tools used throughout the programme are observation, performance

tasks, open-ended tasks, reflection, rubrics, exemplars, checklists, and anecdotal records. A

portfolio is maintained for all students for each year of study, providing evidence of learning from

a range of experiences and curriculum areas. Teachers use the information gathered from all of

these practices, along with established developmental-appropriate criteria and learning

continuums to determine a child’s progress and needs.

How do parents know what and how their child is doing in the

PYP?

At NLIS we are committed to building solid relationships with our students’ parents. We

understand the value in communication and implement practices aimed at keeping parents

informed:

· Every week, teachers send weekly letter about the classroom happenings, providing parents with

a written communication

· Parents meet the teachers and are given an overview of the year in the month of November

and April

· End of semester written reports are issued in January

· Students will lead a conference with their parent (Student Led Conferences), reporting on their

progress and achievement. The schedule for the same will be intimated to the parents.

· End of year written reports are distributed in June.

Learning Outcomes that children will gain in each year

Throughout the PYP, the Units of Inquiry are built upon six common themes:

· Who We Are

· Where We Are in Place and Time

· How We Express Ourselves

· How the World Works

· How We Organize Ourselves

· Sharing the Planet

Pro

gra

m o

f In

qu

iry G

rad

e 2

Ove

r Vie

w o

f Scie

nce

Stra

nd

s

Th

e fo

llow

ing

ch

art d

esig

na

tes th

e u

nits

with

in o

ur P

rog

ram

of In

qu

iry a

nd

wh

ere

tho

se

inq

uirie

s re

late

to th

e S

cie

nce

Stra

nd

s. It is

po

ssib

le th

at a

n in

qu

iry c

an

rela

te to

mo

re th

an

on

e s

cie

nce

stra

nd

, or to

bo

th s

cie

nce

an

d s

ocia

l stu

die

s

stra

nd

s.

Self-Expressions

Learning will include the development of the following:

Knowledge, Concepts and skills

Possible learning

outcomes in science

Transdisciplinary theme:

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

Central Idea

Through the arts, we use

different forms of expression to

convey our uniqueness as

human beings.

Key Concepts

Function

Perspective Reflection

Related Concepts

Perception

Self-Expression Innovation

Lines of Inquiry

•The diverse ways in which

we express themselves

• Expressing uniqueness

through the arts

•The role of art in culture and

society

Science strand(s)

Living things

Earth and Space

Materials and Matter

Forces and Energy

Science Skills

a. Observe carefully in

order to gather data

b. Use a variety of

instruments and tools to

measure data accurately

c. Use scientific vocabulary

to explain their observations and

experiences

d. Identify or generate a

question or problem to be

explored

e. Plan and carry out

systematic investigations,

manipulating variables as

necessary

f. Make and test

predictions

g. Interpret and evaluate

data gathered in order to

draw conclusions

h. Consider scientific models

and applications of these

models (including their limitations)

The student will be able

to:

recognize that imagination contributes to scientific developments

explore the use of imagination as a tool to solve problems (for example, particular inventions, scientific discoveries).

Materials

Learning will include the development of the following:

Knowledge, Concepts and skills

Possible learning

outcomes in science

Transdisciplinary theme:

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.

Central Idea

We learn about the properties

of materials by interacting

and using them in many

different ways.

Key Concepts

Form Causation Function

Related Concepts

Behaviour Prediction Innovation

Lines of Inquiry

How materials can be described and categorized

How materials behave when you experiment with them

How materials can be reused in different ways

Science strand(s)

Materials and Matter

Science Skills

a. Observe carefully in

order to gather data

b. Use a variety of

instruments and tools to

measure data accurately

c. Use scientific vocabulary

to explain their observations

and

experiences

d. Identify or generate a

question or problem to be

explored

e. Plan and carry out

systematic investigations,

manipulating variables as

necessary

f. Make and test

predictions

g. Interpret and evaluate

data gathered in order to

draw conclusions

h. Consider scientific models

and applications of these

models (including their limitations)

The student will be able

to:

use senses to describe observable properties of familiar materials (including solids, liquids, gases)

describe observable changes (including changes of state) that occur in materials

recognize that properties of materials can be manipulated

apply understanding of basic properties of materials in order to match materials to purpose (for example, waterproofing, insulating).

hypothesize, test and evaluate properties of materials.

Plants

Learning will include the development of the following:

Knowledge, Concepts and skills

Possible learning

outcomes in science

Transdisciplinary theme:

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.

Central Idea

Plants sustain life on Earth

and play a role in our lives.

Key Concepts

Form & Function Connection Responsibility

Related Concepts

Biodiversity

Conservation Plants

Lines of Inquiry

•Parts of Plants and their

functions

•How plants contribute to life

on Earth

•Caring for plants

Science strand(s)

Living things

Science Skills

a. Observe carefully in

order to gather data

b. Use a variety of

instruments and tools to

measure data accurately

c. Use scientific vocabulary

to explain their observations

and

experiences

d. Identify or generate a

question or problem to be

explored

e. Plan and carry out

systematic investigations,

manipulating variables as

necessary

f. Make and test

predictions

g. Interpret and evaluate

data gathered in order to

draw conclusions

h. Consider scientific models

and applications of these

models (including their

limitations)

The student will be able to:

identify the parts of plants that are used by other

living things (for

example,

for food, shelter, tools)

be aware of the role of plants in sustaining life

(for example, providing

oxygen, food)

show responsibility when caring for plant

Ove

r Vie

w o

f So

cia

l Scie

nce

Stra

nd

s

Th

e fo

llow

ing

ch

art d

esig

na

tes th

e u

nits

with

in o

ur P

rog

ram

of In

qu

iry a

nd

wh

ere

tho

se

inq

uirie

s re

late

to th

e S

cie

nce

Stra

nd

s. It is

po

ssib

le th

at a

n in

qu

iry c

an

rela

te to

mo

re th

an

on

e s

ocia

l scie

nce

stra

nd

, or to

bo

th s

cie

nce

an

d s

ocia

l

stu

die

s s

tran

ds.

Relationships

Learning will include the development of the

following: Knowledge, Concepts and skills

Possible learning outcomes

in social science

Transdisciplinary theme:

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.

Central Idea

Relationships are affected by

the actions we take and the

choices we make.

Key Concepts

Form Causation Connection

Related Concepts

Cooperation

Friendship Balance

Lines of Inquiry

Different types of relationships

Factors that contribute to maintaining healthy

relationships

The consequences of my choices

Social Science strand(s)

Human system and economic activities

Social Organization and Culture

Human and Natural Environment

Social Science Skills

a. Formulate and ask

questions about the past,

the future, places and

society

b. Use and analyse

evidence from a variety of

historical, geographical and

societal sources

c. Orientate in relation to

place and time

d. Identify roles, rights and

responsibilities in society

e. Assess the accuracy,

validity and possible bias of

sources

The student will be able to:

Explore and recognize various types of relationships that exist around them

Appreciate the reasons why people belong to groups and the roles they fulfil.

Recognize how people influence and are influenced by relationships.

Host Country

Learning will include the development of the following:

Knowledge, Concepts and skills

Possible learning

outcomes in social science

Transdisciplinary theme:

Where we are in Place and

Time

An inquiry into orientation in

place and time; personal

histories; homes and

journeys; the discoveries,

explorations and migrations

of humankind; the

relationships between and the

interconnectedness of

individuals and civilizations,

from local and global

perspectives.

Central Idea

Our host country has its own

unique identity

Key Concepts

Form Function

Responsibility Related Concepts

Amenities Borders

Geography Population

Lines of Inquiry

Host country history Host country geography The responsibility of

visitors towards host country

Social Science strand(s)

Human systems and economic activities

Continuity and Change through time

Social Science Skills

a. Formulate and ask questions

about the past, the future,

places and society

b. Use and analyse

evidence from a variety of

historical, geographical and

societal sources

c. Orientate in relation to

place and time

d. Identify roles, rights and

responsibilities in society

e. Assess the accuracy, validity

and possible bias of sources

The student will be able to:

identify and describe the history of Norway

Identify and describe geography of Norway

• Understand the responsibility of visitors towards the host country Norway.

Money

Learning will include the development of the following:

Knowledge, Concepts and skills

Possible learning

outcomes in social science

Transdisciplinary theme:

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.

Central Idea

Money Systems connect

people and communities.

Key Concepts

Form Connection Function

Related Concepts

Civilization Progress Employment Production

Lines of Inquiry

Forms of money now

and in the Past

The cycle of money in

communities and

globally

The ways that money

connects people

Social Science strand(s)

Human systems and economic activities

Continuity and change through time

Social Science Skills

a. Formulate and ask

questions about the past,

the future, places and

society

b. Use and analyse evidence

from a variety of historical,

geographical and societal

sources

c. Orientate in relation to

place and time

d. Identify roles, rights and

responsibilities in society

e. Assess the accuracy, validity

and possible bias of sources

The student will be able to:

Develop an understanding of the role of money in society and the ways in which it connects communities.

Pose questions about the connection between the role of money and the distribution of power and authority

Develop an understanding of various types of money systems through time and across cultures.

Identify rights and

responsibilities connected

to the use of money

Additional elements to support our curriculum

Field visits: This is a part of the finding out stage of inquiry in each unit. Children at NLIS

are given exposure to various places during the course of each unit to gather more

information for their inquiry process.

Guest speakers: NLIS invites specialists to share their knowledge of the ongoing unit with

the children. This is another form of exposure for children during the finding out stage.

Research projects: Children are mentored to carry out their individual researches which

enhances their research skills.

References:

(2012). Developing a transdisciplinary program of inquiry.

(2009). Making the PYP happen: A curriculum framework for international primary

education.