IICS PYP Curriculum Guide 2015 2016

1911-2011Years of Academic ExcellenceIICS is the only Early Years 3 through Grade 12

International school in Istanbul fully authorized andglobally accredited by the IB, CIS and NEASC.

IICSIB PRIMARY YEARS

PROGRAMOVERVIEW

A Guidefor Student & Parents2015-2016

IICS MISSION STATEMENTThrough its challenging curriculum and strong staff-student

relationships, IICS provides a caring environmentthat inspires each student to excel and to be inquisitive,

creative, compassionate, balanced,and internationally minded.

IB MISSION STATEMENTThe International Baccalaureate aims to develop inquiring,

knowledgeable and caring young people who help tocreate a better and more peaceful world through

intercultural understanding and respect. To this end theorganization works with schools, governments andinternational organizations to develop challengingprograms of international education and rigorous

assessment. These programs encourage students acrossthe world to become active, compassionate, and lifelonglearners who understand that other people, with their

differences, can also be right.

GRADE 7-10 MYPcurriculum guide

IICS Mission StatementInternational Baccalaureate Mission Statement GUIDE TO THE PYP Language A Literature Literacy expectations Early Years 3,4,5Literacy expectations Grades 1,2,3Literacy expectations Grades 4,5,6 MATHEMATICS IN THE PYP Numeracy Expectations Early Years 3,4,5Numeracy Expectations Grades 1,2,3Numeracy Expectations Grades 4,5,6

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CONTENTS

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GUIDE TO PYP

HOW DID THE PRIMARY YEARS PROGRAMME START?

The Primary Years Programme (PYP) of the International Baccalaureate Organization (IB) has been developed as a result of the vision and the efforts of the former International Schools Curriculum Project (ISCP).

The ISCP was an independent, grass-roots movement of school teachers and administrators in interna-tional schools. Its purpose was to produce a common international curriculum, and to develop an international-mindedness on the part of the children in those schools, in the belief that the nature and quality of children’s learning were the means of promoting that awareness and sensitivity.

The IB introduced the PYP in 1997 to complete its three programmes of international education (PYP, MYP and DP) and with them, the prospect of a continuous international educational experience from early childhood to school graduation.

WHAT IS THE PRIMARY YEARS PROGRAMME?The Primary Years Programme (PYP) is the first stage of the International Baccalaureate programme. It is for students aged 3 to 12 and focuses on the development of the whole child, not only in the class-room, but also in the world outside through other environments where children learn. It offers a frame-work that meets children’s several needs: academic, social, physical, emotional and cultural.

The PYP is a comprehensive approach to teaching and learning with an international curriculum model that provides: • Guidelines for what students should learn • A teaching methodology • Assessment strategies

At the heart of the PYP is a commitment to structured inquiry as a vehicle for learning. • Six organizing themes help teachers and students explore knowledge in the broadest sense of the word. • Teacher and students use key questions that are concept-based to structure the units of inquiry. • They acquire and apply transdisciplinary skills while developing an understanding of these important concepts

PYP curriculum guide

WHY DID IICS CHOOSE THE PYP?IICS offers the Primary Years Programme of the International Baccalaureate Programme because it puts the student at the centre of the learning process, explicitly values the diversity of its student, parent and teacher populations and strives to benefit from its diversity by exploring multiple perspectives and experiences. The PYP integrates best practices from different national curricula and is line with current educational research.

The PYP aims to offer a balanced programme that focuses on acquiring significant knowledge, developing essential skills, understanding meaningful concepts, developing positive attitudes, leading to thoughtful action.

The PYP believes that an inquiry based teaching method, structured in Units of Inquiry with cross curricular links to other subject areas, is an effective approach to teach the knowledge, skills, concepts and attitudes that we value.

WHAT WILL YOUR CHILD BE LEARNING?The PYP has designed a transdisciplinary curriculum, which draws the individual disciplines into a coher-ent whole, while preserving the essence of each subject.

Your child will: • Develop a deep understanding of important concepts • Conduct research into knowledge which has local and global significance • Acquire and practice a range of essential skills • Be encouraged to develop positive attitudes towards learning, the environment and other people • Have the opportunity for involvement in responsible action and service

In the spirit of internationalism, students are required to learn a second language in addition to the language of instruction of the school.

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WHO WE ARE

An inquiry of the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relation-ships 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 histo-ries; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, form 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 interconnect-edness 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 relationship within and between them; access to equal opportunities; peace and conflict resolution.

PROGRAMME OF INQUIRYThe PYP curriculum is centred around six Units of Inquiry at each grade level (four in P1 and P2). In order to offer a balanced programme of units at each grade level, the PYP has identified six transdisciplinary themes representing significant knowledge areas. All grade levels study one unit from each knowledge area.

The six transdisciplinary themes are:

All the Units of Inquiry in the primary school together constitute our Programme of Inquiry, which provides a balanced programme of concepts, knowledge, skills, attitudes and action in Social Studies and Science. The Programme is subject to a yearly review.


WHAT DO OUR CLASSROOMS LOOK LIKE?The character of the PYP is reflected in the classroom activities and arrangements.

Students will often be involved in whole class discussions while the teacher will visibly record the con-tent of the discussion. This discussion will be on display during the rest of the unit and will be referred to at a later stage.

Students might work in smaller groups, doing research, collecting information or working towards a performance or presentation. Children might also work in pairs or individually. There will also be time for direct whole class instruction or for quiet individual work.

The classroom looks active; students take initiative, assist each other, get their own resources and may work in different areas in the classroom. Different groups of students may be working on different projects at the same time. Plentiful resources are available to stimulate and assist the learning and the results of the learning are displayed in the class. The Student Profile as well as the Central Idea of each unit will be visible in each classroom.

Our taught curriculum is designed to create:

“…a learning community in which adults and children alike investigate important ideas and enrich or improve their understanding of them….

The starting point is students’ current understanding and the goal is the active construction of meaning by build-ing connections between human experience and information and processes from the disciplines.”

(Perspectives on teaching methods, IB PYP manual)

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HOW WILL I KNOW WHAT MY CHILD IS DOING?The PYP promotes the use of a range of assessment strategies, which are designed to give a clear picture of your child’s progress. There are two main types of assessment:FORMATIVEThis is interwoven with daily learning and helps teachers and students find out what the students already know in order to plan the next stage of learning. Formative assessment and teaching are directly linked: neither can function effectively or purposefully without the other.SUMMATIVEThis happens at the end of the teaching and learning process. It gives the students opportunities to demonstrate what they have learned.

The PYP also requires that individual portfolios of student achievement be kept, as an important mecha-nism for documenting progress. Students aged 11 to 12, in the final year of the programme, are expected to participate in a culminating project, the PYP exhibition. This is designed to demonstrate their proficiencies in all areas of the programme.

WILL THE PYP HELP MY CHILD FIT INTO ANOTHER SCHOOL?Although no school or curriculum can guarantee a perfect fit when children transfer to another school, particularly a school in a different country, parents may be reassured by the following points.

Transfer to schools following a national curriculum: • Close attention is paid to a range of national curriculums when developing the PYP curriculum • Students transferring from international schools usually have no trouble with the standards of national schoolsTransfer to other schools offering the PYP • Students in other schools implementing the PYP curriculum will have common learning experi ences in terms of conceptual development, skill acquisition, positive attitudes and meaningful action. There will be less uniformity of specific content in certain areas, since schools naturally wish to reflect the unique nature of their own locations. • The PYP is working towards agreements on a common set of assessment, recording and report ing strategies, which will facilitate the transfer of students.

WHERE CAN I FIND OUT MORE INFORMATION ABOUT THE PYP?The following resources are available either online or through school: • www.ibo.org • Articles relating to the Primary School in the Wednesday Flash • Basis of Practice – Booklet from the IBO, copies at school • Ask your child’s classroom teacher • Primary Principal • Primary Vice-Principal • PYP Coordinator • Information workshop – check the school calendar • PYP Teas – check the school calendar


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IB learner profile The aim of all IB programs is to develop internationally minded people who,recognizing their common humanity and shared guardianship of the planet,help to create a better and more peaceful world.

As IB Learners we strive to be:

INQUIRERSWe nurture our curiosity, developing skills for inquiry andresearch. We know how to learn independently and with others.We learn with enthusiasm and sustain our love of learningthroughout life.

KNOWLEDGEABLEWe develop and use conceptual understanding, exploringknowledge across a range of disciplines. We engage with issuesand ideas that have local and global significance.

THINKERSWe use critical and creative thinking skills to analyse and takeresponsible action on complex problems. We exercise initiative inmaking reasoned, ethical decisions.

COMMUNICATORSWe express ourselves confidently andcreatively in more thanone language and in my ways. We collaborate effectively,listening carefully to the perspectives of other individuals andgroups.

PRINCIPLEDWe act with integrity and honesty, with a strong sense of fairnessand justice, and with respect for the dignity and rights of peopleeverywhere. We take responsibility for our actions and theirconsequences.

OPEN-MINDEDWe critically appreciate our own cultures and personal histories, aswell as the values and traditions of others. We seek and evaluate arange of points of view, and we are willing to grow from theexperience.

CARINGWe show empathy, compassion and respect. We have acommitment to service, and we act to make a positive differencein the lives of others and in the world around us.

RISK-TAKERSWe approach uncertainty with forethought and determination;we work independently and cooperatively to explore new ideasand innovative strategies. We are resourceful and resilient in theface of challenges and change.

BALANCEDWe understand the importance of balancing different aspects ofour lives intellectual, physical, and emotional to achievewell-being for ourselves and others. We recognize our interdependencewith other people and with the world in which we live.

REFLECTIVEWe thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknessesin order to support our learning and personal development.

LANGUAGE IN THE PRIMARY YEARS PROGRAMME

BELIEFS AND VALUES IN LANGUAGE Language stands at the center of the many interdependent cognitive, affective, and social factors that shape learning. David Corson, Language Policy in Schools: A Resource for Teachers and Administrators (1999)

Language is fundamental to learning, thinking and communicating, and permeates the whole curriculum. It is necessary not only to learn language, but also learn about language and through language. Learning best takes place in authentic contexts, and literature plays a special role in enabling this to happen. The strands of oral, written and visual communication are learned across and throughout the subject areas. Each aspect is only relevant in relation to the whole.

PYP schools have a special responsibility to recognize and support language development to ensure that all students are provided with the environment and the necessary language support to enable them to participate fully in the academic programme and in the social life of the school, as well as to develop as individuals. All teachers in a PYP school are considered teachers of language. Language learning plays a major role in schools where the language(s) of instruction may not be the student’s first language. Research has shown that development of mother-tongue language is crucial for cognitive development and in maintaining cultural identity. It also has the potential to increase intercultural awareness and understanding, and enables students to remain in touch with and maintain esteem for the language, literature and culture of their home country. It is a strong predictor of their long-term academic achieve-ment, including acquisition of other languages. Respect for differences between languages and between dialects should be promoted.

Every child benefits from having access to different cultures, perspectives and languages. Acquisition of more than one language enriches personal growth and helps facilitate international understanding. There-fore, a PYP school provides the opportunity for all students to learn more than one language. Exposure to and experience with language, in all its richness and diversity, opens doors to key questions about life and learning, and encourages students to develop responsible attitudes and find appropriate ways to take action, in order to make a difference in the world.

The IB learner profile is integral to teaching and learning language in the PYP because it represents the qualities of effective learners and internationally minded students. The learner profile, together with the five essential elements of the programme—knowledge, concepts, skills, attitudes and action—informs planning, teaching and assessing in language.


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GOOD LANGUAGE PRACTICELanguage is the major connecting element across the curriculum. Therefore, in a PYP school, the focus is not only on language for its own sake, but also on its application across the subject areas and throughout the transdisciplinary programme of inquiry. There are also connections with the wider community.

Language is a major connection between home and school. In a PYP school, mother-tongue language development is actively encouraged and supported. Resources, such as bilingual dictionaries, are available in several languages and students may present their learning in other languages, including their mother- tongue. In the PYP classroom, cooperative activities are common to optimize development of all the students’ languages. The school and classroom libraries are kept up to date with books catering for all languages spoken in the school. Letters to parents are often translated before being sent home; students are encouraged to use books in their own language for project work, and mother-tongue classes may be part of the programme.

Students need many opportunities to listen and speak in order to communicate effectively, and to estab-lish and maintain relationships. Talk in the classroom is fundamental to promoting language learning.

Literature is an integral part of the curriculum. Carefully selected books can be read as an author study; a biography might be the introduction to a science investigation; early years counting stories can be reinforcement for mathematics development. Books are read for enjoyment and can also be discussed, analysed, compared and contrasted. Students learn how to understand, interpret and respond to the ideas, attitudes and feelings expressed in various texts; to think critically about what they read; and to be able to make predictions and inferences based on information that is both explicit and implicit in a text.

Writing is a significant activity in PYP classes of all ages. The writing process involves creating an environ-ment where students can acquire the skills necessary to produce written products for a variety of purposes. The written product can be formal, informal, personal or reflective. It can be informative, persuasive, poetic, or in the form of a story or dialogue. When learning to write, students are encour-aged to focus at first on meaning rather than accuracy, and to enjoy the writing process.

Teachers in PYP schools should strive to develop a caring language community, in which all students feel accepted and confident that they will be supported by others in language learning and in taking risks. To encourage students to take risks in language learning (especially learning an additional language), they need to believe that there is a good chance they will succeed; they may not be willing to try unless they believe they have the confidence to get it at least partially right. Teachers need to structure teaching/ learning situations so that students have opportunities for success. They use techniques that support students during the communication process and provide the “missing bits” when students cannot fully express their meaning—this is often referred to as scaffolding. In practical terms, scaffolding includes such things as body language and gestures; language accompanying actions; building on to what other students say; and guided questioning.

Learning language in a PYP classroom extends beyond the classroom walls, and has close connections to the central school library/media centre and to other classrooms. The teacher plans in collaboration with other classroom teachers and single-subject teachers. Additional-language teachers play a particularly important role in reinforcing, supporting and extending the classroom work. The PYP classroom is also connected to the broader world through technology: students research and communicate not only through printed media, but also through global electronic networks, in order to access a vast range of multimedia resources.

A PYP teacher’s personal knowledge of language teaching and learning is of key importance. What teach-ers themselves understand shapes which resources they choose, what learning experiences they design and how effectively they teach. The teacher’s own interest in, and development of, language teaching and learning is maintained through regular professional development, reading of professional journals and, especially, through regular contact with colleagues who share their commitment to teaching language through inquiry. Commercially available resources for teaching language are carefully evaluated to ensure that they meet the requirements of the teacher, the students and the curriculum.

THE ROLE OF LANGUAGE IN THE PROGRAMME OF INQUIRY The programme of inquiry provides an authentic context for students to develop and use language. Wherever possible, language should be taught through the relevant, realistic context of the units of inquiry. The teacher plans language instruction that supports students’ inquiries and the sharing of their learning.

Links to the transdisciplinary themes or central idea should be explicitly made when language is being taught outside the programme of inquiry. A developing understanding of these links will contribute to the students’ understanding of the use of language in the world.

Regardless of whether language is being taught within or outside the programme of inquiry, in the PYP it is believed that purposeful inquiry is the way in which students learn best. The starting point should always be students’ prior and current understanding. However, it should also be recognized that there are occasions when it is preferable for students to be given a series of strategies for learning language (including rote learning) in order to progress in their understanding rather than struggling to proceed.


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HOW LANGUAGE PRACTICES ARE CHANGING Structured, purposeful inquiry is the main approach to teaching and learning language in the PYP. How-ever, it is recognized that many educational innovations (or, more accurately, educational reworkings) suffer from the advocacy of a narrow, exclusive approach. The PYP represents an approach to teaching that is broad and inclusive, in that it provides a context within which a wide variety of teaching strategies and styles can be accommodated, provided that they are driven by a spirit of inquiry and a clear sense of purpose.

As an aid to reflection, the following set of subject-specific examples of good practice has been produced. It is believed that these examples are worthy of consideration by anyone committed to con-tinuous improvement.

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PYPcurriculum guide

How are language practices changing?

Increased emphasis on: Decreased emphasis on:

promoting integrated language development teaching language as isolated strands

language as a transdisciplinary element throughout the curriculum

language as a separate discipline

additional-language teachers viewed (and viewing themselves) as PYP teachers

additional-language teachers seen as solely single-subject teachers

a literature-based approach to learning language using skill-drill texts and workbooks to learn language

a teaching approach that sees making mistakes in language as inevitable and necessary for learning

a teaching approach that focuses on encouraging students not to make mistakes in language

reading for meaning decoding only for accuracy

reading selected according to interest level reading selected according to decoding level

student-selected reading materials teacher-directed reading materials

making world classics available for reading having only school classics available for reading

making culturally diverse reading material available

having only monocultural reading materials available

focusing on meaning when reading and writing focusing primarily on accuracy when reading and writing

encouraging appropriate cooperative discussion in the classroom

enforcing silent, individual work in the classroom

students engaged in spontaneous writing students carrying out teacher-imposed writing

a variety of scaffolded learning experiences—with the teacher providing strategies for the student to build on his or her own learning

activities where teachers simply model language for students

writing as a process writing only as a product

developing a range of independent spelling strategies

a dependence on the teacher as the only source of correct spelling

nurturing appreciation of the richness of language language study as grammar and syntax

literature as a means of understanding and exploring

literature study as vocabulary, grammar and syntax

teaching students to read and research using multimedia resources

providing print-only resources for reading and research

using language for creative problem solving and information processing

using language for rote learning

a range of appropriate assessment methods such as portfolios, conferencing, miscue analysis, writing sample analysis, response journals.

standardized reading and writing assessments.

LITERACY EXPECTATIONS:early years 3, 4, 5

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EARLY YEARS 3 ORAL COMMUNICATION: LISTENING AND SPEAKING

Students will use oral language for social interaction and to obtain knowl-edge of people, places and things in their environment and in the wider community. They will communicate needs, feelings and ideas in order to respond to a variety of experiences. They will participate appropriately in conversations, tell stories and events in sequence, and will give and follow instructions. In order to learn to communicate effectively, students will be given daily opportunities to listen and speak in authentic contexts, either independently, in small groups or with a whole class.

•Begin to listen in small or large groups for increasing periods of time•Begin to speak clearly in order to be understood•Begin to use language to fulfil their needs, express feelings, etc•Begin to use language to connect new experiences to what they already know•Begin to use language in imaginative and dramatic play•Begin to talk about own stories, writing, pictures and models•Begin to listen and respond to stories, poems, rhymes, songs, instructions, questions and explanations•Begin to anticipate and predict when listening to texts read aloud•Begin to listen effectively in order to follow instructions•Begin to work with rhythm and rhyme•Begin to use appropriate word order in simple sentences

EARLY YEARS 4 ORAL COMMUNICATION: LISTENING AND SPEAKING

Students will use oral language for social interaction and to obtain knowledge of people, places and things in their environment and in the wider commu-nity. They will communicate needs, feelings and ideas in order to respond to a variety of experiences. They will participate appropriately in conversa-tions, tell stories and events in sequence, and will give and follow instructions. In order to learn to communicate effectively, students will be given daily opportunities to listen and speak in authentic contexts, either independently, in small groups or with a whole class.

•Begin to listen in small or large groups for increasing periods of time•Speak clearly in order to be under-stood•Use language to fulfil their needs, gain information, express feelings, etc•Use language to connect new experi-ences to what they already know•Listen and respond to stories, poems, rhymes, songs, instructions, questions and explanations•Begin to anticipate and predict when listening to texts read aloud•Begin to listen effectively in order to retell, sequence and describe past events•Listen effectively in order to follow instructions•Begin to ask questions and give appro-priate answers•Use appropriate word order in simple sentences•Use language in imaginative and dramatic play, and begins to use language for discussions and conversa-tions•Talk about their own stories, writing, pictures and models•Begin to identify differences in letter sounds•Show an awareness of rhythm and rhyme

ERLY YEARS 5 ORAL COMMUNICATION: LISTENING AND SPEAKING

Students will use a variety of oral language appropriately and with increasing confi-dence. They will talk about their own thoughts, feelings and opinions and they will be able to work in groups to discuss their ideas. They will appreciate that listening is important and, in both small- and large- group situations, listen with increasing concentration and consideration. They will be able to pick out main events and relevant points, and they will increase their ability to anticipate and predict. Students will listen to others carefully and with sensitivity.

•Begin to listen attentively and respond in small and large groups •Speak clearly in order to be understood•Use language in imaginative and dramatic play, discussions and conversations•Listen effectively in order to retell, sequence and describe past events•Ask questions and give appropriate answers•Show an awareness of rhythm and rhyme•Use language to connect new experiences to what they already know•Listen and respond to stories, poems, rhymes, songs, instructions, questions and explanations•Anticipate and predict when listening to texts read aloud•Talk about their own stories, writing, pictures and models•Realize the importance of language to fulfil their needs, gain information, express feelings, etc•Develop an active interest and respect for other languages•Identify differences in letter sounds•Begin to distinguish the beginning and ending of words•Use appropriate word order in simple sentences and begin to use compound sentences•Use grammatical rules in speech even though they may over generalize •Begin to understand that language is influenced by purpose and audience•Appreciate and relate to different voice tones•Listen effectively in order to follow instructions•Begin to give instructions, directions and messages and respond to the instructions of others

PYPcurriculum guide

EARLY YEARS 3 WRITTEN COMMUNICATION: WRITING

Students will be curious about print. They will enjoy playing and experiment-ing with writing by making marks to emulate writing. They will progress from scribble or “pretend” writing to writing letters and words. Drawing, sketching and diagramming are important parts of early writing development as children imitate, rehearse and think about the process. Students will use representa-tions of their name (and/or those of family members) in a variety of ways. Regardless of their stage of writing development, they will assign meaning to messages and will gradually produce recognisable (though not necessarily conventional) spellings of a range of words. Students will be encouraged to write daily with or without support and guidance, either independently, in small groups, or with the whole class.

•Write their name•Write random recognizable letters to represent words•Discriminate between text and pictures•Rely primarily on pictures to convey meaning•Demonstrate awareness that print conveys meaning•Make marks other than drawing on paper (scribbles)•Begin to show an awareness of some of the letters or sounds •Tell about own pictures and writing•Begin to demonstrate an awareness of directionality•Begin to use conventional pencil-grasp

EARLY YEARS 4 WRITTEN COMMUNICATION: WRITING

Students will be curious about print. They will enjoy playing and experiment-ing with writing by making marks to emulate writing. They will progress from scribble or “pretend” writing to writing letters and words. Drawing, sketching and diagramming are important parts of early writing development as children imitate, rehearse and think about the process. Students will use representa-tions of their name (and/or those of family members) in a variety of ways. Regardless of their stage of writing development, they will assign meaning to messages and will gradually produce recognisable (though not necessarily conventional) spellings of a range of words. Students will be encouraged to write daily with or without support and guidance, either independently, in small groups, or with the whole class.

•Recognize some names and words in context•Use illustrations to tell stories•Rhyme and play with words•Participate in group reading (books, rhymes, poems and songs)•Differentiate between numbers, letters, symbols and drawings•Demonstrate an awareness of direc-tionality•Demonstrate understanding of letter-sound relationship•Print legible upper and lower case letters•Use conventional pencil-grasp •Write ‘words’ to describe or support pictures.•Use pictures and print to convey meaning•Copy signs, labels, names and words (environmental print)•Match most letters to sounds•Use beginning consonants to make words•Pretend to read own writing•See self as writers•Take risks with writing

ERLY YEARS 5 WRITTEN COMMUNICATION: WRITING

Students will write confidently, with developing legibility and fluency. They will write for a variety of purposes and will develop an understanding of differ-ent story structures. They will begin to plan, edit and review their own writing, showing an increasing ability to spell high frequency words. They will begin to use spelling patterns and will continue to use their phonetic skills to spell especially when constructing more complex words. As risk-takers, they will demonstrate confidence in attempting to write unfamiliar words using a variety of strategies. Daily independent and instructional writing are essential.

•Write text to match their own illustra-tions•Write 1-2 sentences about a topic•Begin to show confidence and a positive attitude to writing•Use beginning, middle and ending sounds to write words.•Spell words on the basis of sounds without regard for conventional spelling patterns•Understand that their own written texts remain constant•Begin to read and reread their own written texts for themselves and others•Use growing awareness of sound segments (phonemes, rhymes) to write words•Begin to write legible upper and lower case letters in a consistent style•Begin to accurately spell some sight words•Experiment with capitals•Experiment with punctuation•Begins to use spacing between words•Writes from top to bottom, left to right and front to back



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EARLY YEARS 3 VISUAL COMMUNICATION: VIEWING AND PRESENTING

Students will play, experiment, talk about and relate to a variety of media. They will enjoy using media to make sense of the world and will learn to respond both verbally and non-verbally. They will show a natural curiosity and interest in many forms of familiar visual communication and, with guidance and support, will make connections between the real and the imaginary. Students will react to media items or factual informa-tion in order to understand and describe what they see.

•Views and listens to media works and talks about what they mean•Begins to construct meaning from visual texts with familiar content by using pictorial and visual cues•Begins to tell the difference between real and animated objects or images

EARLY YEARS 4 VISUAL COMMUNICATION: VIEWING AND PRESENTING

Students will play, experiment, talk about and relate to a variety of media. They will enjoy using media to make sense of the world and will learn to respond both verbally and non-verbally. They will show a natural curiosity and interest in many forms of familiar visual communication and, with guidance and support, will make connections between the real and the imaginary. Students will react to media items or factual informa-tion in order to understand and describe what they see.

•View and listen to media works and talk about what they mean•Construct meaning from visual texts with familiar content by using pictorial and visual cues•Tell the difference between real and animated objects or images

ERLY YEARS 5 VISUAL COMMUNICATION: VIEWING AND PRESENTING

Students will understand that communi-cation involves both visual, verbal and kinaesthetic features. They will under-stand that signs and symbols carry meaning and will begin to read a range of signs widely used in their immediate environment. They will be able to read and use texts with different types of layout and will understand information presented by a range of visual media including television, theatre and com-puter. Using a variety of visual and technological media, the students will search for, record and present informa-tion. As they continue to develop an increasing understanding of what they view, they will make more informed choices.

•Understand that communication involves visual as well as verbal features•Begin to understand that signs, symbols and icons carry meaning•Tell the difference between real and animated objects or images•Begin to understand that not every-thing they see is useful or relevant •Construct meaning from visual texts with familiar content by using pictorial and visual cues•Begin to make inferences about what a character could be like by observing body language, facial expressions, gestures, clothing and the way other characters respond to them•Begin to use appropriate computer icons to activate computer programs•Begin to demonstrate basic computer skills (e.g. turn computer on and off, log on, handle the mouse)

PYPcurriculum guide

GRADE 1ORAL COMMUNICATION: LISTENING AND SPEAKING

Oral communication: listening and speakingStudents will use a variety of oral language appropriately and with increas-ing confidence. They will talk about their own thoughts, feelings and opinions and they will be able to work in groups to discuss their ideas. They will appreciate that listening is important and, in both small- and large- group situations, listen with increasing concentration and consideration. They will increase their ability to anticipate and predict. Students will listen to others carefully and with sensitivity.

•Use active listening skills such as making eye contact or asking questions•Compare what is heard to prior knowledge and experience•Follow simple oral directions•Speak clearly and understandably•Deliver brief oral presentations that: -demonstrate an understanding of a topic -include and sort relevant information and details about a topic -organise information with a clear beginning and end -express opinions -recall an event or personal experience•Appreciate the voice tone to be used in varying circumstances•Deliver simple dramatic presentations (e.g. recite poems, rhymes, songs, role-plays and stories)•Express thoughts, feelings, ideas and opinions and be able to discuss them, respecting contributions from others•Hear the beginning, middle and end of words, including blends and diagraphs

GRADE 2 ORAL COMMUNICATION: LISTENING AND SPEAKING

Students will appreciate the power of oral language and use speech with increasing awareness and responsibility. They will participate appropriately in discussions and will talk about a wide range of topics. They will use increas-ingly complex language confidently and creatively, with increasing accuracy, detail and range of vocabulary. They will become increasingly aware of the use of oral language to articulate, organise and reflect on learning. They will begin to communicate in more than one language.

•Listen appreciatively and considerately and respond in small and large group situations•Begin to develop specific vocabulary to suit different purposes, e.g. descriptive, comparative or persuasive vocabulary•Appreciate that a word can have various meanings (e.g. light)•Understand that ideas and opinions can be generated, developed and presented through talking and working in pairs or groups•Ask appropriate questions and give appropriate answers•Participate in imaginative play, storytell-ing, role play and dramatization of stories and poems•Begin to justify and defend their point of view•Develop an active interest and respect for other languages•Appreciate and relate to different voice tones, and use voice tone, volume and intonation to enhance meaning•Give instructions, directions and messages and respond to the instruc-tions of others•Prepare and deliver an individual or small group presentation for a variety of purposes


Students will appreciate the power of oral language and use speech with increasing awareness and responsibility. They will participate appropriately in discussions and will talk about a wide range of topics. They will use increas-ingly complex language confidently and creatively, with increasing accuracy, detail and range of vocabulary. They will become increasingly aware of the use of oral language to articulate, organise and reflect on learning. They will begin to communicate in more than one language.

•Respect the importance of language and its effect on others, showing sensitivity•Use discussions to generate, develop, modify and present ideas•Use a range of specific vocabulary to suit different purposes (e.g. descriptive, comparative, persuasive)•Begin to paraphrase and summarize•Begin to argue persuasively and defend a point of view•Prepare and deliver an individual or small group presentation for a variety of purposes•Listen appropriately for a sustained period and for a variety of purposes (e.g. to seek information, to gain knowl-edge, for instructions, for enjoyment)•Participate appropriately in a variety of situations (e.g. stories, poetry, drama, instructions, discussions, class and group meetings, conversations, group presen-tations)•Use language confidently, appropriately and with increasing accuracy•Organize thoughts and feelings before speaking•Use register, tone and voice level appropriately and purposefully•Give instructions, directions and messages and respond appropriately to those of others.•Develop an active interest and respect for other languages

LITERACY EXPECTATIONS:grades 1, 2, 3


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GRADE 1 WRITTEN COMMUNICATION: READING

Students will read for pleasure and information with increasing independence. They will be confident about their own reading and will continue to develop a range of reading strategies to decode and make sense of text. They will discuss stories heard and read, demonstrate an awareness of the role of the characters and plot, and will respond to the ideas and feelings expressed. They will begin to use a variety of reference books and dictionaries independently. A balanced learning experience includes opportunities either independently, in small or in whole class situations. Daily independent and instructional reading are essential.

•Demonstrate phonemic and phonetic skills to solve unfamiliar words in grade-level texts independently•Demonstrate fluent reading of grade appropri-ate texts•Retell what the text is about•Use vocabulary strategies to determine the meaning of unfamiliar words•Use ‘before reading’ strategies to prepare for comprehension•Use ‘during reading’ strategies to gather and connect ideas for comprehension•Use ‘after reading’ strategies to assist with comprehension•Demonstrate comprehension of text orally•Demonstrate comprehension of text in writing•Identify specific features of texts (e.g. contents page, index, glossary, back and front cover)•Understand the role of an author and illustrator•Predict what may happen next in a story and revise or confirm predictions•Identify with a character or a situation•Compare information (e.g. recognising similari-ties) in texts using prior knowledge and experience•Create and use visual organisers such as Venn diagrams or webs, with teacher assistance, to demonstrate comprehension•Monitor comprehension of independently-, or group-read texts by asking and answering questions•Use criteria to choose independent reading materials (IPICK from Daily 5)•Recognise and talk about a range of different text types (e.g. letters, lists, recipes, stories, poetry, plays, rhymes)•Recognise and identify the difference between fiction and non-fiction texts•Establish a purpose for reading (e.g. to be informed, to follow directions, to be entertained)•Begin to use reference books, dictionaries and computers with guidance

GRADE 2

WRITTEN COMMUNICATION: READING

Students will read a variety of fiction and non-fiction books confidently, fluently and independently, and they will be able to select books appropriate to their reading level and for a specific purpose. They will be interested in a variety of literature and will begin to show an appreciation of different literary styles. They will understand and respond to the ideas, feelings and attitudes expressed in various reading materials, and will be able to use reference books, dictionaries and information technology independently. They will read daily in class and will regularly read for a sustained period of time, both in class and at home.

•Read simple chapter books•Participate in small group literature discussion with guidance •Begin to respond to and make personal connections with facts, characters and situations in literature•Recognize and use the different parts of a book (title page, contents page, chapter titles, index, glossary)•Begin to use the appropriate resources to find information (reference books, dictionaries, IT) with guidance •Begin to use complex alphabetical order•Recognize and talk about a range of different texts types (e.g. letters, lists, recipes, stories, poetry, plays)•Identify different kinds of genres (fiction, non-fiction, poetry, plays, fantasy)•Compare and contrast characters and story events with guidance•Begin to summarize and retell story events in sequential order•Read silently for increasingly longer periods (15-20 minutes)•Make predictions and begin to make inferences with justification•Choose reading materials at appropriate level with guidance•Begin to read text aloud with fluency, expres-sion and with regard to punctuation•Begin to identify and describe elements of a story (setting, characters, message, beginning, middle, end, plot – problem/ solution)•Use a variety of reading strategies to make meaning of texts: picture cues, phonics, self-correction, context, word structure cues, prediction, an increasingly developed sight vocabulary, memory, punctuation, syntax, rereading and reading on•Identify own reading strategies and set goals with guidance•Use word structure cues (e.g. root words, prefixes, suffixes, word chunks) when encounter-ing unknown words•Self-correct for meaning•Increase vocabulary by using meaning cues•Begin to identify main ideas, recognize cause and effect, distinguish between fact and opinion•Begin to make, question and draw conclusions•Read and follow written directio Use reading strategies appropriately, depending on text and purpose•Read to find specific information

GRADE 3 WRITTEN COMMUNICATION: READING

Students will read a variety of fiction and non-fiction books confidently, fluently and independently, and they will be able to select books appropriate to their reading level and for a specific purpose. They will be interested in a variety of literature and will begin to show an appreciation of different literary styles. They will understand and respond to the ideas, feelings and attitudes expressed in various reading materials, and will be able to use reference books, diction-aries and information technology indepen-dently. They will read daily in class and will regularly read for a sustained period of time, both in class and at home.

•Read medium level chapter books•Read silently for increasingly longer periods of time (20 – 30 minutes)•Read text aloud with fluency, expression and with regard to punctuation•Participate in literature discussions with guidance•Respond to literature using reasons and examples to support ideas and opinions with guidance•Make connections to personal experiences, other authors, books and perspectives•Make inferences while reading•Identify own reading strategies and set goals•Read for pleasure, instruction and informa-tion•Choose reading materials at appropriate level and express preferences•Begin to recognize the author’s purpose (to inform, persuade, entertain, instruct)•Expand knowledge of different genres (fiction, non-fiction, fables, biographies, plays, poetry, fantasy fiction, realistic fiction)•Recognize and use the different parts of a book (contents page, index, glossary, dedication page, copyright page)•Begin to use appropriate resources to find information with guidance (reference books, CD-ROMs, non-fiction texts)•Begin to gather and use information from graphs, charts, tables and maps with guidance•Begin to use skimming and scanning to find specific information•Identify main idea, recognize cause and effect, demonstrate understanding of the difference between fact and opinion with guidance•Make, question and draw conclusions with guidance•Identify and describe elements of a story (setting, characters, plot, conflict, message) •Follow multi-step written directions independently

PYPcurriculum guide

GRADE 1WRITTEN COMMUNICATION: WRITING

Students will write confidently, with developing legibility and fluency. They will write for a variety of purposes and will develop an understanding of different story structures. They will begin to plan, edit and review their own writing, showing an increasing ability to spell high frequency words. They will begin to use spelling patterns and will continue to use their phonetic skills to spell especially when constructing more complex words. As risk-takers, they will demonstrate confidence in attempting to write unfamiliar words using a variety of strategies. Daily independent and instructional writing are essential.

•Generate writing ideas through discussions with others•Develop a main idea for writing•Determine purpose and audience•Use organisational strategies (e.g. brainstorming, lists, webs and Venn diagrams) to plan writing•Organise writing to include a beginning, middle and end•Construct complete sentences with subjects and verbs•Mimic language from literature when appropri-ate•Use available technology to compose texts•Reread own writing for clarity•Add descriptive words and details•Use resources (e.g. word wall, beginner’s dictionary etc.) to select effective vocabulary•Proof-read writing to improve conventions (grammar, spelling, punctuation, capitalisation)•Apply tools (checklist, rubric, feedback) to judge quality of writing•Write sample stories with a beginning, middle and end that include descriptive words and details•Write responses to stories that include simple judgements about the text•Write friendly letters and invitations that follow a simple letter format•Produce informal writings (messages, journals, notes and poems) for various purposes•Print legibly and space letters, words and sentences appropriately•Spell correctly words with regular short vowel patterns and most long vowel words (e.g. time, name rain, say, feed, etc.)•Begin to spell high frequency words correctly•Create phonetically-spelled written work that can usually be read by the writer and others•Spell unfamiliar words using strategies such as segmenting, sounding out and matching familiar words and word parts•Use end punctuation correctly, including question marks, exclamation marks and full stops•Use correct capitalization (e.g. the first word in a sentence, names and I)•Use nouns, verbs and adjective

GRADE 2 WRITTEN COMMUNICATION: WRITING

Students will develop fluency in writing, and will write independently and with confidence. They will begin to use a wide and vivid vocabulary with supporting details. They will understand that different types of writing have different structures. They will write for a range of purposes, both creative, and informational, and will plan, edit and review their own writing. They will spell most high-frequency words accurately and use a range of strategies to spell words of increasing complexity. They will present their writing appropriately using a consistent, legible style.

•Write short fiction with guidance•Write sequenced stories with a beginning, middle and end•Show some knowledge of, and a willingness to use an appropriate writing process (prewriting which includes brainstorming, webbing, research-ing, planning, discussion, drawings, any gathering of information; drafting; revising –begin to reread their written work in order to make revisions and improve their writing; conferencing – listen to other’s writing and offer feedback; editing, begin to publish own work)•Identify own writing strategies and set goals with guidance•Organise ideas in a logical sequence in fiction and non-fiction writing with guidance•Begin to compose different forms of poetry•Use a dictionary and thesaurus•Begin to recognise and use interesting language•Recognise and use a range of different text formats (e.g. letters, lists, recipes, stories, poetry, plays)•Write a variety of non-fiction pieces (e.g. facts about a topic, letters, lists with guidance)•Begin to write a descriptive, narrative or information paragraph with a topic sentence, supporting details and closing sentence•Use simple sentences and begin to write compound sentences•Use capital letters, full stops, questions marks and exclamation marks appropriately•Use commas and apostrophes with guidance•Add description and detail with guidance•Use parts of speech properly (noun, pronoun, verb, adjective)•Spell an increasing number of sight words correctly and move towards conventional spelling•Show confidence and a positive attitude to writing•Print legible upper and lower case letters in a consistent style.•Begin to write for a range of purposes and audiences•Begin to consider suggestions from others about own writing

GRADE 3 WRITTEN COMMUNICATION: WRITING

Students will develop fluency in writing, and will write independently and with confidence. They will begin to use a wide and vivid vocabulary with supporting details. They will understand that different types of writing have different structures. They will write for a range of purposes, both creative, and informational, and will plan, edit and review their own writing. They will spell most high-frequency words accurately and use a range of strategies to spell words of increasing complexity. They will present their writing appropriately using a consistent, legible style.

•Write for a variety of purposes using different text formats and writing styles•Write about feelings and opinions•Begin to select vocabulary according to the audience and purpose with guidance•Use paragraphs to organize ideas with guidance•Write descriptive, narrative and informational paragraphs with guidance•Write poetry using carefully chosen language with guidance•Write non-fiction pieces with guidance (reports, lists, letters) •Write fiction with a clear beginning, middle and end•Use commas, quotation marks and apostrophes with guidance•Increase use of visual strategies, spelling rules and knowledge of word parts to spell correctly•Use writing criteria for effective writing to set own writing goals with guidance•Use the appropriate writing process:•Prewriting which includes brainstorming, webbing, researching, planning, discussion, drawings, any gathering of information, •Drafting for fiction and non-fiction pieces •Revising for clarity and to enhance ideas with guidance •Conferencing seek feedback on writing •Editing for punctuation, spelling, grammar with guidance •Reread written work in order to make revisions and improve writing•Begin to edit and proofread own and peers’ writing before completing a final copy•Publish writing in a polished format•Begin to develop a voice in own writing•Begin to use literary devices such as similes, metaphors, onomatopoeia and alliteration•Use descriptive language and dialogue with guidance•Use main parts of speech appropriately (noun, verb, adjective, adverb)•Print a consistent, legible style •Begin to develop a cursive style•Begin to use graphic organisers to take notes in a variety of contexts•Use resources (thesaurus, word lists) to make writing more effective with guidance



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GRADE 1 VISUAL COMMUNICATION: VIEWING & PRESENTING

Students will understand that communi-cation involves both visual, verbal and kinaesthetic features. They will under-stand that signs and symbols carry meaning and will begin to read a range of signs widely used in their immediate environment. They will be able to read and use texts with different types of layout and will understand information presented by a range of visual media including television, theatre and com-puter. As they continue to develop an increasing understanding of what they view, they will make more informed choices.

•Communicate clearly using a variety of verbal and non-verbal skills (eye contact, appropriate posture, appropriate volume and voice projection, facing the audience)•Use appropriate greetings, conversa-tional openings and closings•Organise and report the details of an event in sequential order•Deliver oral summaries of events or books•Create or use visual materials or media to enhance oral presentations•Interpret information from maps, charts, diagrams, graphs and other media forms•Deliver presentations differently according to the purpose and the audience

GRADE 2

VISUAL COMMUNICATION: VIEWING & PRESENTING

Students will experience a wide variety of visual media materials. They will respond to viewing experiences orally and in writing. They will interpret visual media and recognise the power of visual media to influence thinking and behav-iour, and will begin to learn how to make informed choices in their personal viewing experiences. They will use a variety of materials to plan and create projects with different media and will use electronic media (e.g. CD-Rom, Internet) to find information.

•Understand that communication involves visual as well as verbal features•Understand that signs, symbols and icons carry meaning •Begin to interpret visual cues in order to analyze and make inferences•Use a range of communications media, (e.g. drama, video, photography, comput-ers, texts with different types of layout) to locate, present and record informa-tion•Understand that not everything they see is useful or relevant and know how to make discerning choices•Begin to interpret information provided in advertisements (catalogs, magazines, billboards and on television)•Begin to understand the role of familiar media in their own and their family’s daily life•Begin to use appropriate technology such as a computer, printer, CD-Rom, digital camera•Demonstrate an understanding of the basic elements of a poster•Appreciate form and quality of visual presentation•Search for, record and present informa-tion from a variety of media and texts •Explore and use visual communication in order to express their own ideas Begin to select the appropriate presen-tation format for their work

GRADE 3 VISUAL COMMUNICATION: VIEWING & PRESENTING

Students will experience a wide variety of visual media materials. They will respond to viewing experiences orally and in writing. They will interpret visual media and recognise the power of visual media to influence thinking and behav-iour, and will begin to learn how to make informed choices in their personal viewing experiences. They will use a variety of materials to plan and create projects with different media and will use electronic media (e.g. CD-Rom, Internet) to find information.

•Understand that signs, symbols and icons carry meaning•Understand that communication involves visual as well as verbal features•Use a range of communications media, (e.g. drama, video, photography, comput-ers, texts with different types of layout) to locate, present and record informa-tion•Search for, record and present informa-tion from a variety of media and texts•Begin to select the appropriate presen-tation format for their work•Understand that not everything they see is useful or relevant and know how to make discerning choices•Demonstrate an understanding of the basic elements of a poster•Explore and use visual communication in order to express their own ideas and interpret the ideas of others•Appreciate form and quality of visual presentation

PYPcurriculum guide

GRADE 4ORAL COMMUNICATION: LISTENING AND SPEAKING

Students will show an increasing aware-ness of the power of oral language and how it helps them to construct meaning and connect with others. They will use speech responsibility to inform, enter-tain and influence others. They will understand that oral language is a medium for learning and use the speaking and listening processes as learning strategies as well as for individual enjoyment. They will interact confidently with others in a variety of situations. They will use a variety of linguistic structures and features of spoken language to develop and present ideas and information, adapting their speaking and listening strategies to the context, purpose and audience. By reflecting on their own approach to communication and the ways in which others interact, they will monitor and assess their own learning.

•Begin to use discussion to generate, develop, modify and present ideas•Prepare and deliver individual presen-tations•Use a wide vocabulary and accurate sentence structures•Give instructions, directions and messages and respond appropriately to those of others •Listen appropriately for a sustained period •Show an active interest in and respect for other languages•Identify and appreciate differences and similarities between languages



•Argue persuasively and practice debating skills, presenting a point of view that is not necessarily their own•Understand how language can influence points of view and the responses of others•Infer meanings, draw conclusions and make judgements•Give complex instructions, directions and messages and respond appropri-ately to those of others•Listen appropriately for a sustained period and for a variety of purposes (e.g. to seek information, to gain knowl-edge, for instructions, for enjoyment)•Begins to paraphrase and summarise



•Use discussion to generate, develop, modify and present ideas•Participate appropriately in complex discussions, conversations, class and group meetings, debates and group presentations•Prepare and deliver individual presen-tations for a variety of purposes (to entertain, to inform, to persuade and to direct•Use a wide vocabulary and complex sentence structures with a high level of accuracy•Understand and use a variety of literary devices such as metaphor, simile and personification•Paraphrase and summarise efficiently•Communicate in more than one language



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GRADE 4WRITTEN COMMUNICATION: READING & WRITING

Students will read a wide range of texts with understanding and accuracy and will be able to use a variety of reading strategies for different texts and purposes. They will recognize and appreciate the various literary styles, forms and structures, and appreciate the structural and stylistic differences between fiction and non-fiction. They will be able to discuss what has been read, reflect on and talk about the feelings and motivations of the charac-ters in the story, and analyse details of plot and characterization. They will appreciate the author’s use of language and they will begin to recognize mean-ing beyond the literal. They will locate and use a range of reference materials to find information and they will under-stand that this information can be used to generate ideas and opinions and guide research. They will read for enjoyment and information daily for sustained periods, both in school and at home.

Students will write fluently and effec-tively for a wide range of purposes both creative and informal, using a range of styles. They will understand that different types of writing have different styles and structures, and are used for different purposes. Their writing will show a clear awareness of audience. They will use relevant and appropriate supporting details, a wide range of effective vocabulary and a variety of sentence structures and sentence lengths. They will use an appropriate writing process independently and confidently; planning, revising, and editing their own writing. Considering and acting upon the responses of others students will gain an awareness of themselves as authors and will develop their own voice and style to personalize their writing. They will write for enjoyment and communication daily for sustained periods, at school and at home.

GRADE 5

WRITTEN COMMUNICATION: READING & WRITING



GRADE 6 WRITTEN COMMUNICATION: READING & WRITING



PYPcurriculum guide

GRADE 4WRITTEN COMMUNICATION: READING & WRITING (contunued)

•Reads aloud with fluency, expression and confidence•Reads silently for extended periods•Use context cues, other reading strategies and resources (e.g. dictionary, word lists, thesaurus) to increase vocabulary with guidance•Begin to recognise an authors style•Begin to recognise and understand figurative language (personification, onomatopoeia)•Use prior knowledge and experiences to generate thoughtful oral and written response to their reading•Identifies and describes story elements (setting, characters, plot, message) and elements of the plot (conflict and resolution)•Use information from graphs, charts, tables and maps•Use a range of strategies for planning writing•Edit for punctuation, spelling and grammar•Use a variety of note taking strategies for collecting and organizing ideas, details and information•Show individuality and creativity in writing style•Develop a personal voice in their writing•Write with a fluent and legible style of cursive handwriting •Write engaging stories that have a recognizable and appropriate structure•Develop stories with plots that include problems and solutions with guidance•Create characters with guidance•Revise stories using description and details with guidance•Begins to write organised fiction and non fiction (e.g. research, reports, letters, summaries, chapters, persuasive essay, poetry•Begin to experiment with sentence length and complex sentence structure•Vary beginnings and endings of sentences with guidance•Use capital letters, full stops, question marks and exclamation marks appropri-ately•Use commas, quotation marks and apostrophes correctly•Publish writing in a polished format


•Categorize literature (fable, myth, biography, novel, essay)•Identify genre (e.g. science fiction, mystery, historical novel)•Read widely across the genre and show an interest in a variety of literature•Read contemporary and classic litera-ture•Identify the elements of plot (exposition, rising action, climax, falling action, resolution) and the pattern in story outline (choice, reversal, and understanding)•Compare and contrast different authors styles and purposes•Recognise and understand literary devices (personification, alliteration, onomatopoeia, similes, metaphors)•Show awareness that poems have layers of meaning and that they need to be read and reread, and questioned and reflected on to yield their meaning.•Be aware that poems are open to range of interpretations.•Understand that words can evoke mental images•Use specific vocabulary to comment on and analyse poetry (line, couplet, stanza, rhyme scheme etc).•Locate access, organize and synthesize information from a variety of sources e.g. encyclopaedias, articles, internet and non fictions texts.•Generate new questions after reading and connect these to prior knowledge and experience.•Use parts of informational texts such as titles, subheadings, bold, italics, captions, text boxes, tables of contents, glossary and index•Use resources (e.g. dictionary and thesaurus) to increase vocabulary.•Use writing independently and effec-tively to structure thinking and to communicate.•Write persuasively about ideas, feelings and opinions•Begin to write organised and fluent non-fiction including simple bibliogra-phies•Use a range of modes in writing: narrative, descriptive, persuasive, expository


•Generate in depth responses and sustain small group literature discus-sions•Probe for deeper meaning by making inferences in response to literature•Seek recommendations and opinions about literature from others•Set reading challenges and goals•Critically evaluate their own choices in books and distinguish and appreciate commendable or notable literature•Identify the different types of conflict in a story•Recognise, analyse and evaluate an authors style and purpose•Recognise and understand figurative language (similes, metaphors and idioms)•Identify and discuss forms and struc-tures•Independently select the appropriate reading strategy for the purpose of the activity (e.g. scanning, skimming, reread-ing).•Gather, analyze and use information from graphs, charts, tables and maps•Use an appropriate writing process independently and confidently to communicate effectively and fluently i.e.•use prewriting strategies effectively to organise and strengthen writing•revise to improve writing (e.g. ideas organization, word choice, sentence fluency, voice, and conventions) inde-pendently•use a range of tools to check spelling independently•Edit and proofread their own and peers’ writing before completing a final copy.•incorporates suggestions from others in own writing independently•selects and publishes writing in polished format independently•Display a sense of audience by writing in a variety of styles for a range of purposes: matching the style of writing to the task, adapting writing according to the audience and demonstrating the ability to engage and sustain the interest of the reader•Plan, organize and complete writing projects of increasing length and com-plexity



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GRADE 4WRITTEN COMMUNICATION: READING & WRITING


•Begin to set goals and identify strate-gies to improve writing in different genres•Recognize and use the main parts of speech correctly (noun, verb, pronoun, adjective, and adverb).•Use correct syntax and increasingly complex structure•Vary sentence structure, beginnings and endings•Write cohesive paragraphs including reasons and examples with guidance•Use transitional sentences to connect paragraphs•Begin to develop the main characters and describe detailed settings in their stories•Incorporate personal voice in writing with increasing frequency•Use figurative language appropriately in writing (e.g. alliteration, personification, onomatopoeia, similes and metaphors)•Use standard spelling for most words and use appropriate resources to check spelling.•Show competency in word processing•Selects and publishes writing in a polished format•Use complex literature-response writing.•Create plots with problems and solutions•Incorporates suggestions from others about own writing•Students will use a variety of note-taking and study skills to comprehend oral and written text and gather infor-mation during research.•Compose different forms of poetry, including free verse and those with specific structure.


•Write organised, fluent and detailed non-fiction independently•Integrate information on a topic from a variety of resources•Construct charts, graphs and tables to convey information when appropriate•Write in a wide variety of genres and forms for different purposes and audiences•Create plots with a climax•Create detailed, believable settings and characters in stories•Use dialogue to enhance character development appropriately•Sets goals and identifies strategies to improve writing in different genres•Recognize and use the main parts of speech correctly (noun, verb, pronoun, adjective, adverb, prepositions and conjunctions)•Use appropriate punctuation and grammar (e.g. parenthesis, hyphens, commas, semi-colons, colons, apostro-phes, quotation marks)•Revise writing to clarify ideas, provide examples, change sequence and to improve smooth flow of ideas•Writes cohesive paragraphs including supportive reasons and examples•Use a range of vocabulary including content-specific vocabulary, which clearly and precisely conveys meaning and creates atmosphere and mood•Use descriptive language, details, similes and imagery to enhance ideas•Use voice to evoke an emotional response from readers•Use figurative language appropriately in writing (e.g. similes, metaphors, idioms)

PYPcurriculum guide

GRADE 4

VISUAL COMMUNICATION: VIEWING AND PRESENTING

Students will demonstrate appropriate viewing behaviour for a large range of visual material (movies, posters, CD-ROMs, atlases, architectural plans, sculptures, paintings, graphic organizers, codes). They will respond to viewing experiences orally and in writing using specific vocabulary and terminology. They will show an understanding of media elements and the effect of design on the meaning of the visual. They will identify stereotypes and the purpose of visual materials. They will be willing to work with a variety of materials to plan and carry out different projects. They will recognize the implications of commercial media and will make informed judgements about television, film and video productions.

•Students will analyse the different meanings that can be conveyed in different versions of the same story (e.g. film/film, film/book, comic strip).•Students will understand that the form and quality of the presentation of their work reflects their thinking and attitude

GRADE 5VISUAL COMMUNICATION: VIEWING AND PRESENTING


•Students will define the role advertising as part of media presentation. •Identify and analyse the structures and features characteristics of a range of visuals•Recognize that visuals are constructed for particular reasons.

GRADE 6VISUAL COMMUNICATION: VIEWING AND PRESENTING


•Students will develop an awareness of how characters in film are constructed.•Interpret and analyse the purpose and point of view of a visual presentation (television programme, advertisement, video)•Recognize that our interpretations of visual presentations are influenced by our backgrounds and experience


MATHEMATICS IN THE PRIMARY YEARS PROGRAMME

BELIEFS AND VALUES IN MATHEMATICS All students deserve an opportunity to understand the power and beauty of mathematics. Principles and standards for school mathematics National Council of Teachers of Mathematics (NCTM 2000)

In the PYP, mathematics is viewed primarily as a vehicle to support inquiry, providing a global language through which we make sense of the world around us. It is intended that students become competent users of the language of mathematics, and can begin to use it as a way of thinking, rather than seeing it as a series of facts and equations to be memorized. The power of mathematics for describing and analysing the world around us is such that it has become a highly effective tool for solving problems.

It is also recognized that students can appreciate the intrinsic fascination of mathematics and explore the world through its unique perceptions.

It is important that students acquire mathematical understanding by constructing their own meaning, through ever-increasing levels of abstraction. Moreover, it is fundamental to the philosophy of the PYP that, since it is to be used in context, mathematics needs to be taught in relevant, realistic contexts, rather than through an attempt to impart a fixed body of knowledge directly to students.

The IB learner profile is integral to teaching and learning mathematics in the PYP because it represents the qualities of effective learners and internationally minded students. The learner profile, together with the five essential elements of the programme—knowledge, concepts, skills, attitudes and action—informs planning, teaching and assessing in mathematics.

GOOD MATHEMATICS PRACTICE Any development of mathematical understanding should start with students exploring their own personal experiences, understandings and knowledge. Schools that have local and/or national curriculum requirements should articulate how best these can be incorporated into their planning, teaching and assessing of mathematics. An example of how children learn mathematics is described in the following stages.

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understanding

meaning

Constructing

How children learn mathematics

Applying with

Transferring meaning

Figure 22

It is useful to identify these stages when planning developmentally appropriate learning experiences at all ages.

CONSTRUCTING MEANINGStudents construct meaning from direct experiences, including the use of manipulatives and conversation.

TRANSFERRING MEANINGStudents connect the mathematical notation system with concrete objects and associated mathematical processes. The teacher provides the symbols for students. Students begin to describe their understanding using symbolic notation.

UNDERSTANDING AND APPLYINGThrough authentic activities, students independently select and use appropriate symbolic notation to process and record their thinking. As they work through these stages, students and teachers use certain processes of mathematical reasoning.

• They use patterns and relationships to analyse the problem situations upon which they are working. • They make and evaluate their own and each other’s ideas. • They use models, facts, properties and relationships to explain their thinking. • They justify their answers and the processes by which they arrive at solutions.

In this way, students validate the meaning they construct from their experiences with mathematical situations. By explaining their ideas, theories and results, both orally and in writing, they invite construc-tive feedback and also lay out alternative models of thinking for the class. Consequently, all benefit from this interactive process.

Play and exploration have a vital role in the learning and application of mathematical knowledge, particu-larly for younger students. In a PYP learning environment, mathematics skills and activities need to occur in authentic settings. As educators, we need to provide a variety of areas and resources to allow students to encounter situations that will introduce and develop these skills. In this environment, students will be actively involved in a range of activities that can be free or directed. In planning the learning environment and experiences, teachers need to consider that young students may need to revisit areas and skills many times before understanding can be reached. Applying mathematical skills to real-world tasks supports students’ learning.

THE ROLE OF MATHEMATICS IN THE PROGRAMME OF INQUIRY Wherever possible, mathematics should be taught through the relevant, realistic context of the units of inquiry. The direct teaching of mathematics in a unit of inquiry may not always be feasible but, where appropriate, prior learning or follow-up activities may be useful to help students make connections between the different aspects of the curriculum. Students also need opportunities to identify and reflect on “big ideas” within and between the different strands of mathematics, the programme of inquiry and other subject areas.

Links to the transdisciplinary themes should be made explicitly, whether or not the mathematics is being taught within the programme of inquiry. A developing understanding of these links will contribute to the students’ understanding of mathematics in the world. The role of inquiry in mathematics is important, regardless of whether it is being taught inside or outside the programme of inquiry. However, it should also be recognized that there are occasions when it is preferable for students to be given a series of strategies for learning mathematical skills (including rote learning) in order to progress in their math-ematical understanding rather than struggling to proceed.

PYPcurriculum guide

HOW MATHEMATICS PRACTICES ARE CHANGING Structured, purposeful inquiry is the main approach to teaching and learning mathematics in the PYP. However, it is recognized that many educational innovations (or, more accurately, educational rework-ings) suffer from the advocacy of a narrow, exclusive approach. The PYP represents an approach to teaching that is broad and inclusive, in that it provides a context within which a wide variety of teaching strategies and styles can be accommodated, provided that they are driven by a spirit of inquiry and a clear sense of purpose.

As an aid to reflection, the following set of subject-specific examples of good practice has been produced. It is believed that these examples are worthy of consideration by anyone committed to con-tinuous improvement.

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How are mathematics practices changing?

Increased emphasis on: Decreased emphasis on:

connecting mathematical concepts and applications to learning

treating mathematics as isolated concepts and facts

manipulatives, to make mathematics understandable to students

rote learning, memorization and symbol manipulation

real-life problem solving using mathematics word problems as problem solving

instruction built on what students know, what they want to know, and how they best might find out

instruction focused on what students do not know

a variety of strategies for possible multiple solutions—emphasis on process

one answer, one method, emphasis on answer

students being encouraged to speculate and pursue hunches

the teacher as the sole authority for right answers

a broad range of topics regardless of computational skills

computational mastery before moving on to other topics

mathematics as a means to an end teaching mathematics disconnected from other learning

the use of calculators and computers for appropriate purposes

a primary emphasis on pencil and paper computations

programme of inquiry as the context for learning the textbook as the context for learning

students investigating, questioning, discussing, justifying and journalling their mathematics

the use of worksheets

students and teachers engaged in mathematical discourse.

teacher telling about mathematics.

PYPcurriculum guide

NUMERACY EXPECTATIONS: early years 3, 4, 5

EARLY YEARS 3 DATA HANDLING: STATISTICS AND PROBABILITYStudents will sort real objects by attributes, create graphs using real objects and make comparisons. •Sort and label real-life objects into sets by attributes•With a teacher, or as a group create a graph of real-life objects•Develop an understanding of the language associated with data handling

MEASUREMENTStudents will identify and compare attributes of real objects, in their realm of experience.•Identify, compare and sequence events in their daily routines: before, after, bedtimes, story time, today, tomorrow

SHAPE AND SPACEStudents will sort, describe and com-pare simple 2-D shapes.•Sort, describe and compare 2-D shapes: Triangles, squares, circles, rectan-gles, hearts, star

PATTERN AND FUNCTIONStudents will find, describe and create simple patterns in their world.•Find and describe simple patterns•Create simple patterns using real objects

NUMBERStudents will read, write, count, com-pare and order numbers to 10. They will model number relationships to 10, develop a sense of 1-1 correspondence and conservation of number. •Recognize, read, write and model numbers to 10•Count, compare and order numbers to 10•Use the language of mathematics: more, less, number names, total•Tell what 1 more or less for any quantity up to 10, using manipulatives•Use 1 to 1 correspondence up to 10

EARLY YEARS 4

DATA HANDLING: STATISTICS AND PROBABILITYStudents will sort real objects by attributes, create graphs using real objects and make comparisons. They will discuss and identify outcomes that will happen, will not happen or might happen.•Notice and describe similarities and differences (when engaged with numbers, patterns, sorting, graphing)

MEASUREMENTChildren will identify and compare attrib-utes of real objects, in their realm of experience.•Identify, compare and sequence events in their daily routines: before, after, bedtimes, story time, today, tomorrow, daily proce-dures: dressing, undressing, day, morning, afternoon, evening, night.•Using sequential pictures of up to 4 events

SHAPE AND SPACEStudents will sort, describe and compare 2-D shapes, and explore and describe the paths, regions and boundaries of their immediate environment and the position.•Sort, describe and compare 2-D shapes according to attributes of form: curved/ straight lines, number of sides•Give and follow simple directions, of their immediate environment and their position: left, right, forward and backward, above, below, next to, in between, under, over, through, around, behind, inside, in front of.

PATTERN AND FUNCTIONStudents will find, describe and create simple patterns in their world.•Identify and create simple patterns made with colors, shapes, objects, actions, using up to 2 attributes

NUMBERStudents will read, count, compare and order numbers to 10. They will model number relationships to 10, develop a sense of 1-1 correspondence and conservation of number. •Read, and model numbers to 10•Count, compare and order numbers to 20•Use the language of mathematics: more, less, number names, total•Use 1 to 1 correspondence up to 10

ERLY YEARS 5 DATA HANDLING: STATISTICS AND PROBABILITYStudents will sort, label, collect, display and compare data in a variety of forms, including pictographs and bar graphs. They will understand the purpose of graphing data. They will discuss, identify, predict and place outcomes in order of likelihood.•Create a graph of real-life objects and compare quantities using number words•Record data on a pictograph and simple bar graph of real objects and interpret data by comparing quantities: more, fewer, less than, greater than•Collect display and interpret data by counting and tallying for the purpose of finding information•Discuss and compare data represented in teacher generated diagrams: Venn•Sort and label objects into sets by one or more attributes•Discuss and identify outcomes that will happen, won’t happen and might happen, certain, possible, impossible

MEASUREMENTStudents will estimate, measure, label and compare using non-standard units of measurement. They will read and write time to the hour.•Identify, compare and describe attributes of real objects and situations: longer, shorter, heavier, empty, full, hotter, colder•Compare two objects or events, using dirct comparisons or nonstandard units of measure, according to one or more of the following attributes: length (shorter, longer), height (taller, shorter), weight (heavier, lighter), temperature (hotter, colder), volume (empty, full, emptier, fuller)•Estimate measure, label and compare using non-standard units of measurement: length•Use a calendar to determine the date and to identify and sequence days of the week and months of the year•Know the sequence of the days of the week and months of the year•Relate temperature to experiences of the seasons (hotter, colder)•Read and write the time to the hour using analogue clocks•Understand and use time relationships using vocabulary: before, after, earlier, later, today, tomorrow, yesterday

NUMERACY EXPECTATIONS: early years 3, 4, 5

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ERLY YEARS 5 DATA HANDLING: STATISTICS AND PROBABILITY (continued)SHAPE AND SPACEStudents will describe the properties of 3-D shapes, including the 2-D shapes that can be seen, using mathematical vocabulary. They will find and explain simple symmetry in the immediate environment and create symmetrical patterns. They will give and follow simple directions using left, right forward and backward.•Use what they know about 3-D shapes to see and describe 2-D shapes•Sort and label 2-D and 3-D shapes using appropriate mathematical vocabulary: sides, corners, circles, sphere, square, cube, face, edge•Compare the attributes (size, shape) of plane geometric figures (circle, triangle, square, rectangle)•Identify, describe and draw two-dimensional geometric figures (circle, triangle, square, rectangle)•Find and explain symmetry in their immediate environment•Give and follow simple directions, of their immediate environment and their position: left, right, forward and backward, above, below, next to, in between

PATTERN AND FUNCTIONStudents will describe, continue, create and compare patterns. They will recognize and extend patterns in number. They will model with manipulative materials the relationships and between addition and subtraction.•Identify, create and extend simple repeating patterns and verbalize the rule, using up to 4 or 5 elements/attributes•Recognize, describe and extend patterns in numbers: odd and even, skip counting, skip counting by 5’s and 10s

NUMBERStudents will read, write, estimate, count, compare and order numbers to 30. They will read, write, model and understand addition and subtraction to 10, using mathematical vocabulary and symbols. They will explore counting patterns to 100. They will select and explain appropriate methods for solving a problem.•Read, write and model numbers to 30•Count, compare and order numbers to 30•Skip count to 100 by 5’s and 10’s•Count backwards from 30•Estimate quantities to 10•Given an ordered set of up to 20 objects, will indicate the ordinal position of each item, and the ordered position of each item from a variety of starting points (top-to-bottom/ left-to-right...) •Model number relationships to 10: “show me one more than three, take two away form these cubes.”•Use the language of mathematics: more, less, number names, total•Use 1 to 1 correspondence•Explore the conservation of numbers through the use of manipulative materials:•Select and explain an appropriate method of solving a problem•Begin to use mathematical vocabulary and symbols of addition and subtraction: add, subtract, +, - •Add and subtract whole numbers, using up to 10 concrete items and pictures •Begin to understand the meaning and use of addition and subtraction•Identify, model and name (not label numerically) half of an object or set of objects using mathematical terms ‘one half ’, ‘one whole’

NUMERACY EXPECTATIONS:GRADES 1, 2, 3

PYPcurriculum guide

GRADE 1

DATA HANDLING: STATISTICS AND PROBABILITYStudents will sort, label collect, display and compare data in a variety of forms, including pictographs and bar graphs. They will understand the purpose of graphing data. They will discuss, identify, predict and place outcomes in order of likelihood.•Create, read, interpret, compare and analyze numerical data represented as: tallies, charts, pictographs, Venn diagrams, bar graphs •Collect, display and interpret data for the purpose of finding information•Understand the purpose of graphing data•Create a pictograph and simple bar graph from a graph of real objects, and interpret data by comparing qualities: more, fewer, less than, greater than•Discuss, identify and predict outcomes in different situations: impossible, unlikely, likely, more likely, less likely and certain

MEASUREMENTStudents will estimate, measure, label and compare using non-standard units of measurement, and understand why we use standard units of measurement to measure length and time. They will read and write time to the hour, half hour and quarter hour.•Estimate, measure, label and compare using non standard units of measurement: length•Understand why we use standard units of measurement to measure•Be introduced to standard units of length: meter, centimeters•Use the metre as a benchmark for measur-ing length and compare the metre with non-standard units•Compare the volumes of two or more given containers by using concrete materials (more than, less than, equal to)•Name the months of the year in order and read the date on a calendar•Use a calendar to determine dates before and after the current date•Read and write the time to the hour, half hour using digital and analogue clocks•Use a standard thermometer to measure temperature to the nearest degree C•Use a standard thermometer to determine if the temperature is rising or falling•Describe how changes in temperature affect everyday experiences

GRADE 2

DATA HANDLING: STATISTICS AND PROBABILITYStudents will discuss, compare and create sets that have subsets; design a survey; and process and interpret the data on a bar graph. •Discuss, compare and create sets from data represented in teacher-generated diagrams: tallies, charts, bar graphs, pictographs Carroll, Venn and other diagrams •Design a survey, collect (interview, observe, survey) present and interpret data •Identify the most popular/ common value (mode) in a data set•Identify highest and lowest values in a numerical data set•Organize, classify and represent data using tallies, charts, tables, bar graphs and picto-graphs•Describe probability as a measure of the likelihood that an event or outcome will occur, using mathematical language (impossible, unlikely, less likely, equally likely, more likely, certain)

MEASUREMENTStudents will estimate, measure, label and compare length, mass and time using formal methods and standard units of measure-ment. They will determine appropriate tools and units of measurement including the use of small units of measurement for precision (cm, mm). They will also estimate, measure, label and compare perimeter and area, using non-standard units of measure-ment.•Estimate, measure, level and compare using formal methods and standards units of measurement: length, mass, time, volume•Use a thermometer to record tempera-ture, using C scale (to the nearest degree) and find changes in temperature from one day to another•Understand that water freezes and ice thaws at 0o C and the effects of a rise or drop in temperature•Estimate and then use a ruler to make linear measurements to the nearest centimeter and order objects according to their numerical length•Given grid paper, estimate and then count the number of square units needed to cover a given surface in order to determine area•Estimate and count the number of cubes in a rectangular box in order to determine volume

GRADE3 DATA HANDLING: STATISTICS AND PROBABILITYStudents will discuss, compare and create sets that have subsets: design a survey; and process and interpret the date on a bar graph where the scale represents larger quantities. They will manipulate information in a database. They will find, describe and explain the mode in a set of data and will use probability to determine the outcome of mathematically fair and unfair games.•Read, interpret, discuss, compare, contrast and create sets from data that has subsets using tree, Carroll, Venn, line graphs, line plots, bar graphs, tables or pictographs with appropriate title and labels and identify clusters and outliers (deviants) •Design a survey, process and interpret the data, collecting data from a variety of sources •Use the scale on the vertical axis of the bar graph to represent large quantities (increments of: 2, 5, 10, 20, 50, 100)•Find median, mode and range in a set of data and explain their use •Use probability to determine mathemati-cally fair and unfair games and to explain possible outcomes•Classify outcomes as certain, likely, equally likely, unlikely or impossible

MEASUREMENTStudents will estimate, measure, label and compare length, mass, time and temperature using formal methods and standard units of measurement. They will determine appro-priate tools and units of measurement including the use of small units of measure-ment for precision (cm, mm, oC). They will also estimate, measure, label and compare perimeter and area, using standard units of measurement. Students will model the addition and subtraction of money and be able to read and write time to the minute and second.•Estimate, draw and measure items using a ruler, using millimeters, centimeters and meters•Calculate, label and compare the perimeter of polygons (up to six-sided), using a ruler•Using given dimensions, will determine the missing lengths of sides of a polygon•Find the length of one side of a rectangle give the other dimension and its perimeter•Find the length of one side of a square given only its perimeter•Estimate, measure, and compare using standard metric units of measurement: volume/capacity

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MEASUREMENT (continued)•Estimate and then determine weight/mass of familiar objects in kilograms, using a scale•Identify a container that will hold a liter of liquid•Use actual measuring devices to compare metric (milliliters, liters) for measuring liquid volume: more, less and equal to/ equivalent to•Read and use a calendar:•Read and write time to the hour, 1/2 hour, 1/4 hour, 5 and 10 minute intervals•Explain the difference between analog and digital•Use am and pm•Construct basic timelines•Determine elapsed time in terms of days•Count and compare a collection of coins whose value is 2 whole units or less

SHAPE AND SPACEStudents will describe the properties of 3-D shapes, including the 2-D shapes that can be seen, using mathematical vocabulary. They will find and explain simple symmetry in the immediate environment and create symmetrical patterns. They will give and follow simple directions using left, right forward and backward.•Describe plane geometric figures (triangle, square, rectangle, circle, hexagon, diamond, rhombus, trapezoid) and sort and classify according to attributes (number of sides, corners) •Identify and describe objects in their environment that depict geometric figures (triangle, rectangle, square, circle) •Identify shapes within other shapes•Identify and describe common 3-dimensional figures (cubes, cones, cylinders, pyramids, spheres, rectangular prisms) and sort and classify them by their attributes (color, size, texture, number and shape of faces), using concrete materials and pictorial representations•Describe similarities and differences between an everyday object and a 3-dimensional figure•Create and explain simple symmetrical designs•Give and follow simple directions of their immediate environment and their position: left, right, forward and backwards•Describe the proximity of objects in space: near, far, close by, below, above, up, down, along, beside, next to, north south, east, west

GRADE 2

SHAPE AND SPACEStudents will sort, describe and model regular and irregular polygons, including identifying congruency in 2-D shapes. They will combine and transfer 2-D shapes to create another shape. They will create symmetrical patterns, including tessellation.•Identify and describe various plane shapes (triangles, quadrilaterals, pentagons, hexa-gons, heptagons, octagons, circles)•Describe attributes and parts of 2-D shapes: sides, number of corners, length of sides and classify these shapes by these geometric properties•Distinguish between attributes of an object that are geometric properties and the attributes that are not geometric (color, size, texture…)•Identify, describe and model congruency in 2-D shapes•Combine and transform 2-D shapes to make another shape•Recognize 3-dimensional shapes (cube, rectangular prism, cylinder, square pyramid, sphere, cylinder, cone)•Describe attributes and parts of 3-D shapes: faces, edges and corners and sort and classify them by these attributes•Create models and skeletons of prisms and pyramids, using concrete materials and describe their geometric properties•Compare 2-D and 3-D shapes such as square to a cube•Create symmetrical patterns, including tessellation•Investigate and locate lines of symmetry in a 2-D shape •Describe the relative locations and movements of objects on a map•Draw simple maps of familiar settings and describe the relative locations of objects on the map•Identify and place objects on a simple grid, using letters and numbers•Use a simple grid to identify objects above, below, to the left and right of other objects

GRADE3 MEASUREMENT (continued)•Estimate and then use actual measuring devices to measure liters and parts of a liter•Estimate, measure, record and compare the mass of objects, using kilograms or parts of a kilogram (half a kilo, grams)•Determine by counting the value of a collection of bills and coins whose total value is 5 whole units or less (units: Euros, Dollars, Lira…) and make change•Read and write the time to the minute, on 12 hour and 24 hour clocks•Solve problems involving the relationships between minutes and hours, hours and days, days and weeks, and weeks and years, using a variety of tools•Estimate, read and record positive and negative temperatures to the nearest degree C

SHAPE AND SPACEStudents will sort, describe and model regular and irregular polygons, including identifying congruency in 2-D shapes. They will combine and transfer 2-D shapes to create another shape. They will identify lines and axes of reflective and rotational symmetry, understand angles as a measure of rotation and locate features on a grid using coordinates.•Sort, describe and model regular and irregular polygons: triangles, hexagons, trapeziums•Identify, describe and model congruency in 2-D shapes•Combine and transform 2-D shapes to make another shape (including using tangram)•Analyze 3-dimensional geometric solids (prism, square pyramid, sphere, cone, cylinder) and identify relevant properties, including number of corners, edges, number and shape of faces•Identify lines and axis of reflective and rotational symmetry•Understand an angle as a measure of rotation by comparing and describing rotations: whole turn: half turn: quarter turn: •Use a reference tool (paper corner, pattern block, carpenter’s square) to identify right angles and to describe angles as greater than, equal to or less than a right angle•Locate and describe objects and features on a grid using coordinates.


PYPcurriculum guide

GRADE 1

PATTERN AND FUNCTIONStudents will describe, continue, create and compare patterns. They will recognize and extend patterns in number. They will model with manipula-tive materials the relationships and between addition and subtraction.•Recognize, describe and extend patterns in numbers: odd and even, skip counting, 2s, 5s, and 10s•Describe numeric repeating patterns in a hundreds chart•Identify, patterns and rules for addition: 3 + 4 = 4 + 3•Identify, patterns and rules for subtrac-tion: 7 – 4 = 3. 7 – 3 = 4•Model with manipulative materials the relationship between addition and subtraction: 3 + 4 = 7, 7 – 3 = 4•Recognize, describe, extend and create a wide variety of patterns, including rhythmic, color, shape and numerical•Sort and classify concrete objects according to one or more attributes, including color, size, shape

GRADE 2

PATTERN AND FUNCTIONStudents will recognize, describe and analyse patterns in number systems. They will identify patterns and rules for addition and subtraction.•Analyse patterns in number systems to 100•Predict what comes next in patterns involving shapes, color, rotation and number•Create, describe, extend and explain a variety of different patterns (including numeric patterns)•Review the relationship between addition and subtraction•Understand and use the relationship between addition and subtraction: 3 + 4 = 7, 7 – 3 = 4•Understand and use number patterns to solve problems

GRADE3 PATTERN AND FUNCTIONStudents will recognize, describe and analyze patterns in number systems. They will identify patterns and rules for multiplication and division, together with their relationship with addition and subtraction. They will model multiplica-tion as an array and use number patterns to solve problems.•Recognize, generate, record and describe number patterns in numbers using a variety of strategies •Complete simple number sentences by calculating missing values•Model and explain the relationship between addition and subtraction•Identify patterns and rules for multipli-cation and division: 4 x 3 = 12, 3 x 4 = 12, 12 � 4 = 3•Model, with manipulatives, the relation-ship between multiplication and division•Model, at first with manipulatives and afterwards by using number sentences, the relationship between multiplication & addition •Model with manipulatives, the relation-ship between division and subtraction•Model multiplication as an array•Understand and use number patterns to solve problems (missing numbers)

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PATTERN AND FUNCTION(continued)

NUMBERStudents will read, write, estimate, count, compare and order numbers to 100. They will read, write, model and understand addition and subtraction, using mathematical vocabulary and symbols. They will automati-cally use addition and subtraction facts to 10. They will use fraction names to describe part and whole relationships (half, quarter), and explore counting patterns. They will select and explain appropriate methods for solving a problem.•Read, write and model numbers using the base 10 system to 100•Show an understanding of place value, using tens and ones•Compare and order whole numbers to 100, using words (greater than/ less than/ equal) and symbols (<>=) and number line•Count by 1s (to 100), 2s to (50), 5s and 10s(to 100), 100s (to 1000) Counts backwards from 50•Estimate quantities to 50•Recognize even and odd numbers, being able to explain why a number is even or odd•Identify the ordinal positions first through tenth, using an ordered set of objects.•Use ordinal numbers to 31st in meaningful contexts (ie. calendar)•Use mathematical vocabulary and symbols of addition and subtraction: add, subtract, difference, sum, +, -•Understand mathematical vocabulary for addition and subtraction: sum, difference, addition, subtraction, equals•Describe the meaning and use of addition and subtraction•Read, write and model addition and subtraction of one and two digit numbers, without regrouping (without using 3-digit numbers)•Mentally add and subtract one from any number, to 100•Automatically recall basic addition and subtraction facts to 10•Create and solve story and picture problems involving one-step solutions, using basic addition and subtraction•Use fraction names (half, third, fourth, quarter) to describe parts and whole relationships•Identify, model, name, and label half of an object or set of objects using mathematical terms ‘one half ’, ‘one whole’•Select and explain an appropriate method for solving a problem

GRADE 2

PATTERN AND FUNCTION(continued)

NUMBERStudents will read, write, estimate, count, compare and order numbers to 999 extending understanding of the base 10 system to the thousands. They will use and describe multiple strategies to solve addition, subtraction problems, reasonably estimating the answers. They will compare fractions using manipulatives, mathematical vocabulary and fractional notation. They will understand and model the concept of equivalence to one.•Read, write and model numbers using the base 10 system to 999•Express two- and three-digit numbers in expanded notation and identify the place value of each digit•Use a hundred grid and a number line•Count, compare and order whole numbers to 999 using terms and symbols: greater than, less than, equal to•Identify the ordinal positions first through thirtieth, using an ordered set of objects•Round to the nearest 10 and 100•Estimate quantities to 100•Recognize even and odd numbers and explain what makes them even or odd•Count by 1, 2, 5, 10, 100, starting at various multiples of 2, 5 or 10, using mental math-ematics, paper and pencil, hundred, calcula-tors, and/or manipulatives•Automatically recall basic addition and subtraction facts to 20•Add and estimate up to 3-digit numbers, with and without regrouping•Subtract and estimate a 2-digit number from a 2-digit number with/without regrouping•Mentally add and subtract 10 from any 2-digit number•Double and halve numbers within 100 without regrouping•Use and describe multiple strategies to solve addition and subtraction problems•Identify and represent common fractions (half, quarter, third, one-eighth, one tenth) as part of wholes and write the corresponding fraction•Reasonably estimate answers: rounding and approximation

GRADE3PATTERN AND FUNCTION(continued) NUMBERStudents will read, write, estimate, count, compare and order numbers to 10,000 extending understanding of the base 10 system to the 10,000s. They will read, write and model multiplication and division problems. They will use and describe multiple strategies to solve addition, subtraction, multiplication and division problems, reasonably estimating the answers. They will compare fractions using manipulatives, mathematical vocabulary and fractional notation. They will understand and model the concept of equivalence to one.•Read and write five-digit numbers and identify the place value for each digit •Count, compare and order numbers to 99,999 using symbols < > = •Count forwards and backwards by 10s and 25s, using skip counting, on and off the decade•Round whole numbers to the nearest 10, 100 and 1000•Automatically recall basic addition and subtraction facts to 20•Solve addition and subtraction equations to 9999, with and without regrouping•Use mathematical vocabulary and symbols of multiplication and division: times, divide, product, quotient, sum, difference, plus minus, equals.•Use and describe multiple strategies to solve addition, subtraction, multiplication and division problems.•Use number patterns to learn multiplica-tion tables: 1s to 12s•Demonstrate fluency with division facts to the nines table•Model and explain division as grouping into sets•Read, write and model multiplication and division problems•Name and write the fractions represented by a given model (up to twelfths)•Compare fractions using manipulatives and using fractional notation•Recognize fractions are equal parts and can divide shapes/numbers•Model addition and subtraction of fractions with the same denominator•Use mathematical vocabulary and symbols of fractions: numerator, denominator •Model and record equivalent fractions•Understand and model the concept of equivalence to 1: two halves=1, three thirds=1


PYPcurriculum guide

GRADE 4

DATA HANDLING: STATISTICS AND PROBABILITYStudents will collect, display and inter-pret data in a variety of ways. They will compare data displays, including how well they communicate information. They will create and manipulate an electronic database and set up a spread-sheet using simple formulas to create graphs. They will find, describe and explain the range, mode, median and mean in a set of data, use a numerical probability scale 0-1 or 0%-100%. They will determine the theoretical probabil-ity of an event and explain why this might be different from the experimen-tal probability•Design and systematically collect, organize, record, compare and contrast sets from data that has subsets using: tree, Carroll, Venn, line graphs, line plots, bar graphs, tables or pictographs with appropriate title and labels •Construct and interpret pie graphs•Graph data in Quadrant One•Demonstrate an understanding of clusters, outliers, median, range, median and mode•Describe the shape of a set of date across its range of value, using charts, tables and graphs (“The data value are spread out evenly” The set of data bunches up around the median” )•Use a numerical probability in multiples of 0%, 25%, 50%, 75% and 100%

GRADE 5

DATA HANDLING: STATISTICS AND PROBABILITYStudents will collect, display and inter-pret data in a variety of ways. They will compare data displays, including how well they communicate information. They will create and manipulate an electronic database and set up a spread-sheet using simple formulas to create graphs. They will find, describe and explain the range, mode, median and mean in a set of data, use a numerical probability scale 0 to 1 or 0%-100%. They will determine the theoretical probability of an event and explain why this might be different from the experi-mental probability.•Design a survey and systematically collect, organize and record the data in displays: pictograph, bar graph, circle graph (pie chart), line graph, line plots•Find, describe and explain outliers, clusters, mean, median, mode and range of data•Calculate the mean for a set of data and use it to describe the shape of the data set across its range of values, using charts, tables and graphs•Find the total amount given the mean and number of items•Compare similarities and differences between two related sets of data, using a variety of strategies (tally charts, double bar graphs) by determining measures of central tendency (mean, median, mode, range, clusters, outliers)•Determine and represent all the possible outcomes in a simple probabil-ity experiment•Represent, using a common fraction, the probability that an event will occur in simple games and probability experi-ments•Pose and solve simple probability problems and solve them by conducting probability experiments and selecting appropriate methods of recording the results

GRADE 6 DATA HANDLING: STATISTICS AND PROBABILITYStudents will collect, display and interpret data in a variety of ways. They will compare data displays, including how well they communicate information. They will create and manipulate an electronic database and set up a spreadsheet using simple formulas to create graphs. They will find, describe and explain the range, mode, median and mean in a set of data, use a numerical probability scale 0 to 1 or 0%-100%. They will deter-mine the theoretical probability of an event and explain why this might be different from the experimental probability•Design a survey and systematically collect, organize and record the data in displays: pictograph, bar graph, circle graph (pie chart), line graph•Create, discuss and compare data displays (pictograph, pie chart, bar/line graph) including how well they communicate information with greater independence and choose appropriate scale for vertical and horizontal axis •Find, describe and explain the range, mode, median and mean in a set of data •Compare similarities and differences between two related sets of data, using a variety of strategies (tally charts, double bar graphs) by using measures of central tendency (mean, median, mode, range, clusters, outliers)•Determine which measure of central tendency best represents a set of data: mean/ median/ mode•Examine the relationship between a sample and the population it represents•Predict and examine the effect of additional data and/or outliers on statistical measures•Plot, name and label points in any four quadrants of a coordinate grid•Identify all the possible outcomes for situations using diagrams or counting strategies•Calculate probabilities of an event and express as a fraction, decimal or percent m(using tree diagrams)•Compare predictions based on theoretical probabilities with experimental results•Analyze the fairness of games of chance•Express the theoretical probability of simple events as a ratio of the number of favorable outcomes to the total number of possible outcomes, where all outcomes are equally likely

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GRADE 4 MEASUREMENTStudents will estimate, measure, label and compare perimeter, area and volume using formal methods and standard units of measurement. They will develop procedures for finding perimeter, area and volume and recog-nize the relationship between them. They will use the correct tools for any measurement with accuracy. They will measure and construct angles in degrees using a protractor. They will know that the accuracy of measure-ment depends on the situation and the precision of the tools. They will use and construct 12-hour and 24-hour timeta-bles and be able to determine times worldwide.•Select and use appropriate standard units of measurement when estimating, describing, comparing and measuring•Use measuring tools, with simple scales accurately: m, cm, mm, and introduce kg, g, l, ml, cl, 0C, 0F•Convert back and forth between metric units: liter/ml; kilometer/meter/cm/mm; kg/gr•Understand that the accuracy of a measurement depends on the situation and the precision of the tool•Develop procedures for finding the area of polygons that breakdown into rectangles, equilateral and right triangles•Find the perimeter of basic three and four-sided polygons•Select and justify the most appropriate standard to measure the side lengths and perimeters of various polygons (mm, cm, dc, m, km)•Determine the relationship between the side lengths of a rectangle and its perimeter and area•Draw and compare two-dimensional shapes that have the same perimeter or the same area•Estimate, measure and record the capacity of containers, using the stand-ard units of liter and milliliter

GRADE 5MEASUREMENTStudents will estimate, measure, label and compare perimeter, area and volume using formal methods and standard units of measurement. They will develop procedures for finding perimeter, area and volume and recog-nize the relationship between them. They will use the correct tools for any measurement with accuracy. They will measure and construct angles in degrees using a protractor. They will know that the accuracy of measure-ment depends on the situation and the precision of the tools. They will use and construct 12-hour and 24-hour timeta-bles and be able to determine times worldwide.•Identify and use appropriate metric units and tools to estimate, measure and solve problems involving weight, length, volume, time and temperature m, cm, mm, kg, g, l, ml, cl, Co •Develop procedures for finding the volume of rectangular•Describe and determine the perimeter and area of a polygon (square, rectangle and right triangle) and apply to practical situations•Measure and/or determine the surface area and volume of objects that are shaped like rectangular prisms•Find actual distance using a map scale•Use decimal notation in measurement: 3.2cm, 1.47kg up to 1000th place•Carry out unit conversions within the metric system of measurement•Reasonably estimate, accurately measure and construct angles (using a protractor) up to 360o•Understand supplementary (add to 180o) and complimentary (add to 90o)•Understand and apply the sum of angles in triangles, rectangles•Estimate, measure and represent time intervals to the nearest second

GRADE 6MEASUREMENTStudents will estimate, measure, label and compare perimeter, area and volume using formal methods and standard units of measurement. They will develop procedures for finding perimeter, area and volume and recog-nize the relationship between them. They will use the correct tools for any measurement with accuracy. They will measure and construct angles in degrees using a protractor. They will know that the accuracy of measure-ment depends on the situation and the precision of the tools. They will use and construct 12-hour and 24-hour timeta-bles and be able to determine times worldwide.•Select and use appropriate standard units of measurement when estimating, describing, comparing and measuring including speed, distance and time•Select and justify the appropriate metric unit to measure length or distance in a given real-life situation•Use measuring tools, with simple scales accurately: km, m, cm, mm, kg, g, l, ml, cl, 0C,0F•Identify and define the base and height of triangles and parallelograms•Use formulas to find the area of triangles and parallelograms•Break polygons into simpler parts to find area•Use a formula to find the area and circumference of circles•Derive approximations for Pi from measurements for •Use rectangle and triangle area formu-las to find the surface area of prisms and cylinders and diameter•Use a formula to calculate the volume of geometric solids•Describe patterns in relationships between the volumes of prisms, pyra-mids, cones and cylinders•Use capacity calculations to solve problems


PYPcurriculum guide

GRADE 4 MEASUREMENT (continued)•Estimate, measure using concrete materials, and record volume and relate volume to the space taken up by an object•Use decimal notation in measurement to 100th place•Measure and construct angles in degrees using a protractor to within 50•Estimate (within 10o) angles of 180 degrees or less•Identify and explain negative numbers as related to temperature•Estimate, measure, calculate and represent time intervals to the nearest minute•Estimate and determine elapsed time using a clock, a calendar or a timeline (days, hours, minutes, seconds)•Describe and prove the relationship between years and decades, and between decades and centuries•Use and construct timetables (12 hour and 24 hour) and timelines•Determine times world-wide

GRADE 5

MEASUREMENT (continued)•Solve problems involving the relation-ship between a 12-hour clock and a 24-hour clock•Estimate and determine elapsed time, with and without using a timeline, given the durations of events expressed in minutes, hours, days, weeks, months or years•Use and construct timetables (12 hour and 24 hour) and timelines•Determine times world-wide

GRADE 6 MEASUREMENT (continued)•Find the area and perimeter of shapes that break down into rectangles and circles•Sketch different polygonal prisms that share the same volume (The PD Com-pany is designing a new container for its marbles. It must have a volume of 200 cm3. Sketch three possible containers and explain which one you would recommend)•Determine the relationships between area, perimeter and volume for shapes that break down into simple units•Estimate, measure and construct angles in degrees using a protractor•Use and construct timetables (12 hour and 24 hour) and time lines•Determine times worldwide•Use latitude and longitude coordinates to locate points on Earth

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GRADE 4 SHAPE AND SPACEStudents will use the mathematical vocabulary of 2-D and 3-D shapes and angles. They will classify, sort and label all types of triangles and quadrilaterals. They will turn a 2-D net into a 3-D shape and vice versa. They will find and use scale and ratio to enlarge and reduce shapes. They will use the language and notation of bearing to describe position, and be able to read and plot coordinates in four quadrants.•use the vocabulary and properties of 2-D and 3-D shapes: parallel, perpen-dicular, edge, corner, vertex, face, diagonal, degree, horizontal, vertical, diameter, congruency, shapes, angles•Sort, label and recognize properties of triangles and quadrilaterals: scalene, isosceles, equilateral, right-angles, rhombus, trapezium, parallelogram, kite, square, rectangle•Understand and use the vocabulary of types of angles: right, obtuse, acute, straight•Measure and construct angles up to 180o with a protractor•Identify diameter, radius, circumference, center of a circle•Construct and define parallel, perpen-dicular and intersecting lines•Use a pair of compasses•Construct 3-D shapes from 2-D nets and breakdown a 3-D shape into a 2-D net•Visualize 3-D shapes from 2-D draw-ings•Recognize where a shape will be after a rotation through 90, 180, 270, 360o about one of its vertices. Also ¼, ½ ¾, full turn•Describe and apply movement of shapes: flip/ reflection, slide/translation.•Enlarge and reduce shapes by doubling, tripling and halving•Plot and read coordinates in first quadrant •Locate an object using the cardinal directions and a coordinate system

GRADE 5SHAPE AND SPACEStudents will use the mathematical vocabulary of 2-D and 3-D shapes and angles. They will classify, sort and label all types of triangle and quadrilateral. They will turn a 2-D net into a 3-D shape and vice versa. They will find and use scale and ratio to enlarge and reduce shapes. They will use the language and notation of bearing to describe position, and be able to read and plot co-ordinates in four quadrants.•Use geometric vocabulary of 2-D and 3-D shapes: parallel, edge, corner, vertex, edge, face, degree, diagonal, interior and exterior angles, congruence•Identify and explore congruent, non-congruent and similar figures, congruent sides & angles •Understand and use the vocabulary of types of angles: right, obtuse, acute, straight, reflex, supplementary and complimentary, interior and exterior•Identifies possible range of degrees in obtuse and acute angles•Identify the number of degrees in a triangle and circle and fractions of circles•Understand and use geometric vocabu-lary for circles: diameter, radius, circum-ference, sectors, chord, segments•Determine the exact centre of a circle by measuring its diameter•Use a pair of compasses•Understand and use the vocabulary of points, lines, rays and segments: parallel, perpendicular, intersecting•Turn a 2-D net into a 3-D shape and vice versa and identify different nets for a closed cube•Build 3-dimensional models using connecting cubes, given isometric sketches or different views of the structure•Sketch, using a variety of tools, isomet-ric perspectives and different views of 3-dimensional figures•Find and use scale (ratios) to enlarge and reduce shapes up to x10•Use the vocabulary of rotation to describe how a shape has rotated about on of its vertices: ¼ turn/90o, ½ turn/180o, ¾ turn, full turn/360o•Recognize the images of figures result-ing from: slide, flip or rotation•Identify and describe lines of symmetry

GRADE 6SHAPE AND SPACEStudents will use the mathematical vocabu-lary of 2-D and 3-D shapes and angles. They will classify, sort and label all types of triangle and quadrilateral. They will turn a 2-D net into a 3-D shape and vice versa. They will find and use scale and ratio to enlarge and reduce shapes. They will use the language and notation of bearing to describe position, and be able to read and plot coordinates in four quadrants.•Use the geometric vocabulary of 2-D and 3-D shapes: (parallel, perpendicular, edge, corner, vertex, edge, face, degree, diagonal, interior and exterior angles, congruence, similar, scale, transformations)•Identify congruent figures and use appro-priate tools to construct congruent figures•Compare and classify polygons and sort according to relationships and properties: scalene; isosceles, equilateral, right-angles, rhombus, trapezium, parallelogram, kite, square, rectangle, pentagons, hexagons and other polygons•Name angles using three letters•Define and classify angles according to their measures and characteristics: right, obtuse, acute, straight, reflex, supplementary and complimentary, interior and exterior, co-interior, alternate, opposite•Find and compare the measurement sums of interior angles of polygons•Determine angle measures by applying definitions and properties of angles, triangles, and quadrangles•Estimate, measure and construct angles up to 360o with/out using a protractor•Use angle relationships to determine angle measures with/out using a protractor•Construct angle bisectors and perpendicu-lar bisectors, using a variety of tools and strategies•Understand and use geometric vocabulary for circles: diameter, radius, circumference, sectors, chord, segments, pi•Use a pair of compasses accurately•Understand and use the vocabulary of points, lines, rays and segments: parallel, perpendicular, intersecting and use this vocabulary to categorize shapes•Define and classify prisms according to common properties•Turn a 2-D net into a 3-D shape and

NUMERACY EXPECTATIONS: GRADES 4, 5, 6

PYPcurriculum guide

GRADE 4 PATTERN AND FUNCTIONStudents will understand and use the relationships between the four opera-tions. They will model and explain number patterns and use real-life problems to create a number pattern following a rule. They will develop, explain and model simple algebraic formulas. They will model exponents as repeated multiplication, and understand and use exponents and roots as inverse functions.•Identify and use the distributive property of multiplication over addition to facilitate computation with whole numbers9 x 52 = 9 x 50 + 9 x 2•Understand and use the inverse relationship between multiplication and division•Identify and use the commutative property of multiplication to facilitate computation with whole numbers: 15 x 7 x 2 = 15 x 2 x 7•Model and explain number patterns.

GRADE 5

PATTERN AND FUNCTIONStudents will understand and use the relationships between the four opera-tions. They will model and explain number patterns and use real-life problems to create a number pattern following a rule. They will develop, explain and model simple algebraic formulas. They will model exponents as repeated multiplication, and understand and use exponents and roots as inverse functions.•Select, use and explain the commuta-tive, associative and distributive proper-ties of operations •Analyze and determine the rules for extending symbolic, arithmetic and geometric patterns•Determine a term, given its term number, by extending growing and shrinking patterns (For the pattern: 5000, 4750, 4500, 4250, 4000, 3750,… , find the 15th term. Explain your reason-ing)•Replace variables with given values and evaluate/ simplify•Determine and algebraically express the function of a two-column table, given the input and output data•Graph and analyze/ explain a constant rate of change over time

GRADE 6 PATTERN AND FUNCTIONStudents will understand and use the relationships between the four opera-tions. They will model and explain number patterns and use real-life problems to create a number pattern following a rule. They will develop, explain and model simple algebraic formulas. They will model exponents as repeated multiplication, and understand and use exponents and roots as inverse functions.•Understand and use the relationship between multiplication and addition•Understand and use the relationship between multiplication and division (inverse function)•Understand and use the relationship between division and subtraction•Develop, explain and model simple algebraic formulas in more complex equations•Define variables and constants in algebraic expressions•Understand and evaluate numerical and algebraic expressions•Determine whether inequalities are true or false•Recognize that most inequalities have an infinite number of solutions•Solve one and two step whole number algebraic equations with addition, subtraction, multiplication and division•Model exponents as repeated multipli-cation•Understand and use exponents and roots as inverse functions: 92, 81•Recognize and express patterns and relationships•Model problem situations with objects and other forms of representation (graphs, drawings, etc.)

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GRADE 4 NUMBERStudents will read, write and model numbers to one million and beyond, extending the base 10 system to the millions and thousandths. They will automatically use number facts. They will read, write, model, compare and order fractions (including improper fractions and mixed numbers), decimals (to any given place), and percentages. They will interchange fractions, decimals and percentages. They will add and subtract fractions with related denomi-nators, simplify fractions and explore fractions using a calculator. They will add and subtract decimals to the thou-sandths and will model multiplication and division of decimals in the context of money. They will find and use ratios; read, write and model addition and subtraction of integers; and use expo-nential notation. They will use and describe multiple strategies to create and solve more complex problems, reasonably estimating the answers. They will select and defend the most appro-priate and efficient method. •Read, and write numbers up to 7-digits using word, standard and expanded notation •Understand, identify and explain place value of digits in whole numbers up to 7-digits•Order and compare number to 1,000,000 using symbols < > = �•Round whole numbers to the nearest 10, 100, 1000 and 10,000 and 100,000 and use the approximation sign �•Compare the value of two decimals using symbols (to two decimal places)•Read, write and model the addition and subtraction of decimals up to the 100ths with reference to measurement of length, weight and money•Use estimation with all four operations to predict and judge reasonableness of answers•Solve addition and subtraction equa-tions to 5-digits

GRADE 5NUMBERStudents will read, write and model numbers to one million and beyond, extending the base 10 system to the millions and thousandths. They will automatically use number facts. They will read, write, model, compare and order fractions (including improper fractions and mixed numbers), decimals (to any given place), and percentages. They will interchange fractions, decimals and percentages. They will add and subtract fractions with related denomi-nators, simplify fractions and explore fractions using a calculator. They will add and subtract decimals to the thou-sandths and will model multiplication and division of decimals in the context of money. They will find and use ratios; read, write and model addition and subtraction of integers; and use expo-nential notation. They will use and describe multiple strategies to create and solve more complex problems, reasonably estimating the answers. They will select and defend the most appro-priate and efficient method.•Read, write, compare, order whole numbers & decimal numbers to 9-digit whole numbers & thousandths •Express standard, expanded and written forms of whole numbers to 9-digits•Demonstrate an understanding of place value in whole numbers and decimals to thousandths•Round whole numbers to the appro-priate place using the approximation sign �•Select and use a variety of strategies (rounding, regrouping…) to estimate the results of computation and to judge the reasonableness of the answer•Automatically recall and use basic number facts, multiplying and dividing by power of 10 identifying pattern.•Add and subtract whole numbers and add and subtract decimal numbers to thousandths•Apply multiplication facts to 12 x 12 and related division facts•Create and solve multiplication: 3 digit by 2 digit using an efficient algorithm

GRADE 6NUMBERStudents will read, write and model numbers to one million and beyond, extending the base 10 system beyond the millions and thousandths. They will automatically use number facts. They will read, write, model, compare and order fractions (including improper fractions and mixed numbers), decimals (to any given place), and percentages. They will inter-change fractions, decimals and percentages. They will add and subtract fractions with related denominators, simplify fractions and explore fractions using a calculator. They will add and subtract decimals to the thousandths and will model multiplication and division of decimals in the context of money. They will find and use ratios; read, write and model addition and subtraction of integers; and use exponential notation. They will use and describe multiple strategies to create and solve more complex problems, reasonably estimating the answers. They will select and defend the most appropriate and efficient method. •Read, write, model and compare and order whole numbers and decimals, including numbers written in exponential notation •Identify whole number and decimal place values•Write expanded notation as: addition expressions, the sum of multiplication expressions (with brackets), and using powers of 10•Read, write and explain exponential notation•Round to appropriate place value (whole numbers and decimals) according to need and estimate answers, using the approxima-tion symbol•Mentally add, subtract, multiply and divide whole numbers•Recall & use basic number facts, multiplying & dividing by power of 10 with decimals•Multiply and divide decimal numbers by 10, 100, 1000 and 10 000 using mental strate-gies•Multiply whole numbers by 0.1, 0.01 and 0.001, using mental strategies

NUMERACY EXPECTATIONS: GRADES 4, 5, 6

PYPcurriculum guide

GRADE 4 NUMBER (contunied)•Mentally add or subtract 10, 100, 1000 or 10,000 from any given number•Know multiplication facts to 12 x 12 and related division facts mentally•Find and list all the factor pairs and factors for numbers to 144•List first 12 multiples of any number to 12•Multiply 1-, 2-, 3-digit numbers by 1- and 2-digit numbers using an efficient algorithm•Multiply and divide whole numbers by 10, 100 and 1000 and explain how the value of the digits changes•Finds the average of a group of up to 6 numbers (not using decimals)•Compare and order fractions with denominators of 12 or less using manipulatives and notational form (with like and unlike denominators)•Read, write and model addition and subtraction of fractions with same denominators•Write an equivalent fraction for a fraction given the numerator or denominator (denominators up to 24)•Express a fraction in its simplest form (denominators up to 24)•Round decimals to the nearest whole number (to two decimal places)•Find simple percentages of wholes or quantities: 10, 25, 50, 75, 100%•Use a calculator to carry or check computation in problem solving situa-tions

GRADE 5

NUMBER (contunied)•Multiply decimal numbers by 10, 100 & 1000 and divide decimal numbers by 10, 100 & 1000 mentally•Create and solve division problems up to 3 digit by 2 digit with/without remainders using short and long division using appropriate notation for remain-ders•Apply the order of operations (excluding exponents)•Find all factors and factor pairs of whole numbers to 144•Identify the greatest common factor and least common multiple of a set of numbers•Square numbers through 12 x 12•Identify and describe prime and composite numbers and explain the relationship between them•Find common multiples and factors of a set of numbers•Use mathematical vocabulary of fractions: proper, improper, mixed numbers, simplest form, numerator, denominator•Add and subtract fractions and mixed numbers with like and unlike denomina-tors•Simplify fractions•Find equivalent fractions•Compare & order fractions, mixed numbers, decimals & percents, using number line when appropriate•Convert fractions to decimals and to percentages and vice versa•Identify and determine common equivalent fractions, mixed numbers, decimals and percents•Find fractions of a whole number eg. What is 2/3 of 6?•Add and subtract decimals up to the thousandths place•Round decimals to the nearest whole number, tenth or hundredth•Find the percent of a whole or quan-tity, including finding a discount•Represent, solve and create up to 3-step word problems using all the four operations with whole numbers

GRADE 6

NUMBER (contunied)•Create and solve multiplication: 3-digit by 3-digit and make reasonable estima-tions•Create and solve division problems up to 3 digit by 3 digit with/out decimals with/without remainders using short and long division using appropriate notation for remainders •Apply the order of operations, includ-ing exponentiation•Insert parentheses in order to make true number sentences•Write prime factorization of compos-ite numbers•Find the greatest common factor of a set of numbers•Find the least common multiple of a group of numbers•Use mathematical vocabulary of fractions: numerator, denominator, proper, improper, mixed numbers, simplest terms, invert, reciprocal, equivalent, whole, part,•Simplify fractions•Find equivalent fractions•Convert between mixed/whole num-bers and improper fractions•Find equivalent names for mixed fractions eg. 5 and ¼ = 4 and 5/4•Define, find and apply the reciprocal of a number•Read/ write/ model the addition/ subtraction/ multiplication/ division of fractions & mixed numbers•Find fractions of a whole number and find the whole given a fraction (eg. 6 is ½ of ?)•Convert, compare & order fractions, mixed fractions, percentages, decimals & whole numbers•Identify terminating and repeating decimals and use the appropriate symbols•Multiply and divide decimal numbers•Calculate percents and discounts and describe strategies used•Interchange fractions, percentages & decimals and identify which is the most appropriate to use

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GRADE 4 GRADE 5NUMBER (contunied)•Select and defend the most appropri-ate and efficient method of solving a problem: (work backwards, draw a picture, make a table, make an organized list, act out the problem or use objects, guess and check, use or look for a pattern, use logical reasoning, make it simpler, brainstorm)•Use a calculator to carry out or check computation in problem solving situa-tions

GRADE 6NUMBER (contunied)•Interchange and apply benchmark fractions, percents and decimals•Find and use ratios•Express ratios in words, as a fraction, with a colon and as a percent•Write ratios in equivalent forms•Compare and interpret part-to-part ratios•Represent, compare and order integers, using a variety of tools•Add, subtract, multiply and divide with positive and negative integers•Select and defend the most appropri-ate and efficient method of solving a problem: (work backwards, draw a picture, make a table, make an organized list, act out the problem or use objects, guess and check, use or look for a pattern, use logical reasoning, make it simpler, brainstorm)•Show step-by-step process and math-ematical thinking when solving problems

PYPcurriculum guide

IICS PYP Curriculum Guide 2015 2016

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