Junior School Curriculum Book - Branksome Hall Library/branksomehall/Our IB Advantage/J… ·...

Junior School Curriculum Book

INTRODUCTIONIB Primary Years Program (PYP)Program of Inquiry

GENERAL INFORMATIONAssessment for LearningStudent EvaluationLearning StrategiesHomework PolicyField TripsCo-Curriculars

JUNIOR DIVISIONPhilosophyPYP ExhibitionGrade 4Grade 5Grade 6

PRIMARY DIVISIONPhilosophyJunior KindergartenSenior KindergartenGrade 1Grade 2Grade 3

CURRICULUM INFORMATIONEnglish LanguageFrench LanguageMathematicsScience and Social StudiesThe ArtsPhysical EducationTechnologyLibrary

Junior School curriculum Book ©2011

The PYP philosophy supports this aim by ensuring that the academic, social, emotional, cultural, linguistic and physical needs of a child’s education are addressed through a balanced and well-articulated curriculum. underpinned by the IB Learner Profile, a core set of values that define what it means to be internationally minded, students and adults in our community strive to be:

H inquirersH knowledgeableH Thinkers H risk-TakersH Balanced

H caringH PrincipledH communicatorsH open-mindedH Reflective

The curriculum focuses on developing best practices in inquiry-based learning, assessment for learning, and teaching and learning that develops thinking skills, research skills, communication skills, social skills and self-management skills.

i n T r o d u c T i o n

IB Primary Years Program (PYP)

The curriculum at Branksome hall is guided by the philosophical framework of the IB PYP, a research-driven program that is built on internationally recognized best-practice pedagogy. Every five years, the IB conducts a thorough evaluation of our delivery of the program and our ongoing commitment to program implementation. Branksome Hall welcomes this opportunity to reflect, plan and receive external feedback that ensures our students receive an international education of the highest quality.

PYP pedagogy is embedded in best practices for teaching young children, and follows an inquiry-based, transdisciplinary approach to learning. The curriculum is shaped by five essential elements that guide and inform practice: knowledge, concepts, skills, attitudes and action. Using six internationally defined transdisciplinary themes, learners explore globally relevant concepts through the Program of Inquiry. The PYP provides a consistent and coherent framework from Junior kindergarten through Grade 6 that is learner centred. in an increasingly globalized world, the PYP provides students with opportunities to think critically, collaboratively and creatively, and inquire deeply while developing local and global perspectives on a broad range of concepts and issues.

consistent with Branksome hall’s mission, each day we challenge and inspire girls to love learning and shape a better world, PYP students are exposed daily to an array of relevant, significant and age-appropriate learning experiences that provide them with every opportunity to engage in the PYP Action Cycle: choose, act, and reflect.

Authorized to deliver the international Baccalaureate (iB) Primary Years Program (PYP) since 2004, Branksome hall is committed to the highest standard of program development and delivery. Every day is

an opportunity to discover something new!


Program of Inquiry

WHO WE ARE

An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; rights and responsibilities.

WHERE WE ARE IN PLACE AND TIME

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

HOW WE ExPRESS OURSELVES

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

HOW THE WORLD WORKS

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

HOW WE ORGANIzE OURSELVES

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

SHARING THE PLANET

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


report card incorporates the essential elements of the PYP, specific developmentally appropriate learning goals, strengths, next steps and descriptive feedback. A four-point scale is used to provide feedback on student achievement in relation to the selected grade level learning goals, as follows:

Identifies achievement that falls below the expected level for the learning goal. The student demonstrates the specified knowledge and/or skill with limited proficiency or not at all.

Identifies achievement that is nearing the expected level for the learning goal. The student demonstrates the specified knowledge and/or skill with some degree of proficiency.

Identifies achievement at the expected level for the learning goal. The student demonstrates the specified knowledge and/or skill with considerable proficiency.

Identifies achievement that surpasses the expected level for the learning goal. The student demonstrates the specified knowledge and/or skill with a high degree of proficiency.

Note: Achievement at Level 4 does not mean that the student has achieved expectations beyond those specified for the grade.

Learning StrategiesThe learning Strategies department in the Junior School offers a differentiated support model both in and out of the classroom, as well as early literacy intervention. Before and after school homework support is also offered.

G e n e r A l i n f o r m AT i o n

Assessment for LearningAssessment is varied and ongoing in both the Primary and Junior Divisions. Assessment informs both teaching and learning and provides opportunities for teachers to support student learning (differentiation) and encourage student success. Some types of assessment include: observations, anecdotal notes, pre-assessments, diagnostic assessments, checklists, rubrics, self-assessment, peer-assessment, interviews, quizzes, descriptive feedback, portfolios and reflections. each Unit of Inquiry includes several formative assessment tasks that assess a student’s growing understanding of the concepts being explored.

All Junior School students develop a personal growth portfolio and receive support in setting realistic and measureable goals for academic improvement throughout the year. Portfolios highlight growth in all areas of the curriculum through self-reflection and personal goal setting. Portfolios are shared with parents and are a key focal point during Student-led conferences. Student-led conferences, held in december, further support students in communicating their learning strengths, areas of growth, challenges and goals with parents.

Student Evaluationeach Unit of Inquiry includes an authentic performance task (summative assessment) designed to evaluate a student’s ability to critically apply their new conceptual understandings. Formal tests of varying types and length are introduced in the Junior Division. As students mature, they are increasingly evaluated on their ability to communicate learning through a variety of formats as they apply their research, thinking, communication, self-management and social skills. The Junior School participates in standardized testing in Grades 3 and 6. In the spring, both grades complete the Canadian Achievement Test, version 4 (CAT-4).

Parent-Teacher Interviews take place in October and March. Teachers share samples of student work in relation to their most recent progress, discuss student strengths, areas of growth, and challenges.

report cards are sent home twice each year, in february and June. feedback is based on a student’s most recent and consistent progress. The Junior School

Partially Proficient

Level 2

Highly Proficient

Level 4

ProficientLevel 3

Not YetProficient

Level 1


• Typically, homework is not assigned over long weekends or vacation periods, with the exception of daily reading. Weekends may be opportunities for older girls to work with greater concentration on some assignments.

• The amount of homework ranges from 15 minutes per day in Grade 1, up to 30 minutes per day in Grades 2 and 3, between 30-35 minutes in Grades 4 and 5, to an average of 45 minutes per day in Grade 6. If a student does consistently more or less than the average for her grade, her teachers should be notified.

• All homework is recorded in a Student Agenda, which serves as a means of communication between home and school.

• Students are responsible for completing homework tasks on time.

Field TripsField trips provide meaningful opportunities to link classroom-based inquiries to the larger community, the outdoors, and the environment. Field trips occur on site (e.g. guest speakers, special demonstrations) and off site (e.g. museums, galleries). Teachers plan field trips well in advance in order to determine the best timing and most relevant curricular links. Costs of each trimester’s trips (fall, winter, and spring) are estimated in advance, so that families can anticipate the extra billing costs associated with these activities.

Outdoor Education is an important part of our program and, beginning in Grade 3, students participate in overnight trips to Upper Canada College’s Norval Outdoor

education centre. Students participate in programs that foster leadership, independence, teamwork, and understanding of the need to preserve natural habitats for wildlife and healthy communities. in Grade 6, students participate in a three-night leadership trip to Norval.

Co-CurricularsSchool involvement is a high priority at Branksome Hall. Students in the Junior School may choose from a variety of clubs and activities offered during lunch and after school. Students are encouraged to find a balance between athletics, the arts, mathematics and science activities. All activities

extend student learning while promoting camaraderie and fun.

Branksome Hall’s Learning Strategies Program provides support to all of our students and faculty at every level of learning by:

• Helping students identify their individual learning strengths and needs.

• Helping students develop learning strategies that match their individual learning profiles.

• Helping teachers build a repertoire of teaching strategies to differentiate classroom instruction.

Homework PolicyHomework is any out-of-class learning experience assigned to enhance student learning. Homework provides opportunities for students to make authentic connections between home and school, and fosters the development of independence, self-discipline and time management skills.

Purpose of Homework• Engaging with Learning—homework that provides a springboard or introduction

to a topic or concept by assessing prior knowledge, stimulating interest, or eliciting questions about a new topic.

• Checking for Understanding—homework that gives the teacher insight into student understanding of new concepts and skills taught in class and to ensure that students are developing a complete and accurate understanding before moving on to practice or apply them.

• Practising—homework that reviews and reinforces newly acquired skills and concepts.

• Processing—homework that provides opportunities to reflect on learning, extend or apply skills and conceptual understanding, and synthesize information. Processing includes reviewing for and preparing assessment tasks. It also includes inquiry tasks that may involve autonomous student-directed activity involving off-campus resources.

Expectations• All students are expected to read, or be read to, every

evening. This is included in the time allotted for homework.

• Homework is assigned on week nights to develop independent work habits and time management skills.

“ ... to develop independence,

self-discipline and time management skills. ”


French LanguageAll students participate daily in french language classes. Students in Jk and Sk receive one 20-minute period daily; students in Grades 1 through 6 receive one 40-minute period daily. in keeping with current brain research and best practice in how students learn effectively, the AIM (Accelerated Integrated Method) program is used in Jk through Grade 6 core. Aim uses a multi-modal approach that includes gestures, music, drama and dance to help students learn words, syntax and grammar in a systemized manner. Students learn high frequency and functional vocabulary to support meaningful and spontaneous language interactions from the earliest stages of the program.

MathematicsStudents acquire mathematical understanding by constructing their own meaning. fundamental to the philosophy of the PYP is that mathematics be used in real life contexts and that it is taught in relevant and realistic contexts. Students engage in a cycle of constructing, transferring and applying meaning as they develop under-standing of mathematical concepts in order to provide them with a base for further learning. Where appropriate, mathematics is integrated into the Program of Inquiry. Specific instruction and exploration in the five strands of mathematics occurs as both a part of our mathematics program and through the Program of Inquiry:

• Number sense and numeration • Geometry and special sense

• Patterning and algebra • Measurement

• Data management and probability

c u r r i c u l u m i n f o r m AT i o n

Beginning at Junior kindergarten, Branksome students engage in a rigorous program that includes explicit instruction in Language and Mathematics. The language of instruction is English; however, students also pursue learning French as a Second language through daily instruction. Science and Social Studies are explored through concepts within the Program of Inquiry. Technology is used to enhance research, thinking and communication across the curriculum. language and Mathematics also offer lenses through which to explore concepts and issues in the Program of Inquiry. music, Visual Arts, french, Physical education, integrated Technology, and library are taught by subject specialists.

The nature of our entire program is transdisciplinary; subjects are seen as lenses through which to explore concepts and issues as defined in the Program of Inquiry.

English LanguageThe development of language is essential to communication as it supports and enhances a student’s ability to construct meaning. language plays a key role in providing students with the intellectual framework to support conceptual development and critical thinking. Students engage daily in meaningful and developmentally appropriate literacy experiences that support their growth in reading, writing, listening and oral communication. Language experiences are also built into the Program of Inquiry and literacy experiences support the development of strong communication skills.

Jk – GrAde 6


Physical EducationThe development of physical well-being is essential to a student’s experience at school and beyond. Students participate in daily physical education classes that promote skill development and healthy attitudes. All students also participate in swimming lessons each year in our pool with qualified swimming instructors. Students have the opportunity to participate in co-curricular sports teams and classes as an extension of our physical education program.

TechnologyStudents enjoy access to technology throughout the Junior School and they use it appropriately and effectively to enhance inquiry and learning experiences. Students explore ways to investigate, create, communicate, organize, and collaborate using technology. Digital citizenship and academic honesty are taught explicitly as students become increasingly proficient with using technology. A full robotics program is in place from JK through Grade 6, using a variety of robots and software programs. logo and lego computer programming is introduced through robotics.

The Junior School has a design and Technology centre that is equipped with state-of-the-art touch screen computers, building and construction materials, two laptop carts, and wireless access throughout the building. All Grades 1 to 6 classrooms are equipped with SmArT Boards and the Jk and Sk classes share a SmArT Table, and all classrooms have a bank of desktop computers. Software that supports the program is continually upgraded and added, as necessary, to support learning in all areas.

LibraryThe McLean Library houses one of Toronto’s best and most extensive children’s fiction collections, an extensive reference library and a rich French collection. All students visit the library on a regular and casual basis, and may take out books as often as they please during the school term. full access to online databases and encyclopaedias is available in the library, which includes wireless laptops and desktop workstations, Kobo e-readers, and iPads. Students have regularly scheduled classes with a teacher-librarian where they explore literature, media literacy and research skills that support their inquiries. Volunteers are a welcome and much-needed resource in our library.

Science and Social StudiesScience and social studies are important lenses through which to come to understand our world. They provide concepts through which learners can construct meaning and inquire into deeper issues. All science and social studies curriculum is taught through the Program of Inquiry. The six transdisciplinary themes lend themselves to inquiries in both disciplines. Students explore a variety of perspectives as they develop a deeper understanding of the world and their responsibility within it. Students inquire, explore, wonder, research and construct meaning in contexts that provide meaningful and relevant experiences.

The ArtsArts are an important part of the iB PYP, both in the Program of Inquiry and as stand-alone subjects. They offer students opportunities to express themselves through creation and response. Learning through the arts promotes creativity, critical thinking, problem solving and social interaction. Students explore communicating meaning through creative self-expression.

Visual ArtsIn the JK and SK, art classes are embedded in the learning environment and provide creative and play based ways for students to explore and express their creativity. In Grades 1 through 3, students receive one 40-minute art period each cycle with a trained art specialist in our Art Studio, while students in Grades 4 through 6 receive one 80-minute period each cycle. Students participate in opportunities to create art and respond to art. A wide variety of tools, techniques, styles and media is explored as students develop their creativity and appreciation for the aesthetic.

MusicBeginning in JK, students receive instruction with a trained music specialist in our Performing Arts Room. Students in JK and SK receive two 40-minute periods each cycle, while students in Grades 1 through 6 receive three 40-minute periods each cycle. Students explore music skills, vocal and instrumental technique, theory, knowledge and creativity as they create and respond to music. Opportunities to participate in formal music presentations are offered across the grades.


P r i m A r Y d i V i S i o n

Philosophy

Learning in the Primary Division is structured so students have the room they need to develop essential skills, knowledge and attitudes. The inquiry-based nature of the PYP facilitates student’s emotional, social and academic growth, while respecting their individual interests, learning styles and strengths.

Students participate in a balanced program that includes explicit instruction, modelling, cooperative and small group work, play-based inquiry, hands-on learning, and student-driven research. Students develop and refine their thinking skills in all subject areas, with a strong emphasis on building foundational literacy, numeracy and critical thinking skills. Class sizes are kept small to maximize opportunities for differentiation.

Full-day JK and SK programs are located on the main floor of the historic Read Acres building, overlooking our treed woodlot. Students enjoy access to all facilities in the Junior School, including the playground, gymnasium, library, design and Technology centre and the Performing Arts room.

Grade 1 to 3 classrooms are located on the second floor of the Junior School. Each class has a home room teacher responsible for the delivery of the core program, including PYP Units of Inquiry, language and mathematics. french, Visual Arts, music, Physical education, library and integrated Technology are taught by subject specialists.

During the formative primary years (ages three through nine), neurological growth is rapid, yet maturational patterns vary widely, with learners reaching developmental milestones at different rates. Growing independence and nurturing confidence and curiosity are critical during the primary years.

JK – GRADE 3


HOW THE WORLD WORKS

Central Idea: Changes in the Earth’s natural cycles impact living things.

CONCEPTS: form, change, connection

LINES OF INqUIRY:• Characteristics of the natural world• How the outdoor environment changes over the

year• How the activities of living things connect to the

earth’s cycles

SUBJECT LENSES: Science, language Arts, math


Central Idea: Patterns can help people organize and understand their world.

CONCEPTS: Form, Connection, Reflection

LINES OF INqUIRY:• Characteristics of patterns• Defining and identifying patterns • Using patterns to help predict, plan, and organize

SUBJECT LENSES: math, Arts, language Arts

JUNIOR KINDERGARTEN WHO WE ARE

Central Idea: Play invites discovery.

CONCEPTS: Function, Perspective, Responsibility

LINES OF INqUIRY:• Discoveries made through different types of play• Communicating in play• Our responsibilities in play

SUBJECT LENSES: language Arts, PSPe, Social Studies


Central Idea: Books can help people imagine and discover.

CONCEPTS: Form, Perspective, Causation

LINES OF INqUIRY:• Different types of books• Different purposes for books• The decisions writers and illustrators make• The choices readers make

SUBJECT LENSES: language Arts, Arts, Social Studies



Central Idea: Decisions people make can impact their own safety and the safety of others.

CONCEPTS: Perspective, Causation, Responsibility

LINES OF INqUIRY:• What it means to be safe • Why decisions and rules need to be made to keep

people safe • People’s responsibility in following safety rules

SUBJECT LENSES: Social Studies, PSPe, language Arts

SHARING THE PLANET

Central Idea: People can take action to help reduce waste on the planet.

CONCEPTS: causation, connection, responsibility

LINES OF INqUIRY:• Causes of waste• Effects of waste on the environment• Responsible waste management



Central Idea: Music can affect people’s ideas and emotions.

CONCEPTS: causation, change, connection

LINES OF INqUIRY:• How different music can make us feel• Responding to music• Music around the world• Music in media

SUBJECT LENSES: Arts, Social Studies, PSPe

HOW THE WORLD WORKS

Central Idea: The world is made up of materials that have different properties and uses.

CONCEPTS: form, function, change

LINES OF INqUIRY:• Where materials come from• Properties and uses of materials• Changing materials

SUBJECT LENSES: Science, language Arts, Arts

SENIOR KINDERGARTEN WHO WE ARE

Central Idea: Family members can assume similar roles even when they are organized differently.

CONCEPTS: form, function, responsibility

LINES OF INqUIRY:• Importance of family• Roles and responsibilities within families• How geography affects a child’s role in a family

SUBJECT LENSES: Social Studies, Art, PSPe


Central Idea: People and animals have homes that reflect their needs and their environment.

CONCEPTS: causation, connection, change

LINES OF INqUIRY:• Why people and animals need shelter• How human and animal homes are the same and

different• Why different homes are made from different

materials

SUBJECT LENSES: Social Studies, Science, language Arts



Central Idea: People develop ways to exchange goods and services.

CONCEPTS: Function, Connection, Perspective

LINES OF INqUIRY:• Assigning value to goods for trade• Similarities and differences between trade systems

around the world• Relationship between numbers and money, using

the base 10 system

SUBJECT LENSES: Social Studies, math, PSPe

SHARING THE PLANET

Central Idea: People’s daily actions affect the availability of usable water.

CONCEPTS: form, connection, responsibility

LINES OF INqUIRY:• Sources of water and how it is used• Availability of usable water around the world• Responsibilities for water use choices

SUBJECT LENSES: Science, Social Studies, math


Central Idea: How people choose strategies to solve problems in learning and relationships can affect the result.

CONCEPTS: Perspective, Causation, Reflection

LINES OF INqUIRY: • Understanding problems • How different strategies work • Reflecting on problems and possible solutions

SUBJECT LENSES: math, language Arts, PSPe

HOW THE WORLD WORKS

Central Idea: All living things have needs that must be met in order to grow and survive.

CONCEPTS: form, change, responsibility

LINES OF INqUIRY:• Animal life cycles• The needs of animals to sustain their life cycles• Observing and supporting animal life cycles


GRADE 1 WHO WE ARE

Central Idea: The daily choices people make have consequences that impact their physical health.

CONCEPTS: Function, Causation, Reflection

LINES OF INqUIRY:• How diet and rest affect health• Health related routines in my day• Consequences of choices

SUBJECT LENSES: Science, PSPe, language Arts


Central Idea: Artifacts, rituals and stories can provide insight into people’s histories.

CONCEPTS: Change, Form, Perspective

LINES OF INqUIRY:• Representing time through timelines• Artifacts, heirlooms or rituals that have meaning • Historical narratives (family and school)

SUBJECT LENSES: Social Studies, language Arts, math



Central Idea: Individuals in a community interact and are interdependent.

CONCEPTS: form, function, connection

LINES OF INqUIRY:• Types of work, responsibilities and relationships

within a community• Essential services in a community• The interdependence of individuals within a

community

SUBJECT LENSES: Social Studies, PSPe, language Arts

SHARING THE PLANET

Central Idea: When people understand their relationship with ocean environments, they can take action to preserve them.

CONCEPTS: causation, connection, responsibility (consequences, action)

LINES OF INqUIRY:• Life in the world’s oceans• How people and oceans are connected• Taking action to help preserve and maintain ocean

environments

SUBJECT LENSES: Science, Social Studies, language Arts


Central Idea: The human urge for self-expression motivates creative engagement in the arts.

CONCEPTS: Form, Connection, Reflection

LINES OF INqUIRY:• Perspective in understanding the arts• Freedom of expression• What it means to be imaginative, innovative and

expressive

SUBJECT LENSES: Arts, language Arts, PSPe

HOW THE WORLD WORKS

Central Idea: Renewable resources can provide alternatives to traditional sources of energy.

CONCEPTS:form, causation, connection

LINES OF INqUIRY:• Wind and water as renewable sources of energy• The advantages and disadvantages of using

renewable resources• The design and construction of wind and water

propelled devices

SUBJECT LENSES: Science, Social Studies

GRADE 2 WHO WE ARE

Central Idea: Human beings use their senses to perceive the world around them.

CONCEPTS: Function, Connection, Perspective

LINES OF INqUIRY:• The five senses and how they function• How the senses impact people’s lives• Empathy for individuals coping with sensory

challenges

SUBJECT LENSES: PSPe, language Arts, Science


Central Idea: Curiosity drives human beings to explore beyond the planet Earth.

CONCEPTS: Function, Change, Perspective

LINES OF INqUIRY:• Earth within the our solar system• The history of space exploration• Humans in outer space, now and in the future

SUBJECT LENSES: Social Studies, Science, language Arts



Central Idea: People create systems and processes to achieve an intended outcome.

CONCEPTS: form, function, connection

LINES OF INqUIRY:• The manufacturing process • Considerations in product creation and distribution• Working together to achieve an intended outcome

SUBJECT LENSES: Social Studies, language Arts, math

SHARING THE PLANET

Central Idea: Plants are a life-sustaining resource for all living things.

CONCEPTS: form, change, responsibility

LINES OF INqUIRY:• What plants provide for all living things• The structure of a plant• Caring for plants

SUBJECT LENSES: Science, PSPe


Central Idea: There are many factors to consider when choosing how to communicate.

CONCEPTS: Form, Function, Reflection

LINES OF INqUIRY:• Different forms of communication• How intended purpose and audience influences the

means of communication • Reflecting on choices in communication

SUBJECT LENSES: language Arts, Arts

HOW THE WORLD WORKS

Central Idea: Simple machines affect the way people work.

CONCEPTS: form, function, causation

LINES OF INqUIRY:• Concepts of work, force, gravity, friction and energy• The properties of simple machines and how

they work• The technical design process: plan, build,

test, rebuild

SUBJECT LENSES: Science, math

GRADE 3 WHO WE ARE

Central Idea: Exploring different ways of learning can enable people to understand their own learning needs as well as those of others.

CONCEPTS: Function, Perspective, Responsibility

LINES OF INqUIRY:• How the brain constructs meaning• Different learning styles• Building learning communities

SUBJECT LENSES: PSPe, Science


Central Idea: Early settlers faced challenges that shaped their communities.

CONCEPTS: Function, Causation, Perspective

LINES OF INqUIRY:• Why early settlers migrated• Challenges and reality of daily life• Contributions made by the Pioneers

SUBJECT LENSES: Social Studies, language Arts


J u n i o r d i V i S i o n

Philosophy

Learning in the Junior Division consolidates and extends students thinking, research, communication, social and self-management skills. Social studies and science concepts, and language and mathematics skills are developed within the framework of the Program of Inquiry at a much deeper level. In mathematics, the focus shifts from whole to fractional numbers, presenting students with increasingly complex problems to solve. In language, students engage with increasingly challenging fiction and non-fiction texts, and communicate through written work and oral presentations. research indicates that spacial thinking is generally more challenging for girls than boys. An increased emphasis is placed on developing spacial thinking skills in mathematics, art, science and through applications of technology. French, visual arts, music, physical and health education, library/media literacy skills and integrated Technology are taught by specialists.

In Grade 6, students are placed in either the Core 6 or Extended 6 French program. The Extended 6 French program is taught using immersion methodology and is meant to prepare students to enter the Extended French program in the Middle Division (Grades 7 and 8), where students participate in 25 per cent of the instructional day in French, including Histoires, Géographie, and Extended French.

Across the Junior Division girls have regularly scheduled time in their timetable devoted to the discussion of leadership issues and techniques. Grade 6 students further develop their leadership skills through participation as Clan Leaders, and by serving on the Action Committee and the Welcoming Committee. Many Grade 6 students also choose to be Junior School Ambassadors.

Children entering the Junior Division are expected to be fluent readers and capable writers who possess a strong understanding of mathematical concepts and skills. from this platform of confidence, students use their skills to solve problems, conduct research, communicate learning and apply their understandings in a variety of ways.

GrAdeS 4 – 6


• To unite students, teachers, parents and other members of the school community in a collaborative experience that incorporates the five essential elements of the PYP (knowledge, concepts, skills, attitudes and action).

• To provide students with an opportunity to exhibit the attributes of the IB Learner Profile that have been developing throughout their engagement with the PYP.

• To celebrate the transition of learners from the Primary Years Program to the middle Years Program.

Students complete their investigations in small, collaborative groups of 3–4 members. each group engages in the PYP action cycle by choosing an issue to explore, planning a course of action for their learning and as a result of their learning, and reflecting throughout the process. Grade 6 students share the results of their research with parents, peers and members of the community at a special presentation in may of the Grade 6 year.

PYP Exhibition As a culmination to the PYP Program, Grade 6 students engage in the PYP Exhibition, a collaborative, transdisciplinary inquiry process that involves them in identifying, investigating and offering solutions to a real-life issue or problem (usually under the Sharing the Planet transdisciplinary theme).

The PYP Exhibition has a number of key purposes:

• For students to engage in an in-depth collaborative inquiry.

• To provide students with an opportunity to demonstrate independence and responsibility for their own learning.

• To provide students with an opportunity to explore multiple perspectives.

• For students to synthesize and apply their learning of previous years and to reflect upon their journey through the PYP.

• To provide an authentic process for assessing student understanding.

• To demonstrate how students can take action as a result of their learning.

GrAde 6



Central Idea: Transportation systems influence the historical, economic, and social structures of a community.

CONCEPTS: function, causation, change

LINES OF INqUIRY:• The need for transportation• Community planning• The impact of transportation on communities

SUBJECT LENSES: Social Studies, Science, math

SHARING THE PLANET

Central Idea: Species have unique characteristics that enable them to adapt to the environment.

CONCEPTS: causation, change, connection

LINES OF INqUIRY:• Adaptations of species to biomes• Interdependence of species and their environment• Impact of the changing environment on species

SUBJECT LENSES: Science, language Arts


Central Idea: How people share stories can help them to communicate, to teach and to build understanding.

CONCEPTS: Function, Perspective, Reflection

LINES OF INqUIRY:• The interpretation and retelling of stories• What we can learn about people’s beliefs and

behaviour from the stories they tell• The “art” of storytelling

SUBJECT LENSES: language Arts, Social Studies, Arts

HOW THE WORLD WORKS

Central Idea: How electrical energy systems are used has societal and environmental impacts.

CONCEPTS: form, causation, connection

LINES OF INqUIRY:• Properties of static and current electricity• Constructing electrical circuits using the technical

design process • The impact of electricity on quality of life and on the

environment

SUBJECT LENSES: Science, Social Studies

GRADE 4 WHO WE ARE

Central Idea: Relationships can be developed when people understand each other’s perspectives.

CONCEPTS: Perspective, responsibility, reflection

LINES OF INqUIRY:• Social Interactions• Collaboration• Acknowledging others’ perspectives, ideas, and

opinions

SUBJECT LENSES: PSPe, language Arts


Central Idea: The needs of people have the potential to impact how societies are shaped.

CONCEPTS: causation, connection, change

LINES OF INqUIRY:• Factors that defined medieval society• Why medieval societies developed and changed• Connections between medieval society and society

today




Central Idea: Governmental systems develop in response to the needs of a society.

CONCEPTS: function, responsibility

LINES OF INqUIRY:• Types of governments• Structure, function and responsibilities of

governments around the world• Electoral processes around the world


SHARING THE PLANET

Central Idea: Communities can work together to predict, prepare and respond to disasters.

CONCEPTS: function, causation, responsibility

LINES OF INqUIRY:• Disasters, preparedness and response• How governments help rebuild

communities after a natural disaster• How natural disasters affect the environment and a

community’s resources

SUBJECT LENSES: Science, language Arts


Central Idea: Ideas of culture are expressed in both visible and invisible ways.

CONCEPTS: Function, change, reflection

LINES OF INqUIRY:• What culture is and ways it is expressed• Common threads of expression across cultures• How continuity and change impact cultural

expression

SUBJECT LENSES: Social Studies, language Arts, Arts

HOW THE WORLD WORKS

Central Idea: Sound is a form of energy that has technological and environmental applications.

CONCEPTS: form, function, causation

LINES OF INqUIRY:• The characteristics and properties of sound• The impact on society and the environment of new

technology related to sound• Factors that affect how sound is transmitted


GRADE 5 WHO WE ARE

Central Idea: Human body systems are interdependent and there are many factors that impact how they function.

CONCEPTS: function, connection, responsibility

LINES OF INqUIRY:• Body systems• How body systems are interdependent• The impact of choices and outside influences on our

bodies

SUBJECT LENSES: Science, language Arts, PSPe


Central Idea: People are driven to explore new frontiers and to make new discoveries.

CONCEPTS: Causation, Perspective, Reflection

LINES OF INqUIRY:• The circumstances that drove exploration• The impact of exploration (on people, environment and

societies)• Understanding exploration from different perspectives




Central Idea: Economic choices impact people’s quality of life.

CONCEPTS: function, connection, responsibility

LINES OF INqUIRY:• Value vs. wealth• How society functions as an economic unit• Responsible use of money

SUBJECT LENSES: math, Social Studies

SHARING THE PLANET

Central Idea: Understanding issues that affect communities can help people take action.

CONCEPTS: Connection, Reflection, Responsibility

LINES OF INqUIRY:• Understanding current issues in communities • How communities can work together to find

solutions to issues• Sharing knowledge to generate further

understanding and action

SUBJECT LENSES: Science, Social Studies, Arts


Central Idea: Expressing different perspectives in response to injustices can lead to action.

CONCEPTS: Causation, Perspective, Responsibility

LINES OF INqUIRY:• Acts of injustice• The power of the arts and media to provoke thinking

about injustices• How actions can be influenced by persuasion

SUBJECT LENSES: Social Studies, Arts, language Arts

HOW THE WORLD WORKS

Central Idea: Examining the evolution of flight can help people understand its impact on life.

CONCEPTS: form, function, change

LINES OF INqUIRY:• The evolution of flight and its innovators • The purposes of the scientific and design process• Applying scientific and design principles to

understand the laws and forces of flight

SUBJECT LENSES: Science, math, Social Studies

GRADE 6 WHO WE ARE

Central Idea: Adolescence is a time when young people can be influenced by a variety of factors that can shape their beliefs about themselves.

CONCEPTS: Change, Perspective, Reflection

LINES OF INqUIRY:• Physical and emotional changes during adolescence• The impact of the media on self-image• How others can influence our well being

SUBJECT LENSES: PSPe, language Art , math


Central Idea: People can learn from the legacies left by past civilizations.

CONCEPTS: form, causation, connection

LINES OF INqUIRY:• Using historical evidence to understand past

civilizations• Why certain aspects of historical civilizations survived

while others did not• Ways in which modern day society is influenced by

past civilizations

SUBJECT LENSES: Social Studies, language Arts, Arts

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