(for students aged 10-12) - Hiroshima International School · collaboratively with the goal of...

Intermediate

(for students aged 10-12)

Program Guide for Parents

Intermediate Program Guide for Parents Hiroshima International School

August 2005

Contents

Principal’s Introduction............................................................................................... Page 3 School Mission and Vision ...................................................................................................4 Mission.....................................................................................................................4 Vision .......................................................................................................................4 Guiding Philosophy..................................................................................................4 Staff .................................................................................................................................5 Primary Years Program (PYP) ...............................................................................................7 Overview ..................................................................................................................7 What do we want students to learn?........................................................................8 Concepts ..................................................................................................................8 Knowledge ...............................................................................................................9 Skills.......................................................................................................................10 Attitudes ................................................................................................................10 Actions ...................................................................................................................11 HIS Program on Inquiry..........................................................................................12 How best will our students learn? .........................................................................15

The Learning Environments...................................................................................15

How will we know what the students have learned? .............................................15

Assessment............................................................................................................15 Subject-Based Domains .....................................................................................................18 Language ...............................................................................................................18 Math .......................................................................................................................19 Visual Arts..............................................................................................................21 Science ...................................................................................................................22 Social Studies .........................................................................................................23 Japanese.................................................................................................................24 Information Technology ........................................................................................25 Music......................................................................................................................25 Personal and Social Education ...............................................................................25 Physical Education .................................................................................................26 Religious and Cultural Education ..........................................................................26 Program Support................................................................................................................27 English as a Second Language (ESL) ......................................................................27 Homework..............................................................................................................27 Guidelines for Promotion...................................................................................................28

Hiroshima International School Intermediate Program Guide for Parents

August 2005

Principal’s Introduction

The purpose of this booklet is to provide an overview for parents of our Intermediate program for students aged 10-12. Our school features small classes and individualized attention for students. We are able to provide balanced program in a setting that provides a rich breadth of activities and opportunities for the development of the whole person.

At the core of our curriculum is the Primary Years Program (PYP) of the International Baccalaureate, which is described in some detail overleaf. The school has been developing curriculum materials based around the framework of this program for several years and will be seeking authorization to be recognized as an official PYP school in the spring of 2005. I hope that the following pages are useful, but I encourage parents to ask further questions of me, of our PYP coordinator, Sarah Watson, or of our teachers if further information is needed. Sincerely, Phil Armstrong, Principal


August 2005

School Mission and Vision

Mission Hiroshima International School will strive to engender in students a will to achieve academic excellence and personal integrity within an environment that fosters a love of learning, sensitivity to other cultures, and a lifelong commitment to world peace. Vision To ensure that our students are prepared for further education, fulfilling careers, and outstanding citizenship anywhere in the world. Guiding Philosophy 1. To provide a world-class education through effective and innovative teaching

based on the principles and objectives of the International Baccalaureate. 2. To provide our students with essential skills, knowledge and techniques and

with opportunities to apply them. 3. To provide a safe, supportive and positive learning environment that meets

the needs of each student. 4. To provide opportunities for students to work both independently and

collaboratively with the goal of helping them to learn to solve problems, meet challenges and develop a respect for the aspirations and perspectives of others.

5. To provide a truly international education that enables children to play a full and active role as global citizens and leaders.

6. To take full advantage of the possibilities for enrichment afforded by the cultural and linguistic setting of Hiroshima, Japan.

7. To provide opportunities for students to foster a commitment to world peace based on a spirit of mutual understanding and cultural respect.

8. To provide an educational program where English is the main language of instruction which includes an extensive program of classes in English as a Foreign Language and English as a Second Language.

9. To recruit and retain faculty and staff of the highest quality and to encourage their continued professional development.

10. To foster a sense of community among the students, parents, faculty, administration and Board, based on open communication, mutual respect, cooperation and concern.


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Elementary School Staff

Our staff members are experienced and well qualified, many of them having taught at Hiroshima International School for several years and also at other international schools around the world. At present our Early Childhood and elementary school staff includes the following:

Audrey Shapiro, Ushita pre-kindergarten teacher, BA

Masayo Yoshitake, pre-kindergarten teacher, BA

Carol Foster, kindergarten teacher, B.Ed.

Wayne Bartelink, grade 1/2 teacher, BSc

Lyn Thorne, grade 1/2 teacher, MA

John McPherson, grade 3/4 teacher, BSc, PGCE

Karen Raison, grade 3/4 teacher, BA

Sarah Watson, grade 5/6 teacher, MA, PGCE

Andy Vasily, PE teacher, B. Ed.

Nigel Barker, IT teacher, BSc, PGCE

Graham Bright, IT & math teacher, Cert. Ed

Takako Tokunaga, Music teacher, MM

Andrew Cullen, Library & Visual Arts, Dip of Teaching


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Tamako Miyagi, Japanese teacher, BA

Mika Kiriake, Japanese teacher, MA

Mayuka Shishimi, Japanese teacher, BA

Chadwick Williams, ESL teacher, MA

Yoko Hiraka, assistant teacher

Shinobu Sasahara, assistant teacher

Tomoe Furukawa, Ushita assistant teacher


August 2005

Primary Years Program (PYP)

Overview Hiroshima International School holds candidate status for becoming an authorised IB World School, offering the Primary Years Program (PYP) of the International Baccalaureate (IB). This is an international curriculum framework designed for all children between the ages of 3 and 12 years. The program focuses on the total growth of the developing child, affecting hearts as well as minds and addressing social, physical, emotional and cultural needs in addition to academic welfare. The PYP combines the best research and practice from a range of national systems with a wealth of knowledge and experience from international schools to create a relevant and engaging educational program.

The program offers a comprehensive, inquiry-based approach to teaching and learning. It provides an internationally designed model for concurrency in learning and incorporates guidelines on student learning styles, teaching methodologies and assessment strategies. The curriculum framework is an expression and extension of three inter-related questions:

What do we want to learn? How best will we learn? How will we know what we have learned? Children are expected to begin learning a modern foreign language in order to enhance an international perspective. The goals of Hiroshima International School include the process of educating unique internationally minded people. Outlined below are the qualities we believe such people should have, as defined by the PYP, listed in a set of ten student-learning outcomes called the ‘student profile’. • Inquirers - Their natural curiosity has been nurtured. They have acquired the

skills necessary to conduct purposeful, constructive research. They actively enjoy learning and this love of learning will be sustained throughout their lives

• Thinkers - They exercise initiative in applying thinking skills critically and creatively to make sound decisions and solve complex problems.


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• Communicators - They receive and express ideas and information confidently in more than one language, including the language of mathematical symbols.

• Risk-Takers - They approach unfamiliar situations without anxiety and have the confidence and independence of spirit to explore new roles, ideas and strategies. They are courageous and articulate in defending those things in which they believe.

• Knowledgeable – They have spent time in our schools exploring themes which have global relevance and importance. In so doing, they have acquired a critical mass of significant knowledge.

• Principled – They have a sound grasp of the principles of moral reasoning. They have integrity, honesty and a sense of fairness and justice.

• Caring - They show sensitivity towards the needs and feelings of others. They have a sense of personal commitment to action and service.

• Open-minded – They respect the views, values and traditions of other individuals and cultures and are accustomed to seeking and considering a range of points of view.

• Well-balanced – They understands the importance of physical and mental balance and personal well-being.

• Reflective – They give thoughtful consideration to their own learning and analyse their personal strengths and weaknesses in a constructive manner.

What do we want students to learn? Our program strives for a balance between the search for understanding, the acquisition of essential knowledge and skills, the development of positive attitudes and the opportunity for positive action. In terms of achieving this balance, the program consists of five components. These are referred to as the essential elements of the written curriculum and are listed below. Concepts: Powerful ideas which have relevance within and across the disciplines and which students must explore and re-explore in order to develop understanding. Key concepts are expressed as questions – form (What is it like?), function (How does it work?), causation (Why is it like it is?), change (How is it changing?), connection (How is it connected to other things?), perspective (What are the points of view?), responsibility (What is our responsibility?) and reflection (How do we know?).


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Knowledge: The body of significant and relevant subject matter we wish students to explore and know about. This knowledge is represented through six principal subject areas: languages, social studies, science and technology, mathematics, arts, and personal, social and physical education.

At the heart of the Primary Years Program's philosophy is a commitment to structured inquiry as an ideal vehicle for learning. Teachers and students are guided by a series of organising themes that are inquiries into: • Who we are

An exploration of the nature of self; of our beliefs and values; of personal health: physical, mental, social, spiritual; of our families, friends, communities and cultures; of our rights and responsibilities; of what it means to be human.

• Where we are in place and time An exploration of our orientation in place and time, of our personal histories and geographies; of history and geography from local and global perspectives; of our homes and journeys – actual and spiritual; of the greater journeys of humankind – the discoveries, explorations and migrations; of human achievements and the contributions of individuals and civilizations; of the descent and ascent of humankind; of the state of the race.

• How we express ourselves An exploration of the ways in which we discover and express our nature, ideas, feelings, beliefs and values through language and the arts.

• How the world works An exploration of the physical and materials world; of natural and human-made phenomena; of the world of science and technology.


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• How we organise ourselves An exploration of human systems and communities; of the world of work, its nature and its value; of employment and unemployment and their impact, both personal and global.

• Sharing the planet An exploration of our rights and responsibilities as we strive to share finite resources with other people, with other species; of individuals and communities, human and animal; of the relationships within and among them.

Together these questions elicit ideas of local and global significance and reveal concerns that all people share no matter what their backgrounds or where they live. Skills: Those things the students need to be able to do to succeed in a changing, challenging world. The program identifies sets of disciplinary and cross-curricular skills, outlined below, that are acquired in the process of structured inquiry. • Thinking skills: the acquisition of

knowledge, comprehension, application, analysis, synthesis, evaluation, dialectical thought, and metacognition.

• Research skills: formulating questions, observing, planning, collecting and recording data, organising and interpreting data, and presenting research findings.

• Communication skills: listening, speaking, reading, writing, and non-verbal communication.

• Self-management skills: gross and fine motor skills, spatial awareness, organisation, time management, safety, a healthy lifestyle, codes of behaviour and making informed choices.

• Social skills: accepting responsibility, respecting others, cooperating, resolving conflict, group decision making, and adopting a variety of group roles.

Attitudes: Characteristics that are expressions of fundamental values, beliefs and feelings about learning, the environment and people. Students are developing the following attitudes: appreciation, commitment, confidence, cooperation, creativity, curiosity, empathy, enthusiasm, independence, integrity, respect, and tolerance.


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Actions: Demonstrations of positive action and service. Students are encouraged to reflect, choose wisely and to act responsibly with their peers, school staff and in the wider community.

Through such service, students are able to grow socially and personally, developing skills such as cooperation, problem solving, conflict resolution and creative and critical thinking.


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Hiroshima International School Program of Inquiry

The table below shows the Units of Inquiry at each level in the PYP.

Who We Are Where We Are in Place And Time

How We Express Ourselves

How The World Works

How We Organize Ourselves

Sharing The Planet

An exploration of the nature of the self; of our beliefs and values; of personal health: physical, mental, social, and spiritual; of our families, friends, communities, and cultures, of our rights and responsibilities; of what it means to be human.

An exploration of our orientation in place and time; of our personal histories and geography from local and global perspectives; of our homes and journeys-actual and spiritual; of the greater journeys of humankind-the discoveries, explorations and migration, of human achievements and the contributions of individuals and civilizations; of the descent and ascent of humankind; of the state of the race.

An exploration of the ways in which we discover and express our nature, ideas, feelings, beliefs, and values through language and the arts.

An exploration of physical and material world; of natural and human-made phenomena; of the world of science and technology.

An exploration of human systems and communities; of the world of work, its nature and its value; of employment and unemployment and their impact, both personal and global.

An exploration if our rights and responsibilities as we strive to share finite resources with other people, with other species; of individuals and communities, human and animal; of the relationships within and among them.

Pre-K Year A

Me, Myself and I We are alike and different in many ways but all of us are unique. Curricular Focus: PSE An Inquiry into: What I look like My likes and dislikes What I can do

My School My school has special features that make it different from other places. Curricular Focus: Social Science An Inquiry into: The physical features of

my school The geography in and

around my school The physical features of

other common public buildings

Play We play games in many different ways, for many reasons, in many places. Curricular Focus: Social Science, PSE An inquiry into: Indoor and outdoor

games Games our parents and

grandparents played

Games from other cultures

Why people play games

Seasons Our world changes with the seasons. Curricular Focus: Science An Inquiry into: How nature changes with

the seasons How our lives change

with the seasons Seasonal celebrations

Intentionally left blank


Pre-K Year B

We are Friends My friends help make me who I am. Curricular Focus: PSE An Inquiry into: What it means to be a

friend What friends do together Why we have friends


Tell Me a Story Stories inform and provoke us; they give us pleasure and help our imaginations grow. Curricular Focus; Language, Arts An Inquiry into: Our favourite stories The retelling of stories How stories are adapted

and changed What we learn from

stories Creating our own stories


Jobs we Do People have different jobs in our community. Curricular Focus: Social Science An Inquiry into: Community helpers HIS School workers What we want to be

when we grow up

Caring for living Things

Plants and animals in our homes and classrooms have certain requirements in order to grow and stay healthy. Curricular focus: Science, PHSE An Inquiry into: The conditions plants and

animals need to stay healthy

Our responsibilities toward plants and animals we choose to bring into our homes and classroom

What animals eat Kinder Senses

We explore the world through our senses. Curricular Focus: Science, PSE An Inquiry into: What our senses are and

how we use them Why our senses are

important What we do with limited

use of a particular sense

How our likes and dislikes develop

Transportation The way people get from one place to another varies with the environment and changes over time. Curricular Focus: Social Science An Inquiry into: Types of transport, past

and present Types of transport in

different countries How the environment

affects the transportation system needed

How people of different times have organised their transportation

World Art Cultures around the world use colours and designs to express their beliefs and values. Curricular Focus: Social Studies, Art, PHSE An Inquiry into: Colours and designs and

what they represent to different cultures

Colours and designs in flags around the world

Colours and designs in cultural art

Materials The materials used to make specific products are chosen based on their properties. Curricular focus: Science An Inquiry Into: The names of common

materials (e.g. wood, glass, metal, plastic)

Uses of these materials for making different things

Basic characteristics of materials (e.g. roughness, hardness, shininess, ability to float, transparency etc.)

Links between the properties and their use

From Farm to Table Most of the food products we eat go through several stages from their origin to their consumption Curricular Focus: Social Science An Inquiry into: The origins of food

products The stages of production

of food products and the jobs that are involved in the process

Environmental issues associated with the production, distribution and consumption of a food product.

Life Cycles All life cycles are connected and have an affect on the planet. Curricular Focus: Science An Inquiry into: The life cycles of various

plants and animals How these life cycles are

connected to each other and the planet

How we can help life cycles to naturally continue


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How The World Works


Sharing The Planet

Primary Year A (Grade 1-2)

Families around the World

The lives of children are influenced by where their families live Curricular Focus: Social Studies, PSE An Inquiry into: Characteristics of a

family How location influences

families The rights and

responsibilities of children

Children’s needs and wants

My House People around the world live in different types of houses to meet their different needs. Curricular Focus: Social Science An Inquiry into: Housing around the

world Where we have lived Using local materials Houses to match the

environment How local housing has

changed over time

Music is Everywhere

Music is an influential tool for people throughout the world Curricular Focus: Music, Social Science An Inquiry into: The music of different

cultures How music affects

emotion How music is used to

communicate The connection between

music and movement

Growing Plants Plants are living things which require certain conditions to grow Curricular focus: Science An Inquiry into: Pollination and seed

dispersal Germination Structure of plants Structure of flowers The affect of light, air,

water and temperature on plant growth

Taking a Trip Organising a trip requires planning and working together Curricular focus: PHSE, Social Science An Inquiry into: Where and when we

might go What we might see and

do How we might get there What and who we need

to take with us Who needs to know How we might keep a

record of our trip to share with others

The Local Environment The local environment contains many plants and animals which depend on each other for their survival Curriculum focus: Science An Inquiry Into: Plants, animals and

insects in the local environment

The relationship between them (food chains and webs)

Our responsibility to live with them

Primary Year B (Grade 1-2)

Here’s to Your Health

Practicing good hygiene and eating well are the major factors in a healthy lifestyle Curricular Focus: PHSE, Science An Inquiry into: Food types and groups Balanced meals Good hygiene Health in children

throughout the world

Ancestors We gain perspective when we understand our past Curricular Focus: Social Science An Inquiry into: Who our grandparents

are/were and where they were from

Comparing our lives to those in previous generations

Family trees

Just Imagine People tell stories in a variety of ways to explore feelings, explain the world or to entertain. Curricular Focus: Language, Arts An Inquiry into: What a story is Why people tell stories Different types and

purposes of stories Different ways stories are

presented such as plays, drama, dance, music, puppetry and images

The Final Frontier The Earth is a small part of a bigger picture Curricular Focus: Science, Social Science An Inquiry into: Features of the Earth,

Sun and Moon How day and night are

related to the spin of the Earth on its own axis

How the solar system works

Exploration and travel

Signs and Symbols Society uses signs and symbols to communicate and keep order Curricular Focus: Social Science An Inquiry into: Signs and symbols Law and order Sign language Mapping the local

community

Gone but not Forgotten

We share the planet with many animals and our actions can affect their survival. Curricular Focus: Science, Social Science An Inquiry into: How animals are adapted

to their environment

Threats by mankind to animal survival

Problems faced by specific endangered species

How people can and do help endangered animals

Our responsibility towards endangered animals

Junior Year A (Grade 3-4)

Host Country, My Country

Being part of a diverse community enables us to appreciate and understand the cultures of other countries Curricular Focus: Social Science An Inquiry into: The different countries

and cultures represented in our school

How a culture represents itself

Our responsibility towards the cultures of other counties

The cultures of our host country

Exploration Throughout history people have explored new territories with wide ranging effects on themselves and on the indigenous populations Curricular Focus: Social Studies An Inquiry into: Motivation for

exploration Consequences of

exploration and settlement for indigenous people

The transfer of products, culture and ideas between populations

Myths and Legends Myths and legends reflect the history, values and beliefs of a culture. Curricular Focus: Language An Inquiry into: Storytelling and the

importance of oral tradition

Why peoples of different civilisations created stories

Traditions of storytelling in various cultures

It’s Electrifying Circuits are required to ensure we can utilise the power of electricity Curricular Focus: Science An Inquiry into: What is electricity Constructing and using

circuits Electrical circuits in the

home and school Safety with electricity

Inventions and Inventors

Some inventions have had a major impact on the world, changing the way people live Curricular Focus: Science, Social Science An Inquiry into: Inventions that have

influenced the development of civilisations

Inventions that have changed the way people work

Why people invent How inventions have

affected employment

The most influential inventions of all time

Our Rain Forests Resources of the rainforest ecosystems are affected by choices of consumers near and far. Curricular Focus: Science, Social Science An Inquiry into: How the rainforest is

affected by people around the world

Location of the world’s rainforests

The unique plants and animals of the rainforest

How our choices as consumers affect the plants, animals and people living in the rain forest

Junior Year B (Grade 3-4)

The Human Body Different systems are at work to support the life functions of the human body, which is a complicated machine Curricular Focus: Science An Inquiry into: The basic structural

system of our bodies (skeletal and musculature)

How the systems provide movement together

How we keep our systems healthy

Stimulus and response

Then and Now Many ancient civilisations have had an effect on the way we live today Curricular Focus: Social Science An inquiry into: Characteristics of how

past civilizations including beliefs, food, technology, religion, art, and architecture

How and why those civilizations developed

Which aspects and artefacts of those civilizations survived and how they affected later times

Visual Arts Artists choose different styles and media to express their ideas Curricular focus: Art An inquiry into: Styles of art from around

the world The variety of media

used by artists How ideas can be

expressed through art

Forces and Energy We are surrounded by many invisible forces, which affect us in different ways. Curricular focus: Science An inquiry into: The forces of attraction

and repulsion between magnets

The force of gravity The forces of friction and

air resistance How to measure forces

and the directions in which they act

How and when forces can help or hinder us

Living with Volcanoes and Earthquakes

Society must organise itself to prepare for and respond to natural disasters. Curricular Focus: Social Science An inquiry into: Natural disasters Disaster response

systems The effects of and human

responses to natural disasters

Volcanoes and earthquakes

Natural disasters in Japan

Elixir of Life Clean water on planet Earth is necessary for a health life Curricular Focus: Science, Social Science An inquiry into: Investigation into the

properties of water Conservation and the

misuse of water globally

How we rely on and use water in our daily lives

The delicate interrelationships between clean water and the plant and animal life


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How The World Works


Sharing The Planet

Intermediate Year A (Grade 5-6)

Learning Learning is a fundamental characteristic of humans that connects them to the world Curricular Focus: PSE, science and technology An Inquiry into: What learning is How we construct

meaning through learning

How the brain functions The various ways people

learn How animals learn The uniquely human

elements of learning

People in History During the 20th century many individuals have been influential on the views, opinions, actions and responsibilities of people in the world Curricular Focus: Social Science An Inquiry into: Events of the 20th

century Conflicts during this time The world of politics Religion in society

The Arts People express their values and beliefs through the arts Curricular Focus: Art/Music/Dance/Drama An Inquiry into: How the arts are used by

cultures to mark important events

The roles of rituals and celebrations

The relationship between iconic symbols in daily life and cultural values

How the Arts are connected to one another

Light and Sound The source and behaviour of light and sound can be observed, measured and predicted Curricular Focus: Science An Inquiry into: Everyday effects of light Movement of light How sounds are made by

the physical vibration of objects

How sound changes pitch and loudness

How sound travels through the air

Working the Land People farm in different ways to obtain their food supplies Curricular Focus: Social Science An Inquiry into: Agriculture around the

world The relationship between

technology and farming

Japanese farming methods

Modern farming methods and their effects on the environment

Earth Suffers A Consequence of modern society is pollution Curricular Focus: Science, Social Science An Inquiry into: How pollution has an

impact on the environment

Types of pollution How humans affect the

environment Ways in which one can

become a better citizen of the environment

Inter-mediate Year B (Grade 5/6)

Under Pressure Pressures around us have an impact on our actions and thoughts Curricular Focus:Science, PHSE (FOSS) An Inquiry into: Peer pressure Use and abuse of drugs Things change over time Patterns of interaction

and change

A Place for Everyone

Humans have adapted to a variety of climatic and geographic conditions Curricular Focus: Social Studies, Science and Technology An Inquiry into: The range of geographic

and climatic conditions that exist on Earth and how geographers describe them

A comparison of the ways different groups of people meet their basic needs in extreme climatic and geographic conditions

How humans interact with different environments

Causes and effects of changes in world climatic conditions in the past and of the future

The Persuaders Print, other visual media, and sound can create, alter or manipulate images or perceptions. Curricular Focus: Language, the Arts, Social Studies An Inquiry into: Devices that are used to

manipulate perceptions

The purpose of advertisements

How advertisements affect our values and well-being

The proliferation of advertising

Materials and their Properties

The world is made up of different materials that can be changed, mixed and separated Curricular focus: Science An inquiry into: The three states of matter Differences between

mixtures and solutions

Filtering, dissolving, evaporating and condensing

Freezing, melting, burning and boiling

Fair Play for All Personal and institutional value systems, attitudes and structures can either promote or deny social justice Curricular focus: Social Studies, PSE An inquiry into: The principals of human

rights and social justice

How personal and institutional behaviours and attitudes affect social justice

Historical case studies The impact of denying or

granting social justice on individuals and groups

Exhibition The exhibition may replace any unit at the discretion of the school. The subject of the exhibition inquiry should be a real world issue or problem, local or global, which is of sufficient scope and significance to warrant an extended investigation.


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How best will our students learn? We are committed to structured, purposeful inquiry, which provides multiple entry points meeting the diverse needs of our population and involves students actively in their own learning. The reason is simple. We believe that this is the way in which students learn in the most constructive manner. Students participate in engaging and motivational activities that enable them to develop a deep level of understanding. Student learning is characterised by the long-term retention of ideas, and by an awareness of its connection with other things, including life in the real world. The Learning Environments The learning environments at our school are lively places, characterised by collaborative and purposeful activity. Balance is seen in the attention given to both to the pursuit of understanding, and the acquisition of knowledge and essential skills. They are also reflective places, where thoughtful consideration of issues, problems and successes is valued highly. There is often the busy hum of discussion. Teachers use a range of teaching and grouping strategies to support the attainment of school-defined goals and classroom purposes. Students are encouraged to ask questions, identify problems and seek solutions in the pursuit of continuous improvement towards clearly defined expectations. Students are actively involved in planning and assessing their own learning. They are supported in giving of their best as individuals and in contributing to the learning of the whole class. How will we know what the students have learned? Assessment Assessment is integral to all teaching and learning. It is central to our goal of thoughtfully and effectively guiding students through the five essential elements of learning: the understanding of concepts, the acquisition of knowledge, the mastering of skills, the development of attitudes and the decision to take action. Both students and teachers are actively engaged in assessing students’ progress as part of the development of their wider critical thinking and self-evaluation skills. There is a range and balance of school-based assessment strategies. These include student-teacher conferencing, writing samples, structured observation, and


August 2005

performance tasks evaluated by means of assessment rubrics and various forms of student self-assessment. The school also uses external standardised tests published by ACER. Assessment Strategies A range of assessment strategies are used in classes including:

Anecdotal records of informal observations Formative assessments, such as:

• Mind maps & brainstorms Performance Tasks that demonstrate student achievement, such as:

• Portfolio work samples (see overleaf) • Photos and videos of work • Role-play with students acting out their learning • Hot-seat interviews of student by the teacher or other students • Student-composed tests, including multiple choice • End-of-unit summative activities

Student self and peer assessments Tests, such as:

• End of unit tests • Textbook tests • External standardized tests (ACER)

Authentic measurement tools, such as: • Rubrics • Benchmarks/exemplars

Check lists, such as • Student acquisition of skills

Report Cards Report Cards are published three times per year, in November, March and at the end of the school year in June. Reporting Conferences Formal reporting conferences are held twice each year. Parent/teacher conferences are held in the first term and provide an opportunity for teachers to discuss student progress. Since children are at the centre of all reporting, it follows that they should also be part of the reporting procedure and allowed to participate in reporting conferences held in the spring. The school believes that three-way conferences which include parents, children and children are an excellent way to keep everyone informed and allow children to see most significant adults in their lives showing an interest in their learning and demonstrating a commitment to supporting them.


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Student-Led Portfolio Conferences are formal reporting occasions where children are involved in discussing their work and their progress with their parents. Students throughout the school, from kindergarten up, prepare work to talk about in advance with the support and guidance of their class teacher. Parents should attend the conferences ready to listen to their child and to ask questions, to show their concern and interest, and to understand that the value of these conferences is that children reflect on and consolidate their progress through sharing the responsibility of informing their parents. Portfolios Student portfolios comprise a collection of student work demonstrating progress throughout the year. They provide the opportunity for students to critique and reflect upon work, and for students to demonstrate pride in their work. The work samples:

1. Are selected by the student. 2. Show the process that has taken place to reach the final products, e.g.

graphic organizers, writing drafts, trial and error experiences, journal entries. 3. Include student and/or teacher reflections on work samples, either in free

form or through the generic reflection sheet. 4. Reflect growth, progress and goals. 5. Demonstrate the degree to which students have accomplished some of the

attributes of the PYP Student Profile. 6. Are sent home at the end of each school year.


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Subject Based Domains

The following pages outline the skills, concepts and knowledge that students learn in various subject-based domains. It is important to emphasise that the PYP is a transdisciplinary program, and that many of these items are not learned in isolation, but in the context of the Units of Inquiry. Most science and Social Studies, and a large proportion of work in Language, Visual Arts, IT, PSE, and even some math is covered outside of a rigid subject-based context. Language Language is fundamental to learning and permeates the entire program. The school has identified major student expectations which are summarised below. Students aged 9-12 will... Oral

• have an increasing awareness of the power of oral language, how it helps them to construct meaning and connect with others

• use speech responsibly to inform, entertain and in!luence others • understand that oral language is a medium for learning as well as for

individual enjoyment • interact confidently in a variety of situations • use a wide range of linguistic structures and features to present ideas and

information • adapt speaking and listening strategies to the context, purpose and audience • reflect upon communication to monitor and assess their learning.

Written (Reading)

• read a wide range of texts with understanding and accuracy • recognize and appreciate various literary styles, forms and structures • appreciate structural and stylistic differences between fiction and non-fiction • be able to reflect upon and analyse details of character and plot • appreciate authors' use of language and begin to recognize meaning beyond

the literal • locate and use a range of reference materials to find information and guide

research • read daily for enjoyment and information, for sustained periods.

Written (Writing)

• write fluently and effectively in a range of styles


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• match different styles and structures of writing to the task • show an awareness of audience • use relevant and appropriate supporting details and effective vocabulary • vary sentence structure and length • use an appropriate writing process independently and confidently • develop their own voice and style.

Visual

• demonstrate appropriate viewing behaviour for a range of visual materials • respond to viewing experiences orally and in writing, using specific

vocabulary and terminology • understand the effect of design on the meaning of the visual • identify stereotypes • work with a variety of materials to plan and carry out different projects • recognize the implications of commercial media • make informed judgments about television, film and video productions.

Mathematics Hiroshima International School uses the Abacus scheme to teach math in all elementary classes. This scheme is based upon three principles:

• Direct and interactive teaching is at the heart of the process of helping children learn mathematics. Children often do not 'discover' strategies; they have to be taught them.

• Many mathematical skills and facts, particularly those which help children become fluent in mental calculations, need to be taught clearly, and then rehearsed regularly on a 'little-and-often' basis.

• Materials need to support teachers in their teaching, and to help keep classroom management simple and effective. It is not necessary, nor is it desirable, for every classroom teacher to 'reinvent the wheel'. A clear structure of key objectives (with sufficient flexibility for important professional decisions to be left to each teacher in their own specific context) will minimize the hours spent planning and preparing, and maximize the teacher's effectiveness in the classroom.

The PYP defines five interwoven strands of knowledge. These are number, pattern & function, data handling, measurement, and shape & space The Abacus scheme provides instruction in all of these strands. Three of these strands, data handling, measurement and shape & space, are the areas of mathematics that other disciplines use to research, describe, represent and understand aspects of their domain.


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Consequently, in addition to the work in the Abacus scheme, teachers provide authentic contexts for the use of these skills in the transdisciplinary units of inquiry. Key Objectives in the math program are listed below. The full set of learning objectives are listed in the school's Scope and Sequence documentation. Grade 5

• Multiply and divide decimals mentally by 10 or 100, and explain the effect. • Reduce a fraction to its simplest form by cancelling common factors. • Use a fraction as an 'operator' to find fractions, including tenths and

hundredths, of numbers or quantities (e.g. 5/8 of 32, 7/10 of 40, 9/100 of 400centimetres).

• Solve simple problems involving ratio and proportion. • Order a mixed set of numbers with up to three decimal places. • Understand percentage as the number of parts in every 100. • Find simple percentages of small whole-number quantities. • Extend written methods to column addition and subtraction of numbers

involving decimals. • Extend written methods to short multiplication of numbers involving decimals;

long multiplication of a three-digit by a two-digit integer; short division of numbers involving decimals.

• Identify and use appropriate operations (including combinations of operations) to solve word problems involving numbers and quantities.

• Explain methods and reasoning. • Calculate the perimeter and area of simple compound shapes that can be

split into rectangles. • Read and plot co-ordinates in all four quadrants. • Use a protractor to measure and draw acute and obtuse angles to the nearest

degree. • Solve a problem by extracting and interpreting data in tables, graphs, charts.

Grade 6

• Solve word problems and investigate in a range of contexts. • Break a complex calculation into simpler steps, choosing and using

appropriate and efficient operations, methods and resources, including ICT. • Explain and justify methods and conclusions. • Simplify fractions by cancelling all common factors and identify equivalent

fractions; convert terminating decimals to fractions. • Recognise the equivalence of percentages, fractions and decimals. • Know and use the order of operations. • Extend mental methods of calculation to include decimals, fractions and

percentages.


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• Multiply and divide three-digit by two-digit whole numbers; extend to multiplying and dividing decimals with one or two places by single-digit whole numbers.

• Check a result by considering whether it is of the right order of magnitude. • Use letter symbols to represent unknown numbers or variables. • Understand that algebraic operations follow the same conventions and order

as arithmetic operations. • Identify parallel and perpendicular lines; know the sum of angles at a point,

on a straight line and in a triangle. • convert one metric unit to another (e.g. grams to kilograms); read and

interpret scales on a range of measuring instruments. • Compare two simple distributions using the range and one of the mode,

median or mean. • Understand and use the probability scale from 0 to 1; find and justify

probabilities based on equally likely outcomes in simple contexts. Visual Arts Students study Visual Arts in their homeroom classes. Sometimes their work is done as a part of a Unit of Inquiry, and sometimes it is done as a separate course of study. By the end of this age range, children aged 9-12 will do the following: Creative Processes:

• become increasingly independent in the realization of the creative process • use sketchbooks as an everyday tool to reflect, to discover and 10 develop

personal interests. and as a source of ongoing information • combine and use a variety of media, including IT, to explore and express

ideas • incorporate visual arts (2D and 3D) into the PYP exhibition

Elements of art and design • continue to develop sensitivity, skill and understanding of the elements and

principles of art and design • identify the elements and principles of art and design and use them in

appropriate ways when producing and responding to works of art • understand the importance of taking care of tools and materials and be

aware of health and safety aspects associated with using a variety of tools and materials.

Visual arts in society • recognize individual, community and social uses of art • compare works on a similar theme from various periods


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• and cultures • be exposed to both western and non-western male and female artists • understand and appreciate career opportunities as an artist and interview,

research and share information about artists. Reflection and appreciation

• appreciate art as a form of communication and as an expressive language in its own right

• develop a sensitivity to artistic works • be aware that people have used artwork as an expression of their feelings or

as a response to a situation • develop a critical awareness of their own environment and the place of art

within it • begin to think and behave like an artist.

Science Students study Science in their homeroom classes. Most of the work is done as a part of a Unit of Inquiry, although some skills based lessons are also conducted. Intermediate students will understand that: • tobacco, alcohol and other drugs have effects on the body which can relate to

health • changes occur when materials are mixed ( e.g. adding salt to water) • changes occur when materials ( e.g. water, clay, dough ) are heated or cooled • temperature is a measure of how hot or cold things are • reversible changes, including dissolving, melting, boiling, condensing, freezing and

evaporating • evaporation and condensation are part of the water cycle • non-reversible changes (e.g. vinegar reacting with bicarbonate of soda, plaster of

Paris with water) result in the formation of new materials which may be useful • burning materials ( e.g. wood, wax, natural gas) result in the formation of new

materials and that this change is not usually reversible • solid particles of different sizes may be separated by sieving (eg those in soil • some solids ( e.g. salt, sugar) dissolve in water to give solutions but some ( eg

sand, chalk) do not • insoluble materials can be separated from liquids by filtering • it is possible to recover dissolved solids from liquids by evaporating the liquid from

the solutions • they can use their knowledge of solids, liquids and gases to decide how mixtures

might be separated


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• everyday materials ( e.g. water, chocolate, bread, clay ) change when they are heated or cooled

• light travels from a source • light cannot pass through some materials, and this leads to the formation of

shadows • light is reflected from the surfaces ( eg mirrors and polished metals) • we see things when light enters our eyes • sounds are made when objects ( e.g. strings on musical instruments) vibrate but

that vibrations are not always directly visible • pitch and loudness of sounds can be changed by some vibrating objects ( eg

drum skin, a plucked string) • vibrations from sound sources require a medium ( eg metal , wood, water, air )

through which to travel to the ear • light and sound travel in waves Social Studies Students study Social Studies in their homeroom classes. Most of the work is done as a part of a Unit of Inquiry, although some skills based lessons are also conducted. History The study of what we think is important about the human past. Through it we develop an understanding of the past, its influences on the present and its implications for the future.

• Study of people/ideas/events • Impacting the present due to actions • How we learn about the past • Case studies - social value systems

Geography The study of the relationship between people and their environment, both natural and built. Through it we develop a sense of place and an understanding of the interactions between the earth's surface and resources.

• The study of distinctive features giving a place its identity • Human dependence on the environment they have created • Societies using land • Study of climatic & geographic features • How societies use resources on earth


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Society The study of people and their relationships in society. Through it e develop an understanding of the ways in which individuals, groups and societies interact with each other and how their values shape our social systems. It incorporates the disciplines of anthropology, economics, ethics, psychology and sociology.

• Study of people (Psychology) • Study of people in relation to society • Study of social arrangements & controls; institutions; economics, political

systems (economics/sociology/ethics/psychology) • Problems faced by various communities in developed & developing countries • Study of traditions, customs, values and beliefs, artifacts • Study of people - identity, needs, rights & responsibilities - sociology &

psychology • Study of people and relation to society, rights & responsibilities • Study of people • Study of social arrangements and controls, institutions, political &

technological systems • Study of settlements of people • Sociology & psychology and economics

Japanese Students new to the Japanese language develop conversational skills and an appreciation of Japanese culture. Students at higher levels develop reading and writing skills. Instruction begins in the Pre-kindergarten with two lessons per week and increases to four lessons per week for by Middle School. Each class is divided into ability groups for instruction. The Japanese department also maintains a well-stocked Japanese library of non-fiction and fiction books. The table below is used for measuring student ability: Speaking Understanding Grammar 8 speaks fluently like a

native speaker of the same age

understands Japanese like a native speaker of the same age

can use a variety of grammatical structures like a native speaker

7 speaks near a native speaker’s level

understands Japanese with slight modifications

uses complex sentences freely

6 can express him-self/herself freely in an

understands complex sentences with some help

can use complex sentences in the past


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understandable manner tenses in a given context 5 speaks in complex

sentences in a given context

understands a series of single sentences at near normal rate of speech

can use complex sentences (noun, verb, attributes) in the present tense in a given context

4 speaks in simple sentences using fairly complex vocabulary

understands simple and single sentences spoken at a slow rate

uses basic sentences (noun, verb) according to a given pattern

3 speaks in simple sentences in a given context

understands learned words and sentences in context

repeats basic sentences consisting of noun and verb

2 repeats and knows single words

understands some learned words

------

1 no Japanese no Japanese no Japanese

Information Technology Students use Information Technology as a tool of inquiry and acquire a degree of proficiency to support their ongoing school work. Music The music program offers general music classes twice a week to all Early Childhood and Elementary students. There is a choral-based performance program for grades 1-4, and instrumental ensembles for older students. Private music lessons are also available. The general music curriculum incorporates the four basic elements of music: melody, rhythm, harmony/texture, and form. We also integrate, when appropriate, areas of inquiry that are happening in the respective homeroom classes. The younger grades also have an opportunity to perform in the weekly assemblies as well as the annual Festive Eve. Our private lesson program involves individual lessons both during and after school. We offer piano, singing and woodwind lessons. Tuition in other instruments may be available upon request. To sign up for private lessons parents should contact the music teacher. All private lesson fees are paid directly to the instrumental teacher involved.


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Personal and Social Education Students develop an awareness of their self-identity and their strengths and weaknesses. They will show self-confidence and self-worth. They will learn to recognize, communicate and manage their own feelings and emotions. They reflect on their own abilities and behavior and will set achievable personal goals. Students will show awareness of and take responsibility for the choices they make to maintain a healthy lifestyle. They will develop a sense of safety and an ability to protect themselves from danger and abuse. Students will show initiative and self-direction with increasing independence, and will approach learning with flexibility, creativity and commitment. Students will develop social skills when interacting with others in different situations, and will develop and maintain appropriate relationships. They will show awareness of and respect for the views, needs and rights of others. They will show appreciation of cultural, racial, social, linguistic and religious differences. They will recognize and deal appropriately with conflict situations. In addition, students will have the opportunity to identify and reflect on the organizing themes, through the central ideas defined in the program of inquiry, by making connections between the questions asked and the concepts that should be driving the inquiry. They will become aware of the relevance these concepts have to all of their learning. Physical Education Physical education classes are held in our large gym. All children have physical education classes twice each week. Religious and Cultural Education All shades of religious belief are respected. Generally, the major world religions are studied, either through special celebrations or in specific class projects. Other religions and cultural traditions may also be referred to, particularly when there is a student in a class representing a specific faith or tradition, ensuring that all students and parents feel their cultural and religious traditions are of equal value to those of all others. Major Japanese holidays and cultural events are recognized or celebrated the through activities in class or assemblies.


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Program Support

English as a Second Language (ESL) Non-native speakers are supported in reaching proficiency in English by joining a regular classroom and at the same time receiving two to four ESL lessons per week, depending on need. ESL classes provide new students with a supportive, protected environment in which they can try out their language skills and develop confidence in their abilities. In this way the child not only achieves competency in meeting academic goals, but is also be able to participate in school culture and become a fully integrated member of our community. More details about the program are available from the school. Homework The aims of our homework program are to: • Develop motivation. • Develop children’s initiative and sense of responsibility. • Help children see that formal learning can take place outside the school. • Reinforce skills, concepts and knowledge and attitudes taught in the classroom. The teacher will assign homework to students on most evenings, according to the children’s age and level. In addition, students are expected to read regularly at home. Extended absences – In cases where students are absent from school for extended periods teachers will not be able to offer a homework program. Most schoolwork is dependent upon students being in a classroom learning environment and cannot be duplicated as homework.


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Guidelines for Promotion

In any given grade, it is clear that a number of academic and maturity levels of development will exist among children of identical age. Consequently, the school strives, to the best of its ability, to make sure that each child is challenged according to their actual level of development. Students will rarely be permitted to "skip" (be "accelerated") to the next grade level in light of superior academic abilities and/or maturational development. Admission into the elementary school and promotion to the next grade, will be governed by strict criteria regarding the child's age. For a child to enter kindergarten or the first grade, he or she must turn the appropriate age for that grade level by September 1st. Likewise, all elementary students entering the upper elementary grades from other schools, who were born after the September 1st deadline, will be required to demonstrate appropriate emotional and social development (as well as sufficient academic achievement) before the age requirement will be waived. Final decisions on grade placement rest with the principal, in consultation with the teachers. Age requirements for admission or promotion are as follows:

• For admission into pre-kinder. a child must be three years old by Sept. 1st. • For admission into kindergarten a student must be five years old by Sept. 1st. • For admission into First Grade a student must be six years old by Sept. 1st.

And so forth. It is of paramount importance that children be allowed to remain with their peer group and not be "hurried" through school with the aim of finishing school a year or more "early." It is the view of the school that the potential hazards to the child's social development common in acceleration outweigh any potential academic advantages. Only when a child is judged to already well exceed the maturational, academic, and developmental expectations of the grade he or she will skip, will that child be accelerated. Parents should be aware that this exception will rarely be granted, and that superior abilities or maturity are not in themselves sufficient to warrant acceleration. Cases for acceleration will require the special permission of the principal. The right is also reserved in extreme circumstances to retain a child in grade (not advance the child to the next grade), should the child's development be seen as seriously below grade level. This, of course, is considered a very serious measure and will be discussed extensively with the parent well before the end of the year.

(for students aged 10-12) - Hiroshima International School · collaboratively with the goal of...

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