Reception Curriculum Guide 2015/16

A vibrant and caring community developing creative, enthusiastic, confident learners who will take action in an ever changing world.

Reception Curriculum Guide 2015/16

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Learner Profile

At International College Hong Kong Hong Lok Yuen, we use the Primary Years Programme (PYP) as the framework for our curriculum. The Learner Profile is a central component of the PYP and IB and provides the foundation for the development of internationally minded learners. We use the attributes of the Learner Profile as our common language, and look for opportunities to develop them authentically in all of our students. Inquirers: they develop a natural curiosity that allows them to become lifelong learners. Knowledgeable: they explore ideas of importance and dig deep into its meaning creating a balance of their learning. Thinkers: they apply thinking skills that allow them to tackle complex problems in creative ways. Communicators: they understand and can articulate information in confident, creative ways, including a second language. Principled: they are honest, fair, just and full of integrity. They strive to solve their own problems and to take responsibility for their own actions. Open-minded: they understand and embrace other cultures. They recognize and celebrate their own backgrounds and learn tolerance for others. Caring: they actively care about others and participate in service for the benefit of the community. Risk-Takers: they are brave in the face of new challenges. They strive to take on new roles and to defend their own beliefs. Balanced: they understand the need to be emotionally, physically and mentally balanced. They strive for this in themselves and others. Reflective: they reflect on their own learning. They are able to adjust for weaknesses and strengths.


Essential Elements of the Primary Years Programme (PYP) In the PYP a balance is sought between acquisition of knowledge and skills, development of conceptual understandings, demonstration of positive attitudes, and taking responsible action. The five essential elements are used to achieve this balance.

Communication Skills Social Skills

Research Skills Thinking Skills

Self-Management Skills

From Function Causation Change

Connection Perspective Responsibility Reflection

Key Concepts What do we want the

students to understand?

Transdisciplinary Themes

What do we want the students to know?

Who we Are Where We are in Place and Time

How we Express Ourselves How the World Works

How we Organise Ourselves Sharing the Planet

Transdisciplinary Skills

What do we want the students to be able to do?

Attitudes What do we want the students to

feel?

Appreciation Commitment Tolerance Curiosity Respect Appreciation Empathy Creativity Integrity Independence Cooperation Confidence

Action How will students show evidence of their new

learning through action?

Choose the action. Carry out their action. Reflect on the process.


Curriculum Overview Learning at ICHK HLY incorporates a broad range of social, personal and academic skills that students use across different subject areas and aspects of school life.

Mathematics Number

Shape and Space Measurement Data Handling

Pattern and Function

Language Reading and Interpreting

Writing and Creating Viewing and Presenting Speaking and Listening

Social Studies Human Systems

Social Organisation Continuity and Change

Human and Natural Environments Resources and the Environment

Science Living Things

Earth and Space Materials and Matter

Forces and Energy

Personal, Social and Physical Education

Identity Active Living Interactions

The Arts Music

Visual Art Drama

Information and Communication Technology (ICT)


Units of Inquiry – Nursery The school uses a transdisciplinary approach to teaching and learning. It organizes Units of Inquiry under Transdisciplinary Themes. The Units of Inquiry allow the students to develop an understanding of each of the themes studied at this year level. The following information shares the order of each of the Units of Inquiry. These units provide the context for learning Science, Social Studies, and many aspects of Language, Mathematics, ICT and The Arts.

Who We Are

Central Idea: Experiences at school home and in the community can lead to new learning. Knowledge:

What ‘learning is’

Decision-making

School roles

Parts of body (including

internal organs)

Behavioural changes

How We Express Ourselves

Central Idea: People use different art forms to show emotions and imagination. Knowledge: Sounds and how sounds can be

changed.

The Arts: visual art, music, dance

and drama.

How the World Works Central Idea: All Living things go through a process of change. Knowledge:

Stages in life cycles

Changes over time

Living/non-living

Weather & seasons

Life cycles

Needs of living things

Structural changes

Caring for living things

Where we Are in Place and Time

Central Idea: Different factors impact the way people live. Knowledge: Modes of transport

Types of journeys

Types and features of homes

Materials used to build homes

Connections between materials

used in housing and

environments


Mathematics

Our mathematics program is divided in five (5) key strands of learning. Mathematical concepts, skills and knowledge are taught through the units of inquiry or stand alone, as appropriate. Students are taken through a process of learning in which they; construct meaning, transfer meaning, understand and apply.

Strand Overview Number Whole Number

• Apply 1 to 1 correspondence when counting up to 20 objects

• Recognise, model, read, count & order numbers up to 20

• Partition & rename number to 10

• Recognise groups of objects up to 5 without counting

Addition & Subtraction

• Use concrete materials to solve addition & subtraction problems up to 10

Multiplication & Division

Use mathematical language of doubling, halving & sharing in play Shape and

Space Shape

• Sort, describe, compare, label & analyse 2D & 3D shapes

Position & Movement

Use positional language in reference to self & objects (eg: up, down) Measurement Length, Perimeter & Area

• Compare & describe length (eg: long, short)

• Begin to measure length using non-standard units (eg: hand)

Volume & Capacity

• Compare & describe capacity (eg: full, empty)

• Begin to measure capacity using non-standard units (eg: cups)

Mass

• Compare & describe mass (eg: heavy, light)

• Begin to measure length using non-standard units (eg: marbles)

Time

Identify, describe & sequence events in daily routine Data Handling Collecting, Organising & Interpreting Data

• Begin to sort & label objects into sets by similar attributes

• Create & interpret pictographs

Probability

Discuss the chance of daily events occurring (eg: will, won’t)

Pattern and Function

• Sort familiar objects

Copy, create, describe & extend patterns using objects & drawings


Language (English) Our English Language program is divided in four (4) key strands of learning. Language is fundamental to learning, thinking and communicating. It is necessary to not only learn language, but about language and through language. These four strands of learning below are taught across and throughout the subject areas.

Strand Overview Reading and Interpreting

Word Level

• Recognise own name or part of it in print

• Understand the concept of a word Text Level

• Display reading-like behaviour

• Realise that print contains meaning & a

message

Context Text Level

• Use visual cues to aid meaning

• Begin to relate what is viewed to own

knowledge & experience

• Begin to be aware of story structure

Interpretation & Response

• Show interest & curiosity about print & illustrations

• Handle books carefully and correct way up

• Respond to stories

• Know information can be relayed through print

• Suggest story endings

• Recognise & attempt to read parts of print in

environment

• Attempt to read classroom labels

• Attempt to match word to pictures

Writing and Creating

Sentence

• Orally express words & phrases, extending to

sentences Punctuation

• Recognise the capital letter at start of own

name

Grammar

• Use nouns, adjectives, adverbs of an increasing

range Purpose & Organisation

• Imitate writing as an activity with a purpose

• Create writing as an attempt to communicate

Writing Process

• Attempt to write own name and other labels & captions

• Begin to form simple sentences orally to express an ida or

tell a story Language Effects

• Be aware that print (& mark-making) has meaning Ascribe meaning to marks seen in different places

Speaking and Listening

Speaking

• Name familiar people & objects

• Use body language and/or words to

communicate needs & express ideas

• Begin to retell simple stories, ask questions,

verbalise reasons

• Begin to make predictions

• Use single words or 2-word phrases in context

• Begin to use pronouns

• Begin to use endings (eg: ‘ing’, ‘ed’)

• Begin to use words to link ideas (eg: ‘is’, ‘was’,

‘because’)

• Use own grammar style

• Begin to express ideas & feel ins

• Learn how to enter & take turns in conversations

Listening & Responding

• Respond to directions, routines & questions

• Listen to shared stories

• Listen to stories, rhymes & songs Group Discussion & Interaction

• Interact with peers & adults in familiar settings

• Act out stories

• Begin to be aware of social conventions Language Awareness

• Enjoy listening to the sound of language (eg: rhyme) Begin to realise people use different languages

Viewing and Presenting

• Show understanding of visual information

through play, gestures & facial expression

• Show own feelings through facial expressions

• Recognise familiar signs, labels & logs

• Use body language to communicate

• Select & use colours,shapes, symbols & images in

presentations

• Understand visual messages used by others (eg: facial

gestures)

• Locate & use ICT icons to activate devices Understand colour, shape & size

Reception Curriculum Guide 2015/16

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Transcript of Reception Curriculum Guide 2015/16