RIS Early Years 2 (EY2) Curriculum Guide for …...RIS Early Years 2 urriculum Guide 2016-2017 2...

RIS Early Years 2 (EY2) Curriculum Guide

for Parents 2016 - 2017

RIS Early Years 2 Curriculum Guide 2016-2017

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Dear Parents

This Guide has been created to provide you with an overview of the curriculum offered in the Primary School at Raha International School (RIS), with a particular focus on the learning that will be happening in Early Years 2. At Raha International School we offer a balanced and academically challenging education which is designed to develop individuals who are both independent learners and international citizens. Our curriculum in the Primary School is based on the International Baccalaureate (IB) Primary Years Programme (PYP). The PYP is an international framework which focuses on the development of the whole child addressing social, physical, emotional, cultural and academic needs for learners. RIS offers the PYP from Early Years 1 (EY1) up to Grade 5. The focus of the PYP is on student learning and developing an internationally educated person. The framework offers a comprehensive, inquiry-based approach to teaching and learning, providing opportunities for learners to construct meaning, principally through concept-driven inquiry. At RIS we focus on the development of skills and attitudes we would hope to find in a balanced, self-motivated, caring and ethical individual. RIS was officially authorized in the PYP by the IB in 2010, and had its first post-authorization IB Evaluation visit in March 2014. The school is committed to following and further developing the Programme to ensure that learning is engaging, relevant, challenging and significant and meets the diverse needs of the student. At RIS we believe that strong partnerships between the school and parents provide an important foundation for our childrens’ learning. As parents you can best support your children when you have an understanding of the school’s curriculum and approach to teaching and learning. After reading this Curriculum Guide, please contact me at [email protected], if you have any further questions. Wishing you and your children all the best in the year ahead. David Taylor Deputy Head of Primary (PYP Curriculum Coordinator)

http://www.ibo.org/pyp/

http://www.ibo.org/pyp/


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Contents The IB Primary Years Programme (PYP) ................................................................................................6

Learner Profile ................................................................................................................................6

The 5 Essential Elements of the PYP .................................................................................................7

Knowledge: What do we want students to know? .........................................................................7

Concepts: What do we want students to understand? ...................................................................8

Skills: What do we want students to be able to do? .......................................................................9

Attitudes: What do we want students to feel, value and demonstrate? ..........................................9

Action: How do we want the students to act? ...............................................................................9

Assessment .................................................................................................................................. 10

Programme of Inquiry (POI) ........................................................................................................... 10

EY2 Units of Inquiry ................................................................................................................... 12

Language - (English) ...................................................................................................................... 14

EY2 Language Curriculum .............................................................................................................. 15

Arabic A ....................................................................................................................................... 24

Arabic B........................................................................................................................................ 28

Mother Tongue............................................................................................................................. 31

Islamic Studies .............................................................................................................................. 32

Mathematics ................................................................................................................................ 37

Social Studies and Science ............................................................................................................. 49

Social Studies ............................................................................................................................ 49

Science ..................................................................................................................................... 51

Visual Art...................................................................................................................................... 52

Music ........................................................................................................................................... 54

Personal, Social and Physical Education.......................................................................................... 57

Physical Education ........................................................................................................................ 58


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Developmental characteristics of an EY2 child

An appreciation of the developmental characteristics that can be anticipated of children at particular ages helps us as adults to empathise with their needs and behaviours, set appropriate expectations, and support all -round development and wellbeing.

This is a great period of transition in their l ives. Children’s feelings of joy and encouragement, or their feelings of failure and unhappiness may influence them profoundly for years to come. Although most children are ready for word and number concepts at five years of age; some children are not ready until later. Wise adults will be

sensitive to children‘s readiness for new tasks. Children should not be exploited for the sake of a finished product or for perfection. Expect mistakes and much forgetting. Five year-olds are wonderful! Laugh with them and enjoy them!

Physical Growth Growth is slowing down.

Large muscles better developed than small ones

Tremendous energy; easily fatigued

Eyes not, yet mature; tendency toward farsightedness

Heart in period of rapid growth

Precise movements require considerable effort

Actions and Reactions Impulsive — going from one extreme to another, with spurts of affection and antagonism

Periods of laughter and tears in quick succession; periods of thinking and periods of inattention

Often dawdling — more interested in playing than eating or dressing

Often forgetful about clothes

Frequently combative — in general, boys more quarrelsome than girls

Wants to be a winner, the first chosen, the best l iked, the biggest

Boastful — trying to establish themselves

Active, climbing, running, wrestling, trying things too hard for themselves

Eager to learn, exuberant, restless

Self-assertive; less cooperative than at three

Entire body involved in whatever they are doing

Learns best through active participation

Inconsistent in their maturity — at times may seem less mature at home

Has difficulty making decisions

Boys’ and girls’ interest beginning to differ somewhat

Much spontaneous “acting”


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Needs Encouragement and warmth

Much patience from adults

Opportunity for various activities, especially those which call for large muscles

Supervision, with a minimum of interference

Active, direct participation in learning activities

Responsibil ities without too much criticism

A sense of security, and a feeling of being loved, regardless of behaviour

Generous praise without too much criticism

Kindly distract from undesirable behaviour

Opportunities to show what they can do, and to talk about their interests

Broadening experiences to satisfy their growing interests

A knowledge of property rights to accompany their collecting tendencies

Enjoyable experiences during these first impressive school years

How Adults Can Help Display a sense of humour and infinite patience.

Avoid unnecessary clashes of will

See that they have enough rest, nourishing food, and exercise

Race with them to overcome dawdling

Plan surprises

Ignore their grimaces, giggles and sil ly actions

Provide activities for them during “long, uninteresting” adult conversations and activities

Give due recognition for childish contributions

Take cues for readiness to learn from interests

Help them to establish boundaries


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The IB Primary Years Programme (PYP)

Learner Profile The IB learner profile promotes education of the whole person for a l ife of active, responsible citizenship emphasizing intellectual, personal, emotional and social growth. The attributes and descriptions of the learner profile define the type of learner RIS hopes to develop through its programmes. All members of the RIS Community including students, teachers, administration, support staff and parents strive to develop these qualities.

Profile Descriptor

Inquirers We nurture our curiosity, developing skil ls for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of

learning throughout l ife.

Knowledgeable We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.

Thinkers We use critical and creative thinking skil ls to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

Communicators We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, l istening carefully to the perspectives of other

individuals and groups.

Principled We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

Open–minded We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are

will ing to grow from the experience.

Risk–takers We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resil ient in the face of challenges and change.

Balanced We understand the importance of balancing different aspects of our l ives —intellectual, physical, (spiritual) and emotional —to achieve well-being for ourselves and others. We

recognize our interdependence with other people and with the world in which we live.

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

Reflective We thoughtfully consider the world and our own ideas and experience. We work to

understand our strengths and weaknesses in order to support our learning and personal development.


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The 5 Essential Elements of the PYP

لبرنامج السنوات اإلبتدائية العناصر الضرورية

The aim of the PYP, to create a curriculum that is engaging, relevant, challenging and significant, is achieved through structured inquiry and the development of five essential elements: knowledge, concepts, skills, attitudes and

action.

Knowledge: What do we want students to know? While the PYP acknowledges the importance of traditional subject areas (language, mathematics, social studies, science, personal, social and physical education, and arts), it also recognizes the importance of acquiring a set of skil ls in context and of exploring content which transcends the boundaries of the traditional subjects and is relevant

to students. The PYP has six transdisciplinary themes that provide the framework for learning. These themes are globally significant and support the acquisition of knowledge, concepts and skil ls of the traditional subjects. They are revisited throughout the students’ time in the PYP.

Who we are نكون من

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 responsibil ities; what it means to be human.

Where we are in place and time والزمان المكان من نحن أين

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 i ndividuals and civil izations, from local and global perspectives.

How we express ourselves أنفسنا عن نعبر كيف

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

العالم يعمل كيف 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 أنفسنا بتنظيم نقوم كيف

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 of humankind and the environment.

Sharing the planet الكوكب في المشاركة

An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other l iving things; communities and the

relationship within and between them; access to equal opportunities;

The PYP is both a curriculum framework and a philosophy that facil itates structured inquiry. Through inquiry, the

students are encouraged to question, wonder, doubt, speculate and generalize as part of their learning journey to construct meaning about the world around them. Students are also encouraged to consider situations from multiple viewpoints and have the opportunity to explore significant local and global issues .

المعرفة: ما نريد من الطالب أن يعرفوه؟ والدراسات والتقنيات والعلوم والرياضيلت اللغة خالل من وذلك السابقة، خبراتهم مراعاة مع عنها ويعرفون الطالب يكتشفها أن نرغب التي المفاهيم يتضمن الذي المحتوى

.والجماعي الفردي والتعليم البدنية والتربية والموسيقى المرئية والفنون اإلجتماعية


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Concepts: What do we want students to understand? المفاهيم: ماذا نريد من الطالب أن يفهموه؟

In order to develop a holistic approach to learning the PYP identifies key concepts that have relevance within and

across subjects. These concepts often form the basis of questions that are used to drive children’s inquiry and lead to a deeper understanding of what is being learned. These concepts include:

Form: What is it l ike? يبدو؟ كيف: الشكل

observing, identifying, describing and categorizing. Function: How does it work? يعمل؟ كيف: الوظيفة

analyse the function, role, behaviour and the ways in which things work. Causation: Why is it l ike it is? هكذا؟ يبدو لماذا: السبب

Prompting students to ask “Why?” and of helping them to recognize that actions and events have reasons and

consequences. Change: How is it changing? يتغير؟ كيف: التغيير

realization that we are growing up in a world in which the pace of change, both local and global, is accelerating. Connection: How is it connected to other things? أخرى؟ بأشياء يتصل كيف: الصلة

helps focus on the relationships within and among systems are often complex, and that changes in one aspect of a system will have consequences, even though these may not be immediately apparent; that we must

consider the impact of our actions on others, whether at the immediate, personal level or at the level of far -reaching decisions affecting environments and communities.

Perspective: What are the points of view? النظر؟ وجهات هي ما: المنظور

helping students reject simplistic, biased interpretations, towards seeking and considering the points of view of others, and towards developing defensible interpretations.

Responsibility: What is our responsibil ity? مسؤوليتنا؟ هي ما: المسؤولية

This concept was selected because of the need to develop in students the disposition towards identifying and assuming responsibility, and towards taking socially responsible action. This concept is directly l inked to the action component, one of the essential elements in the PYP curriculum.

Reflection : How do we know? نعرف؟ كيف: اإلنعكاس

challenges the students to examine their evidence, methods and conclusions for potential bias or other inaccuracy.

In addition to the above key concepts, children will inquire into related concepts in all curriculum areas. Instead of

simply gaining knowledge and skil ls in mathematics, for example, they wil l deepen their understanding of concepts such as pattern, multiplication, place value and bias.


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Skills: What do we want students to be able to do? In order to conduct purposeful inquiry and be prepared for l ife-long learning, students need to master a whole range of skil ls. The PYP framework identifies some skil ls that transcend the disciplines and are therefore called trans-

disciplinary skil ls. مهارات الموضوعات التنظيمية: ماذا نريد من الطالب أن يكونوا قادرين على إدائه؟ وهناك خمس مجموعات من المهارات التنظيمية التي يجب على

التساؤل؟ وحدات خالل من تغطيتها الطالب

Attitudes: What do we want students to feel, value and demonstrate? المواقف: ماذا نريد من الطالب أن يشعروا به ويكتسبوه من قيم واتجاهات؟

The IB recognizes that it is essential to develop positive attitudes towards people, the environment and learning if the students are to be successful global citizens. These attitudes are fostered through the learning activities planned by the teachers and considered when assessing student progress.

The attitudes are:

Tolerance التسامحIntegrity االستقامة

Enthusiasm الحماسةCuriosity االستطالع حبCooperation التعاون Commitment االلتزام

Respect االحترامIndependence االستقاللية

Empathy التعاطفCreativity االبداعConfidence بالنفس الثقةAppreciationالتقدير

Action: How do we want the students to act? التصرف: كيف نريد من الطالب أن يتصرفوا؟

In the PYP program, the students are challenged to take action and reflect on how they can make a difference to the world. In the PYP such action is student initiated and results from a genuine concern for and commitment to others.

Thinking الت فكير

Research البحث

Social Communication إجتماعي اإلتصال

Self-management ذاتية اإلدارة

Acquiring knowledge المعرفة اكتساب

Comprehension الفهمApplication التطبيقAnalysis التحليل

Synthesis التركيبEvaluation التقييمDialectical thinking

الجدلي الت فكير Meta-cognition اإلدراك

Formulating questions

األسئلة صي اغ ة Observation

المالحظة

Planning التخطيط

Collecting data البيانات جمع

Recording data البيانات تسجيل

Organizing data البيانات ت نظيم

Interpreting data البيانات ترجمة

Presenting research البحث ت قديم

Accepting responsibility

المسؤولية قبول Respecting others

اآلخرين إحترام

Cooperating الت ع اون

Resolving conflict ل النزاع ح

Group decision making

الجماعية القرارات إت خاذ

Adopting a variety of group roles .

المختلفة األدوار وتبادل تبني

.المجموعة ضمن

Listening االستماعSpeaking المحادثة

Reading القراءة Writing الكتابةNon-verbal

communication .الالشفهي التواصل

Gross motor skil ls الشامل التحرك مهارات

Fine motor skil ls الدقيق التحرك مهارات

Spatial awareness المكاني اإلدراك

Organization التنظيم

Time management الوقت إدارة

Safety واألمان السالمة

Healthy l ifestyle الصحي الحياة أسلوب

Codes of behaviour التصرف أسلوب

Informed choices المنظمة االختيارات


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Assessment

Beliefs/philosophy RIS believes that assessment is an integral tool that drives learning and teaching. Assessment allows us to identify what students understand, know, can do and where they are in the learning process. Both students and teachers are involved in assessing progress as part of the development of their wider critical thinking and self-evaluation skills

as well as demonstration of Learner Profile. We identify desired results, determine acceptable evidence and plan learning experiences and instruction to ensure success. A wide range of strategies and tools are used for assessment. By understanding our learners we can adapt and change our instruction to help students and teachers reach expectations set forth by our programme.

Purpose To collect data that drives planning, instruction and reflection

To understand our learners

To strengthen our learning process and practice as educators

To identify students’ strengths and weaknesses

To personalise/differentiate instruction

To track progress and growth within a community of learners

To evaluate teaching and student inquiry

To provide information to all stakeholders

To promote consistency in articulation of the written curriculum

Feedback Teachers at RIS are aware of the importance feedback plays in the learning process of a child. Feedback is given so that children can reflect on their work and further refine and develop their skil ls.

Learning Goals and Reflection Journals An important part of the PYP is the setting of personal goals by the students; these goals should be achievable and measureable. To this end it is a requirement for all students to util ize a reflection journal throughout the year to

discuss not only the general progress they have made, their current studies, and other aspects of their school work but it should also be used to measure the success of each child‘s goals. All children should have their goals in a prominent place both at home and at school.

The Reporting Cycle

October 2016 December 2016 February 2017 March 2017 May 2017 June 2017

Parent-Teacher

1st Written Report

3 Way Conferences

2nd Written report

Student Led

3rd Written report

Written reports The written report is given three times during the academic calendar, in December, March and June. The report follows a narrative format outlining the students’ academic progress and social development. In Grades EY2-5,

overall levels of ‘Achievement’, and ‘Attitude to Learning’, are used in the report to describe the students’ performance in Mathematics, Language, Visual Art, Music, Physical Education and Arabic, and (for students who study these subjects) Islamic and Arabic Social Studies. Students receiving Learning Support receive an additional

Learning Support narrative comment within the main report, completed by the relevant Learning Support teacher.


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Parent Teacher ‘First Impressions’ Conferences

In early October we hold Parent Teacher Conferences between the Homeroom teacher and parents. These are designed to communicate how the student is settling into their new class, six weeks into the academic yea r. The students’ early progress and needs are discussed and initial goals set by the student with their homeroom teacher are shared with parents. Homeroom Teachers will also take the opportunity to answer parents’ questions, address

concerns and share specific student information relating to the Learner Profile and attitude in the particular subject areas. Three Way Conferences

At RIS in February, midway between the first and second written reports, we hold our Three Way Conferences. Three Way conferences involve the student, parents and teacher. Students discuss their learning and understanding with their parents and teacher, who are responsible for supporting the student through this process. Prior to the end of

the conference new goals are set, with all determining how they can support the achievement of the goals. Student Led Conferences At RIS in May, midway between the second and third written reports we hold Student Led Conferences. All students

participate and are responsible for leading the conference between themselves and their parents. The conferences enable parents to gain a clear insight into the work their child is doing through discussion with them and is supported by the use of a Student Portfolio.

Portfolios at RIS Each PYP student at RIS creates a Student Portfolio with transdisciplinary work that reflects the development of the 5 Essential Elements of the PYP (knowledge, skil ls, attitudes, concepts and action) as well as the Learner Profile. The

Student Portfolios represent elements of learning from the whole academic year and show evidence of student learning and reflection. The student portfolios include an array of evidence/artefacts selected by both students and teachers. The creation of the Student Portfolios is supported by all PYP teachers across all curriculum areas.

Programme of Inquiry (POI)

Inquiry is the primary pedagogical approach of the PYP. Inquiry learning means students are actively involved in their own learning and to take responsibility for that learning. The PYP curriculum model is built from a framework of

Transdisciplinary Themes that help teachers and students to explore and acquire essential knowledge and skil ls and to take socially responsible action. The PYP sets out six themes to offer continuity and progression of learning. All grade levels from EY2 onwards study one Unit of Inquiry under each theme (Pre-K address four of the six themes). All the ‘Units of Inquiry’ in the primary school together constitute our ‘Programme of Inquiry’ (POI).


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EY2 Units of Inquiry A time line for the ‘Programme of Inquiry’ is produced each year to show the order in which Units of Inquiry at each grade level will be taught. Below is an overview of the six EY2 Units of inquiry in the order they are to be taught.

Note: The Unit of Inquiry, ‘Where we are in place and time’, is ongoing throughout the year.

Semester 1

WHERE WE ARE IN PLACE AND TIME

An inquiry into orientation in place and

time; personal histories; homes and

journeys; the discoveries, explorations and migrations of humankind; the

relationships between and the interconnectedness of individuals and

civilizations, from local and global perspectives.

Central Idea The structure of a community is organised to help us work and live cooperatively. Key Concepts: Responsibility, Function, Reflection Related Concepts: Communities, Rules, Interaction Lines of Inquiry

How a community works and the roles we play

We are responsible for our environment Being organized leads to independence NB – This unit is ongoing throughout the year

HOW WE ORGANIZE OURSELVES

An inquiry into the interconnectedness

of human-made systems and

communities; the structure and function of organizations; societal

decision-making; economic activities and their impact on humankind and

the environment.

Central Idea Experiences lead to change and adaptability. Key Concepts: Change, Reflection, Causation Related Concepts: Evidence, Artifacts, History, Identity Lines of Inquiry

How we change Actions have consequences

Looking back helps us move forward

WHO WE ARE

An inquiry into the nature of the self; beliefs and values; personal, physical,

mental, social and spiritual health; human relationships including families,

friends, communities, and cultures; rights and responsibilities; what it

means to be human.

Central Idea Our senses help us to interpret the world around us. Key Concepts: Connection, Form, Perspective Related Concepts – Emotions, Senses, Biology Lines of Inquiry

Our senses trigger our responses

We make connections with others through our emotions

We respond to experiences in different ways


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Semester 2

HOW THE WORLD WORKS

An inquiry into the natural world and its laws; the interaction between the

natural world (physical and biological) and human societies; how humans use

their understanding of scientific principles; the impact of scientific and technological advances on society and

on the environment.

Central Idea Light is essential to life on earth. Key Concepts: Function, Causation Related Concepts: Observation, Cycles, Heat, Light Lines of Inquiry

Ways to describe light and its origins The use and importance of light

Light behaviour and properties

SHARING THE PLANET

An inquiry into rights and

responsibilities in the struggle to share finite resources with other people and

with other living things; communities and the relationships within and between them; access to equal

opportunities; peace and conflict resolution.

Central Idea Sharing our environment with other living things provides challenges and opportunities. Key Concepts: Form, Responsibility, Function Related Concepts: Environment, Habitats Lines of Inquiry

Our local environment and things that live their

The purpose of all living things in our environment Our responsibility towards living things in our environment

HOW WE EXPRESS OURSELVES

An inquiry into the ways in which we

discover and express ideas, feelings, nature, culture, beliefs and values; the

ways in which we reflect on, extend

and enjoy our creativity; our appreciation of the aesthetic.

Central Idea Creativity can be explored through a self-discovery process involving thinking, making and reflecting. Key Concepts: Reflection, Function, Connection Related Concepts: Innovation, Mechanics, Structures, Properties, Materials Lines of Inquiry

How Creativity conveys expression

The process of creativity How creativity can help us innovate


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Language - (English)

Introduction

The learning process simultaneously involves learning language—as learners listen to and use language with others in their everyday lives; learning about language—as learners grow in their understanding of how language works; and learning through language—as learners use language as a tool to listen, think, discuss and reflect on information, ideas and issues (Halliday 1980).

Effective language teaching and learning are social acts, dependent on relationships with others, with context, with the environment, with the world, and with the self. Such learning is relevant, engaging, challenging and significant.

Exposure to and experience with languages, with all their richness and diversity, creates an inquisitiveness about life and learning, and a confidence about creating new social interactions. At RIS we believe that learners’ needs are best served when they have opportunities to engage in learning within

meaningful contexts, rather than the learning of language as an isolated series of skil ls to be acquired. Fragmenting learning into the acquisition of isolated skill sets can create difficulties for learners —for example, learners may be able to read, write and spell words correctly in isolation but may not be able to read, write or spell those same words in other contexts.

Our teachers plan learning experiences that enable learners to develop language within meaningful and en joyable contexts, learners are able to make connections, apply and transfer their learning to different situations. The

programme of inquiry provides an authentic context for learners to develop and use language.

PYP Language Strands

The PYP has identified three strands—oral language, visual language, written language—that are learned across and throughout the curriculum, with each strand being an integral component of language learning. Each strand has been considered from both the receptive aspect—receiving and constructing meaning, and expressive aspect—

creating and sharing meaning

Strand

Receptive – receiving and constructing meaning

Expressive – creating and sharing meaning

Oral Language Listening Speaking

Visual Language Viewing Presenting

Written Language Reading Writing


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EY2 Language Curriculum Within the EY2 classroom, the language profile of every student is unique. This is typical in any school, but particularly so in an international school where students come with such varied experiences of English, many as second language

English learners. At RIS the range of learning needs is recognized and we differentiate our programme accordingly. Language in the Primary School is supported by the First Steps frameworks for reading and Writing and the IB PYP continuums for Oral Language and Visual Language. Both the First steps frameworks and the IB PYP continuums are designed as diagnostic tools to assist teachers in planning learning experiences for students, and in monitoring

students’ development throughout the primary years. Overall expectations and outcome are therefore presented in developmental phases rather than by age range.

Oral Language – Listening and Speaking

(In EY2 the majority of students will be working within Phase 1 or Phase 2 for Listening and Speaking.)

Overall Expectations

Phase 1

Learners show an understanding of the value of speaking and listening to communicate. They recognize that sounds are associated with objects or with symbolic representations of them. They are using language to name their environment, to get to know each other, to initiate and explore relationships, to question and inquire.

Phase 2

Learners show an understanding that sounds are associated with objects, events and ideas, or with symbolic representations of them. They are aware that an object or symbol may have different sounds or words associated

with it in different languages. They are beginning to be cognizant about the high degree of variability of language and its uses.

Phase 3

Learners show an understanding of the wide range of purposes of spoken la nguage: that it instructs, informs, entertains, reassures; that each listener’s perception of what they hear is unique. They are compiling rules about the use of different aspects of language.

Phase 4

Learners show an understanding of the conventions as sociated with speaking and listening and the value of adhering to those conventions. They are aware that language is a vehicle for becoming knowledgeable, for negotiating understanding and for negotiating the social dimension.

Phase 5

Learners are able to understand the difference between literal and figurative language and how to use language differently for different purposes. They are aware that they are building on their previous experiences and using

language to construct new meaning.


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Visual Language – Viewing and Presenting

(In EY2 the majority of students will be working, within Phase 1 or 2 for Viewing and Presenting)

Overall expectations Phase 1 Learners show an understanding that the world around them is full of visual language that conveys meaning.

They are able to interpret and respond to visual texts. Although much of their own visual language is spontaneous, they are extending and using visual language in more purposeful ways. Phase 2 Learners identify, interpret and respond to a range of visual text prompts and show an understanding that different

types of visual texts serve different purposes. They use this knowl edge to create their own visual texts for particular purposes. Phase 3 Learners show an understanding that visual text may represent reality or fantasy. They recognize that visual text

resources can provide factual information and increase understanding. They use visual text in a reflective way to enrich their storytell ing or presentations, and to organize and represent information. Phase 4 Learners show an open-mindedness about the use of a range of visual text resources to access information.

They think critically, and are articulate about the use of visual text to influence the viewer. They are able to use visual imagery to present factual information, or to tell a story. Phase 5 Through inquiry, learners engage with an increasing range of visual text resources. As well as exploring the viewing

and presenting strategies that are a part of the planned learning environment, they select and use strategies that suit their learning styles. They are able to make connections between visual imagery and social commentary. They show more discernment in selecting information they consider reliable. They are able to use visual imagery to support a position.

Written Language – Reading and Writing For reading and writing the First Steps Maps of Development provide the developmental continuums used by

teachers to determine appropriate learning outcomes and track student progress. The most relevant phases for EY2

are detailed below.


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Reading The majority of students in EY2 will be working within either Phase 1 ‘Role Play’ reading phase or Phase 2 ‘Experimental’

As a benchmark, a student who has demonstrated all of the key indicators for Phase 1 ‘Role Play’ and most of the Phase 2 ‘Experimental ’ indicators at the end of EY2 is considered to be ‘meeting’ Grade level standard. Overview of Reading Phase 1: ‘Role Play’

GLOBAL STATEMENT Readers in this phase display reading-like behaviours when interacting with texts such as picture books, traditional tales and simple informational texts. They rely heavily on topic knowledge, pictures and memorisation when ‘reading’ texts previously heard. Although Role Play readers may begin to identify their own name or parts of it,

they are yet to match spoken and written words.

CONCEPTUAL UNDERSTANDINGS - (incorporated from PYP Scope and Sequence , IB, 2009) Il lustrations convey meaning.

Print conveys meaning.

People read for pleasure.

Stories can tell about imagined worlds.

Printed information can tell about the real world.

There are established ways of setting out print and organizing books.

USE OF TEXTS

Listens to and demonstrates comprehension by

talking about significant ideas from the text. Displays reading-like behaviour, e.g. holds book

right way up, clicks mouse to see new window. Knows that print carries a message but may

‘read’ their own writing and unfamiliar texts

differently each time. Selects texts primarily for enjoyment, e.g. uses

cover and illustrations. Recognises significant environmental print, e.g.

signs, logos, labels.

CONTEXTUAL UNDERSTANDING

Makes links to own experience when listening to

or ‘reading’ texts, e.g. points to illustrations saying “I had a party.”

Identifies and talks about familiar characters or

people from texts.

CONVENTIONS Recognises own name or part of it in print.

Knows repetitive patterns in very familiar stories,

e.g. Run, run as fast as you can …

IIs beginning to understand directionality of print,

e.g. front to back when turning pages. Responds to and uses simple terminology such as

book, right way up, front, back. Is beginning to recognise some letters by name or

sound, e.g. Sam says “That’s my name”, pointing to ‘s’ in a ‘Stop’ sign.

May know the alphabet by rote but may need a

visual clue to connect a letter with its name.

PROCESSES AND STRATEGIES Relies upon knowledge of topic and text

organisation such as pictures when ‘reading’.

Relies on the strategy of connecting to

comprehend, e.g. connects text to self. Comments on specific features in pictures.

Asks questions about signs, pictures and labels.


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Overview of Reading Phase 2: ‘Experimental’

GLOBAL STATEMENT In this phase, readers use memory of familiar, predictable texts and their developing sound-symbol knowledge to match some spoken words with written words. Experimental readers are focused on understanding and conveying the meaning of these texts rather than reading all words accurately. They read and comprehend texts

with repetitive, l imited and known vocabulary and supportive i l lustrations.

CONCEPTUAL UNDERSTANDINGS - (incorporated from PYP Scope and Sequence , IB, 2009) The sounds of spoken language can be represented visually.

Written language works differently from spoken language.

Consistent ways of recording words or ideas enable members of a language community to communicate.

People read to learn. .

The words we see and hear enable us to create pictures in our minds.

USE OF TEXTS

• Reads and demonstrates comprehension of texts by - recalling some ideas explicit in a text

- identifying the topic of a text - selecting a l imited number of explicit events to retell a text - l inking two ideas explicit in a text

Demonstrates that print remains constant, e.g.

transfers knowledge of familiar words from one context to another.

• Maintains the storyline when ‘reading’ familiar texts although a limited number of words are

read accurately. • With assistance, locates and selects texts

appropriate to purpose or interest.


Expresses an opinion about a text, but may not

always be able to justify it. Identifies the role of the author and illustrator of

a text. Talks about the ways different people or

characters are represented in texts, e.g. “The girl in this story plays football.”

CONVENTIONS • Recognises a small bank of known words in

different contexts, e.g. personally significant words.

• Identifies the letters of the alphabet by name or

sound. • Demonstrates understanding of the concepts

and conventions of print, e.g. left to right, top to bottom, capital letters.

PROCESSES AND STRATEGIES • Draws upon a limited knowledge base to

comprehend, e.g. topic knowledge, sentence patterns and sound-symbol relationships.

• Uses a limited range of strategies to

comprehend, e.g. predicting, comparing. • Determines unknown words by using word-

identification strategies, e.g. predicting using beginning letters and/or pictures.


19

Overview of Reading Phase 3: ‘Early’

GLOBAL STATEMENT Early readers recognise a bank of frequently used words and use a small range of strategies to comprehend texts. These include short l iterary texts and structured informational texts that have familiar vocabulary and are supported by i l lustrations. Reading of unfamiliar texts is often slow and deliberate as they focus on reading exactly

what is on the page, using sounding out as a primary word-identification strategy.

CONCEPTUAL UNDERSTANDINGS Different types of texts serve different purposes.

What we already know enables us to understand what we read.

Applying a range of strategies helps us to read and understand new texts.

Wondering about texts and asking questions helps us to understand the meaning.

The structure and organization of written language influences and conveys meaning.

USE OF TEXTS

• Reads and demonstrates comprehension of texts by: - recalling key information explicit in a text

- identifying the main idea explicit in a text - selecting events to retell a text, sometimes

including unnecessary events or information - l inking explicit ideas in a text, e.g. comparing

a character at different points in the text. Locates and selects texts appropriate to purpose,

interest and readability, e.g. uses library systems, skims contents page.


Expresses and justifies personal responses to

texts, e.g.“I didn’t like … because…” Understands that authors and illustrators select

information to suit a purpose and audience. Recognises how characters, people and events

are represented and offers suggestions for alternatives.

CONVENTIONS • Recognises a bank of frequently used words in

different contexts, e.g. high frequency words, personally significant words.

• Recognises all letters by name and their regular sound.

• Explains how known text forms vary by stating: - purpose, e.g. procedures instruct - some elements of organisation, e.g.

procedures have headings - some elements of structure, e.g. procedures

list materials and steps.

PROCESSES AND STRATEGIES • Draws upon a small knowledge base to

comprehend, e.g. sight vocabulary, concept and text structure knowledge.

• Uses a small range of strategies to comprehend, e.g. self questioning, adjusting reading rate.

• Determines unknown words by using word-identification strategies, e.g. decoding using phonemes, onset and rime.

• Focuses on decoding words accurately when reading an unfamiliar text, which may result in limited fluency, expression and loss of meaning.

•


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Writing The majority of students in EY2 will be working within Phase 1 ‘Role Play’ or Phase 2 ‘Experimental’’. As a

benchmark, a student who has demonstrated all of the key indicators for Phase 1 ‘Role Play’, and some of Phase 2 ‘Experimental’ at the end of EY1 is considered to be ‘meeting’ Grade level standard.

Samples of independent student writing within Phase 1

Matthew: “This says all about cricket” Jasmin: ‘I am writing like the

teacher” Aaron: “I made a Superman birthday card for Rhianon




21

Overview of Writing Phase 1: ‘Role Play’

GLOBAL STATEMENT

In this phase, writers emulate adult writing by experimenting with marks to represent written language. Role Play writers are beginning to understand that writing is used to convey meaning or messages; however, as understandings about sound-symbol relationships are yet to develop, their messages are not readable by others.

Role Play writers rely heavily on topic knowledge to generate text. CONCEPTUAL UNDERSTANDINGS

Writing conveys meaning.

People write to tell about their experiences, ideas and feelings.

Everyone can express themselves in writing.

Talking about our stories and pictures helps other people to understand and enjoy them.

USE OF TEXTS

Assigns a message to own written and drawn

symbols. Demonstrates awareness that writing and

drawing are different. Knows that print carries a message but may

‘read’ writing differently each time. Writes, then asks others to assign meaning to

what has been written.

Dictates to an adult what they want written, e.g.

This is my toy. Talks about own writing and drawing.

Attempts to write own name.

Makes random marks on paper or screen.

Makes horizontal or l inear scribbles with some

breaks. Produces circular scribble.

Orally recounts own experiences.


Stares purpose or audience for own writing, e.g.

This is a card for dad. Identifies and talks about characters from

literary texts. Identifies and talks about people and ideas in

informational texts. Role plays writing for a purpose, e.g. taking a

lunch order in a restaurant.

Makes links to own experience when creating

texts. Talks about times when they have seen others

writing. Reacts to written texts in their environment, e.g.

signs.

Imitates the act of writing when they see others

write.

CONVENTIONS Begins to demonstrate an awareness of

directionality, e.g. points to where print begins. Uses known letters or approximations of letters

to represent writing.

Draws symbols consisting of straight, curved or

intersecting l ines that simulate letters. Knows that a word can be written down.

Makes organisational decisions about writing, e.g.

I’ll start here so it will fit. Writes the first one or two letters of own name or

word correctly and may finish with a random string of letters. Recognises own name or part of

it, in print.

PROCESSES AND STRATEGIES Relies upon personal experiences as a stimulus

for ‘writing’. Uses texts viewed, read or heard as a stimulus for

writing.

Copies print from the environment.

Uses letters from own name to generate writing.

Asks questions about printed words, signs and

messages. Tells others about what has been ‘written’ or

drawn. Voices thought before and during writing.


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Overview of Writing Phase 2: ‘Experimental’

GLOBAL STATEMENT In this phase, writers are aware that speech can be written down. Experimental writers rely on familiar topics to

generate a variety of texts such as greeting cards, l ists and letters. They demonstrate an understanding of one-to-one correspondence by representing most spoken words in their written texts. These words may consist of one, two or three letters, and reflect their developing understanding of sound-symbol relationships.

CONCEPTUAL UNDERSTANDINGS People write to communicate.

The sounds of spoken language can be represented visually (letters, symbols, characters).

Consistent ways of recording words or ideas enable members of a language community to understand each

other’s writing. Written language works differently from spoken language.

USE OF TEXTS

Experiments with familiar forms of writing, e.g.

lists, captions, retells. Uses writing with the intention of

communicating a message. Demonstrates awareness that print contains a

constant message, e.g. recalls the ‘gist’ of the message over time.

With assistance, finds information in texts

appropriate to purpose or interest.


Provides reasons why people write, e.g. to

remember, to say thank you. States the purpose and audience of own writing,

e.g. I am going to write to grandma to say… Talks about how characters and events are

represented in literary texts. Talks about how people and ideas are

represented in informational texts.

CONVENTIONS Writes using simple language structures, e.g. I

like…, I see… Demonstrates one-to-one correspondence

between written and spoken word, e.g. word-pointing when reading back own writing.

Begins to demonstrate understanding of the

conventions of print. Identifies the letters of the alphabet by name or by common sounds.

PROCESSES AND STRATEGIES Draws upon semantic, graphophonic and

syntactic knowledge when writing, e.g. topic knowledge, sound-symbol relationships.

Uses a limited range of strategies throughout the

writing process, e.g. connecting.

Uses a limited range of strategies to spell, e.g.

sounding out. Decides how own text will be presented.


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Overview of Writing Phase 3: ‘Early’

GLOBAL STATEMENT Early writers produce a small range of texts that exhibit some of the conventions of writing. Texts such as retells, reports

and emails are composed to share experiences, information or feelings. Early writers have a small bank of frequently used words they spell correctly. When writing unknown words, they choose letters on the basis of sound, without regard for conventional spelling patterns.

CONCEPTUAL UNDERSTANDINGS We write in different ways for different purposes.

The structure of different types of texts includes identifiable features.

Applying a range of strategies helps us to express ourselves so that others can enjoy our writing.

Thinking about storybook characters and people in real l ife helps us to develop characters in our own stories.

When writing, the words we choose and how we choose to use them enable us to s hare our imaginings and ideas.

USE OF TEXTS Attempts a small range of familiar texts, either

teacher-directed or self-selected. With assistance, finds information in texts and

records through drawing or writing key words.

CONTEXTUAL UNDERSTANDING Explains the purpose of a small range of familiar text

forms, e.g. jokes are to entertain. Talks about the purpose of a piece of writing and the

ideas that need to be included.

Explains why characters or events are represented in a

particular way when composing literary texts. Explains why people or ideas are represented in a

particular way when composing informational texts. Imitates the use of simple devices used in texts, e.g.

print size, colour.

CONVENTIONS Experiments with words drawn from a variety of

sources, e.g. literature, media, oral language of

peers. Spells and uses a small bank of known words

correctly. Knows all letters by name and their common

sounds.

Knows simple letter patterns and the sounds they

represent, e.g. sh, ch, ee. Writes simple sentences using correct punctuation.

PROCESSES AND STRATEGIES Draws upon semantic, graphophonic and syntactic

knowledge when writing, e.g. text organisation, word

order. Uses a small range of strategies throughout the writing

process, e.g. self-questioning. Uses a small range of strategies to spell unknown

words, e.g. chunking, sounding out.

Talks or draws as a means of planning before writing.

Begins to proofread and edit own writing when

directed, e.g. deleting words, adding punctuation. Creates a published text that is beginning to reflect the

intended purpose.


24

بها للناطقين العربية اللغة

Arabic A

المواد العربيةرؤية تعليم

في مدرسة الراحة

الدولية

وطالبين للعلم مدى الحياة. فاللغة توفر الفرص لتطوير قدراتنا كأفرادتحرص مناهج المواد العربية على

كل فرد من أفراد مجتمعنا يعتبر طالب علم و ، وهي صلة الوصل بين الطالب والمدرسين والمجتمع بأجمعهوتسهم ،اللغة متداخلة في جميع المجاالت وتشجع على التفكير بعقلية منفتحة على العالمد، فمعلم في آن واح

لعاطفي.لتطور العقلي واالجتماعي وافي اوتؤكد مناهج المواد العربية على تعزيز الهوية العربية واالنتماء الوطني من خالل توظيف اللغة للتعرف

على المفاهيم االجتماعية ودراسة المجتمع اإلماراتي بوصفه مجتمعا عربيا مسلما، باإلضافة إلى الشعور لح وربطها بصفات المتعلم في برنامج بحب الوطن والدفاع عنه وتمثل الطالب لصفات المواطن الصا

السنوات االبتدائية.ويعتبر تعزيز القيم األخالقية الحميدة وكيفية اكتسابها وممارستها لتصبح أسلوب حياة لدى المتعلم، وبناء

اآلخرين رامتاح ىلع تحرصو ووطنها، مجتمعها لخدمة تسعى سلوكيا ومتزنة أخالقيا اسكةشخصية متم واالعتدال والتسامح ،وتحمل المسؤولية من أهم المبادئ التي تقوم عليها هذه المناهج المبدأ ىلع والثبات الذات ومحاسبة

العمل، في واالنضباط الوقت إدارة وإتقان بالنفس، التحكم عى والقدرة والرضى القناعة باإلضافة إلى غرسرص المتاحة واالنفتاح على العالم من منطلق والمبادرة بالتطوع المسؤول تجاه المجتمع واالستفادة من الف

تعصب، دون بعضنا نتقبل أن علينا وأن كلنا، يسعنا الذي الكون هذا في متساوون بشر جميعااإليمان بأننا

ية.البشر ورخاء المستدامة التنمية يحقق بما األرض عمارة في دور منا لكل أن كما


25

خالل تعاملنا مع المادة المقرر من وزارة التربية والتعليم فإننا نركز على الكيف

وليس على الكم بمعنى أننا نحرص على تغطية جميع المهارات اللغوية المتوقع

تغطيتها في كل مرحلة والتي تؤهل الطالب لالنتقال للمرحلة التالية مع التصرف في المادة بالتقديم والتأخير.

المادة المقررة من وزارة التربية والتعليم PYP وحدات التساؤل

مـــحـــاور مهــــــارات اللغــــــــة

العـــــــــربية

اللغة العربيةمحتوى برنامج أوال:


26

Learning about the language

Learning the language

Learning through the

language

تعلم اللغة عبر

االستماع اليها

والتحدث بهاالتعلم عن اللغة عبر

فهم كيفية عملها

التعلم من خالل اللغة عبر استخدامها كأدة لالستماع

والتفكير والمناقشة

والتأمل

كيف نعلم اللغة؟

المجال والتسلسل للغات


27

القـــراءة الكــتابة القواعد اللغوية

التواصل الشفوي

األسماء:

يتعرف على مسميات

األشياء التي توجد في

البيئة الصفية والمدرسية

والبيئة الخارجية.توظيف األسماء في

جمل. مفيدة

توظيف اسمي اإلشارة

هذه. –هذا

األفعال:

يتعرف على األفعال

األساسية التي من الممكن

أن يقوم بها.

يميز بين صيغة الفعل

للمذكر والمؤنث.

توظيف األفعال في جمل.

مفيدة

التمييز بين أنواع

مضارع –األفعال: ماض

أمر من خالل محاكاة –

النمط.

الصفات:

يصف األشياء من حوله

بصفاتها الحقيقية.

يثري خياله بأن يصف

األشياء بصفات غير

صفاتها الحقيقية.

يتعرف على بعض

المترادفات وبعض

المتضادات.

وضع هذه األسماء في

جمل.

الجلوس الصحيح وإتقان اإلمساك

بالقلم.

الكتابة من اليمين إلى اليسار.

تتبع النقط عند رسم الحروف.

رسم الحروف بشكل صحيح حسب

السطر.

التمييز بين الحروف المتشابهة رسما.

ف.التعرف على أشكال الحر

كتابة كلمة على كل حرف هجائي

بخط النسخ.

التحليل الكتابي للكلمات الثالثية إلى

الحروف المكونة لها.كتابة الجمل البسيطة ) ثنائية أو ثالثية -

الكلمات( بخط النسخ.

نطق الحروف الهجائية لفظا سليما

من مخارجها الصحيحة.

التمييز بين الحروف لفظا. الحروف المتشابهةالتمييز بين

التمييزبين أصوات الحروف

القصيرة ) الحركات(.التمييز بين أصوات الحروف

الطويلة ) المدود(. الموازنة بين الحركات والمدود.

لفظ الكلمات التي تم دراستها على

كل حرف لفظا سليما.التحليل اللفظي للكلمات الثالثية إلى

الحروف المكونة لها.المقطع الساكن.تمييز

قراءة الصور والتعبير عن

محتوياتها.قراءة الحمل البسيطة المكونة من

كلمتان أو ثالث. القـراءة بصوت واضح.

القراءة بسرعة مناسبة. حسن اإلنشاد وتلوين النطق بحسب

ما يتطلب المعنى.المعارف اللغوية: )المرحلة -

الثانية( –مرافق المدرسة -الوطن -

-الطيور –الحشرات –البحر

–التشابه واالختالف

الهوايات.

االستماع:

االستماع للتعليمات واالستجابة لها استجابة ـ

مناسبة. بانتباه.اإلصغاء لآلخرين ـ

مسموعة .فهم للكلمات والجمل ال ـ تحديد المغزى مما تم االستماع إليه. ـ االستفادة من خبرات اآلخرين أثناء وبعدـ

االستماع. احترام األدوار، وتقبل آراء اآلخرين.ـ االستمتاع بما يتم االستماع إلية من مختارات من ـ

األناشيد(. –األدب العربي ) القصص

المحادثة: التحدث بصوت واضح. ـ استخدام اللغة العربية في المحادثة.ـ التعبير شفهيا عن الصور أو القصص المصورة ـ

سليمة ومفهومة وبجمل صحيحة لغويا.بلغة التعلم من األخطاء وعدم تكرارها. ـ احترام األدوار، وتقبل آراء اآلخرين.ـ الثقة بالنفس والجرأة عند عرض األفكار.ـ تلخيص القصص شفويا .ـ ـ طرح األسئلة ا وطلب التوضيح والتفسير.ـ اإلجابة بجمل تامة المعنى.ـ

المعارف اللغوية: )المرحلة األولى( ** يتم مراجعة ما تم دراسته في الروضة األولى:

-أجزاء الجسم -األسرة -التحايا والرد عليها

حيوانات -الخضراوات -الفواكه -األلوان -األشكال -وسائل المواصالت -حيوانات الغابة -المزرعة

(. 100 -1العد من ) -أصحاب المهن

ةثانيمهارات اللغة العربية لصف الروضة ال


28

Arabic B

Arabic B Scope and Sequence The school’s Arabic B scope and sequence provides a developmental continuum of phases for each strand.

Strand

Receptive – receiving and constructing meaning

Expressive – creating and sharing meaning

Oral Language Listening Speaking

Visual Language Viewing Presenting

Written Language Reading Writing

Overall Expectations by phase

Oral Language – Listening and Speaking

Phase 1

Learners demonstrate an understanding of short simple sentences spoken texts and vocabulary. They are able to use common greetings, give and follow basic instructions in Arabic. They are able to use oral language for short period.

Phase 2 Learners show understanding of short simple spoken texts and vocabulary. They are able to pronounce the letter s correctly and clearly with the short and long sounds. They begin to use oral language appropriately to tell events in

sequence. Phase 3 Learners demonstrate a higher level of understanding of short simple spoken texts and vocabulary. Students are

able to pronounce studied words correctly and clearly. They start to use simple phrases to express their needs. They start to arrange in order the ideas they want to communicate about.


29

Phase 4 Learners are able to apply previous learning to ask and answer questions about new topics. They can repeat and recite a variety of new spoken words, texts and songs. Learners can reflect on, evaluate and modify their spoken

responses to clarify meaning and information.

Phase 5

Learners start to communicate confidently wi th peers using a variety of phrases and sentences structures. They can ask and answer questions about familiar and new topics confidently. In this phase they are able to prepare and deliver short presentations and topics of interests to peers. Learners independently identify materials they can use to support a spoken presentation and give reasons for choices.

Viewing and presenting Phase 1

The students show curiosity in many forms of visual media and respond and describe what they see. The students are able to read and use texts with different types of layout. They understand that communication involves verbal, visual and kinesthetic features. The students start to use a variety of implements to practice and develop handwriting and

presentation skil ls. They are able to ask simple questions in response to media. Phase 2 The students view and react to simple messages or factual information and describe what they see. They can make

connections between the real and the imaginary. They can understand that signs and symbols carry meaning and begin to read a range of signs in the environment. They are able to search for, record and present information using a variety of media as well as make choices about what is useful to them. The students can use body languag e in mime and role play to communicate ideas and feelings visually.

Phase 3 The students are able to view and respond to media verbally and nonverbally. They can use a variety of media to

plan and create projects including use of the internet (with guidance). They can recognise and name familiar visual texts for example advertising, logos , labels....etc. The students are able to select and use suitable shapes, colours and layout for presentations and develop writing different styles of Arabic calligr aphy. They start developing their presentation skil ls and use body language to add meaning to oral presentation.

Phase 4 The students respond to viewing experiences orally and in writing. They can recognise the power of visual media to influence thinking and behavior. They can start identifying stereotypes. They can address an audience and

provide brief presentations on different topics. They can identify aspects of body language in a dramatic presentation. They can recognise and name familiar visual texts and explain why they are or are not effective.

Phase 5 the students respond to viewing experiences orally and in writing, using specific vocabulary and terminology. They are able to use a variety of media to plan and create projects. They can present oral reports on familiar and unfamiliar topics in target language. They can provide more detailed presentations (2 -3 minutes) on topics to inform,

presentation skil ls, addressing an audience.


30

Written language—Reading

Phase 1 Learners can recognise basic aspect of format and style of the language as well as the different forms of the letters. They can show an understanding of different vocabulary in their written form. Learners begin to follow and join in with the shared reading activities. They read aloud attempting correct pronunciation.

Phase 2 Learners can differentiate between the long and the short sounds of the letters. They can read their own writing or

words written by the teacher. They can identify repetitive words and letter patterns in sentenc es when reading familiar texts. They demonstrate understanding of simple sentences.

Phase 3

Learners can read a range of new words related to the topics with some support. They can read familiar words and simple sentences. They can talk about texts read and viewed in class as well as responding appropriately to simple written directions.

Phase 4 Learners can read sentences that use basic grammar as well as familiar texts independently. They begin to select books appropriate to their reading level and start using references and dictionaries. The students are able to retell

main events in sequence with guidance.

Phase 5

Learners can use a range of different strategies to decode texts. They demonstrate understanding of meaning and relationships between sentences in a paragraph. They start to follow ideas in and between paragraphs making use of a range of conjunction. In this phase learners can recall and summarize main ideas from fiction and non - fiction texts.

Written language—Writing

Phase 1 Learners understand that written texts convey meaning. They start demonstrating understanding of letter/sound relationships. They begin to use studied vocabulary to form meaningful words and sentences.

Phase 2 Learners are encouraged to write daily and share own writing with others. They can generate own ideas for writing

and make use of grammar with guidance. The students in this phase begin to form sentences with the right structure.

Phase 3

Learners begin to write more independently and develop criteria for effective writing with guidance. They begin to use short paragraphs with details to support their ideas. They start to use a mixture of tenses within one text.

Phase 4

Learners begin to set goals and identify strategies to improve writing. They can provide detail to a written text. They learn how to translate l iterally from first language to Arabic language. They begin to use complex punctuation with different tenses.


31

Phase 5 In this phase the students learn to initiate writing for own particular purposes. They can set goals independently by evaluating their writing. They begin to spell some complex words and increase the use of visual strategies, spelling rules and knowledge of word parts to spell correctly.

Mother Tongue The language profiles of students at Raha may be complex and diverse; however, the influence of mother -tongue development is significant for all learners. It is acknowledged that development of mother tongue language is crucial

for cognitive development, and in maintaining cultural identity. Success in mother-tongue development is a strong predictor of long-term academic achievement, including acquisition of other languages. We encourage parents to regularly read, write and speak with their child in their mother tongue.

At RIS we currently host mother tongue classes, through the organization LanguageOne for the following languages:

- Italian - Spanish

- Dutch - French

We are actively looking to extend our provision to other languages and cultures.

Contact the school’s Extra Curriculum Coordinator Andrea McKinnon - [email protected] for further details.

mailto:[email protected]


32

Islamic Studies

التربية اإلسالمية تي اللغة العربية وكفايات ومخرجات التعلم لماد

م 2014-2015للعام الدراسي

التربية اإلسالمية محاور منهج

لمرحلة رياض األطفال


33

الوحي

اإللهي

السيرة

النبويةالقيم

والسلو

اإلنسان

والكون

محاور

منهج


34

المحاور الرئيسية المحاور الفرعية الموضوعات الكفايات

استعراض أهم األحداث في سيرة الرسول صلى هللا عليه •

ويلم.

تحديد فضل النبي صلى هللا عليه وسلم.. •

الشريفة.حفظ بعض األحاديث •

استنتاج السلوك السليم في بعض المواقف الحياتية •

الخاصة التي قد تحدث فيها بعض السلوكيات الخطأ.

التعبير عن حب الرسول الكريم. •

طفولة الرسول •

أخالق الرسول •

حب الرسول صلى •

هللا عليه وسلم

محمد صلى هللا عليه وسلم •

رسولي:

المعيار:

أن يظهر المتعلمون حبهم للرسول

صلى هللا عليه وسلم وسيرته العطرة.

الوحي اإللهي

السيرة النبوية


استشعار فضل هللا الخالق. •

ذكر بعض من نعم هللا تعالى على اإلنسان. •

استنتاج بعض من مظاهر رحمة هللا سبحانه وتعالى •

بعباده.

تحديد بعض مظاهر قدرة هللا عز وجل. •

حفظ بعض من أسماء هللا الحسنى. •

هللا الخالق. •

هللا الرازق. •

هللا الرحيم. •

هللا القدير. •

هللا ربي: •

المعيار:

تعالى أن يظهر المتعلمون حبهم هلل

المتصف بكل قيم الرحمة واللطف

والحب لعباده.


توحيد األولهية


35


استشعار أهمية دور الوالدين. •

تحديد حقوق الوالدين. •

السلوك السليم في بعض المواقف استنتاج •

الحياتية الخاصة بالعالقة بالوالدين.

.

بر الوالدين. •

بحقوق •

الوالدين.

العطف •

والرحمة

بالوالدين.

بر الوالدين •

المعيار:

أن يظهر المتعلمون حبهم

وتقديرهم لوالديهم.

القيم التربوية وأخالق

المسلم


االستماع لتالوة القدوة من المصحف المعلم مع المتابعة. •

ترديد اآليات القرآنية بشكل سليم. •

تالوة بعض السور القرآنية تالوة مجودة. •

أحكام التجويد )المحاكاة(.تطبيق •

تحديد المعنى اإلجمالي للسور القرآنية الكريمة. •

حفظ بعض من قصار السور من كتاب هللا تعالى. •

مراعاة آداب تالوة القرآن الكريم. •

ذكر فضل مكانة القرآن الكريم. •

سورة الفاتحة. •

سورة اإلخالص. •

سورة الفلق. •

سورة الناس. •

سورة العصر. •

سورة النصر. •

سورة الكوثر. •

سورة الفيل. •

القرآن الكريم كتابي: •

المعيار:

أن يظهر المتعلمون حفظا جيدا

لبعض قصار السور من كتاب

هللا تعالى.



36

الفرعيةالمحاور الموضوعات الكفايات المحاور الرئيسية

استشعار أهمية االلتزام بآداب اإلسالم. •

تحديد اآلداب العامة في المأكل والمشرب وعند •

النوم والحديث مع اآلخرين.

حفظ بعض األدعية المأثورة. •

حفظ بعض األناشيد اإلسالمية. •

استنتاج السلوك السليم في بعض المواقف الحياتية •

اإلسالم.الخاصة بالعالقة بآداب

آداب الطعام. •

آداب النوم •

آداب الحديث. •

النظافة •

والطهارة

آداب وسلوكيات: •

المعيار:

أن يظهر المتعلمون التزامهم بآداب

وأخالقيات المسلم.


المسلم


استشعار أهمية األصدقاء والجيران. •

تحديد حقوق األصدقاء والجيران. •

ذكر بعض من أساليب التعاون والتواصل مع •

األصدقاء والجيران.

استنتاج السلوك السليم في بعض المواقف •

الحياتية الخاصة بالعالقة بين األصدقاء

والجيران.

محبة األصدقاء •

والجيران.

احترام األصدقاء •

والجيران

التعاون واإليثار مع •

الجيران

أصدقائي وجيراني:أنا و •

المعيار:

أن يظهر المتعلمون حبهم ألصدقائهم

وجيرانهم.


المسلم


استشعار أهمية الوطن. •

حقوق اإلنسان. •

المحافظة على الوطن وسالمته. •

استنتاج السلوك السليم في بعض •

الحياتية الخاصة بحب الوطن.المواقف

مفهوم الوطن. •

فضل الوطن •

الوالء واالنتماء للوطن. •

حب الوطن: •

المعيار:

أن يظهر المتعلمون حبا وانتماء

لوطنهم.

الوالء واالنتماء

استشعار أهمية هذه المناسبات في حياة •

المسلم.

استعراض مظاهر االحتفال بهذه •

المناسبات.

التشابه واالختالف والتغيير عبر الزمن. •

يوم الجمعة •

المولد النبوي •

العام الهجري •

شهر رمضان •

يد الفطرع •

عيد األضحى •

أيامي وأعيادي: •

المعيار:

أن يظهر المتعلمون شغفا واهتماما

بالمناسبات الدينية.

المناسبات الدينية


37

At RIS we see mathematics as a way of thinking rather than simply a body of knowledge to be delivered. ‘An exemplary mathematics classroom consists of a very active and busy community of learners ’ (IB, 2003). Our

approach to teaching and learning reflects this. The teacher inquires with the students.

Tasks set are purposeful and engaging.

Teachers facil itate the developmental stages of learning through appropriate learning experiences.

Opportunities are provided for: i) constructing meaning, i i) transferring meaning to signs and symbols and iii) understanding and applying knowledge and skil ls to different situations.

Learning is an interactive process, where discussion of processes and different approaches are a regular part of

daily lessons. Students have opportunities to work individually, with partners, in small groups and as a whole class.

Throughout the year teachers make meaningful conceptual l inks to Units of Inquiry.

A range of accessible resources provide students opportunities to record their mathematical thinking and

understanding. White boards, ICT programmes, plain paper and a range of dotted and squared papers supplement the mathematics exercise books. Also children have access to a range of mathematical dictionaries, encyclopedias, l iterature and textbooks.

ICT plays an integral role in the teaching and learning of mathematics. Thr ough computers and netbooks,

students have access to a range of mathematical programmes covering the full breadth of the curriculum. Teachers make use of interactive teaching programmes via classroom projectors to explore and model skills and concepts with students.

Mathematics Strands

There are five strands in the PYP ensuring a balanced Mathematics programme. These are:

Data handling

Measurement

Shape and space

Pattern and function

Number

Mathematics


38

The Number and Pattern and function strands of mathematics are taught daily at RIS. This is to ensure children have

sufficient time to develop strong conceptual understanding of the number system, number operations, and acquire key number facts. Shape and Space, Measurement and Data -Handling are taught primarily through the meaningful contexts of the units of inquiry.

Mathematics in EY2 In EY2 students will be encouraged to ask questions, make observations and experiment with materials to develop mathematical concepts. They will be introduced to data handling, measurement, shape and space, pattern and

function and number. Some of the activities will include making patterns, sorting by shape and size, and writing, reading and ordering numbers to 20 and exploring methods for problem solving. Assessment wi ll be varied and ongoing and will include teacher observation and self assessment. At times Mathematics will be integrated throughout the curriculum. Students will be encouraged to consolidate their understandings and apply their

knowledge to construct meaning throughout all Mathematics units.

Building on Prior Knowledge and Experience Mathematics in EY2 builds on children’s desire to make sense of their world, and helps them develop and

demonstrate their mathematical understanding. Young children use mathematics intuitively and develop their understanding of mathematics through their individual approaches to learning, as well as through their prior experience of their l inguistic, family, cultural, and community backgrounds. It is therefore important th at children’s

existing conceptual understanding of mathematics be valued and that children be introduced to mathematical concepts in an appropriate manner and at an appropriate time in their development. Children also need to be given learning experiences that are within the range of things they can do with and without guidance.

Providing Rich Problems and Connections to Real Life Problem solving and reasoning that involve the “big ideas” of mathematics are the foundations of mathematics in the Early Years program. Rich mathematical problems involve important mathematical ideas and arise out of real -

l ife situations, and can be approached in a variety of ways so that all children can be involved in exploring solutions. Solving such mathematical problems requires persistence, since they do not have one easy-to-find correct answer. Through active participation in mathematics investigations, including problem solving and discussions, children develop their ability to use mathematics as a way of making sense out of their daily experiences.

EY2 Mathematics Benchmarks

The school’s Grade level benchmarks provide an indicator or attainment in l ine with international standards.

However in the PYP it is understood that students learn at different rates and so these indicators may not represent an appropriate level of expectation for all.

Students will be given the opportunity to work beyond the EY2 benchmarks if ready to do so, or work towards the EY2 level if they do not yet have the foundations in place to achieve the Grade level benchmark.

It can be very counterproductive to rush students onto calculating through formal written methods (algorithms) too early, so in EY2 the focus is on developing a strong understanding of number supported with the use of materials and visual models. In EY2 the majority of students will be working with numbers to 50. Regular practice is required for students to grasp key concepts, acquire knowledge and master and apply skills so, at RIS the Number and Pattern

and Function strands of the mathematics curriculum are taught every day.


39

Key manipulatives and number models used in EY2

Number is essentially an abstract concept and it is very difficult for young children to grasp abstract concepts. Young children need to work with number in ‘concrete’ forms to make sense of it. They need regular opportunities to see, feel, make, change and order numbers with manipulatives.

Counters

Children will experience counting and making numbers using a variety of counters and objects. This builds

understanding of ‘Cardinal ’ number – the understanding that a number represents how many in a set.

Ten frames

Ten frames are one of the most important models to help students build a concept of ‘ten’. Ten frames are a 2x5 array in which counters or dots can be placed to

i l lustrate numbers. They support construction of many number concepts in EY2 including, doubling, odd and even numbers, bonds to ten, partitioning, addition and subtraction.

The concept of place value is introduced first with the numbers 11-19. Two tens frames provide a powerful visual model to help understand see 14 for example as ten and four more.

Bead strings and abaci


40

Manipulatives such as beadstrings and abaci, provide visual models of 10, 50, and 100. They are organized in divisions of ten lots of ten. They reinforce cardinal number, and also build understanding of the ‘ordinal ’ concept of number

– numbers used to denote the position in an ordered sequence.

Hundred Squares

100 squares reinforce the visual model of the abacus and introduce students to the number patterns, sequencing and the symbols for each of these numbers.

Students can practice finding numbers on a 100

square by reading down the number of tens and reading across to the units. E.g 64

Partially completed hundred square help reinforce number order

Numberlines

Numberlines represent numbers in a l inear order. They can be given to students with all or some of the numbers

already on, but the children will also learn to create their own.

E.g. A numberline showing the numbers 1-10 can be used to help the children to add and subtract.

A partially completed numberline like the one below can be used to explore number order, “Can you fi l l in the spaces?; which number comes before 10?”


41

EY2 Mathematics Benchmarks

The school’s Grade level benchmarks provide an indicator or attainment in l ine with international standards. However in the PYP it is understood that students learn at different rates and so these indicators may not represent an appropriate level of expectation for all.

Students will be given the opportunity to work beyond the EY2 benchmarks if ready to do so, or work towards the

EY2 level if they do not yet have the foundations in place to achieve the Grade level benchmark.

Mathematics – Number Benchmarks

EY1

(Working towards)

EY2

(Working within)

Grade 1

(Working beyond)

Reading and writing

number

Read and write numbers in

figures from 0 to 50

Read, and write whole

numbers to at least 100 and

know what each digit

represents

Counting

Understand one-to-one

Correspondence

Understand conservation of

number

Estimate quantities to ten

Recognize groups of zero to

five objects without counting

(subitizing)

Count on and back from a

given number to 50

Count on and back from a

given number to 100

Compare and order

Count compare and order

numbers to 20

Understand the relative

magnitude of

whole numbers

Use ordinal numbers to

describe the position of

things in a sequence

Compare and order

numbers to 50

Compare and order

numbers to 100


42

Mathematics – Number Benchmarks continued

EY1

(Working towards)

EY2

(Working within)

Grade 1

(Working beyond)

Mental Addition and

Subtraction (recall)

To know what number comes

before / after a given number (+/-1)

Begin to use the language involved in adding and subtracting

Understand before / after

Relate addition to combining two then 3 groups of objects, counting all the objects

Separate / partition a small set of objects in to 2 groups

Investigate number bonds to 5

Recall number pairs with a

total of 10, e.g. 3 + 7, or

what to add to a single-

digit number to make 10,

e.g. 3 + . = 10

Recall addition facts for

totals to at least 5, e.g. 2 +

3, 4 + 3

Recall addition doubles for

all numbers to at least 10,

e.g. 8 + 8

Recall addition and

subtraction facts for all numbers up to at least 10, e.g. 3 + 4, 8 – 5

Recall number pairs with totals to 20

Recall all pairs of multiples of 10 with totals up to 100, e.g. 30 + 70, or 60 + . = 100

Recall what must be added to any two-digit number to

make the next multiple of 10, e.g. 52 + . = 60

Recall addition doubles for all numbers to 20, e.g. 17 + 17

and multiples of 10 to 50, e.g. 40 + 40


43


EY1

(Working towards)

EY2

(Working within)

Grade 1

(Working beyond)

Mental Addition and

Subtraction (Calculation)

Calculation

Add or subtract a pair of

single-digit numbers,

e.g. 4 + 5, 8 – 3 Add or subtract a single-digit

number to or from a teens number, e.g. 13 + 5, 17 – 3 Add or subtract a single-digit

to or from 10, and add a multiple of 10 to a single-digit number, e.g. 10 + 7, 7 + 30

Add near doubles, e.g. 6 + 7

Calculation Add or subtract a pair of single-digit numbers, including

crossing 10, e.g. 5 + 8, 12 – 7

Add any single-digit number to or from a multiple of 10,

e.g. 60 + 5

Subtract any single-digit number from a multiple of

10, e.g. 80 – 7

Add or subtract a single-digit

number to or from a two-digit number, including crossing the tens boundary, e.g. 23 + 5, 57 – 3, then 28 + 5,

52 – 7 Add or subtract a multiple of 10

to or from any two-digit number, e.g. 27 + 60, 72 – 50 Add numbers close to multiples

of 10 (9, 19, 29, … or 11, 21, 31, …)

Add near doubles, e.g. 13 + 14,

39 + 40


44


EY1

(Working towards)

EY2

(Working within)

Grade 1

(Working beyond)

Multiplication and

division fact to 10X10

Count on from and back to zero in ones, twos, fives or tens

Recognise odd and even numbers to 20

Recall multiplication facts for the 2, 5 and 10 times-tables, and corresponding

division facts Recognise odd and even numbers to 100

Recognise multiples of 2, 5 and 10

Find the total number of objects when they are organised into groups of 2,

5, or 10

Doubling and Halving

Recall doubles of all

numbers to 10, e.g. double 6

Recall doubles of all

numbers to 20, e.g. double 13, and find the corresponding halves

Recall doubles of multiples of 10 to 50, e.g. double 40,

and find the corresponding halves Calculate the double of any

multiple of 5 up to 50, e.g. double 35


45


EY1

(Working towards)

EY2

(Working within)

Grade 1

(Working beyond)

Representing fractions

as a part of a whole: Finding a fraction of a single unit

Use the language ‘whole’, ‘half’ and ‘quarters’ in

everyday contexts

Use the vocabulary of halves and quarters in

context Find one-half and quarters of shapes

Understand fractions as equal parts of a whole

Recognise that a fraction divides a whole into equal parts

Mathematics – Pattern and Function Benchmarks

EY1

(Working towards)

EY2

(Working within)

Grade 1

(Working beyond)

Recognise and recreate simple patterns, including shape and sound/clap patterns (two

attributes).

Recognise and describe patterns in the environment

Identify patterns and rules for addition up to 10 (4+3=7, 3+4=7)

Create, describe and extend patterns.

Recognize and describe and extend patterns in numbers: odd and even,

skip counting 2’s, 5’s and 10’s. Patterning using two or more attributes.

Identify patterns and rules for

addition up to 10 (4+3=7, 3+4=7)

Create, describe and extend patterns using two or more attributes

Skip counting using patterns in 1,2,5,10

Identify patterns and rules for addition greater than 10 less than 20


46

Mathematics – Measurement Benchmarks

EY1

(Working towards)

EY2

(Working within)

Grade 1

(Working beyond)

Make direct comparisons of 2 then

3 or more lengths, masses, capacities.

Use mathematical language relating to measurement, such as more/ less; longer/ shorter/ heavier l ighter holds more/ holds less; hot/ cold

Use and explore non-standard units

to measure length, mass, volume and time Sequences familiar events, describing and recalling information using language such as yesterday/

tomorrow etc

Say the names of the days of the weeks in order

Use coins in role-play. Recognise and sort 1Dh, 25fils, 50flils

Begin to use the language of time eg o’clock, knowing the sequence of the day etc

Use mathematical language relating

to measurement such as long, wide, volume, temperature and time

Use and explore standard (centimetres, metre) and non-standard units of measurement: length, mass, volume and time

Use a calendar to identify sequence

of date, days and months Estimate, identify and compare

lengths of time: second, minute, hour, day, week and month.

Read time to the hour and half hour

Explore addition and subtraction using money

Estimate, measure, label and

compare using non-standard units of measurement capacity and mass

Estimate, measure and compare using non-standard and standard unit of measurement; length, time, capacity and temperature

Use a calendar to determine the

date, and to identify and sequence days of the week and months of the year

Estimate, identify and compare lengths of time; second, minute,

hour, week, month and year Read and write analogue time to the

hour, half hour and quarter hour Identify and order coins and notes


47

Mathematics Shape and Space Benchmarks

EY1

(Working towards)

EY2

(Working within)

Grade 1

(Working beyond)

Begin to investigate and describe

solids - name cube, sphere, cone Begin to investigate and describe

flat shapes - name triangle, square, circle, rectangle

Sort and match objects, talking about decisions made

Use shapes to make models, patterns and pictures

Use everyday words to describe position (beside, behind, below,

above, between, on, under, inside, next to, outside)

Use everyday words to describe direction (forwards/ sideways/ backwards

Build a block enclosure

Name, match and sort primary and secondary colours

Use what they know about 3-D

shapes to see and describe 2-D shapes

Sort and label 2-D and 3-D shapes using appropriate mathematical vocabulary: sides, corners, circle,

sphere, square and cube Sort, describe, compare and name

3-D shapes according to attributes such as size and form (cube, cuboid, sphere, prism and cone)

Sort, describe, compare, name and create 2-D shapes according to

attributes such as size or form (circle, square, triangle, rectangle, oval and pentagon)

Find and explain symmetry in their immediate environment

Create and explains simple symmetrical designs

Give and follow simple directions, describing paths, regions and

boundaries of their immediate environment and their position: left, right, forward and backward

Sort and label 2-D and 3-D shapes

using appropriate mathematical vocabulary, sides, corners, circle, sphere, square and cube

Create 2-D shapes

Use what they know about 3-D shapes to see and describe 2-D shapes eg hexagon, pentagon,

square, circle, rectangle, triangle Recognise and use whole, half and

quarter turns

Create and explain simple symmetrical designs

Identify reflective symmetry in patterns and 2-D shapes and draw lines of symmetry in shapes

Give and follow simple instructions involving position, direction and

movement; left, right, forwards, backwards, diagonally forward and diagonally backwards


48

Mathematics – Data Handling Benchmarks

EY1

(Working towards)

EY2

(Working within)

Grade 1

(Working beyond)

Sort, order and label real objects

into sets by one attribute.

Place objects on concrete graphs

and contribute to / talk about class

pictograms.

Begin to discuss outcomes using

terms such as impossible, unlikely,

l ikely and certain.

Begin to predict, discuss and order

outcomes using terms such as

impossible, unlikely, l ikely and

certain

Sort, order and label real objects

into sets by more than one

attributes

Graphing real objects and

comparing quantities using number

words

Create a pictograph and simple bar

graph from graph of read objects

and interpret date by comparing

quantities: more, fewer, less than,

greater than

Begin to predict, discuss and order

outcomes using terms such as

impossible, unlikely, likely and

certain

Sort and label objects into sets of two or more attributes

Discuss and compare data represented in teacher generated

diagrams e.g. Carroll, Venn, tree Begin to use every day comparative

language and number to describe data (teacher generated or student generated)

Create a pictograph and simple bar graph from a graph of real objects,

and interpret data by comparing quantities more, fewer, less than, greater than

Discuss, identify, predict and place outcomes in order of l ikelihood;

impossible, unlikely, l ikely and certain

Begin to use IT to organize and present data


49

Social Studies and Science

Science and social studies are relevant to all the transdisciplinary themes and all planned science and social studies learning take place within this framework of the Programme of Inquiry

Social Studies In the Primary Years Programme, social studies learning guides students towards a deeper understanding of themselves and others, and of their place in an increasingly global society. It provides opportunities for students to

look at and think about human behaviour and activity realistically, objectively, a nd with sensitivity. Exposure to and experience with social studies therefore opens doors to key questions about l ife and learning.

Raha International School has developed its Programme of Inquiry to meet the needs of its students growing up in Abu Dhabi. Key themes have been identified from the Arabic Social Studies curriculum, and integrated into our Programme of Inquiry. Many of our units of inquiry start from a local perspective, enabling students at RIS to develop their knowledge and understanding of their host country and gain an appreciation of Arab culture and perspectives.

By teaching Arabic Social Studies within the Units of Inquiry students learn about Arabic culture and traditions within meaningful and significant contexts and use their knowledge and understanding to consider important conceptual ideas and local and global issues.

Whenever possible we look to util ize resources available in the local community in order to provide a meaningful context for inquiry (e.g. field trips, artefacts and vi siting speakers).

Social Studies Strands The social studies component of the PYP is characterized by concepts and skil ls rather than by content, however a

breadth and balance of social studies content is covered through the units of inquiry. The knowledge component of social studies in the PYP is arranged into five strands: human systems and economic activities, social organization and culture, continuity and change through time, human and natural environments, and resources and the environment.


50

SOCIAL STUDIES STRANDS DESCRIPTION

Human systems and economic

activities

The study of how and why people construct organizations and

systems; the ways in which people connect locally and globally; the distribution of power and authority.

Social organization and culture

The study of people, communities, cultures and societies; the ways in which individuals, groups and societies interact with each other.

Continuity and change through time

The study of the relationships between people and events through time; the past, its influences on the present and its implications for the

future; people who have shaped the future through their actions.

Human and natural environments

The study of the distinctive features that give a place its identity; how people adapt to and alter their environment; how people experience and represent place; the impact of natural disasters on people and the built environment.

Resources and the environment

The interaction between people and the environment; the study of

how humans allocate and manage resources; the positive and negative effects of this management; the impact of scientific and technological developments on the environment.

Social studies skills The social studies component of the curriculum also provides opportunities for students to develop a range of social studies skills and processes. The PYP identifies five key social studies skills to be developed and built on throughout the primary years.

a. Formulate and ask questions about the past, the future, places and society b. Use and analyse evidence from a variety of historical, geographical and societal sources c. Orientate in relation to place and time

d. Identify roles, rights and responsibil ities in society e. Assess the accuracy, validity and pos sible bias of sources

Overall Expectations for the 5-7 year old age range Students will increase their understanding of their world, focusing on themselves, their friends and families and their environment. They will appreciate the reasons why people belong to groups, the roles they fulfi l l and the different

ways that people interact within groups. They will recognize connections within and between systems by which people organize themselves. They will broaden their sense of place and the reasons why p articular places are important to people, as well as how and why people’s activities influence, and are influenced by, the places in their environment. Students will start to develop an understanding of their relationship with the environment. They will

gain a greater sense of time, recognizing important events in their own lives, and how time and change affect people. They will become increasingly aware of how advances in technology affect individuals and the environment.


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Science In the PYP science is viewed as the exploration of the biological, chemical and physical aspects of the natural world, and the relationships between them. Our understanding of science is constantly changing and evolving. The inclusion of science within the PYP leads learners to an appreciation and awareness of the world as it is viewed from a scientific

perspective. It encourages curiosity and ingenuity and enables the student to develop an understanding of the world. Reflection on scientific knowledge also helps students to develop a sense of responsibility regarding the impact of their actions on themselves, others and their world.

The science component of the PYP is characterized by concepts and skil ls rather than by content, however we do

ensure that a breadth and balance of science content is covered through the units of inquiry. The knowledge component of science in the PYP is arranged into four strands: l iving things, Earth and space, materials and matter, and forces and energy.

SCIENCE STRAND DESCRIPTION Living things The study of the characteristics, systems and behaviours of humans and other animals,

and of plants; the interactions and relationships between and among them, and with their environment.

Earth and space The study of planet Earth and its position i n the universe, particularly its relationship with the sun; the natural phenomena and systems that shape the planet and the distinctive

features that identify it; the infinite and finite resources of the planet. Materials and

matter

The study of the properties, behaviours and uses of materials, both natural and human-

made; the origins of human-made materials and how they are manipulated to suit a purpose.

Forces and energy The study of energy, its origins, storage and transfer, and the work it can do; the study of forces; the application of scientific understanding through inventions and machines.

The science component of the curriculum also provides opportunities for students to develop a range of science skil ls and processes. The PYP identifies eight key science skil ls to be developed and built on throughout the primary years.

Science skills a. Observe carefully in order to gather data

b. Use a variety of instruments and tools to measure data accurately c. Use scientific vocabulary to explain their observations and experiences d. Identify or generate a question or problem to be explored e. Plan and carry out systematic investigations, manipulating variables as necessary

f. Make and test predictions g. Interpret and evaluate data gathered in order to draw conclusions h. Consider scientific models and applications of these models

Overall Expectations for the 5-7 year old age range Students will develop their observational skills by using their senses to gather and record information, and they will

use their observations to identify patterns, make predictions and refine their ideas. They will explore the way objects and phenomena function, identify parts of a system, and gain an understanding of cause a nd effect relationships. Students will examine change over varying time periods, and will recognize that more than one


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variable may affect change. They will be aware of different perspectives and ways of organizing the world, and they will show care and respect for themselves, other l iving things and the environment. Students will communicate their ideas or provide explanations using their own scientific experience.

Visual Art

At Raha International School we value the creativity and imagination of the individual and celebrate the original

thinker. In the PYP Visual Arts programme students see themselves as the makers and viewers in the creative process. They will have opportunities to develop an aesthetic appreciation of their own art work and that of others. Students will explore the relationship between the elements of art and design and investigate the properties of materials and media and use tools and technologies to develop skil ls in a range of techniques. Students will reflect

on, test, clarify, and regenerate ideas, as well as solve problems, individually and collaboratively, in making objects and images. Students will inquire into the importance of storytell ing in their societies and cultures both past and present as well as the role visual arts plays in reflecting beliefs, technologies, needs and values of society. Students

will have opportunities to visit artists, art organizations and people who have local cultural kn owledge and skills. This will allow the students to enrich their learning experiences and will provide opportunities for students to extend their knowledge, skil ls and experiences. Assessment in Visual Arts will be ongoing and may include observations, portfolios, self-evaluation and peer assessments.

Strands Essential Understanding

CREATING

Product-Performance

Artists communicate ideas through artworks by selecting and applying

media techniques and processes, subject matter, and themes.

CREATING/RESPONDING

Elements and Principles

Artists communicate ideas through artworks by selecting and applying art

elements and principles.

RESPONDING

Artistic Perceptions

Viewers respond aesthetically to artworks based upon their personal

experience and cultural values. Viewers analyze, interpret, and evaluate

the quality of artwork through art criticism.

CREATING/RESPONDING

Interdisciplinary Connections

Visual art is connected to performing arts, communication arts, math,

science, and social studies.

RESPONDING

Historical and Cultural Context

Visually l iterate citizens understand the role and functions of art in history

and culture. Artists influence and are influenced by the cultures and time

periods in which they live.


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Early Years Visual Art Learning Outcomes

STRAND I: CREATING Product/Performance 1. Select and apply two-dimensional media, techniques, and processes to communicate ideas and solve challenging visual art problems.

Drawing Produce a line using crayon, pencil, or marker

Other Media Demonstrate a simple printmaking technique (e.g., stamping, thumb or hand prints, objects

STRAND I: CREATING Product/Performance 2. Select and apply three-dimensional media, techniques, and processes to communicate ideas and solve challenging visual art problems

3D Media Uses scissors with control

Modeling with clay or a similar material: Create a sphere

STRAND I &II: CREATING/RESPONDING Elements and Principles (EP) 1. Select and use elements of art for their effect in communicating ideas through artwork

Line Identify and use lines

Shape

Identify and use shapes

Categorize shapes as large and small

Colour Identify and use color

Rhythm/

repetition

Identify and use a pattern by repeating a single shape, l ine, or colour


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Music

Music at RIS enables students to communicate in ways that go beyond their oral language abilities. Music delights and stimulates, soothes and comforts us; music allows students to communicate in a unique way. Musical experiences and learning begin with the voice. It is important that students are given opportunities to discover a broad range of music experiences including classifying and analysing sounds, composing, exploring body music,

harmonizing, l istening, playing instruments, singing, notation, reading music, songwriting and recording. The PYP Music Scope and Sequence is organized under two strands: Creating and Responding. In creating, students

use their imagination and musical experiences to organize sounds —natural and technological—into various forms that communicate specific ideas or moods. In responding, students are given the opportunity to respond to different styles of music, as well as to music from different times and cultures. Individually and collaboratively, students will have the opportunity to create and respond to music ideas. By exposing students to a wide and varied repertoire of

musical styles, they can begin to construct an understanding of their environment, their surroundings and structures, and begin to develop personal connections with them. Music is a part of everyday life. Listening to and performing music can be a social activity. The development of

l istening skills, an important aspect of all learning, is constantly reinforced. Music also plays an important part in the language learning process. Through songs and rhymes, students can hear patterns and develop a sense of the rhythm that applies to languages. This can be especially apparent when learning a new language because the meaning of

the words is not necessarily understood, and so students concentrate on the rhythms and patterns they hear. Music is both an active and reflective process when making and listening to it. Students will draw on a wide range of sources in their music learning: music composed by themselves and other students; music composed by musicians;

l iterature; paintings; dance; their own imagination; real -l ife experiences; feelings; values and beliefs. They will be exposed to l ive performances as well as recordings. Additionally, opportunities to participate in l ive performances—informal as well as formal— will allow students to work collaboratively and gain awareness of the audience.

At RIS our PYP music classrooms provide an environment that stimulates and challenges students. They are well resourced with an extensive range of music recordings, videos and instruments. Students have the opportunity to explore home-made as well as manufactured instruments from a variety of countries and cultures.


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Early Years Music Learning Outcomes

Responding: Creating:

Singing respond to singing through rote echo singing of a

variety of familiar song literature

use the voice to imitate vocal and environmental

sounds and communicate feelings sing in unison simple songs of an appropriate

pitch range in their entirety and from memory respond to vocally sung questions on pitches So,

La, Mi, and Do

responds to a system of moveable Do

responds to the sounds of one’s own voice with

cupped hands on ears or with musical telephones (made of PVC pipe)

with the understanding that singing is a learned

skil l, students will respond to both verbal instruction and proper modelling of correct

posture, preparation, and technique for singing

responds to pitch matching activities and games

Singing explore vocal sounds through creative

imaginative play

develop language and speech through an inquiry-

based discovery of new vocabulary used in age-appropriate song literature

participate in a wide variety of singing games that

encourage solo singing; encourage the sharing of

“songs in children’s heads”

explores ways of matching pitch to human voice, piano, and other instruments

Moving to Music respond to music through a variety of instructed

movement activities that will develop the skil ls of marching, skipping, sliding, moving in different

directions, feeling space on different levels, using left and right hands together and alternatively (preparation for playing instruments)

become conditioned to stop and start on cue;

echoes rhythm patterns on cue with body

percussion; demonstrates an ability to perform conducting patterns in duple meter while holding a baton

demonstrates conducting patterns in 2’s and 3’s

with large body movements

Moving to Music create student-initiated movements based upon

the skil ls developed through instruction as children move to a variety of styles, tempos, and

meters of music

explore body sounds through use of simple body percussion

Listening respond to music by identifying the speed of the

beat through movement responds verbally and physically to aspects of

musical sounds respond to the form of a piece of music by

distinguishing between similarity, contrast, and

repetition

identifies simple differences of timbre in

recorded and live music

Listening dance freely to musical examples from a variety

of age-appropriate music l iterature

express the feelings that music creates in their

imaginations


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Responding: Creating:

Playing Instruments echoes rhythm patterns on cue on non-pitched

and pitched percussion instruments develops the skil l of maintaining a steady beat

through non-locomotor and locomotor activities

through use of both body sounds and playing instruments

develop the skil l of starting and stopping together

and playing at moderate and soft dynamic levels; responds to musical instructions that foster the

social skills of l istening to one’s peers and the sharing of musical resources

respond to teacher’s instructions on how to keep

an instrument silent while it is sti l l in one’s hands

develop proper techniques for holding instruments, mallets, and beaters and producing sound on each instrument used in class

Playing Instruments creates rhythm patterns for others to imitate on

non-pitched and pitched percussion instruments; creates differences in timbres on simple percussion instruments such as a drum, maraca, or triangle

explores a variety of percussion instruments in

order to develop fine motor control perform for both peers and the outside

community numerous times during the year

create simple accompaniments to music using a

variety of sounds and instruments

use puppets/costumes/props to create a sound

piece or i l lustrate a work of children’s l iterature or a song

Notating Music follows directions individually and as a member of

a group by responding to Kodaly solfeggio hand signs (So, Mi, La, Do), conducted hand signals, and

simple rhythmic notation (including Ta, Ti Ti, Rest, TiKi TiKi)

recognizes that sound can be recorded using

notation or signs; works with the group by responding to non-traditional musical notation through body percussion, instrumental sound,

and movement.

Notating Music creates simple rhythm patterns using simple

rhythmic notation of Ta, Ti Ti, Rest, and TiKi TiKi (Quarter note, two eighth notes, quarter rest, and

four sixteenth notes) creates notated patterns that are recorded and

reflected upon; creates non-traditional musical notation (shapes, manipulatives such as popsicle

sticks, cups, beans, etc.,)

demonstrate understanding of melodic direction through physical movement or artisti c rendering

(crayons, yarn, or other creative devices)


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Personal, Social and Physical Education

In the PYP, personal, social and physical education (PSPE) is concerned with the individual’s well -being through the promotion and development of concepts , knowledge, attitudes and skil ls that contribute to this well -being. Well-

being is intrinsically l inked to all aspects of a student’s experience at school and beyond. It encompasses physical, emotional, cognitive, spiritual and social health and development, and contributes to an understanding of self, to developing and maintaining relationships with others, and to participation in an active, healthy l ifestyle.

PSPE is integral to teaching and learning in the PYP and is embodied in the IB learner profile that permeates the programme and represents the qualities of internationally minded students and effective l ifelong learners. The development of a student’s well -being is addressed through all areas of the PYP curriculum. Therefore, all teachers

at RIS take on a shared responsibil ity for support each student’s personal, social and physical development. The development of overall well -being in the PYP is defined through three common strands that have relevance to all teachers: identity, active l iving and interactions). These strands are concept driven and have been designed to

interact with each other, working together to support the overall development of students.

Identity

An understanding of our own beliefs, values, attitudes, experiences and feelings and how they shape us; the impact of cultural influences; the recognition of strengths, l imitations and challenges as well as the ability to cope successfully with situations of change and adversity; how the learner’s concept of self and feelings of self-worth affect his or her approach to learning

and how he or she interacts with others. Active Living

An understanding of the factors that contribute to developing and maintaining a balanced, healthy l ifestyle; the importance of regular physical activity; the body’s response to exercise; the importance of developing basic motor skil ls; understanding and developing the body’s potential for movement and expression; the importance

of nutrition; understanding the causes and possible prevention of i l l health; the promotion of safety; rights and the responsibil ities we have to ourselves and others to promote well -being; making informed choices and evaluating consequences, and taking

action for healthy l iving now and in the future. Interactions

An understanding of how an individual interacts with other people, other l iving things and the wider world; behaviours, rights and responsibil ities of individuals in their relationships with others, communities, society and the world around them; the awareness and understanding of similarities and differences; an appreciation

of the environment and an understanding of, and commitment to, humankind’s responsibility as custodians of the Earth for future generations.

PSPE in Early Years

In EY2 students will be encouraged to develop a positive self concept while being introduced to attitudes and social skil ls that will enable them to become confident and reflective l ifelong learners. Health and safety awareness and specific learning strategies will be incorporated into our daily routines and will be l inked to our units of work and our

specialist classes. Students and teachers will work together to establish a caring, supportive and respectful environment that will promote growth and validate each individual.


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Physical Education

As part of our PSPE curriculum at RIS we have develop an ongoing, balanced physical education programme, drawing on the conceptual understandings and learning outcomes from all three strands of PSPE to provide meaningful,

connected learning experiences for students.

Strands Essential Understandings

Body Control & Spatial Aw areness

This focuses on exploring the human body’s capacity for movement, and how to move around and in-between objects and other individuals safely.

Individual Pursuits

The development of basic motor skil ls and the body’s capacity for movement through locomotor and manipulative skil ls and/or experiences; the techniques, rules and purpose of a range of athletic activities .

Movement Composition

Recognizing that movements can be linked together and refined to create a sequence of aesthetic movements. Movements can be in response to stimuli or performance elements and/or criteria and can communicate feelings, emotions and ideas .

Games

Recognizing the challenges presented by games; the importance of manipulating

space; the categorizing of games; identifying and developing appropriate skills and strategies; recognizing the importance of rules and how they define the nature of a game; modifying existing games and creating new games; teamwork.

Adventure Challenge

A variety of tasks requiring the use of physical and critical-thinking skills by individuals and/or groups; challenges that require groups to work together collaboratively in

order to solve problems and accomplish a common goal; recognizing the role of the individual in group problem solving.

Health Related Fitness

Recognizing and appreciating the importance of maintaining a healthy l ifestyle; the body’s response to exercise including the interaction of body systems and the

development of physical fitness.


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Early Years: Central Ideas for Physical Education

Playing games requires us to understand and follow the rules. Exercise makes us feel good and is important for our health.

Early Years Learning Outcomes in Physical Education

Engage in a variety of different physical activity

Develop a range of fine and gross motor skil ls

Explore and creative movements in response to different stimuli

Recognise that acting upon instructions and being aware of others helps to ensure safety

Demonstrate an awareness of how being active contributes to good health

Identify some of the effects of different physical activity on the body

Describe some physical and personal characteristics and personal preferences

Recognize that others have emotions, feelings and perspectives that may be different from their own

Willingly approach and persevere with new situations

Share their own relevant ideas and feelings in an appropr iate manner

Cooperate with others when participating in physical activities

RIS Early Years 2 (EY2) Curriculum Guide for …...RIS Early Years 2 urriculum Guide 2016-2017 2...

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