PYP 5 handbook 2017-18

PYP-5 Symbiosis International SchoolThe IB Primary Years Programme Student Handbook 2017-181

PYP-5 IB Mission StatementThe International Baccalaureate aims to develop inquiring,knowledgeable and caring young people who help to create a betterand more peaceful world through intercultural understanding andrespect. To this end, the organization works with schools,governments and international organizations to developchallenging programs of international education and rigorousassessment.These programs encourage students across the world to becomeactive, compassionate and lifelong learners who understand thatother people, with their differences, can also be right. SIS Mission StatementSymbiosis International School, a cradle of leadership, aspires tocreate responsible global citizens deeply rooted in the philosophyof Vasudhaivakutumbakam, instilled with a spirit of internationalmindedness. Our academically rigorous curriculum is an essentialcatalyst that fosters a desire for lifelong learning. We aim tonurture adept netizens, promote inclusivity and unwaveringintegrity. Our endeavor is to equip our students with requisite skillsand competences that will cultivate an ethic of service and enablethem to be the architects of a sustainable world. 2

PYP-5IB PYP Curriculum Model About the PYP Program ModelThe Primary Years Programme (PYP) for students aged 3 to 12 (EYP1to PYP 5) focuses on the development of the whole child in the classroomand in the world outside. We encourage a positive attitude to learning byencouraging students to ask challenging questions, to reflect critically, todevelop research skills, and to learn how to learn.The IB Learner profile develops a well-rounded and international-mindedstudent. The curriculum is transdisciplinary, meaning it goes beyondsubject areas. The curriculum framework includes 5 essential elements:knowledge, skills, concepts, attitudes and action. The PYP is arrangedaccording to a written, taught and assessed curriculum. The PYP preparesstudents to become active, caring, lifelong learners who demonstraterespect for themselves and others and are able to participate in the worldaround them. The PYP focuses on the development of the whole child as aninquirer, both within and beyond the classroom. 3

PYP-5The IB learner profile is the IB mission statement translatedinto a set of learning outcomes for the 21st century.IB learners strive to be.Inquirers They develop their natural curiosity. They acquire theskills necessary to conduct inquiry and research and showindependence in learning. They actively enjoy learning and thislove of learning will be sustained throughout their lives.Knowledgeable They explore concepts, ideas and issues that havelocal and global significance. In so doing, they acquire in-depthknowledge and develop understanding across a broad and balancedrange of disciplines.Thinkers They exercise initiative in applying thinking skillscritically and creatively to recognize and approach complexproblems, and make reasoned, ethical decisions.Communicators They understand and express ideas andinformation confidently and creatively in more than one languageand in a variety of modes of communication. They workeffectively and willingly in collaboration with others.Principled They act with integrity and honesty, with a strongsense of fairness, justice and respect for the dignity of theindividual, groups and communities. They take responsibility fortheir own actions and the consequences that accompany them.Open-minded They understand and appreciate their own culturesand personal histories, and are open to the perspectives, values andtraditions of other individuals and communities. They areaccustomed to seeking and evaluating a range of points of view,and are willing to grow from the experience. 4

PYP-5Caring They show empathy, compassion and respect towards theneeds and feelings of others. They have a personal commitment toservice, and act to make a positive difference to the lives of othersand to the environment.Risk-takers They approach unfamiliar situations and uncertaintywith courage and forethought, and have the independence of spiritto explore new roles, ideas and strategies. They are brave andarticulate in defending their beliefs.Balanced They understand the importance of intellectual, physicaland emotional balance to achieve personal well-being forthemselves and others.Reflective They give thoughtful consideration to their ownlearning and experience. They are able to assess and understandtheir strengths and limitations in order to support their learning andpersonal development.© International Baccalaureate Organization, Making the PYPHappen, January 2007 / www.ibo.org 5

PYP-5The PYP AttitudesWhile there is a strong emphasis on developing knowledge, skillsand concepts our students are encouraged to develop positiveattitudes towards people, the environment and learning. Theseattitudes are addressed explicitly and promoted throughout allareas of the curriculum, and as educators we model these attitudes.We want the students to develop:Appreciation: Appreciating the wonder and beauty of the worldand its people.Commitment: Being committed to their learning, preserving andshowing self-discipline and responsibility.Confidence: Feeling confident in their ability as learners, havingthe courage to take risks, applying what they have learned andmaking appropriate decisions and choices.Cooperation: Co-operating, collaborating and learning orfollowing as the situation demands.Creativity: Being creative and imaginative in their thinking and intheir approach to problems and dilemmas.Curiosity: Being curious about the nature of learning and of theworld, its people and cultures.Empathy: Imaginatively projecting themselves into another’ssituation, in order to understand his/her thoughts, reasoning andemotions.6

PYP-5Enthusiasm: Enjoys learning and willingly putting the effort intothe process.Independence: Thinking and acting independently, making theirown judgments based on reasoned principles, and being able todefend their judgments.Integrity: Being honest and demonstrating a considered sense offairness.Respect: Respecting themselves, others and the world aroundthem.Tolerance: Being sensitive towards differences and diversity inthe world and being responsive to the needs of others.© International Baccalaureate Organization, Making the PYPHappen, January 2007 7

PYP-5The PYP identifies a body of knowledge for all students in allcultures, in six subject areas:● Languages● Social Studies● Mathematics● Science and Technology● The Arts (Visual and Performing Arts)● Personal, Social, Physical EducationTo support students in their development as an international citizenthey are required to learn a second language in addition to thelanguage of instruction of the school. (From PYP1 – PYP 5)Achoice has to be made between Hindi, French and Spanish.The IBO requires schools to develop six units of inquiry at eachyear level (four for 3 to 5 year olds), one for each six organizingthemes that are universal to every PYP school.These IBO themes are:● Who we are● Where we are in time and place● How we express ourselves● How the world works● How we organize ourselves● Sharing the planet 8

PYP-5 POLICIES AND PROCEDURESAssessment and Reporting: Assessment involves the gatheringand analysis of information about student performance and isdesigned to inform practice. It identifies what students know,understand, can do, and feel at different stages in the learningprocess. A wide range of assessment strategies and tools are usedby the facilitators to collect information on the understanding ofconcepts, acquisition of knowledge, mastering of skills,development of positive attitudes and the ability to takeresponsible action. Reporting about students’ performance takesmany forms like conferences (SLC) and written reports. In thefinal year of PYP, students, carry out an extended, in-depth,collaborative project known as the PYP exhibition. PYP 5 ExhibitionThe grade 5 exhibition is the culmination of the Primary yearprogramme which represents a significant event in the life of aPYP student. The exhibition unit can be chosen under anytransdisciplinary theme decided by the PYP 5 teaching team andstudents, respectively. This unit is framed in such a way that thegrade 5 students are given an opportunity to exhibit the attributesof the IB learner profile that have been developing throughout theirengagement with the PYP.Exhibition engages students in an in-depth, collaborative inquiry. It provides students with an opportunity to demonstrate independence and responsibility for their own learning. It gives them an opportunity to explore multiple perspectives. Students synthesize and apply their learning of previous years and to reflect upon their journey through the PYP. 9

PYP-5 It provides an authentic process for assessing student understanding. Demonstrates how students can take action as a result of their learning. Exhibition unites the students, teachers, parents and other members of the school community in a collaborative experience that incorporates the essential elements of the PYP. We celebrate the transition of learners from primary to middle/secondary education.All parents and the community are welcome to attend theexhibition. 10

PYP-5CommunicationGood communication between home and school is essential. Thefollowing information will assist you in identifying whereinformation may be found and with whom you may wish to speak.The school strives to model sustainable development and thismeans taking active steps to reduce our carbon footprint.Therefore, we have paperless communication whenever possible.Edu Cloud - Is the school management system that allows ourteachers to plan, assess and report on our curriculum as well ascommunicate with you. All communication to parents will bedone through the educloud system. The communication will besend to the Email ID registered with the school.Email: The homerooms will email parents with news aboutspecific events, special announcements, field trips, or changes toour normal routine. It is very important that parents email addressis valid and is updated in the Educloud system. Kindly check youremail account regularly for school news.PYP Webpage: To get a sneak peek of PYP 2017-18 click onhttps://sites.google.com/a/sis.ac.in/eyp---pyp-2017-18/Reporting to Parents: Our reporting system reflects the essentialelements and beliefs of the International Baccalaureate PrimaryYears Program. The two formal written reports, at the end of Term1 and Term 2, will inform you of your child’s progress in acquiringand developing skills and knowledge during those times. OurJourney of Learning and student led conferences serves as a greattime for parents to know their child’s performance.11

PYP-5Portfolios: SIS uses portfolios as a celebration of learning in allareas. It is a record showing process, product and progress over ayear. The selection process may involve teachers and students. Theformat changes as the students move from K1 – Grade 5. Portfoliosshow an increasing ability of the student to self-reflect. Theportfolio is used as a way of sharing learning of the student withothers and is a tool for student-led conferences. Portfoliomaintenance is an integral aspect of on-going assessment by boththe student and the teacher.Meeting our TeamThe following information will assist you in identifying withwhom you may wish to speak. ● The first point of contact for parents with enquiries about their child’s academic progress would be the homeroom/ specialist teacher. ● If the matter needs further discussion you may write to o For EYP Ms.Huma Shaikh : [email protected] o For PYP Ms.Leena Gahilot : [email protected] ● For all admin related queries you may write to MsRituGoel : [email protected] Walk-ins-To discuss the progress of their child, parents can meet thehomeroom with prior appointment.● EYP : Fridays from 2:00 pm – 3:00 pm● PYP1 to PYP 5 : Tuesdays from 08:30 am – 09:15 amParents can meet the coordinators with prior appointment. o EYP - Mondays between - 12:00 pm– 1:00 pm o PYP - Mondays between - 02:00 pm -03:00 pm 12

PYP-5Homework PolicyHomework fosters self-discipline and healthy study habits instudents. It reinforces the lessons taught in school, stimulates theintellectual growth of the students and cultivates interest on diversesubjects. Homework makes the students self-reliant andencourages student’s initiative and intellect. The role of Parents isto make their children understand the significance of homeworkand encourage them to study and complete all homeworkassignments on time.Student council - Students in the PYP democratically elect theirpeers in the Student Council. This body ideally consists of studentsfrom Grades 4-5 and is elected by all of the students in the Gradegroup. The Student Council is consulted on important decisionsregarding students in the school and is mandated to representindividuals or groups of students.Assembly:Morning Assembly is the start of the school day and is a vital partof the Symbiosis International School. The assembly scheduleincludes, but is not limited to:School PrayerGayatri MantraAnnouncementsStudent PresentationSchool SongNational Anthem 13

PYP-5Mark of ExcellenceSIS holds in the highest regard the industrious and stupendousefforts of its students. The outstanding work and behavior on thesebudding stars is recorded by the Programme Coordinator andconveyed to the School authorities. We take pride in givingrecognition to such coveted students who endeavor to excel inacademics, athletics and demeanor.Academic MaterialsOn commencement of the year a basic stationery kit is allotted toeach student. This kit includes notebooks, pens, pencils, erasers,crayons, coloring pencils, sketch pens ruler, glue etc. This kit willbe used by the students in class and will be retained in class. Theschool is liable to provide an initial pack of stationary and exercisebooks at the beginning of each semester, any further requirementcan be bought from the school stationery shop.Please mark/embarkall the items with your student’s name. The school takes noresponsibility for loss or theft of any items. -The Role of Parents: The school encourages the parents to sharetheir special expertise. Those parents who wish to contribute in thechild's learning process can kindly inform the respectiveHomeroom. Please talk to your child’s facilitator rather than otherparents if you have any questions about your children or theireducation. 14

PYP-5PYP Faculty(2017-2018)1 Huma Shaikh EYP Coordinator2 Nadia Patel PYPCurriculum3 Leena Gahilot Coordinator4 Komal Mutha PYP Communication5 Sharon Marian Coordinator6 Huma Shaikh7 Jasmine Hajiyani EYP 18 Shweta Sengupta9 Naziya Shaikh EYP 110 Pranita Konjere11 Laveena Saldanha EYP 212 Amynah Merchant EYP 213 Anjali Motwani14 Aditi Awatade EYP 215 Monali Salunke EYP 3 EYP 3 PYP 1 A PYP 1 A PYP 1 B PYP 1 B PYP 2 A 15

PYP-516 Monica Vaid PYP 2 A17 Sameera Navodiya PYP 2 B18 Pooja Oberoi PYP 2 B19 Manjushree Mehta PYP 3 A20 Rachna Nayak PYP 3 A21 Patricia D'souza PYP 3 B22 Alizae Pardiwala PYP 3 B23 Monika Kaushik PYP 4 A24 Neha Jain PYP 4 A25 Preethy Sunil PYP 4 B26 Theresa Dale PYP 4 B27 Rochelle Menezes PYP 5 A28 Soumya Kumar PYP 5 A29 Elizabeth Christy PYP 5 B30 Beenish Khetani PYP 5 B31 Kavita Bhasein Math Lab32 Shalini Arora Hindi33 Vasundhara Desai Hindi 16

PYP-534 Trupti Nimbalkar Marathi35 Rashmi Gupta ICT36 New Teacher ICT37 Savitha Pais EYP Music38 Jordan James PYP Music39 Mohini Yadav PE40 Mrunalini Gaikwad PE41 Nishi Prasad Art42 Akshata Sawant Art43 Nikita Johnson Drama44 InshiyaLala Drama45 LishaPardeshi ESL46 Monomita Nandi ESL47 Rumjhum Mazumder ESL48 NutanKamble French49 Dipsikha Mishra Teacher Librarian50 Divya More Spanish 17

PYP-5PYP5 Programme of Inquiry (2017-18)UOI - 1 Theme: Sharing the planet Central Idea: Children worldwide face a variety of challenges and risks. Lines of Inquiry:  Human rights and responsibilities  Challenges and risks that children face.  Ways in which individuals and organizations work to protect children from risk. Concepts: Function, Reflection, Responsibility Related Concepts: Rights, Non discrimination Subject Focus: Social Studies, PSEUOI- 2 Theme: How we organize ourselves Central Idea: People and organizations can prepare for and respond to disasters in a variety of ways. Lines of Inquiry:  The effects of disasters.  Preparation for disasters can minimize their impact.  Effectiveness of local and international responses to disasters. Concepts: Form, Connection, Responsibility Related Concepts: Impact, Organization, Collaboration Dependence, Geography, Impact ,Conflict, Government Subject Focus: Social studiesUOI- 3 Theme: Where we are in place and time Central Idea: Human Migration is a response to challenges, risks and opportunities Lines of Inquiry:  The reasons why people migrate 18

PYP-5  Migration throughout History  Effects of Migration on communities, cultures and individuals. Concepts: Change, Connection and Perspective Related Concepts: History, Migration, Revolution, Exploration, Citizenship, Diversity, Identity, Government. Subject Focus: Social StudiesUOI- 4 Theme: Who we areUOI- 5 Central Idea: As we have physical, social and emotional growth, our responsibilities change Lines of Inquiry:  Physical, social and emotional growth over time  Our responsibilities to ourselves  The consequences of choices and personal behavior Concepts: Change, Responsibility, Reflection Related Concepts: Growth/ puberty, Identity, Active living, Interactions, Self esteem, positive thinking. Subject Focus: Science, PSPE Theme: How the world works (Exhibition-Unit)UOI- 6 Theme: How we express ourselves Central Idea: Writing is an important form of expression to communicate our emotions, ideas and feelings Lines of Inquiry:  Writing as a form of expression  Written communication takes many forms  Techniques to write effectively for different purposes Concepts: Form, Function, perspective. Related Concepts: Technique 19

PYP-5Subject Focus: Language Arts, Visual Arts Language ArtsReading · Reading of selected novels, poetry, short works of fiction and nonfiction for enjoyment and analysis. · Honing skills of Loud Reading, Silent Reading, Reading to Comprehend and analyze. · Develop language skills, including vocabulary development and oral reading fluency. · Examine theme, plot, character and structure in fiction · Develop interpretation through detailed comprehension exercises. · Class Reader- The Breadwinner & Mr. Popper’s penguinsWriting Write expressively, developing form, voice, and content through a variety of genres Introduction and reinforcement of different text types. · Descriptive Writing · Recount writing · Creative writing · Narrative writing · Procedural writing · Letter writing · Book Report · Dialogue Writing20

PYP-5Listening and Speaking· Use the art of listening to express thoughts through debates, discussions; individual and group presentations.· Create scripts for use within class.· Fine tune skills of public speaking.· Write and present their speeches.· Listen to factual information.· Listen critically for main ideas.· Listening & interpretation of poemsVocabulary/ Grammar · Parts of Speech  Nouns & its types  Pronouns & its types  Adjectives, Degrees of comparison  Verbs & its types  Adverbs & its types  Prepositions  Conjunctions  Interjections  Articles · Types of sentences · Punctuations · Subject Verb agreement · Figures of Speech · Homophones and homonyms · Synonyms and antonyms · Prefix and suffix · Contractions · Proverbs and Idioms 21

PYP-5 MATHEMATICSDATA HANDLING· Collect, display and interpret data: bar graph, line graph and pie chart(interpretation)· Find, describe and explain the range, mode, median and mean in a set of data and their useMEASUREMENT· Select and use appropriate and standard units of measurement of mass, length, volume.· Estimate, measure and compare area, perimeter and volume· Understand the types of angles acute, obtuse, straight and reflex. Also, adjacent angles, supplementary and complementary angles.· Measure and construct angles using a protractor.· Use and construct 12 and 24 hour timetables· Calculating time elapsedSHAPE AND SPACE· Understand lines, rays and segments – parallel and perpendicular· Classify, sort, and label different types of triangles based on sides and angles· Classify, sort and label different types of quadrilaterals· Describe, classify and model 3D shapes.· Understand and use vocabulary for circles: radius, diameter, circumference and use a compass to construct circles. 22

PYP-5PATTERN AND FUNCTION· Understand and use the relationship between the four operations· Model, explain and create number patternsNUMBER· Classify Numbers as Natural, Whole, Integers, Prime and Composite numbers.· Read, write and model numbers to million/ crore (Indian & International System)· Rounding off and estimation of whole numbers· Four number operations· Word problems involving all four number operations.· Introduction to DMAS rule.· Factors and multiples, divisibility tests, highest common factor (HCF) and lowest common multiple (LCM).· Compare and order fractions with like and unlike denominators· Equivalent fractions, modeling equivalent fractions.· Reduce or simplify fractions to their lowest term.· Conversion between mixed numbers and improper fractions· Addition and subtraction of fractions with like and unlike denominators.· Decimal fractions and place value up to thousandths.· Addition, Subtraction and Multiplication of decimal fractions.· Concept of percentage as a fraction of hundred· Interchanging percentage, fractions and decimals.· Introduction to the concept of Profit and loss23

PYP-5 Second Language (2L)The main goal of second language is to introduce students to theLanguages and culture with a communicative approach. ATransdisciplinary approach is followed, wherein the language isintegrated into all areas of the curriculum. This enriches student’spersonal knowledge with different perspectives and helps grow intoday’s global world. The children can choose one language fromFrench, Hindi, Spanish. FrenchListening and Speaking- Oral CommunicationStudents will be able to- ● Greet formally and informally along with the proper usage of personal pronouns and the French expressions. ● Practice the formal and informal conversation in French by using the vocabulary words. ● Talking about the cities in France like La Rochelle. ● Talking about one’s family. ● Introducing the family members, pet animals and festivals in French. ● Discussing the important events in the year. ● Talking about the clothing, gifts, birthday’s, nationalities and house. ● Asking questions in French. ● Talking about likes, dislikes and preferences. ● Speaking more about the French culture.Reading and writingStudents will be able to- 24

PYP-5 ● Write the numbers up to 100. ● Practice the masculine and feminine, singular and plural nouns. ● Use ‘à’ or ‘en’ to say ‘in’ for French towns. ● Use the definite and indefinite articles, possessive adjectives. ● Form the sentences by using the verb être and avoir.Grammar: ● Usage of Definite and Indefinite articles. ● Verb avoir and être. ● Prepositions ● Masculine and feminine form of colors ● Usage of Personal pronouns for Informal and Formal conversation. ● Singular and plurals using ‘c’est’ and ‘cesont’ and by adding‘s’. ● Adjectives. HindiListening & SpeakingStudents will be able to- Have a conversation Discuss a topic Speak on given topics Describe a picture / object Narrate stories Recite poem with intonations. 25

PYP-5Reading/ WritingStudents will be able to-Read a wide range of texts confidently, independently and withunderstandingWrite independently and with confidence, showing thedevelopment of their own voice and style.Write for a variety of purposes e.g. Letters, paragraphs, storiesDraw an understanding on an unseen passageGrammar-Indeclinable words, karak, punctuations, sentence correctionVocabularyCounting till 100IdiomsHomonymsHomophonesNew words related to their UOIs SpanishListening & SpeakingStudents will be able to- ● Use phonetics correctly while speaking in sentences ● Know the important aspects including culture of Spanish speaking countries, nationalities and speak about a country. ● Identify and describe objects using simple sentences. ● Name and describe the parts of the body using opposites, singular and plural and talk about one’s food habits. 26

PYP-5● Learn vocabulary related to surroundings.● Read and comprehend a short story with a moral.● Learn the Spanish titles for people who work in various professions.● Make simple sentences.Reading and WritingStudents will be able to-● Read & write words with accents, follow dictation, numbers till 1000, describe in brief their friend, classroom, their surroundings. ESLESL is an acronym for English as a Second Language. It is forstudents who speak a language other than English at home andwho are not fluent in English. They are evaluated and placed inbeginning, intermediate or advanced ESL classes.Students discover a welcoming atmosphere which soon evolvesinto a diverse and challenging environment. They have theopportunity to work and learn with peers from different countries,cultures and backgrounds. A state- of-the- art language lab helpsus to break the barrier of traditional teaching methods and providesa robust language teaching platform with latest technology andmultimedia content. Together they weave a world of sharing,discovering, and constructing new hopes and vistas. MarathiListening and Speaking-Focus will be given to hearing, speaking writing andcommunication skills. These skills will be developed further to27

PYP-5enable the students to achieve independent reading and writingskills.Students will be able to-· Acquaintance to the state language· Listen to instructions in Marathi.· Recitation of rhymes and listening to stories.· Introduce themselves in Marathi.· Narrate a story with the help of pictures based on events.· Interact with friends in Marathi while playing.· Names of ( Fruits, Animals, colours, days of the week etc.)Reading and WritingStudents will be able to-Learn matrasForm new words and sentences.Read and write simple words (Without matras)Write numbers 1 to 50 Visual ArtsThe PYP Programme visual arts course encourages students tochallenge their own creative and cultural expectations andboundaries.Students will be able to Learn………Elements of Arts ● Line, Shape, Color, Form, Texture, Space, ValuePrinciples of design ● Balance, Emphasis, Gradation, Repetition, Proportion ● Style of different artist to be studied & implemented ● Creative activities through crafts ● Still life 28

PYP-5 ● Comparing different Pop Artist ● Pablo Picasso’s Cubism ● Different projects integrating with the unit ● More about different mediums i.e. Pencil shading(black and white and coloured) ,water colour, poster colour, charcoal ● To make different craft activities to generate money for a good cause (Dandiya) ● Different Art projects for PYP 5 Exhibition DramaDrama in IB is not a deviation from Academia, but rather anessential resource. It explores how we express ourselves physicallyand vocally. It is an active and transitory discipline. Students areexposed to a variety of dramatic forms including Pantomime,Puppetry, Skits, Scripted drama etc.Creative Exploration and Expression: Students have theopportunity to develop their imaginative skills and creativity toapply them in a variety of dramatic situations.· Manipulate a variety of different drama strategies and techniques to create informed scripts, characterizations and contexts.· Work to develop each other’s ideas during the creative process.· Create and perform a sequential drama that explores a particular issue by experimenting with different dramatic forms.· Understanding that drama plays an innovative role in communicating ideas within cultures and societies. 29

PYP-5Technical Incorporation: Students develop their understanding ofsome of the technical aspects of the drama process such as scriptwriting, stage directions, management of props, costumes, specialeffects and set design.· Act out or mime a situation using a range of props, costumes and sets.· Actively play a role in short plays using memorized lines from scripts.· Consider the skills and techniques used by a range of drama practitioners in the performing arts.· Explore writing for performance.Performance: Students develop and portray characters and remainin role in a given situation by using voice, body and gestures.· Find appropriate ways to communicate specific meaning using dramatic actions.· Portray and sustain a character role in a given situation· Use performance as a problem solving tool.· Develop vocal control in the use of character voices, impersonations and accents.· Share ideas in multiple formats, for e.g. mime, puppetry, storytelling, shadow play, distinguishing between formal and informal performance types.· Reflect on a variety of dramatic forms to identify new understandings within the art.· Recognize and explore some of the different roles in theatre (elements of theatre)· Use responses to drama to adapt and improve work, considering the original intention.· Stage their own production (Theatrics) 30

PYP-5Personal and Social Development: Students develop negotiationskills and are able to work independently and co-operatively insmall groups.· Understand and maintain appropriate behavior in drama, for e.g. as a performer or working as a part of a team, respecting the needs of others.· Encourage their peers through applause, positive criticism, praise and encouragement.· Work independently with self-confidence.· Share ideas with a partner or a small group.· Identify and develop personal and related skills encountered through the dramatic experience.· Discuss and explain the way ideas, feelings and experiences can be communicated through stories and performancesReflection, Evaluation and Appreciation: Students take time toreflect on their own work and the work of others in order toenhance performance.· Consider the composition of an audience when preparing an effective formal and / or informal presentation.· Appreciate and use the ideas of others in drama.· Express their favorite and least favorite part of a story, play or short film.· Describe and evaluate the learning and understandings developed through their exploration of drama· Reflect on achievement and challenges and how they can incorporate these influences in future work.· Consider the advice and feedback of others as an essential part of creative process.Drama in Society: Students discuss experiences of performingarts; explaining the way a story was communicated, recognizing 31

PYP-5theatrical conventions from other cultures and periods whileidentifying those elements of production that were effective.· Identify how cultural connections can be made with different types of drama.· Experience a variety of live performances.· Display an awareness of stories and theatrical conventions from other cultures and periods.· Make connections between their own drama and that of others.· Respond to stories, scripts and plays from other time and places.· Recognize and discuss how consequences and actions of a performance teach audience members and performers life lessons. MusicMusic brings about significant change in one’s life and is a gift thathumans share. The Soul purpose of Music is to express andmodulate emotions, it is an especially important tool for bondingwith and caring for one another. The children will be able toexpress themselves not only by words but by tunes andcompositions.The children will be able to:1. Vocal recognition:●Sing with accuracy and control focusing on all the musicalelements● Sing group related songs● Sing songs related to culture and traditions 32

PYP-5● Compare aspects of music from different times and places●Share and compare their experiences as audience members atvarious performances● Describe the process used to create their own music and compareit with others, in order to improve their compositions● Reflect upon how music expresses their personal voice and theimpact it has on others.2. Musical culture and backgrounds:● read and write music using nontraditional notation.● create music that reflects on the environment● Explain the role and relevance of music in their own culture, itsuses and associations through place and time● interpret and explain the cultural and/or historical perspectives ofa musical composition3. Creating and Performing:● Use vocal sounds, rhythms and instruments to express feelingsor ideas● Create and accompany music using a variety of sounds andinstruments● Play different percussion instruments and create beats● Use different techniques when singing or playing an instrument●explore sound as a means of expressing imaginative ideas●recreate sounds from familiar experiences● participate in performing and creating music both individuallyand collectively 33

PYP-5 PE Physical EducationAthleticsStudents will be able to-Evaluate their athletic performance and understand how they canimprove their performanceGain an insight how elite athletes train for specific eventsExperience training drills used by elite track and field athletesLearn how to collect and record resultEncourage students to beat his or her own previous bestperformanceHealth Related ActivitiesStudents will be able to-Develop a health and fitness profile using the followingmeasurements: Body Composition, Cardiovascular fitness,Flexibility, Isometric strength, strength endurance, Power andcoordinationIdentify areas of concern or greatest potential for improvementThe importance of regular activity to their physical, social,emotional and spiritual healthDesign a healthy living planThe ability to know how to take their pulse rate to understand whyit increasesBegin to develop a personal profile of health, fitness and safety dayto day life.Games 34

PYP-5Students will be able to-Demonstrate an ability to apply theoretical knowledge to practicalsituations(Rules, Strategies, Safety, Decision making, Sharing)Demonstrate an ability to apply skills effectively in performanceand competitionAbout the roles and responsibilities required within teamstructures.Skills and knowledge to participate safely PYP LibraryThe PYP Library is the hub of learning; reading, research,discussion and collaboration. We promote and support thedevelopment of transdisciplinary skills, international mindedness,the IB learner profile, the PYP attitudes and concepts. We aim atteaching students research skills using library-based assignmentsand the Super 3 research model i.e. an information problem solvingmodel based on the Big 6 Research Model. The activities willcultivate a lifelong love of reading. This is a comprehensivecurriculum from Grade 1 to 5. Activities will be conducted as perthe appropriate grade level.Conceptual understandingInformation skillsLifelong LearningLiterature AppreciationStudents will be able to:Information Skills: ● Identify the staff, services offered and locate books in the Library – Students will be able to identify the staff members 35

PYP-5 and the role each plays in the Library. He/she will also learn where materials are located and how to check them out. Demonstrate understanding that books and other sources have an author, title, and publisher. Select books and other materials independently for classroom assignments and personal interests. ● Use Super 3 research model for finding and organizing information. ● Understanding Academic Integrity & Avoiding PlagiarismLifelong learning•Have knowledge of the public library. Apply the skills learned in the school library to other libraries. Demonstrate appropriate library behavior and book care. Recommend titles to other students based on personal experience.• Develop an appreciation for literature.Literature appreciation• Recall and communicate about stories and characters.• Recognize and choose appropriate reading material fromdifferent literary genres and formats. Write and share a bookreview.• Apply the Super 3 research model to research on different topicsbased on units as per the POI and any research work based onbooks/authors. Information and communication technology (ICT)ICT aims at enabling the child to use a range of ICT tools in arelevant curriculum context. Use of ICT is encouraged to supporthis /her learning effectively and creatively.Students will be able to Learn …….. 36

PYP-5 ● Understand the terms - Hardware and software and categorize the different Hardware and software. ● Use of different storage Media ● Discuss issues regarding appropriate/inappropriate use of technology (copyright, privacy , plagiarism) ● Exchange files with peers, facilitators using e-mail and drive. ● Use telecommunication tools (e-mail, chatting for collaborative projects) ● Integration of UOI through online websites ● Activity with different online programmes / software’s as per requirement and application for different UOI’s. e.g. Google Earth, Google sketchup, Google drive, Google sites, Google Classrooms, Ms-Word, MS-Excel, MS- Powerpoint, MS- Publisher ● 8 weeks Animation workshop on Blender-Blender is the free and open source 3D creation suite. It supports the entirety of the 3D pipeline— modeling, rigging, animation, simulation, rendering, compositing and motion tracking, even video editing and game creation. They will learn to create 3D Animation (modeling, rigging, animation, simulation, rendering, compositing and motion tracking), video editing, game creation. Math Lab“The only way to learn Math is to do Math” – Paul Halmos 37

PYP-5The Math lab is a time assigned every week to deepen student’sunderstanding through hands on exploration, use of manipulativematerial and perform mathematical experiments, play math games,solve puzzles and become involved in the process of learning.The integral part of the math lab is the use of the manipulative.Through manipulating concrete objects, the child is better able tobridge the gap between real and abstract world.A math lab class is activity centered.What is the purpose of Math lab?  To develop an attitude of inquiry.  To emphasis on learning by doing.  To provide children with opportunity to discover and understand mathematical concept through their active involvement in solving problems.  To develop physical involvement in order to add new ideas to their cognitive structure.  To make children to think, to look for patterns and ask questions. 38