PYP 4 handbook 2017-18

PYP-4 Symbiosis International SchoolThe IB Primary Years Programme Student Handbook 2017-181

PYP-4 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-4IB 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-4The 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-4Caring 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-4The 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-4Enthusiasm: 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-4The 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-4 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-4 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-4CommunicationGood 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.Portfolios: SIS uses portfolios as a celebration of learning in allareas. It is a record showing process, product and progress over a11

PYP-4year. 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 MsHuma Shaikh : [email protected] o For PYP MsLeenaGahilot : [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-4Homework 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-4Mark 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. Pleasemark/embark all the items with your student’s name. The schooltakes no responsibility 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-4PYP Faculty(2017-2018)1 Huma Shaikh EYP Coordinator2 Nadia Patel PYP Curriculum3 Leena Gahilot Coordinator4 KomalMutha PYP Communication5 Sharon Marian Coordinator6 Huma Shaikh7 Jasmine Hajiyani EYP 18 Shweta Sengupta9 Naziya Shaikh EYP 110 PranitaKonjere11 LaveenaSaldanha EYP 212 Amynah Merchant EYP 213 Anjali Motwani14 AditiAwatade EYP 215 MonaliSalunke EYP 3 EYP 3 PYP 1 A PYP 1 A PYP 1 B PYP 1 B PYP 2 A 15

PYP-416 Monica Vaid PYP 2 A17 Sameera Navodiya PYP 2 B18 PoojaOberoi 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 KavitaBhasein Math Lab32 Shalini Arora Hindi33 Vasundhara Desai Hindi 16

PYP-434 TruptiNimbalkar 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 Inshiya Lala Drama45 Lisha Pardeshi ESL46 Monomita Nandi ESL47 Rumjhum Mazumder ESL48 Nutan Kamble French49 Dipsikha Mishra Teacher Librarian50 Divya More Spanish 17

PYP-4 PYP4 Programme of Inquiry (2017-18)UOI 1 Theme: Who we are Central Idea: The human body consists of many inter- related systems that assist in smooth functioning Lines of Inquiry:  Human body systems  Interdependence of body systems  Choices that impact on these systems Concepts: Connection, Function, Responsibility Related Concepts: Living things, systems and growth Subject Focus: - Science and PSPEUOI 2 Theme: Where we are in place and time Central Idea: Past civilizations teach us about the present Lines of Inquiry:  Origin of civilizations  Establishment and growth of different civilizations  Relevance of examining past civilizations Concepts: Form, Change and Connection Related Concepts: : Diversity, traditions, history, innovation and progress Subject Focus: - SSTUOI 3 Theme: Sharing the Planet Central Idea: The choices we make about waste can affect our environment Lines of Inquiry:  Different types of waste generated and processed  The effect waste has on the environment  The responsibility we have in managing waste Concepts: Causation, Responsibility and Change 18

PYP-4 Related Concepts: Lifestyle, resources, choice and waste Subject Focus: - PSE and SSTUOI 4 Theme: How the world works Central Idea: Energy may be converted, transformed and used to support human progress Lines of Inquiry:  Forms of energy  Storage and transformation of energy  Sustainable energy practices Concepts: Form, Responsibility and Change Related Concepts: Transformation, Conservation of energy Subject Focus: ScienceUOI 5 Theme: How we express ourselves Central Idea: Poetry is a multiform linguistic vehicle that we can use to express ideas and emotions Lines of Inquiry:  Forms of poetry and poetic elements  Ways to express feelings and thoughts through poems  Purpose and interpretation of poetry Concepts: Form, Perspective and Reflection Related Concepts: pattern, beliefs, interpretation, subjectivity and opinion. Subject Focus: - LAUOI 6 Theme: How we organize ourselves Central Idea: A marketplace is a system of exchange that serves the need of a community. Lines of Inquiry:  Exchange of goods and services  Types of markets 19

PYP-4  Availability of goods and services in local and global market. Concepts: Causation, Responsibility and Reflection Related Concepts: Economic activities, communication, cooperation and production Subject Focus: - SST, Math and PSE Language ArtsReading  Loud reading, silent reading, reading to comprehend and analyze.  Continue developing language skills, including vocabulary development and oral reading fluency.  Examine theme, plot, character and structure in fiction.  Develop interpretation and argument skills through detailed comprehension exercises (read factual, inferential and extrapolative comprehension).  Practice the art of listening and active discussion.  Dictionary skills  Readers (Charlotte’s Web By E.B . White, Charlie and the Great Glass Elevator By Roald Dahl)  Recitation, poetry, short works of fiction and nonfiction for enjoyment and analysis.Writing  Continue to develop the ability to express their thoughts and ideas imaginatively with the use of acquired rich language.  Practice the variety of types of writing – Descriptive, narrative, conversation, report writing and letters (Formal & informal).  Develop editing skills 20

PYP-4 Refine paragraph writing expressing view. Forms of poetry and sequencing. Use of Figurative language. Writing a story sequentially. Autobiography Creative writing Picture CompositionListening and speakingStudents will:  Listen for specific words.  Listen for factual information.  Listen critically for main ideas.  Understand and recall details, sequences and directions.  Demonstrate growth in vocabulary and language structures to express ideas.  Deliver oral reports on individual reading and making group presentations.  Develop public speaking skills.  Develop communication within large and small group settings.Vocabulary  Spell specific complex words.  Homophones and Homonyms.  Synonyms and Antonyms.  Prefix and Suffix.  Anagrams  Compound words.  Figures of speech- (Simile, Metaphor, Alliteration, Personification, Hyperbole, Onomatopoeia, Rhythm and rhyme scheme, repetition)21

PYP-4GrammarStudents will learn:  Punctuation  Nouns  Pronouns  Adjectives  Verbs  Adverbs  Types of Sentences  Prepositions  Conjunctions  Gender  Tenses MATHDATA HANDLING Design a survey, process, display and interpret the data (CORI). Collect, organize, represent and interpret data using pictograph, bar graphs and line graphs.MEASUREMENT  Standard units of measurement : Length, Mass and Time (Estimate and Conversion)  Estimate, measure label and compare perimeter and area.  Read and write to the minute and second on the 12 hour and 24 hour clock.  Conversion of time  Use and construct timetables using 12 hour clock and 24 hour clock. 22

PYP-4SHAPE AND SPACE  Introduce basic geometry – point, line segment, ray and angle, parallel and perpendicular lines.  Classify and construction of angles.  Types of triangles based on sides  Sort describe and model regular and irregular polygons  Create and model how a 2 D net converts into a 3D shape and vice versa.PATTERN AND FUNCTION  Recall that multiplication is repeated addition.  Understand that division is repeated subtraction.  Analyze patterns in number system up to hundred.  Complete and explain simple patterns.  Identify rules for multiplication and division.NUMBER  Classify Numbers as natural, whole, composite and prime numbers.  Read, write and model numbers to million/ crore (Indian & International System)  Rounding off and estimation of whole numbers  Multiplication tables upto 12.  Four number operations  Division by single digit divisor.  Word problems involving all four number operations.  Factors and multiples, divisibility tests, lowest common multiple (LCM).  Fractions and ordering fractions with like denominators (simple fractions).  Equivalent fractions.  Addition and subtraction of fractions with like denominators.  Introduction to decimal fractions. 23

PYP-4 Concept of Profit and loss Second Language (2L)The main goal of second language is to introduce students to theLanguages and culture with a communicative approach. A Transdisciplinary approach is followed, wherein the language isintegrated into all areas of the curriculum. This enrichesstudent’s personal knowledge with different perspectives andhelps grow in today’s global world. The children can choose onelanguage from French, Hindi, Spanish. FrenchListening and Speaking-Listening and speaking skills are essential for ongoing languagedevelopment.The receptive mode and expressive mode work together in atransactional process between listeners and speakers.Learners use language to name their environment, to get to knoweach other, to initiate and explore relationships to question andinquire.Students will be able to-  Greeting 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.  For eg: a conversation between a shopkeeper and a customer, a conversation in a restaurant.  Speaking more about the French personalities.Reading and Writing: 24

PYP-4Reading comes alive when we recognize how the ideas in the textconnect to our experiences and beliefs.Reading and understanding the text gives purpose to write the text.Students will be able to-  Form words and sentences with proper accents and grammar concepts.  Numbers up to 50 for making bills by using the mathematical skills in French.  Understand the classroom instructions  Simple class instructions.  Understand the little comprehensions and answer the questions.Grammar:  Usage of Definite and Indefinite articles.  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 and SpeakingStudents will be able to- Speak on certain topics Describe a picture/ object Recite Poems with intonations Narrate stories Communicate according to the audience 25

PYP-4Reading & WritingStudents will be able to- Distinguish between different forms of writing (e.g. Poetry and prose) Write paragraphs Write informal letters Read stories Write stories based on the picture Comprehend an unseen passage and write answers to the questions from the sameGrammar-Noun, Noun Number, Gender, Pronoun, Adjectives, Verb, TenseVocabularyCounting till 80, Synonyms, Antonyms, Homonyms,Homophones,One word for many.New words related to their UOIs SpanishListening and Speaking:Students will be able to:  Know phonetics and read small conversations correctly.  Understand the concept of formal and informal greetings.  Introduce themselves and their family and friends.  Count from 0 to 40 and know its application in different situations.  Identify colours and shapes and describe objects making sentences. 26

PYP-4  Talk about the days of the week, months of the year, seasons and the weather.  Name and describe the parts of the body using singular and plural.  Talk about one’s food habits.  Learn vocabulary related to food, my house, my class and surrounding including animals.  Read and comprehend a short story with a moral.Reading and Writing:Students will be able to:  Read & write words with accents, numbers up to 40, a few lines about themselves and about their class. The ESL Programme ESL is an acronym for English as a Second Language. It is for students who speak a language other than English at home and who are not fluent in English. They are evaluated and placed in beginning, intermediate or advanced ESL classes. Students discover a welcoming atmosphere which soon evolves into a diverse and challenging environment. They have the opportunity to work and learn with peers from different countries, cultures and backgrounds. A state- of-the- art language lab helps us to break the barrier of traditional teaching methods and provides a robust language teaching platform with latest technology and multimedia content. Together they weave a world of sharing, discovering, and constructing new hopes and vistas. 27

PYP-4MarathiListening and Speaking-Focus will be given to hearing, speaking writing andcommunication skills.These skills will be developed further to enable the students toachieve independent reading and writing skills.Students will be able to-Listen to instructions in Marathi.Recitation of rhymes and listening to stories.Narrate a story with the help of pictures based on events.Names of (Fruits,Animals,colors, days of the week etc.)Reading and WritingStudents will be able to- Identify and write all letters Read and write simple words. Write numbers 1 to 40 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 includingPantomime,Puppetry,Skits, Scripted drama etc.Learning Outcomes: -Creative Exploration and Expression: Students have theopportunity to develop their imaginative skills and creativity and toapply them in a variety of dramatic situations. 28

PYP-4  Create a device or scripted performance for a particular audience or purpose.  Express their unique values, beliefs and interests through a dramatic form.  Explore different ways to use materials symbolically to convey location and character.  Use role play to explore feelings and emotions.  Transform a story into a performance.Technical Incorporation: Students develop their understandingofsome 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 simple sets.  Management of props, sets and costumes.  Write a short script with a beginning, middle and end.  Actively play a role in short plays using memorized lines from scripts.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.  Create a scene in small groups using improvisation.  Interpret written dialogues or scenarios 29

PYP-4Personal 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 dramatic experiences.  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.Drama in Society: Students discuss experiences of performingarts; explaining the way a story was communicated, recognizingtheatrical 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. 30

PYP-4· 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 plays a significant role in our everyday lives. It gives usinspiration and also helps us concentrate when we learn or dosomething important. Music is the language that allows us toexpress emotion and also a way of representing every aspect of thehuman experience. We can represent joy, despair, confusion, angerand so on. Music is one of the most powerful mediums tocommunicate environmental messages to the people worldwide.The children will be able to: o Learn about the connection between music and emotions. o Reflect on how music affects their daily life. o Learn about the role that music plays in the environment. o Learn how music brings about change. Visual ArtsThe PYP Programme visual arts course encourages students tochallenge their own creative and cultural expectations andboundaries. Supporting the International Baccalaureate missionstatement and learner profile, the course encourages students to 31

PYP-4actively explore the visual arts within and across a variety of local,regional, national, international and intercultural contexts.Students will 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  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 colored) ,water color,poster color,charcoal  To make different craft activities to generate money for a good cause.  Know more about different mediums i.e. Pencil shading(black and white and colored) ,water color,poster color,charcoal  To make different craft activities to generate money for a good cause.PE Physical EducationAthleticsStudents will be able to-Learn and apply the rules of various eventsUnderstand and apply the safety rules in these eventsLearn how to collect and record result 32

PYP-4Encourage students to beat his or her own previous bestperformanceHealth Related ActivitiesLearning Outcome:Students will be able to-To take part in skill related physical fitnessTo discuss and evaluate results and establish individual fitnessgoals.The importance of regular activity to their physical, social,emotional and spiritual health.To design a healthy living plan.Be aware of the importance of physical activity in daily life.Recognize the physical changes that occur to their bodies whenexercising.The ability to know how to take their pulse rate to understand whyit increases.To begin to develop a personal profile of health, fitness and safetyday to day life.GamesLearning Outcome:Students will be able to-Develop their own innovative games and related participate in agame construction unitTo improve decision making in situational game play33

PYP-4About the roles and responsibilities required within team structuresSkills 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 trans disciplinary 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.Information 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 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 Plagiarism 34

PYP-4Lifelong learning• Have knowledge of the public library. Apply the skills learnedin the school library to other libraries. Demonstrate appropriatelibrary behavior and book care. Recommend titles to other studentsbased 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……..  History of computers - Different generations of computers,  Working of Internet - Common terms associated with Internet.  Research strategies and identify search strategies for locating needed information on the Internet.  Need for security applications, virus detection.  Identify safety procedures to be followed online.  Ms-PowerPoint: Hyperlinks, custom animation, rehearse timings.  Ms-Excel: Types of data, formatting data, functions. 35

PYP-4  Integration of UOI through software’s like Google Earth, Google sketch up, Ms- Publisher and online websites. 8 weeks Animation workshop on Muvizu-Muvizu is an interactive 3D animation package. The software includes everything, students will be able to tell their animated story and can share it with their friends. Drag and drop customizable characters and sets, animation libraries and automatic lip-synching makes it easy to create compelling animations in minutes. Math Lab“The only way to learn Math is to do Math” – Paul HalmosThe 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. 36

PYP-437