Grdae 1

Jumeira Baccalaureate School

Mission School Guiding Statements Vision Values JBS Vision, Mission and Values 2  To embrace and respect diversity  To foster the wellbeing of all members of our community  To create a culture in which learning can flourish  To engage with high levels of challenge enabling academic and personal success  To support cognitive and social skill development using innovative research-based practice to en- hance learning for all.  To support the development of emotional intelli- gence guided by the elements of the IB learner profile. Our vision is to prepare all our students for the innovation age by igniting their passions, pur- pose, and curiosity through challenge and high expectations. Our students will be responsible, confident, and independent learners who are respectful; they embrace and celebrate diversity and have an awareness of the environment. They strive to reach for excellence whilst main- taining happiness and wellbeing. Wellbeing: promoting self-awareness, self- control, empathy, social skills and personal re- sponsibility Innovation: promoting critical thinking; com- munication; collaboration; and creative problem- solving skills High expectations: promoting learner resili- ence; the capacity to reflect and act on feedback; pride in work; and a belief to exceed Inclusion: promoting a diverse learning com- munity; knowing and motivating each learner through differentiation

Inquirers IB Learner Profile We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusi- asm and sustain our love of learning throughout life. 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 signi-ficance. Thinkers We use critical and creative thinking skills to analyze and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions. Communicators We express ourselves confi-dently and creatively in more than one lan- guage and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups. Principled We act with integrity and honesty, with a strong sense of fairness and jus- tice, 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 willing to grow from the experience. 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. 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 resilient in the face of challenges and change. Balanced We understand the importance of balancing different aspects of our lives—intellectual, physical, and emotional—to achieve well-being for our- selves and others. We recognize our interdependence with other people and with the world in which we live. 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.

Dear Parents, Welcome to Grade 1! I hope you had a wonderful, relaxing summer holiday with family and friends and are feeling refreshed and excited for the year ahead. I am looking forward to leading Grade 1 this year, alongside Ms Dharsey and Ms. Neha. We are pleased to wel- come Ms. Neha to the Grade 1 team this year and look forward to the strengths and skills she will contribute to the Grade 1 team. In Grade 1 we believe in creating a nurturing and supportive envi- ronment that fosters development at a pace appropriate to each indi- vidual and where children can explore and initiate their own learn- ing. Our goal is to help prepare your child to become compassionate and life-long learners and help them to develop their intellectual per- sonal, social and emotional skills. The Grade 1 teachers are an enthu- siastic and passionate team who want to ensure students reach their full potential by challenging them to take risks and become critical thinkers. Throughout Grade 1 you can look forward to seeing lots of innova- tive and creative student work displayed both inside and outside our classrooms. Even though we are facing new school routines with so- cial distancing and online learning we will continue to make student learning a fun, engaging and memorable experience. We believe that strong teacher guardian relationships are im- portant, and we look forward to working with you to support the ac- ademic and social development of your child. We always appreciate your help and support and if you have any questions please do not hesitate to contact us. In this booklet you will find curriculum content intended for the school year. You might find some adjustments are made through the year as we adapt to the social distancing measures currently in place in classrooms. The Grade 1 team look forward to a fantastic year ahead. Kind regards, Blathnaid Rooney Grade 1 leader Leopards class

Blathnaid Rooney – Grade Leader/ Grade 1 Leopards JO46 I am excited to take on the new role as grade 1 leader this year. This is my 10th year teaching in JBS. I am from a small country village in the heart of Ireland. I complet- ed a Bachelor of Arts in Spanish and Human Geography before graduating in a post graduate diploma in primary education. Prior to JBS, I taught for a year in an inter- national school in Abu Dhabi. I’ve always been passionate about education and the impact and influence we have on shaping the future generation. I enjoy using inno- vation and creativity to ensure learning is a fun, engaging and memorable experi- ence for all students in my class. During my spare time I enjoy unwinding with a good book and taking scenic walks but am now generally kept busy running around after my wonderful energetic toddler. Shereez Dharsey- Grade 1 Camels JO45 Hi I’m Shereez and I am from South Africa and grew up in the UAE. Prior to earn- ing a PGCE from England, I earned a Bachelors of Arts in International Relations and a Masters Degree in Law. I spent two years working in Vietnam, where I worked in charities and taught English as a Second Language in government schools. I returned to the UAE and joined the JBS team in 2017. I am passionate about developing confidence and mindfulness in students for them to achieve their full potential. Neha Sachdev – Grade 1 Foxes B002 I am excited to be a Grade 1 teacher this year! Like most other third-culture kids, I come from several different backgrounds. My family is originally from India, how- ever I was born in Singapore and then moved to Thailand with my family where I grew up, went to school, and started my career in Education. This is my 5th year teaching at JBS and 10th year as a PYP educator. Before moving to Dubai and being part of the JBS team, I taught in a PYP school in Bangkok, Thailand. But even be- fore getting in the classroom, I did my Bachelors in Business with a major in Mar- keting, but after one month teaching young children at summer camp, I decided to make a career switch. I went on to continue studying and then got my teaching li- cense in International Education and a Master’s of Education from The College of New Jersey, and over the years have grown to become very enthusiastic about the PYP curriculum. I am extremely passionate about being around young learners, as I believe their natural curiosity and wonder for the world around them aids them to grow as unique individuals that add value to their greater community. When I am not spending my time in school, I enjoy relaxing at the beach, trying out new cui- sines, and travelling to see different parts of the world (although that’s o5n hold for now!).

Starting and finishing time During social distancing measures students are able to come into the classroom at 8 am (it is not permitted to go to the homeroom until this time). Please follow the cur- rent guidelines for arrival and departure from school. If your child arrives to school after 8:30am they must get a late slip from reception before they come to their home- room. Water bottles It is important that your child stays hydrated during school time. All students must have a water bottle packed into their bags. As we have been required to removed refill stations, please make sure your child has enough water for the entire day. School uniforms Please ensure your child wears the correct school uniform to school every day, this includes their footwear (unless your child has PE). Students must wear their P.E. uniform on swimming days. Your child will need to have a swimming cap, goggles, swimsuit, flip flops and a towel on their swimming day. Please ensure both school and PE uniforms are clearly labelled with your child’s name. PE days Leopards – Monday and Wednesday Camels – Sunday and Wednesday Foxes – Monday and Wednesday Swimming days Swimming is postponed until further notice

General Information Library days We have introduced a mobile library service, adhering to strict guidelines. The mobile library service will visit the grade 2 classes every Tuesday. The chil- dren will be able to borrow two books each week. Home learning Home learning will be starting at the week beginning of October 4th. Your child will be required to complete their home learning every week. Home learning will consist of spelling words, reading books and teacher selected tasks on Mathletics. Special items Children must leave special toys, devices or games at home. Any such items will be confiscated by the home- room teacher and returned to the student at the end of the day. It is your child’s responsibility if these items are broken or lost if they bring them into school. Buses Students will be collected by the bus assistant at the end of the day in their homeroom classes. All transportation changes must be in writing. Notes can be sent in the morning of the change or via email. In case of an emergency, call the office to notify us of a change. Parent Reps 7 Each homeroom needs a parent rep to help communi- cate information from the teacher to all parents. If you would like to do this role, please make it known to your child’s homeroom teacher. If you are unsure about what the job entails, please come and talk to your class teacher who will be happy to answer any questions.









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Oral Language: Listening and Oral language encompasses all aspects of listening and speaking – skills that are essential for ongoing development, for learning and for relating to others. Listening (the receptive mode) and speaking (the mode), work together in a transactional process between listen- ers and speakers. Listening requires active conscious attention in or- der to make sense of what is heard. Oral language involves recognizing and certain types of language according to the audience and purposes (e.g. language used at home, the language classroom, the language of play, language of inquiry, conversations with peers, giving instructions, Written Language: Reading is a developmental process that involves constructing meaning from text. The process is interactive involves the reader’s purpose for reading, the reader’s prior knowledge and experience and the text Enthusiasm and curiosity are essential ingredients in promoting the desire to read. Children of all ages need experience and enjoy a wide variety of interesting, informative, intriguing and creative reading Children learn to read by reading. In order to develop lifelong reading habits, learners need to have periods of time to read for pleas- ure, interest and information, experiencing an extensive range of quality non-fiction texts. As learners engage with interesting and ap- pealing texts, appropriate to their experiences and developmental phase, they acquire the skills, strategies and conceptual understanding necessary to competent, motivated, independent

Written Language: Writing is a way of expressing ourselves. Writing is primarily concerned with communicating meaning and intention. When children are encouraged to ex- press themselves and reveal their own “voice”, writing is a genuine the individual. The quality of expression lies in the authenticity of the message and the desire to Over time, writing involves developing a varie- ty of structures, strategies and literary techniques (spelling, plot, character, punctuation, voice) and applying them with increasing skill and effec- tiveness. The writer’s ability communicate his or her intention and share meaning takes precedence over accuracy and the application to Accuracy and skills grow out of the process of producing meaningful communication. Children learn to write writing. Acquiring a set of isolated skills will not turn them into writers. It is only in the process of sharing in written form that skills are developed applied refined to produce increasingly effective written Visual Language: viewing and Viewing and presenting are fundamental processes that are historically and universally powerful and significant. The receptive processes (viewing) and ex- pressive processes (presenting) are connected and allow for reciprocal growth in understanding; neither process has meaning except in relation to the other. These processes using and constructing visuals and multi- media in a variety of situations and for a range of audiences. They allow students to understand the ways in which images and language in- teract to convey ideas, values and beliefs. Visual texts may be paper, electronic or live, observable forms of communication that are consciously constructed to convey meaning and immediately engaging viewers, allowing them instant ac- cess to Examples of visual texts include: advertisements, brochures, com- puter games and programmes, websites, posters, maps, charts, graphs,

Mathematics has become a highly effective tool for solving problems. In the IBPYP, mathematics is viewed as a vehicle to support inquiry, providing a global language through which we make sense of the world around us. It is intended that students become competent users of the language of mathematics and can begin to use it as a way of thinking, as opposed to seeing it as a series of facts and equa- tions to be memorized. The study of Mathematics is organized under five strands: Data Handling, Measurement, Shape and Space, Pattern and Function and Number. For each strand students are actively involved in acquiring their own mathemati- cal understanding by constructing their own meaning starting with exploring their own personal experiences, understandings and knowledge. Since mathemat- ics is to be used in real-life situations it is taught in relevant, realistic contexts, ra- ther than by attempting to impart a fixed body of knowledge directly to students. Children learn mathematics through the following stages: constructing meaning, transferring meaning and applying with understanding. Mathematics is taught through a hands-on approach. Manipulatives are used to help students progress from concrete to pictorial to the symbolic levels of understanding of mathematical concepts. Students work in cooperative groups, individually or as a whole class. Teachers look for ways to challenge and stretch the more math-able students lat- erally before moving vertically within the programme.  The math component of the curriculum also provides opportunities for students to practice the following skills: • Count, sort, match and compare objects, shapes and numbers • Recognize and continue patterns (and relationships) • Use mathematical vocabulary and symbols (including informal mathemat- ics) • Develop and implement/trial strategies for investigating a range of mathe- matical questions or problems • Select and use appropriate mathematics (operations, computations and units) to solve numerical and word problems • Make reasonable estimates  Analyse, make predictions and infer from data  Become confident and competent users of technology in mathematics learning

In the PYP, Science should be driven by concepts and skills rather than by content. The key concepts are identified in each unit of the POI. The PYP science curriculum map is influential in driving the curriculum and the related concepts provide further understanding of the subject area and guide inquiry. In Science the knowledge components are arranged into different strands: Living Things, Earth and Space, Materials and Matter andForces and Energy. The four strands do not need to be taught each year, but there needs to be a balance throughout the programme of in- quiry. In addition to these strands, students will identify and reflect on “big ideas” by making connections between the questions asked and the con- cepts that drive the inquiry Science provides opportunities for students to engage in scientific investi- gations by making accurate observations, handling tools, recording and comparing data and formulating explanations using their own scientific experiences and those of others. Students will gain experience in testing their own hypotheses and thinking critically about the perspectives of oth- ers in order to further develop their own ideas. The science component of the curriculum also provides opportunities for students to practice the fol- lowing skills: • Observe carefully in order to gather data • Use a variety of instruments and tools to measure data accurately • Use scientific vocabulary to explain their observations and experiences • Identify or generate a question or problem to be explored • Plan and carry out systematic investigations, manipulating variables as necessary • Make and test predictions • Interpret and evaluate data gathered in order to draw conclusions • Consider scientific models and applications of these models (including their limitations).

The knowledge component of social studies in the PYP is arranged into five strands: human systems and economic activities, social organiza- tion and culture, continuity and change through time, human and natural environments and resources and the environment. These strands do not have fixed boundaries; many areas will necessarily overlap with each other and with other subjects such as mathematics, arts, and personal, social and physical education (PSPE). In the PYP, social studies is essentially about people: how they think, feel and act; how they interact with others; their beliefs, aspirations and pleasures; the problems they have to face; how and where they live (or lived); how they interact with their environment; the work they do; and how they organize themselves. The UAE Social Studies curriculum is embedded within the so- cial studies learning engagements of the PYP. Social studies in the Primary Years Programme Social studies scope and se- quence4All curriculum areas provide an opportunity to utilize the approach- es to learning. The social studies component of the curriculum also provides opportunities for students to: • Formulate and ask questions about the past, the future, places and society • Use and analyze evidence from a variety of historical, geographical and so- cietal sources • Orientate in relation to place and time • Identify roles, rights and responsibilities in society