PYP 1 handbook 2017-18

PYP-1 Symbiosis International SchoolThe IB Primary Years Programme Student Handbook 2017-181

PYP-1 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-1IB PYP Curriculum Model About the PYP Program ModelThe Primary Years Programme (PYP) for students aged 3 to 12(EYP1 to PYP 5) focuses on the development of the whole child inthe classroom and in the world outside. We encourage a positiveattitude to learning by encouraging students to ask challengingquestions, to reflect critically, to develop research skills, and tolearn how to learn.The IB Learner profile develops a well-rounded and international-minded student. The curriculum is transdisciplinary, meaning itgoes beyond subject areas. The curriculum framework includes 5essential elements: knowledge, skills, concepts, attitudes andaction. The PYP is arranged according to a written, taught andassessed curriculum. The PYP prepares students to become active,caring, lifelong learners who demonstrate respect for themselvesand others and are able to participate in the world around them.The PYP focuses on the development of the whole child as aninquirer, both within and beyond the classroom. 3

PYP-1The 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-1Caring 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-1The 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-1Enthusiasm: 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-1The 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-1 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-1 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-1CommunicationGood 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 besent 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-1year. The selection process may involve teachers and students. Theformat changes as the students move from EYP 1 – Grade 5.Portfolios show an increasing ability of the student to self-reflect.The portfolio is used as a way of sharing learning of the studentwith others 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 LeenaGahilot : [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-1Homework 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-1Mark 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-1PYP Faculty(2017-2018)1 Huma Shaikh EYP Coordinator PYPCurriculum2 Nadia Patel Coordinator PYP Communication3 Leena Gahilot Coordinator4 Komal Mutha EYP 15 Sharon Marian6 Huma Shaikh EYP 17 Jasmine Hajiyani EYP 28 Shweta Sengupta EYP 29 Naziya Shaikh EYP 210 Pranita Konjere EYP 311 Laveena Saldanha EYP 312 Amynah Merchant PYP 1 A13 Anjali Motwani PYP 1 A14 Aditi Awatade PYP 1 B15 Monali Salunke PYP 1 B PYP 2 A 15

PYP-116 Monica Vaid PYP 2 A17 SameeraNavodiya PYP 2 B18 PoojaOberoi PYP 2 B19 Manjushree Mehta PYP 3 A20 RachnaNayak 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-134 Trupti Nimbalkar Marathi35 Rashmi Gupta ICT36 New Teacher ICT37 SavithaPais EYP Music38 Jordan James PYP Music39 MohiniYadav 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 NutanKamble French49 Dipsikha Mishra Teacher Librarian50 Divya More Spanish 17

PYP-1PYP 1 Programme Of Inquiry Year 2017-18Unit of Theme : How we organize ourselvesInquiry 1 Central Idea: People use organizational skills to plan and carry out activities effectively Lines of Inquiry  Concept of self organization  Importance of organizational skills at school and home  Selecting an appropriate course of action or behavior Concepts : Responsibility, Reflection Related Concepts : Safety, teamwork, conflict, leadership, goal setting Subject Focus : P.S.P.EUnit of Theme :How the world worksInquiry 2 Central Idea : All living things go through a process of change Lines of Inquiry  Patterns of growth  Living things change over the life time  Factors that can influence life cycle Concepts : Form, Change, Causation18

PYP-1Related Concepts : Classification, growth,animal, habitat, plantsSubject Focus: ScienceUnit of Inquiry 3 Theme : Where we are in place and time Central Idea: Interpretation of artifacts contributes to our understanding of people’s histories. Lines of Inquiry  How people recognize artifacts  How artifacts contribute to our understanding of the past  The value of preserving artifacts from the past Concepts :Form, Function, Reflection Related Concepts : Artifacts, history and value Subject Focus : SSTUnit of Theme :Sharing the planetInquiry 4 Central Idea: Plants sustain life on earth and play a role in our lives Lines of Inquiry:  Types and characteristics of a plant  Importance and uses of plants  Our responsibility towards plants Concepts : Function, Form, Responsibility Related Concepts : Plants, growth, classification, conservation, interdependence 19

PYP-1Subject Focus :ScienceUnit of Theme : Who we areInquiry 5 Central Idea : Different organs help in the growth and function of the human system Lines of Inquiry  Understanding the different organs of the system  Functions of organs in a system  Ensuring smooth function of the body system Concepts : Form, Function, Connection Related Concepts : Growth, system(respiratory and digestive), body form, body control Subject Focus: Science and P.S.P.EUnit of Theme : How we express ourselvesInquiry 6 Central Idea : Stories help us imagine and express ourselves Lines of Inquiry:  Different kinds of stories.(Fable, fairy tale, folklore, myth)  How to construct an effective story  Expressing through stories Concepts : Form, Connection, Perspective Related Concepts: Interpretation, Imagination, Communication Subject Focus: Language Arts, Art (Drama)20

PYP-1 Language ArtsReading  Explore and enjoy a range of literary genres  Participate in shared reading, posing and responding to questions  Make connections between personal experience and story book characters  Express opinions about the meaning of a story  Be able to comprehend and gather information from the printed text  Enrich vocabulary by self reading and read aloud sessions  Readers for the year:- Stories of the witches and HeidiWriting  Use their own experience as a stimulus when drawing and writing  Enjoy writing and value their own efforts  Show curiosity and ask questions about written language  Participate in shared writing to create a whole passage or a story  Write to communicate a message to a particular audience  Understand that there are different text style  Application of frequently used words and new vocabulary in their own written work.  Illustrate their own writing in different forms  Text Style for the year:- Prompt writing, Procedural writing and Narrative writingListening and Speaking  Use gestures or words to communicate ideas  Listen and respond to picture books 21

PYP-1  Understand simple questions and respond with actions or words  Use language to address their needs, express feelings and opinions  Use oral language to communicate during classroom activities, conversations and imaginative play  Talk about stories, writing, pictures, models they have created  Realize and appreciate that people speak in different languages  Begin to communicate in more than one language  Listen attentively and respond actively to read aloud situationsGrammar and Vocabulary  Dolch Sight Words  Diagraphs and blends  Creating simple sentences  Using appropriate punctuations (Capital, full stop, question mark, exclamation mark and Comma)  Nouns(common and proper noun)  Articles :a and an  Singular and Plural  Pronouns  Verbs  Adjectives  Preposition  Compound words  Vocabulary Building  Synonyms and Antonym 22

PYP-1MATHEMATICS DATA HANDLING Sort and label objects into sets by one or more attributes Collect information and then display the data by sorting Understand the purpose of graphs and be able to read a pictograph and a simple bar graph Flowchart, sequencing, mind map, Carroll diagram and Venn diagram MEASUREMENT Estimate, measure, label and compare using standard and nonstandard methods of measurement of length, mass and capacity Use a calendar to determine the date, to identify the sequence of days of the week and months of the year Read and write time to the hour and half past Currency :- Recognition of 5,10, 20, 50, 100, 500, 2000 rupees and addition of denominations SHAPE AND SPACE Identify and describe different 2D and 3D shapes Sort and compare shapes referring to corners and sides 2D shapes- Circle, Triangle, Rectangle, Square, Oval and Semi Circle 3D shapes:- Sphere, Cone, Cube, Cuboid, Cylinder and Pyramid Learn directions left, right, forward and backward PATTERN AND FUNCTION Identify and create simple patterns around us Recognize, describe and extend patterns in numbers like odd, even, repeated addition, 1 more than and 1 less than Skip Counting in 2’s,3’s, 5’s and 10’s23

PYP-1 NUMBER Read, write and model numbers upto 1000 Using Number line for various operation Count, compare and order numbers upto 100 (backward counting). Number names upto 500 Create word problems using real life situations Introduction to Place Value : ones, tens and hundreds Read, write and model addition and subtraction upto 3 digit numbers Recall mentally addition and subtraction facts upto 2 digit number Use fraction names like half, whole, 1/4 and 3/4 to describe parts (to be linked with the unit on time) Ordinal numbers upto 10 Second Language (2L) The main goal of second language is to introduce students to the Languages and culture with a communicative approach. A Transdisciplinary approach is followed, wherein the language is integrated into all areas of the curriculum. This enriches student’s personal knowledge with different perspectives and helps grow in today’s global world. The children can choose one language from French, Hindi, Spanish and ESL where applicable. French Listening and Speaking Students will be able to-  Greet and introduce each other  Understand, implement and enact the simple classroom instructions.  Listen and create a fluency in pronouncing the alphabets and vocabulary words based on, 24

PYP-1  Colors, shapes, days of the week, months of the year, my family and my house.  Rhymes and short stories.Reading & WritingStudents will be able to-  Read and write the alphabets and vocabulary words with appropriate accents.Viewing and presenting  Role plays and dialogue formation based on the learnt concepts.  Presenting the rhymes with appropriate gestures.  Enacting the classroom instructions.  Presenting the learning’s based on the culture of France HindiListening and Speaking-Students will be able to- Follow classroom instructions, showing understanding Greet others in Hindi and make polite inquiries Introduce themselves in Hindi Listen to and enjoy stories, show understanding By responding in oral or visual form Sing Hindi rhymesReading & WritingStudents will be able to- Identify and write all the letters (consonants and vowels) 25

PYP-1Read and write simple words (without matra)Read and write simple sentences with these wordsIdentify and read ‘Aa’ matra wordsVocabulary Counting till 20 Name of different things (Colours, Days, Body parts, Classroom objects, Fruits, Vegetables etc) New words related to their UOIs SpanishListening and Speaking-Students will be able to-  Learn phonetics  Greet one another in Spanish  Introduce themselves and their family.  Count numbers from 0 to 10 and know it’s application in different situations.  Identify colors and shapes and answers questions related to them.  Learn days of the week, months of the year and seasons.  Identify parts of the body mentioning right and left.  Present some fruits and vegetables.  Learn vocabulary and identify objects in the class and surroundings including pets animals.  Know a little about Spanish culture and its important aspects. The ESL Programme 26

PYP-1ESL 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 and communication skills.Students will be able to-  Acquaintance to the state language  Listen to instructions in Marathi.  Recitation of rhymes and listening to stories.  Vocabulary- Names of ( fruits, animals, colours, days of the week.etc.), Numbers (1 to 10) 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.Learning Outcomes:- 27

PYP-1Creative Exploration and Expression: Students have theopportunity to develop their imagination skills and creativity andapply them in a variety of dramatic situations. · Engage in imaginative play using a range of sources as stimuli, for e.g. Personal experiences, stories, objects and pictures. · Explore familiar roles, themes and stories dramatically. · Value imaginary creationsTechnical Incorporation: Students develop their understanding ofsome of the technical aspects of the drama process such as script,stage directions and management of props.  Act out a mime, a situation using props and/ or costumes.  Follow simple stage directions  Memorize a brief dialogue.Performance: Students develop and portray characters and remainin role in a given situation by using voice, body and gestures.  Develop the ability to cooperate and communicate with others using Drama.  Portray a character in a given situation.  Explore basic bodily movements and the use of space.  Be able to improvise through dramatic action with a partner.  Develop an awareness of the relationship between voice and body.Personal and Social Development: Students develop social skillsand are able to work independently and co-operatively in smallgroups.  Begin to understand appropriate behavior in drama, for e.g. as an audience member or as a performer.  Work independently with self-confidence. 28

PYP-1 Share ideas with a partner or a small group.Reflection, Evaluation and Appreciation: Students take time toreflect on their own work and the work of others in order toenhance performance.  Display audience etiquette and appropriate responses.  Talk about how they feel when creating and sharing their work.  Express their favorite and least favorite part of a story, play or short film.Drama in Society: Students discuss experiences of performingarts; explaining the way a story was communicated, recognizingtheatrical conventions and effectively distinguishing betweendifferent elements of performance. Experience live performances. Discuss performing art experiences. Respond to stories, scripts and plays from other time and places.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 toactively explore the visual arts within and across a variety of local,regional, national, international and intercultural contexts.Students will be able to Learn………Elements of Arts  Line, Shape, Color, Form, Texture, SpacePrinciples of design  Balance, Emphasis, Gradation, Repetition29

PYP-1  Style of different artist to be studied & implemented  Creative activities through crafts  Still life  About Pop Art and Cubism  different projects related to the unit  Know 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. MusicMusic plays a very important role in our everyday life. Theinculcation of music in a child during his/her primary years willbring about significant development of one’s age, nature andinterests. Maximum development of a child take place during theinitial years of learning, hence many aspects of music are broughtinto consideration like the development of music skills is animportant aspect of learning music. Music can be analyzed byconsidering a variety of its elements, or parts, individually ortogether.The elements include: Tempo, Rhythm, Melody, Harmony,Timbre, Form and Dynamics.The students will be able to: o Develop their ear to differentiate between notes and tones. (Pitch differentiation). o Understand the use of instruments in music. o Learn about different styles of music. (genre, culture) o Learn to develop vocal and listening skills. o Learn to create and perform in a group. 30

PYP-1 Physical Education (PE)AthleticsStudents Learning Expectations-Develop the basic techniques of Running, Throwing and HurdlecrossingLearn the basic rules and Drills of the ActivitiesUnderstands the importance of safety regarding these activitiesBecome involved in games and events that develop the skills ofjumping & throwing techniquesEvaluate their Athletic performanceUnderstands how to improve their performance in Athletic EventsHealth related ActivitiesStudents Learning Expectations-Increase their physical activity and physical fitness level throughagility, speed and flexibilityWarm up and stretching exerciseBecome aware of the importance of Physical activity and FitnessTo aware that rest is important of a healthy lifestyleDemonstrate safety when exercisingHygiene safety during gamesPostureGamesStudents Learning Expectations-Being exposed to a variety of equipment used for catching,fielding, dodging 31

PYP-1Students will participate in activities which develop spatial andLocomotors skillsStudents will participate in lead- up and modified games and sportsEngage in games that have minimal amount of rulesShare ideas clearly and confidently 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 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. 32

PYP-1 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 from different literary genres and formats. Write and share a book review.• Apply the Super 3 research model to research on different topics based on units as per the POI and any research work based on books/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 ……..  Basic operations and concepts o Functions of different parts of the computer o Uses of Computer o Starting and switching off the computer o Responsible use of computer equipment’s  Basic skills like open and save documents 33

PYP-1  Keyboard skills  Drawing Skills using MS – Paint, Tux Paint.  Research skills  Integration of UOI through software’s like Ms Word, online websites  Interactive games  8 weeks Animation workshop: GIMP is a free application similar to Photoshop which the student can use to create amazing digital graphic and do image manipulation to pictures like making black and white photo colorful or even creating a new image by mixing different images. o They will learn to create digital graphic, Image Manipulation, Create New Image by mixing different images 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. 34

PYP-1 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. 35