PYP 2 handbook 2017-18

PYP-2 Symbiosis International SchoolThe IB Primary Years Programme Student Handbook 2017-181

PYP-2 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 Vasudhaiva kutumbakam, 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-2IB 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-2The 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-2Caring 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-2The 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-2Enthusiasm: 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-2The 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-2 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-2 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-2CommunicationGood 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-2year. 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-2Homework 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-2Mark 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-2PYP Faculty(2017-2018)1 Huma Shaikh EYP Coordinator2 Nadia Patel PYPCurriculum3 Leena Gahilot Coordinator4 KomalMutha PYP Communication Coordinator5 Sharon Marian EYP 16 Huma Shaikh7 Jasmine Hajiyani EYP 18 ShwetaSengupta9 Naziya Shaikh EYP 210 PranitaKonjere EYP 211 LaveenaSaldanha12 Amynah Merchant EYP 213 Anjali Motwani14 AditiAwatade EYP 315 MonaliSalunke EYP 3 PYP 1 A PYP 1 A PYP 1 B PYP 1 B PYP 2 A 15

PYP-216 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 AlizaePardiwala 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 BeenishKhetani PYP 5 B31 KavitaBhasein Math Lab32 Shalini Arora Hindi33 Vasundhara Desai Hindi 16

PYP-234 TruptiNimbalkar Marathi35 Rashmi Gupta ICT36 New Teacher ICT37 SavithaPais EYP Music38 Jordan James PYP Music39 MohiniYadav PE40 MrunaliniGaikwad PE41 Nishi Prasad Art42 AkshataSawant Art43 Nikita Johnson Drama44 InshiyaLala Drama45 LishaPardeshi ESL46 Monomita Nandi ESL47 RumjhumMazumder ESL48 NutanKamble French49 Dipsikha Mishra Teacher Librarian50 Divya More Spanish 17

PYP-2PYP 2 Programme of Inquiry Year 2017-18UOI 1 Theme: Who we are Unit of Inquiry: Effectively solving problems requires communication, trust and an open mind. Lines of Inquiry:  The importance of communicating our thoughts and ideas.  Trust and an open mind can greatly increase success.  The different ways problems can be solved. Concepts: Responsibility, Reflection and Perspective Related Concepts: conflict, teamwork Subjects Focus: PSPE ,Language arts.UOI 2 Theme: Where we are in place and time Unit of inquiry: Settlements are found in similar types of locations, all over the world often for very similar reasons. Lines of inquiry:  Geography around the world.  The relationship between location and settlement. -  Determining the location of two contrasting settlements Concepts : Form, Causation, connection Related concept: Structure, consequences, relationships Subject Focus: Social StudiesUOI 3 Theme: How we organize ourselves 18

PYP-2 Unit of Inquiry: Transportation system directly impacts the needs of the community. Lines of Inquiry:  Development of transport system  Purpose of different modes of transport  Systems of transportation respond to changing needs Concepts: function, change and connection Related Concepts: Transportation, History and progress Subjects Focus: Social studiesUOI 4 Theme: How we express ourselves Unit of Inquiry:Through visual art people communicate personal ideas thoughts and emotions. Lines of Inquiry:  Elements of art  People can express their uniqueness through visual arts  The role of visual art in society. Concepts: Perspective, Form Related Concepts: Performance. Subjects Focus: ArtUOI 5 Theme: Sharing the planet Unit of Inquiry: Living things have certain requirement in order to grow and survive. Lines of Inquiry:  Classification of animals  Animals adapt to their environment  Interdependence of humans and animals Concepts: Form, change, connection Related Concepts: Living things- animals, classification, adaptation 19

PYP-2 Subjects Focus: ScienceUOI 6 Theme: How the world works Unit of Inquiry: Understanding the properties of air allows people to make practical application Lines of Inquiry:  Air is predictable because of its properties  People use air in different ways  Relationship of air with sound Concepts: Form, Function, connection Related Concepts: Earth and space Subjects Focus: Science Language ArtsReadingStudents will: ● Read variety of prose and poetry for enjoyment ● Encourage learners to evaluate character, make personalized assessments of events ● Continue with vocabulary development ● Read factual and inferential comprehension ● Participate in daily reading for independent and instructional purposes ● Use reference books and dictionary independently ● Identify and explain the basic structure of a story—beginning, middle and end ● Use storyboards, comic strips to communicate story elements ● Class Readers - The Wizard of Oz by L.Frank Baum &Wasim One Star by Chris Ashley 20

PYP-2WritingStudents will:● Learn to write with developing legibility and fluency● Learn to rewrite using correct punctuation● Plan, edit, and review their own writing● Learn the correct methods of writing a paragraph● Write a paragraph analyzing a picture● Organize ideas in a logical sequence, for example, write simple narratives with a beginning, middle and end● Be introduced to peer editing● Writing style -descriptive and narrative● Informal writing- invites and greetingsListening and SpeakingStudents will: ● Listen and enjoy sounds of language (intonations, voice tones, read aloud, stories) and represent ideas in oral or visual form ● Listen to prose and poetry to identify details ● Listen for main ideas ● Demonstrate growth in vocabulary and language structures to express ideas ● Formulate and ask a wide variety of questions ● Participate in a variety of dramatic activities, for example, role play, puppet theatre, dramatization of familiar stories and poems Grammar Students will learn: ● Nouns- Singular and plural -s, es, ies, Countable and uncountable, Gender, Common, proper and collective nouns. ● Articles- A, An [Indefinite articles], The [Definite article] ● Pronouns- Personal pronouns, Possessive pronouns 21

PYP-2 ● Punctuations- Capital, Full stop, Comma, Exclamation mark, Question mark ● Verbs- Action words ● Tenses- Past, Present, Future ● The Sentence [Jumbled sentences, frame sentences] ● Forming questions – use of ‘wh’ words. ● Adjectives- describing words[ quantity , quality and time, degree of comparison ] ● Prepositions [ above, under, between ,behind, before, after, in front, near, towards, across, along] ● Conjunctions [use of and, but, because] ● Expand their spelling mastery by utilizing basic phonetic skills, develop basic phonic skills (consonants, vowels, blends digraphs and word endings) ● Learn more about Homophones, Synonyms and Antonyms to expand their vocabulary ● Vocabulary Development MATHEMATICSDATA HANDLING● Sort and label objects into sets by one or more attributes.● Discuss sorting of data into Venn diagram.● Understand the purpose of graphs● Read, create and interpret a simple pictograph, bar graph and tally marks MEASUREMENT● Measure, label and compare units of measurement of length mass and capacity and formal and informal methods of measurement● Use a calendar to determine the date, to identify the sequence of days of the week and months of the year. 22

PYP-2● Identify and compare lengths of time- hours, days, weeks, months, years.● Read and write time to the hour, half past and quarter past.● Money - Indian Currency- pictorial addition using different denominations. SHAPE AND SPACE● Sort, Describe, Compare, Name and Model the different 2D, 3D shapes according to its properties● Concept of symmetry and asymmetry. Look for patterns of symmetry and identify the line of symmetry.● Learn directions. Left, right, forward, backward PATTERN AND FUNCTION● Identify patterns around us.● Recognize, describe and extend patterns in numbers like odd, even, skip counting, 2s, 3s, 4s, 5s, and 10s.● Identify patterns and rules for addition e.g. 3 + 4 = 7 also 4 + 3 = 7. (commutative property )● Rules for subtraction and followed by relation between addition and subtraction through number bond. e.g. 3 + 4 = 7; 7 - 3 = 4.● Complete simple patterns. NUMBER● Read, write and model numbers up to 999.● Count, compare and order numbers up to 999, before, after, between. Expanded notation.● Concept of multiplication being repeated addition.● Multiplication tables from 2-10.● Introduction to division● Use of mathematical symbols to explain our thinking or problem solving 23

PYP-2● Read , write and model addition and subtraction (2 and 3 digit carry over, borrowing)● Use fraction names like half and whole to describe parts● Ordinal numbers up to 50● Read and recognition of numbers up to 5000. Second Language (2L) The main goal of second language is to introduce students to the Languages and culture with a communicative approach. A Trans disciplinary 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, and Spanish. French Listening and Speaking- Students will be able to-  Introduce them by mentioning age, likes and dislikes.  Introduce the pet animals, and talk about the festivals and discuss the gift objects.  Classroom objects, transport systems and the simple action words.  Sentence formations with appropriate fluency and pronunciations.  Singing rhymes.  Listening to the audios and answering the questions.  Listening to the comic strips and repeating them. Reading & Writing Students will be able to- 24

PYP-2  Read out aloud and write the alphabets and vocabulary words with appropriate accents.  Reading the comic strips and short stories.  Reading the words with proper liaison’s (pronouncing the words with appropriate vowels and consonants at the end) Viewing and presenting Students will be able to- ● Enact the comic strips. ● Present the information about France and its culture. ● Enact the rhymes. Hindi-Listening and SpeakingStudents will be able to- Greet and make polite inquiries Introduce and talk about themselves Talk about their family, friends and school Describe a picture Sing Hindi RhymesReading & WritingStudents will be able to- Identify all Matras Read words with all Matras Read a simple text containing mixed matras. 25

PYP-2Identify, read and write compound lettersWrite simple sentencesVocabularySynonyms and antonyms (simple words)Counting till 40Name of different things (Colours, Days, Body parts,Classroom objects, Fruits, Vegetables etc)New words related to their UOIs SpanishListening and SpeakingStudents will be able to- ● Introduce themselves and their family members. ● Count numbers from 0 to 20 and know its application in different situations. ● Identify daily foods including fruits and vegetables. ● Learn vocabulary and identify objects in the surroundings. ● Engage in simple conversation using articles, correct gender and common verbs. ● Learn the Spanish titles for people who work in various professions. 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. 26

PYP-2 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. 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 20)Vocabulary Names of (Fruits, Animals, colours, days of the week etc.) Numbers (1 to 20) 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 are 27

PYP-2exposed to a variety of dramatic forms including Pantomime,Puppetry, Skits, Scripted drama etc.Learning Outcomes: -Creative Exploration and Expression: Students have theopportunity to develop their imagination skills and creativity toapply 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 creations· Participating in dramatic plays of an unfamiliar story or rhyme.· Work cooperatively towards a common goal taking an active part in creative experience· Value and develop imaginary roles and situationsTechnical Incorporation: Students develop their understanding ofsome of the technical aspects of the drama process such as script,stage directions, management of props, costumes and specialeffects· Act out a mime, a situation using props and/ or costumes.· Follow simple stage directions· Memorize a brief dialogue.· Share drama with different audiences by participating, listening and watching· Identify with characters through role-play development· Use performance as problem solving tool.Performance: Students develop and portray characters and remainin role in a given situation by using voice, body and gestures. 28

PYP-2 · 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. · Use performance as a problem solving tool. · Share ideas in more than one format, for e.g. mime, puppetry, shadow playetc.Personal 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 an audience member or as a performer respecting the personal space of others. · Work co-operatively towards a common goal taking an active part in a creative experience · Work independently with self-confidence. · Share ideas with a partner or a small group. · 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. · Display audience etiquette and appropriate responses. · Talk about how they feel when creating and sharing their work. 29

PYP-2 · 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 dramaDrama 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. · Experience live performances. · Discuss experiences of performing arts and the way a story was communicated. · Make connections between their own drama and that of others. · Respond to stories, scripts and plays from other time and places. MusicMusic is an art of sound in time that expresses ideas and emotionsin significant forms through the elements of rhythm, melody,harmony and colour. Every child may not develop into a musicalmaster but every child has the potential to benefit from all types ofmusic (classical, jazz, rock, blues etc) and the benefits arenumerous especially during child development.Learning outcome:In regards to child development and music the children will be ableto: o Identify the different sounds and beats. o Learn about basic music theory and music components. o Learn about the importance of time in music. 30

PYP-2o Explore vocal and physical abilities.o Learn to create music and instruments. Visual ArtsThe visual arts are an integral part of everyday life, permeatingall levels of human creativity, expression, communication andunderstanding.The 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 oflocal, regional, national, international and intercultural contexts.Conceptual understanding-Students will be able to Learn………Elements of Arts● Line, Shape, Color, Form, Texture, SpacePrinciples of design● Balance, Emphasis, Gradation ,Repetition● 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.Physical Education (PE) 31

PYP-2AthleticsStudents 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 32

PYP-2Students 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 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.Conceptual Understanding ● Information skills ● Lifelong Learning ● Literature 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, 33

PYP-2 and publisher. Select books and other materials independently for classroom assignments and personal interests.● Use Super 3 research model for finding and organizing information.● Understanding Academic Integrity & Avoiding PlagiarismLifelong learning:• Have knowledge of the public library. Apply the skills learned in the school library to other libraries. Demonstrate appropriate library behavior and book care. Recommend titles to other students based on personal experience.• Develop an appreciation for literature.Literature appreciation:• Recall and communicate about stories and characters.• Recognize and choose appropriate reading material fromdifferent literary genres and formats. Write and share a bookreview.• Apply the Super 3 research model to research on different topicsbased on units as per the POI and any research work based onbooks/authors. Information and communication technology (ICT) ICT aims at enabling the child to use a range of ICT tools in arelevant curriculum context. Use of ICT is encouraged to supporthis /her learning effectively and creatively.Students will be able to …….. ● Recap of Grade I ● Input-Process-Output ● Introduction to windows and Parts of the Window. ● Start Menu and its components. 34

PYP-2 ● Understand that technology is a source of information learning and entertainment. ● Discuss responsible use of technology resources at home or school. ● Building Word Processing Skills. ● Using the different software to draw, create graphic organizers like MS-Paint, Tux Paint, Ms-Word ● Google Earth. ● Research using internet ● Integration of UOI through online websites8 weeks Animation workshop on SYNFIG :Synfig Studio is free and open-source 2D animation software,designed as powerful industrial-strength solution for creating film-quality animation using a vector and bitmap artwork. It eliminatesthe need to create animation frame-by frame, allowing you toproduce 2D animation of a higher quality with fewer people andresources. They will learn to create Animation (Vector & Bitmapart work), create Animation Frame by Frame (Layers), andproduce 2D Animation. 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. 35

PYP-2The 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