General Curriculum Information
PYP Units of Inquiry
Mathematics
Language
Single Subjects
Tuition, CCAs and ECAs
Language Learners’ Programme (may be known as ESL)
Communication of Student Learning and Achievement
General Curriculum Information
Beginning to Understand PYP
The following information should help you understand the philosophy and provide you with a general overview of the PYP. This information is taken from the International Baccalaureate Organization’s Making The PYP Happen (2007).
The Learner Profile
The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. IB learners strive to be:
- Inquirers
- Knowledgeable
- Thinkers
- Communicators
- Principled
- Open-minded
- Caring
- Risk-takers
- Balanced
- Reflective
The PYP provides a curriculum framework of five essential elements:
- knowledge
- concepts
- skills
- attitudes
- action
Concepts: what do we want children to understand?
- form – what is it like?
- function – how does it work?
- causation – why is it like it is?
- change – how is it changing?
- connection – how is it connected to other things?
- perspective – what are the points of view?
- responsibility – what is our responsibility?
- reflection – how do we know?
Skills: what do we want students to be able to do?
- thinking skills
- social skills
- communication skills
- self-management skills
- research skills
Attitudes: what do we want students to feel, value and demonstrate?
- appreciation
- commitment
- confidence
- cooperation
- creativity
- curiosity
- empathy
- enthusiasm
- independence
- integrity
- respect
- tolerance
Action: how do we want students to act?
We expect successful inquiry will whenever possible lead to responsible action, initiated by the student as a result of the learning process and/or extend the learning process.
PYP Units of Inquiry
There are six units of inquiry (four in K1 and K2) covered each year under the following standard transdiciplinary themes:
Who We Are.
An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; rights and responsibilities; what it means to be human.
Where We Are In Time and Place.
An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationship between and the interconnectedness of individuals and civilizations, from local and global perspectives.
How We Express Ourselves.
An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.
How The World Works.
An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological; and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and ton the environment.
How We Organize Ourselves.
An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.
Sharing The Planet.
An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between the; access to equal opportunities; peace and conflict resolution.
Mathematics
We provide a range of focus lessons, child centred and hands-on activities as appropriate to their age and ability. These help to develop your child’s number, shape, space, patterning, matching, sequencing, measurement and comparison skills through the following strands; Number, Measurement, Geometry, Algebra and Data Handling. The activities and lessons include problem solving and the development of mathematical language.
Language
We provide an integrated, challenging and balanced Language programme. Most Language learning is integrated into and across Units of Inquiry and even addressed within Mathematics. Our Language programme incorporates Literacy, Sounds, Words, Sentences, Texts, Listening, Speaking, Viewing, Presenting, Reading, Writing, Foreign Language, Language Learner’s Programme (LLP) and Technology. To support language development we make use of many resources and there is “stand-alone” learning time dedicated to specific Language objectives such as handwriting practice and spelling lessons.
Single Subjects
Early Years Programme children will have two Mandarin, two PE, a Music, a Library and an Art session within their week. Junior Programme children will have two Mandarin, two PE, a Music, a Library, a Computer and an Art session within their week.
Tuition, CCAs and ECAs
Tuition by faculty
Co-curricular activities by the school (CCAs)
Extra-curricular activities by an outside agencies (ECAs)
These three activities are designed to support two of our school’s Mission Statements of providing students with a strong academic education which will encourage them to excel, whilst at the same time promoting active participation in the arts and sports and providing students with a supportive and constructive student-centred learning environment. We are committed to, within reason, providing additional time for students with their teachers. When necessary, whether for help or extension, students will be invited to attend tuition sessions, one morning and/or one afternoon, with their homeroom or year group’s teachers. Eligible students will be offered choice in attending CCAs. Eligibility of Kindergarten students will be based on student readiness which is at the discretion of the homeroom teacher. Choice, signing up, attendance and supervision for ECAs will be the responsibility of parents.
Further information will be provided about Tuition by your child’s homeroom teacher. Our Wider Curriculum Coordinator will provide details regarding CCAs and ECAs as appropriate throughout the year.
Language Learners’ Programme (may be known as ESL)
Supporting Language Development in the Language Learners’ Programme
Placement of students is as follows according to ability of individual student:
Beginner
Intermediate
Advanced
Beginner Language Learner -
This student has little to no English.
- K1 to Year 1:
This student will be immersed in the classroom. He or she will have one daily Language Learner’s Programme session of 45 minutes by the Teaching Assistant including letter-sound knowledge, listening and speaking, basic reading and writing skills. The Teaching Assistant will provide assistance and guidance in others areas of the curriculum daily and additional resources used when appropriate.
Full immersion in homeroom.
- Year 2 to Year 6:
This student will complete an appropriate programme to acquire the “basics” of English. The length of time taken will depend on each individual student’s progress and achievement. The homeroom teacher will register the student each morning before they are sent to the Language Learner’s Programme room. Students will receive specific language lessons on a daily basis and other curriculum learning experiences.
Suggested immersion into homeroom in Single Subjects (PE, Music, ICT, Art - teacher to notify when they can join in the students progress journals)
Intermediate Language Learner
-
This student has enough English to successfully begin further integration into Homeroom classes other than Single Subjects.
-
K1 to Year 1:
This student will be immersed in the classroom. He or she will have specific support by the Teaching Assistant as needed in English and guidance in others areas of the curriculum daily.
Full immersion in homeroom.
-
Year 2 to Year 6:
The homeroom teacher and the Language Learner’s Programme Team communicate regularly to gradually immerse students at a pace best suited for an individual’s confidence and ability. When immersing into the classroom teachers should have realistic expectations that the student is working towards listening, speaking, reading and writing for the year level. The homeroom teacher will register the student each morning and send the student to the Language Learner Programme according to his or her individual timetable. Students will receive additional and specific language lessons on a daily basis and some other curriculum learning experiences that are best taken with Language Learner Programme support.
Suggested immersion into homeroom in Mathematics then Language Arts (Handwriting, grammar lessons, guided reading, writing lessons)
Advanced Language Learner -
This student is ready to access their year level curriculum with specific Language Learner Programme support but may still need additional help for language rich tasks.
- K1 to Year 1:
This student will be immersed in the classroom. The Teaching Assistant will provide specific individual support when necessary taking into account the increasing difficulty in curriculum expectations as the year progresses.
Full immersion in homeroom.
- Year 2 to Year 6:
This student is almost entirely immersed in the classroom but will be attending the Language Learner Programme for additional and specific daily language lessons. The homeroom teacher will register the student each morning. Homeroom and single subject teachers will share up-coming plans with the Language Learner Programme Team so as to better prepare each individual student before he or she attempts language rich tasks within these lessons.
Suggested immersion into homeroom in Units of Inquiry.
Graduation
Students are ready to fully immerse into their homerooms and access the curriculum appropriately without support. The Language Learner’s Programme Team will follow up on these students and their progress in the homeroom. Homeroom teachers will liaise with the Language Learner’s Programme Team if resources are needed or if there are any concerns, will inform the Primary Leadership Team.
Communication of Student Learning and Achievement
Assessment, T.I.E.S, P.T.S.Cs and Reports
The Primary Team takes great care and spends much time developing a close rapport with your child and valuable links with his or her home. One of the most important cornerstones of successful student learning involves the partnership between you, your child and teachers. This is the basis of our T.I.E.S. (Triangular Information Exchange Sessions).
We will provide a focus for each T.I.E.S. throughout the year in the following order;
- Orientation during the first week of school
- Authentic Invitation to experience your child’s learning in action
- Parent Teacher Student Conferences over a two day period
- Re-orientation during the first week of semester 2
- A formal Primary Progress Report just after mid year
- Another Authentic Invitation to experience your child’s learning in action
- Additional Parent Teacher Student Conferences over a two day period
- A formal Primary Report at the end of the year
- Final week of Primary Ceremonies and Celebrations of Learning
The P.T.S.C. takes place twice a year, and these are designed as a chance for your child to display their work in their learning portfolio and to reflect upon their own work and attitudes in school. Teachers, students and parents will agree upon targets that students can focus on to improve upon their learning in the remainder of the school year. Parents and students must remember to bring along their child’s portfolio to refer to during the conference. Please note that the Parent Teacher Student Conferences are student free days. Both you and your child will be provided with a time, set by the school, to attend a meeting with your child’s homeroom teacher during one of these two days. So please note the dates now for your future planning (see school website).
The formal avenues of reporting are as follows:
- Assessment and Benchmarks: e.g. pre-assessment, formative assessment, summative assessment such as tests, tasks, observations, multiple choice, check lists, projects
- Reports: Brief Progress Reports include targets, student reflection, teacher comments but not necessarily results and End Of Year Reports include comments and results.
- Portfolio of Learning: include work samples, reflection and assessments
Purpose of TIES
Triangular Information Exchange Sessions (TIES) are an invitation into your child’s classroom to focus on learning. It is for teachers to share information regarding the curriculum and your child’s progress. It is for your child to share and celebrate their learning. It is for parents to be informed and an opportunity to be involved.
What TIES Looks Like
TIES covers the following aspects of formal communication of your child’s progress: Orientations, PTSCs, invitations for you to experience learning with your child, a formal Progress Report and a formal Primary Report.
More Information on PTSCs
Parent Teacher Student Conferences (PTSCs) are a three way conference where your child with their portfolio, parent/s and the homeroom teacher will attend. The teacher will send a copy of the PTSC form prior to the scheduled meeting. Please note that this form are notes for discussion not a formal report and may be typed or handwritten.
- The teacher will facilitate the sharing of your child’s progress with samples, questions and comments.
- Your child will be encouraged to speak the most and focus on their learning referring directly to their portfolio.
- The parent/s will listen, ask questions and comment during this process.
- From this discussion the student, teacher and parent/s will write next step targets for achievement on the PTSC form. A copy will be provided on request.
Please note: for PTSCs to proceed yourself/yourselves, your child and their portfolio must be in attendance. Due to the volume of work collected, Early Years children will have their portfolios kept at school but parents are welcome to make arrangements to access these with the homeroom teacher.
Portfolios
A portfolio is a record of students’ involvement in learning which is designed to demonstrate success, growth, higher-order thinking, creativity, assessment strategies and reflection.
Reports
Progress Report: Is a brief formal document from the school which indicates your child’s achievement during the first semester including progress made on the targets set during the first PTSC. It is issued after the end the semester 1.
Primary Report: Is a complete formal document from the school which summarizes your child’s achievement for the entire year. It is issued at the end of the school year.
Please note that these reports are the only original copy and are the responsibility of the parent to keep particularly when families need to provide their child’s next school with a copy.
Students Joining or Leaving Chatsworth During the School Year
Progress or End of Year Reports are designed to report on longer periods of learning and achievement. A Summary of Achievement letter will be provided by the school if your child arrives 6 or fewer weeks before the end of a semester or leaves the school prior to the day we issue reports.
School Certificate
If your child leaves our school then a school certificate will be available on request from our Admissions Office.
