Akal Academy,Baru Sahib Programme of Inquiry 2017 July
|
|
- Owen Taylor
- 5 years ago
- Views:
Transcription
1 Them es Who we are Akal Academy,Baru Sahib Programme of Inquiry 2017 July Where we are in place and time How we express ourselves How the world works How we organize ourselves 17 Sharing the planet Grad es 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. 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. 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. 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 on the environment An inquiry into the interconnectedness of humanmade systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment. An inquiry into rights and responsibilities in the struggle to share finite resources with other people and other living things; communities and the relationship within and between them; access to equal opportunities; peace and conflict resolution. Nur Each of us is special, Connection, How I see myself Our similarities and differences My talents Principled, caring and balanced Trans- disciplinary Skills: Social, Subject Focus, Social Studies, PSPE, Science, Arts The world is full of colorful patterns. Form, Change Colours around us Patterns around us Making new colours and patterns Inquirer Courageous and Reflective Trans- disciplinary Skills: Thinking Subject Focus Math, Arts, Science, language We adapt to seasonal changes. Causation, Change, Weather and seasons Change of seasons Seasonal fun and care Knowledgeable, Thinker and Reflective Trans- disciplinary Skills: Self Management Science, Social studies, Math, Arts Members of the community work together to help us Connection, Function and. People around me School as a community My responsibility towards the community Communicator, Knowledgeable and Open minded Trans- disciplinary Skills: Thinking Skills Social Studies, Arts,
2 We enjoy and grow with family and friends Toys have changed overtime. Dance is one way to express culture and feelings The world is full of sounds Play areas provide relaxation and require safety Living things share food and living space. LKG Causation, Connection,. Family and friends. Relationships Importance of family and friends. Open-minded and Caring Social Social studies, Arts, Math, PSPE Form, Function, Change Toys old and new Making and working of toys Future toys Inquirer, Thinker Research Skills, Thinking Skills Science, Social Studies, Arts, Form, Function, Different dance forms and movements Expressing feelings through dance. Exploring culture through dance Balanced, Communicator and reflective Skills :, Social Skills, Self management Arts, language, Social studies, PSPE Form, Causation Sounds around us How sounds are made Impact of sound Learner Profile Communicator and Inquirer Skills :, Social Studies, Science,, Arts Form, responsibility Play spaces and objects Ways to be safe Learner Profile Courageous, Principled and Caring Skills: Social and Self management skill Social studies, Arts, PSPE, Form, Function. Living things around us. Sharing food and space Consequences of sharing and not sharing. Inquirer, Knowledgeable : and Thinking skill Arts, Science, PSPE,
3 Choices affect our well being Family histories are unique Stories make us think and imagine Materials can be modified for our use Money can be used for our needs Plants and animals depend on each other Causation, Connection,. Form, Connection, Form, Function, Form, Change, Form, Change, Form, Connection, Function. UKG Being well and ill Factors affecting well being. Making healthy choices Caring, Balanced and Courageous Self management and Social Science, PSPE, Concept of family Family roots Relations within the family Learner Profile Caring, Inquirer and Knowledgeable Skills : Social, Thinking Social studies, PSPE, language Parts of a story Messages from stories Creating stories. Learner Profile Communicator, thinker and open minded Skills : Thinking, Arts, language Different materials that we use Re-shaping materials Making useful products Learner Profile Inquirer and thinker Skills:, Self management -Art, Science, language Money and its forms Evolution of money Spending and saving Learner Profile Balanced, Principled, Reflective Skills : Research Skills, Thinking Skills Social studies, Math, Plant and animal world. Plant-animal relationship Sharing the habitat with nature. Caring, Tolerance, Empathy Social Skills, Science, language
4 Behavior impacts people around and builds our profile. Homes are evolved and influenced by a variety of factors Folk Songs bring together tradition and melody. Our world is an interplay of light and darkness Signs and symbols help us to organize and be safe. Water sustains life and need to be conserved. 1 Causation, Function,, The way I behave Our rights and responsibilities My profile Learner Profile Open minded, Reflective, Principled` Social Skills and Self management PSPE, Social Studies, Form, Change, Causation Different types of homes Changes to homes over time Environmental influences on homes. Thinker, Knowledgeable Research Skills, Thinking Skills Social studies, Science, Math, Arts, language Form,, Folk songs Traditions passed through folk songs Creating a melodious folk song Open- minded, Reflective, Communicator Thinking Skills, Social Skills Arts, Social studies, Change, Causation, Light and darkness Formation of shadows Our response to light and darkness. Inquire and Courageous Skills:, Self Management Science, Math, & Arts Form, Function Connection. Signs and symbols How signs and symbols make life easier Signs and safety Communicator, Caring, Self management Math, Social studies, Arts, PSPE Form, Function, Water around the world Importance of water Responsible use of water. Caring and Balanced Social, Thinking, Science, Social studies, Math, language
5 2 Beliefs and traditions are celebrated in many ways Form, Causation, Celebrations around the world Reasons for celebrations Changing face of celebrations Open minded and reflective Social Skills, Social studies,, Arts, PSPE Transportation is an evolving network of vehicles and services. Change, Connection, function Evolution of means of transport Travel services Movement of goods and people Inquirer, Reflective, Math, Social studies, Arts, PSPE People use many languages to express themselves Form, Function s around us Form of language Purpose of language Communicator and Thinker, Thinking Skills, Social Studies Air is a natural resource that can cherish or perish life. Form, Function, Change Components and composition of air Importance of air Air quality and health Knowledgeable and Independence Skills: Thinking Skills, Science, Social Studies, Math,, PSPE Decisions by leaders can impact society. Connection, Function, responsibility Leaders in different fields Role of leaders Collective decision making Principled, Courageous and Balanced Social, Self- management Social studies, Math, Waste requires effective and responsible system of disposal. Causation, & Wastes produced around the world Impact on environment Waste management Reflective and Caring Self management, Social Science, Social Studies, Math, Arts, PSPE,
6 Choices and life styles are interconnected. Exploration can lead to discoveries, opportunities and new understanding. Monuments and artifacts represent cultural heritage. Technological advancements help in unfolding the universe. The journey from fiber to fabric influences environment. People resolve conflicts by different means. : Form, Connection, Diversity in life styles Choices and life styles Making informed choices : Change, Causation Purpose of exploration Explorations over time Consequences of exploration Connection,, Different monuments and artefacts Significance of monuments and artefacts Preserving the cultural heritage Function, Change, Connection The universe Advancement of technology Space and imagination Form, Function,. Different textiles Production and sale of textiles Environment friendly textiles : Causation, and Conflicts Resolution through different means Consequences of the choice of resolution. Thinker, Balanced and Reflective Knowledgeable, Thinker Inquirer, Caring and Knowledgeable Inquirer, Knowledgeable and Courageous Thinker, Caring and Communicator Openminded, Principled, Communicator 3 Thinking, Self Management, PSPE, Social Studies, Science, Math,, Thinking Social studies, Science, Math, language, Social Social Studies, Science, Arts, Skills:, Thinking Science, Social studies, Arts,, Thinking Social Studies, Math, Arts, Science. Social, Selfmanagement, Social studies, Science,, PSPE
7 : Systems within our body work together to sustain life. : All places on earth have special features that distinguish them from other places. : Print media uses texts and images to convey messages. : Machines work on scientific principles and can be improved. : A country s economy depends on its ability to produce and consume goods and services : Children worldwide come across a variety of challenges, risks and opportunities 4 : Form, Causation, : Human body systems Organ failure and transplant Care for the organs Caring, Balanced and Reflective Self management, Science, PSPE, Arts, : Change, Connection and Causation : Physical characteristics of earth. Mapping. Effect of geography on population and vice-versa Inquirer, Thinker and Knowledgeable Thinking, Research Social Studies, Math, Science, Arts, : Connection, and : Print media and us Ways to convey messages Impact of print media Communicator, Open minded and Courageous Social, Social Science, Arts : Form, Function and Change : World of machines Working of machines Fast changing world of machines Thinker and Inquirer Skills: Self management, Science, Social studies, : Connection, : Production and consumption Internal and foreign trade Rights and responsibilities of producers and consumers Thinker and Principled Thinking, Social Studies, Arts, Math, : Form,, Function : Challenges, Risks and opportunities children around the world face. Children s response to challenges, risk and opportunities Ways in which individuals and organizations protect children from risks. Balanced, Caring and Principled Social, Social studies, Arts,
8 5 We live in a differentlyabled friendly world :, Function,. Lines of Inquiry: Concept of ability and disability Services and advocacy for the differently abled. Challenges and opportunities Inquirer, Caring and Reflective Social Skills, Research Skills Science, PSPE, Social studies, Modern societies have evolved from past civilizations : Causation, Change and perspective Lines of Inquiry: Ancient civilizations Evolution of societies over the ages Societies in the future Thinker, Inquirer and Reflective Thinking, Social Social Studies, Arts,, Math, PSPE Performing arts are Exhibition Sustainable agricultural practices influence production and environment : Change, Connection and reflection Lines of Inquiry: Methods and Technology used by farmers Technology and agricultural production Eco-friendly farming Learner Profile Balanced, Courageous and Thinker Skills: Thinking, Science, Social studies and Governments can promote or deny social justice : Form, Function, Lines of Inquiry: Government systems. The laws of the land. Protection and violation of laws Learner profile- Open Minded, Principled Social,,Self-management Social Studies, Math, Biodiversity depends on maintaining the balance between organisms and habitat Form, Connection and reflection. Components of biodiversity. Interdependence in nature. Maintaining the balance Knowledgeable, Caring and Inquirer Communication research Skills:, Science, and Social studies
Southpointe Academy PYP Programme of Inquiry
Southpointe Academy PYP Programme of Inquiry The Programme of Inquiry is a dynamic document and will change throughout the year as teachers plan and reflect on units of inquiry. Kindergarten Programme
More informationPYP Programme of Inquiry for school year
PYP Programme of Inquiry for school year 2017-2018 Who we are An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including
More informationCentral Idea: People s beliefs influence their behaviour. Key concepts: perspective; reflection. Related concepts: diversity; perception
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;
More informationK. International School Programme of Inquiry
K. International School Programme of Inquiry 2015-2016 K1 Yearly Overview 2015-2016 WHO WE ARE nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships
More informationInternational School of Nice Programme of Inquiry PreK to Grade
Kindergarten Who we are nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights
More informationProgramme of Inquiry
Programme of Inquiry Berlin Cosmopolitan School January 2017 Year 1 Who we are Transdisciplinary Theme An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and
More informationLe Jardin Academy PYP Program of Inquiry
Le Jardin Academy PYP Program of Inquiry 2010-2011 Grade Level Who We Are: An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social, and spiritual health; human relationships
More informationProgramme of Inquiry EYP 1 &
Programme of Inquiry EYP 1 & 2 2016 2017 nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; communities, and cultures; rights and responsibilities; what it
More informationYEAR 2. T1: Week 1-6 T2: Week 4 Week 10 T4: Week 3 Week 8 T1: Week 7 T2: Week 3 T3: Week 7 T4: Week 2 T3: Week 1 Week 6
INTERNATIONAL SCHOOL SUVA PROGRAMME OF INQUIRY 2015 YEAR 5 T1: Week 1-6 T1: Week 7 T2: Week 3 T4: Week 3 Week 8 T3: Week 7 T4: Week 2 T3: Week 1 Week 6 T2: Week 4 Week 10 Transdisci nature of families,
More informationMarie G Davis Programme of Inquiry 2018
Who We Are Where We Are in Place & Time How We Express Ourselves How the World Works How We Organize Ourselves Sharing the Planet IB PYP Program of Inquiry nature of the self; beliefs and values; personal,
More informationProgramme of Inquiry
Programme of Inquiry Coromandel Valley Primary September 2018 Reception Who we are Transdisciplinary Theme An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social
More informationACS Egham International School Lower School Programme of Inquiry. Scramblers to Grade 5 / Nursery to Year 6
ACS Egham International School Lower School Programme of Inquiry Scramblers to Grade 5 / Nursery to Year 6 Scramblers of the self; beliefs and values; social and spiritual health; and cultures; rights
More informationWhere we are in place & time
Where we are in place & time How we express Pre School 3 5 years old nature of the self; mental, social and spiritual health; including families, friends, communities, and cultures; rights and responsibilities;
More informationKey Concepts: Form, connection, causation. Key Concepts: Change, causation, responsibility. Related Concepts:
0 Who We Are nature / -/ Exhibition TBD All Key Concepts, but particularly: change, and journeys; the discoveries, then s. /7 - /8 Challenges and opportunities drive immigration and migration. Reflection,,
More informationPYP Programme of Inquiry
Grade: Discovery Age: 3-4 years old into the nature of the self; into orientation in place and into the way we discover and into the natural world and its the into the interconnectedness into rights and
More informationPYP Programme of Inquiry
IB PYP Application for Authorization PYP Programme of Inquiry Where We Are in Place and Time descriptors that the planner teaches. Kindergarten nature of the self; beliefs and values; personal, physical,
More informationUDIS Programme of Inquiry
UDIS Programme of Inquiry This is the school s programme of inquiry. These units are used at every level of the school from Preschool to Year 6. For both K1/K2, Y1/2 and Y3/4 each set of classes shares
More informationHow we express ourselves
Who we are Where we are in place and time How we express ourselves How the world works How we organize ourselves Sharing the planet nature of the self; beliefs and values; personal, physical, mental, social
More informationPYP Program of Inquiry
PYP Program of Inquiry 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,
More informationPrimary Years Programme - Programme of Inquiry
Primary Years Programme - Programme of Inquiry nature of the ways in which we natural world and K 1 People are indedpendent in different ways. People are unique People can do things independently People
More informationIMS Programme of Inquiry
Grade Pre-Kindergarten Who We Are- An inquiry into the nature of the self: human relationships including families, friends,, and cultures; rights and responsibilities; what it means to be human. Learning
More informationJunior School Programme of Inquiry
Junior School Programme of Inquiry Year 1 Inquiry Focus: Health/P.E, Social Studies social organisation and culture Central idea: People s relationships can impact and enhance their well-being Key concepts:
More informationCharter Oak International Academy. Program of Inquiry
5 what it means to be human Where We Are in Place & Time the interconnectedness of individuals and civilizations from local and global perspectives reflect on, extend and enjoy our creativity the impact
More informationHawthorn Academy POI
An inquiry into the nature of self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities;
More informationHow we express. Central Idea: Memories and traditions connect us to other generations. Key Concepts: Connection, Reflection, Perspective
Revised 8/11/17 Grade K Who I am and what I do affects everyone around me.,, Family Roles My likes/dislikes How I express my feelings My actions affect others ; personal Children discover their world through
More informationFoundation. Central Idea: People s awareness of their characteristics, abilities and interests shape who they are and how they learn.
Foundation Who we are An inquiry into the nature of the self; beliefs and values; personal, mental, social and spiritual health; human relationships including families, friends, communities and cultures;
More informationProgramme of Inquiry
Programme of Inquiry Emirates International School Jumeirah June 2015 Early Years 1 Transdisciplinary Theme An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social
More informationStowe Elementary Programme of Inquiry
Stowe Elementary Programme of Inquiry Grade Where we are in place and time How we express ourselves An inquiry into the nature of the self; beliefs and values; personal, health; human relationships including
More informationIB/PRIMARY YEARS PROGRAM: PROGRAM OF INQUIRY FREEDOM 7 ELEMENTARY SCHOOL OF INTERNATIONAL STUDIES, COCOA BEACH, FLORIDA 11/3/17
Age Who we are Where we are in place and time How we express ourselves How the world works How we organize ourselves Sharing the planet Ages 11-12 the nature of the self; beliefs and values; personal,
More informationElementary School Curriculum
Elementary School Curriculum Chadwick International school is at the Candidate stage of becoming a recognized Primary Years Programme school. Chadwick International is using a self generated curriculum
More informationAn Inquiry into Who We Are WWAIPAT How We Express Ourselves How the World Works How We Organize Ourselves
PK Date: Key An Inquiry into Who We Are WWAIPAT How We Express How the World Works How We Organize September October November nature of the self; beliefs and values; personal, physical, mental, social,
More informationGEMS World Academy Abu Dhabi Program of Inquiry
KG 1 Trans-disciplinary Theme Who We Are How We Express Ourselves Sharing the Planet Where We Are in Place and Time An inquiry into the ways in which we An inquiry into rights and in discover and express
More informationIB/Primary Years Programme: Programme of Inquiry Marshpoint Elementary School, Savannah, Georgia. How we express ourselves.
K 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
More informationMackintosh Academy s Programme of Inquiry
Mackintosh Academy s Programme of Inquiry Age Who we are An exploration of the nature of the self; of our beliefs and values; of personal, physical, mental, social and spiritual health; of our families,
More informationThe International School of Athens
The International School of Athens Programme of Inquiry - KDG Senses help us to learn about the world around us Form, Function, Responsibility Health, appreciation The importance of our senses What we
More informationAHMEDABAD INTERNATIONAL SCHOOL PROGRAMME OF INQUIRY Grade K1 How the world works
Grade K1 nature Family and Friends Relationships with family and friends contribute to shaping our identity All About Materials Materials are used to build and create ways 100 Languages People use different
More informationIB PYP SCHOOL Riverhills Elementary Magnet School - Programme of Inquiry
Kindergarten IB PYP SCHOOL School - Programme of Inquiry nature of the self; beliefs and values; responsibilities; what it means to be human. interconnectedness of individuals and civilizations, from local
More informationSt. Clement IB World School Programme of Inquiry - May Function, Perspective. responding, interpretation, process, self-expression
Early Childhood. St. Clement IB World School Programme of Inquiry - May 2017 Reflection, Responsibility, Change awareness, interactions, discovery, creativity, cooperation, imaginiation, Perspective responding,
More informationPRIMARY SCOPE & SEQUENCE
PRIMARY SCOPE & SEQUENCE Esbjerg International School 2016-17 Table of Contents Purpose of this document Interpreting the Early Tea 0/1 Early Years 2 Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Interpreting
More informationNES International School Mumbai -IB World School
NES International School Mumbai -IB World School Programme of Inquiry (2016-17) PYP Section Where we are in place and Nursery How we express ourselves How the world works How we organize ourselves Sharing
More informationFootscray Primary School Whole School Programme of Inquiry 2017
Footscray Primary School Whole School Programme of Inquiry 2017 Foundation nature People s awareness of their characteristics, abilities and interests shape who they are and how they learn. Physical, social
More informationPoe Elementary s Programme of Inquiry
Poe Elementary s Programme of Inquiry 2014-2015 PreK Kinder People have similarities and differences. Related Concepts Needs and wants Similarities of people inside their bodies People have the same basic
More information2017 Vertical POI Audit
Who we are The cultures; rights and beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends,, and nature of the self; beliefs and values;
More information3s 4s Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade. Central idea: We are all special and different
We all grow and,,, Self awareness, Discovery, Similarities Physical and emotional How we grow and Making caring choices Families and friends are part of who we are, Relationships, Diversity, Respect Roles
More informationGlobal Contexts: Identities and Relationships
Global Contexts: Ammons teachers develop holistic learning international mindedness in students by actively engaging students in each subject in the six Global Contexts. These areas serve as "lenses" through
More informationKindergarten PYP Program of Inquiry, 2018
Kindergarten PYP Program of Inquiry, 2018 Transdisciplinary Theme How We Organise Who We Are Sharing The Planet How The World Works Where we are in place and time People have different roles Our choices
More informationNew Hampshire College and Career Ready Standards Science Grade: 1 - Adopted: 2006
Main Criteria: New Hampshire College and Career Ready Standards Secondary Criteria: Subjects: Science, Social Studies Grade: 1 Correlation Options: Show Correlated New Hampshire College and Career Ready
More informationIB Unit Planning for KINDERGARTEN Sara Collins Elementary School
IB Unit Planning for 2017-18 KINDERGARTEN Sara Collins Elementary School Who Where On-going Theme Focus on An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social
More informationGlossaire et information projet personnel en anglais
Glossaire et information projet personnel en anglais Annexe, annexes Approches de l apprentissage Contextes mondiaux Échéancier Entrevue Équité et développement Essai Expression personnelle et culturelle
More informationVisual Arts What Every Child Should Know
3rd Grade The arts have always served as the distinctive vehicle for discovering who we are. Providing ways of thinking as disciplined as science or math and as disparate as philosophy or literature, the
More informationNew Hampshire College and Career Ready Standards Science Grade: K - Adopted: 2006
Main Criteria: New Hampshire College and Career Ready Standards Secondary Criteria: Subjects: Science, Social Studies Grade: K Correlation Options: Show Correlated New Hampshire College and Career Ready
More informationOur resources are designed to be used with selected film titles, which are available free for clubs at
map This resource has been designed to work across a range of general curricular areas, including English/Literacy,, Art and Design, Design and, Science, Music and PSHE Education. Each film section will
More informationENGLISH LANGUAGE ARTS - BIG IDEAS ACROSS THE GRADES
Kindergarten ENGLISH LANGUAGE ARTS - BIG IDEAS ACROSS THE GRADES Language and stories can be a source of creativity and joy. Stories help us learn about ourselves and our families. Stories can be told
More informationSUBJECT HISTORY / GEOGRAPHY LOCAL AREA SOUTHALL MANOR HOUSE UK- SOUTHALL AND LONDON CHANGES IN LIVING MEMORY E.G. HOW TOYS HAVE CHANGED
YEAR ONE SCIENCE ANIMALS INCLUDING HUMANS SEASONAL CHANGES EVERYDAY MATERIALS PLANTS HISTORY / GEOGRAPHY LOCAL AREA SOUTHALL MANOR HOUSE - SOUTHALL AND LONDON CHANGES IN LIVING MEMORY E.G. HOW TOYS HAVE
More informationModern World History Grade 10 - Learner Objectives BOE approved
Modern World History Grade 10 - Learner Objectives BOE approved 6-15-2017 Learner Objective: Students will be able to independently use their learning to develop the ability to make informed decisions
More informationAesthetics Change Communication Communities. Connections Creativity Culture Development. Form Global interactions Identity Logic
MYP Key Concepts The MYP identifies 16 key concepts to be explored across the curriculum. These key concepts, shown in the table below represent understandings that reach beyond the eighth MYP subject
More informationNew Mexico Content Standards Science Grade: 4 - Adopted: 2003
Main Criteria: New Mexico Content Standards Secondary Criteria: Subjects: Science, Social Studies Grade: 4 Correlation Options: Show Correlated NM.I. BENCHMARK / I-C. I-C.2a. NM.II. BENCHMARK / II-A. II-A.1a.
More informationSee the Preface for important information on the organization of the following material.
GRADE 8 See the Preface for important information on the organization of the following material. The Arts (2009) A. DANCE A1. Creating and Presenting A1.1 create dance pieces to respond to issues that
More informationENGAGE ENLIGHTEN EMPOWER
Educore Services PO Box 110506 Solwezi, Zambia Telephone: +260 965 47 63 52 tridentprepkal@educoreservices.com www.educoreservices.com IPC OVERVIEW MILEPOST 2 2016 UNIT: THE GENERATION GAME (8 Weeks) No
More informationUnit 4 = 7 weeks 17 th February 19 th April TRIP: School Camp
Unit 1 = 7 weeks 2 nd September 18 th October Guest Speaker: Fitness Instructor Unit 2 = 8 weeks 18 th October 16 th December TRIP: Abu Dhabi Lourve Unit 4 = 7 weeks 17 th February 19 th April TRIP: School
More informationThe. Nuts and Bolts of an. MYP Unit Shaker MYP Professional Development November 24, 2015
The Nuts and Bolts of an MYP Unit Shaker MYP Professional Development November 24, 2015 Statement of Inquiry: Informed educators design MYP units of inquiry with knowledge of the necessary nuts and bolts
More informationSMITHSONIAN GRAND CHALLENGES CONSORTIA
SMITHSONIAN GRAND CHALLENGES CONSORTIA Collaborative Thinking to Advance Knowledge and Find Solutions Smithsonian Institution FOUR GRAND CHALLENGES Understanding and Sustaining a Biodiverse Planet: Sustainability
More informationNew Jersey Core Curriculum Content Standards for Science
A Correlation of to the New Jersey Core Curriculum Content Grades K -6 O/S-56 Introduction This document demonstrates how Scott Foresman Science meets the New Jersey Core Curriculum Content. Page references
More informationScholastic ReadAbout 2005 correlated to National Council for the Social Studies Curriculum Standards Early Grades
I. Culture Social studies programs should include experiences that provide for the study of culture and cultural diversity, so that the learner can: a. explore and describe similarities and differences
More informationCorrelations to NATIONAL SOCIAL STUDIES STANDARDS
Correlations to NATIONAL SOCIAL STUDIES STANDARDS This chart indicates which of the activities in this guide teach or reinforce the National Council for the Social Studies standards for middle grades and
More informationRepeating elements in patterns can be identified.
Kindergarten Big Ideas English Language Art Language and story can be a source of Stories and other texts help us learn about ourselves and our families. Stories and other texts can be shared through pictures
More informationCase 4:74-cv DCB Document Filed 09/01/17 Page 293 of 322 APPENDIX V 156
Case 4:74-cv-00090-DCB Document 2061-10 Filed 09/01/17 Page 293 of 322 APPENDIX V 156 4:74-cv-00090-DCB Document 2061-10 Filed 09/01/17 Page 294 of 322 TUSD MC Curriculum Recommendations Grades 6-12 Initiative
More informationMaine Learning Results Science Grade: 3 - Adopted: 2007
Main Criteria: Maine Learning Results Secondary Criteria: Subjects: Science, Social Studies Grade: 3 Correlation Options: Show Correlated Maine Learning Results Science Grade: 3 - Adopted: 2007 STRAND
More informationDerbyshire Derwent Catchment Partnership 14/07/2017. Adam Cormack, Head of Communications The Wildlife
Derbyshire Derwent Catchment Partnership 14/07/2017 Adam Cormack, Head of Communications The Wildlife Trusts @everydaycormack The Wildlife Trusts Engagement and action the ingredients Who our audiences.
More informationEco-Schools Curricular Maps - Water Topic
Eco-Schools Curricular Maps - Water Topic The series of Outcome Maps in this document suggest how Curriculum for Excellence (CfE) Experiences and Outcomes may be delivered through the Eco-Schools Water
More informationNWS P-12 PRIMARY SCHOOL Integrated Inquiry Learning Sequence P-6 ESSENTIAL QUESTIONS
NWS P-12 PRIMARY SCHOOL Integrated Inquiry Learning Sequence P-6 PREP - EVERY YEAR HUMANITIES - HISTORY Personal And Family Histories What is my history and how do I know? What stories do other people
More informationOPAL Tree Health Survey Teaching Guide for Scotland Appendix: Curriculum Links
OPAL Tree Health Survey Teaching Guide for Scotland Appendix: Curriculum Links Curriculum Links Included in this appendix are links to Curriculum for Excellence Experiences and Outcomes starting from level
More informationMontana Content Standards Science Grade: 4 - Adopted: 2016
Main Criteria: Montana Content Standards Secondary Criteria: Subjects: Science, Social Studies Grade: 4 Correlation Options: Show Correlated MT.4.LS. BENCHMARK / STANDARD 4.LS.1. BENCHMARK / STANDARD 4.LS.2.
More informationOntario Elementary Curriculum Connections to Active Safe, Sustainable Transportation (2016)
Page 1 Ontario Elementary Curriculum Connections to Active Safe, Sustainable Transportation (2016) BIG IDEAS: Active, Safe, Sustainable Transportation Transportation Shapes Our Lives Personal travel habits
More informationCULTURE AND POVERTY ALLEVIATION. Hangzhou, May Bonapas Onguglo, Senior Economic Affairs Officer, UNCTAD
CULTURE AND POVERTY ALLEVIATION Hangzhou, May 2013 Bonapas Onguglo, Senior Economic Affairs Officer, UNCTAD Culture is recognized as an essential component of human development and an important contributor
More informationCurriculum Map : Year 1 Autumn
Curriculum Map 2017-2018: Year 1 Autumn Year 1 Dinosaur planet Main Topic (History) Learn about events beyond living memory that are significant nationally or globally. Sequence the story of a significant
More informationWhat is Environmental Studies?
What is Environmental Studies? Environmental studies is not only teaching about the environment. It is also about the people and the effect of their life on the environment. Environmental education emphasizes
More informationState Project Awards Opportunity Overview
State Project Awards Opportunity Overview Iowa 4-H Project Area Awards 4-H incentives and recognition programs are provided to motivate youth to participate, learn and evaluate 4-H experiences. Opportunity
More informationEdgewood College General Education Curriculum Goals
(Approved by Faculty Association February 5, 008; Amended by Faculty Association on April 7, Sept. 1, Oct. 6, 009) COR In the Dominican tradition, relationship is at the heart of study, reflection, and
More informationWyoming Content and Performance Standards Science Grade: 4 - Adopted: 2009
Main Criteria: Wyoming Content and Performance Standards Secondary Criteria: Subjects: Science, Social Studies Grade: 4 Correlation Options: Show Correlated Wyoming Content and Performance Standards Science
More informationELEMENTARY (K 5) NATIONAL SCIENCE STANDARDS ALIGNMENT
ELEMENTARY (K 5) NATIONAL SCIENCE STANDARDS ALIGNMENT Physics NEXT GENERATION SCIENCE STANDARDS Engineering Design (K 2) Interdependent Relationships in Ecosystems: Animals and Their Environment (K) Weather
More informationYear 3 IPC Topics
Year 3 IPC Topics 2012 2013 Each unit of work is part of the International Primary Curriculum. This new curriculum sets out very clearly what children will learn the learning goals in three different areas:
More informationComparison of Curriculum Documents from Various State and National Systems
Comparison of s from Various State and National Systems UK National, and Citizenship Promoting pupils spiritual, moral, social and cultural development through history Promoting citizenship through history
More informationGeneral Learning Outcomes
Appendix K 4 Science Appendix General Learning Outcomes The purpose of Manitoba science curricula is to impart to students a measure of scientific literacy that will assist them in becoming informed,
More informationBlackminster Middle School
English Maths We promote spiritual Responses to literature questions such as How would you feel if you were the person in the story? Where have you met these ideas before? Appreciation of the beauty of
More informationT O B E H U M A N? Exhibition Research Education
Origins W H A T D O E S I T M E A N T O B E H U M A N? Exhibition Research Education You have reviewed ideas about evolution... now what do we mean by human evolution? What do we mean when we say humans
More informationAlaska Content and Performance Standards Science Grade: 4 - Adopted: Concepts of Life Science (SC1, SC2, SC3)
Main Criteria: Alaska Content and Performance Standards Secondary Criteria: Subjects: Science, Social Studies Grade: 4 Correlation Options: Show Correlated AK.C1. Alaska Content and Performance Standards
More informationCRITERIA FOR AREAS OF GENERAL EDUCATION. The areas of general education for the degree Associate in Arts are:
CRITERIA FOR AREAS OF GENERAL EDUCATION The areas of general education for the degree Associate in Arts are: Language and Rationality English Composition Writing and Critical Thinking Communications and
More informationCivilizations & Change Curriculum
Civilizations & Change Curriculum The purpose of Social Studies is to help young people recognize their roles as participants in a democratic society. By acquiring knowledge, developing skills and examining
More informationWyoming Content and Performance Standards Science Grade: 5 - Adopted: 2009
Main Criteria: Wyoming Content and Performance Standards Secondary Criteria: Subjects: Science, Social Studies Grade: 5 Correlation Options: Show Correlated Wyoming Content and Performance Standards Science
More informationINSTRUCTIONAL MATERIALS ADOPTION PART I -GENERIC EVALUATION CRITERIA GROUP V 2006 TO 2012 KINDERGARTEN
Pearson Scott Foresman Science K PUBLISHER: Pearson Scott Foresman SUBJECT: Science COURSE: Science K TITLE: Scott Foresman Science COPYRIGHT DATE: 2006 SE ISBN: 0-328-18558-2 TE ISBN: 0-328-16956-0 INSTRUCTIONAL
More informationSTEM AND FCS CONNECTION
STEM AND FCS CONNECTION Addressing the need for STEM education and STEM success has a connection to Family and Consumer Sciences at the foundational level. Family and Consumer Sciences has many connection
More informationAnishinaabensag Biimskowebshkigwag Curriculum Tie-Ins
THE SAGINAW CHIPPEWA INDIAN TRIBE OF MICHIGAN Anishinaabensag Biimskowebshkigwag Curriculum Tie-Ins Special thanks to the Michigan Department of Education for allowing us to publish these curriculum points
More informationThe Force of Inter connectedness
The Force of Inter connectedness 10th API Regional Workshop Sombath Somphone It is a real honor and pleasure for me to be here addressing all of you the leaders, thinkers, and educators of the region.
More informationThe Social Studies Curriculum: Scope and Sequence
The Social Studies Curriculum: Scope and Sequence Miquon s Social Studies content is tied to the thematic and the discipline standards set forth by National Council for the Social Studies (NCSS). Social
More informationK.1 Structure and Function: The natural world includes living and non-living things.
Standards By Design: Kindergarten, First Grade, Second Grade, Third Grade, Fourth Grade, Fifth Grade, Sixth Grade, Seventh Grade, Eighth Grade and High School for Science Science Kindergarten Kindergarten
More informationINTRODUCTION. Careful planning by schools will help to ensure that children experience continuity and progression throughout the programme.
INTRODUCTION The World Around Us aims to help children to develop a sound understanding of themselves and the world in which they live. It is a statutory Learning Area which focuses on the development
More informationContributing to the Sustainable Future of Johannesburg
Contributing to the Sustainable Future of Johannesburg Gretchen Wilson-Prangley CEO, Play Africa gretchen@playafrica.org.za SCWS2017 Miraikan Tokyo, Japan Johannesburg, South Africa Context Strategic
More informationLong Term Plan - Year A. Years 5 and 6
Long Term Plan - Year A Years 5 and 6 Crime and punishment Battles Thrills and spills Mini topics English Street Child by Berlie Doherty Historical characters / events Plays Formal writing Other inspired
More informationPolar Award: Self Awareness
Polar Award: Self Awareness For your Crean Polar Award, you need to Carry out an analysis of yourself and Make a presentation to the Patrol Leaders Council about what you have learned during your time
More information