Programme of Inquiry

Size: px
Start display at page:

Download "Programme of Inquiry"

Transcription

1 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 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 ; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships 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 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 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 them; access to equal opportunities; peace and conflict resolution. Central idea People grow and change over time and learn about themselves. The arts help to express ideas. The decisions people make can influence their health and safety. It is important to work together to take care of the Natural World. Lines of inquiry Everyone is unique Change is something people have in common Learning takes place over time Creativity is a form of expression. Responces to works of art. Different ways artists express themselves. There are people in our community who keep us safe and healthy Good decisions are important to keep people safe Making healthy decisions is important Plants are important and play a major role in the natural world. Some plants and animals need to be cared for. Subject focus Islamic Studies, ICT Islamic Studies, ICT Key Form, Change, Form, Causation, Function, Causation, Causation,

2 Related Students to understand that they are unique. Students to understand what similarities and differences they have with their peers. they are going through changes. developed in their learning. Learning experiences Inquirers, Open-minded, Risk-takers, Confidence, Curiosity, Independence Observing Spatial Awareness, Codes of Behaviour Comprehension Social Skills: Cooperating, Adopting a Variety of Group Roles Listening, Non-verbal Risktakers, Cooperation, Creativity, Enthusiasm, Confidence, Independence Observing, Recording Data Gross Motor, Fine Motor, Spatial Awareness Thinking Skills: Evaluation Others, Cooperating Viewing Inquirers, Knowledgeable, Balanced Attitudes: Commitment, Curiosity, Independence Spatial Awareness, Safety, Healthy Lifestyles of Knowledge Social Skills: Cooperating Viewing

3 Early Years 2 Transdisciplinary Theme 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 ; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships 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 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 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 them; access to equal opportunities; peace and conflict resolution. Central idea People have different responsibilities to care for themselves and others. People are all connected in the global community. People express their thoughts, feelings and ideas in many different ways. No living thing can survive without water. Respecting each other can help our teamwork and manage conflict. Lines of inquiry I have my own personal identity (I know myself). I can take care of other people. I can take responsibility for my own actions. There are many different cultures. Cultures are a reflection of the people and their We can learn from each other's communities. There are different forms of expression All individuals express themselves differently. I can reflect on how I like to express myself. Humans use water for many different purposes Water is vital in many animal habitats Water keeps living things hydrated Arguments are caused due to differences. Subject focus ICT ICT English, Mathematics, Physical Education, Visual Arts, Music, ICT English, Mathematics, Science, Music English, Mathematics, Science Key Form, Function, Form, Causation, Perspective Form, Perspective, Function, Connection, Causation Related Visual art, Music, Dance, Scupture, Painting, Signing, theatre, Role-play Orally explaining their perspective. Depending on their choice.

4 Learning experiences Communicators, Caring, Empathy, Commitment, Respect, Independence, Tolerance Observing Spatial Awareness, Organization, Safety, Healthy Lifestyles Thinking Skills: Comprehension, Application, Dialectical Thought, Respecting Others, Cooperating, Resolving Conflict, Group Decision Making, Adopting a Variety of Group Roles Reading, Writing, Nonverbal, Viewing, Presenting Inquirers, Communicators, Open-minded Creativity, Respect, Tolerance Observing, Collecting Data Others, Cooperating Reading Risktakers Attitudes: Creativity, Enthusiasm, Confidence Observing Gross Motor Social Skills: Cooperating Reading, Non-verbal, Viewing, Presenting Inquirers, Knowledgeable, Creativity, Curiosity Social Skills: Cooperating Speaking, Writing

5 Year 1 Transdisciplinary Theme 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 ; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships 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 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 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 them; access to equal opportunities; peace and conflict resolution. Central idea Understanding what makes us unique and alike. Everything has a past Imagination is a powerful tool for extending our ability to think, create and express. Our five senses work together to help us explore the world. People celebrate to connect with each other. Exploring different body movements and pattern to express our feelings(dance) to celebrate. All living things grow and change Lines of inquiry Similarities and how they they link us together Every family is special. It is important to be a good friend. Understanding time (the three stages) Technology has changed over time Our connection to Dubai What does a production look like? What does a production do/ what s its purpose Let s think about what needs to improve and why Discovering our senses. Our senses help us to find out about the world us Exploring the senses we are using and how we use them. 1. Celebrations serve a purpose (FUNCTION) 2. It s important to celebrate (PERSPECTIVE) 3. A successful celebration requires responsibility and planning (RESPONSIBILITY) The four parts of a plant are interconnected (FORM, CONNECTION) Plants need sun, light, and water to grow (CAUSATION) The life cycle of a plant (CHANGE) Plants help insects and people (FUNCTION) Subject focus Studies, Science, ICT English, Mathematics, Visual Arts, Music, Islamic Studies, ICT Mathematics, Social Studies, Science, Physical Education, Visual Arts, Music, Arabic A, Arabic B, French, Islamic Studies, ICT English, Mathematics, Science Key Connection,, Form, Change, Connection Form, Function, Form, Function, Function, Perspective, Form, Function, Causation, Change Related Related Concepts Similarities, Differences, Parts, Places, Growth, Landscape Writing a script Acting out the scene Allah S.W prepared the human body with organs to help human exploring Earth English- Jack and the beanstalk, The fours seasons, A little seed, Nonfiction books

6 Language Arts Integration 1: Fictional text based on the past 2: Non-Fiction books of the past Students comparing how people lived in the past- and the changes in the present (Ali and the Camel, A-Z of the Gulf, The Grumpy Camel, Camel O Shy, Jeanie Baker). Social studies Integration Students to think about places (Dubai) have changed over time. Creating a dance (children cooperating together) Singing a song and creating actions And managing their life. How does the eye, nose, skin, tongue and ear function? What happens if you lose a sense? What senses are we using when we do various activities? Writing about how you might feel to be blind. Creating art blindfolded Science- Life cycles of a plant and animals, Insects and plants English- related to texts. Jack and the beanstalk, The little seed, Students to look at the above skill through a variety of sources (Media, books, art). Students to be able to identify truth through fiction and non fiction stories. (camel in the desert or flying camel) Related Concepts Similarities, Differences, Parts, Places, Growth, Landscape Learning experiences Inquirers, Communicators, Caring, Risk-takers Enthusiasm, Respect, Confidence Recording Data Thinkers, Communicators Confidence, Curiosity Formulating Questions Fine Motor Comprehension Inquirers, Communicators, Risk-takers, Commitment, Creativity, Confidence Observing, Planning Gross Motor, Fine Motor, Inquirers, Thinkers, Communicators Attitudes: Enthusiasm, Curiosity, Independence Observing Fine Motor, Time Inquirers, Communicators, Cooperation, Creativity Formulating Questions Fine Motor, Organization Others, Cooperating Inquirers, Thinkers, Caring Creativity, Enthusiasm, Curiosity Observing, Recording Data Management

7 Fine Motor, Time Management Application Others Reading, Writing Social Skills: Cooperating, Group Decision Making Presenting Management Thinking Skills: Evaluation Social Skills: Cooperating, Group Decision Making, Adopting a Variety of Group Roles Nonverbal Management, Informed Choices Comprehension Others, Cooperating Listening, Speaking Presenting of Knowledge Others, Cooperating Speaking, Presenting

8 Year 2 Transdisciplinary Theme 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 ; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships 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 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 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 them; access to equal opportunities; peace and conflict resolution. Central idea Individuals are part of many communities. Homes are built to suit needs. The Arts can be used to discover and express feelings and ideas. Things change in many different ways and for many different reasons. Everyone has rights and responsibilities. People make waste and what we do with it affects our planet. Lines of inquiry Communities are based around cultures. (Form) Living things survive in different places where their needs are met. (Connection) Rights and responsibilities are a part of a community. () Homes are different (form) Homes give us what we need (function) Location has an impact on how homes are designed (Causation) Our bodies can be used to express. (Function) Performances tell a story (Perspective) Our experiences and imagination can help us to create () Changes can be caused by adding or removing heat. Some changes are reversible, others irreversible. Living things change in certain conditions. 1. With rights come responsibilities People depend upon one another. We must cooperate and communicate if we want to get things done! People create waste. Waste has an impact. Caring for our planet is our responsibility. Subject focus Islamic Studies, ICT Studies, Physical Education, Visual Arts, Music, Arabic A, Arabic B, Islamic Studies, ICT English, Mathematics, Science, Physical Education, ICT Studies, Music, Arabic A, Arabic B, ICT Islamic Studies, ICT Key Form, Connection, Form, Function, Causation Function, Perspective, Form, Causation, Connection,, Causation, Connection, Related English: Focus on traditional tales with communities as their basis. (The Little Red Hen, Town Mouse and Country Mouse) English: Poetry- writing poems about homes, describing homes and habitats. Reading poems and non fiction texts about homes around the world. Children will use some of the stories covered throughout the year. They will learn to choose the key details of a story and think of ways which the story could be communicated. (Other than in written format) English: Instructional Writing: The children will describe and record their experiments. Maths: English: Recycling poems, writing our own poems, read the story Michael Recycle, comprehension work. Expressing opinions and recalling information from a selection of media focusing on waste.

9 Children will talk about traditions from their own cultures. Children will discuss communities that they are a member of- sports clubs etc Children will interview members of staff from the school. Social Studies: Children will read the traditional stories, reflecting on the different roles the characters play. They will Children will read traditional stories from around the world, noting the similarities and differences between family communities around the world. Visual Arts: Children will map the journey of The Little Red Hen as she completed her bread making task. Children will make masks of the characters from the story which can then be used to act out the tale. English: Traditional tales focusing on environment: The Little Mermaid, Town Mouse and Country Mouse and The Ugly Duckling. The children will look at the environmental connection between where we live and how we work as a community. Social Studies: Discussions on our needs and wants in our homes, connection to our community unit- why do people choose to live close to one another, why do some families live together? What makes a home? Is a home different to a house? Have homes changed over time? Science: Investigating suitable materials for home building, looking at materials used which are suitable for different environments. Visit from architect. Art: Looking at different homes from around the world. Thinking about the function of a home- is there an aesthetic consideration? Is architecture and design a form of art? Designing and decorating our own models of homes. Visual Arts: Children will design and make a miniature stage for their traditional tale and record their performances. They will design characters, costumes and props. Children will respond to music using the visual arts. Children will look at the link between spoken communication and body language. In drama, they will look at how a mood or feeling can be shown by using light, sound and other media. The children will measure using standard units. (g and ml) Science: The children will conduct a wide range of scientific experiments, predicting their outcomes in advance. Children will reflect on their experiments, predicting what would happen if one or more elements were changed or adjusted. They will reflect on their newly acquired knowledge, identifying other instances where this new information could be used. Science: Looking at materials in lunch boxes. What will happen to these materials over time? Art: Draw designs on how to reuse a plastic bottle. Create posters on reduce, reuse and recycle. English/ Visual Arts: Posters to promote the 3 R's. English: Time lines/ concept maps showing the journey trash takes from our homes to landfill, concept maps and time lines showing what happens to recycled material. Science: Decaying, rotting waste. How long does it take for waste to break down completely? English: Writing letters asking people to think carefully about their choices around waste.\ Posters promoting the 3R's. on how the children have changed their habits over the 5 week course of the unit. Social Studies:

10 The children will make connections between our community and the environment, thinking about why we live where we do and how communities are suited to particular places. Science: Life cycles: Frogs and Butterflies. Children will examine the requirements for these life cycles to work. They will connect these environmental needs to their own growth and development. Language Arts: Retelling stories- The Little Red Hen and Town Mouse and Country Mouse Recount of experience with the EY classes. Listen attentively and speak appropriately in small and big group interactions. Mathematics: Counting numbers of multiple groups Grouping like types of people/ employment/ communities. Social Studies: Identify a variety of differing communities. Understanding my responsibility within the

11 communities I am involved in. Understanding there is a need for structure and rules to build successful communities. Learning experiences Thinkers, Communicators, Open-minded, Commitment, Creativity, Respect, Confidence, Curiosity Observing, Collecting Data, Recording Data, Organizing Data Management, Codes of Behaviour Comprehension, Respecting Others, Cooperating, Group Decision Making Listening, Speaking Inquirers, Knowledgeable, Thinkers, Open-minded, Caring, Risk-takers, Cooperation, Curiosity Observing, Collecting Data, Recording Data, Organizing Data, Interpreting Data Organization, Codes of Behaviour Application, Analysis, Synthesis, Evaluation, Metacognition, Cooperating Inquirers, Knowledgeable, Thinkers, Communicators, Risk-takers Respect, Curiosity, Independence Observing, Collecting Data, Recording Data, Interpreting Data, Presenting Research Organization, Codes of Behaviour Comprehension, Application, Evaluation Social Skills: Cooperating, Group Decision Making Viewing, Presenting Open-minded, Caring, Risktakers, Balanced, Commitment, Enthusiasm, Tolerance Planning Management, Codes of Behaviour, Informed Choices, Respecting Others, Cooperating, Resolving Conflict, Group Decision Making, Adopting a Variety of Group Roles Nonverbal Inquirers, Thinkers, Principled, Open-minded, Caring Cooperation, Creativity, Respect, Confidence, Curiosity, Independence Observing, Collecting Data, Recording Data, Organizing Data Gross Motor, Fine Motor, Spatial Awareness, Management, Healthy Lifestyles, Informed Choices Comprehension, Application, Analysis, Synthesis, Evaluation, Respecting Others, Cooperating, Group Decision Making, Adopting a Variety of Group Roles Reading, Writing, Nonverbal, Viewing, Presenting

12 Year 3 Transdisciplinary Theme 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 ; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships 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 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 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 them; access to equal opportunities; peace and conflict resolution. Central idea Making balanced choices helps us to have a healthy lifestyle. Learning from the past to think about tomorrow. There are similarities and differences that make places and people unique. Physical forces help us to describe, measure and predict outcomes. Communication connects communities and people around the world. Water usage plays a role which influences the Lines of inquiry Our body has working parts with functions that connect (function) Living a healthy and balanced lifestyle (connection) Characteristics of living and non living things (form) Ancient discoveries still influence our lives (Connection) Stories from the past have lessons for today (Form) Systems we use today have developed from ancient civilizations (Change) We appreciate that we are all unique Many factors lead to an environment being unique We express through the arts There are different forces (form) A push or a pull affects how an object moves or changes shape (causation) Forces help us to explore the world (function) There are many ways to communicate (Form) Advances in communication makes the world smaller (Change) The positives and negatives of communications. (Causation) The water cycle (function) Clean water is a factor needed for life (causation) There are consequences for wasting water (responsibility) Subject focus Studies, Science Key Form, Function, Connection Form, Change, Connection, Form, Function, Perspective Form, Function, Causation Form, Causation, Change Causation, Change, Related Learning experiences Inquirers, Knowledgeable, Thinkers, Communicators, Balanced, Inquirers, Knowledgeable, Communicators, Openminded Principled, Open-minded, Inquirers, Knowledgeable, Thinkers, Communicators, Open-minded, Inquirers, Thinkers, Communicators, Cooperation, Commitment, Thinkers, Caring, Balanced, Cooperation, Curiosity

13 Enthusiasm, Curiosity, Independence Observing, Collecting Data, Interpreting Data, Presenting Research Gross Motor, Healthy Lifestyles, Informed Choices Application, Synthesis, Evaluation Listening, Speaking Cooperation, Tolerance Planning, Presenting Research Management, Codes of Behaviour Application, Evaluation, Cooperating, Group Decision Making Nonverbal Creativity, Respect, Tolerance Collecting Data, Organizing Data, Presenting Research Management, Codes of Behaviour Thinking Skills: Application, Evaluation, Respecting Others Viewing, Presenting Creativity, Confidence, Curiosity Observing, Planning, Collecting Data, Recording Data, Organizing Data, Interpreting Data Management, Safety, Codes of Behaviour Application, Analysis, Synthesis, Evaluation Social Skills: Cooperating, Group Decision Making Listening, Speaking Enthusiasm, Respect, Confidence, Curiosity, Independence Observing, Collecting Data, Organizing Data Organization, Safety, Codes of Behaviour Application, Analysis, Evaluation, Respecting Others, Cooperating Writing, Non-verbal Formulating Questions Management, Informed Choices Application, Cooperating, Group Decision Making Writing, Viewing, Presenting

14 Year 4 Transdisciplinary Theme 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 ; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships 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 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 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 them; access to equal opportunities; peace and conflict resolution. Central idea Role Models reflect the beliefs and values of individuals and society. Celebrations Can Change Across Cultures and Over Time. Stories have meanings, which are expressed in many different ways Planet Earth is in a constant state of change. Trade is a system of exchange As global citizens we have a personal responsibility to take care of life on Earth. Lines of inquiry Personal behaviour reflects who we are. Actions of a community come from the beliefs of a community. Actions can determine which choices are made. Cultures celebrate in different ways Every celebration has a history Celebrations can connect individuals with society Performing arts are expressive Stories are fuel for the imagination Performing is a creative process 1. How the Earth has changed and continues to change. 2. Forces of nature cause change. 3. People choose where they travel despite the dangers. We trade to get what we want My responsibility in trade Producers need consumers and consumers need producers Some resources are finite. Living things survive in a variety of ways. Living things rely on each other. Subject focus Studies, Physical Education, Visual Arts, Music, Arabic A, Arabic B, French, Islamic Studies, ICT Studies, Physical Education, Visual Arts, Music, Arabic A, Arabic B, French, Islamic Studies, ICT English, Mathematics, Science, Physical Education, Key Connection,, Form, Function, Change Form, Connection, Causation, Change, Perspective Function, Connection, Causation, Perspective, Related Learning experiences Caring, Balanced, Respect, Independence Inquirers, Communicators, Open-minded Empathy, Curiosity Open-minded, Risk-takers Creativity, Confidence Observing Planning, Collecting Data Thinking Skills: Comprehension, Application, Analysis Inquirers, Communicators, Principled, Risk-takers Cooperation, Integrity, Inquirers, Knowledgeable, Communicators Attitudes: Creativity, Curiosity

15 Fine Motor, Spatial Awareness Thinking Skills: Evaluation Others, Cooperating Nonverbal Observing Organization Comprehension, Analysis Organization Thinking Skills: Evaluation Social Skills: Cooperating Reading, Writing, Nonverbal, Presenting Presenting Commitment, Creativity, Curiosity Presenting Research Organization Comprehension Writing

16 Year 5 Transdisciplinary Theme 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 ; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships 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 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 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 them; access to equal opportunities; peace and conflict resolution. Central idea Certain traits are inherited others are learnt. Migration is a response to circumstances, opportunities and challenges. Artist expression is a result of a collaborative process. The natural laws on Earth are affected by our solar system. Science advances technology and seeks to improve society. Humans have an impact on their ecosystems while interacting with other organisms. Lines of inquiry Our families are connected through DNA (Connection) Certain physical traits are passed down through DNA. (Causation) We are born with certain skills while others are developed. () My family's migration affected my culture and community today (change). Opportunities and challenges through history shape migration (causation). A place evolves and changes over time through migration (connection). Collaboration is valuable at each stage of the creative process (Function). A character and story can be interpreted in different ways (Perspective). leads to improved performance (reflection). The Earth is part of a system of planets orbiting around a star. (Form) Earth sustains natural life within our solar system. (Causation) The systems on Earth interact (connection) How technology has changed over time (change). Scientific Knowledge is needed to develop technology (function). Future technology will make our lives more efficient. (reflection). Components of an ecosystem each have a purpose. (Function) It is important to sustain balance within an ecosystem. (Perspective) Humans have an impact on an ecosystem. () Subject focus English, Mathematics, Science, Music Key Causation, Connection, Causation, Change, Connection Function, Perspective, Form, Causation, Connection Function, Change, Function, Perspective, Related Learning experiences Knowledgeable, Thinkers, Inquirers, Thinkers, Communicators, Openminded, Risk-takers Knowledgeable, Thinkers, Inquirers, Communicators, Inquirers, Thinkers, Communicators, Openminded

17 Creativity, Independence Collecting Data, Recording Data Time Management, Respecting Others, Cooperating Listening, Speaking Attitudes: Enthusiasm, Respect, Curiosity Observing, Collecting Data, Recording Data Management, Informed Choices Thinking Skills: Application, Analysis Others, Cooperating Viewing Attitudes: Creativity, Enthusiasm Planning Spatial Awareness Thinking Skills: Evaluation Social Skills: Group Decision Making Presenting Attitudes: Confidence, Curiosity, Independence Observing, Collecting Data, Recording Data Time Management Attitudes: Creativity, Curiosity, Independence Collecting Data, Recording Data, Presenting Research Thinking Skills: Comprehension Social Skills: Group Decision Making Viewing, Presenting Commitment, Independence Collecting Data, Recording Data, Presenting Research Organization, Informed Choices Synthesis, Cooperating, Group Decision Making Reading, Presenting

18 Year 6 Transdisciplinary Theme 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 ; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships 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 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 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 them; access to equal opportunities; peace and conflict resolution. Central idea The human body is a system that must be maintained. Exploration and discoveries provide opportunities to connect us globally. Advertising Influences our Thinking Energy is all around us and can be used in a variety of ways. Individuals, groups and institutions can work to promote social justice and human rights. Exibition Lines of inquiry Knowing inside out. The body s systems are interdependent. Factors have an effect on the body s systems. Change: Explorations and discoveries changed our global view of the world. : Choices, decisions and actions due to explorations and discoveries. : How new discoveries help people understand the world. Advertising serves a purpose (Function) Advertising affects us in different ways (Perspective) Advertising comes in different forms. Energy consumption has an impact on our world (Causation) There are different forms of energy (Form) Energy can be conserved () Purpose and impact of groups and institutions (Function/Causation) Importance of a shared vision or common purpose (Connection) The rights and responsibilities of citizenship () Subject focus English, Social Studies, Physical Education, Music, Arabic A, Arabic B, French, Islamic Studies, ICT Studies, Physical Education, Visual Arts, Arabic A, Arabic B, French, Islamic Studies, ICT English, Social Studies, Science, Physical Education, Visual Arts, Music, Arabic A, Arabic B, French, ICT Studies, Physical Education, Music, Arabic A, French, ICT Key Form, Causation, Connection, Perspective,, Form, Function, Perspective Form, Causation, Function, Causation, Connection, Related Learning experiences Thinkers, Balanced, Inquirers, Communicators, Thinkers, Communicators, Principled, Open-minded, Caring Inquirers, Thinkers,

19 Attitudes: Commitment, Enthusiasm, Curiosity Formulating Questions Gross Motor, Healthy Lifestyles Application, Synthesis Writing Curiosity Observing, Planning, Collecting Data, Recording Data, Organizing Data, Interpreting Data, Presenting Research Management Comprehension, Application, Evaluation Others, Cooperating, Group Decision Making Reading, Writing Principled, Open-minded, Risk-takers Integrity, Creativity Thinking Skills: Comprehension Viewing, Presenting Respect Planning, Collecting Data Safety Thinking Skills: Application, Evaluation Others Presenting Communicators, Principled, Open-minded, Caring Empathy, Integrity, Commitment, Respect, Confidence, Tolerance Observing, Planning, Collecting Data, Recording Data, Organizing Data, Interpreting Data, Presenting Research Spatial Awareness, Management, Codes of Behaviour, Informed Choices Comprehension, Application, Analysis, Synthesis, Evaluation, Dialectical Thought, Metacognition, Respecting Others, Cooperating, Resolving Conflict, Group Decision Making, Adopting a Variety of Group Roles Nonverbal

Programme of Inquiry

Programme 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 information

Programme of Inquiry

Programme 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 information

PYP Programme of Inquiry for school year

PYP 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 information

GEMS World Academy Abu Dhabi Program of Inquiry

GEMS 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 information

Southpointe Academy PYP Programme of Inquiry

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 information

International School of Nice Programme of Inquiry PreK to Grade

International 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 information

Where we are in place & time

Where 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 information

Kindergarten PYP Program of Inquiry, 2018

Kindergarten 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 information

ACS 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 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 information

YEAR 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

YEAR 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 information

Marie G Davis Programme of Inquiry 2018

Marie 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 information

St. Clement IB World School Programme of Inquiry - May Function, Perspective. responding, interpretation, process, self-expression

St. 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 information

Central Idea: People s beliefs influence their behaviour. Key concepts: perspective; reflection. Related concepts: diversity; perception

Central 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 information

K. International School Programme of Inquiry

K. 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 information

PYP Programme of Inquiry

PYP 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 information

UDIS Programme of Inquiry

UDIS 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 information

Akal Academy,Baru Sahib Programme of Inquiry 2017 July

Akal Academy,Baru Sahib Programme of Inquiry 2017 July 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

More information

Le Jardin Academy PYP Program of Inquiry

Le 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 information

Foundation. Central Idea: People s awareness of their characteristics, abilities and interests shape who they are and how they learn.

Foundation. 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 information

Charter Oak International Academy. Program of Inquiry

Charter 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 information

Programme of Inquiry EYP 1 &

Programme 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 information

PYP Programme of Inquiry

PYP 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 information

Elementary School Curriculum

Elementary 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 information

IB PYP SCHOOL Riverhills Elementary Magnet School - Programme of Inquiry

IB 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 information

How we express ourselves

How 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 information

Key Concepts: Form, connection, causation. Key Concepts: Change, causation, responsibility. Related Concepts:

Key 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 information

IMS Programme of Inquiry

IMS 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 information

Stowe Elementary Programme of Inquiry

Stowe 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 information

IB/Primary Years Programme: Programme of Inquiry Marshpoint Elementary School, Savannah, Georgia. How we express ourselves.

IB/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 information

Junior School Programme of Inquiry

Junior 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 information

An Inquiry into Who We Are WWAIPAT How We Express Ourselves How the World Works How We Organize Ourselves

An 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 information

IB/PRIMARY YEARS PROGRAM: PROGRAM OF INQUIRY FREEDOM 7 ELEMENTARY SCHOOL OF INTERNATIONAL STUDIES, COCOA BEACH, FLORIDA 11/3/17

IB/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 information

PRIMARY SCOPE & SEQUENCE

PRIMARY 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 information

How we express. Central Idea: Memories and traditions connect us to other generations. Key Concepts: Connection, Reflection, Perspective

How 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 information

Primary Years Programme - Programme of Inquiry

Primary 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 information

PYP Program of Inquiry

PYP 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 information

Mackintosh Academy s Programme of Inquiry

Mackintosh 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 information

Footscray Primary School Whole School Programme of Inquiry 2017

Footscray 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 information

The International School of Athens

The 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 information

Hawthorn Academy POI

Hawthorn 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 information

2017 Vertical POI Audit

2017 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 information

AHMEDABAD INTERNATIONAL SCHOOL PROGRAMME OF INQUIRY Grade K1 How the world works

AHMEDABAD 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 information

Poe Elementary s Programme of Inquiry

Poe 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 information

NES International School Mumbai -IB World School

NES 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 information

Global Contexts: Identities and Relationships

Global 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 information

Repeating elements in patterns can be identified.

Repeating 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 information

IB Unit Planning for KINDERGARTEN Sara Collins Elementary School

IB 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 information

ENGLISH LANGUAGE ARTS - BIG IDEAS ACROSS THE GRADES

ENGLISH 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 information

Spiritual, Moral, Social and Cultural Development

Spiritual, Moral, Social and Cultural Development Spiritual, Moral, Social and Cultural Development Pupils spiritual development involves the growth of their sense of self, their unique potential, their understanding of their strengths and weaknesses,

More information

G Yearly Overview

G Yearly Overview G3 2016-2017 Yearly Overview GRADE 3 Yearly Overview 2016 2017 Subject 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Unit of Inquiry Who we are With rights come responsibilities. How we organise ourselves

More information

3s 4s Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade. Central idea: We are all special and different

3s 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 information

Unit 4 = 7 weeks 17 th February 19 th April TRIP: School Camp

Unit 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 information

CRITERIA 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: 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 information

TENNESSEE ACADEMIC STANDARDS--FIFTH GRADE CORRELATED WITH AMERICAN CAREERS FOR KIDS. Writing

TENNESSEE ACADEMIC STANDARDS--FIFTH GRADE CORRELATED WITH AMERICAN CAREERS FOR KIDS. Writing 1 The page numbers listed refer to pages in the Student ACK!tivity Book. ENGLISH/LANGUAGE ARTS Reading Content Standard: 1.0 Develop the reading and listening skills necessary for word recognition, comprehension,

More information

Scholastic ReadAbout 2005 correlated to National Council for the Social Studies Curriculum Standards Early Grades

Scholastic 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 information

Based on the TEKS (Texas Essential Knowledge and Skills) and TAKS (Texas Assessment of Knowledge and Skills)

Based on the TEKS (Texas Essential Knowledge and Skills) and TAKS (Texas Assessment of Knowledge and Skills) Learning Through Art WITH TEKS/TAKS NUMBERS FOR WEBSITE: GRADES 1-3 Grade 1 "A Colorful World" Identify and compare art elements in nature and the environment. TEKS 1.1 Express ideas through original artworks,

More information

Ontario Elementary Curriculum Connections to Active Safe, Sustainable Transportation (2016)

Ontario 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 information

OPAL Tree Health Survey Teaching Guide for Scotland Appendix: Curriculum Links

OPAL 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 information

Aesthetics Change Communication Communities. Connections Creativity Culture Development. Form Global interactions Identity Logic

Aesthetics 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 information

Edgewood College General Education Curriculum Goals

Edgewood 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 information

Comprehensive Health Eighth Grade Valid and invalid sources of information about alcohol, tobacco, and other drugs

Comprehensive Health Eighth Grade Valid and invalid sources of information about alcohol, tobacco, and other drugs performance enhancing drugs weight loss products addictions and treatment effect on other risk behaviors, including sexual activity alcohol, tobacco, and drug use Signs and consequences Comprehensive Health

More information

Blackminster Middle School

Blackminster 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 information

VA7MC.1 Identifies and works to solve problems through creative thinking, planning, and/or experimenting with art methods and materials.

VA7MC.1 Identifies and works to solve problems through creative thinking, planning, and/or experimenting with art methods and materials. GRADE 7 VISUAL ARTS Visual art continues to build opportunities for self-reflection, and exploration of ideas. Students benefit from structure that acknowledges personal interests and develops individual

More information

English National Curriculum Key Stage links to Meteorology

English National Curriculum Key Stage links to Meteorology English National Curriculum Key Stage links to Meteorology Subject KS1 (Programme of Study) links KS2 (Programme of Study) links KS3 (National Curriculum links) KS4 (National Curriculum links) Citizenship

More information

Eco-Schools Curricular Maps - Litter Topic

Eco-Schools Curricular Maps - Litter Topic Eco-Schools Curricular Maps - Litter 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 Litter

More information

What is Environmental Studies?

What 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 information

Curriculum Map Year 5

Curriculum Map Year 5 Curriculum Map Year 5 Subject Across the year Specific Areas to teach Key Experiences Eco-focus Literacy - Writing Plantlife around the school (bulbs, trees, willows) Play Residential to Braeside School

More information

Glossaire et information projet personnel en anglais

Glossaire 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 information

New Hampshire College and Career Ready Standards Science Grade: 1 - Adopted: 2006

New 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 information

ELEMENTARY (K 5) NATIONAL SCIENCE STANDARDS ALIGNMENT

ELEMENTARY (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 information

Our resources are designed to be used with selected film titles, which are available free for clubs at

Our 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 information

Learning Goals and Related Course Outcomes Applied To 14 Core Requirements

Learning Goals and Related Course Outcomes Applied To 14 Core Requirements Learning Goals and Related Course Outcomes Applied To 14 Core Requirements Fundamentals (Normally to be taken during the first year of college study) 1. Towson Seminar (3 credit hours) Applicable Learning

More information

Outcome 1 Students will examine the concept of exploration.

Outcome 1 Students will examine the concept of exploration. Social Studies 4 6 Streamlined Curriculum Social Studies 4 Social Studies 4 and Strategies demonstrate/organize data with visual representation investigate examine make predictions write personal narratives

More information

Ms Andrews Year 3 Summer First 2017

Ms Andrews Year 3 Summer First 2017 Ms Andrews Year 3 Summer First 2017 Science How does your garden grow? What do we know about plants? Flowering plants and their different functions. Gather questions to explore. What do we know about leaves?

More information

Year 5 Long Term Planning Autumn AMAZON RAINFOREST. Subject Unit of Work National Curriculum Links Resources

Year 5 Long Term Planning Autumn AMAZON RAINFOREST. Subject Unit of Work National Curriculum Links Resources Geography Year 5 Long Term Planning Autumn 1 2017 AMAZON RAINFOREST Descriptive Language Newspapers Instructions Grammar Spelling division Properties of Shapes Position and Direction Fractions Space, night

More information

Cambridge Primary Science Curriculum Framework

Cambridge Primary Science Curriculum Framework Cambridge Primary Science Curriculum Framework www.xtremepapers.com Cambridge Primary Contents Introduction Stage 1...1 Stage 2...3 Stage 3...5 Stage 4...7 Stage 5...9 Stage 6...12 Welcome to the Cambridge

More information

New Hampshire College and Career Ready Standards Science Grade: K - Adopted: 2006

New 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 information

IPC Themes 2018/2019

IPC Themes 2018/2019 The International Primary Curriculum (IPC) is taught in an integrated thematic approach. It comprises: English Language Skills, Mathematics, Science, ICT & Computing, Technology, History, Geography, Music,

More information

Key Stage 3 Curriculum Map Subject Autumn Spring Summer

Key Stage 3 Curriculum Map Subject Autumn Spring Summer English Novel study Novel study Location: Persuasive writing and travel All the world s a stage: Shakespeare Magazine project: analysis & production Poetry OR PSHCE Adventures and journeys Self Care Self

More information

YEAR 7 & 8 THE ARTS. The Visual Arts

YEAR 7 & 8 THE ARTS. The Visual Arts VISUAL ARTS Year 7-10 Art VCE Art VCE Media Certificate III in Screen and Media (VET) Certificate II in Creative Industries - 3D Animation (VET)- Media VCE Studio Arts VCE Visual Communication Design YEAR

More information

Washingwell Primary School Creative Curriculum Overview Years 5 and 6 Autumn term

Washingwell Primary School Creative Curriculum Overview Years 5 and 6 Autumn term Science Washingwell Primary School Creative Curriculum Overview Years 5 and 6 Autumn term Compare and group together everyday materials on the basis of their properties, including their hardness, solubility,

More information

See the Preface for important information on the organization of the following material.

See 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 information

DESIGN By MATT WEBSTER

DESIGN By MATT WEBSTER DESIGN By MATT WEBSTER In this unit, students will explore and experiment with the basic building blocks of design: Line, Shape, and Color. Once students have a solid foundation of those concepts, they

More information

The Australian Curriculum Science

The Australian Curriculum Science The Australian Curriculum Science Science Table of Contents ACARA The Australian Curriculum dated Monday, 17 October 2011 2 Biological Foundation Year Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Living things

More information

21 st Century Skills for the Arts

21 st Century Skills for the Arts 21 st Century Skills for the Arts The 21 st century skills integration with visual arts curriculum illustrates how the arts promote work habits that cultivate curiosity, imagination, and creativity and

More information

Descriptions of cross-curricular topics

Descriptions of cross-curricular topics Appendix 14 of Regulation No 2 of the Government of the Republic of 6 January 2011 National Curriculum for Upper Secondary Schools Last amendment 29 August 2014 Descriptions of cross-curricular topics

More information

KEY STAGE 2 ~ YEAR 6

KEY STAGE 2 ~ YEAR 6 KEY STAGE 2 ~ YEAR 6 Autumn Term HOLES Based upon the novel Holes, this unit aims to explore a novel in real depth, providing children with the opportunity to look at and emulate authorial technique in

More information

Eco-Schools Curricular Maps - Water Topic

Eco-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 information

Curriculum Area Autumn Term Spring Term Summer Term

Curriculum Area Autumn Term Spring Term Summer Term Curriculum Overview 2018-19 Year Group : One Curriculum Area Autumn Term Spring Term Summer Term English Ourselves & Other Animals Poetry Senses and Pattern & Rhyme Narrative We will be telling stories

More information

Fourth Grade Science Content Standards and Objectives

Fourth Grade Science Content Standards and Objectives Fourth Grade Science Content Standards and Objectives The Fourth Grade Science objectives build on the study of geology, astronomy, chemistry and physics. Through a spiraling, inquirybased program of study

More information

Patterns allow us to see relationships and develop generalizations.

Patterns allow us to see relationships and develop generalizations. Numbers can be represented in many forms and reflect different relationships. Numeracy helps us to see patterns, communicate ideas, and solve problems. Patterns allow us to see relationships and develop

More information

General Learning Outcomes

General 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 information

Curriculum Standards for Social Studies of the National Council for the Social Studies NCSS

Curriculum Standards for Social Studies of the National Council for the Social Studies NCSS A Correlation of to the Curriculum Standards for Social Studies of the National Council for the Social Studies NCSS Grades K - 6 N/SS-116 Introduction This document cites pages references to demonstrate

More information

NWS P-12 PRIMARY SCHOOL Integrated Inquiry Learning Sequence P-6 ESSENTIAL QUESTIONS

NWS 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 information

Christmas Crafts Aboriginal art Tiger in the Storm The Snail

Christmas Crafts Aboriginal art Tiger in the Storm The Snail Long Term Plans Cycle A Hardwick EYFS/ Year 1 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Why am I special? What celebrations are What was it like in the What are homes like Are plants really

More information

ELEMENTARY LEVEL British Columbia and Yukon Territory

ELEMENTARY LEVEL British Columbia and Yukon Territory ELEMENTARY LEVEL British Columbia and Yukon Territory appreciate ocean my lunches Big Ideas Competencies Water is essential to all living things, and it cycles through the environment. Materials can be

More information

SOCIAL STUDIES 10-1: Perspectives on Globalization

SOCIAL STUDIES 10-1: Perspectives on Globalization SOCIAL STUDIES 10-1: Perspectives on Globalization Overview Students will explore multiple perspectives on the origins of globalization and the local, national and international impacts of globalization

More information

National Science Education Standards, Content Standard 5-8, Correlation with IPS and FM&E

National Science Education Standards, Content Standard 5-8, Correlation with IPS and FM&E National Science Education Standards, Content Standard 5-8, Correlation with and Standard Science as Inquiry Fundamental Concepts Scientific Principles Abilities necessary to do Identify questions that

More information

K.1 Structure and Function: The natural world includes living and non-living things.

K.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 information

Drafting Essential Questions

Drafting Essential Questions Reading and Literature What makes a great book or story great? What is the relationship between popularity and greatness in literature? s a "good read" always a great book?.-.----------------- -----------------

More information