2015-16 PYP Handbook

PYP Handbook
2015-2016
Busan International Foreign School
Guiding Statements
Vision
Our students will develop and pursue
their passions, be successful and contribute
to a positive global future.
Mission
We are a diverse, supportive and dynamic
international school that inspires and challenges
students to explore, discover and thrive in the
global community to which we belong.
We Believe
Students are to be at the center of all that we do.
Education is the shared responsibility of our entire community.
In being an independent non-denominational international family school.
In being unified and respectful in our diversity.
In providing the very best inquiry-based, relevant,
and experiential education for each student.
Students are to give back through community service.
Busan InternatIonal ForeIgn school

united in our Diversity, thriving in our Individuality
Primary Years Programme Handbook

2015-2016
Table of Contents
BIFs : an IB World school ..................................................................................................................................................... 3
IBs Mission statement ............................................................................................................................................................. 3
how IB supports BIFs ............................................................................................................................................................... 3
our approach to teaching ..................................................................................................................................................... 4
our approach to learning ...................................................................................................................................................... 4
PYP curricular Framework ...................................................................................................................................................... 5
the IB learner Profile ................................................................................................................................................................ 6
transdisciplinary learning ...................................................................................................................................................... 8
subject areas ............................................................................................................................................................................... 9
language ............................................................................................................................................................................ 9
host country language (Korean) ............................................................................................................................ 9
Mathematics ...................................................................................................................................................................... 10
Visual arts ........................................................................................................................................................................... 10
Personal, social and Physical education ............................................................................................................... 10
Music .................................................................................................................................................................................... 11
science ................................................................................................................................................................................. 11
social studies ..................................................................................................................................................................... 11
PYP transdisciplinary themes ............................................................................................................................................... 12
PYP Key concepts : What do we want students to understand? .......................................................................... 13
IBs approaches to learningm : What do we want the students to be able to do? ...................................... 14
PYP attitudes : What do we want the students to value and feel? ....................................................................... 15
action in the PYP : how do we want students to act? ................................................................................................ 16
Inquiry-Based learning ........................................................................................................................................................... 17
approach to a Balanced literacy Framework ................................................................................................................ 18
assessment ................................................................................................................................................................................... 19
PYP exhibition .............................................................................................................................................................................. 19
2 Busan International Foreign school
BIFS : An IB World School

the Primary Years Programme (PYP) is an international curriculum framework for children in the 3-12 year
age range encompassing both the academic and non-academic areas of school life. along with cognitive
development, PYP at BIFs addresses all students social, emotional, physical and cultural needs.
2009
2012
2017
BIFs became a fully authorized PYP school

First PYP evaluation Visit
second PYP evaluation Visit
BIFs is one of the over 4,000 schools worldwide that are authorized to offer the IB programs. there are
currently more than 70,000 educators involved in the development and implementation of the IB programs
to more than one million students (and growing!).
IBs Mission Statement

The International Baccalaureate organization aims to develope inquiring,
knowledgeable and caring young people who help to create a better and more
peaceful world through intercultural understanding and respect.
to this end, IB works with schools, governments and international organizations to develope challenging
programs of international education and rigorous assessment. these programs encourage students across
the world to become active, compassionate and lifelong learners who understand that other people, with
their differences, can also be right.
For more information about the IB, visit www.ibo.org.
How IB Supports BIFS

BIFs and all IB schools around the globe work directly with IB through the following :
1. Development of curriculum - IB provides a curricular framework that ensures BIFs offers a learning
environment that is engaging, relevant, challenging and significant.
2. Provision of Professional Development BIFs ensures that our teaching staff is IB-trained. trainings
may come in the form of in-school workshops, regional workshops, IB publications and networking
with other PYP schools.
3. authorization and evaluation of schools after a school is authorized, IB ensures that the same
rigorous standards are maintained through periodic evaluation visits and review.
4. assessment of students external assessments are required for our students in the Middle and
high schools after their penultimate year in both the Middle Years Programme (MYP) and the
Diploma Programme (DP).
Primary Years Programme handbook
Our Approach to Teaching

how do we teach so that our students become inquiring, knowledgeable and caring young people who
help to create a better and more peaceful world? our approaches :
student-centered
teach through concepts
teach through inquiry
Put learning into context, both
local and global
Differentiate the learning
experiences
create a community of learners
Develope independent,
lifelong-learners
Informed by assessment
Our Approach to Learning

students at BIFs are continuously challenged to develope transdisciplinary and transferable skill sets that
they can continue to build on and apply in various contexts. We teach :
research skills
communication skills
social skills
thinking skills
self-management skills
PYP Curricular Framework

IBs curricular framework centers around three components :
Written Curriculum
What do we want to learn?
the written curriculum that has been identified and documented in a school
Taught Curriculum
How best will we learn?
how the curriculum is implemented in the day to day teaching and learning
Assessed Curriculum
How will we know what we have learnt?
the assessment of students work to inform teaching and learning, e.g., written assignments, practical
and oral assignments, portfolios, tests/quizzes, reports
The IB Learner Profile

Primary to our mission is to nurture international-minded students. as such, all members of the community
will strive to develope the attributes of the learner Profile.
I will listen carefully.

I can share my ideas and opinions in more than one language.
I present clearly and confidently.
I use what I know to solve problems.

I can apply what I know to other situations.
I make informed decisions.
I learn new and interesting things every day.

I like to know about other people, other countries and other cultures.
I apply my knowledge to unfamiliar situations.
I ask questions every day.

I am curious and ask purposeful questions about what interests me.
I can search for information about many things using different resources.
I am learning how to take care of my environment.

I am aware of how other people feel and I help them when they need it.
I can help people at school and those outside my community.
I will make the better choice.

I am honest and I treat everyone with fairness.
I stand by my beliefs while maintaining an open mind.
I am willing to have a go at new things.

I take calculated risks.
I am not afraid to talk about my beliefs.
I think about what my day has been like.

I think about what I am good at, what I need to get better at
and the ways I can do to improve.
I think about my ideas and decide what I can do to make them better.
I will play, eat healthy foods and get rest.

I share my time between my family, my friends and myself.
I understand the importance of personal well-being and I balance my time between
academic, physical and social pursuits.
I understand that it is okay to be different.

I listen to my classmates and try to understand them
I am respectful of other peoples ideas and opinions.
Transdisciplinary Learning
there are five main elements in the PYP curriculum. these elements are core to the transdisciplinary nature
of the program.
the Programme of Inquiry (shown at the end of the PYP handbook) is the core transdisciplinary element
for the knowledge component of the PYP.
the PYP key concepts are primary drivers in developing the inquiry across all subject areas.
the approaches to learning, or the transdisciplinary skills, are transferable in any area.
the PYP attitudes broadly support all learning and contribute to the holistic approach of the program.
opportunities are provided to take action arising from the learning.
In a unesco presentation in 2006, a transdisciplinary program is defined : Focus on issues across learning
areas, between them and beyond them, for the emergence of new and broader perspectives and for deeper
understanding of the interrelatedness of complex issues.
Subject Areas
there are six subject areas that comprise the knowledge element of the PYP: Languages, Social Studies,
Mathematics, Science, Arts, and Personal, Social and Physical Education.
IB PYP students are required to learn an additional language. at BIFs, the host country language, Korean,
is taught either for language acquisition (non-native speakers) or as an additional language and literature
subject (mother tongue).
scope and sequence documents for these subject areas can be found on the school website.
Language
the teaching and assessment of english language at BIFs developes the students' abilities in reading,
writing, oral and visual communication skills. It focuses on a range of texts and introduces students to a
range of genres and writing styles. grammar, spelling and punctuation skills are taught within the contexts
of these texts. a range of resources is used to support students' learning in english language. the students'
language learning experience is very strongly integrated in our Program of Inquiry.
Host Country Language (Korean)

BIFs offers the host country language as our additional language offering in the elementary. students learn
about the host country culture through celebrations, history, and different cultural aspects of Korea. the
study of the structure of the Korean language happens in different levels, from beginners to advanced
levels.
Mathematics
BIFs values the need for hands-on experience combined with relevant problem solving tasks to build a
strong fundamental understanding of mathematics. these values are reinforced by providing an ideal
balance between teacher-directed learning and student-centered inquiry. students are expected to learn
beyond basic number operation facts, and are provided opportunities to construct meaning in mathematics
and apply them in real life contexts.
Visual Arts
Visual arts in the elementary gives emphasis on developing a deeper understanding of the elements of
art and principles of design. students focus on ideas and themes, use a variety of media, and plan and
execute how their ideas are communicated to a larger audience. ongoing reflection and response to other
people's artwork is given equal importance. to promote the arts program to a wider community, our
students' artworks have been used for various exhibits both around the Busan community and
internationally.
Personal, Social and Physical Education

Physical education at BIFs goes beyond student participation in sports and games. the transdisciplinary
nature of the program means that communication, research, thinking, social, and self-management skills
are developed as students learn about movement through the study of movement skills, movement
concepts and movement principles.
the development of students' personal and social skills happens throughout all the areas of the curriculum.
teachers at BIFs support these through learning engagements both within and outside the program of inquiry.
Music
our music program focuses on developing our students' music performance skills and music concepts.
students perform to audiences through school concerts and off-campus activities. currently, the school
runs a program that interlinks the following music aspects: performing, creating and composing, notation,
listening and appreciation.
Science
science in the PYP leads students to an awareness
and appreciation of the world through the
contextual lens of the various areas in science - force
and energy, materials and matter, living things, and
earth and space.
through the units of Inquiry, students develope
the transdisciplinary skills as well as a range of
science-specific skills and processes.
Social Studies
social studies in the PYP enables students to gain a deeper
understanding about human behavior - themselves and others, and
the characteristics of their own place and the rest of the world. the
different strands in this area include - human systems and economic
activities, social organization and culture, continuity and change
through time, human and natural environments, and resources and
the environment.
11
PYP Transdisciplinary Themes

the program defines themes that identify areas of shared experience and have meaning for individuals
from different cultures. these are commonly called as the units of Inquiry (uoIs). students inquire into
and learn about issues in the context of the units of inquiry. they are organized according to the six
transdisciplinary themes as follows:
Who we are
an inquiry into the nature of the self, beliefs and values; personal, physical, mental, social and spiritual
health; human relationships including families, friends, communities and cultures; rights and responsibilities;
what it means to be human.
Where we are in place and time
an inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries,
explorations and migrations of humankind; the relationship between and the interconnectedness of
individuals and civilizations, from local and global perspectives.
How we express ourselves
an inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values;
the ways in which we reflect on, extend and enjoy our creativity, our appreciation of the aesthetic.
How the world works
an inquiry into the natural world and its laws; the interaction between the natural world (physical and
biological) and human societies; how humans use their understanding of scientific principles; the impact
of scientific and technological advances on society and on the environment.
How we organize ourselves
an inquiry into the interconnectedness of human-made systems and communities; the structure and
function of organizations; societal decision-making; economic activities and their impact on humankind
and the environment.
Sharing the planet
an inquiry into rights and responsibilities in the struggle
to share finite resources with other people and with other
living things; communities and the relationships within and
between them; access to equal opportunities; peace and
conflict resolution.
PYP Key Concepts :
What do we want students to understand?

the inquiry has been designed around a key set of important ideas or concepts. these concepts provide
the foundation for exploration across all disciplines. to focus the inquiry process, students and teachers
are encouraged to model questions on the concepts of:
Form
What is it like?
Function
How does it work?
Causation
Why is it like it is?
Change
How is it changing?
Connection
How is it connected to other things?
Perspective
What are the points of view?
Responsibility
What is our responsibility?
Reflection
How do we know?
In addition to these key concepts, related concepts - or subject-specific concepts - are explored through
the inquiry. For example, in science, concepts such as matter, energy, and resources are revisited in every
grade level through the units of Inquiry. social studies concepts such as place, conflict, beliefs, and
interactions are discussed in various grade levels, with increasing complexity.
the single subjects also choose the subject-specific related concepts to help the class focus on their inquiry.
13
IBs Approaches to Learning :
What do we want the students to be able to do?

through all the different subject areas, students engage in various learning engagements that introduce,
develope and consolidate these transdisciplinary skills:
Social Skills
accepting responsibility, respecting others, cooperating, resolving conflicts, group decision-making,
adopting a variety of group roles.
Communication Skills
listening, speaking, reading, writing, non-verbal communication, viewing, presenting
Thinking Skills
acquisition of knowledge, comprehension, application, analysis, synthesis, evaluation, dialectical thought,
metacognition
Research Skills
Formulating questions, observing, planning,
collecting data, recording data, organizing data,
interpreting data, presenting research findings
Self-Management Skills
gross motor skills, fine motor skills, spatial
awareness, organization, time management,
safety, healthy lifestyle, codes of behavior, informed
choices
PYP Attitudes :
What do we want the students to value and feel?

the following attitudes will contribute to the development of the learner profile :
Appreciation
appreciating the wonder and beauty of the world and its people
Commitment
being committed to their own learning, preserving and showing

self- discipline and responsibility
Confidence
feeling confident in their ability as learners, having the courage to take

risks, applying what they have learned and making appropriate decisions
and choices
Cooperation
cooperating, collaborating and leading or following as the situation

demands
Creativity
being creative and imaginative in their thinking and in their approach to

problems and dilemmas
Curiosity
being curious about the nature of learning about the world, its people
and cultures
Empathy
imagining themselves in anothers situation, in order to understand

his/her reasoning and emotions so as to be open-minded and reflective
about the perspectives of others
Enthusiasm
Independence
enjoying learning and willingly putting the effort into the process
thinking and acting independently, making their own judgements, based
on reasoned principles and being able to defend their judgements
Integrity
being honest and demonstrating a considered sense of fairness
Respect
respecting themselves, others and the world around them
Tolerance
being sensitive about differences and diversity in the world and being
responsive to the needs of others
15
Action in the PYP :
How do we want students to act?

students are encouraged to reflect, to choose wisely and to act responsibly with their peers, school staff
and in the wider community.
the action component of the PYP involves service in the widest sense of the word: service to fellow students,
to the staff and to the community. through such service, students are able to grow both socially and
personally, developing skills such as cooperation, problem solving, conflict resolution and creative and critical
thinking. action can also include any self-initiated study or reflection on inquiries outside of the classroom.
Inquiry-Based Learning
at BIFs, we believe that no one text, person or experience can best cater to the learning needs of all.
Multiple resources and multiple teaching strategies are employed in order to support our constructivist
approach towards learning. this means that students construct knowledge (or co-constructing knowledge
with peers and teachers) using the connections they create with both their pre-existing and new knowledge.
this approach leads to a deeper level of understanding.
Inquiry can take many forms: (Making the PYP Happen 2009)
Exploring, wondering, questioning
Experimenting and playing with possibilities
Making connections between previous and current knowledge
Making predictions and acting purposefully to see what happens
Collecting data and reporting findings
Clarifying existing ideas, and reappraising perception of events
Deepening understanding through the application of a concept
Making and testing theories
Researching and seeking information
Taking and defending a position
Solving problems in a variety of ways
17
Approach to a Balanced Literacy Framework

at BIFs, we use multiple resources and assessment tools to ensure that literacy development supports
inquiry. students will be given opportunities before, during and after the inquiry to develope their literacy
skills, both through stand-alone literacy lessons and through the units of inquiry.
1. reading comprehension (primary tool : 7 Keys to Comprehension Strategies)
We aim to help students read for meaning using seven specific thinking strategies that are used by
proficient readers.
reading aloud
shared reading
guided reading
Independent reading
2. Writing (primary tool : 6+1 Trait Writing)

the traits approach to writing instruction
makes writing accessible for all learners by
breaking a complex cognitive process into
the different traits.
Modeled writing
shared writing
guided writing
Independent construction
3. Word study (primary resource : Words Their Way)

Word study is a teacher-guided, studentcentered approach to vocabulary growth and
spelling development whereby students engage
in a variety of sound, pattern and meaning
activities, while sorting pictures and words.
Assessment
learning is informed through assessments, both formative and summative, and using a variety of strategies
and tools.
assessing student learning may take the form of observations or anecdotal records, performance
assessments, process-focused assessments, quizzes and tests, and open-ended tasks, among others.
assessments of student learning are reported to parents through the following :
report cards Portfolios Parent-teacher conferences student-led conferences
external assessment is provided to gr 3-5 students through the International schools assessment (Isa)
taken in February every year. For more information about Isa, go to http://www.acer.edu.au/isa.
PYP Exhibition
the PYP exhibition is a requirement for students who are in their last year of the PYP. at BIFs, grade 5
students are required to engage in an in-depth, collaborative inquiry process that involves them in identifying,
investigating and offering solutions to real life issues or problems.
through the exhibition, students are provided the opportunity to demonstrate independence and
responsibility for their own learning in their inquiry. they use and apply research, self-management, and social,
communication and thinking skills as they work towards their exhibition presentation. students synthesize
and apply their learning from previous years, and reflect on their learning journey through the PYP.
usually scheduled in the spring, the exhibition is a celebration involving all the members of the community :
parents, mentors, school administration, teachers, students, and other members of the wider community
(local to global).
19
Program of
WHO WE ARE
WHERE WE ARE IN PLACE AND TIME
HOW WE EXPRESS OU
JUNIOR PRESCHOOL
An inquiry into
nature of the self; human relationships

including families and friends, communities
and cultures
the ways in which we

extend and enjoy our
Central Idea
Family cultures contribute to shaping

our identity.
through stories, we learn

our ideas about places
Lines of Inquiry
1. Diversity of families
2. Similarities and differences between
families
Key Concepts
Form, Perspective
Related Concepts
similarities and differences, Belonging

roles, community
not required for this age group
communication
With teacher guidance and using props, children will begin
to share ideas to their peers both in formal and informal
setting
Begin to develop both their mother tongue and additional
language vocabulary
share their reflection, both verbal and nonverbal forms
Begin to use their journals to talk about their ideas
Approaches to
Learning
research
Begin to use books, videos, places and people to find out
interesting information
Frame questions about home and school experiences
1. Structure of stories
2. How stories make us feel
3. What we learn from stories
Form, Perspective, con
characters, Feelings,
social and self
Begin to develop strategies, both verbal and
nonverbal, to help problem solve when in
conflict with peers
Begin to adopt strategies when working
with others, e.g. waiting for ones turn, using
respectful language
Begin to be aware of own responsibilities
when in class (e.g. lining up, washing hands,
tidying up, etc.)
thinking
Begin to use everyday materials and simple tools to create
various art forms for different purposes
Begin to make connections between school and home
experiences
Science Strand
Focus
Social Studies
Strand Focus
social organization and culture

(the study of study of people,
communities, cultures and societies)
continuity and change through time
(the relationships between people and
events through time)
social organization and

(the study of the ways in
which individuals, groups
and societies interact with
Inquiry 2015-16
RSELVES
HOW THE WORLD WORKS
SHARING THE PLANET
HOW WE ORGANIZE OURSELVES
(3-4 years old)

reflect on,
creativity
and share
and people.
how humans use their understanding of

scientific principles
the communities and the relationships

within and between them
our understanding of how light works

allow us to use it many different ways.
living things interact in different ways

and in different contexts.
1. Properties of light
2. Sources of light
3. How we use light in our daily life
1. What living things are

2. What living things need
3. How humans interact with animals
nection
Form, Function
Form, Function, connection
theme
Properties
Interaction, needs
science skills
a. observe carefully in order to gather data*
B. use a variety of instruments and tools to measure data accurately
c. (Begin to) use scientific vocabulary to explain their observations and experiences*
D. (Begin to) identify or generate a question or problem to be explored*
e. Plan and carry out systematic investigations, manipulating variables as necessary
F. (Begin to) make and test predictions*
g. Interpret and evaluate data gathered in order g. to draw conclusions
h. consider scientific models and applications of these models (including their limitations)
social studies skills
a. (Begin to) formulate and ask questions about the past, the future, places and society
B. use and analyze evidence from a variety of historical, geographical and societal sources
c. (Begin to) orientate in relation to place and time
D. (Begin to) identify roles, rights and responsibilities in society*
e. assess the accuracy, validity and possible e. bias of sources
*Requires explicit modelling from adults.
culture
each other)
Materials and Matter

(the properties, behaviors, and uses of
materials, both natural and man-made,
and how they are manipulated to suit a
purpose)
living things
(the study of the interactions and
relationships between and among living
things, and with their environment)
Forces and energy
(the energy that sustains life)
resources and the environment

(interaction between people and
environment)
human and natural environments

(study of the distinctive features that
give a place its identity)
*Note : Details may change as units are refined.

21
Program of
WHO WE ARE
HOW WE EXPRESS OU
SENIOR PRESCHOOL
An inquiry into
nature of the self; human relationships

including families and friends, communities
and cultures
Central Idea
Friendships enrich our lives and require

nurturing in order to develop.
Lines of Inquiry
1. Friends around us
2. Why friends are important
3. Maintaining healthy friendships
Key Concepts
causation, responsibility
Related Concepts
Friendship, Wellness, relationship
the ways in which we discover

ideas, feelings, nature, culture,
values; the ways in which we
People use different forms
to express their
communication
With teacher guidance and using props, children will present
and share ideas to the class
Begin to develop subject-specific vocabulary
Begin to share their reflection both verbally and in written
form
Approaches to
Learning
research
Begin to use books, videos, places and people to find out
interesting information
Begin to frame questions focused on the topic
Begin to use simple instruments for simple measurements
Begin to interview people outside the class community
Begin to use pictographs and charts to gather information
1. Different forms of visual

2. Creative use of art mate
3. Responses to own work
and those of others
Form, Perspective,
Processes, creativity,
social and self

conflict with peers
Begin to adopt strategies when working
with others, e.g. waiting for ones turn, using
respectful language
Begin to adopt strategies when working with
others, e.g. waiting for ones turn, listening to
others, using respectful language, etc.
Begin to be aware of own responsibilities
when in class (e.g. class jobs)
thinking
Begin to make connections on, and give examples of, how
people in a community are interdependent of each other
use everyday materials and simple tools to create various
art forms for different purposes
use school and home experiences to make connections
with the texts explored
(the properties, behaviors,
materials, both natural and
and how they are manipul
purpose)
Science Strand
Focus
Social Studies
Strand Focus

(the study of the ways in which individuals,
groups and societies interact with each
other)

(the study of study of
people, communities,
cultures and societies)
Inquiry 2015-16
RSELVES
SHARING THE PLANET
how humans use their understanding of

scientific principles; impact of scientific and
technological advances on society and the
environment
the interconnectedness of human-made

systems and communities
the rights and responsibilities in sharing

finite resources with other people and other
living things; communities and the
relationships within and between them
Different materials can be used to show

ones creativity and imagination.
People use a variety of skills and

strategies to perform their roles in the
community.
Plants are a life-sustaining resource

for living things.
1. Materials around us
2. Planning and creating simple designs
3. Reflecting about ones work
1. What a community means

2. The different roles in the BIFS
community
3. The skills that people use to contribute
to the community
1. How living things grow

2. How plants help sustain life on Earth
3. Caring for living things
HOW THE WORLD WORKS
(4-5 years old)

and express
beliefs and
reflect on,
creativity
of visual arts
ideas.
arts
rials
reflection
Form, Function, reflection
responsibility, causation
Form, connection, responsibility
Materials
Properties, structure
community, roles
growth, sustainability, structure,

system
science skills
a. (Begin to) formulate and ask questions about the past, the future, places and society*
c. (Begin to) orientate in relation to place and time*
and uses of
man-made,
ated to suit a
culture
Force and energy

(the application of scientific understanding
through inventions and machines)
materials, both natural and man-made, and
how they are manipulated to suit a purpose)
living things (the study of the

characteristics, systems and behaviors of
humans and other animals, and of plants)
earth and space (the natural phenomena
and systems that shape the planet; the
finite and infinite resources of the planet)
Forces and energy
(the energy that sustains life)

(the study of the ways in which individuals,
groups and societies interact with each other)
human systems and economic activities
(the study of how and why people
construct organizations and systems;
the ways in which people connect
locally and globally)

(the interaction between people and
the environment)

23
Program of
WHO WE ARE
HOW WE EXPRESS OU
KINDERGARTEN
ideas, feelings, nature, culture,
values; the ways in which we
An inquiry into
the nature of the self; personal and physical

health
the orientation in place and time; the

discoveries, explorations and migrations of
humankind
Central Idea
Personal health care habits and hygiene

practices promote overall wellness.
transport systems reflect the changing

needs of people.
expressing our feelings

ideas helps us come to
understandings.
Lines of Inquiry
1. Daily practices for health care and

good hygiene
2. Common illnesses
3. Our responsibility in keeping ourselves
healthy
1. How transport systems have changed

over time
2. Reasons for different transport systems
3. How transport system supports the
community
1. How feelings can be expre

2. Communicating through
movement
3. Why people need to express
4. How celebrations help express
Key Concepts
causation, responsibility
change, reflection, Function
reflection, causation
Related Concepts
Wellness, Diseases, Prevention
Inventions, system, Migration
emotions, celebrations,
conflict resolution
Approaches to
Learning
Science Strand
Focus
communication
Develop subject-specific vocabulary and use them
appropriately in their observations and explanations
as articulated in the following documents : Language
scope and sequence, Balanced literacy framework
research
Begin to use books, videos, people and places to find out
information
Begin to use simple instruments for simple measurements
Begin to frame questions focused on the topic
Begin to conduct interview with peers, family members
and other people in the school community
Begin to use tally marks and pictographs to organize and
present information
thinking
use everyday materials and simple tools to create various
art forms for different purposes
use background knowledge to make connections with the
texts explored
Begin to determine the ideas in a text that are most
relevant to the discussion
social and self

listen to others peoples ideas
Develop fine motor skills to effectively use
materials in creating hands-on projects
conflict with peers
Develop strategies when working with others,
e.g. identifying short-term goals, recognizing
roles and responsibilities, waiting for ones turn,
listening to others, using respectful language,
etc.
use developing knowledge to make healthy
and safe choices
living things
(the study of the characteristics,
systems and behavior of humans and
other animals)
Social Studies
Strand Focus

(the past, its influences on the present
and its implications for the future)

(the study of the ways in
individuals, groups and
societies interact with each
Inquiry 2015-16
RSELVES
SHARING THE PLANET
the natural world and its laws; the interaction

between the natural world (physical
and biological) and human societies
the structure and function of organizations;

societal decision-making
the rights and responsibilities in sharing

finite resources with other people and other
living things
the earths natural cycles influence the

activity of living things.
communities function more effectively

when rules and routines are shared with
all members.
People protect the earths resources

for the good of all living things.
1. Natural cycles e.g. Seasons, Night and

Day, Days of the Week/Month, Life Cycle
2. The actions people take in response to
changing seasons
3. Changes in the environment
throughout the seasons
1. What an organization is
2. Different systems of organizations that
we see in our community
3. Qualities and attributes of a good
team
change, reflection, Form
Function, responsibility
Form, responsibility, reflection
cycles, time, environment, lifestyle
community, teamwork, organization,

system
resources, environment, sustainability
HOW THE WORLD WORKS
(5-6 years old)

and express
beliefs and
reflect on,
creativity
and
new
ssed
stories and
how they feel
peoples culture
culture,
1. Earths natural resources

2. How people use Earths resources
3. Ways we can protect Earths
resources
science skills
a. (Begin to) formulate and ask questions about the past, the future, places and society*
c. (Begin to) orientate in relation to place and time*
living things
(the interactions and relationships
between and among living things,
and with their environment.)
earth and space (the infinite and
finite resources of the planet)
earth and space

(the natural phenomena and systems
that shape the planet and the
distinctive features that identify it)
culture
which
other)

(the study of the distinctive features
that give a place its identity; how
people adapt to and alter their
environment)

(the study of the ways in which
individuals, groups and societies
interact with each other)

the environment)

25
Program of
WHO WE ARE
HOW WE EXPRESS OU
GRADE
An inquiry into

health
orientation in place and time; the

relationships between and the
interconnectedness of individuals and
civilizations, from local and global perspectives

and express culture, beliefs
Central Idea
an understanding of a well-balanced
lifestyle allows us to make healthier
choices.
learning about the previous generation

helps us understand the relationship
between the past and the present.
Images communicate
information.
1. Ways to find out about the past

2. Behaviors and practices that have
changed or remained the same over time
3. Connection between present and
future
1. Signs and symbols around

2. Creative ways to
communicate ideas and
3. Global importance of signs
symbols
Lines of Inquiry
1. What healthy nutrition looks like

2. Why body care is important
3. Maintaining a balanced and healthy
lifestyle
Key Concepts
Form, responsibility, reflection
change, connection, reflection
Form, Function, Persp
Related Concepts
Wellness, health, Balance, nutrition,

lifestyle
time, Family, culture
communication, no
Approaches to
Learning
Science Strand
Focus
communication
Develop subject-specific vocabulary and use them appropriately in their
observations and explanations
Begin to develop their presentation skills for a wider audience
as articulated in the following documents: language scope and sequence,
Balanced literacy framework
research
Formulate questions that are on topic and are testable/answerable
collect data from multiple sources and organize them using tally charts,
graphs, graphic organizers, etc.
Begin to cite sources of information
Make and test predictions
thinking
Making reasonable hypothesis based on prior knowledge or experience
Determines the most important ideas from texts explored
uses background knowledge to make connections with texts
creates mental images when exploring texts
analyze and synthesize information to draw conclusions based on multiple
resources, multiple tests, multiple points of view
orientate in place and time, e.g. distinguish between past and present;
explore similarities and differences between the past and the present ; explore
and share instances of change and continuity in personal lives, family and
local histories; sequence events, routines, personal histories in chronological
order; interpret place and time using tools such as maps and timelines;
investigate directions and distances within the local environment
social
recognize that there are a variety of roles and
responsibilities in various settings and
perform the assigned tasks
Begin to develop strategies when working in a
group, e.g. identifying group goals, listening
to other peoples ideas, making shared
decisions, etc.
self-management
With teacher guidance, set achievable goals
for personal, social and academic
development
Make informed choices to achieve a healthy
and balanced lifestyle
Develop and apply fine motor skills with
precision
Develop and apply gross motor skills
appropriately
living things
systems, and behaviors of humans)
Force and energy
(the study of energy in living things)
Social Studies
Strand Focus

(the study of people, communities,
cultures and societies)
(the study of the relationships between
people and events through time )

(the study of how and why
construct systems; the ways
connect locally and globally)
Inquiry 2015-16
HOW THE WORLD WORKS
SHARING THE PLANET
discover
and values
the natural world and its laws; how humans

use their understanding of scientific principles

the rights and responsibilities in the

struggle to share finite resources with other
people and other living things
ideas and
Materials have properties which we can

change and use.
Production of goods involves people,

resources and various processes.
living things depend on the

environment for its survival.
1. Human and natural resources

2. Processes involved in the production of
goods
3. Our responsibility as producers
1. What living things need to survive

2. The flow of energy in an ecosystem
3. The interaction between the living
things and the environment
RSELVES
ONE
us
information
and
1. Properties of materials
2. How properties of materials can be
changed
3. Scientific skills and processes
ective
Form, change, Function
Form, Function, responsibility
causation, Function, connection
tation
Properties, Matter, Design
resources, Processes, Production
energy, ecosystem, Interaction,

environment, resources
science skills
a. observe carefully in order to gather data
c. use scientific vocabulary to explain their observations and experiences
D. Identify or generate a question or problem to be explored
F. Make and test predictions
h. consider scientific models and applications of these models
(including their limitations)
reading comprehension Keys

(thinking about reading)
1. using background knowledge
(schema)
2. creating mental images
3. Questioning
4. Inferring
5. Determining Importance
6. synthesizing
7. Monitoring for meaning (fix-ups)

a. Formulate and ask questions about the past, the future, places and society
B. use and analyze evidence from a variety of historical, geographical and
societal sources
c. orientate in relation to place and time
D. Identify roles, rights and responsibilities in society
culture
people
people
Writing traits
1. Ideas
2. organization
3. Voice
4. Word choice
5. sentence Fluency
6. conventions
7. Presentation

purpose)

purpose)
living things (the study of the interactions

and relationships between and among living
things, and with their environment)
earth and space (the natural phenomena
and systems that shape the planet; the finite
and infinite resources of the planet)
Forces and energy (the energy that sustains life)

environment)

construct systems)
(the study of how humans allocate and
manage resources)

(study of the distinctive features that
give a place its identity)

27
Program of
WHO WE ARE
HOW WE EXPRESS OU
GRADE
An inquiry into

health


culture, beliefs and values
Central Idea
the different structures of the human

body functions together to support life.
the earths physical geography has an

impact on human interactions and
settlements.
People mark important

and cultural events through
and traditions.
Lines of Inquiry
1. How body systems work

2. How body systems are interdependent
3. Impact of lifestyle choices on the body
1. How home designs are influenced by

the environment
2. How home designs reflect peoples
culture and daily life
3. The different climates around the world
1. Personal and cultural events

2. What, why, when we celebrate
3. Similarities and differences
between traditions and
celebrations across cultures
Key Concepts
Function, connection, responsibility
causation, reflection, Form
Related Concepts
system, characteristics,
Interdependence, energy
environment, resources, culture,

geography
Approaches to
Learning
Science Strand
Focus
communication
Develop subject-specific vocabulary and use them appropriately in their observations and
explanations
use the Writing traits to enhance their writing
Develop effective presentation skills for a specific audience
use technology to enhance communication of ideas
represent findings using models
as articulated in the following documents : Language scope and sequence, Balanced literacy framework
research
Formulate questions that are testable/ answerable
collect data from multiple resources and begin to cite their sources, e.g. historical, societal,
geographical sources
organize data using charts, graphic organizers, video and voice recording, etc.
Begin to design and carry out simple surveys
Begin to cite sources of information
use a variety of measuring instruments with accuracy and use measured data to explain own
observations
Make and test predictions
thinking
Determine the most important ideas from texts explored
use background knowledge to make connections with texts and to formulate hypothesis
create mental images when exploring texts
Begin to make inferences based on acceptable clues when exploring texts
analyze and synthesize information to draw conclusions based on multiple resources, multiple tests,
multiple points of view
Metacognition: Identify how one best think and learn
apply social studies skills to explore and share instances of change and continuity in personal lives,
family and local and world histories; interpret place and time using tools such as maps and timelines
living things
systems and behaviors of humans)
Forces and energy
(the energy that sustains life processes)
Social Studies
Strand Focus
Form, Perspective,
traditions, culture, Identity,
social
With teacher guidance, develop strategies to
effectively work with a team, e.g. identifying
individual responsibilities, listening to others,
disagreeing respectfully, arriving at a
consensus, etc.
self-management
With teacher guidance, develop goals and
strategies towards personal, social and
academic development
With teacher guidance, set goals and
manage time and resources to complete a
task within the allotted time
Make informed choices based on own
evaluation of facts and experiences
Develop and apply fine motor skills with
precision
Develop and apply gross motor skills
appropriately

(the study of the origins of humanmade materials and how they are
manipulated to suit a purpose)
earth and space (the distinctive
features that identify the planet earth )
social organization and culture (the study of people,
and societies; the ways in which individuals, groups
(the study of the distinctive features that give a
with each other)
place its identity; how people adapt to and alter human and natural environments(the study
their environment; how people experience and features that give a place its identity)
represent place)
(the study of the relationships between people
resources and the environment (the study of the through
time; the past, its influences on the
interaction between people and its environment) implications for the future)
Inquiry 2015-16
RSELVES
HOW THE WORLD WORKS
SHARING THE PLANET
the natural world and its laws; the

interaction between the natural world and
human societies


energy is found in various forms and is

used to support human endeavors.
the community provides systems to

meet peoples basic needs and wants.
When interacting with the

environment, humans make choices
that can affect other living things.
1. Different forms of energy

2. How energy is used
3. How energy flows through the Earths
systems
1. Communitys needs and wants

2. How community provides work for
people to meet their needs and wants
3. How jobs help shape a community
1. Changes on Earth over time

2. Human activities that affect the
environment
3. Human responsibilities in protecting
the environment
TWO
and express
personal
celebrations
reflection
Form, Function
Perspective, connection
change, causation, responsibility
Diversity
energy, sustainability, Properties,

renewability
community, needs and Wants,

environment, resources
environment, Interaction, resources
science skills
e. Plan and carry out systematic investigations, manipulating variables as
necessary
h. consider scientific models and applications of these models (including their
limitations)
societal sources
Forces and energy (the study of energy, its
origins, storage and transfer, and the work it can
do; the application of scientific understanding
through inventions and machines)
Materials and Matter (the study of the
properties, behaviors and uses of materials,
both natural and human-made)
communities, cultures
and societies interact
of the distinctive
and events
present and its

(the impact of scientific and
technological developments on the
environment)

(schema)
3. Questioning
4. Inferring
6. synthesizing
Writing traits
1. Ideas
2. organization
3. Voice
4. Word choice
5. sentence Fluency
6. conventions
7. Presentation
earth and space
(the infinite and finite resources of
the planet)
living things (the interactions and
relationships between living things
and the environment)

construct organizations and systems)
(the study of the ways in which
individuals, groups and societies

environment)
(the study of how people adapt to,
and alter their environment)

29
Program of
WHO WE ARE
HOW WE EXPRESS OU
GRADE
An inquiry into
the nature of the self; beliefs and values

discoveries, explorations and migrations of
humankind
the ways in which we reflect

and enjoy our creativity;
our appreciation of the
Central Idea
choices of role models reflect the beliefs

and values of individuals and societies.
explorations lead to discoveries,

opportunities, and new understandings.
Different types of art capture

and imagination.
Lines of Inquiry
1. What determines our beliefs and values

2. Significant people through place and
time and their influence on the society
3. Influence of role models on our choices
and actions
1. Reasons for exploration

(historical and personal)
2. How explorations have taken place
over time
3. The consequences of exploration
Key Concepts
Perspective, reflection, causation
causation, change, reflection
Perspective, Form, con
Related Concepts
Identity, choice, action, Beliefs, Values,

leadership
geography, navigation, Past,

consequence, Discoveries
self-expression, creativity,
Media, Processes
Approaches to
Learning
communication
Develop subject-specific vocabulary and use them appropriately in their observations and
explanations
use the Writing traits to enhance their writing
Develop effective presentation skills for a specific audience and using appropriate props, e.g.
models, charts, technology, etc.
recognize and develop nonverbal strategies to communicate ideas and opinions
research
Formulate questions that are testable/ answerable and relevant to specific elements of a topic;
formulate questions about the past, about people and about society.
Manipulate variables in a controlled experiment and analyze the results
use measurement tools accurately when gathering data
collect, summarize and analyze data from multiple resources and cite them appropriately
(historical, geographical and societal sources)
use models to present own interpretation of data
Identify roles, rights and responsibilities in society
assess the accuracy and possible bias of sources, e.g. distinguish between fact and opinion; piece
together evidence to explain, report or persuade; make predictions to test understanding
cite sources of research information
thinking
use and apply the thinking strategies (7 Keys) when exploring texts
analyze and synthesize information to draw conclusions based on multiple resources, multiple
tests, multiple points of view
Metacognition : analyze how one best think and learn; self-questioning
orientate in relation to place and time, e.g. sequence events, explore similarities and differences
between the past and the present, interpret place and time using tools such as maps and
timelines, explore and share instances of change and continuity in personal, local and global
histories
apply learned ideas and concepts to another situation
Make judgments or decisions given a criteria
Science Strand
Focus
Social Studies
Strand Focus

(the ways people connect locally and globally)
(the study of people, communities, cultures
and societies)
(the study of people who have shaped the
future through their actions)
1. The diverse ways people

ideas and interests
2. The stages of creative proc
3. Artistic strategies to enhance
social
adopt a variety of roles and responsibilities in
various settings
listen sensitively to other peoples opinions
state own opinions with respectful consideration
to others point of view
continue to develop strategies to resolve
conflicts within a group
self-management
With teacher guidance, develop goals and
strategies towards personal, social and academic
development
With teacher guidance, set goals and manage
time and resources to complete a task within the
allotted time
select an appropriate course of action based on
accurate facts and well-formed opinions
Develop and apply both fine and gross motor
skills with precision
earth and space

(the distinctive features that identify
the planet earth )

(the properties and uses of

(the ways people connect locally and globally)
(the study of the past, its influences on the
present and its implications for the future;
people who have shaped the future through
their actions)
human systems and

economic activities
(the ways people connect
globally)
continuity and change thr
(the study of people who
shaped the future through
Inquiry 2015-16
RSELVES
HOW THE WORLD WORKS
SHARING THE PLANET



Forces are all around us and have an

impact on people and objects.
communities support each other in

times of needs.
the cycles in earths systems help

regenerate its resources.
1. Types of forces
2. Measuring forces
3. How forces effect people and objects
1. How and why natural disasters occur

2. Effects of natural disasters on the
community
3. The responsibility of communities to
support each other in times of need
1. Earths renewable and

nonrenewable resources
2. The importance of natural cycles
3. Our responsibility in managing the
Earths resources
THREE
on, extend,
aesthetic
our ideas
convey their
esses
meaning
nection
Form, Function, causation
Form, causation, responsibility
causation, responsibility, connection
theme,
Interaction, systems, Balanced,

Measurement
geology, energy, Plate tectonics,

community, organization
resources, cycles, system, energy,

renewability
science skills
necessary

(schema)
3. Questioning
4. Inferring
6. synthesizing

societal sources
materials)
locally and
ough time
have
their actions)
Force and energy

(the study of balanced and unbalanced
forces and its effects on objects)
Writing traits
1. Ideas
2. organization
3. Voice
4. Word choice
5. sentence Fluency
6. conventions
7. Presentation
earth and space

(the natural phenomena and systems
that shape the planet and the
distinctive features that identify it)
Forces and energy
(energy and forces that enable the
changes on earth to happen)
earth and space (the natural

phenomena and systems that shape
the planet and the distinctive
features that identify it; the infinite
and finite resources of the planet)
(the properties and uses of materials)
resources and the environment (interaction

between people and environment)
human systems and economic activities (the
study of how and why people construct
organizations and systems)
social organization and culture (the study of
the ways in which individuals, groups and
societies interact with each other)

environment; how humans allocate
and manage resources)

31
Program of
WHO WE ARE
HOW WE EXPRESS OU
GRADE
An inquiry into
personal, physical, mental, social and

spiritual health
the orientation in place and time; the

Central Idea
People who understand how to be

healthy can use this knowledge to
enhance their well-being
Past civilizations shape present day

systems and technologies.
Lines of Inquiry
1. Health and wellness

2. Nutrition and diet
3. Setting health goals to promote
wellness
1. Aspects of past civilizations that have

survived
2. Reasons these systems and technologies
developed and continue to develop
3. Implications for the future
Key Concepts
Form, causation, responsibility
causation, change, connection
Related Concepts
health, Diseases, heredity, environment,

safety, Wellness
civilization, technology, Progress ,

system
communication
listening and speaking skill development
reading and writing skill development
Viewing and presenting skill development
non-verbal communication skill development
Approaches to
Learning
research skills
Formulate compelling and relevant questions about local
and global issues
collect data from multiple resources, both primary and
secondary sources
cite sources using the agreed format (Mla)
record research data using appropriate tools
Draw valid conclusions, supported by a range of evidence
thinking skills
acquisition of knowledge, comprehension and application
Increasing complexity in the analysis, synthesis and
evaluation of a set of information
Dialectical thought
Metacognition: learning how one learns best
the different ways people

express themselves
influenced by their
1. Similarities and differences
between world religions
2. How peoples lives are
affected by beliefs
3. Variety of ways that people
their beliefs
connection, Perspective,
Beliefs, Diversity, comm
social skills
accept responsibility for class work
respect others beliefs and opinions
cooperate in school tasks
resolve conflict appropriately
actively help with group decision-making
adopt a variety of roles depending on the
situation
create an organizational plan for individual
and group tasks
Manage time and resources effectively and
appropriately
Make behavior choices that do not put own
and others in danger
Make informed choices to select appropriate
courses of action
Forces and energy (the application of

scientific understanding through
inventions and machines)
Materials and Matter (the properties
and uses of materials; the origins of
human-made materials and how they
are manipulated to suit a purpose.)
Science Strand
Focus
Social Studies
Strand Focus

and express culture, beliefs,
human systems and economic activities (the study

of how and why people construct organizations and
systems; the distribution of power and authority.)
(the study of the past, its influences on the present
and its implications for the future)
(the ways in which individuals, groups and societies
resources and the environment (interaction between people

and environment; how humans allocate and manage
resources; the impact of scientific and technological
developments on the environment)
continuity and change through time (the study of the past,
its influences on the present and its implications for the future;
people who have shaped the future through their actions)
communities, cultures and societies)

people, communities, cultures and
ways in which individuals, groups
continuity and change through
study of the relationships between
events through time; the past, its
the present and its implications
Inquiry 2015-16
RSELVES
HOW THE WORLD WORKS
SHARING THE PLANET
FOUR
discover
and values

economic activities and their impact on

humankind and the environment
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
live and
are
beliefs.
systematic investigations allow for

people to understand how materials can
be changed.
economic activity brings about changes

to economies and the environment.
Biodiversity relies on maintaining the

interdependent balance of organisms
within systems.
express
1. Properties of matter
2. Physical and chemical changes in
matter
3. Processes involved in a systematic
investigation
1. How an economy works

2. The changes that have occurred due to
the expansion of industries
3. How geography dictates the industries
that develop in an area
1. Interdependence within ecosystems,

biomes and environments
2. Similarities and differences between
ecosystems
3. How human interaction with the environment
can affect the balance of systems
reflection
Form, change
Function, causation, change
Function, connection, responsibility
unication
Matter, Properties, characteristics
economy, environment, resources,

geography, needs and Wants
Biodiversity, Interaction, systems,

extinction, Balance, Interdependence
1. Using background knowledge
(schema)
2. Creating mental images
3. Questioning
4. Inferring
6. Synthesizing
science skills
necessary
societal sources
living things (the study of the interactions and

relationships between and among them, and
with their environment)
Force and energy (the study of energy and the
work it can do; how it is transferred from a living
thing to another to sustain life)
earth and space (the natural phenomena and
systems that shape the planet and the distinctive
features that identify it)
Forces and energy

(the application of scientific
understanding through inventions and
machines)
(the study of
societies; the
and societies
time (the
people and
influences on
for the future)
human systems and economic activities (the study of how

and why people construct organizations and systems; the
ways people connect locally and globally)
continuity and change through time (the study of the past,
resources and the environment (the study of the impact of
scientific and technological advances on the environment)
Writing traits
1. Ideas
2. Organization
3. Voice
4. Word Choice
5. Sentence Fluency
6. Conventions
7. Presentation
human systems and economic activities (the study of

why people construct organizations and systems; the
ways in which people connect locally and globally)
(the study of how humans allocate and manage
resources; the positive and negative effects of this
management; the impact of scientific and
technological advances on the environment)

(the study of the distinctive features
that give a place its identity)
the environment)

33
Program of
WHO WE ARE
HOW WE EXPRESS OU
GRADE
An inquiry into
personal, physical, mental, social, and

spiritual health; rights and responsibilities
the discoveries, explorations (and

migrations) of humankind
Central Idea
the changes people experience

throughout their life affect their evolving
sense of self.
curiosity leads to discoveries that help

us better understand the universe.
Lines of Inquiry
1. The changes that occur during puberty

2. Factors that contribute to well-being
during puberty
3. How relationships contribute to selfconcept
Key Concepts
causation, change, responsibility
Form, Function
Related Concepts
Puberty, self-concept, relationships,

Wellbeing
curiosity, Investigation, Discovery,

system
1. The scientific inquiry process.

2. Scientific discoveries throughout time
3. The Solar System
communication
listening and speaking skill development
reading and writing skill development
Viewing and presenting skill development
non-verbal communication skill development
Approaches to
Learning
research skills
Formulate compelling and relevant questions about local
and global issues
collect data from multiple resources, both primary and
secondary sources
cite sources using the agreed format (Mla)
record research data using appropriate tools
Draw valid conclusions, supported by a range of evidence
thinking skills
acquisition of knowledge, comprehension and application
Increasing complexity in the analysis, synthesis and
evaluation of a set of information
Dialectical thought
Metacognition: learning how one learns best
Science Strand
Focus
Social Studies
Strand Focus
eXhIBItIon
social skills
accept responsibility for class work
respect others beliefs and opinions
cooperate in school tasks
resolve conflict appropriately
actively help with group decision-making
adopt a variety of roles depending on the
situation
create an organizational plan for individual
and group tasks
Manage time and resources effectively and
appropriately
Make behavior choices that do not put own
and others in danger
Make informed choices to select appropriate
courses of action
living things
(the study of characteristics, systems
and behaviors of humans)
earth and space

(the study of planet earth and its
position in the universe, particularly its
relationship with the sun; the natural
phenomena and systems that shape
the planet and the distinctive features
that identify it)

(the study of people, communities,
cultures and societies; the ways in
which individuals, groups and societies

(the study of the relationships between people and
events through time; the past, its influences on the
present and its implications for the future; people
who have shaped the future through their actions)
(the study of the interaction between people and
the environment; the impact of scientific and
technological advances on the environment)
the ways in which we reflect

enjoy our creativity;
our appreciation of the
eXhIBItIon
Inquiry 2015-16
RSELVES
HOW THE WORLD WORKS
SHARING THE PLANET

economic activities and their impact on

humankind and the environment
peace and conflict resolution
Different sources of energy and the

different ways energy can be transformed,
transported, and stored each have
different benefits and drawbacks.
Knowledgeable consumers use critical

thinking to make informed choices.
Different wants and needs result in

conflict.
FIVE
on, extend and
aesthetic
1. The nature of energy

2. How energy is changed from one form
to another
3. How people access energy for daily
uses
1. The purpose of media

2. Recognizing bias in media
3. Evaluating messages in media
1. Causes of Conflict
2. Conflicts around the world
throughout time
3. Consequences of conflicts
Form, change, connection
Function, Perspective, responsibility
causation, Perspective, responsibility
energy, sustainability, conservation,

transformation
economics, Media, choice, Perception
global conflicts, conflict resolution

1. Using background knowledge
(schema)
2. Creating mental images
3. Questioning
4. Inferring
6. Synthesizing
science skills
necessary
B. use and analyse evidence from a variety of historical, geographical and
societal sources
Writing traits
1. Ideas
2. Organization
3. Voice
4. Word Choice
5. Sentence Fluency
6. Conventions
7. Presentation
Forces and energy

(the study of energy, its origins, storage
and transfer, and the work it can do;
the application of scientific
understanding through inventions and
machines)
(the study of how and why people construct
(the study of interaction between people and
organizations and systems; the ways people
the environment; the study of how humans
connect locally and globally)
allocate and manage resources; the positive
and negative effects of this management;
(the study of people, communities, cultures and
the impact of scientific and technological
societies; the ways in which individuals, groups
and societies interact with each other)
developments on the environment)

communities, cultures and societies; the ways in which individuals,
groups and societies interact with each other)
continuity and change through time (the study of the
relationships between people and events through time; the past,
human systems and economic activities (the study of how and
why people construct organizations and systems; the ways people
connect locally and globally; the distribution of power and authority)

35

To develop their scientific thinking,
students will be provided opportunities to :
develop their observational skills by using
their senses to gather and record
information.
use their observations to identify patterns,
make predictions and refine their ideas.
explore the way objects and phenomena
function.
identify parts of a system.
gain an understanding of cause and effect
relationships.
examine change over varying time periods.
recognize that more than one variable may
affect change.
be aware of different perspectives and ways
of organizing the world.
they will show care and respect for
themselves, other living things and the
environment.
communicate their ideas or provide
explanations using their own scientific
experience.


their senses to gather and record
information.
use their observations to identify simple
patterns, make predictions and discuss their
ideas.
function.
recognize basic cause and effect
relationships.
examine change over varying time periods.
know that different variables and conditions
may affect change.
be aware of different perspectives.
show care and respect for themselves, other
living things and the environment.
experience and vocabulary.
see also : BIFs Programme of Inquiry document
(5-7 years old)
Kindergarten to Grade 1
(3-5 years old)
Preschool

their senses and selected observational tools.
gather and record observed information in a
number of ways, and they will reflect on
these findings to identify patterns or
connections, make predictions, and test and
refine their ideas with increasing accuracy.
function, identify parts of a system, and gain
an understanding of increasingly complex
cause and effect relationships.
examine change over time, and they will
recognize that change may be affected by
one or more variables.
reflect on the impact that the application of
science, including advances in technology,
has had on themselves, society and the
environment.
of organizing the world, and they will be able
to consider how these views and customs
may have been formulated.
examine ethical and social issues in sciencerelated contexts and express their responses
appropriately.
use their learning in science to plan
thoughtful and realistic action in order to
improve their welfare and that of other living
things and the environment.
experience and that of others.

their senses and selected observational tools.
gather and record observed information in a
number of ways, and they will reflect on
these findings to identify patterns or
connections, make predictions, and test and
refine their ideas with increasing accuracy.
function.
identify parts of a system.
gain an understanding of increasingly
complex cause and effect relationships.
examine change over time, and will
recognize that change may be affected by
one or more variables.
examine how products and tools have been
developed through the application of science
concepts.
of organizing the world, and they will be able
to consider how these views and customs
may have been formulated.
consider ethical issues in science-related
contexts and use their learning in science to
plan thoughtful and realistic action in order
to improve their welfare and that of other
living things and the environment.
experience and that of others.
(9-12 years old)
Grade 4 to Grade 5
(source : Making the PYP Happen 2012)

(7-9 years old)
Grade 2 to Grade 3
Overall expectations in science
IB PYP Overall Expectations
37
As young historians / geographers / social

scientists, students will be provided
opportunities to :
increase their understanding of their world,
focusing on themselves, their friends and
families and their environment.
appreciate the reasons why people belong
to groups, the roles they fulfill and the
different ways that people interact within
groups.
recognize connections within and between
systems by which people organize
themselves.
broaden their sense of place and the
reasons why particular places are important
to people.
understand how and why peoples activities
influence, and are influenced by, the places
in their environment.
start to develop an understanding of their
relationship with the environment.
gain a greater sense of time, recognizing
important events in their own lives.
recognize how time and change affect
people.
become increasingly aware of how advances
in technology affect individuals and the
environment.

opportunities to :
explore their understanding of people and

their lives, focusing on themselves, their
friends and families, and their immediate
environment.
will practice applying rules and routines to
work and play.
gain an increasing awareness of themselves
in relation to the various groups to which
they belong.
be conscious of systems by which they
organize themselves.
develop their sense of place, and the
reasons why particular places are important
to people.
develop their sense of time.
recognize important events in their own
lives, and how time and change affect
people.
explore the role of technology in their lives.
see also : BIFs Programme of Inquiry document
(5-7 years old)
(3-5 years old)
Preschool
extend their understanding of human

society, focusing on themselves and others
within their own community as well as other
communities that are distant in time and
place.
investigate how and why groups are
organized within communities, and the ways
in which communities reflect the cultures
and customs of their people.
recognize the interdependency of systems
and their function within local and national
communities.
increase their awareness of how people
influence, and are influenced by, the places
in their environment.
explore the relationship between valuing the
environment and protecting it.
extend their understanding of time,
recognizing important events in peoples
lives.
understand how the past is recorded and
remembered in different ways.
broaden their understanding of the impact
of advances in technology over time, on
individuals, society and the environment.

opportunities to :
(7-9 years old)
Grade 2 to Grade 3
Overall expectations in social studies
recognize different aspects of human society,

focusing on themselves and others within their own
community as well as groups of people that are
distant in time and place.
extend their understanding of how and why groups
are organized within communities, and how
participation within groups involves both rights and
responsibilities.
understand the interdependency of systems and
their function within local and national communities.
gain an appreciation of how cultural groups may
vary in their customs and practices but reflect similar
purposes.
deepen their awareness of how people influence,
and are influenced by, places in the environment.
realize the significance of developing a sense of
belonging and stewardship towards the
environment, valuing and caring for it, in the
interests of themselves and future generations.
consolidate their understanding of time, recognizing
how ideas and actions of people in the past have
changed the lives of other.
deepen their knowledge and appreciation of how
the past is recorded and remembered in different
ways.
gain an understanding of how and why people
manage resources.
understand the impact of technological advances
on their own lives, on society and on the world.
reflect on the need to make responsible decisions
concerning the use of technologies.

opportunities to :
(9-12 years old)
Grade 4 to Grade 5

Shape and Space*
continue to work with 2D and 3D shapes,
developing the understanding that shapes are
classified and named according to their
properties.
understand that examples of symmetry and
transformations can be found in their
immediate environment.
interpret, create and use simple directions and specific
vocabulary to describe paths, regions, positions and
boundaries of their immediate environment.
Data Handling*
understand how information can be expressed
as organized and structured data and that this
can occur in a range of ways.
collect and represent data in different types of
graphs, interpreting the resulting information
for the purpose of answering questions.
develop an understanding that some events in
daily life are more likely to happen than others
and they will identify and describe likelihood
using appropriate vocabulary.
Shape and Space*

understand the properties of regular and irregular
polyhedra.
understand the properties of 2D shapes and
understand that 2D representations of 3D objects
can be used to visualize and solve problems in the
real world, for example, through the use of
drawing and modelling.
develop their understanding of the use of scale
(ratio) to enlarge and reduce shapes.
apply the language and notation of bearing to
describe direction and position.
Shape and Space*
sort, describe and model regular and irregular
polygons, developing an understanding of their
properties.
describe and model congruency and similarity in
2D shapes
develop their understanding of symmetry, in
particular reflective and rotational symmetry.
understand how geometric shapes and associated
vocabulary are useful for representing and describing
objects and events in real-world situations.
see also : BIFs Mathematics scope and sequence document
* teachers will strive to introduce or consolidate these mathematical concepts and processes through the Programme of Inquiry (PoI). We believe that mathematics is an inquiry tool that can be used to describe and analyze the
world around us. In cases when an integration is not meaningful, mathematical content and processes can be taught outside the PoI.
Shape and Space*

understand that shapes have characteristics
that can be described and compared.
understand and use common language to
describe paths, regions and boundaries of
their immediate environment.
Data Handling*
develop an understanding of how the
collection and organization of information
helps to make sense of the world.
sort, describe and label objects by attributes
and represent information in graphs,
including pictographs and tally marks.
discuss chance in daily events.
Data Handling*
collect, organize and display data for the purposes
of valid interpretation and communication.
use the mode, median, mean and range to
summarize a set of data.
create and manipulate an electronic database for their
own purposes, including setting up spreadsheets and
using simple formulas to create graphs.
understand that probability can be expressed on a
scale (01 or 0%100%) and that the probability of
an event can be predicted theoretically.
Measurement*
continue to use standard units to measure objects,
in particular developing their understanding of
measuring perimeter, area and volume.
select and use appropriate tools and units of
measurement, and will be able to describe
measures that fall between two numbers on a scale.
construct meaning about the concept of an angle
as a measure of rotation.
Measurement*
understand that standard units allow us to have
a common language to measure and describe
objects and events.
understand that while estimation is a strategy
that can be applied for approximate
measurements, particular tools allow us to
measure and describe attributes of objects and
events with more accuracy.
develop these understandings in relation to
measurement involving length, mass, capacity,
money, temperature and time.
Measurement*
develop an understanding of how
measurement involves the comparison of
objects and the ordering and sequencing of
events.
identify, compare and describe attributes of
real objects .
describe and sequence familiar events in
their daily routine.
To develop their mathematical thinking,

Measurement*
understand that a range of procedures exists to
measure different attributes of objects and events,
for example, the use of formulas for finding area,
perimeter and volume.
Decide on the level of accuracy required for
measuring and using decimal and fraction notation
when precise measurements are necessary.
measure and construct angles to demonstrate their
understanding of angles as a measure of rotation.
(9-12 years old)
Grade 4 to Grade 5
Data Handling*
continue to collect, organize, display and analyze
data, developing an understanding of how
different graphs highlight different aspects of data
more efficiently.
understand that scale can represent different
quantities in graphs and that mode can be used to
summarize a set of data.
make the connection that probability is based on
experimental events and can be expressed
numerically.



(7-9 years old)
Grade 2 to Grade 3
(5-7 years old)
(3-5 years old)
Preschool
Overall expectations in mathematics
39
Number*
develop the understanding that fractions and
decimals are ways of representing whole-part
relationships.
model equivalent fractions and decimal
fractions to hundredths or beyond.
model, read, write, compare and order
fractions, and use them in real-life situations
have automatic recall of addition, subtraction,
multiplication and division facts.
select, use and describe a range of strategies to
solve problems involving addition, subtraction,
multiplication and division, using estimation
strategies to check the reasonableness of their
answers.
Pattern and Function*
analyze patterns and identify rules for patterns,
developing the understanding that functions
describe the relationship or rules that uniquely
associate members of one set with members of
another set
understand the inverse relationship between
multiplication and division, and the associative
and commutative properties of multiplication.
use their understanding of pattern and function
to represent and make sense of real-life
situations and, where appropriate, to solve
problems involving the four operations.
Number*
develop their understanding of the base 10
place value system.
model, read, write, estimate, compare and
order numbers to hundreds or beyond.
have automatic recall of basic addition and
subtraction facts.
model addition and subtraction of whole
numbers using the appropriate mathematical
language to describe their mental and written
strategies.
begin to understand that fractions are
representations of whole-part relationships and
model fractions and use fraction names in reallife situations.
understand that whole numbers exhibit
patterns and relationships that can be observed
and described.
understand that the patterns can be
represented using numbers and other symbols.
understand the inverse relationship between
addition and subtraction, and the associative
and commutative properties of addition.
use their understanding of pattern to represent
and make sense of real-life situations and,
where appropriate, to solve problems involving
addition and subtraction.

understand that patterns can be represented,
analyzed and generalized using algebraic
expressions, equations or functions.
use words, tables, graphs and, where possible,
symbolic rules to analyze and represent patterns.
develop an understanding of exponential
notation as a way to express repeated products,
and of the inverse relationship that exists
between exponents and roots.
continue to use their understanding of pattern
and function to represent and make sense of
real-life situations and to solve problems
involving the four operations.
Number*
understand that the base 10 place value system
extends infinitely in two directions
model, compare, read, write and order numbers
to millions or beyond, as well as model integers.
develop an understanding of ratios.
understand that fractions, decimals and
percentages are ways of representing wholepart relationships
work towards modelling, comparing, reading,
writing, ordering and converting fractions,
decimals and percentages.
use mental and written strategies to solve
problems involving whole numbers, fractions and
decimals in real-life situations, using a range of
strategies to evaluate reasonableness of answers.

(9-12 years old)
Grade 4 to Grade 5
see also : BIFs Mathematics scope and sequence document
* We understand that these numeracy concepts and processes may require a systematic approach during teaching and learning. therefore, much of the numeracy content and processes will be developed through stand-alone units
and will be addressed throughout the year. In cases when an integration is meaningful, they can further be developed through the PoI.

understand that patterns and sequences
occur in everyday situations.
identify, describe, extend and create patterns
in various ways.
Number*
understand that numbers are used for many
different purposes in the real world.
develop an understanding of one-to-one
correspondence and conservation of
number,
be able to count and use number words
and numerals to represent quantities.



(7-9 years old)
Grade 2 to Grade 3
(5-7 years old)
(3-5 years old)
Preschool
Overall expectations in mathematics

To develop their artistic thinking, students
will be provided opportunities to :
Creating
show an understanding that they can use
arts to communicate their ideas, feelings
and experiences.
use strategies in their work to enhance the
meaning conveyed and to make it more
enjoyable for others.
become aware that their work can provoke
different responses from others.
understand the value of working individually
and collaboratively when creating different
art forms.
Responding
show an understanding that ideas, feelings
and experiences can be communicated
through arts.
recognize that their own art practices and
artwork may be different from others.
begin to reflect on and learn from their own
stages of creating artworks
begin to become aware that arts may be
created with a specific audience in mind.

Creating
show an understanding that they can
express themselves by creating artworks in
music and visual arts.
know that creating in arts can be done on
their own or with others.
become aware that inspiration to create in
arts comes from their own experiences and
imagination.
recognize that they use symbols and
representations to convey meaning in their
work.
Responding
show an understanding that the different
forms of arts are forms of expression to be
enjoyed.
know that music and visual arts use symbols
and representations to convey meaning.
have a concept of being an audience of
different art forms.
display awareness of sharing art with others.
interpret and respond to different art forms,
including their own work and that of others.
see also : Music scope and sequence, Visual arts scope and sequence and Programme of Inquiry documents
(5-7 years old)
(3-5 years old)
Preschool
Responding
show an understanding that issues, beliefs
and values can be explored in arts.
Demonstrate an understanding that there
are similarities and differences between
different cultures, places and times.
analyze their own work and identify areas to
revise to improve its quality.
use strategies, based on what they know, to
interpret arts and understand the role of arts
in our world.
Creating
show that, as artists, they can influence
thinking and behavior through the arts they
create.
think critically about their work
recognize that their personal interests,
beliefs and values can inform their creative
work.
show an understanding of the relationships
between their work and that of others.

(7-9 years old)
Grade 2 to Grade 3
Overall expectations in arts
Responding
show an understanding that throughout
different cultures, places and times, people
have innovated and created new modes in
arts.
analyze different art forms and identify
common or recurring themes or issues.
recognize that there are many ways to enjoy
and interpret arts.
accept feedback from others.
Creating
show an understanding that their own
creative work in music and visual arts can be
interpreted and appreciated in different
ways.
explore different media and begin to
innovate in arts.
consider the feedback from others in
improving their work.
recognize that creating in arts provides a
sense of accomplishment, not only in the
process, but also in providing them with a
way to understand the world.

(9-12 years old)
Grade 4 to Grade 5
50 Gijang-daero, Gijang-eup, Gijang-gun, Busan, 46081, Korea

Ph : +82 51 742 3332
Fax : +82 51 742 3375
E-mail : enquiries@bifskorea.org Website : www.bifskorea.org

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PYP Handbook

Busan International Foreign School

Busan InternatIonal ForeIgn school

Primary Years Programme Handbook

2 Busan International Foreign school

BIFS : An IB World School

BIFs became a fully authorized PYP school

IBs Mission Statement

How IB Supports BIFS

Our Approach to Teaching

Our Approach to Learning

4 Busan International Foreign school

PYP Curricular Framework

Primary Years Programme handbook

The IB Learner Profile

I will listen carefully.

I use what I know to solve problems.

I learn new and interesting things every day.

I ask questions every day.

I am learning how to take care of my environment.

6 Busan International Foreign school

I will make the better choice.

I am willing to have a go at new things.

I think about what my day has been like.

I will play, eat healthy foods and get rest.

I understand that it is okay to be different.

Primary Years Programme handbook

8 Busan International Foreign school

Host Country Language (Korean)

Primary Years Programme handbook

Personal, Social and Physical Education

10 Busan International Foreign school

Primary Years Programme handbook

PYP Transdisciplinary Themes

12 Busan International Foreign school

PYP Key Concepts :

What do we want students to understand?

How does it work?

Why is it like it is?

How is it connected to other things?

What are the points of view?

What is our responsibility?

Primary Years Programme handbook

IBs Approaches to Learning :

What do we want the students to be able to do?

14 Busan International Foreign school

What do we want the students to value and feel?

being committed to their own learning, preserving and showing

feeling confident in their ability as learners, having the courage to take

cooperating, collaborating and leading or following as the situation

being creative and imaginative in their thinking and in their approach to

imagining themselves in anothers situation, in order to understand

being honest and demonstrating a considered sense of fairness

respecting themselves, others and the world around them

Primary Years Programme handbook

Action in the PYP :

How do we want students to act?

16 Busan International Foreign school

Primary Years Programme handbook

Approach to a Balanced Literacy Framework

2. Writing (primary tool : 6+1 Trait Writing)

3. Word study (primary resource : Words Their Way)

18 Busan International Foreign school

Primary Years Programme handbook