Building Global Citizens

Primary Years Programme Parent Handbook

Trondheim International School

2018-2019

IB Mission statement The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end, the IBO works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

School Vision: Building Global Citizens School Mission Statements

● ThIS is an IB world school that creates independent, knowledgeable and caring individuals

● ThIS fosters lifelong learners in a safe and supportive environment ● ThIS provides academic excellence through a high quality education ● ThIS develops values and skills for the world of tomorrow ● ThIS inspires actions and contributes to the local, national and international

communities

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Primary Years Programme

Learner Profile

The Curriculum: 5 Essential Elements

1 Concepts

2 Skills (Approaches to Learning / Transdisciplinary Skills)

3 Knowledge Transdisciplinary Themes Programme of Inquiry

4 Attitudes

5 Action/ Student-initiated action The Exhibition

Reporting

Assessment in PYP How the Student and their Work is Assessed Criteria

School Day - General Information Attendance Absences Extended Absences Early Dismissal Lunch Break, Water Bottles & Snacks School Uniform Inside Shoes Toys/Telephones Homework Guidelines Mother Tongue / 2nd Language Learning Student Council Assemblies Academic Honesty Library Calendar ManageBac/Communication

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Google Apps for Education / Email / Computers Emergency Procedures School Nurse Code of Conduct Parking Skolefritidsordning (SFO)

Appendix 1 Programme of Inquiry PYP1 PYP2 PYP3 PYP4 PYP5 PYP6

Appendix 2 Who to contact

Appendix 3: Glossary of Terms used at ThIS

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Primary Years Programme The Primary Years Programme (PYP) is designed for students between the ages of three and twelve years old. It is an international, transdisciplinary programme designed to foster the development of the whole child, not just in the classroom but also through other means of learning. The PYP focuses on the total growth of the developing child, touching hearts as well as minds and encompassing social, physical, emotional and cultural needs in addition to academic welfare. The PYP combines the best research and practice from a range of national systems with a wealth of knowledge and experience from international schools to create a relevant and engaging educational framework for all children. The philosophy of the PYP, as it directly affects the child, is expressed in a series of desired attributes and traits that characterise students with an international perspective. The aim of all IB programmes is to develop internationally minded people who, recognising their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

Learner Profile “Within the PYP is believed student learning is best done when it is authentic - relevant to the “real” world; and transdisciplinary - where the learning is not confined within the boundaries of traditional subject areas but is supported and enriched by them. It is a programme that each student will engage in ways that are developmentally appropriate and it is intended that schools will implement the programme in an inclusive manner.” (Making the PYP happen) At the centre of all IB program models is the learner profile. This profile brings to life the aspirations of the IB curriculum and it underpins and promotes the development of the student centred education. Each unit of inquiry has one or more focus learner profiles that are connected to the unit of inquiry. All IB Programmes aim to develop internationally minded people, who, recognising our common humanity and shared guardianship of the planet, help to create a better, more peaceful world. IB learners strive to be:

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The Curriculum: 5 Essential Elements Five essential elements of the written curriculum are emphasized to work towards international minded learners. (See image below)

“In the PYP a balance is sought between acquisition of essential knowledge and skills, development of conceptual understandings, demonstration of positive attitudes and taking of responsible action.” (Making the PYP happen)

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1 Concepts What do we want our students to understand? Concepts are the ‘big ideas’ and they are mental constructs that are timeless, universal and abstract. They promote the higher levels of thinking. Concepts represent a vehicle for student inquiry into issues and ideas of personal, local and global significance, providing the means by which the essence of a subject can be explored. Research on a concept based curriculum has shown that: a) this creates connections to prior experience and finds relevance synergistically b) works with factual level of knowledge to develop the intellect c) creates deeper understanding at the factual and conceptual levels d) recognizes the transferability of knowledge e) becomes the springboard for inspiration and action In the PYP program there are prescribed key concepts and related questions. These concepts ensure the development of a rigorous curriculum and promote a shared community of practice among IB schools offering the PYP. They include:

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2 Skills (Approaches to Learning / Transdisciplinary Skills) What do we want our students to be able to do?

Self-Management Skills

Gross motor skills

exhibiting skills in which groups of large muscles are used and the factor of strength is primary

Fine motor skills exhibiting skills in which precision in delicate muscle systems is required

Spatial awareness

displaying sensitivity to the position of objects in relation to oneself of each other

Organization planning and carrying out activities effectively

Time management

using time effectively and appropriately

Safety engaging in personal behavior which avoids placing oneself or others in danger, or at risk

Healthy lifestyle making informed choices to achieve a balanced nutrition, rest, relaxation and exercise and practicing appropriate hygiene and self-care

Codes of behavior

knowing and applying appropriate rules or operating procedures of groups of people

Informed choices

selecting an appropriate course of action or behavior based on fact or opinion

Research Skills

Formulating questions

identifying something one wants or needs to know and asking compelling and relevant questions which can be researched

Observing using all the senses to notice relevant details

Planning developing a course of action, writing an outline and devising ways of finding out the necessary information

Collecting data gathering information from a variety of sources such as measuring,

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maps, polls, surveys, direct observation, resource books, films, people and exhibitions

Recording data describing and recording observations by drawing, note-taking, make charts, tallying and writing statements

Organizing data sorting and categorizing information; arranging information into understandable forms, such as narrative descriptions, tables, timelines, graphs and diagrams

Interpreting data drawing conclusions from relationships and patterns which emerge from organized data

Presenting research findings

effectively communicating what has been learned choosing the appropriate media

Communication Skills

Listening listening to directions, listening to others and listening to information

Speaking speaking clearly, giving oral reports to small and large groups, expressing ideas clearly and logically and stating opinions

Reading reading a variety of sources for information and pleasure, comprehending what has been read, making inferences and drawing conclusions

Writing recording information and observations, taking notes and paraphrasing

Nonverbal communication

recognizing the meaning of visual and kinesthetic communication

Social Skills

Accepting responsibility

taking on and completing tasks in an appropriate manner; being willing to assume a share of the responsibility

Respecting others

listening sensitively to others; making decisions based on fairness and equality; recognizing others’ beliefs, viewpoints, religions and ideas may differ from one’s own and stating one’s opinion without hurting others

Cooperating working cooperatively in a group; being courteous to others; sharing materials; taking turns

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Resolving conflict

listening carefully to others; discussing ideas and asking questions; working towards and obtaining consensus

Adopting a variety of group roles

understanding what behaviour is appropriate in a given situation and acting accordingly; being a leader is some circumstances, a follower in others

Thinking Skills

Acquisition of knowledge

gaining specific facts, ideas, vocabulary; remembering in a similar form

Comprehension grasping meaning from material learned; communicating and interpreting learning

Application making use of previously acquired knowledge in practical or new ways

Analysis taking knowledge or ideas apart, separating it into component parts, seeing relationships and finding unique characteristics

Synthesis combining parts to create wholes: creating, designing, developing and innovating

Evaluation making judgements or decisions based on chosen criteria, standards and conditions

Dialectical thought

thinking about two or more different points of view at the same time; understanding both points of view; being able to construct an argument for either point of view based on knowledge of the other and realising that others can also take one’s own point of view

Metacognition analysing one’s own and others’ thought processes; thinking about thinking and thinking about how one thinks and how one learns

3 Knowledge What do we want students to learn? The PYP identifies a body of significant knowledge for all students from all cultures, in six subject areas: Language, Social Studies, Mathematics, Science and Technology, The Arts and Personal, Social and Physical Education.

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ThIS also offers four Norwegian lessons per week in addition to English in order to support the international perspective of the curriculum. Subject knowledge is integrated using the six transdisciplinary themes of the curriculum model.

Transdisciplinary Themes Subject content is taught through the Transdisciplinary Themes. These are perspectives or themes that are designed to encourage the students to make worthwhile connections between the real world and classroom learning. Teaching and learning in the PYP involves understanding concepts in context. The Transdisciplinary Themes are utilised as a common point for inquiries into what it means to be internationally minded, framing a curriculum that promotes multilingualism, intercultural understanding and global engagement. These contexts build on the powerful themes of global significance that structure teaching and learning in Primary Years Program.

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Programme of Inquiry The Programme of Inquiry (POI) outlines the units of inquiry throughout the PYP (see appendix 1).

4 Attitudes What do we want our students to feel, value and demonstrate? Appreciation appreciating the wonder and beauty of the world and its people

Commitment being committed to their learning, persevering 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 another’s situation, in order to understand his/her thoughts, reasoning and emotions, so as to be open-minded and reflective about the perspectives of others

Enthusiasm enjoying learning and willingly putting the effort into the process

Independence thinking and acting independently, making their own judgements based on reasoned argument, 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 the differences and diversity in the world and being responsive to the needs of others

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5 Action/ Student-initiated action How do we want our students to act? Students are encouraged to reflect, to make informed choices and to take action that will help their peers, school staff and the wider community. This could involve a service to the community. As students become more aware and acquire a better understanding of the context, and of their responsibilities, they become empowered to make choices about how to take thoughtful and positive action. This action will be different from student to student and from context to context.

The action may involve students in:

● Showing empathy towards others ● Making small-scale changes to their behaviour ● Undertaking larger and more significant projects ● Acting on their own ● Acting collaboratively ● Taking physical action ● Suggesting modifications to an existing system to the benefit of all involved ● Lobbying people in more influential positions to act

Some examples of actions inside school

● School council ● Contributing to a Dugnad ● Class fundraising activities ● Contributing to school assemblies either as a class or an individual. ● Leadership roles

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Some examples that arise outside the school setting could include:

● Visiting elderly homes ● Being a host family for international visitors ● Being part of a fund raising activity outside of school ● Working with a charity ● Participation in a club event ● Helping others with homework

All service activities shouldn't be for personal profit or part of ‘normal’ chores. The engagement with this service will see students become:

● more aware of their own strengths and areas of growth ● showing responsibility to help within the family ● help them face new challenges ● discuss/plan and evaluate their own initiatives ● persevere in action ● work collaboratively with others ● develop international mindedness and consider the effect of their own actions ● extend, contribute or connect learning to outside experiences

The Exhibition In our school, the Exhibition in PYP6 is the culminating activity with the students. The Exhibition encourages students to practise and strengthen their Transdisciplinary Skills, to consolidate prior and subject-specific learning, and to develop an area of personal interest. The Exhibition provides an excellent opportunity for students to produce a truly personal and often creative product/outcome and to demonstrate a consolidation of their learning in the PYP.

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Reporting Parents, students and the school staff are all valued as contributors to the reporting process and share in the responsibility for learning and accounting for student’s progress. Since students are at the centre of all reporting, it follows that they should lead a part of the reporting procedure. Our reporting cycle is designed to accommodate all these people in this process. Parents or teachers may call for a meeting following a report.

Our reporting cycle consists of:

● 2 Student School Environment reports (surveys) to be completed by students, parents and teachers

● 2 Student School Environment conferences/ interviews with students, parents and teachers

● 2 Report Cards where teachers report on academic progress ● 2 parent/teacher interview weeks where parents or teachers can book times to

discuss academic progress. Students are welcome at this meeting. ● Students take responsibility to share and celebrate their learning in the Student

Led Conferences as an intricate part of the reporting cycle

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Assessment in PYP  

How the Student and their Work is Assessed At our school we assess students on four criteria. Students will not be judged against the work of other students, but against the criteria which the teacher will show and explain to the student. This will help the student to keep an eye on their level of development and help them set goals and to see where they need to improve.

Criteria All PYP subjects assess student achievement based on the following 5 criteria. Support The student needs one on one support to develop skills and

knowledge.

Constructing The student is engaged in the learning of skills and knowledge.

Transferring The student is able to integrate new knowledge and skills, and is beginning to extend and refine their knowledge.

Applying The student can internalize knowledge and skills, and apply them to perform a meaningful task to demonstrate their understanding.

Not applicable Not applicable this semester.

School Day - General Information The playground is supervised from 8:10 am. Students are signalled in from the playground by a teacher on duty at 8:25. Students are expected to arrive between 8:25-8:35. Classes begin at 8:30 and finish at varying times (please see below). After school, students should go directly to SFO, be picked up by their parents or walk home. If a child has alternative pick-up arrangements, the parent should:

1) email the office to indicate who will take the child home 2) notify the school via telephone for last minute change of plans, or if you are

unable to email 3) use ManageBac to notify the teachers / office

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PYP 1 & 2

Mon Tues Wed Thurs Fri

8:30-9:30 Lesson 1 Lesson 1 Lesson 1 Lesson 1 Lesson 1

9:30-10:30 Lesson 2 Lesson 2 Lesson 2 Lesson 2 Lesson 2

10:30-11:30 LUNCH

11.30-12.30 Lesson 3 Lesson 3 Lesson 3 Lesson 3 Lesson 3

12.30-13.00 BREAK

13.00-14.15 Lesson 4 Lesson 4 Lesson 4 (until 14.00) Lesson 4 Lesson 4

SFO Starts at 14.15 Monday, Tuesday, Thursday and Friday SFO starts at 14.00 on Wednesdays

PYP 3 & 4

Mon Tues Wed Thurs Fri

8:30-9:30 Lesson 1 Lesson 1 Lesson 1 Lesson 1 Lesson 1

9:30-10:30 Lesson 2 Lesson 2 Lesson 2 Lesson 2 Lesson 2

10:30-11:30 LUNCH

11.30-12.30 Lesson 3 Lesson 3 Lesson 3 Lesson 3 Lesson 3

12.30-13.00 BREAK

13.00-14.30 Lesson 4 Lesson 4 Lesson 4 (until 14.00) Lesson 4 Lesson 4

SFO Starts at 14.30 Monday, Tuesday, Thursday and Friday SFO starts at 14.00 on Wednesdays

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PYP5 & 6

Mon Tues Wed Thurs Fri

8:30-9:30 Lesson 1 Lesson 1 Lesson 1 Lesson 1 Lesson 1

9:30-10:30 Lesson 2 Lesson 2 Lesson 2 Lesson 2 Lesson 2

10:30-11:30 LUNCH

11.30-12.30 Lesson 3 Lesson 3 Lesson 3 Lesson 3 Lesson 3

12.30-13.00 BREAK

13.00-14.00 Lesson 4 Lesson 4 Lesson 4 Lesson 4 Lesson 4

14.00-15.00 Lesson 5 Lesson 5 Lesson 5

School finishes at 14.00 on Monday and Wednesday School finishes at 15.00 on Tuesday, Thursday and Friday

Attendance Attendance is taken before 8:35. Students arriving after 8:35 are marked as late and must report to the office so they can be registered appropriately. A record of lateness and absences are kept and recorded on student report cards. (See below about about absences)

Absences If your child is to be absent, please inform the school in the following ways:

1) ManageBac: register your child’s absence and provide a description as to why they are late/absent.

2) Contact the office via telephone. Our school community is highly international and we request that a family’s travel plans respect the school calendar. Parents are encouraged to schedule doctor, dentist and other appointments outside of school hours or during vacations where possible. Students are responsible for work missed during absences.

Extended Absences Requests for extended holiday must be requested (and approved) to the school principal at least two weeks prior. Independent Study Contracts are written by Contact Teachers that include work missed during the student’s absence. Work must be

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delivered to the Contact Teacher on the first day back after an extended holiday. Please visit http://this.no/leave-of-absence-for-students/ for more information.

Early Dismissal Throughout the school year, students will have Early Dismissal days (starting at 12.30). On these days, SFO staff organizes activities for students until regular dismissal. Students must have written permission from parents prior to the day if alternative arrangements have been made.

Lunch Break, Water Bottles & Snacks Students pack lunch and snacks for the afternoon. Please refer to our ThIS Healthy Eating document for more information: http://this.no/this-healthy-eating/.

School Uniform ThIS is proud of its school uniform and students are expected to wear the school uniform at all times throughout the school day. Students can choose from a selected style and color of their shirts and sweatshirts. Please visit the school website to find information on how to order school uniforms: http://this.no/uniforms-2/. We advise that all clothing is clearly labelled.

Inside Shoes

Students are expected to wear inside shoes during the school day. Outdoor shoes / boots are to be left in the Boot Room during the school day.

Toys/Telephones

We ask that students do not bring toys / telephones to school. If students bring their phones to school, we ask that they are kept in their backpacks. When appropriate, teachers may ask students to bring a specific toy or item related to units of inquiry. The school does not assume responsibility for lost/stolen/broken toys and telephones (and other personal belongings).

Homework Guidelines

Please refer to our Assessment Policy for information regarding homework guidelines in the PYP at http://this.no/assessment-reporting-policy/.

Mother Tongue / 2nd Language Learning Please review our Language Policy at http://this.no/ib-language-policy-2/.

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Student Council Students are represented by their peers on the Student Council. This body ideally consists of students from PYP4-MYP10. Positions on Student Council are voted on prior to the upcoming school year. PYP4-MYP10 have Class Representatives that are elected in each year level. A Student council member informs PYP1-PYP3 about meeting information. The Student Council is consulted on important decisions regarding students in the school and is mandated to represent individuals or groups of students.

Assemblies

Whole school assemblies are organized monthly. Parents are invited and encouraged to attend.

Academic Honesty

Please refer to our Academic Honesty Policy at http://this.no/academic-honesty-policy/.

Library

Students receive a school library card to check out books to take home. Please help your child return books by their due dates. Reminders are sent to parent email addresses when books are not returned on time. You can read more about our school library at http://this.no/library/.

Calendar

Remain up to date with our school calendar via www.this.no at http://this.no/calendar/.

ManageBac/Communication

Our website has information parents need to access our learning platform, ManageBac: http://this.no/managebac/.

Google Apps for Education / Email / Computers

Our website has information about student email and software package http://this.no/google-apps-for-education-gafe/ and about our Computer Use Policy http://this.no/computer-use-policy/.

Emergency Procedures

Fire drills and evacuation exercises are carried out regularly throughout the year. Parents visiting the school should be familiar with the fire procedures that are clearly

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posted around the school. In the event of an emergency, students evacuate to the turf football field.

School Nurse

Information about our school nurse can be found at http://this.no/school-health-nurses/.

Code of Conduct

Our Code of Conduct is in both English http://this.no/code-of-conduct-english/ and Norwegian http://this.no/ordensreglement-pa-norsk/.

Parking Alongside the hill on Festningsgata, parents are allowed to park to drop-off and pick-up children. The parking lot is for staff members only. The parking lot is monitored Europark and tickets are given to vehicles without parking permission.

Skolefritidsordning (SFO) We have a wonderful staff that provide our students with before and after school care. Morning SFO is open for students from 7:30-8:30. Parents need to walk their child to the SFO room. Staff will dismiss students for school start at 8:30. SFO begins immediately at school dismissal, and includes a snack. Pick-up time is 16:25, as staff lock the school at 16.30. A late pickup fee (NOK 250 applies, per 15 minutes) when students are picked up after 16:30. SFO organizes Holiday Club during Fall break (October), Winter Break (February) and Summer Break. Holiday Club runs from 8:00-16:00. SFO is closed the month of July. If you are interested in learning more about SFO services (registering, Holiday Club, clubs offered, prices, etc.), please contact Mascha Meland (mascha.meland@this.no) or visit http://this.no/sfo/.

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Appendix 1 Programme of Inquiry The Programme of Inquiry (POI) outlines the units of inquiry throughout the PYP.

PYP 1

Who We Are Where we are in Place and

Time

How We Express

Ourselves

How the World Works

How We Organize Ourselves

Sharing the Planet

Face to Face Then and Now

Imagine That

Light Journeys Animal Planet

Connection with others depends

on communication.

Evidence from the past can help us make connections throughout time.

Imagination is a tool to help build an understanding

of the world around us.

Light supports life.

Transportation systems connect

people.

We share the planet with

many animals and our actions can affect their

survival.

1 Understanding our emotions

2 Understanding the perspective of others

3 Recognizing and dealing with conflict

4 Different ways we communicate to convey messages

1 The notion of time (past, present and future)

2 Ways of documenting place and time

3 How history helps us understand changes and progress

1 Ways we can express ourselves with our imagination

2 How we use our imagination

3 How imagination can help us to build understandings and make connections

1 Physical nature of light

2 Sources of light 3 The ways that

light affects living things

4 The relationship between light and color

1 Transportation we can use in our local community

2 How maps and timetables are used

3 Comparing the modes of transportation around the world

1 The classification of animals according to their physical characteristics and their habitat

2 Adaptations animals need in order to survive

3 Our responsibility to animals and to nature

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PYP 2

Who we are Where We are in Place and

Time

How We Express

Ourselves

How the World Works

How We Organize Ourselves

Sharing the Planet

Relationships Home Sweet Home

I Like to Move it, Move

It!

Matter Matters

From Field to Table

We’re All In It Together

The way we think and act shapes our

relationships.

Homes support a way of life.

Movement generates thinking,

creativity and human

expression.

The way matter changes drives everyday life.

Food goes through many

stages of production.

Living and non-living

things sustain the balance of ecosystems.

1 Different roles and relationships

2 Attitudes and behaviors that can help us connect and maintain relationships with others

3 Acknowledging different perspectives

4 Managing and resolving conflicts

1 The notion of a home

2 Materials used to build a house

3 Influences on home choices

4 How homes have changed over time

1 How movement can be used to express feelings, thinking and imagination

2 How stories, music and rhythm can complement movement

3 Movement as an expression of our traditions, beliefs and values

1 The properties of matter (solid, liquid, gas)

2 How matter changes form

3 Observable changes in matter that occur in nature

4 Ways we make use of the states of matter

1 Where our food comes from

2 Stages our food goes through before we eat it

3 How our food choices impact our health, the environment and the well-being of others

1 The components of an ecosystem

2 Interactions within an ecosystem

3 The effects of human activity on ecosystems

4 How we can take responsibility

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PYP 3

Who We Are Where we are in Place and

Time

How We Express

Ourselves

How the World Works

How We Organize Ourselves

Sharing the Planet

Body Works Inventions Art Attack Planet Earth Come together

Water is life

My body is made up of

interconnected systems, each

having an important function.

Inventions create change and can

lead to new possibilities.

Art is a personal expression.

The Earth is a changing planet.

Communities develop services to meet needs.

Water is essential to life and is a

limited resource.

1 Body systems and how they work

2 How food choices affect our bodies

3 How physical activity affects our body and our lifestyle

4 Making the most balanced choices for myself

1.Circumstances that lead to the creation of inventions 2. Types of inventions and how they work 3. Impacts of inventions

1 Different forms of art

2 Perceptions of art

3 Inspirations and intentions for art

1 Components of the Earth

2 How and why the Earth is changing

3 Human response to the Earth’s changes

1 How communities develop

2 Community needs

3 Services needed to support a community

4 Ways to contribute to local and global communities

1 How water cycles around the Earth

2 The distribution and availability of usable water

3 What happens to water after we use it

4 Responsibilities regarding water

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PYP 4

Who We Are Where We are in Place and

Time

How We Express

Ourselves

How the World Works

How We Organize Ourselves

Sharing the Planet

Rights and Responsibilities

Explore and Discover

Crack the Code

Out of This World

Solution Seekers

One Earth

Rights and responsibilities

are interdependent.

Exploration leads to the discovery and development

of new understandings.

Media uses a variety of

strategies to influence thinking.

Space exploration

leads to understanding our place in the

universe.

People create systems to generate solutions.

Our planet has limited resources that are unevenly

distributed.

1 Human needs and wants 2 Different types of rights 3 Human responsibility to ensure rights are upheld 4 Local and global changemakers

1 Reasons for exploration

2 Feelings and attitudes associated with exploration

3 What we learn through exploration

4 Consequences of exploration on local and global communities

1 Forms of media 2 Purposes of media 3 The art of persuasion 4 Responsible choices as communicators

1 Components of the solar system

2 The role of gravity in the solar system

3 Movement and phases of the moon

4 How advances in technology generate new discoveries

1 How and why we create systems

2 Strategies to solve problems and seek solutions

3 Organizing ourselves at home, at school and in our community

1 The differences between renewable and nonrenewable resources

2 Resources used to generate energy

3 How processing and distributing natural resources affects local and global communities

4 Sustainable consumer choices

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PYP 5

Who We Are Where We are in Place and

Time

How We Express

Ourselves

How the World Works

How We Organize Ourselves

Sharing the Planet

The Wonder Years

Ancient Civilizations

Inspiration May the force be with you

Marketplace An Interconnected

World

Puberty transitions a child

toward adulthood.

Civilizations shape the future.

The expression of our ideas, hopes

and values is influenced by

others.

Forces cause changes in

motion.

Economic systems

influence how resources are

managed.

The survival of living things

depends on the world around

them.

1 Physical and emotional changes that take place during adolescence

2 Puberty seen through different cultures

3 Personal boundaries and our duty to respect others’

4 Choices we make and strategies to deal with peer pressures

1 Elements of past civilizations

2 Factors for adaptation and innovation

3 Connections between past civilizations and present day

1 How we are influenced by others

2 Understanding role models, idols, heroes and mentors

3 Different ways we express our values, hopes and ideas.

4 Ways people impact society and individuals

1 Types of energy

2 Newton’s laws of motion

3 The use of simple machines to alter the distribution of energy

4 Force and motion and its impact on innovation

1 Local and global economic systems

2 Production and distribution of resources

3 Local and global consequences of consumer choices

1 Relationships within ecosystems

2 The causes of biological imbalance

3 The global impact of environmental destruction

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PYP 6

Who We Are Where We are in Place and

Time

How We Express

Ourselves

How the World Works

How We Organize Ourselves

Sharing the Planet

I believe On the move Can you persuade me/

Exhibition

The Signs of Science

Justice for all

Conflict Resolution

Beliefs shape identity and influence

interactions.

Migration involves challenges, risks

and opportunities.

Persuasion is used to

influence others.

Science provides

opportunities to understand the

world.

Systems of governance

create opportunities

and set limitations.

Finding solutions to

conflict leads to peace.

1 Beliefs and how they influence us.

2 Traditions versus religion

3 Common elements among religions of the world.

1 Reasons for migration

2 Migration throughout history

3 Effects of migration on individuals and communities.

1 Forms and uses of persuasion

2 Persuasive techniques

3 The role of economics in persuasion.

4 Interpreting messages critically

1 Branches of science

2 The scientific method

3 Inductive vs deductive reasoning

4 Scientific theories

1 Types of governance

2 Responsibilities of governments and citizens

3 Organizations that work to protect human rights and promote social justice around the world.

1 Conflicts seen from different points of view.

2 Examples of peaceful resolutions

3 Conflict management and resolution

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Appendix 2 Who to contact Class issues – Contact teacher Subject Concerns – Specific Subject Teacher Additional concerns – PYP Coordinator

PYP1 Mindy Chin mindy.chin@this.no

PYP2 Stephanie Camahort stephanie.camahort@this.no

PYP1 and PYP2 Tone Nilsen tone.nilsen@this.no

PYP3 Candice Grimstad candice.grimstad@this.no

PYP4 Rahel Geier rahel.geier@this.no

PYP5 Charlotte Dawson charlotte.dawson@this.no

PYP6 Jelena Sitar jelena.sitar@this.no

Norsk 1-4 Evy Skjærvik evy.skjaervik@this.no

Norwegian 5 Randi Hallingstad randi.hallingstad@this.no

Norwegian 6 Marianne Amundsson marianne.amundsson@this.no

ARTS 3-6 Sima Haddadin sima.haddadin@this.no

Music 3-6 Marja Kansanen marja.kansanen@this.no

Gym Misa Djordjevic misa.djordjevic@this.no

Library Hilde Wennberg hilde.wennberg@this.no

PYP Coordinator Hope Steen hope.steen@this.no

SFO Mascha Meland mascha.meland@this.no

Nurse Cecilie Fjeldvær cecilie.fjeldver@trondheim.kommune.no

Principal Agneta Amundsson agneta.amundsson@this.no

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Appendix 3: Glossary of Terms used at ThIS ThIS: Trondheim International School IB: The International Baccalaureate ®

The International Baccalaureate ® offers high quality programmes of international education to a

worldwide community of schools. There are more than 838,000 IB students at more than 3,000

schools in 139 countries. PYP: Primary Years Programme (Years 1-6)

The Primary Years Programme is a programme of international education designed to foster the

development of the whole child. MYP: Middle Years Programme

The Middle Years Programme is a programme of international education designed to help students

develop the knowledge, understanding, attitudes and skills necessary to participate actively and

responsibly in a changing world. DP: Diploma Programme

The Diploma Programme is a challenging two-year programme of international education for

students aged 16-19. SLC: Student Led Conference PC: Parent Committee SEN: Special Educational Needs POI: Programme of Inquiry UOI: Unit of Inquiry

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