Grade 2 Curriculum Guide for Parents 2017-2018 · RIS Grade urriculum Guide - î ì í ô 2 Dear Parents This Guide has been created to provide you with an overview of the curriculum

Grade 2

Curriculum Guide for Parents

2017-2018

RIS Grade 2 Curriculum Guide 2017-2018

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Dear Parents

This Guide has been created to provide you with an overview of the curriculum offered in the Primary School at Raha International School (RIS), with a particular focus on the learning that will be happening in Grade 2. At Raha International School we offer a balanced and academically challenging education which is designed to develop individuals who are both independent learners and international citizens. Our curriculum in the Primary School is based on the International Baccalaureate (IB) Primary Years Programme (PYP). The PYP is an international framework which focuses on the development of the whole child addressing social, physical, emotional, cultural and academic needs for learners. RIS offers the PYP from Early Years 1 (EY1) up to Grade 5. The focus of the PYP is on student learning and developing an internationally educated person. The framework offers a comprehensive, inquiry-based approach to teaching and learning, providing opportunities for learners to construct meaning, principally through concept-driven inquiry. At RIS we focus on the development of skills and attitudes we would hope to find in a balanced, self-motivated, caring and ethical individual. RIS was officially authorized in the PYP by the IB in 2010, and had its first post-authorization IB Evaluation visit in March 2014. The school is committed to following and further developing the Programme to ensure that learning is engaging, relevant, challenging and significant and meets the diverse needs of the student. At RIS we believe that strong partnerships between the school and parents provide an important foundation for our childrens’ learning. As parents you can best support your children when you have an understanding of the school’s curriculum and approach to teaching and learning. After reading this Curriculum Guide, please contact me at [email protected] if you have any further questions. I wish you and your children all the best in the year ahead. David Taylor Deputy Head of Primary (PYP Curriculum Coordinator)

http://www.ibo.org/pyp/

http://www.ibo.org/pyp/

mailto:[email protected]


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Contents Developmental characteristics of a Grade 2 child ........................................................................................ 4

The IB Primary Years Programme (PYP) ........................................................................................................ 6

Learner Profile........................................................................................................................................... 6

The 5 Essential Elements of the PYP ......................................................................................................... 7

Knowledge: What do we want students to know? ............................................................................... 7

Concepts: What do we want students to understand? ........................................................................ 8

Skills: What do we want students to be able to do? ............................................................................ 9

Attitudes: What do we want students to feel, value and demonstrate? ............................................. 9

Action: How do we want the students to act? ................................................................................... 10

Assessment ............................................................................................................................................. 10

Programme of Inquiry (POI) .................................................................................................................... 12

The Grade 2 Units of Inquiry ............................................................................................................... 12

Language - (English) ................................................................................................................................ 15

The Grade 2 Language Curriculum .......................................................................................................... 16

Arabic A ................................................................................................................................................... 25

Arabic B ................................................................................................................................................... 30

Mother Tongue ....................................................................................................................................... 33

Islamic Studies ......................................................................................................................................... 34

Islamic A .................................................................................................................................................. 35

Islamic Studies B ..................................................................................................................................... 36

Arabic Social Studies A ............................................................................................................................ 37

Mathematics ........................................................................................................................................... 40

Grade 2 Mathematics Benchmarks ..................................................................................................... 49

Mathematics – Shape and Space Benchmarks ................................................................................... 57

Social Studies and Science ...................................................................................................................... 59

Social Studies ...................................................................................................................................... 59

Science ................................................................................................................................................ 61 Visual Art ................................................................................................................................................. 62

Music ....................................................................................................................................................... 64

Personal, Social and Physical Education ................................................................................................. 66

Moral Education ...................................................................................................................................... 67

Physical Education .................................................................................................................................. 68


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Developmental characteristics of a Grade 2 child An appreciation of the developmental characteristics that can be anticipated of children at particular ages helps us as adults to empathise with their needs and behaviours, set appropriate expectations, and support all-round development and wellbeing. The seven year old is pretty serious about their self, impressed with their own ability to imitate grown up behaviour, and likes to take responsibility. They need a very careful balance between adult guidance and independent action. Children do not want suggestions or answers that turn out to be lessons. Physical Growth

Growth slow and steady

Arms longer, and hands larger

Eyes ready for more close work

Developing eye-hand coordination

Permanent teeth begin appearing

Large and small muscles better developed

Poor posture may be noted Actions and Reactions

Greatly interested in groups. and teams

May be careless about how dirty they become

Sensitive to ridicule, failure and loss of prestige

Unable to maintain a long attention span

Interested in such games as ‘cops,” “robbers,” and “Indians”

Some tendency to use to use unacceptable language

Strong sense of justice as they see it

Increasing ability to evaluate self

Emotions may change many times a day

May become more dependent on mother, and less on teacher

Fear of imaginary things

Desires to make objects which are beyond their ability

High accident rate

Very little discrimination of social position, race, or religion

Alert, enthusiastic, friendly, interested in others

May be more interested in peer opinions than in parent opinions

Ready for simple organized dramatics

Quite good understanding of time and use of money

Enjoys teams, comics, television, adventure stories, and collecting


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Needs

Much encouragement from adults

Frequent reminders of their responsibilities

A best friend

Experience of belonging to groups of children their own age

Exercise of both large and small muscles

Ten to twelve hours of sleep

A well-organized day

Good diet

Inclusion in family and school planning

Sympathy with their tendency to grow away from adults

Friendly explanation of home and school methods of control How Adults Can Help

Establish regular habits for food and rest

Give thanks that are appropriate to their interest and ability

Teach them simple hygienic practices

Provide toys that will develop good basic

Provide a balance between freedom and guidance

Take time to talk, explain and reason with them

Praise good work or behaviour

Look for possible causes of unacceptable behaviour

Provide opportunities for them to earn money at home or in the neighborhood


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The IB Primary Years Programme (PYP)

Learner Profile The IB learner profile promotes education of the whole person for a life of active, responsible citizenship emphasizing intellectual, personal, emotional and social growth. The attributes and descriptions of the learner profile define the type of learner RIS hopes to develop through its programmes. All members of the RIS Community including students, teachers, administration, support staff and parents strive to develop these qualities.

Profile Descriptor

Inquirers We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

Knowledgeable We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.

Thinkers We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

Communicators We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

Principled We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

Open–minded We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

Risk–takers We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

Balanced We understand the importance of balancing different aspects of our lives—intellectual, physical, (spiritual) and emotional—to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.

Caring We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

Reflective We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.


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The 5 Essential Elements of the PYP

العناصر الضرورية لبرنامج السنوات اإلبتدائية

The aim of the PYP, to create a curriculum that is engaging, relevant, challenging and significant, is achieved through structured inquiry and the development of five essential elements: knowledge, concepts, skills, attitudes and action.

Knowledge: What do we want students to know? While the PYP acknowledges the importance of traditional subject areas (language, mathematics, social studies, science, personal, social and physical education, and arts), it also recognizes the importance of acquiring a set of skills in context and of exploring content which transcends the boundaries of the traditional subjects and is relevant to students. The PYP has six transdisciplinary themes that provide the framework for learning. These themes are globally significant and support the acquisition of knowledge, concepts and skills of the traditional subjects. They are revisited throughout the students’ time in the PYP.

Who we are نكون من

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 والزمان المكان من نحن أين

An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.

How we express ourselves أنفسنا عن نعبر كيف

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 العالم يعمل كيف

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 أنفسنا بتنظيم نقوم كيف

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 of humankind and the environment.

Sharing the planet الكوكب في المشاركة

An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationship within and between them; access to equal opportunities; peace and conflict resolution.

المعرفة: ما نريد من الطالب أن يعرفوه؟ والدراسات والتقنيات والعلوم والرياضيلت اللغة خالل من وذلك السابقة، خبراتهم مراعاة مع عنها ويعرفون الطالب يكتشفها أن نرغب التي المفاهيم يتضمن الذي المحتوى

.والجماعي الفردي والتعليم البدنية والتربية والموسيقى المرئية والفنون اإلجتماعية


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The PYP is both a curriculum framework and a philosophy that facilitates structured inquiry. Through inquiry, the students are encouraged to question, wonder, doubt, speculate and generalize as part of their learning journey to construct meaning about the world around them. Students are also encouraged to consider situations from multiple

viewpoints and have the opportunity to explore significant local and global issues.

Concepts: What do we want students to understand? المفاهيم: ماذا نريد من الطالب أن يفهموه؟

In order to develop a holistic approach to learning the PYP identifies key concepts that have relevance within and across subjects. These concepts often form the basis of questions that are used to drive children’s inquiry and lead to a deeper understanding of what is being learned. These concepts include:

Form: What is it like? يبدو؟ كيف: الشكل

observing, identifying, describing and categorizing.

Function: How does it work? يعمل؟ كيف: الوظيفة analyse the function, role, behaviour and the ways in which things work.

Causation: Why is it like it is? هكذا؟ يبدو لماذا: السبب Prompting students to ask “Why?” and of helping them to recognize that actions and events have reasons and consequences.

Change: How is it changing? يتغير؟ كيف: التغيير realization that we are growing up in a world in which the pace of change, both local and global, is accelerating.

Connection: How is it connected to other things? أخرى؟ بأشياء يتصل كيف: الصلةhelps focus on the relationships within and among systems are often complex, and that changes in one aspect of a system will have consequences, even though these may not be immediately apparent; that we must consider the impact of our actions on others, whether at the immediate, personal level or at the level of far-reaching decisions affecting environments and communities.

Perspective: What are the points of view? النظر؟ وجهات هي ما: المنظور helping students reject simplistic, biased interpretations, towards seeking and considering the points of view of others, and towards developing defensible interpretations.

Responsibility: What is our responsibility? مسؤوليتنا؟ هي ما: المسؤولية This concept was selected because of the need to develop in students the disposition towards identifying and assuming responsibility, and towards taking socially responsible action. This concept is directly linked to the action component, one of the essential elements in the PYP curriculum.

Reflection : How do we know? نعرف؟ كيف: اإلنعكاس challenges the students to examine their evidence, methods and conclusions for potential bias or other inaccuracy.

In addition to the above key concepts, children will inquire into related concepts in all curriculum areas. Instead of simply gaining knowledge and skills in mathematics, for example, they will deepen their understanding of concepts such as pattern, multiplication, place value and bias.


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Skills: What do we want students to be able to do? In order to conduct purposeful inquiry and be prepared for life-long learning, students need to master a whole range of skills. The PYP framework identifies some skills which transcend the disciplines and are therefore called trans-disciplinary skills.

مهارات الموضوعات التنظيمية: ماذا نريد من الطالب أن يكونوا قادرين على إدائه؟ وهناك خمس مجموعات من المهارات التنظيمية التي يجب على

التساؤل؟ وحدات خالل من تغطيتها الطالب

Attitudes: What do we want students to feel, value and demonstrate? المواقف: ماذا نريد من الطالب أن يشعروا به ويكتسبوه من قيم واتجاهات؟

The IB recognizes that it is essential to develop positive attitudes towards people, the environment and learning if the students are to be successful global citizens. These attitudes are fostered through the learning activities planned by the teachers and considered when assessing student progress. The attitudes are:

Tolerance التسامحIntegrity االستقامةEnthusiasm الحماسةCuriosity االستطالع حبCooperation التعاون Commitment االلتزام

Respect االحترامIndependence االستقالليةEmpathy التعاطفCreativity االبداعConfidence بالنفس الثقةAppreciationالتقدير

Thinking الت فكير

Research البحث

Social Communication إجتماعي اإلتصال

Self-management ذاتية اإلدارة

Acquiring knowledge المعرفة اكتساب

Comprehension الفهمApplication التطبيقAnalysis التحليلSynthesis التركيبEvaluation التقييمDialectical thinking

الجدلي الت فكير Meta-cognition اإلدراك

Formulating questions

األسئلة صي اغ ة Observation

المالحظةPlanning

التخطيطCollecting data

البيانات جمع Recording data

البيانات تسجيلOrganizing data

البيانات ت نظيم Interpreting data

البيانات ترجمة Presenting research

البحث ت قديم

Accepting responsibility

المسؤولية قبول Respecting others

اآلخرين إحترام Cooperating

الت ع اون Resolving conflict

ل النزاع ح Group decision making

الجماعية القرارات إت خاذ Adopting a variety of group roles.

المختلفة األدوار وتبادل تبني.المجموعة ضمن

Listening االستماعSpeaking المحادثة Reading القراءة Writing الكتابةNon-verbal communication

.الالشفهي التواصل

Gross motor skills الشامل التحرك مهارات

Fine motor skills الدقيق التحرك مهارات

Spatial awareness المكاني اإلدراك

Organization التنظيمTime management

الوقت إدارة Safety

واألمان السالمة Healthy lifestyle

الصحي الحياة أسلوب Codes of behaviour

التصرف أسلوب Informed choices

المنظمة االختيارات


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Action: How do we want the students to act? التصرف: كيف نريد من الطالب أن يتصرفوا؟

In the PYP program, the students are challenged to take action and reflect on how they can make a difference to the world. In the PYP such action is student initiated and results from a genuine concern for and commitment to others.

Assessment

Beliefs/philosophy RIS believes that assessment is an integral tool that drives learning and teaching. Assessment allows us to identify what students understand, know, can do and where they are in the learning process. Both students and teachers are involved in assessing progress as part of the development of their wider critical thinking and self-evaluation skills as well as demonstration of Learner Profile. We identify desired results, determine acceptable evidence and plan learning experiences and instruction to ensure success. A wide range of strategies and tools are used for assessment. By understanding our learners we can adapt and change our instruction to help students and teachers reach expectations set forth by our programme.

Purpose To collect data that drives planning, instruction and reflection

To understand our learners

To strengthen our learning process and practice as educators

To identify students’ strengths and weaknesses

To personalise/differentiate instruction

To track progress and growth within a community of learners

To evaluate teaching and student inquiry

To provide information to all stakeholders

To promote consistency in articulation of the written curriculum

Feedback Teachers at RIS are aware of the importance feedback plays in the learning process of a child. Feedback is given so children can reflect on their work and further refine and develop their skills. Teachers at RIS are aware of the importance feedback plays in the learning process of a child. Feedback is given so children can reflect on their work and further refine and develop their skills.

Learning Goals An important part of the PYP is the setting of personal goals by the students; these goals should be achievable and measureable. All children should have their goals in a prominent place both at home and at school.


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The Reporting Cycle

First

Impressions

Parent-Teacher

22nd -26th Oct

2017

Written Report 1

13th Dec 2017

Three Way

Conferences

7th & 8th Feb

2018

Written Report 2

21st March 2018

Student led

Conferences

24th May 2018

(Pupil free

day)

Written Report 3

4th July 2018

Written reports The written report is given three times during the academic calendar. The report follows a narrative format outlining the students’ academic progress and social development over one term. Additionally, in EY2-5, overall levels of proficiency, according to our RIS reporting key, are used in the report to describe Mathematics and Language skills and the students’ performance in Visual Art, Music, Physical Education, Arabic and Islamic. Students receiving Learning Support will also receive narrative feedback on their progress and attainment within the written report. Parent Teacher ‘First Impressions’ Conferences We hold Parent Teacher Conferences after the first few weeks of the new school year. These are formal and designed to communicate the students’ progress and needs, and inform parents about the school’s programmes. Homeroom Teachers take the opportunity to answer parents’ questions, address concerns and share specific student information relating to the Student Profile and their achievement and attitude in the particular subject areas. Three Way Conferences In February we hold our Three Way Conferences (TWC). Three-Way conferences involve the student, parents and teacher. Students discuss their learning and understanding with their parents and teacher, who are responsible for supporting the student through this process. Prior to the end of the conference new goals SMART goals are set, with all determining how they can support the achievement of the goals. Student Led Conferences In May we hold Student Led Conferences (SLCs). All students participate and are responsible for leading the conference between themselves and their parents. The conferences enable parents to gain a clear insight into the work their child is doing through discussion with them and is supported by the use of the student Learning Journal. Learning Journals at RIS Each PYP student at RIS creates an electronic-Learning Journal using a platform called ‘Seesaw’. The Journal will contain transdisciplinary work that reflects the development of the 5 Essential Elements of the PYP (knowledge, skills, attitudes, concepts and action) as well as the Learner Profile. The Learning Journals will represent elements of learning from the whole academic year and show evidence of student learning and reflection. The Learning Journals include an array of evidence/artefacts selected by both students and teachers. The creation of the Learning Journals is supported by all PYP teachers across all curriculum areas.


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Programme of Inquiry (POI)

Inquiry is the primary pedagogical approach of the PYP. Inquiry learning means students are actively involved in their own learning and to take responsibility for that learning. The PYP curriculum model is built from a framework of Transdisciplinary Themes that help teachers and students to explore and acquire essential knowledge and skills and to take socially responsible action. The PYP sets out six themes to offer continuity and progression of learning. All grade levels from Kindergarten onwards study one Unit of Inquiry under each theme (Pre-K address four of the six themes). All the ‘Units of Inquiry’ in the primary school together constitute our ‘Programme of Inquiry’ (POI). A time line for the ‘Programme of Inquiry’ is produced each year to show the order in which Units of Inquiry at each grade level will be taught. Below is an overview of the six Grade 2 Units of inquiry in the order they are to be taught.

The Grade 2 Units of Inquiry

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.

Central Idea Many factors contribute to an effective team Key Concepts Form, Function, Reflection Related Concepts Interdependence, Leadership, Teamwork Lines of Inquiry

Factors that contribute to an effective team

Organizing teams to utilize strengths

Evaluating team performance to improve


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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.

Central Idea Healthy body systems make a healthy body Key Concepts Function, Responsibility, Causation Related Concepts Systems, Interdependence, Health Lines of Inquiry

Body systems and how they work

What a healthy body is

Ways to keep the body systems healthy

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.

Central Idea Matter behaves in predictable ways that we can use in our lives Key Concepts Change, Form, Causation Related Concepts Prediction, Energy, Matter, Solids, Liquids, Gases Lines of Inquiry

Properties matter

How matter can be changed

How theories are tested through experimentation

Using our understanding of matter

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.

Central Idea Artists combine skill and creativity to express their feelings and experiences Key Concepts Connection, Perspective, Reflection Related Concepts Arts, Aesthetics Lines of Inquiry

The diverse way in which people express themselves through the arts

Art is a process

The connection between experiences and feelings

How we interpret art


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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.

Central Idea Deliberate changes to the environment affect living things Key Concepts Responsibility, Causation, Perspective Related Concepts Survival, Extinction, Adaptations Lines of Inquiry

Decisions that change the environment

The impact of these decisions on the environment and living things

The survival of living things

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

relationships between and the interconnectedness of individuals and

civilizations, from local and global perspectives.

Central Idea The Earth’s physical geography and climate have an impact on human settlement Key Concepts Form, Connection, Causation Related Concepts Geography, Settlement, Landforms, Mapping Lines of Inquiry

Variability of physical geography around the world

Variability of physical geography and climate around the world

The relationship between location and settlement


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Language - (English)

Introduction

The learning process simultaneously involves learning language—as learners listen to and use language with others in their everyday lives; learning about language—as learners grow in their understanding of how language works; and learning through language—as learners use language as a tool to listen, think, discuss and reflect on information, ideas and issues (Halliday 1980). Effective language teaching and learning are social acts, dependent on relationships with others, with context, with the environment, with the world, and with the self. Such learning is relevant, engaging, challenging and significant. Exposure to and experience with languages, with all their richness and diversity, creates an inquisitiveness about life and learning, and a confidence about creating new social interactions. At RIS we believe that learners’ needs are best served when they have opportunities to engage in learning within meaningful contexts, rather than the learning of language as an isolated series of skills to be acquired. Fragmenting learning into the acquisition of isolated skill sets can create difficulties for learners—for example, learners may be able to read, write and spell words correctly in isolation but may not be able to read, write or spell those same words in other contexts. Our teachers plan learning experiences that enable learners to develop language within meaningful and enjoyable contexts, learners are able to make connections, apply and transfer their learning to different situations. The programme of inquiry provides an authentic context for learners to develop and use language.


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PYP Language Strands

The PYP has identified three strands—oral language, visual language, written language—that are learned across and throughout the curriculum, with each strand being an integral component of language learning. Each strand has been considered from both the receptive aspect—receiving and constructing meaning, and expressive aspect—creating and sharing meaning

Strand

Receptive – receiving and constructing meaning

Expressive – creating and sharing meaning

Oral Language Listening Speaking

Visual Language Viewing Presenting

Written Language Reading Writing

The Grade 2 Language Curriculum Within the Grade 2 classroom, the language profile of every student is unique. This is typical in any school, but particularly so in an international school where students come with such varied experiences of English, many as second language English learners. At RIS the range of learning needs is recognized and we differentiate our programme accordingly. Language in the Primary School is supported by the First Steps frameworks for reading and Writing and the IB PYP continuums for Oral Language and Visual Language. Both the First steps frameworks and the IB PYP continuums are designed as diagnostic tools to assist teachers in planning learning experiences for students, and in monitoring students’ development throughout the primary years. Overall expectations and outcome are therefore presented in developmental phases rather than by age range.


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Oral Language – Listening and Speaking

(In Grade 2 the majority of students will be working predominantly, but not exclusively, within Phase 3 for Listening

and Speaking.)

Overall Expectations

Phase 1

Learners show an understanding of the value of speaking and listening to communicate. They recognize that sounds are associated with objects or with symbolic representations of them. They are using language to name their environment, to get to know each other, to initiate and explore relationships, to question and inquire.

Phase 2

Learners show an understanding that sounds are associated with objects, events and ideas, or with symbolic representations of them. They are aware that an object or symbol may have different sounds or words associated with it in different languages. They are beginning to be cognizant about the high degree of variability of language and its uses.

Phase 3

Learners show an understanding of the wide range of purposes of spoken language: that it instructs, informs, entertains, reassures; that each listener’s perception of what they hear is unique. They are compiling rules about the use of different aspects of language.

Phase 4

Learners show an understanding of the conventions associated with speaking and listening and the value of adhering to those conventions. They are aware that language is a vehicle for becoming knowledgeable, for negotiating understanding and for negotiating the social dimension.

Phase 5

Learners are able to understand the difference between literal and figurative language and how to use language differently for different purposes. They are aware that they are building on their previous experiences and using language to construct new meaning.


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Visual Language – Viewing and Presenting

(In Grade 2 the majority of students will be working predominantly, but not exclusively, within Phase 3 for Viewing

and Presenting)

Overall expectations

Phase 1 Learners show an understanding that the world around them is full of visual language that conveys meaning. They are able to interpret and respond to visual texts. Although much of their own visual language is spontaneous, they are extending and using visual language in more purposeful ways.

Phase 2 Learners identify, interpret and respond to a range of visual text prompts and show an understanding that different types of visual texts serve different purposes. They use this knowledge to create their own visual texts for particular purposes.

Phase 3 Learners show an understanding that visual text may represent reality or fantasy. They recognize that visual text resources can provide factual information and increase understanding. They use visual text in a reflective way to enrich their storytelling or presentations, and to organize and represent information.

Phase 4 Learners show an open-mindedness about the use of a range of visual text resources to access information. They think critically, and are articulate about the use of visual text to influence the viewer. They are able to use visual imagery to present factual information, or to tell a story.

Phase 5 Through inquiry, learners engage with an increasing range of visual text resources. As well as exploring the viewing and presenting strategies that are a part of the planned learning environment, they select and use strategies that suit their learning styles. They are able to make connections between visual imagery and social commentary. They show more discernment in selecting information they consider reliable. They are able to use visual imagery to support a position.


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Written Language – Reading and Writing For reading and writing the First Steps Maps of Development provide the developmental continuums used by teachers to determine appropriate learning outcomes and track student progress. The most relevant phases for Grade 2 are detailed below.

Reading The majority of students in Grade 2 will be working within Phase 3 ‘Early’. As a benchmark, a student who has demonstrated all of the key indicators for Phase 3 ‘Early’ at the end of Grade 2 is considered to be ‘meeting’ Grade level standard.

Overview of Reading Phase 2: ‘Experimental’

GLOBAL STATEMENT In this phase, readers use memory of familiar, predictable texts and their developing sound-symbol knowledge to match some spoken words with written words. Experimental readers are focused on understanding and conveying the meaning of these texts rather than reading all words accurately. They read and comprehend texts with repetitive, limited and known vocabulary and supportive illustrations.

CONCEPTUAL UNDERSTANDINGS - (incorporated from PYP Scope and Sequence , IB, 2009)

The sounds of spoken language can be represented visually.

Written language works differently from spoken language.

Consistent ways of recording words or ideas enable members of a language community to communicate.

People read to learn. .

The words we see and hear enable us to create pictures in our minds.

USE OF TEXTS • Reads and demonstrates comprehension of texts by:

– recalling some ideas explicit in a text – identifying the topic of a text – selecting a limited number of explicit

events to retell a text – linking two ideas explicit in a text, e.g. an

action and its result. • Demonstrates that print remains constant, e.g.

transfers knowledge of familiar words from one context to another.

• Maintains the storyline when ‘reading’ familiar texts although a limited number of words are read accurately.

• With assistance, locates and selects texts appropriate to purpose or interest.

CONTEXTUAL UNDERSTANDING • Expresses an opinion about a text, but may not always be

able to justify it. • Identifies the role of the author and illustrator of a text. • Talks about the ways different people or characters are

represented in texts, e.g. “The girl in this story plays football.”

CONVENTIONS • Recognises a small bank of known words in different

contexts, e.g. personally significant words. • Identifies the letters of the alphabet by name or

sound. • Demonstrates understanding of the concepts and

conventions of print, e.g. left to • right, top to bottom, capital letters.

PROCESSES AND STRATEGIES • Draws upon a limited knowledge base to comprehend,

e.g. topic knowledge, sentence patterns and sound-symbol relationships.

• Uses a limited range of strategies to comprehend, e.g. predicting, comparing.

• Determines unknown words by using word-identification strategies, e.g. predicting using beginning letters and/or pictures.


20

Overview of Reading Phase 3: ‘Early’

GLOBAL STATEMENT Early readers recognise a bank of frequently used words and use a small range of strategies to comprehend texts. These include short literary texts and structured informational texts that have familiar vocabulary and are supported by illustrations. Reading of unfamiliar texts is often slow and deliberate as they focus on reading exactly what is on the page, using sounding out as a primary word-identification strategy.

CONCEPTUAL UNDERSTANDINGS

Different types of texts serve different purposes.

What we already know enables us to understand what we read.

Applying a range of strategies helps us to read and understand new texts.

Wondering about texts and asking questions helps us to understand the meaning.

The structure and organization of written language influences and conveys meaning.

USE OF TEXTS • Reads and demonstrates comprehension of texts

by: - recalling key information explicit in a text - identifying the main idea explicit in a text - selecting events to retell a text, sometimes

including unnecessary events or information - linking explicit ideas in a text, e.g. comparing

a character at different points in the text.

Locates and selects texts appropriate to purpose, interest and readability, e.g. uses library systems, skims contents page.

CONTEXTUAL UNDERSTANDING

Expresses and justifies personal responses to texts, e.g.“I didn’t like … because…”

Understands that authors and illustrators select information to suit a purpose and audience.

Recognises how characters, people and events are represented and offers suggestions for alternatives.

CONVENTIONS • Recognises a bank of frequently used words in

different contexts, e.g. high frequency words, personally significant words.

• Recognises all letters by name and their regular sound.

• Explains how known text forms vary by stating: - purpose, e.g. procedures instruct - some elements of organisation, e.g.

procedures have headings - some elements of structure, e.g. procedures

list materials and steps.

PROCESSES AND STRATEGIES • Draws upon a small knowledge base to

comprehend, e.g. sight vocabulary, concept and text structure knowledge.

• Uses a small range of strategies to comprehend, e.g. self questioning, adjusting reading rate.

• Determines unknown words by using word-identification strategies, e.g. decoding using phonemes, onset and rime.

• Focuses on decoding words accurately when reading an unfamiliar text, which may result in limited fluency, expression and loss of meaning.


21

Overview of Reading Phase 4: ‘Transitional’

Global Statement In this phase readers are beginning to integrate strategies to identify unknown words and to comprehend text. These strategies, combined with an increasing bank of sight words, enable readers to read texts such as novels, newspapers and websites with familiar content, fluently and with expression. Transitional readers reflect on strategies used and are beginning to discuss their effectiveness.


Reading and thinking work together to enable us to make meaning.

Checking, rereading and correcting our own reading as we go enable us to read new and more complex texts.

Identifying the main ideas in the text helps us to understand what is important.

Knowing what we aim to achieve helps us to select useful reference material to conduct research.

USE OF TEXTS

Reads and demonstrates comprehension of texts by: - identifying the main idea(s) citing supporting detail - selecting events from a text to suit a specific purpose - linking ideas, both explicit and implicit, in a text, e.g. cause and effect.

Locates and selects texts appropriate to purpose and audience, e.g. uses search engines, checks currency of information.


Recognises own interpretation may differ from that of other readers or the author/s.

Recognises devices that authors and illustrators use to influence construction of meaning, e.g. visual clues, omissions.

Recognises that authors and illustrators attempt to position readers.

Recognises how characters or people, facts and events are represented and can speculate about the author’s choices.

CONVENTIONS

Recognises an increasing bank of words in different contexts, e.g. subject specific words, less common words.

Explains how known text forms vary by using knowledge of: - purpose, e.g. to persuade - text structure, e.g. problem and solution - text organisation, e.g. headings, subheadings, an index, glossary - language features, e.g. conjunctions.

PROCESSES AND STRATEGIES

Draws upon an increasing knowledge base to comprehend, e.g. text structure and organisation, grammar, vocabulary.

Uses an increasing range of strategies to comprehend, e.g. creating images, determining importance.

Determines unknown words by using word-identification strategies, e.g. reading on, re-reading


22

Writing The majority of students in Grade 2 will be working within Phase 3 ‘Early’. As a benchmark, a student who has demonstrated some of the key indicators for Phase 3 at the end of Grade 2 is considered to be ‘meeting’ Grade level standard.

Samples of independent student writing - within Phase 3 ‘Early’

Sample of independent student writing - still within Phase 2 ‘Experimental’

Sample of independent student writing - beginning Phase 4 ‘Transitional’


23

Overview of Writing Phase 2: ‘Experimental’

GLOBAL STATEMENT In this phase, writers are aware that speech can be written down. Experimental writers rely on familiar topics to generate a variety of texts such as greeting cards, lists and letters. They demonstrate an understanding of one-to-one correspondence by representing most spoken words in their written texts. These words may consist of one, two or three letters, and reflect their developing understanding of sound-symbol relationships.


People write to communicate.

The sounds of spoken language can be represented visually (letters, symbols, characters).

Consistent ways of recording words or ideas enable members of a language community to understand each other’s writing. Written language works differently from spoken language.

USE OF TEXTS

Experiments with familiar forms of writing, e.g. lists, captions, retells.

Uses writing with the intention of communicating a message.

Demonstrates awareness that print contains a constant message, e.g. recalls the ‘gist’ of the message over time.

With assistance, finds information in texts appropriate to purpose or interest.


Provides reasons why people write, e.g. to remember, to say thank you.

States the purpose and audience of own writing, e.g. I am going to write to grandma to say…

Talks about how characters and events are represented in literary texts.

Talks about how people and ideas are represented in informational texts.

CONVENTIONS

Writes using simple language structures, e.g. I like…, I see…

Demonstrates one-to-one correspondence between written and spoken word, e.g. word-pointing when reading back own writing.

Begins to demonstrate understanding of the conventions of print. Identifies the letters of the alphabet by name or by common sounds.


Draws upon semantic, graphophonic and syntactic knowledge when writing, e.g. topic knowledge, sound-symbol relationships.

Uses a limited range of strategies throughout the writing process, e.g. connecting.

Uses a limited range of strategies to spell, e.g. sounding out.

Decides how own text will be presented.


24

Overview of Writing Phase 3: ‘Early’

GLOBAL STATEMENT Early writers produce a small range of texts that exhibit some of the conventions of writing. Texts such as retells, reports and emails are composed to share experiences, information or feelings. Early writers have a small bank of frequently used words they spell correctly. When writing unknown words, they choose letters on the basis of sound, without regard for conventional spelling patterns.


We write in different ways for different purposes.

The structure of different types of texts includes identifiable features.

Applying a range of strategies helps us to express ourselves so that others can enjoy our writing.

Thinking about storybook characters and people in real life helps us to develop characters in our own stories.

When writing, the words we choose and how we choose to use them enable us to share our imaginings and ideas.

USE OF TEXTS

Attempts a small range of familiar texts, either teacher-directed or self-selected.

With assistance, finds information in texts and records through drawing or writing key words.


Explains the purpose of a small range of familiar text forms, e.g. jokes are to entertain.

Talks about the purpose of a piece of writing and the ideas that need to be included.

Explains why characters or events are represented in a particular way when composing literary texts.

Explains why people or ideas are represented in a particular way when composing informational texts.

Imitates the use of simple devices used in texts, e.g. print size, colour.

CONVENTIONS

Experiments with words drawn from a variety of sources, e.g. literature, media, oral language of peers.

Spells and uses a small bank of known words correctly.

Knows all letters by name and their common sounds.

Knows simple letter patterns and the sounds they represent, e.g. sh, ch, ee.

Writes simple sentences using correct punctuation.


Draws upon semantic, graphophonic and syntactic knowledge when writing, e.g. text organisation, word order.

Uses a small range of strategies throughout the writing process, e.g. self-questioning.

Uses a small range of strategies to spell unknown words, e.g. chunking, sounding out.

Talks or draws as a means of planning before writing.

Begins to proofread and edit own writing when directed, e.g. deleting words, adding punctuation.

Creates a published text that is beginning to reflect the intended purpose.


25

املواد العربيةرؤية تعليم

الدوليةيف مدرسة الراحة

توفر الفرص لتطوير قدراتنا كأفراد وطالبني للعلم مدى احلياة. فاللغة هي صلة الوصل بنيحترص مناهج املواد العربية على

مجيع تداخلة يفاللغة مد، فكل فرد من أفراد جمتمعنا يعترب طالب علم و معلم يف آن واح، و الطالب واملدرسني واجملتمع أبمجعه لتطور العقلي واالجتماعي والعاطفي.، وتسهم يف ااجملاالت وتشجع على التفكري بعقلية منفتحة على العامل

وتؤكد مناهج املواد العربية على تعزيز اهلوية العربية واالنتماء الوطين من خالل توظيف اللغة للتعرف على املفاهيم االجتماعية واطن تمعا عربيا مسلما، ابإلضافة إىل الشعور حبب الوطن والدفاع عنه ومتثل الطالب لصفات املودراسة اجملتمع اإلمارايت بوصفه جم

الصاحل وربطها بصفات املتعلم يف برانمج السنوات االبتدائية. اسكةمويعترب تعزيز القيم األخالقية احلميدة وكيفية اكتساهبا وممارستها لتصبح أسلوب حياة لدى املتعلم، وبناء شخصية مت

واالعتدال والتسامح اآلخرين امت اح ىلع حترصو ووطنها، جمتمعها خلدمة تسعى سلوكيا ومتزنة أخالقيا القناعة ابإلضافة إىل غرس ،وحتمل املسؤولية من أهم املبادئ اليت تقوم عليها هذه املناهج املبدأ ىلع والثبات الذات وحماسبةالعمل، واملبادرة ابلتطوع املسؤول جتاه اجملتمع يف واالنضباط الوقت إدارة وإتقان ابلنفس، التحكم عى والقدرة والرضى

كلنا، يسعنا الذي الكون هذا يف متساوون بشر مجيعاواالستفادة من الفرص املتاحة واالنفتاح على العامل من منطلق اإلميان أبننا ية.البشر ورخاء املستدامة التنمية حيقق مبا األرض عمارة يف دور منا لكل أن كما تعصب، دون بعضنا نتقبل أن علينا وأن

بها للناطقين العربية اللغة

Arabic A


26

خالل تعاملنا مع المادة المقرر من وزارة التربية والتعليم فإننا نركز على الكيف وليس على الكم بمعنى أننا نحرص على تغطية جميع المهارات اللغوية المتوقع

تغطيتها في كل مرحلة والتي تؤهل الطالب لالنتقال للمرحلة التالية مع التصرف في

المادة بالتقديم والتأخير.

المادة المقررة من وزارة التربية والتعليم PYP وحدات التساؤل

مـــحـــاور مهــــــارات اللغــــــــة العـــــــــربية

محتوى برنامج اللغة العربيةأوال:


27

Learning about the language

Learning the language

Learning through the

language

تعلم اللغة عبر االستماع اليها

والتحدث بهاالتعلم عن اللغة عبر

فهم كيفية عملها

التعلم من خالل اللغة عبر استخدامها كأدة لالستماع

والتفكير والمناقشة والتأمل

كيف نعلم اللغة؟

المجال والتسلسل للغات


28

التهيئة اللغوية: الطلب المهذب واالعتذار ) تواصل شفوي(. -. قراءة وكتابة(الهواية ) –الجنسية –العمر –التعريف بالنفس: االسم -التحايا ) تواصل شفوي(. -

مراجعة المهارات اللغوية األساسية التي تضمنها منهج الصف األول. -

قاء بمستوى الطالب بالتواصل مع أولياء األموررتسيتم تناول الدروس المقررة والمهارات اللغوية الخاصة بالمادة بأساليب متنوعة مراعاة لفروقهم الفردية، وتصميم أنشطة مختلفة تضمن اال

االستماع المحادثة القراءة ) الخط واإلمالء( الكتابة القواعد اللغوية

تمييز الحروف لفظا -

ورسما

التمييز لفظا ورسما بين -

الحروف المتقاربة في

الشكل أو الصوت.

التمييز بين الحركات -

والمدود.

التعرف على المقطع -

الساكن.

التعرف على الحرف -

المضعف.

التمييز بين صيغة المذكر -

والمؤنث.

التمييز بين صيغة المفرد -

والمثنى والجمع.

التعرف على بعض ظروف -

المكان ودالالتها.

التعرف على بعض أدوات -

ة ياالستفهام ودالالتها وكيف

استخدامها.

التعرف على األفعال -

تمثيلها األساسية و

وصياغتها للمذكر

والمؤنث.

التعرف على بعض -

الصفات وصياغتها للمذكر

والمؤنث.

الالم القمرية التعرف على -

والالم الشمسية.

التعرف على أنواع التاء. -

التعرف على أنواع التنوين. -

التعرف على اسم الفاعل -

واسم المفعول والمضاف

إليه.

حروف الجر واالسم -

المجرور.

الحروف والكلمات بشكل صحيح.رسم -

التعرف على أشكال الحرف. -

التمييز بين الحروف المتصلة -

والمنفصلة.

نسخ الكلمات والجمل بطريقة -

صحيحة بخط النسخ.

التمييز بين الحروف المتشابهة -

رسما.

تمييز رسم الكلمات من خالل -

تحليلها وتجريد الحروف المكونة

لها.

كتابة االسم الثالثي، والصف -

الدراسي، واسم المدرسة.

كتابة بعض البيانات الشخصية -

بدقة إمالئية عالية.

تحديد األفكار بوضوح قبل البدء في -

الكتابة.

التمكن من خطوات الكتابة: ) -

ذ التنفي –كتابة المسودة –التخطيط

العرض(. –

كتابة الكلمات الشائعة في اللغة -

ة إمالئية كبيرة.العربية بدق

توظيف التحليل الصوتي والكتابي -

عند كتابة الكلمات.

القدرة على تكوين الجمل الوصفية -

ثالث جمل(. –) جملتين

توظيف األساليب اإلنشائية في -

–النهي –التعجب –كتابة ) األمر

االستفهام(.

؟ -. -توظيف عالمات الترقيم: )، -

مل.! ( عند كتابة الج -)( -: -

الكتابة بطريقة اإلمالء المنقول -

والمنظور واالختباري.

توظيف الحاسوب في كتابة -

الكلمات وتحديد مواقع الحروف

العربية على لوحة المفاتيح.

( 30 – 20كتابة فقرة تتكون من ) -

.كلمة

قـراءة جمل الدروس بصوت واضح. -

مع مراعاة الضبط بطالقة القراءة -

السليم.

ة بسرعة مناسبة مع مراعاة القراء -

عالمات الترقيم.

القراءة الوصل في مواضع الوصل و -

جملة جملة ال كلمة كلمة.

فهم المادة المقروؤة من خالل فهم معاني

المفردات الجديدة.

التعرف على مرادفات وأضداد الكلمات -

الواردة في الدروس.

حسن اإلنشاد وتلوين النطق بحسب ما -

يتطلب

الهجائية لفظا سليما من نطق الحروف -

مخارجها الصحيحة.

التمييز بين الحروف لفظا. -

التمييز بين الحروف المتشابهة لفظا. -

التمييز بين أصوات الحروف القصيرة -

)الحركات(.

التمييز بين أصوات الحروف الطويلة -

)المدود(.

الموازنة بين الحركات والمدود. -

إلىالتحليل اللفظي للكلمات الثالثية -

الحروف المكونة لها.

تمييز المقطع الساكن. -

قراءة الصور والتعبير عن محتوياتها. -

ربط األشياء بأسمائها وصفاتها. -

تحديد الغزى من النصوص القرائية - -

وتحديد الفكرة الرئيسة.

القدرة على التمييز بين المفاهيم التالية: -

–الفقرة –الجملة –الكلمة

الفهرس. –الصفحة –العنوان

التمييز بين القراءة الصامتة والقراءة -

الجهرية.

االستمتاع بقراءة القصص والكتب -

المناسبة.

تحديد عناصر القصة. -

التمييز بين النص القرائي والقصة -

والنشيد.

التحدث بصوت واضح. -

استخدام اللغة العربية في -

المحادثة بطالقة رائعة.

التعبير شفهيا عن الصور -

القصص المصورة بلغة أو

سليمة وبجمل تامة.

التعبير عن حدث أو موقف -

بجمل واضحة وتامة.

التعلم من األخطاء وعدم -

تكرارها.

احترام األدوار، وتقبل آراء -

اآلخرين.

الساليب اللغوية ا توظيف -

اإلنشائية في المحادثة.

القدرة على طرح األسئلة -

بطرق مختلفة للوصول

للحقائق.

التحدث عن العناصر -

المكونة للقصص.

وضع نهايات متوقعة -

للقصص.

توظيف المفردات الجديدة -

في المحادثة.

توظيف أدوات الربط في -

المحادثة.

التحدث في موضوع معين -

وعدم الخروج دقائق 3لمدة

عنه.

القدرة على تمثيل األدوار -

وتقمص الشخصيات.

يستمع للتعليمات -

ب لها استجابة ويستجي

صحيحة.

يبدى فهما للكلمات -

والجمل المسموعة أو

المقروءة.

اإلصغاء لآلخرين -

بانتباه.

االستفادة من خبرات -

اآلخرين أثناء وبعد

االستماع.

احترام األدوار، وتقبل -

آراء اآلخرين.

االستمتاع بما يتم -

االستماع إلية من

مختارات من األدب

–القصص العربي )

األناشيد(.

تحديد الفكرة العامة -

من النص المسموع.

استنتاج القيم والمبادئ -

الواردة في النص

المسموع أو من خالل

المحادثات الثنائية أو

الجماعية.

الثانيما يتـــوقع من الطــالب إنجــازه في الصـــف

في مادة اللغة العربية ) المستوى المتقدم(


29

التهيئة اللغوية: الطلب المهذب واالعتذار ) تواصل شفوي(. -. الهواية ) قراءة وكتابة( –الجنسية –العمر –التعريف بالنفس: االسم -التحايا ) تواصل شفوي(. -

مراجعة المهارات اللغوية األساسية التي تضمنها منهج الصف األول. -

ألموراصل مع أولياء اوالمهارات اللغوية الخاصة بالمادة بأساليب متنوعة مراعاة لفروقهم الفردية، وتصميم أنشطة مختلفة تضمن االرتقاء بمستوى الطالب بالتوسيتم تناول الدروس المقررة

االستماع المحادثة القراءة ) الخط واإلمالء( الكتابة القواعد اللغوية

- تمييز الحروف لفظا ورسماالتمييز لفظا ورسما بين -

الحروف المتقاربة في الشكل أو الصوت.

التمييز بين الحركات - والمدود.

التعرف على المقطع الساكن. -التعرف على الحرف -

المضعف.التمييز بين صيغة المذكر -

والمؤنث.التمييز بين صيغة المفرد -

والمثنى والجمع.التعرف على بعض ظروف -

.المكان ودالالتهاالتعرف على بعض أدوات -

االستفهام ودالالتها ة استخدامها.يوكيف

التعرف على األفعال -األساسية وتمثيلها وصياغتها للمذكر

والمؤنث.التعرف على بعض الصفات -

وصياغتها للمذكر والمؤنث.

الالم القمرية التعرف على - والالم الشمسية.

التعرف على أنواع التاء. - التنوين.التعرف على أنواع -التعرف على اسم الفاعل -

واسم المفعول والمضاف إليه.

حروف الجر واالسم - المجرور.

رسم الحروف والكلمات - بشكل صحيح.

التعرف على أشكال - الحرف.

التمييز بين الحروف - المتصلة والمنفصلة.

نسخ الكلمات والجمل -بطريقة صحيحة بخط

النسخ.التمييز بين الحروف -

ا.المتشابهة رسمتمييز رسم الكلمات من -

خالل تحليلها وتجريد الحروف المكونة لها.

كتابة االسم الثالثي، -والصف الدراسي، واسم

المدرسة.كتابة بعض البيانات -

الشخصية بدقة إمالئية جيدة.

تحديد األفكار والهدف قبل - البدء في الكتابة.

كتابة الكلمات الشائعة في -اللغة العربية بدقة

ية جيدة.إمالئتوظيف التحليل الصوتي -

والكتابي عند كتابة الكلمات.

القدرة على تكوين الجمل - –الوصفية ) جملة

جملتين(.توظيف عالمات الترقيم: ) -

! ( عند -: -؟ -. -، كتابة الجمل.

الكتابة بطريقة اإلمالء - المنقول والمنظور.

توظيف الحاسوب في -كتابة الكلمات وتحديد

مواقع الحروف العربية على لوحة المفاتيح.

10كتابة فقرة تتكون من ) -

.كلمة ( 15 –

قـراءة جمل الدروس بصوت واضح. -جيدة مع مراعاة الضبط بطالقة القراءة

السليم.القراءة بسرعة مناسبة مع مراعاة -

عالمات الترقيم.القراءة جملة الوصل والوصل في مواضع -

جملة ال كلمة كلمة.فهم المادة المقروؤة من خالل فهم معاني -

المفردات الجديدة.التعرف على مرادفات وأضداد الكلمات -

الواردة في الدروس.حسن اإلنشاد وتلوين النطق بحسب ما -

يتطلبنطق الحروف الهجائية لفظا سليما من -

مخارجها الصحيحة. التمييز بين الحروف لفظا. - التمييز بين الحروف المتشابهة لفظا. -التمييز بين أصوات الحروف القصيرة -

)الحركات(.التمييز بين أصوات الحروف الطويلة -

)المدود(. الموازنة بين الحركات والمدود. -التحليل اللفظي للكلمات الثالثية إلى -

الحروف المكونة لها. .تمييز المقطع الساكن - قراءة الصور والتعبير عن محتوياتها. - ربط األشياء بأسمائها وصفاتها. -تحديد الغزى من النصوص القرائية - -

وتحديد الفكرة الرئيسة.القدرة على التمييز بين المفاهيم التالية: -

–العنوان –الفقرة –الجملة –الكلمة الفهرس. –الصفحة

التمييز بين القراءة الصامتة والقراءة - الجهرية.

االستمتاع بقراءة القصص والكتب - المناسبة.

تحديد عناصر القصة. -التمييز بين النص القرائي والقصة -

والنشيد.

التحدث بصوت واضح. -استخدام اللغة العربية في -

المحادثة بطالقة جيدة.التعبير شفهيا عن الصور أو -

القصص المصورة بلغة سليمة وبجمل تامة.

أو موقف التعبير عن حدث - بجمل واضحة وتامة.

التعلم من األخطاء وعدم - تكرارها.

احترام األدوار، وتقبل آراء - اآلخرين.

الساليب اللغوية ا توظيف - اإلنشائية في المحادثة.

القدرة على طرح األسئلة -بطرق مختلفة للوصول

للحقائق.التحدث عن العناصر المكونة -

للقصص.القدرة على إعادة سرد قصة -

واقعية أو خيالية باسلوب الطالب.

وضع نهايات متوقعة - للقصص.

توظيف المفردات الجديدة في - المحادثة.

توظيف أدوات الربط في - المحادثة.

لمدة التحدث في موضوع معين -وعدم الخروج دقيقتين

عنه.القدرة على تمثيل األدوار -

وتقمص الشخصيات.

االستماع للتعليمات -ويستجيب لها

استجابة صحيحة.

يبدى فهما للكلمات -والجمل

المسموعة أو المقروءة.

اإلصغاء لآلخرين - بانتباه.

االستفادة من -خبرات اآلخرين

أثناء وبعد االستماع.

احترام األدوار، -وتقبل آراء

اآلخرين.االستمتاع بما يتم -

االستماع إلية من مختارات من

دب العربي األ –)القصص األناشيد(.

تحديد الفكرة -العامة من النص

المسموع.استنتاج القيم -

والمبادئ الواردة في النص

المسموع أو من خالل المحادثات

الثنائية أو الجماعية.

ما يتـــوقع من الطــالب إنجــازه في الصـــف

في مادة اللغة العربية (المتوسط) المستوى الثاني


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Arabic B

Within Grade 2 there are students who have joined the school with no prior experience of learning Arabic and

students who have been learning Arabic for several years. Our Arabic B programme offers two levels of classes

enabling us to provide instruction at a suitable level for each child.

Arabic B PYP Phase 1 classes: for students learning Arabic for the first time and students needing consolidation of

basics.

Arabic B PYP Phase 2 classes: for students with previous experience learning Arabic who have demonstrated

proficiency in Phase 1

Students will be assigned Arabic classes at the start of the academic year. There may also be movement between

classes during the year based on the changing needs of the student.

. Arabic B Scope and Sequence The school’s Arabic B scope and sequence provides a developmental continuum of phases for each strand.

Strand

Receptive – receiving and constructing meaning

Expressive – creating and sharing meaning

Oral Language Listening Speaking

Visual Language Viewing Presenting

Written Language Reading Writing


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Overall Expectations by phase

Phase 1 Learners demonstrate an understanding of short simple sentences spoken texts and vocabulary. They are able to pronounce the letters correctly with the short and long sounds. They are able to use common greetings, give and follow basic instructions in Arabic. They are able to use oral language for short period of time.

Phase 2 Learners demonstrate a higher level of understanding of short simple spoken texts and vocabulary. Students are able to pronounce studied words correctly and clearly. They start to use simple phrases to express their needs. They start to arrange in order the ideas they want to communicate about. Phase 3 Learners start to communicate confidently with peers using a variety of phrases and sentences structures. They can ask and answer questions about familiar and new topics with confidence. In this phase they are able to prepare and deliver short presentations and topics of interests to peers. Learners can identify materials they can use to support a spoken presentation and give reasons for choices.

Viewing and presenting Phase 1 The students view and react to simple messages or factual information and start to describe what they see. They can make connections between the real and the imaginary. They can understand that signs and symbols carry meaning and begin to read a range of signs in the environment. They are able to search for, record and present information using a variety of media as well as make choices about what is useful to them. The students can use body language in mime and role play to communicate ideas and feelings visually. Phase 2 The students are able to view and respond to media verbally and nonverbally. They start using a variety of media to plan and create projects including use of the internet (with guidance). The students are able to select and use suitable shapes, colours and layout for presentations and develop writing different styles of Arabic Calligraphy. They start developing their presentation skills and use body language to add meaning to oral presentation. Phase 3 The students respond to viewing experiences orally and in writing, using specific vocabulary and terminology. They are able to use a variety of media to plan and create projects. They can present oral reports on familiar and unfamiliar topics in target language. They can provide more detailed presentations (2-3 minutes) on topics to inform, presentation skills, addressing an audience.


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Written language—Reading

Phase 1 Learners can recognise basic aspect of format and style of the language. They can differentiate between the long and the short sounds of the letters. They can read their own writing or words written by the teacher. They can identify repetitive words and letter patterns in sentences when reading familiar texts. They demonstrate understanding of simple sentences.

Phase 2 Learners can read a range of new words related to the topics. They begin to read simple sentences with some support. They respond to simple written directions. The students are able to retell main events in sequence with guidance.

Phase 3 Learners can use a range of different strategies to decode texts. They demonstrate understanding of meaning and relationships between sentences in a paragraph. They start to follow ideas in and between paragraphs making use of a range of conjunction. In this phase, learners can recall and summarize main ideas from fiction and non- fiction texts.

Written language—Writing

Phase 1 Learners understand that written texts convey meaning. They start demonstrating understanding of letter/sound relationships. They begin to use studied vocabulary to form meaningful words and simple sentences. They can generate own ideas for writing and make use of grammar with guidance. The students in this phase begin to form sentences with the right structure.

Phase 2 Learners begin to write more independently and develop criteria for effective writing with guidance. They begin to use short paragraphs with details to support their ideas. They start to use a mixture of tenses within one text. They can provide detail to a written text. They learn how to translate literally from first language to Arabic language. They begin to use punctuation with different tenses.

Phase 3 In this phase, learners begin to set goals and identify strategies to improve their writing. They begin to spell some complex words and increase the use of visual strategies, spelling rules and knowledge of word parts to spell correctly. They can use complex punctuation correctly.


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Mother Tongue The language profiles of students at Raha may be complex and diverse; however, the influence of mother-tongue development is significant for all learners. It is acknowledged that development of mother tongue language is crucial for cognitive development, and in maintaining cultural identity. Success in mother-tongue development is a strong predictor of long-term academic achievement, including acquisition of other languages. We encourage parents to regularly read, write and speak with their child in their mother tongue. At RIS we currently host mother tongue schools for:

- French - Spanish - Dutch

We are actively looking to extend our provision to other languages and cultures. Contact the school’s Mother Tongue Coordinator Nisreen Musleh [email protected] for further details.


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Islamic Studies

The Islamic Studies programme is based on a scheme of work produced by the Ministry of Education and is integrated

into the PYP curriculum. The Islamic Studies curriculum is a sequential programme from Grade 1 to Grade 12. At

Raha International School the Muslim students from Grade 1 onwards attend Islamic Studies.

The programme aims to enrich the learner with a strong foundation of knowledge and values. At every Grade level

the curriculum draws on the seven cornerstones: the values and goals of Islam, Islamic teachings and laws, direct

divine teachings (from the holy Qur'an and the teachings of Prophet Mohammed), religious intuition, Islamic

characters, identity, belonging and the universe.

The students will work towards developing their understandings about what it means to be a Muslim citizen and to

live in the complexities and hardships of our modern age with a strong system of belief that draws upon the true

teachings of Islam, Islamic doctrine, belief, and characters aimed at spreading good and peace all over the world.

Learning in Islamic Studies also happens outside the classroom through the library, researching on the Internet and

possible excursions into the local community. Assessment in the Islamic Studies programme continues throughout

the year and includes diagnostic, formative and summative tasks. This may include oral and written presentations,

investigations and tests.

At RIS we provide:

Islamic Studies A classes: for first language Arabic speakers (instruction is in Arabic)

Islamic Studies B classes: for non-Arabic speaking students (instruction is in English)


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كلمات شائعة في التربية

اإلسالميةالمحاور الموضوعات الكفايات المنهج اإلثرائي

الفرعية

المحاور

الرئيسيةالمحبة ، الصدق ، البر ،

الكذب ، الفجور، الخيانةقصص خارجية من السيرة النبوية مضافا إليها أمثلة

حياتية

أن يعرف معنى األمانه ونتائجها وأثرها في المجتمع.

قيم اإلسالم القيم األمانة وغاياته

نعمة ، نعم، نقمة،نقم،فضل

،مخلوقرحالت إلى أماكن تتجلى فيها

نعم هللا ومخلوقاتهيعرف معنى العبودية والمخلوقات أن

كيف تسبح أيضا. العبودية عبادة هللا

حب ،عطف ،تسامح، محبة ،

أن يعرف معنى وجود هللا معنا في السر حديث محبة هللا والعالنية

اإلحسان معية هللا واالستقامة

معاني أسماء السور التي سيحفظها وماحوته من

مواضيع

وتحفيظ نشاط صباحي لتالوة القرآن الكريم

أن يحفظ السور التالية: العصر /العاديلت/القدر/الفلق/التكاثر/الكافرون/الز

لزلة.

الوحي القرآن الكريم فضل القران اإللهي

التوكل ، التواكل الرحمة ، العطف،

التسامح, الطهارة ,متسخ,طاهر.

)كتاب األربعون النووية ( لإلمام النووي

االحاديث وهي:أن يحفظ ويطبق حب الخير للمسلمين/الطهارة/التوبة/تعلم

القران وتعليمه.

السنة النبوية األحاديث

مقاطع فيديو توضح كيفية حالل, نظافة, أداب, تناول الطعام وادابه

أن يتعرف على اداب الطعام وكيفية تطبيقها في حياته .

أحكام التهذيب أداب الطعاماإلسالم وآدابه

الوضوء،فرض، نافلة ، صالة

حديث أركان اإلسالممقاطع مرئية تبين كيفية

الوضوء

أن يعرف عدد ركعات الصالة,أوقاتها,كيفية الصالة.

الشريعة فضل الصالة

قصص إثرائية واقعية ومشاهد إيمان مالئكة,كتب,رسل مرئية عن أهمية أركان اإليمان

اإليمان أركان اإليمان أن يتعرف على أركان اإليمان جميعها .

العقلية اإليمانية

االحترام ، التوقير ,الثقة ,التقديم

قصص إثرائية واقعية ومشاهد مرئية

أن يعرف معنى الثقة بالنفس مع مراقبة هللا لنا في كل االماكن واالوقات.

المنهجية الثقة بالنفس العقلية

يتيم، كفالة،حضانة رضاعة،مساعدة

النبوية باالضافة كتب السيرة للمقاطع المرئية

أن يتعرف على الرسول الكريم وعمله كتاجر وصدقه وامانته.

الرسول صلى هللا عليه وسلم

األسوة الحسنة

السيرة النبوية

خدمة مساكين,عطف والشخصيات ،نصرة،الحق ،الباطل

أن يتعرف على ما يميز الشخصيتين من سلسلة قصص الصحابة وحبهما لهم الرفق بالمساكين

علي بن أبي طالب

فاطمة الزهراء

نماذج اإلقتداء

أسرة، عائلة، تماسك، تعاون،تكاتف

مقاطع مرئية مقاالت مكتوبة

أن يتعرف على أهمية األقارب وحقوقهما باإلضافة إلى الجيرا الذين يسكنون في

نفس الحي.

اإلنتماء إلى الحي السكني

دوائر االنتماء

األصل، األساس،طين، االنتماء,الفينة

,الغرق,النجاة.

أن يتابع األصل البشري بعد أدم )سيدنا قصة سيدننا آدم عليه السالم نوح وقصة السفينة(

الكرامة األصل البشري البشرية

اإلنسان والكون

المسامحة ،العدوان المشاركة،النزاع، األنانية،

الطمع

مقاطع مرئية راشدمقاالت للشيخ محمد بن

أن يعرف االلسماحة في تحديد الرغبات في حدود احترام رغبات األخرين بعيدا

عن التسلط.

التسامح كلنا متسامح

نشيد الكون يسبح هلل البيئة، البحر، البر، الجو آيات قرآنية

أحاديث نبوية

أن يعرف أهمية النباتات وواجبنا نحوه وانه من مخلوقات هللا ويسبح هللا وينقي

الجو ويعطينا األوكسجين .

البيئة البيئة النباتية

العربية باللغة للناطقين اإلسالمية لتربيةا

Islamic A


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Islamic Studies B

Islamic Studies B - Overview of Grade 2 Units

Unit A I Think of Allah First

I Obey Allah: The Story of Prophet Adam

I Trust Allah : The Story of Prophet Nuh

Taqwa

Unit B Ammul Feal , The Year of the Elephant

Muhammad: the praised child

The Orphan

As-Sadiq Al-Ameen : The Truthful The Trusted

The Happy Marriage

Unit C Zaid Learned .How To Do Wudoo

Let’s Pray

I’m Seven , I Pray the right way

I Fast in Ramadan

Unit D Beautiful Makka, The Holiest City

Al- Quds, The Holy Jarusalem

Unit E Who is My Hero?

I’m a Muslim I’m Honest

I Love My Family

I respect my teacher & elders

Learning comes first

My Muslim Room


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Arabic Social Studies A

الوطنية التربية مادة منهج: ثانيا

الرؤيا العامة لتعلم الدراسات االجتماعية

هو تفاعل الدارسين مع ماضيهم وأخذ العبرة والعظة منه حتى يتمكنوا من تخطيط مستقبلهم بصورة المواد اإلجتماعيةإن الهدف من دراسة

صحيحة خالية من أخطاء الماضي.

إن الدراسات االجتماعية تساعد الدارسين على تنمية شخصياتهم وافكارهم وتكوين اتجاهاتهم. وذلك لكي يقوموا باتخاذ قرارات مسئولة

يه ورشيدة حول فصلهم ومدرستهم والعالم الذي يحيط بهم للعمل على فهم ذاتهم وعالقتهم بالماضي والحاضر والمستقبل والمجتمع الذي يعيشون ف

والبيئة المحيطة بهم.

تلفة إن برنامج الدراسات االجتماعية في المدارس الدولية هو برنامج عالمي يهتم بدراسة مجتمعات متنوعة ومختلفة كما يهتم بدارسة ثقافات مخ

وأجناس مختلفة، لكي يحدث الترابط بين المجتمعات والثقافات المختلفة.

در القيم اإلنسانية العالمية مع احترامها للثقافات قتحافظ على حقوق اإلنسان العالمية وتنادي بالمساواة وترفع من إن الدراسات االجتماعية

اإلقليمية الخاصة ببعض المجتمعات.

واإلطار والدراسات االجتماعية التركز على المعلومات الخاصة بالدولة التي توجد بها المدرسة ولكنها تهتم بتاريخ وجغرافيا العالم

.العالمي حتى تتسع مدارك الدارس وتتنوع خبرته

الذي يجب أن نعرفه عن الدراسات االجتماعية

االشخاص ذو شأن –ترتيب االحداث –الفترات –التمتع بحب االستطالع عن طبيعية التعلم والعالم واألفراد والثقافات وتشمل : التاريخ

.المفاهيم - الثقافات –المجتمعات –النظم –الذات –المجتمع -البيئة الطبيعية –البيئة والنشأة –المكان –الجغرافيا –األفراد –


38

إن الدراسات االجتماعية يؤكد على الهوية الوطنية كجزء من عملية تطوير المجتمع، بل خطوة للحفاظ على استمرارية هذا التطوير بين

التي تهدف إلى المحافظة على المجتمع أمنا مستقرا، فقد أصبح جليا أن تعزيز وترسيخ ، و2030فئة الطلبة، وبحسب رؤية أبوظبي

الوالء واالنتماء لدولة اإلمارات العربية المتحدة.

وأن التأكيد على الهوية تركز على تعزيز الوالء واالنتماء بين الطالب لجعلهم منتجين مواطنيين عالميين يثرون مجتمعاتهم من خالل

يدم بالمعرفة، ومهارات القرن الحادي والعشرين، والقيم واالتجاهات العالمية.تزو


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نظام التقييم في قسم المواد العربية - ماهية التقييم يف املرحلة االبتدائية

.التكيز على إكساب الطالب املهارات واملعارف واخلربات األساسية يف كل مادة دراسية وتعزيز اليت تؤدي إىل جتسيد الفهم احلقيقي حملتوى املادة دراسيا .تقييم أساليب التدريس

.العناية ابجلانب التطبيقي ابعتماد أسلوب تقييم األداء الذي يتم فيه التأكد من متكن الطالب من املهارة أو املعرفة

مثل:الشعور ابلقلق واخلوف.جتنب اآلاثر النفسية السلبية اليت قد يتعرض هلا الطالب وارتباطها بتجربته الدراسية

.غرس العادات واملواقف اإلجيابية يف نفوس الطالب جتاه التعليم

.إجياد احلافز اإلجيايب للنجاح والتقدم حبيث يكون الدافع للتعليم والذهاب إىل املدرسة هو الرغبة يف النجاح وليس اخلوف من اإلخفاق

يز على التنافس والشعور أبن درجات أدوات التقومي هي اهلدف من التعليم.جتنيب األطفال اآلاثر النفسية الناجتة عن التك

.إشراك ويل أمر الطالب يف التقومي وذلك بتزويده مبعلومات وافية وحمددة عن الصعوابت اليت تعتض ابنه وطلب معونته يف التغلب عليها

والتعامل معها بطريقة تربوية صحيحة.اكتشاف حاالت صعوابت التعلم لدى الطالب مبكرا والعمل على عالجها

أنواع التقييم: -

نظام التقييم الفصلي: -

اختبار هناية العام -اختبار منتصف العام ج -اختبار بداية العام ب -أ

اختبارات مستمرة خاصة ابلوحدات املقررة ومهارات املادة وتتضمن: -ج النحو مشروع الوحدة -األساليب اللغوية -الكتابة - القراءة -االستماع - أدوات التقييم: -

النماذج -لوائح التدقيق -السالسل املتصلة -سالمل التقييم -سجل مالحظة الطالب -االختبارات الشفوية والكتابية -

ملف أعمال الطالب ) ملف اإلجناز (. - لتشخيصية ) حتديد املستوى(:االختبارات ا -

صف دراسي. كلخيضع مجيع الطالب يف بداية العام الدراسي الختبار حتديد املستوى ويتم إعداد االختبار استنادا على ما هو متوقع من الطالب إجنازه يف -

** اخلروج عن النمط التقليدي للتقييم ابستخدام أساليب متنوعة وحديثة كــــ:التقييم الذايت - تقييم مهارات التفكري العليا كالتحليل والتقييم –استخدام أسلوب حل املشكالت. –والتقنيات احلديثة عند تقييم مهارات اللغة. توظيف احلاسوب -

التقييم عن طريق الزمالء. -


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At RIS we see mathematics as a way of thinking rather than simply a body of knowledge to be delivered. ‘An exemplary mathematics classroom consists of a very active and busy community of learners’ (IB, 2003). Our approach to teaching and learning reflects this. The teacher inquires with the students.

Tasks set are purposeful and engaging.

Teachers facilitate the developmental stages of learning through appropriate learning experiences. Opportunities are provided for: i) constructing meaning, ii) transferring meaning to signs and symbols and iii) understanding and applying knowledge and skills to different situations.

Learning is an interactive process, where discussion of processes and different approaches are a regular part of daily lessons.

Students have opportunities to work individually, with partners, in small groups and as a whole class.

Throughout the year teachers make meaningful conceptual links to Units of Inquiry.

A range of accessible resources provide students opportunities to record their mathematical thinking and understanding. White boards, ICT programmes, plain paper and a range of dotted and squared papers supplement the mathematics exercise books. Also children have access to a range of mathematical dictionaries, encyclopedias, literature and textbooks.

ICT plays an integral role in the teaching and learning of mathematics. Through computers and netbooks, students have access to a range of mathematical programmes covering the full breadth of the curriculum. Teachers make use of interactive teaching programmes via classroom projectors to explore and model skills and concepts with students.

Mathematics


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Mathematics Strands

There are five strands in the PYP mathematics programme:

Data handling

Measurement

Shape and space

Pattern and function

Number

Mathematics in Grade 2 The Number and Pattern and function strands of mathematics are taught daily at RIS. This is to ensure children have sufficient time to develop strong conceptual understanding of the number system, number operations, and acquire key number knowledge and skills. Shape and Space, Measurement and Data-Handling are taught primarily through the meaningful contexts of the units of inquiry. As a school, we have identified a core of key visual models, manipulative tools and mental calculation strategies that will best support our Grade 2 students learning in number.

Key models and strategies to teach number concepts in Grade 2

Bead strings and abaci

In Grade 2 most students will be consolidating their understanding of numbers to 100 and building understanding of numbers to 1000. Manipulatives such as beadstrings and abaci, provide visual models of 100, organized in divisions of ten lots of ten. They reinforce the concept of ‘cardinal’ number – the understanding that a number represents how many in a set and also build understanding of the ‘ordinal’ concept of number – numbers used to denote the position in an ordered sequence.


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Hundred Squares

100 squares reinforce the visual model of the abacus (representing 100 as ten rows of tens), and introduce

students to the symbols for each of these numbers.

Students can practice finding numbers on a 100

square by reading down the number of tens and

reading across to the units. E.g 64

Partially completed hundred square help

reinforce number order

Numberlines

Numberlines represent numbers in a linear order. They can be given to students with all or some of the numbers

already on, but students will also learn to create their own numberlines when calculating.

On a numberline the numbers increase from left to right. Ordering several numbers on an empty or

partially completed numberline requires students to consider the proximity of the numbers they are

comparing as well as the order.


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In the example below the multiples of ten have been marked and the numberline has been used to

place and help order three numbers 68, 71 and 75.

In this next example a numberline has been used to order six numbers between 0-1000.

Base 10 Equipment

By the end of Grade 2 most children will consolidate their understanding of place value - the understanding that the value of each numeral in a written number is dependent on its position. E.g. the numeral 7 in the number 571 is worth seven tens (seventy). Base ten equipment allows students to see that ten units is equal to one ten; ten tens are equal to a hundred; and ten hundreds are equal to one thousand.


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Students will practice expressing numbers in standard form and ‘partition them into their expanded form.

e.g.

standard expanded

736 = 700 + 30 + 6

Place value arrow cards provide an excellent tool to support this task. Students can practice making and partitioning 3 digit numbers, reinforcing that the digit in the tens column is a multiple of ten. E.g To make 564 students select and hold together the 4 and the 60 and 500 cards.

A challenging concept for students to understand when working with three digit numbers is the use of zeros as placeholders in our place value number systems. Place holders can also be modelled with arrow cards. E.g. the 5 and the 700 cards are held together to make 705. No tens card is required.

Mental Strategies for Addition and Subtraction

At RIS we explicitly teach and practice different mental calculation strategies. As our students progress through the school they develop their own preferred strategies and recognize that many problems can be efficiently solved without pencil and paper. There is not one right way to solve a problem however for each calculation some strategies are likely to be more efficient than others. We ask students to think about which is the best strategy for solving their problem. The Key addition and subtraction strategies developed in Grade 2 are explained below.


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Strategy Examples

Reordering Sometimes a calculation can be more easily worked out by changing the order of the numbers. The way in which children rearrange numbers in a particular calculation will depend on which number facts they can recall or derive quickly.

It is important for children to know when numbers can be reordered: e.g. 2 + 5 + 8 = 8 + 2 + 5 or 15 + 8 – 5 = 15 – 5 + 8 or 23 – 9 – 3 = 23 – 3 – 9 and when they can’t be reordered: e.g. 8 – 5 and 5 – 8

Partitioning It is important for children to know that numbers can be partitioned into, for example, hundreds, tens and ones, so that 326 = 300 + 20 + 6. In this way, numbers are seen as wholes, rather than as a collection of single digits in columns. This way of partitioning numbers can be a useful strategy for adding and subtracting pairs of numbers In addition numbers are partitioned (or ‘split’) into tens and units, or hundreds, tens and units etc to make them easier to work with. Then the numbers are added together. Both numbers can be partitioned, although it is often helpful to keep the first number as it is and to partition just the second number. In subtraction the second number is partitioned (or ‘split’) before subtracting from the larger number.

Addition e.g.

Subtraction e.g.

Partitioning: bridging through multiples of 10 An important aspect of having an appreciation of number is to know how close a number is to the next or the previous multiple of 10: to recognise, for example, that 47 is 3 away from 50, or that 47 is 7 away from 40. In mental addition or subtraction, it is often useful to count on or back in two steps, ‘bridging’ at a multiple of 10. The empty number line, with multiples of 10 as ‘landmarks’, is helpful, since children can visualise jumping to them. For example, 6 + 7 is worked out in two jumps, first to 10, then to 13. The answer is the last point marked on the line, 13. Subtraction, the inverse of addition, can be worked out by counting back from the larger number. But it can also be represented as the difference or ‘distance’ between two numbers. The distance is often found by counting up from the smaller to the larger number, again bridging through multiples of 10 or 100. The empty number line can give an image for this method.

Students learn to model using a number line e.g 6 + 7

+4 +3

6 10 13 For subtraction count back or count on e.g. 43 – 6

-3 -3

37 40 43

or count on to find the difference 24-19

+ 1 + 4

19 20 24


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Modeling Multiplication and Division

In grade 2 students consolidate their conceptual understanding of multiplication and division. A child might be able to tell you that 4 x 6 is 24, but a much more revealing question to ask is – ‘how do you know that 4 x 6 is 24?’.

Arrays

Arrays are a key visual model we use at RIS for building conceptual understanding of multiplication and division. Multiplication is effectively repeated addition, e.g. 4 x 6 means six lots of four, or 4 + 4 + 4 + 4 + 4 + 4. Arrays show this by setting out repeated rows of a particular number

Students can make arrays using counters, cubes and squared paper. e.g.

The above arrays can all be seen as four rows of six or six columns of four demonstrating the commutative

property of multiplication (4 x 6 = 6 x 4)

The array model also demonstrates the inverse relationship between multiplication and division. The same 4 by 6

array can be used to explain that:

Strategy Examples

Compensating This strategy is useful for adding and subtracting numbers that are close to a multiple of 10, such as numbers that end in 1 or 2, or 8 or 9. The number to be added or subtracted is rounded to a multiple of 10 plus or minus a small number. For example, adding 9 is carried out by adding 10, then subtracting 1; subtracting 18 is carried out by subtracting 20, then adding 2.

e.g. 56 + 29 = 56 + 30 – 1, + 30 -1 56 85 86

or 86–38 = 86–40 + 2 -40 +2

46 48 86 Partitioning: using ‘near’ doubles If children have instant recall of doubles, they can use this information when adding two numbers that are very close to each other. So, knowing that 6 + 6 = 12, they can be encouraged to use this to help them find 7 + 6, rather than use a counting on strategy or bridging through 10.

e.g. 12 + 13 = 12 + 12 + 1 + 12 + 1

12 24 25 similarly 50 + 49 = 50+50 - 1 60+70 = 60+60+10 or 70+70-10


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Doubling and Halving

The ability to double numbers is also useful for multiplication. Historically, multiplication was carried out by a process of doubling and adding. Most people find doubles the easiest multiplication facts to remember, E.g. we can find 4 x a number by doubling it twice 4 x 5 = is ‘double’ 2 x 5 This can be clearly demonstrated with an array

Memorizing Multiplication and Division Facts

Once students fully understand multiplication they learn to memorize times table facts and derive corresponding division facts. By the end of Grade 2 most children should have committed all 2, 3, 4, 5 and 10 times table facts to memory. It is crucial that students have regular opportunities in class and at home for practice, and that practice involves as wide a variety of activities, situations, questions and language as possible.

In Grade 2 students will also begin to explore 2 digit by one digit multiplication using examples where the two digit number has one 10. A problem such as 13 x 5 can be solved by partitioning the calculation into 10 x 5 and 3 x 5.

Students may jot down the steps to their thinking

e.g.

13

10 + 3

↓ ↓ x 5

50 + 15 = 65

or...

14 3 (10 4) 3

(10 3) (4 3) 30 12 42

Modelling these calculations with arrays helps students visualize how partitioning a multiplication works.

Modeling with Fractions

24 ÷ 4 = 6

24 ÷ 6 = 4


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In Grade 2 students consolidate their understanding that Fractions are a system for representing whole-part relationships. As well as identifying a variety of proper fractions, students are introduced to the concept of equivalent fractions by identifying fractions that are greater than, less than and equal to a half. They also investigate the addition and subtraction of fractions with like denominators. Students develop their understanding through modeling concepts with manipulatives and visual models. Two key manipulative tools we use to support fractions learning at RIS are Cuisenaire Rods and Fraction blocks.

Cuisenaire Rods

Pattern Blocks

Both cuisenaire rods and pattern blocks can be used to model all of the conceptual understandings involving fractions explored in Grade 2

E.g. cuiinaiire rods can be used to model equivalent fractions. In this example the brown rod represents one whole and the purple rod represents a half - students can show that two-quarters and four-eighths are equivalent to a half

E.g. pattern blocks can be used to model addition and subtraction of fractions with the same denominator. Helping students to appreciate why only the numerator changes. (One-sixth add three-sixths makes four-sixths)

Similarly with subtraction (Two thirds subtract one third leaves one third)


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Double numberlines The double numberline provides a powerful tool to indicate where fractions live amongst whole Numbers. The scale on top represents the whole numbers. The scale on the bottom shows the build-up of fractional parts

Grade 2 Mathematics Benchmarks The school’s Grade level benchmarks provide an indicator or attainment in line with international standards. However in the PYP it is understood that students learn at different rates and so these indicators may not represent an appropriate level of expectation for all.

Students will be given the opportunity to work beyond the Grade 1 benchmarks if ready to do so, or work towards the Grade 2 level if they do not yet have the foundations in place to achieve the Grade level benchmark.

Mathematics – Number Benchmarks

Grade 1

(Working towards)

Grade 2 –

(Working within)

Grade 3

(Working beyond)

Reading and writing

number

Read, and write whole

numbers to at least 100 and

know what each digit

represents


numbers to at least 1000

and know what each digit

represents


numbers up to 10,000. and

know what each digit

represents

Counting Count on and back from a

given number to 100

Count on and back from a

given number to 1000

Count on and back from a

given number to 10,000

Compare and order

Compare and order numbers

to 100

Compare and order

numbers to 1000

Compare, order and

estimate quantities up to

10,000

Rounding

Round any positive integer

less than 100 to the nearest

10

Round any positive integer

less than 1000 to the

nearest 10 or 100


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Mathematics – Number Benchmarks continued

Grade 1

(Working towards)

Grade 2 –

(Working within)

Grade 3

(Working beyond)

Mental Addition and

Subtraction (recall)

Recall addition and subtraction facts for all numbers up to at least 10, e.g. 3 + 4, 8 – 5 Recall number pairs with totals to 20 Recall all pairs of multiples of 10 with totals up to 100, e.g. 30 + 70, or 60 + . = 100 Recall what must be added to any two-digit number to make the next multiple of 10, e.g. 52 + . = 60 Recall addition doubles for all numbers to 20, e.g. 17 + 17 and multiples of 10 to 50, e.g. 40 + 40

Recall addition and subtraction facts for all numbers to 20,

e.g. 9 + 8, 17 – 9, drawing on knowledge of inverse operations

Recall sums and differences of multiples of 10, e.g. 50 + 80, 120 – 90

Recall pairs of two-digit numbers with a total of 100, e.g. 32 + 68, or 32 +__ = 100

Recall addition doubles for multiples of 10 to 100, e.g. 90 + 90

Recall sums and differences of pairs of multiples of 10, 100 or 1000

Recall addition doubles of numbers 1 to 100, e.g. 38 + 38, and the corresponding halves

Recall what must be added to any three-digit number to make the next multiple of 100, e.g. 521 +__ = 600


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Grade 1

(Working towards)

Grade 2 –

(Working within)

Grade 3

(Working beyond)

Mental Addition and

Subtraction (Calculation)

Calculation Add or subtract a pair of single-digit numbers, including crossing 10, e.g. 5 + 8, 12 – 7

Add any single-digit number to or from a multiple of 10, e.g. 60 + 5

Subtract any single-digit number from a multiple of 10, e.g. 80 – 7

Add or subtract a single-digit number to or from a two-digit number, including crossing the tens boundary, e.g. 23 + 5, 57 – 3, then 28 + 5, 52 – 7 Add or subtract a multiple of 10 to or from any two-digit number, e.g. 27 + 60, 72 – 50 Add numbers close to multiples of 10 (9, 19, 29, … or 11, 21, 31, …)

Add near doubles, e.g. 13 + 14,

39 + 40

Calculation Add and subtract groups of small numbers, e.g. 5 – 3 + 2 Add or subtract a two-digit number to or from a multiple of 10, e.g. 50 + 38, 90 – 27 Add and subtract two-digit numbers e.g. 34 + 65, 68 – 35 Add near doubles, e.g. 18 + 16, 60 + 70

Calculation Add or subtract any pair of two-digit numbers, including crossing the tens and 100 boundary, e.g. 47 + 58, 91 – 35 Add or subtract a near multiple of 10, e.g. 56 + 29, 86 – 38 Add near doubles of two-digit numbers, e.g. 38 + 37 Add or subtract two-digit or three-digit multiples of 10, e.g. 120 – 40, 140 + 150, 370 – 180


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Grade 1

(Working towards)

Grade 2 –

(Working within)

Grade 3

(Working beyond)

Multiplication and

division fact to 10X10

Recall multiplication facts for the 2, 5 and 10 times-tables, and corresponding division facts Recognise odd and even numbers to 100 Recognise multiples of 2, 5 and 10 Find the total number of objects when they are organised into groups of 2, 5, or 10

Recall multiplication facts for the 2, 3, 4, 5, 6 and 10 times-tables, and corresponding division facts Recognise multiples of 2, 3, 4, 5, 6 and 10 up to the tenth multiple

Recall multiplication facts to 10 × 10 and the corresponding division facts Recognise multiples of 2, 3, 4, 5, 6, 7, 8, 9 and 10 up to the tenth multiple Recall factor pairs for known multiplication facts e.g. identify that if 7 x 4 = 28 then 28 has the factor pair 7 and 4 Identify the remainder when dividing by 2, 5 or 10

Doubling and Halving

Recall doubles of all numbers to 20, e.g. double 13, and find the corresponding halves Recall doubles of multiples of 10 to 50, e.g. double 40, and find the corresponding halves Calculate the double of any multiple of 5 up to 50, e.g. double 35

Recall doubles of multiples of 10 to 100, e.g. double 90, and corresponding halves Calculate the double of any multiple of 5 up to 100 and find the corresponding halves , e.g. double 85, halve 170

Double any two-digit number and find the corresponding halves, e.g. double 47, half of 94 Double multiples of 10 and 100 and find the corresponding halves, e.g. double 800, double 340, half of 1600, half of 680


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Grade 1

(Working towards)

Grade 2 –

(Working within)

Grade 3

(Working beyond)

Multiplying and

dividing by multiples

of 10

Recall multiplication and division facts for the 10 times table, e.g. 7 × 10, 60 ÷ 10

Multiply one-digit or two- digit numbers by 10 or 100, e.g. 7 × 100, 46 × 10, 54 x 100

Multiply and divide numbers to 1000 by 10 and then 100 (whole-number answers), e.g. 325 × 10, 42 × 100, 120 ÷ 10, 600 ÷ 100, 850 ÷ 10 Multiply a multiple of 10 to 100 by a single-digit number, e.g. 40 × 3

Written Addition and

Subtraction

Develop and use written methods to record, support or explain addition and subtraction of two-digit and three-digit numbers

Refine and use efficient written methods to add and subtract two-digit and three-digit whole numbers

Written Multiplication

and Division

Calculate 2 by 1 digit multiplication problems with 1 ten e.g. 16 x 4

Calculate 2 by 1 digit multiplication problems e.g. 36 x 4 Calculate 2 by 1 digit division problems (without remainders) e.g. 69 ÷ 3

Representing fractions as a part of a whole: Finding a fraction of a single unit

Use the vocabulary of halves and quarters in context Find one-half and quarters of shapes Understand fractions as equal parts of a whole Recognise that a fraction divides a whole into equal parts

Identify and estimate fractions of shapes Read and write proper fractions understanding the numerator and denominator

Model improper fractions and mixed numbers


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Grade 1

(Working towards)

Grade 2 –

(Working within)

Grade 3

(Working beyond)

Representing fractions as a part of a whole: Finding fractions of quantities

Find one half of a set of objects

Find unit fractions of numbers and quantities e.g. ½, 1/3, ¼, & 1/6 of 12 litres

Use mental strategies to find fractions of numbers and quantities including several parts of a whole e.g. 3/5 of 30

Comparing fractions

Use diagrams and manipulatives to compare fractions that as ‘more than’, ‘less than’, or ‘equivalent’ to a half

Use diagrams and manipulatives to compare fractions and establish equivalence Order fractions with like denominators

Calculating with fractions

Model addition and subtraction of fractions with the same denominator

Use representations to combine fractions involving related denominators e.g. (halves-quarters-eighths; thirds-sixths; fifths-tenths) Find combinations of fractions that are equal to 1 and other fractions e.g. 3/6 + ½ = 1; 1/6 + 1/6 = 1/3


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Mathematics – Pattern and Function Benchmarks

Grade 1

(Working towards)

Grade 2 –

(Working within)

Grade 3

(Working beyond)

Create, describe and extend patterns using two or more attributes Skip counting using patterns in 1,2,5,10 Identify patterns and rules for addition greater than 10 less than 20

Identify and describe repeating patterns using two or more attributes, growing and shrinking patterns Analyze, recognize, describe and extend more complex patterns in numbers Understand and use the relationship between addition and subtraction and multiplication and division (with manipulatives) Understand and use number patterns to solve problems Introduction of multiplication (x0,x1,x2, x5, x10)

Identify patterns and rules for multiplication and division eg. Fact families Understand and use the relationship between addition and subtraction number facts. Model with manipulatives the relationship between multiplication and division (repeated addition) Model with manipulatives the relationship between division and subtraction. (repeated subtraction) Model multiplication as an array Understand and use number patterns to solve problems


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Mathematics – Measurement Benchmarks

Grade 1

(Working towards)

Grade 2 –

(Working within)

Grade 3

(Working beyond)

Estimate, measure, label and compare using non-standard units of measurement capacity and mass Estimate, measure and compare using non standard and standard unit of measurement; length, time, capacity and temperature Use a calendar to determine the date, and to identify and sequence days of the week and months of the year Estimate, identify and compare lengths of time; second, minute, hour, week, month and year Read and write analogue time to the hour, half hour and quarter hour Identify and order coins and notes

Understand the relationship between days, weeks, months and years Estimate, measure and compare using standard units of measurement (length, time) Estimate, measure and compare using non-standard units of measurement (mass, capacity, perimeter, temperature) Single step word problems using money (simple addition and subtraction) Independently identify, sort and order coins and notes Read and write analogue and digital time to the nearest quarter hour, half-hour, hour

Estimate, measure, label and compare using formal methods and standard units of measurement: length, mass, time and temperature: know the meaning of “kilo”, “centi” and “milli” Select appropriate tools and units of measurement Describe measures that fall between numbers on a measure scale Estimate, measure, label and compare perimeter and area using non-standard units Model addition and subtraction using money Identify coins and notes and compare their values Read and write time to the second Use and construct timetables on 12 and 24 hour clocks and time lines


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Mathematics – Shape and Space Benchmarks

Grade 1

(Working towards)

Grade 2 –

(Working within)

Grade 3

(Working beyond)

Sort and label 2-D and 3-D shapes using appropriate mathematical vocabulary, sides, corners, circle, sphere, square and cube

Create 2-D shapes

Use what they know about 3-D shapes to see and describe 2-D shapes eg hexagon, pentagon, square, circle, rectangle, triangle

Recognise and use whole, half and quarter turns

Create and explain simple symmetrical designs

Identify reflective symmetry in patterns and 2-D shapes and draw lines of symmetry in shapes

Give and follow simple instructions involving position, direction and movement; left, right, forwards, backwards, diagonally forward and diagonally backwards

Sort, describe and model regular and irregular 2-d polygons and 3-d figures by geometric properties (number of sides, vertices, number and shape of faces)

Identify, describe and model congruency in 2-D shapes and combine and transform 2-d shapes to make another shape Recognise and use whole, half and quarter turns (clockwise and anti-clockwise)

Identify and create symmetrical patterns

Locate features on a grid using coordinates

Identify and describe the attributes of 2-D shapes Classifying 3-D shapes Identify right angles and angles greater than and less than Understand an angle as a measure of rotation by comparing and describing rotations: whole turn, half turn, quarter turn, north, south, east and west on a compass Create symmetrical patterns, including tessellation Identify lines and axes of reflective and rotational symmetry Locate and plot features on a grid using coordinates


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Mathematics – Data Handling Benchmarks

Grade 1

(Working towards)

Grade 2 –

(Working within)

Grade 3

(Working beyond)

Sort and label objects into sets of two or more attributes Discuss and compare data represented in teacher generated diagrams e.g. Carroll, Venn, tree Begin to use every day comparative language and number to describe data (teacher generated or student generated) Create a pictograph and simple bar graph from a graph of real objects, and interpret data by comparing quantities more, fewer, less than, greater than Discuss, identify, predict and place outcomes in order of likelihood; impossible, unlikely, likely and certain Begin to use IT to organize and present data

Sort and label objects into sets of two or more attributes and records this using pictures/symbols/ numbers Collect, organize and interpret data using bar graphs, pictographs and Venn Diagrams Use every day comparative language and number to describe self- generated data Determine fair and unfair games To recognize situations where outcomes are certain, impossible or unpredictable Describe possible outcomes for particular events and use everyday language to describe the likelihood of the outcomes occurring Use IT to create simple graphs

Discuss compare and create sets from data that has subsets using Venn and other diagrams Collect and display data in a bar graph and interpret results Collect and display data in a picture graph and interpret results Use the scale on a vertical axis of a bar graph to represent large quantities Use probability to determine mathematically fair games and to explain possible outcomes Record data using tally charts Design a survey process and interpret the data Compare two related sets of data Use IT to create simple graphs and record data


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Social Studies and Science

Science and social studies are relevant to all the transdisciplinary themes and all planned science and social studies learning take place within this framework of the programme of inquiry

Social Studies In the Primary Years Programme, social studies learning guides students towards a deeper understanding of themselves and others, and of their place in an increasingly global society. It provides opportunities for students to look at and think about human behaviour and activity realistically, objectively, and with sensitivity. Exposure to and experience with social studies therefore opens doors to key questions about life and learning. Raha International School has developed its Programme of Inquiry to meet the needs of its students growing up in Abu Dhabi. Key themes have been identified from the Arabic Social Studies curriculum, and integrated into our Programme of Inquiry. Many of our units of inquiry start from a local perspective, enabling students at RIS to develop their knowledge and understanding of their host country and gain an appreciation of Arab culture and perspectives. By teaching Arabic Social Studies within the Units of Inquiry students learn about Arabic culture and traditions within meaningful and significant contexts and use their knowledge and understanding to consider important conceptual ideas and local and global issues.

Whenever possible we look to utilize resources available in the local community in order to provide a meaningful context for inquiry (e.g. field trips, artefacts and visiting speakers).

Social Studies Strands The social studies component of the PYP is characterized by concepts and skills rather than by content, however a breadth and balance of social studies content is covered through the units of inquiry. The knowledge component of social studies in the PYP is arranged into five strands: human systems and economic activities, social organization and culture, continuity and change through time, human and natural environments, and resources and the environment.


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SOCIAL STUDIES STRANDS DESCRIPTION

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 distribution of power and authority.

Social organization and culture

The study of people, 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, its influences on the present and its implications for the future; people who have shaped the future through their actions.

Human and natural environments

The study of the distinctive features that give a place its identity; how people adapt to and alter their environment; how people experience and represent place; the impact of natural disasters on people and the built environment.

Resources and the environment

The interaction between people and the environment; the study of how humans allocate and manage resources; the positive and negative effects of this management; the impact of scientific and technological developments on the environment.

Social studies skills The social studies component of the curriculum also provides opportunities for students to develop a range of social studies skills and processes. The PYP identifies five key social studies skills to be developed and built on throughout the primary years.

a. Formulate and ask questions about the past, the future, places and society b. Use and analyse 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 e. Assess the accuracy, validity and possible bias of sources

Overall Expectations for the 7-9 year old age range Students will 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. They will investigate how and why groups are organized within communities, and the ways in which communities reflect the cultures and customs of their people. They will recognize the interdependency of systems and their function within local and national communities. They will increase their awareness of how people influence, and are influenced by, the places in their environment. Students will explore the relationship between valuing the environment and protecting it. They will extend their understanding of time, recognizing important events in people’s lives, and how the past is recorded and remembered in different ways. They will broaden their understanding of the impact of advances in technology over time, on individuals, society and the environment.


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Science In the PYP science is viewed as the exploration of the biological, chemical and physical aspects of the natural world, and the relationships between them. Our understanding of science is constantly changing and evolving. The inclusion of science within the PYP leads learners to an appreciation and awareness of the world as it is viewed from a scientific perspective. It encourages curiosity and ingenuity and enables the student to develop an understanding of the world. Reflection on scientific knowledge also helps students to develop a sense of responsibility regarding the impact of their actions on themselves, others and their world. The science component of the PYP is characterized by concepts and skills rather than by content, however we do ensure that a breadth and balance of science content is covered through the units of inquiry. The knowledge component of science in the PYP is arranged into four strands: living things, Earth and space, materials and matter, and forces and energy.

SCIENCE STRAND DESCRIPTION

Living things The study of the characteristics, systems and behaviours of humans and other animals, and of plants; the interactions and relationships between and among them, and with their environment.

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 infinite and finite resources of the planet.

Materials and matter

The study of the properties, behaviours and uses of materials, both natural and human-made; the origins of human-made materials and how they are manipulated to suit a purpose.

Forces and energy The study of energy, its origins, storage and transfer, and the work it can do; the study of forces; the application of scientific understanding through inventions and machines.

The science component of the curriculum also provides opportunities for students to develop a range of science skills and processes. The PYP identifies eight key science skills to be developed and built on throughout the primary years.

Science skills a. Observe carefully in order to gather data b. Use a variety of instruments and tools to measure data accurately c. Use scientific vocabulary to explain their observations and experiences d. Identify or generate a question or problem to be explored e. Plan and carry out systematic investigations, manipulating variables as necessary f. Make and test predictions g. Interpret and evaluate data gathered in order to draw conclusions h. Consider scientific models and applications of these models


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Overall Expectations for the 7-9 year old age range Students will develop their observational skills by using their senses and selected observational tools. They will 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. Students will explore the way objects and phenomena function, identify parts of a system, and gain an understanding of increasingly complex cause and effect relationships. They will examine change over time, and will recognize that change may be affected by one or more variables. They will examine how products and tools have been developed through the application of science concepts. They will be aware of different perspectives and ways of organizing the world, and they will be able to consider how these views and customs may have been formulated. Students will 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. Students will communicate their ideas or provide explanations using their own scientific experience and that of others.

Visual Art

At Raha International School we value the creativity and imagination. In the PYP Visual Arts programme students

see themselves as the makers and viewers in the creative process. Students will explore the relationship between

the elements of art and design and investigate the properties of materials and media and use tools and

technologies to develop skills in a range of techniques. Students will reflect on, test, clarify, and regenerate ideas,

as well as solve problems, individually and collaboratively, while making objects and images.. Assessment in Visual

Arts will be ongoing and may include observations, portfolios, self-evaluation and peer assessments.

Our transdisciplinary programme will provide students with opportunities to inquire into Art and inquire through

Art.

PYP VISUAL ART STRANDS

Responding

The process of responding provides students with opportunities to respond to their own and other artists’ works and processes, and in so doing develop the skills of critical analysis, interpretation, evaluation, reflection and communication. By responding to their own artwork and that of others, students become more mindful of their own artistic development and the role that arts play in the world around them.

Creating

The process of creating provides students with opportunities to communicate distinctive forms of meaning, develop their technical skills, take creative risks, solve problems and visualize consequences. Students are encouraged to draw on their imagination, experiences and knowledge of materials and processes as starting points for creative exploration.


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Grade 2 Visual Art Learning Outcomes

Responding Creating Conceptual Understandings

We reflect on our artwork and the work of others.

We can reflect on and learn from the different stages of creating.

People communicate ideas, feelings and experiences through the arts.

Outcomes

Use appropriate terminology to discuss artwork.

Identify the materials and processes used in the creation of an artwork.

Make personal connections to artworks.

Sharpen their powers of observation.

Investigate the purposes of artwork from different times, places, and a range of cultures including their own.

Express opinions about an artwork.

Identify the formal elements of an artwork.

Show curiosity and ask questions about artworks.

Conceptual Understandings

We are receptive to the value of working individually and collaboratively to create art.

Artists communicate ideas through artworks by selecting and applying media techniques and processes, subject matter, and themes.

Applying a range of strategies helps us to express ourselves.

Outcomes

Take responsibility for the care of tools and materials.

Identify the stages of their own and others’ creative processes.

Sharpen their powers of observation.

Make predictions, experiment, anticipate possible outcome.

Create artwork in response to a range of stimuli.

Identify, plan and make specific choices of materials, tools and processes.

Demonstrate control of tools, materials and processes.

Art Skills

Recognise and name the secondary colours of pigment ( purple, orange, green)

Describe how the secondary colours can be created by mixing the primary colours.

Identify the characteristics of symmetrical shapes and forms.

Identify types of lines in artworks and in the environment (ex. Horizontal, vertical, diagonal)

Identify and describe a variety of textures.

Identify the elements of design in a variety of familiar objects and in works of art.


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Music

Music at RIS enables students to communicate in ways that go beyond their oral language abilities. Music delights and stimulates, soothes and comforts us; music allows students to communicate in a unique way. Musical experiences and learning begin with the voice. It is important that students are given opportunities to discover a broad range of music experiences including classifying and analysing sounds, composing, exploring body music, harmonizing, listening, playing instruments, singing, notation, reading music, songwriting and recording. The PYP Music Scope and Sequence is organized under two strands: Creating and Responding. In creating, students use their imagination and musical experiences to organize sounds—natural and technological—into various forms that communicate specific ideas or moods. In responding, students are given the opportunity to respond to different styles of music, as well as to music from different times and cultures. Individually and collaboratively, students will have the opportunity to create and respond to music ideas. By exposing students to a wide and varied repertoire of musical styles, they can begin to construct an understanding of their environment, their surroundings and structures, and begin to develop personal connections with them. Music is a part of everyday life. Listening to and performing music can be a social activity. The development of listening skills, an important aspect of all learning, is constantly reinforced. Music also plays an important part in the language learning process. Through songs and rhymes, students can hear patterns and develop a sense of the rhythm that applies to languages. This can be especially apparent when learning a new language because the meaning of the words is not necessarily understood, and so students concentrate on the rhythms and patterns they hear. Music is both an active and reflective process when making and listening to it. Students will draw on a wide range of sources in their music learning: music composed by themselves and other students; music composed by musicians; literature; paintings; dance; their own imagination; real-life experiences; feelings; values and beliefs. They will be exposed to live performances as well as recordings. Additionally, opportunities to participate in live performances—informal as well as formal— will allow students to work collaboratively and gain awareness of the audience. At RIS our PYP music classrooms provide an environment that stimulates and challenges students. They are well resourced with an extensive range of music recordings, videos and instruments. Students have the opportunity to explore home-made as well as manufactured instruments from a variety of countries and cultures.


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Grade 2 Music Learning Outcomes

The school’s Grade level learning outcomes provide an indicator of attainment in line with international standards. However in the PYP it is understood that students learn at different rates and so these indicators may not represent an appropriate level of expectation for all.

Students will be given the opportunity to work beyond the Grade learning outcomes if ready to do so, or work towards the Grade 2 levels if they do not yet have the foundations in place to achieve the Grade level benchmark.

STRANDS with LEARNING OUTCOMES

Responding Creating

Sing individually and in unison

Recognize music from a basic range of

cultures and styles

Express responses to music from different

cultures and styles

Move bodies to express the mood of

music

Create a musical composition to match

the mood of an image

Distinguish the sounds of different

instruments in music

Explore individually or collectively a

musical response to a narrated story

Reflect on and communicate personal

reactions to music using musical

vocabulary

Explore body and untuned percussion

instrument sounds

Recognize different sources of music in

daily life

Recognize that sound can be notated in a

variety of ways

Record and share the stages of the

process of creating a composition

Share performances with other

performers and give constructive criticism

Explore vocal sounds, rhythms,

instruments, timbres to communicate

ideas and feelings

Express one or more moods/feelings in a

musical composition

Create and accompany music using a

variety of sounds and instruments

Play untuned percussion instruments in

time with a beat

Use the voice and body to create musical

patterns

Explore sound as a means of expressing

imaginative ideas

Recreate sounds from familiar

experiences

Participate in performing and creating

music both individually and collectively

Record personal, visual interpretation of

elements of sound

Create own basic musical instruments


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Personal, Social and Physical Education

In the PYP, personal, social and physical education (PSPE) is concerned with the individual’s well-being through the promotion and development of concepts, knowledge, attitudes and skills that contribute to this well-being. Well-being is intrinsically linked to all aspects of a student’s experience at school and beyond. It encompasses physical, emotional, cognitive, spiritual and social health and development, and contributes to an understanding of self, to developing and maintaining relationships with others, and to participation in an active, healthy lifestyle. PSPE is integral to teaching and learning in the PYP and is embodied in the IB learner profile that permeates the programme and represents the qualities of internationally minded students and effective lifelong learners. The development of a student’s well-being is addressed through all areas of the PYP curriculum. Therefore, all teachers at RIS take on a shared responsibility for support each student’s personal, social and physical development. The development of overall well-being in the PYP is defined through three common strands that have relevance to all teachers: identity, active living and interactions) These strands are concept driven and have been designed to interact with each other, working together to support the overall development of students

Identity

An understanding of our own beliefs, values, attitudes, experiences and feelings and how they shape us; the impact of cultural influences; the recognition of strengths, limitations and challenges as well as the ability to cope successfully with situations of change and adversity; how the learner’s concept of self and feelings of self-worth affect his or her approach to learning and how he or she interacts with others.

Active Living

An understanding of the factors that contribute to developing and maintaining a balanced, healthy lifestyle; the importance of regular physical activity; the body’s response to exercise; the importance of developing basic motor skills; understanding and developing the body’s potential for movement and expression; the importance of nutrition; understanding the causes and possible prevention of ill health; the promotion of safety; rights and the responsibilities we have to ourselves and others to promote well-being; making informed choices and evaluating consequences, and taking action for healthy living now and in the future.

Interactions

An understanding of how an individual interacts with other people, other living things and the wider world; behaviours, rights and responsibilities of individuals in their relationships with others, communities, society and the world around them; the awareness and understanding of similarities and differences; an appreciation of the environment and an understanding of, and commitment to, humankind’s responsibility as custodians of the Earth for future generations.

PSPE in Grade 2

Personal and Social Education will be integrated into all aspects of the Grade 2 programme. As students develop a greater awareness of self-identity, they will be able to analyze their strengths and weaknesses. They will then be able to set personal achievable goals that can be met throughout the year. Through group discussion and interactive activities students will learn to recognize, communicate and manage their own feelings. Through continual group activities, students will develop social skills, learning to appreciate the differences in others as well as recognizing and dealing appropriately with conflict situations when they arise. In all areas of the programme, students will show initiative and self-direction with increasing independence, approaching learning with flexibility, creativity and commitment. Assessment in personal and social education will take many forms but will focus greatly on student self-assessment and peer assessment and personal reflection.


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Moral Education

The UAE’s Moral Education Programme (MEP) has been introduced to all schools in Abu Dhabi this year. The programme covers four pillars of teaching and learning: character and morality, the individual and the community, civic studies and cultural studies. The topics and outcomes complement the goals and approach of our PSPE programme and have been integrated into our Units of inquiry. Grade 2 Topics and Outcomes:

The topics and outcomes of the (MEP)

Individual and the Community Character and Morality Cultural Studies Self-identity and working with others Self-worth: me and my school Community awareness: working together and teamwork; helping, supporting and looking after one another Being healthy and staying well Self-worth: looking after yourself, being healthy and staying well (personal health, diet and fitness) Community awareness: managing change and feelings

Tolerance, respect for difference What it means to be tolerant and respectful of difference. Resilience, perseverance Why being resilient and brave helps us in different contexts. The importance of hard work and perseverance. Individual moral responsibilities, duties and obligations The difference between duties and responsibilities and their justification; the difference between duty-based and consequentialist ethics Human needs Hierarchy of human needs and development; individual responsibilities and basic rights

What objects and symbols can tell us: similarities and differences Similarities and differences between heritages Discovering our heritage through artefacts


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Physical Education

As part of our PSPE curriculum at RIS we have develop an ongoing, balanced physical education programme, drawing on the conceptual understandings and learning outcomes from all three strands of PSPE to provide meaningful, connected learning experiences for students.

Strands Essential Understandings

Individual Pursuits

The development of basic motor skills and the body’s capacity for movement through locomotor and manipulative skills and/or experiences; the techniques, rules and purpose of a range of athletic activities.

Movement Composition

Recognizing that movements can be linked together and refined to create a sequence of aesthetic movements. Movements can be in response to stimuli or performance elements and/or criteria and can communicate feelings, emotions and ideas.

Games

Recognizing the challenges presented by games; the importance of manipulating space; the categorizing of games; identifying and developing appropriate skills and strategies; recognizing the importance of rules and how they define the nature of a game; modifying existing games and creating new games; teamwork.

Adventure Challenge

A variety of tasks requiring the use of physical and critical-thinking skills by individuals and/or groups; challenges that require groups to work together collaboratively in order to solve problems and accomplish a common goal; recognizing the role of the individual in group problem solving.

Health Related Fitness

Recognizing and appreciating the importance of maintaining a healthy lifestyle; the body’s response to exercise including the interaction of body systems and the development of physical fitness.


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During Grade 2 students will engage in a variety of different physical activities for Individual Pursuits,


Health Related Fitness and Games.

PE Strand G2 PE Outcomes (Note - some outcomes are revisited and built on in multiple units)

Individual Pursuits

Use and adapt basic movement skills (gross and fine motor) in a variety of activities

Understand the need to act responsibly to help ensure the safety of themselves and others

Games Invasion Games

Identify rules and fair play when participating in physical activities



Are aware of their emotions and begin to regulate their emotional responses and behaviour

Assume responsibility for a role in a group Target Games

Identify rules and fair play when participating in physical activities


Demonstrate a positive belief in their abilities and believe they can reach their goals by persevering

Value interacting, playing and learning with others



Display creative movements that can be linked to create sequences

Display creative movements in response to stimuli and express different feelings, emotions and ideas


Reflect upon and aesthetic value of movement and movement sequences

Health Related Fitness

Reflect on the interaction between body systems during exercise

Recognize the importance of regular exercise in the development of well-being

Exploring how eating healthy foods can influence health and wellbeing

Documents

Grade 2 Curriculum Guide for Parents 2017-2018 · RIS Grade urriculum Guide - î ì í ô 2 Dear Parents This Guide has been created to provide you with an overview of the curriculum