Junior School Curriculum Book

Junior School Curriculum Book

INTRODUCTIONIB Primary Years Program (PYP)Program of Inquiry

GENERAL INFORMATIONAssessment for LearningStudent EvaluationLearning StrategiesHomework PolicyField TripsCo-Curriculars

JUNIOR DIVISIONPhilosophyPYP ExhibitionGrade 4Grade 5Grade 6

PRIMARY DIVISIONPhilosophyJunior KindergartenSenior KindergartenGrade 1Grade 2Grade 3

CURRICULUM INFORMATIONEnglish LanguageFrench LanguageMathematicsScience and Social StudiesThe ArtsPhysical EducationTechnologyLibrary

Junior School curriculum Book 2016

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The PYP philosophy supports this aim by ensuring that the academic, social, emotional, cultural, linguistic and physical needs of a child’s education are addressed through a balanced and well-articulated curriculum. underpinned by the IB Learner Profile — a core set of values that define what it means to be internationally minded — students and adults in our community strive to be:

H inquirersH knowledgeableH Thinkers H risk-Takers

H BalancedH caringH Principled

H communicatorsH open-mindedH Reflective

The curriculum focuses on developing best practices in inquiry-based learning, assessment for learning, and teaching and learning that develops thinking skills, research skills, communication skills, social skills and self-management skills.

inTroducTion

IB Primary Years Program (PYP)

The curriculum at Branksome hall is guided by the philosophical framework of the IB PYP, a research-driven program that is built on internationally recognized best-practice pedagogy. Every five years, the IB conducts a thorough evaluation of our delivery of the program and our ongoing commitment to program implementation. Branksome Hall welcomes this opportunity to reflect, plan and receive external feedback that ensures our students receive an international education of the highest quality.

PYP pedagogy is embedded in best practices for teaching young children, and follows an inquiry-based, transdisciplinary approach to learning. The curriculum is shaped by five essential elements that guide and inform practice: knowledge, concepts, skills, attitudes and action. Using six internationally defined transdisciplinary themes, learners explore globally relevant concepts through the Program of Inquiry. The PYP provides a consistent and coherent framework from Junior kindergarten through grade 6 that is learner centred. in an increasingly globalized world, the PYP provides students with opportunities to think critically, collaboratively and creatively, and inquire deeply while developing local and global perspectives on a broad range of concepts and issues.

consistent with Branksome hall’s mission, each day we challenge and inspire girls to love learning and shape a better world, PYP students are exposed daily to an array of relevant, significant and age-appropriate learning experiences. This approach provides them with every opportunity to engage in the PYP Action Cycle: choose, act, and reflect.

Authorized to deliver the international Baccalaureate (iB) Primary Years Program (PYP) since 2004, Branksome hall is committed to the highest standard of program development and delivery.

Every day is an opportunity to discover something new!

Every day is an opportunity to discover something new!


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Program of Inquiry

WHO WE ARE

An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; rights and responsibilities.

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.

HOW WE ExPRESS OURSELVES

An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

HOW THE WORLD WORKS

an inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.

HOW WE ORGANIzE OURSELVES

an inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.

SHARING THE PLANET

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


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developmentally appropriate learning goals, strengths, next steps and descriptive feedback. A four-point scale is used to provide feedback on student achievement in relation to the selected grade level learning goals, as follows:

Identifies achievement that falls below the expected level for the learning goal. The student demonstrates the specified knowledge and/or skill with limited proficiency or not at all.

Identifies achievement that is nearing the expected level for the learning goal. The student demonstrates the specified knowledge and/or skill with some degree of proficiency.

Identifies achievement at the expected level for the learning goal. The student demonstrates the specified knowledge and/or skill with considerable proficiency.

Identifies achievement that surpasses the expected level for the learning goal. The student demonstrates the specified knowledge and/or skill with a high degree of proficiency.

Note: Achievement at Level 4 does not mean that the student has achieved expectations beyond those specified for the grade.

Learning StrategiesThe learning Strategies department in the Junior School offers a differentiated support model both in and out of the classroom, as well as early literacy intervention. Before and after school homework support is also offered.

general informaTion

Assessment for LearningAssessment is varied and ongoing in both the Primary and Junior Divisions. Assessment informs both teaching and learning and provides opportunities for teachers to support student learning (differentiation) and encourage student success. Some types of assessment include: observations, anecdotal notes, pre-assessments, diagnostic assessments, checklists, rubrics, self-assessment, peer-assessment, interviews, quizzes, descriptive feedback, portfolios and reflections. each Unit of Inquiry includes several formative assessment tasks that assess a student’s growing understanding of the concepts being explored.

All Junior School students develop a personal growth portfolio and receive support in setting realistic and measureable goals for academic improvement throughout the year. Portfolios highlight growth in all areas of the curriculum through self-reflection and personal goal setting. Portfolios are shared with parents and are a key focal point during Student-led conferences. Student-led conferences, held in december, further support students in communicating their learning strengths, areas of growth, challenges and goals with parents.

Student Evaluationeach Unit of Inquiry includes an authentic performance task (summative assessment) designed to evaluate a student’s ability to critically apply their new conceptual understandings. Formal tests of varying types and length are introduced in the Junior Division. As students mature, they are increasingly evaluated on their ability to communicate learning through a variety of formats as they apply their research, thinking, communication, self-management and social skills. The Junior School participates in standardized testing in Grades 3 and 6. In the spring, both grades complete the Canadian Achievement Test, version 4 (CAT-4).

Parent-Teacher Interviews take place in October and March. Teachers share samples of student work in relation to their most recent progress, discuss student strengths, areas of growth, and challenges.

report cards are sent home twice each year, in february and June. feedback is based on a student’s most recent and consistent progress. The Junior School report card incorporates the essential elements of the PYP, specific

Partially Proficient

Level 2

Highly Proficient

Level 4

ProficientLevel 3

Not YetProficient

Level 1


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• Typically, homework is not assigned over long weekends or vacation periods, with the exception of daily reading. Weekends may be opportunities for older girls to work with greater concentration on some assignments.

• The amount of homework ranges from 15 minutes per day in Grade 1, up to 30 minutes per day in grades 2 and 3, between 30-35 minutes in grades 4 and 5, to an average of 45 minutes per day in Grade 6. If a student does consistently more or less than the average for her grade, her teachers should be notified.

• All homework is recorded in a Student Agenda, which serves as a means of communication between home and school.

• Students are responsible for completing homework tasks on time.

Field TripsField trips provide meaningful opportunities to link classroom-based inquiries to the larger community, the outdoors, and the environment. Field trips occur on-site (e.g. guest speakers, special demonstrations) and off-site (e.g. museums, galleries). Teachers plan field trips well in advance in order to determine the best timing and most relevant curricular links. Costs of each trimester’s trips (fall, winter, and spring) are estimated in advance, so that families can anticipate the extra billing costs associated with these activities.

outdoor education is an important part of our program and, beginning in Grade 3, students participate in overnight trips to Upper Canada College’s

Norval Outdoor Education Centre. Students participate in programs that foster leadership, independence, teamwork, and understanding of the need to preserve natural habitats for wildlife and healthy communities. in grade 6, students participate in a three-night leadership trip to Norval.

Co-CurricularsSchool involvement is a high priority at Branksome Hall. Students in the Junior School may choose from a variety of clubs and activities offered during lunch and after

school. Students are encouraged to find a balance between athletics, the arts, mathematics and science activities. All activities extend student learning while promoting camaraderie and fun.

Branksome Hall’s Learning Strategies Program provides support to all of our students and faculty at every level of learning by: • Helping students identify their individual learning strengths and needs.• Helping students develop learning strategies that match their individual

learning profiles.• Helping teachers build a repertoire of teaching strategies to differentiate

classroom instruction.

Homework PolicyHomework is any out-of-class learning experience assigned to enhance student learning. Homework provides opportunities for students to make authentic connections between home and school, and fosters the development of independence, self-discipline and time management skills.

Purpose of Homework• Engaging with Learning—homework that provides a springboard or

introduction to a topic or concept by assessing prior knowledge, stimulating interest, or eliciting questions about a new topic.

• Checking for Understanding—homework that gives the teacher insight into student understanding of new concepts and skills taught in class and to ensure that students are developing a complete and accurate understanding before moving on to practice or apply them.

• Practising—homework that reviews and reinforces newly acquired skills and concepts.

• Processing—homework that provides opportunities to reflect on learning, extend or apply skills and conceptual understanding, and synthesize information. Processing includes reviewing for and preparing assessment tasks. It also includes inquiry tasks that may involve autonomous student-directed activity involving off-campus resources.

Expectations• All students are expected to read, or be read to, every

evening. This is included in the time allotted for homework.• Homework is assigned on weeknights to develop independent work habits and

time management skills.

“ ... to develop independence, self-discipline and time management skills. ”


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French Languageall students participate daily in french language classes. Students in Jk and Sk receive one 20-minute period daily; students in Grades 1 through 6 receive one 40-minute period daily. in keeping with current brain research and best practice in how students learn effectively, the AIM (Accelerated Integrated Method) program is used in Jk through grade 6 core. aim uses a multi-modal approach that includes gestures, music, drama and dance to help students learn words, syntax and grammar in a systemized manner. Students learn high frequency and functional vocabulary to support meaningful and spontaneous language interactions from the earliest stages of the program.

MathematicsStudents acquire mathematical understanding by constructing their own meaning. fundamental to the philosophy of the PYP is that mathematics be used in real life contexts and that it is taught in relevant and realistic scenarios. Students engage in a cycle of constructing, transferring and applying meaning as they develop under standing of mathematical concepts in order to provide them with a base for further learning. Where appropriate, mathematics is integrated into the Program of Inquiry. Specific instruction and exploration in the five strands of mathematics occurs as both a part of our mathematics program and through the Program of Inquiry:

• Number sense and numeration • Geometry and special sense• Patterning and algebra • Measurement• Data management and probability

curriculum informaTion

Beginning in Junior kindergarten, Branksome students engage in a rigorous program that includes explicit instruction in Language and Mathematics. The language of instruction is English; however, students also pursue learning French as a Second language through daily instruction. Science and Social Studies are explored through concepts within the Program of Inquiry. Technology is used to enhance research, thinking and communication across the curriculum. language and Mathematics also offer lenses through which to explore concepts and issues in the Program of Inquiry. music, Visual arts, dance, french, Physical education, integrated Technology, and library are taught by subject specialists.

The nature of our entire program is transdisciplinary; subjects are seen as lenses through which to explore concepts and issues as defined in the Program of Inquiry.

English LanguageThe development of language is essential to communication as it supports and enhances a student’s ability to construct meaning. language plays a key role in providing students with the intellectual framework to support conceptual development and critical thinking. Students engage daily in meaningful and developmentally appropriate literacy experiences that support their growth in reading, writing, listening and oral communication. Language experiences are also built into the Program of Inquiry and literacy experiences support the development of strong communication skills.

Jk – grade 6


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in swimming lessons throughout the year in our pool with qualified swimming instructors. red cross swimming instruction is an integral part of our physical education program. Students have the opportunity to participate in co-curricular sports teams and classes as an extension of our physical education program. Students also participate in one dance class per cycle in the dance studio with a specialist dance teacher.

TechnologyStudents enjoy access to technology throughout the Junior School and they use it appropriately and effectively to enhance inquiry and learning experiences. Students explore ways to investigate, create, communicate, organize, and collaborate using technology. Digital citizenship and academic honesty are taught explicitly as students become increasingly proficient in their use of technology. Students integrate the use of google apps for education (gafe) into their daily work. GAFE allows students access to their files from anywhere and it creates easier digital collaboration between students and between teachers and students. Students also apply critical thinking, creativity, and innovation using design thinking. a full computer programming, engineering and robotics program is in place from JK through Grade 6, using a variety of robots and software programs.

The Junior School has a design and Technology centre that is equipped with state-of-the-art touch screen computers, building and construction materials, robots, a 3d printer and engineering kits such as littleBits, makey makey and Circuit Scribe. Wireless access is available throughout the building. All Grades 1 to 6 classrooms are equipped with SMART Boards and all classrooms have a bank of desktop computers. Grade 6 students have 1:1 Chromebooks and this will be extended to Grades 4 & 5 over the next couple of years. Tablets and iPads are also available in all primary classrooms and in the library for student use. Software that supports the program is continually upgraded and added, as necessary, to support learning in all areas.

LibraryThe McLean Library houses a diverse collection of fiction, non-fiction and French language books that promote the love of reading and extends to the PYP learning environment. Online databases (encyclopaedias, e-books and videos) are available to the students in the library, their classrooms and can be easily accessed at home via the school library website. Teachers collaborate with the teacher-librarian to develop lessons integrating literacy, technology, arts, and research skills. Students regularly visit the library to borrow books and participate in learning opportunities with special guests, teachers and the teacher-librarian. Volunteers are welcome and a much-needed resource in our library.

Science and Social StudiesScience and social studies are important lenses through which to come to understand our world. They provide concepts through which learners can construct meaning and inquire into deeper issues. all science and social studies curriculum is taught through the Program of Inquiry. The six transdisciplinary themes lend themselves to inquiries in both disciplines. Students explore a variety of perspectives as they develop a deeper understanding of the world and their responsibility within it. Students inquire, explore, wonder, research and construct meaning in contexts that provide meaningful and relevant experiences.

The Artsarts are an important part of the iB PYP, both in the Program of Inquiry and as stand-alone subjects. They offer students opportunities to express themselves through creation and response. Learning through the arts promotes creativity, critical thinking, problem solving and social interaction. Students explore communicating meaning through creative self-expression.

Visual ArtsIn JK and SK, art classes are embedded in the learning environment and provide creative and play-based ways for students to explore and express their creativity. JK, SK and Grade 1 students receive one art period per cycle with a trained art specialist. In Grades 2 through 6, students receive two 80-minute art periods each cycle with a trained art specialist in our art Studio. Students participate in opportunities to create art and respond to art. A wide variety of tools, techniques, styles and media is explored as students develop their creativity and appreciation for the aesthetic.

MusicBeginning in JK, students receive instruction with a trained music specialist in our Performing Arts Room. Students in JK and SK receive two 40-minute periods each cycle, while students in Grades 1 through 6 receive three 40-minute periods each cycle. Students explore music skills, vocal and instrumental technique, theory, knowledge and creativity as they create and respond to music. Opportunities to participate in formal music presentations are offered across the grades.

Physical EducationThe development of physical well-being is essential to a student’s experience at school and beyond. Students participate in daily physical education classes that promote skill development and healthy attitudes. All students also participate


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PrimarY diViSion

Philosophy

Learning in the Primary Division is structured so students have the room they need to develop essential skills, knowledge and attitudes. The inquiry-based nature of the PYP facilitates students’ emotional, social and academic growth, while respecting their individual interests, learning styles and strengths.

Students participate in a balanced program that includes explicit instruction, modelling, cooperative and small group work, play-based inquiry, hands-on learning, and student-driven research. Students develop and refine their thinking skills in all subject areas, with a strong emphasis on building foundational literacy, numeracy and critical thinking skills. Class sizes are kept small to maximize opportunities for differentiation.

Full-day JK and SK programs are located on the main floor of the historic Read Acres building, overlooking our treed woodlot. Students enjoy access to all Primary facilities in the Junior School, including the playground, gymnasium, library, design and Technology centre and the Performing arts room.

Grade 1 to 3 classrooms are located on the second floor of the Junior School. Each class has a home room teacher responsible for the delivery of the core program, including PYP Units of Inquiry, language and mathematics. french, Visual arts, music, Physical education, dance, library and integrated Technology are taught by subject specialists.

During the formative primary years (ages three through nine), neurological growth is rapid, yet maturational patterns vary widely, with learners reaching developmental milestones at different rates. growing independence and nurturing confidence and curiosity are critical during the primary years.

Jk – grade 3


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HOW THE WORLD WORKS

Central Idea: Examining the natural world allows people to observe growth, change and interconnections.

CONCEPTS: function, change, connection (exploration, curiosity)

LINES OF INqUIRY:• Investigating nature• Recording observations and wonderings about

nature• Drawing conclusions from observations

SUBJECT LENSES: Science, language, math (Year Long Unit of Inquiry)


Central Idea: Patterns influence how people interact with and sequence their world.

CONCEPTS: Form, Connection, Reflection (patterns, organization, sequences)

LINES OF INqUIRY:• Characteristics of patterns• Identifying and creating patterns in the immediate

and broader community• Using patterns to predict, plan, and organize

SUBJECT LENSES: math, arts, language

JUNIOR KINDERGARTEN WHO WE ARE

Central Idea: Play invites opportunities for communication and discovery.

CONCEPTS: Function, Perspective, Responsibility (play, communication, discovery)

LINES OF INqUIRY:• Discoveries made through different types of play• Communicating in play• Our responsibilities in play

SUBJECT LENSES: language, PSPe, Social Studies


Central Idea: Imagination and learning can be inspired through books.

CONCEPTS: Form, Causation, Perspective, (creativity, communication)

LINES OF INqUIRY:• Different types of books• Different purposes for books• The decisions writers and illustrators make• The choices readers make

SUBJECT LENSES: language, arts, Social Studies


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Central Idea: Human choices and systems assist with waste management.

CONCEPTS: function, causation, responsibility (systems, waste management)

LINES OF INqUIRY:• Causes of waste• Waste management• The impact of people’s choices on waste production

SUBJECT LENSES: Social Studies, math, Science

SHARING THE PLANET

Central Idea: People and animals share natural environments.

CONCEPTS: causation, connection, responsibility (environment, relationships, impact)

LINES OF INqUIRY:• Local natural environments• How humans and animals use the local environment• Actions that benefit or harm the local environment

SUBJECT LENSES: Science, language, math


Central Idea: Ideas and feelings can be communicated through artistic exploration.

CONCEPTS: Form, Connection, Reflection (expression, communication)

LINES OF INqUIRY:• The potential of different art mediums• Communicating through art• Reflecting on artistic choices

SUBJECT LENSES: arts, language, PSPe(Year long unit of inquiry)

HOW THE WORLD WORKS

Central Idea: The properties of materials inform their potential uses.

CONCEPTS: form, function, causation (properties, materials)

LINES OF INqUIRY:• Properties of materials• Potential uses of materials• Creating with materials

SUBJECT LENSES: Science, math, arts

SENIOR KINDERGARTEN WHO WE ARE

Central Idea: Each individual’s actions influences how a community functions.

CONCEPTS: function, connection, responsibility (roles, community)

LINES OF INqUIRY:• The classroom as a community• The roles and responsibilities of classroom

members• Strategies and actions that build classroom

community

SUBJECT LENSES: Social Studies, language, PSPe


Central Idea: People create shelters to meet their needs.

CONCEPTS: Form, Change, Perspective (homes, needs))

LINES OF INqUIRY:• Purposes of shelters• Why shelters vary• Choices in shelter design

SUBJECT LENSES: Social Studies, Science, language


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Central Idea: Human-made systems enable the exchange of goods and services.

CONCEPTS: Function, Connection, Perspective (systems, exchange, goods and services)

LINES OF INqUIRY:• Assigning value to goods for trade• Trading or bartering in a system• Relationship between numbers and money, using

the base 10 system

SUBJECT LENSES: Social Studies, math, PSPe

SHARING THE PLANET

Central Idea: People’s actions influence the quality of available water.

CONCEPTS: form, connection, responsibility (resources, rights)

LINES OF INqUIRY:• Sources and uses of water• Availability of potable water around the world• Responsible use of water

SUBJECT LENSES: Science, Social Studies, math


Central Idea: Approaches to problem-solving extend creative thinking.

CONCEPTS: Form, Perspective, Reflection (problem, perspective, initiative, creativity)

LINES OF INqUIRY: • Effective problem-solving skills• Using integrative thinking to solve differences• Reflecting on ideas and feelings to inform learning

SUBJECT LENSES: PSPe, language, art

HOW THE WORLD WORKS

Central Idea: Meeting the needs of animals optimizes their growth.

CONCEPTS: causation, change, responsibility (animals, needs, growth/cycles)

LINES OF INqUIRY:• Exploring animal life cycles• The needs of different animals• Observing and supporting animal life cycles


GRADE 1 WHO WE ARE

Central Idea: Actions and choices influence wellness.

CONCEPTS: Function, Causation, Reflection (choices/consequences, wellness)

LINES OF INqUIRY:• The effects of nutrition on wellness• Rest and exercise in daily routines• Strategies to build healthy minds

SUBJECT LENSES: Science, PSPe, math


Central Idea: Through exploring games, people can make connections to different cultures and times.

CONCEPTS: function, connection, change (competition, games, community)

LINES OF INqUIRY:• The roles of games• Games from different places and cultures• Similarities and differences between games from

different times

SUBJECT LENSES: Social Studies, PSPe, math


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Central Idea: People interact with their environment and each other to build communities.

CONCEPTS: Connection, Causation, Reflection (interdependence, geography)

LINES OF INqUIRY:• Connections between communities and the

environment• Interdependence within a community• Similarities and differences between global

communities

SUBJECT LENSES: Social Studies, PSPe, language

SHARING THE PLANET

Central Idea: Soil is a life-sustaining resource for humans and other living things.

CONCEPTS: form, connection, responsibility (environment, interdependence)

LINES OF INqUIRY:• Composition of different soils• The importance of soil• The effects of living things on soil

SUBJECT LENSES: Science, Social Studies, language


Central Idea: Using the creative process to develop a performance enables us to express ideas and engage others.

CONCEPTS: Form, Function, Reflection (communication, behaviour, roles)

LINES OF INqUIRY:• Different types and purposes of performing arts• Modes of expression in a performance• People involved in a performance• The creative process

SUBJECT LENSES: language arts, music, art

HOW THE WORLD WORKS

Central Idea: The purpose, design, and materials used influence the strength and stability of structures.

CONCEPTS:form, function, causation (stability, design, structures)

LINES OF INqUIRY:• Purposes and designs of structures• Principles of construction• Application of design and construction principles in

local and global architecture

SUBJECT LENSES: Science, Social Studies, math

GRADE 2 WHO WE ARE

Central Idea: People with physical challenges use adaptation and innovation to access their communities.

CONCEPTS: Function, Perspective, Responsibility (diversity, acceptance, rights)

LINES OF INqUIRY:• Types of physical challenges• Innovations related to physical challenges• Making communities inclusive

SUBJECT LENSES: PSPe, Science, Social Science


Central Idea: Learning about traditions and celebrations in communities can develop our understanding of diverse perspectives.

CONCEPTS: Change, Perspective, Reflection (chronology, diversity, traditions)

LINES OF INqUIRY:• Family histories and traditions• Traditions and celebrations in communities• Reasons traditions and celebrations change

SUBJECT LENSES: Social Studies, math, language


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Central Idea: There are many steps to transform raw materials to the finished product.

CONCEPTS: function, change, connection (manufacturing, systems, outcomes)

LINES OF INqUIRY:• The benefits and challenges of the manufacturing

process • Considerations in product creation and distribution• Range of skills required to balance a production

team

SUBJECT LENSES: Social Studies, language, math

SHARING THE PLANET

Central Idea: Plants contribute to the sustenance of living things.

CONCEPTS: form, connection, responsibility (relationships, sustainability)

LINES OF INqUIRY:• The structure of plants• What plants provide for all living things• Honeybees

SUBJECT LENSES: Science, Social Studies, PSPe


Central Idea: Many factors influence communication choices.

CONCEPTS: Form, Perspective, Reflection (communication, choices)

LINES OF INqUIRY:• Different forms of communication• How intended purpose and audience influences the

means of communication • Reflecting on choices in communication

SUBJECT LENSES: language, arts

HOW THE WORLD WORKS

Central Idea: Simple machines facilitate the distribution of work.

CONCEPTS: form, function, causation (simple machines, work)

LINES OF INqUIRY:• Concepts of work, force, gravity, friction and energy• The properties of simple machines and how they

work• Compound and complex machines

SUBJECT LENSES: Science, math

GRADE 3 WHO WE ARE

Central Idea: Learning styles can influence learning needs.

CONCEPTS: Function, Perspective, Responsibility (diversity, motivation)

LINES OF INqUIRY:• How the brain constructs meaning• Different learning styles• Building learning communities

SUBJECT LENSES: PSPe, Science


Central Idea: Peoples who relocate often meet challenges through resourceful innovation.

CONCEPTS: Causation, Change, Perspective (migration, settlement, challenges)

LINES OF INqUIRY:• Why early settlers migrated• Challenges and reality of daily life• The influence of early settlers on 21st century

lifestyle• Knowledge First Nations people shared

SUBJECT LENSES: Social Studies, language


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Junior diViSion

Philosophy

Learning in the Junior Division consolidates and extends students thinking, research, communication, social and self-management skills. Social studies and science concepts, and language and mathematics skills are developed within the framework of the Program of Inquiry at a much deeper level. In mathematics, the focus shifts from whole to fractional numbers, presenting students with increasingly complex problems to solve. In language, students engage with increasingly challenging fiction and non-fiction texts, and communicate through written work and oral presentations. research indicates that spacial thinking is generally more challenging for girls than boys. An increased emphasis is placed on developing spacial thinking skills in mathematics, art, science and through applications of technology. French, visual arts, music, physical and health education, dance, library/media literacy skills and Integrated Technology are taught by specialists.

In Grade 6, students are placed in either the Core 6 or Extended 6 French program. The Extended 6 French program is taught using immersion methodology and is meant to prepare students to enter the Extended French program in the Middle Division (Grades 7 and 8), where students participate in 25 per cent of the instructional day in French, including Histoires, Géographie, and Extended French.

Across the Junior Division, girls have regularly scheduled time in their timetable devoted to the discussion of leadership issues and techniques. Grade 6 students further develop their leadership skills through participation as Clan Leaders, and by serving on the Action Committee and the Welcoming Committee. Many Grade 6 students also choose to be Junior School ambassadors.

Children entering the Junior Division are expected to be fluent readers and capable writers who possess a strong understanding of mathematical concepts and skills. from this platform of confidence, students use their skills to solve problems, conduct research, communicate learning and apply their understandings in a variety of ways.

gradeS 4 – 6


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•

To unite students, teachers, parents and other members of the school community in a collaborative experience that incorporates the five essential elements of the PYP (knowledge, concepts, skills, attitudes and action).

• To provide students with an opportunity to exhibit the attributes of the IB Learner Profile that have been developing throughout their engagement with the PYP.

• To celebrate the transition of learners from the Primary Years Program to the middle Years Program.

Students complete their investigations in small, collaborative groups of 3–4 members. each group engages in the PYP action cycle by choosing an issue to explore, planning a course of action and reflecting throughout the process. grade 6 students share the results of their research with parents, peers and members of the community at a special presentation in may of the grade 6 year.

PYP Exhibition as a culmination to the PYP Program, grade 6 students engage in the PYP Exhibition, a collaborative, transdisciplinary inquiry process that involves them in identifying, investigating and offering solutions to a real-life issue or problem (usually under the Sharing the Planet transdisciplinary theme).

The PYP Exhibition has a number of key purposes:• For students to engage in an in-depth collaborative inquiry.• To provide students with an opportunity to demonstrate independence and

responsibility for their own learning.• To provide students with an opportunity to explore multiple perspectives.• For students to synthesize and apply their learning of previous years and to

reflect upon their journey through the PYP.• To provide an authentic process for assessing student understanding.• To demonstrate how students can take action as a result of their learning.

grade 6


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Central Idea: Stories have the potential to engage the reader for a variety of purposes.

CONCEPTS: Form, Causation, Perspective (stories, communication)

LINES OF INqUIRY:• Types and purposes of stories• The effect of an engaging story• The craft of creating and sharing stories

SUBJECT LENSES: language, Social Studies, arts

HOW THE WORLD WORKS

Central Idea: Electrical inventions are designed to meet specific needs.

CONCEPTS: function, causation, connection (electricity, inventions, needs, circuitry)

LINES OF INqUIRY:• The difference between static and current electricity• Understanding and applying circuitry• The impact of electrical inventions

SUBJECT LENSES: Science, Social Studies


Central Idea: Transportation systems serve different purposes around the world.

CONCEPTS: function, connection, responsibility (transportation, needs, resources, global connection)

LINES OF INqUIRY:• The need for transportation• Different transportation systems based on

geography and resources• The connection between social and economic

activities

SUBJECT LENSES: Social Studies, Science, math

SHARING THE PLANET

Central Idea: Biodiversity relies on maintaining a balance amongst living things.

CONCEPTS: form, function, connection (biodiversity, interdependence)

LINES OF INqUIRY:• The interdependence of living things within habitats,

ecosystems and biomes• Food chains within a system• The impact of human activity on biodiversity

SUBJECT LENSES: Science, language arts, PSPe

GRADE 4 WHO WE ARE

Central Idea: A study of world religions and spirituality can provide insight and different perspectives.

CONCEPTS: Form, Connection, Reflection (religion/belief systems, values, global citizenship, conflict resolution)

LINES OF INqUIRY:• Major religious beliefs and spirituality• Similarities and differences between belief systems• The impact of beliefs on self and others

SUBJECT LENSES: PSPe, language, math, arts


Central Idea: Social structures Influence the lives of individuals.

CONCEPTS: function, causation, connection (social structure, hierarchies, societies)

LINES OF INqUIRY:• Factors that define societies • Daily lives of individuals in societies• Comparing social structures from different societies



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Central Idea: Humans develop systems to organize and govern themselves.

CONCEPTS: function, connection, responsibility (government, systems, citizenship)

LINES OF INqUIRY:• Government structures, functions and responsibilities• Processes that change governments• The role of citizens in societal decision making


SHARING THE PLANET

Central Idea: People depend on and modify their environment to obtain natural resources.

CONCEPTS: function, connection, responsibility (conservation, resources)

LINES OF INqUIRY:• Connections between the environment and natural

resources• Environmental impacts of using natural resources• Actions that can be taken to protect natural

resources

SUBJECT LENSES: Science, language arts


Central Idea: Expressions of culture reflect responses to tradition and change.

CONCEPTS: Function, Change, Reflection (culture, expression)

LINES OF INqUIRY:• What defines culture• Connections between ideas, values and cultures• Continuity and change in expressions of culture

SUBJECT LENSES: Social Studies, language, arts

HOW THE WORLD WORKS

Central Idea: Understanding the properties of energy informs possible applications.

CONCEPTS: form, function, causation (sound, light, technology)

LINES OF INqUIRY:• The characteristics and properties of light and

sound• Impact of energy on communities and the

environment• Technological innovations involving light and

sound


GRADE 5 WHO WE ARE

Central Idea: Many factors impact the function and interdependence of human body systems.

CONCEPTS: function, connection, responsibility (systems, interdependence)

LINES OF INqUIRY:• The functions of different body systems• The impact of personal choices and outside

influences on our bodies• Keeping the body healthy

SUBJECT LENSES: Science, language, PSPe


Central Idea: Geographical exploration has lasting effects on people and cultures.

CONCEPTS: Causation, Perspective, Reflection (exploration, discovery)

LINES OF INqUIRY:• The circumstances that drive exploration• The impact of exploration on people, the

environment and cultures• Understanding exploration from different

perspectives



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Central Idea: Creativity enhances opportunities for reflection and personal growth.

CONCEPTS: Change, Perspective, Reflection (creativity, reflection, growth)

LINES OF INqUIRY:• Different ways of expressing thoughts and feelings• Reflecting on academic, social and emotional

growth• Transitions and change

SUBJECT LENSES: Social Studies, arts, language

HOW THE WORLD WORKS

Central Idea: Advances in innovation inform the application of scientific principles.

CONCEPTS: form, function, change (innovation, evolution, forces)

LINES OF INqUIRY:• The evolution of flight and its innovators • The purposes of the scientific and design process• Applying scientific and design principles to

understand the laws and forces of flight

SUBJECT LENSES: Science, math, Social Studies


Central Idea: Economic choices impact people’s quality of life.

CONCEPTS: function, connection, responsibility (economy, philanthropy)

LINES OF INqUIRY:• Value vs. wealth• How society functions as an economic unit• Responsible use of money

SUBJECT LENSES: math, Social Studies

SHARING THE PLANET

Central Idea: Peaceful resolution requires the engagement of active citizens.

CONCEPTS: Causation, Perspective, Responsibility (injustice, action, self-expression)

LINES OF INqUIRY:• Strategies used to resolve conflict• The power of the arts and media to provoke

thinking about social justice• How actions can be influenced by persuasion

SUBJECT LENSES: Science, Social Studies, arts

GRADE 6 WHO WE ARE

Central Idea: External factors influence how youth perceive their role in the world.

CONCEPTS: Perspective, Responsibility, Reflection (identity, influence)

LINES OF INqUIRY:• How external factors can influence our perception of self• Sharing knowledge to generate further understanding

and action• How people work together to find solutions to issues

SUBJECT LENSES: PSPe, language, math


Central Idea: Learning about past civilizations allows for an understanding of the relationship between past and present.

CONCEPTS: form, causation, connection (history, progress, discovery)

LINES OF INqUIRY:• Using historical evidence to understand past

civilizations• Why certain aspects of historical civilizations survived

while others did not• How modern societies continue to be influenced by

past civilizations


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Junior School Curriculum Book