· Web viewPrimary School. Grade. EC . Grade Level Guide. 2016 -2017. Dear Families, We would like to extend a warm welcome to all our families from the Primary School. Our Primary

Primary SchoolGrade EC

Grade Level Guide 2016 -2017

Dear Families,

We would like to extend a warm welcome to all our families from the Primary School. Our Primary School is made up of students ranging from ages of 3 to 11 (Early Childhood 1 to Grade 5)

Our curriculum is based on the International Baccalaureate Primary Years Programme (IB PYP) and we are extremely enthusiastic and dedicated to its approach and philosophy as it supports our school’s mission.

The PYP is a ‘best practice’ educational framework that aims to develop inquiring, knowledgeable and caring young people; citizens who help to create a better and more peaceful world through intercultural understanding and respect. OWIS has been implementing the PYP since 2008 and received official re-authorisation in May 2016.

One of our defining attributes is the school’s spirit and its friendly, community atmosphere. As a school, we have always worked hard to maintain and actively promote this, as we believe this is what makes One World International School a wonderful place for learning. OWIS is committed to fostering the development of responsible and caring future world citizens. Daily life in the school involves raising children’s awareness and appreciation of the IB learner profile attributes and attitudes. These are fundamental in building the foundation for values in an internationally minded person.

We have a House System in place. Each child is placed in Ubin (yellow), Brani (Red) Tembakul (green) or Satumu (purple) and siblings are placed in the same house. We use the house system to inspire students to work towards personal goals, work together in teams and promote citizenship. Merit points are given to students for effort, good work, sporting achievements and modeling the learner profile attributes and attitudes. As well as providing students with a strong academic education, we also value and promote active participation in sports and the arts. We bring the primary school together on a weekly basis to celebrate these. This time is also used to share appreciation for members of our school community.

At OWIS we have an open door philosophy. Parents are welcome to make arrangements to meet with their child’s class teacher. Equally, teachers may request additional meetings with parents if they need to discuss their child’s progress or experiences in school. We realise that when having discussions about a child, it can potentially be an emotional time. However, we believe that both parents and teachers always have a child’s best interests at heart. Therefore we feel it is important to remember that during meetings everyone interacts in a positive, productive manner and that the focus is on target setting and/ or best solutions for the child.

Parental involvement at OWIS is always welcome. Throughout the school year you will receive invitations to participate in your child’s learning experiences through end of unit celebrations, to watch performances, to help with field trips and to assist with classroom lessons and activities. Please contact your child’s class teacher if you would like to assist with any activities in the classroom, either on a regular basis or when you have some spare time. Similarly, please contact your child’s class teacher to offer your support to the Parents and Friends Association (PFA), whose purpose is to positively and actively support the aims of our school community.

Your child’s class teacher will provide you with further information specific to their grade level during our ‘Meet the Parents’ orientation evening and updates will be provided throughout the year. Please see our website for calendar dates and check regularly throughout the year. While your first point of contact is your child’s class teacher, I am also always available and very happy to meet you.

We look forward to working with you and your child.Kind regards,

Michelle DickinsonHead of Primary

One World International School is an authorized school for The Primary Years Programme and is an IB World School. These are schools that share a common philosophy - a commitment to high quality, challenging, international education that One World believes is important for our students.For further information about the IB and its programmes, visit http://www.ibo.org

One World International School | 1

Message from the EC Class teacher

Dear EC Parents,

A very warm welcome to EC and to the academic year of 2016-2017 at OWIS.

I will be your class teacher for this year and am really looking forward to embarking on this learning journey with your child this year. The early years are the most formative part of your child’s start to their formal education and school life. It is an honour to be able to work alongside you the parents (as first educators) and to be able to supplement and scaffold the EC children’s learning along the way.

Teaching in the Early years has been my passion for 13 years now. I have a Bachelor’s degree in Arts from Bombay University followed by a Graduate Diploma In Early Childhood Education from Canterbury University in New Zealand.

Along with myself we have Ms Ellie who will be our teaching assistant in EC. She has been working with children in education for over 7 years and thoroughly enjoys working with the early years children.

Each Friday, I will publish a class blog. In this, you will receive information about the learning that has been covered during the week. It will also include any additional information that will be useful to you. Please do bear in mind that learning objectives can, and do, change depending upon the students’ prior knowledge, ability and rate of progression.

Homework – There will be no formal home work in the early years although I always tell parents reading story books and games involving numbers and shapes is the best thing you can do to reinforce learning that will be ongoing at school.

P.E. is on a Monday and Wednesday. Your child should come to school in their P.E. kit on these days. Please remember to send your child’s hat to school each day as they will need it for outdoor play as well as for PE. Water is readily available at school and your child will need to have a water bottle.

There is comprehensive information in the handbook with further details about life at OWIS. Obviously, it is easy to be overloaded with information... please, do just ask if you need a reminder about anything, have concerns or questions. I might not be able to respond to your email immediately as I will be busy teaching but will respond as soon as possible. If your email is with regards to picking up your child from school (especially if you would like your child not to return on the school bus please call the school office as well to leave a message by lunch time on the day).

Thank you in advance for your support this year and I look forward to your continued involvement and a great year ahead!

Kind regards,Reema Monk


Table of Contents

1 Message from the Head of Primary / Primary Years Coordinator

2 Message from the EC Class teacher

3 Table of Contents

4 OWIS Mission, Values and Goals

5 OWIS Teaching Staff

6- 8 EC Routines:

Expectations;What to bring to school; Making friends and social expectations; Code of Conduct - Essential Agreements;Portfolios;Timetable.

9-10 Parental involvement

11-19 EC Programme of Inquiry:

English;Mathematics;Science;Social Studies;Physical, Social and Physical Education;The Arts;Mandarin.


OWIS – Mission, Vision & Values

Our Mission

One World International School aims to develop inquiring and independent lifelong learners whilst nurturing compassionate, accepting, internationally minded individuals, within the school and the wider community.

Our Vision

To provide the best learning community and create an environment where learning, values and relationships are at the heart of everything we do. This community will be collaborative, take action and be one with the world.

Our Values

• The IB Learner Profile is the centre of our learning community.• Our school is an internationally minded community of learners with responsibilities as global

citizens.• All individual members of our community are valued and have a right to be heard.• We encourage respect and open communication from everyone within our community.• We allow students to develop in a safe and caring learning environment.• We encourage collaboration and cooperation within our community in an inquiring and

reflective environment.• We strive for dynamic growth and academic excellence for all members of our community.


OWIS Teaching staff

OWIS is an international school, offering an international curriculum to international children. All our teachers come from a variety of cultures and we recognise the unique values they bring. OWIS teaching staff are qualified, experienced and dedicated to our students’ pastoral wellbeing and academic progress. Along with OWIS’s continuous professional development programme, this helps to ensure that your child receives an excellent international education.

Grade Level Teaching staff Email

Early Childhood 1/2 Teacher: Reema MonkTeacher Assistant: Ellie De Silva

[email protected]

Preparatory Teacher: Francesca MacAlpineTeacher Assistant: Gowri Kannan

[email protected]

Grade 1 A Lesley PolsonMichelle DickinsonTeacher Assistant: Ramapriya Rajagopalan

[email protected]@owis.org

Grade 1 B Carly PearlmanTeacher Assistant: Ramapriya Rajagopalan

[email protected]

Grade 2 Mandy Ritchie [email protected] 3 A Myles Chapman [email protected] 3 B Genevieve De Santis [email protected] 4 Gary Holland [email protected] 5 Alice Nixon [email protected]

Specialist Teachers

Mandarin (Coordinator) Pan Caifeng [email protected] Yulin Zhang [email protected] Kerry Hacking [email protected] James Felix [email protected] Education Glyn Martin [email protected] Anjana Sarda [email protected] as an Additional Language

Niluka Rooke [email protected]


EC Routines

Expectations Our EC class will be open for drop offs from 8.20am onwards each morning. This will be for the first term of this academic year. Depending on how our young learners settled into school, it is my aim to collect our EC class students from the school hall at 8.25am from the beginning of Term 2. I will be at the hall from 8.20am so feel free to pass on any messages to me in person during this time. Children arriving on the school bus at 8.00am will be supervised until the class is open at 8.20am.

Children attending the half day session should be collected from the classroom from 12.50pm – 1.00pm. If you do need to collect your child early please send me an email the previous day or during the morning. Children attending the full day session will be dropped off to the bus in the school hall. If you collect your child please come directly to the classroom by 3pm during the first term and from the school hall by 3pm from Term 2 onwards.

It is imperative that students are punctual as arriving late interrupts lessons. Obviously, there are times when lateness is unavoidable – in these circumstances, your child must report directly to the main office. If another adult is picking up your child, then we must receive notice of this too. If you arrive late for collection, please report to the office.

What to Bring to School Library bag – should be brought each Thursday for the timetabled library session; Water bottle – should be at school each day and taken home regularly to be washed; Hat – should be brought to school each day; Snack, lunch and crunch (second snack for the children who stay all day) – should be

packaged appropriately; PE kit – should be worn each Monday and Thursday; Permission slips – each letter has its own submission date for responses; Medication – this should be given directly to the Nurse with clear instructions;


Making Friends and Social Expectations

One World International School prides itself on its inclusive ethos. Friendships and positive relationships are important and form a significant part of our Mission and Values. All students assist in the pastoral care and social development of each other. Students are made aware that the welfare of all students is everyone’s responsibility.

Code of Conduct - Essential AgreementAt the beginning of each academic year, each class – students and Class teacher - collaboratively agree to a set of rights and responsibilities. These are referred to as an ‘Essential Agreement’. These rights and responsibilities are created, reviewed and decided upon by the EC students and teacher. They are then displayed in the classroom as reminders of agreed behavioural expectations. Playground rules are agreed as a collaborative whole school approach.

Portfolios Portfolios are an accumulation of your child’s work that is designed to demonstrate successes, growth, higher order thinking, creativity, assessment strategies and reflection. Within the portfolio, pieces are included that have been teacher selected and also student selected. Pieces in the portfolio are collected throughout the school year from all subject areas. The portfolio is designed to show progress in the transdisciplinary skills and attitudes.

SeesawSeesaw empowers students of any age to independently document what they are learning at school.

Students capture learning with photos and videos of their work, or by adding digital creations. Everything gets organized in one place and is accessible from any device.

The student’s work will be shared with classmates and parents. Seesaw gives students a real audience for their work and offers parents a personalized window into their child's learning. This will work in conjunction with the school portfolio to provide a comprehensive picture of your child’s learning.


Timetable

OWIS Timetable EC 2016/17Period 1 2 3 Break 4 5 6 Lunch 7 8 Pickup

8.00-8.20 8.30-9.10 9.10-9.509.50-10.30

10.30-10.50

10.50-11.30 11.30-12.10

12.10-12.50 12.50-1.30 1.30-2.10 2.10-2.50

2.50-3.00

EC1-Grade 110.00-10.30 break

Grade 2-9 break

EC1-Grade 1 lunch

Grade 2-9 lunch

MondaySettling in

and Learning stations

PE Maths Music Library Storytime English

Crunch TimePack Up

TuesdaySettling in


Mandarin Art UOI Maths Storytime English

Crunch TimePack Up

WednesdaySettling in


Mandarin Maths Music UOI Storytime PE

Crunch TimePack Up

ThursdaySettling in


Mandarin UOI Library Courtyard play / Art

Storytime English

Crunch TimePack Up

Friday Assembly Mandarin Art UOI Maths Storytime PSPE

Crunch TimePack Up

Timetables are subject to change in various circumstances. Reasons may include preparation for events; school sports events; public holidays.

Resources available may also affect the timetable in that the order of lessons may change.

In any of the above circumstances – other than specialist sessions, it will be ensured that the allocated ratio of subjects is not compromised.

One World International School l 8

How Parents Can Help

Classroom Assistance OWIS fully appreciates the involvement of the community in enhancing and enriching the students’ learning and pastoral experience.

Without doubt, the best way that you can assist your child and the classroom environment is to offer your feedback and maintain a three-way dialogue between your child, yourself and the Class teacher.

A further step in the involvement of your child’s grade would be to undertake the role of ‘Class Representative’. A very rewarding role; you will be directly involved in the organisation of class and school events. Class Representatives also assist the teacher with communication between themselves and the other parents. It is a role that Class teachers and the students are fully appreciative of and value immensely.

Units of Inquiry are topic-based. As a parent, you may be able to share your expertise or knowledge – or know of someone who can - with the students. Please do keep in touch with what is happening in your child’s classroom so that we can work together to enhance learning for all.

At Home Allow and assist your child to take on the next stage of responsibility and independence. Encourage them to remember their own resources for school each day.

Maintaining a dialogue with your child is extremely important. As a parent you can follow up on your child’s learning. For example, ask “What questions did you ask today?”, “What inspired you?” but do not worry if you don’t get the response you wanted; the important thing is that they are encouraged to think and reflect.

Most of all, encourage communication!


Communication Please refer to the class site every week for details of approaching dates and events. Classroom teachers and the head of School post regularly on a Friday to provide information and to inform of upcoming learning and school events.

Classroom teachers are contactable via email. My email address is [email protected] and I would welcome dialogue with you regarding your child and their pastoral and academic progress. Please be aware that there may be a delay between the receiving of a message and a subsequent response. The school day is often very busy and, if the matter is urgent, it may be advisable to contact the main office as an alternative.

If necessary, teachers can meet with parents to discuss any concerns or issues. Please liaise with the office or myself to arrange a mutually convenient time.

Letters are sent home periodically. These will be sent home in your child’s communication folder (a plastic zip pocket assigned to your child). I will also send out an email to inform you when a letter has been sent home. Please take note of the return dates for permission slips and send them back in your child’s communication folder.

Classroom teachers will provide information via their blog before every Unit of Inquiry. This will contain: a brief outline of the Central Idea; Key aspects of the inquiry; Useful vocabulary to be discussed and learned.


mailto:[email protected]

Programme of Inquiry: EC

Transdisciplinary Theme Who we are (WWA) How we express ourselves

(HWEO) How the world works (HTWW) Sharing the planet (STP)

Descriptions

An inquiry into the nature of the self; beliefs and values; personal, mental, social and

spiritual health; human relationships including families, friends, communities and cultures; rights and responsibilities; what it

means to be human.

An inquiry into the ways in which we discover and express ideas, feelings,

nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of

the aesthetic.

An inquiry into the natural world and its laws, the interaction between the natural world (physical

and biological) and human societies, how humans use their understanding of scientific principles,

the impact of scientific and technological advances on society and on the environment

An inquiry into rights and responsibilities in the struggle to share finite resources with

other people and other living things, communities and their relationships within

and between them, access to equal opportunities, peace and conflict resolution

Central idea

Family relationships contribute to shaping our identity.

Stories can engage their audience and communicate meaning.

People are unique and yet alike in many ways Living things go through many changes and have certain needs to grow and survive

Key ConceptsFunction, connection,responsibility,

Form, connection, perspective

Form, causation, perspective

Change, reflection connection

Related Conceptssimilarities and differences, belonging, roles

communication, characterization, expression

Behaviour, growth,

Cycles, interdependence, systems

Lines of Inquiry-Diversity of families-Responsibilities within the family-How families influence who we become

-How to construct an effective story-What stories can convey-How stories are created and shared-Feelings and emotions that stories evoke

-Physical, social and emotional characteristics-Recognizing similarities and differences between myself and others

-What plants and animals need in order to survive-How plants and animal change as they develop

Learner Profile and Attitude focus

Principled Caring

Communicator, risk taker thinker

Caring, open minded inquirer

Inquirer, thinker knowledgable

TD Skill focusSocial SkillsSelf Management Skills

Communication Skills Thinking Skills Research and thinking Skills


EnglishThe strands of the One World International English curriculum are Listening and Speaking, Reading, Writing and Viewing and Presenting. The following outcomes have been drawn from the One World International Scope and Sequence.

The outcomes for English in EC include:Listening and Speaking Reading WritingUse gestures, actions, body language and or words to communicate needs or express ideas

Enjoy listening to stories Experiment with writing, using different writing implements and media

Listen and respond to picture books showing pleasure and demonstrating understanding through gestures, expressions and or words

Choose and read picture books for pleasure Choose to write as play, or in informal situations; filling in forms in a pretend post office, writing a menu or guest list for a party

Name classmates, teachers and familiar classroom and playground objects

Be able to read simple CVC and high frequency words

Use own experience as a stimulus when drawing and writing

Interact effectively with peers and adults in familiar social setting

Locate and respond to aspects of interest in self- selected texts (pointing, examining pictures closely, commenting)

Can correctly grip a pencil for writing

Repeat/echo single words Show curiosity and ask questions about pictures or text

Be able to correctly form letters using entries and exits

Use single words and two-word phrases in context Listen attentively and respond to stories read aloud

Join in with poems, rhymes, songs and repeated phrases in shared books

Participate in shared reading, joining in with rhymes, refrains and repeated text, gaining with familiarity

Understand simple questions and respond with actions or words

Make connections to own experiences when listening to or “reading” texts

Understand the variability of sound - letter matches Begin to discriminate between visual representations such as symbols, numbers, ICT iconography, letters and words

Participate in creative dramatics

Identify, say, segment and blend various units of speech soundsExpand understanding and use of word meanings


Mathematics The strands of the One World International Mathematics curriculum are Number, Pattern and Function, Measurement, Shape and Space and Data Handling. The following outcomes have been drawn from the One World International School Scope and Sequence.

The outcomes for Mathematics in Grade EC include: Pattern and Function

Measurement Shape and Space Data Handling

Recognizes and extends simple patterns

Uses comparative language (longer, lighter, colder, warmer etc)

Recognizes, draws, and names basic geometric shapes in the environment

Sorts concrete objects by one attribute

Looks for and discovers patterns in their environment

Uses non-standard units to measure length, width, and height with guidance

Begins to describe relative location of objects (above, below, beside etc)

Graphs concrete objects with guidance

Begins to relate time to their own life (calendar, clock)

Can make a prediction and report findings verbally

ses time vocabulary (today, yesterday, tomorrow, now, later)Use weather related vocabulary (hot, cold, windy, sunny)


Science The strands of the One World International Science curriculum are Scientific Inquiry, Living Things, Materials and Matter, Forces and Energy, and Earth and Space. The following outcomes have been drawn from the One World International School Scope and Sequence.

The outcomes for Science in EC include: Life Science Earth and SpaceComments and asks questions about aspects of their familiar world such as the place where they live or the natural world

Identify seasonal and daily weather patterns

Can talk about some of the things they have observed such as plants, animals, natural and found objects.

location of hot and cold areas of the world in relation to the Equator and the North and South Poles

Developing an understanding of growth, decay and changes over time.Shows care and concern for living things and the environment.recognising the needs of living things in a range of situationsidentifying the needs of humans such as warmth, food and water, using students’ own experiencesLooks closely at similarities, differences, patterns and change of plants and animals


Social Studies The strands of the One World International Social Studies curriculum are Human Systems, and Economic Activities, Social Organization and culture, Continuity and Change over time, Human and natural environments, Resources and the environment. The following outcomes have been drawn from the One World International School Scope and Sequence.

The outcomes for Social Studies in EC include:Human Systems and Economic Activities

Social Organization and Culture

Continuity and Change Through time

Human and Natural Environments

Develop an awareness of ways in which people adapt to the places in which they live (e.g., children in cities may live in high-rise buildings and use sidewalks and the subway; children in the country may take the bus to school)

How they, their family and friends commemorate past events that are important to them

Who the people in their family are, where they were born and raised and how they are related to each other

The representation of the location of places and their features on maps and a globe

How the stories of families and the past can be communicated, for example through photographs, artefacts, books, oral histories, digital media, and museum

The different structures of families and family groups today, and what they have in common

The reasons why some places are special to people, and how they can be looked after

Differences in family structures and roles today, and how these have changed or remained the same over time

Use basic geographical vocabulary to refer to: key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather,

Identify changes he or she has undergone from birth to present (for example, discuss with classmates what changes their families have undergone in their lifetimes)

Use world maps and/or globes to identify continents and oceans

Use primary sources (such as parents andgrandparents) to identify reasons for documenting personal historyTalk about the different ways in which familyhistory can be documentedPlace events from his or her life in chronological order (for example, using personal photos)Use primary sources (such as parents and grandparents) to identify reasons for documenting personal historyTalk about the different ways in

which family history can be documented


Personal, Social and Physical Education (PSPE)

The strands of the One World International PSPE curriculum are Identity, Active Living and Interactions. The following outcomes have been drawn from the One World International School Scope and Sequence.

The outcomes for PSPE in EC include: Identity Active Living InteractionsCan describe self in positive terms and talk about abilities.

Eats a healthy range of foodstuffs and understands need for variety in food.

Confident to speak to others about own needs, wants, interests and opinions.

Enjoys joining in with family customs and routines.

Shows understanding of how to transport and store equipment safely.

Initiates conversations, attends to and takes account of what others say.

Aware of the boundaries set, and of behavioural expectations in the setting.

Jumps off an object and lands appropriately. Explains own knowledge and understanding, and asks appropriate questions of others.

Understands that own actions affect other people, for example, becomes upset or tries to comfort another child when they realise they have upset them.

Negotiates space successfully when playing racing and chasing games with other children, adjusting speed or changing direction to avoid obstacles.

Takes steps to resolve conflicts with other children, e.g. finding a compromise.

Shows interest in different occupations and ways of life.

Shows increasing control over an object in pushing, patting, throwing, catching or kicking it

Beginning to be able to negotiate and solve problems without aggression, e.g. when someone has taken their toy

Recognises and describes special times or events for family or friends.

Travels with confidence and skill around, under, over and through balancing and climbing equipment.

Discuss what makes them happy and unhappy, and why


Art and Music The strands of the One World International Arts Curriculum are Reflecting and Creating. The following outcomes have been drawn from the One World International School Scope and Sequence.

The outcomes for the Arts in Grade EC include:

Explore and use media and materials

Safely use and explore a variety of materials, tools and techniques, experiment with colour, design, texture, form and function.

Be imaginative: use what they have learnt about media and materials in original ways, think about uses and purposes.

Represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories.

The strands of the One World International Music Curriculum are Responding and Creating.The following outcomes have been drawn from the One World International School Scope and Sequence.

The outcomes for the Music in Grade EC include:Responding CreatingBring music from home to share Create and accompany music using a variety of sounds and

instrumentsDistinguish the sounds of different instruments in music Use the voice and body to create musical patternsListen to music and create their own work in response Explore sound as a means of expressing imaginative ideasExpress their responses to music in multiple ways (drawings, games, songs, dance, oral discussion)

Participate in performing and creating music both individually and collectively

Recognise different sources of music in daily life


Mandarin The strands of the One World International Mandarin curriculum are Language Acquisition and Cultural Understanding. The following outcomes have been drawn from the One World International School Scope and Sequence.

The outcomes for Mandarin in EC include: The EC Mandarin curriculum is based on the Better Chinese Online Learning resources (My First Chinese Words online curriculum) lesson 1 to lesson 24. My First Chinese Words online curriculum is specifically designed for Preschool to Lower Elementary students living in non-Chinese language environments.

The content areas include 24 Chapters:1. I Love My Family 我爱我的家2. Who Is This? 这是谁？3. What Is Your Name? 你叫什么名字？4. How Old Are You? 你几岁？5. The Balloon Flew Away 气球飞了6. What Is In The School Bag? 书包里有什么？7. What Is Your Nationality? 你是哪国人？8. I Am Hungry 我饿了9. Buying Stuff 买东西10. At School 在学校11. Putting Clothes On 穿上衣服12. What Is That? 那是什么？13. What Is In There? 里面有什么？14. Sports Meet 运动会15. What Time Is It, Old Wolf? 老狼老狼几点了？16. When Will The Red Flower Bloom? 红花红花几月开？17. My Family 我的一家人18. My Home 我的家19. Animals’ Homes 动物的家20. Where Do You Live? 你住在那里？21. Where Are You From? 你从哪里来？22. Drawing 画画23. Is This Yours? 这是你的吗？24. Where Is The Banana? 香蕉在哪里？


Documents

· Web viewPrimary School. Grade. EC . Grade Level Guide. 2016 -2017. Dear Families, We would like to extend a warm welcome to all our families from the Primary School. Our Primary