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  • Heidelberg International SchoolInternational Baccalaureate Primary Years Programme

    School Year 201617Early PrimaryGrade 5

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    1 | Heidelberg International School Guiding Statements

    Page 4 H.I.S. MissionPage 4 H.I.S. PhilosophyPage 5 The H.I.S. Definition of International MindednessPage 6 Core Values

    2 | The International Baccalaureate Philosophy

    Page 6 IB Mission StatementPage 7 IB Learner Profile

    3 | H.I.S. Primary Years Programme Curriculum Guidelines

    Page 8 The H.I.S. CurriculumPage 8 Primary Years ProgrammePage 9 Programme ModelPage 10 Essential Elements of the PYPPage 10 PYP Units of Inquiry

    4 | The H.I.S. Primary Curriculum

    Page 12 LanguagePage 12 German as an Additional LanguagePage 12 Advanced German Programme for native and near-native speakersPage 13 MathematicsPage 14 SciencePage 14 Social StudiesPage 14 ArtsPage 16 Personal, Social and Physical Education

    5 | PYP Scope and Sequence

    Page 18 LanguagePage 40 MathematicsPage 70 SciencePage 72 Social StudiesPage 74 ArtsPage 90 Personal, Social and Physical Education

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    Mission

    We, the H.I.S. community, work together to facilitate the intellectual, emotional and social development of our students, to promote international understanding and enable students to make a difference to the world in which they live.

    Philosophy

    We believe that education is the key to individuals becoming responsible global citizens. We believe that education should address all aspects of the students development and that it should value and respect their individuality. The whole staff, parents and students themselves significantly contribute to the growth of the students intellectual curiosity, understanding, creativity and international mindedness.

    The H.I.S. Definition of International Mindedness

    A Journey from Self to OtherOpen-mindedness is our constant companion on this journey. We need to develop an active and sensitive frame of mind, a respecting and caring attitude and a desire to know and explore otherness without fear.

    With our minds open, we need to be nourished with cumulative experiences that shape our world-view. Through opportunities, which are fully integrated into school life, we become part of a flourishing culture of new perspectives.

    We start to demonstrate an understanding of our diversity, by appreciating and respecting ourselves and others, and celebrating our origins and differences.

    By connecting and co-operating with others, locally and globally, we begin to realise the interdependence of the natural, cultural and social systems of which we are part.

    International mindedness becomes a collaborative commitment to peaceful and sustainable action worldwide.

    Core Values

    Respect is a fundamental value of our school, which influences, and is the basis for, the environment of learning at H.I.S. Respect for self and others is an integral part of our community, be it in the way we learn, what we learn, why we learn, where we learn or from whom we learn.

    We support respectful learning by encouraging everyone to appreciate and develop the International Baccalaureate Learner Profile (www.ibo.org).

    1 |Heidelberg International School Guiding Statements

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    2 |The International Baccalaureate Philosophy

    IB Mission Statement

    The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

    To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

    These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

    IB Learner Profile

    The aim of all IB programmes is to develop internationally minded people who, recognizing their common huma-nity and shared guardianship of the planet, help to create a better and more peaceful world.

    As IB learners we strive to be:

    INQUIRERSWe 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.

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

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

    COMMUNICATORSWe 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.

    PRINCIPLEDWe 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-MINDEDWe 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.

    CARINGWe 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.

    RISK-TAKERSWe 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.

    BALANCEDWe understand the importance of balancing different aspects of our lives intellectual, physical, 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.

    REFLECTIVEWe 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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    H.I.S. offers all its students an outstanding education at an international level. This requires specific attention to the individual abilities, talents and needs of every student, to ensure the intellectual, social, moral, emotional and spiritual development of each individual. In all aspects of its multi-disciplinary approach, the curriculum is designed to reflect and implement the schools mission statement, philosophy and core values.

    3.2. Primary Years ProgrammeThe Primary Years Programme (PYP), for students aged 3 to 12, focuses on the development of the whole student. It offers a framework that meets the needs of the students: academicaly, socialy, physicaly, emotionaly and culturaly.

    Individuals learn how to organise themselves and their work, develop a broad repertoire of approaches to learning, co-operate with others, and develop international awareness and social understanding. The H.I.S. PYP curriculum provides a sound, broadly based education that allows all students to achieve.

    It is recognised that learners in PYP schools enter the programme at different stages and with varying levels of experience. Students bring knowledge from past experiences that they adapt and make sense of in the light of new experience. They do not necessarily develop in clear-cut progressive stages and might appear to float back and forth between stages before mastering a new concept. A sequence of developmental phases enables teachers to accurately identify current levels of student development and plan learning experiences leading onto subsequent phases.

    Programme ModelH.I.S. Primary Years Programme Curriculum Guidelines3.1. The H.I.S. Curriculum

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    3.3. Essential Elements of the PYPThe PYP framework includes five essential elements that young students need to prepare them for successful lives, both now and in the future. The PYP essential elements are knowledge, concepts, skills, attitudes, and action. The PYP aims to create a curriculum that is engaging, relevant, challenging and significant for learners in the 312 age range. Students acquire a holistic understanding of six main transdisciplinary themes (see Units of Inquiry) through the interrelatedness of these essential elements. The PYP identifies a body of knowledge for all students from all cultures, in six subject areas:

    3.4. PYP Units of InquiryAt the heart of the PYP is a commitment to structured inquiry as a vehicle for learning. The Programme of Inquiry includes the six transdisciplinary themes, which help teachers and students explore knowledge in the broadest sense of the word:

    Who we areWhere we are

    in place and time

    How we express

    ourselves

    How the world works

    How we organise ourselves

    Sharing the planet

    Teachers and students use key questions that are concept-based to structure the Units of Inquiry. They acquire and apply transdisciplinary skills while developing an understanding of these important concepts. The trans-disciplinary theme