Parents Information Workshop Kindergarten Curriculum...
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PARENT INFORMATION WORKSHOP ( PART 1& 2)
NOVEMBER 2012
ENS ADC Kindergarten
Parents Information Workshop
Kindergarten Curriculum
Primary Years Programme(PYP)
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My Introduction – Saher Gilani
PhD Scholar (Multiple Intelligences: Curriculum Planning &
Instruction) UK
M.Sc Educational Studies – UK
PGDC – UK
PGCC/ Management of Change – UK
PGC Education Manager 1 & 2 – UK
PGCC – UK
Post Graduate Diploma in Primary Education - PK
M.A Elementary Education - PK
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http://kg1ensadc.weebly.com/
Using KG 1 Website
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Primary Years Programme (PYP)
The Primary Years Programme consists of five essential elements:
Knowledge
Concepts
Skills
Attitudes
Action
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Knowledge
Significant, relevant content that we wishthe students to explore and know about,taking into consideration their priorexperience and understanding.
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The Transdisciplinary Themes
Who We Are
Where We Are In Place And Time
How We Express Ourselves
How The World Works
How We Organise Ourselves
Sharing The Planet
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Central Idea 1: We use our body and our senses to explore the world around us.
Lines of Inquiry: - Parts of the body (form) - The 5 Senses (form) - How we use our bodies to explore our world (function)
Central Idea: Signs and symbols can be used to communicate a message.
Lines of Inquiry: - Signs and Symbols (form) - Features used to communicate locally and globally (function) - Reasons for signs and symbols (causation)
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Central Idea: People in a community work together to help each other in different ways.
Lines of Inquiry: - People in our community who help us (form) - The different roles within communities around us (function) - Our role and responsibility (responsibility)
Central Idea: People have a responsibility towards the needs of animals.
Lines of Inquiry: - The characteristics of animals (form) - The needs of animals (form) - Ways that people interact with animals (function)
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English Language
1. Vocabulary words related to the UNIT
2. Initial letter sounds of the vocabulary
words, own names and names of
others
3. Pre-writing
4. Name writing
5. Following story lines
6. Making predictions about stories
7. Reading picture books
8. Letter sounds
9. Three-letter word formation
10.Listening
11.Speaking
12.Using letter sound recognition in real
life
13. Letter formation
14.Early writing patterns
Math
1. 3D shapes
2. 2D shapes
3. Numbers 1 – 5
4. Number association with quantity
5. Oral counting till 10
6. Using numbers for phone
7. Using numbers for birthday
8. Concepts
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INQUIRY LEARNING
This planning model follows a sequence of activities and experiences to build
on and challenge students perceptions. The sequence is inquiry based – it
begins with student’s prior knowledge and experience and moves through a
deliberate process that helps the knowledge to be extended, challenged and
refined.
Sequence of activities
Tuning in
Finding out
Sorting out
Going further
Making connections
Taking action.
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WHY USE AN INQUIRY BASED APPROACH?
It helps children take responsibility for their learning
Provides for new learning – extends on prior – helps to find new
Students evaluate their learning and each others
Detailed approach – working through the sequence of activities
Allows students to use a variety of great thinking tools
Caters for a range of learning styles – multiple intelligences
Allows for deeper understanding – students make connections
Gives students a real purpose for learning
Allows success for all – collaborative learning
Students see teacher as a learner also
Students own it! – their work their ideas.
High engagement – ownership, authenticity, relevance
Deeper independent learning skills
Vehicle for integration of the curriculum
Fosters connected learning – a sense of journey
Taps into student’s CURIOSITY
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Concepts
Powerful ideas that have relevance withinthe subject areas that students mustexplore and re-explore in order to developa coherent, in-depth understanding.
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Concepts
Form – What is it like?
Function – How does it work?
Causation – Why is it like this?
Change – How is it changing?
Connection – How is it connected to other things?
Perspective – What are the points of view?
Responsibility – What is our responsibility?
Reflection – How do we know?
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The Skills
Those capabilities that the students need todemonstrate to succeed in a changing,challenging world, which may be disciplinary ortransdisciplinary in nature.
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The Skills
Thinking Skills – e.g. Comprehension
Social Skills – e.g. Resolving Conflict
Communication Skills – e.g. Presenting
Self-management Skills – e.g. Time Management
Research Skills – e.g. Formulating Questions
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Attitudes
Dispositions that are expressions offundamental values, beliefs andfeelings about learning, theenvironment and people.
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AttitudesAppreciation
Commitment
Confidence
Cooperation
Creativity
Curiosity
Empathy
Enthusiasm
Independence
Integrity
Respect
Tolerance
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The IB Learner Profile
The minds that formed the IB also created a list of tenattributes that express the values inherent to the IBcontinuum of international education.
Inquirers
Knowledgeable
Thinkers
Communicators
Principled
Open-minded
Caring
Risk-takers
Balanced
Reflective
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ACTION
Demonstrations of deeper learning inresponsible behaviour throughresponsible action; a manifestation inpractice of the other essentialelements.
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Questions?
Thank you!
Please complete the questionnaire before you leave.
Please also mention your email address o that I can
email the upcoming workshop information to you.