Primary Years Programme 2015-­‐2016 +
Curriculum Overview more on
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Primary Years Programme
2015-2016
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Primary Years Programme
What is the
PYP?
The PYP is a curriculum framework designed for students aged 3 to 10 in classes Pre-­‐primary 3 (PP3) to 5th grade. The PYP focuses on the whole child as an inquirer, both in the classroom and in the world outside. What is the curriculum like?
The PYP curriculum is engaging, relevant, challenging and significant. It is inquiry based. It focuses on issues in Units of Inquiry that stimulate the natural curiosity of students and inspire them to ask questions. The issues addressed in the Units of Inquiry are transdisciplinary: they cut across traditional subject areas. This encourages students to see connections between subjects, further stimulating their curiosity. As inquirers, students construct their own meaning, rather than relying of their teachers to do so for them. Students, consequently, develop a deeper and more profound understanding. For more information please refer to: http://ibo.org/en/programmes/primary-­‐years-­‐
programme/what-­‐is-­‐the-­‐pyp/how-­‐the-­‐pyp-­‐works/ 2
Primary Years Programme
2015-2016
Which are the
five essential
elements of the
PYP
curriculum?
Knowledge: Significant, relevant content that we wish the students to explore and know about, taking into consideration their prior experience and understanding. Concepts: Powerful ideas that have relevance within the subject areas but also transcend them and the students must explore and re-­‐explore in order to develop a coherent in-­‐ depth understanding. Skills: Those capabilities that the students need to demonstrate to succeed in a changing, challenging world, which may be disciplinary or transdisciplinary in nature. Attitudes: Dispositions that are expressions of fundamental values, beliefs and feelings about learning, the environment and people. Action: Demonstrations of deeper learning in responsible behavior through responsible action; a manifestation in practice of the other essential elements. +
Students will:
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Learn through inquiry Learn the value of incisive questions Explore concepts Think critically Develop a strong set of problem-­‐solving strategies Build on prior knowledge Work collaboratively Explore and interact with the environment physically, socially and intellectually Develop skills for independent learning that will remain with them throughout their lives. Learn through a diverse range of experiences Develop a sense of international mindedness Respond to learning with group and/or individual action. 3
Primary Years Programme
The IB
learner
profile…
profile of the
MIS
community
The aim of IB
programmes is to
develop
internationally
minded people
who, recognizing
their common
humanity and
shared
guardianship of
the planet help to
create a better
and more peaceful
world.
They imply a
commitment to
help all members
of the school
community learn
to respect
themselves and
the world around
them.
2015-2016
Open minded: We critically appreciate our own cultures and We thrive to be:
personal histories, as well as the values and traditions of others. Inquirers: We nurture our We seek and evaluate a range of curiosity, developing skills for points of view, and we are willing inquiry and research. We know to grow from the experience. how to learn independently and with others. We learn with Caring: We show empathy, enthusiasm and sustain our love compassion and respect. We have a commitment to service, and we of learning throughout life. act to make a positive difference Knowledgeable: We develop and in the lives of others and in the use conceptual understanding, world around us. exploring knowledge across a We approach range of disciplines. We engage Risk-­‐takers: with issues and ideas that have uncertainty with forethought and determination; we work local and global significance. independently and cooperatively Thinkers: We use critical and to explore new ideas and creative thinking skills to analyze innovative strategies. We are and take responsible action on resourceful and resilient in the complex problems. We exercise face of challenges and change. initiative in making reasoned, Balanced: We understand the ethical decisions. importance of balancing different Communicators: We express aspects of our lives—intellectual, ourselves confidently and physical, and emotional—to creatively in more than one achieve well-­‐being for ourselves language and in many ways. We and others. We recognize our collaborate effectively, listening interdependence with other carefully to the perspectives of people and with the world in other individuals and groups. which we live. 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. 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. 4
“The IB learner profile
represents 10 attributes that
can help individuals and
groups become responsible
members of local, national
and global communities.”
Primary Years Programme
2015-2016
Curriculum Framework
What do we want our students to know?
Knowledge
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 critical importance of acquiring sets of skills and exploring content that transcends the boundaries of the traditional subjects 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. These themes are revisited and reinforced yearly in the Units of Inquiry. The six Transdisciplinary Themes are: 6
Primary Years Programme
2015-2016
Curriculum Framework
What do we want our students to understand?
Concepts
Form What is it like it is? An understanding that everything has a form with recognizable features that can be observed, identified, described and categorized. Function Causation How does it work? The understanding that everything has a purpose, a role or a way of behaving that can be investigated. Change Connection How is it changing? The understanding that change is the process of movement from one state to another. It is universal and inevitable. Perspective What are the points of view? The understanding that knowledge is moderated by perspectives: different perspectives lead to different interpretations, understandings and findings; perspectives may be individual, group, cultural or disciplinary. What is our responsibility? The understanding that people make choices based on their understandings, and the action they take as a result do make a difference. Responsibility Reflection Why is it like it is? The understanding that things do not just happen, that there are casual relationships at work and that actions have consequences. How is it connected with other things? The understanding that we live in a world of interacting systems in which the actions of any individual element affect others. How do we know? The understanding that there are different ways of knowing, and that it is important to reflect on our conclusions, to consider other methods of reasoning, and the quality and reliability of the evidence we have considered. In addition to learning these key concepts, children will be learning related concepts in all curriculum areas. Instead of simply gaining knowledge and skills they will deepen their understanding of more complex ideas. 7
Primary Years Programme
2015-2016
Curriculum Framework
What do we want our students to be able to do?
Transdisciplinary Skills
The acquisition of the following Transdisciplinary Skills is essential to enable students to become independent learners; who are capable of pursuing knowledge within and beyond the classroom. Mastery of these skills will allow students to organize and communicate knowledge across subject areas. Each year students will develop and practice these skills in their Units of Inquiry; providing a foundation on which the next year can build. Research skills Students will be able to observe details, learn how to formulate questions, plan, collect, record, organize and interpret data; and present research findings. Thinking skills Students will be able to apply, analyze, synthesize and evaluate the knowledge and concepts they have acquired. Social skills Students will be able to respect others, cooperate, accept responsibility, resolve conflicts, and make group decisions. Communication skills Students will be bilingual in Spanish and English and will be able to communicate with others in Mandarin at the end of 8th grade. They will be able to listen and speak, read and write, use non-­‐verbal communication and effectively present in different ways to various audiences. Self-­‐management skills Students will be able to learn how to organize themselves, manage time, be safe, have an appropriate behavior depending on the situations and make informed choices to develop a healthy lifestyle. 8
Primary Years Programme
2015-2016
Curriculum Framework
What do we want our students to value,
demonstrate and feel?
Attitudes
The PYP focuses on the development of personal attitudes: towards people, towards the environment and towards learning. These attitudes contribute to the well-­‐being of the individual and the group. Appreciation: Appreciating the wonder and beauty of the world and its people. Commitment: Being committed to own learning, persevering and showing self-­‐discipline and responsibility. Confidence: Feeling confident in own ability as learners, having the courage to take risks, applying what has been learned and making appropriate decisions and choices. Cooperation: Cooperating, collaborating and leading and following as the situation demands. Creativity: Being creative and imaginative in own thinking and approach. Curiosity: Being curious about the nature of learning, about the world, its people and culture. Empathy: Imagining in another’s situation in order to understand his or her reasoning and
emotions, so as to be open-­‐minded and reflective about the perspective of others. Enthusiasm: Enjoying learning and willingly putting effort into the process. Independence: Thinking and acting independently, making own judgments based on reasoned argument, and being able to defend their judgments. Integrity: Being honest and demonstrating a considered sense of fairness. Respect: Respecting themselves, others and the world around them. Tolerance: Accepting and being sensitive about differences and diversity in the world and being responsive to the needs of others. 9
Primary Years Programme
2015-2016
Curriculum Framework
How do we want our students to act?
Action
There is an explicit expectation that learning through inquiry will lead to responsible action initiated by the students. It can be a small change or may have a wider social impact. The PYP gives students the opportunity to propose actions in many different ways so that even at a young age, they can begin to make a difference in the world. Action as service Service to fellow students, and to the larger community, both in and outside the school is a form that action can take. Through service, students are able to grow both personally and socially. Students can develop skills such as cooperation, problem solving, conflict resolution, and creative and critical thinking. SERVICE • Should be voluntary • Should be from a student’s initiative • Should arise from genuine concern and commitment • Can begin with small acts 10
Primary Years Programme
The
PYP
Exhibition
at grade 5
2015-2016
Students in their 5th and final year of the PYP participate in a culminating project: The PYP Exhibition. The Exhibition celebrates students moving from the PYP to the MYP. It also serves as a final assessment where each student is required to demonstrate engagement, understanding and the ability to integrate the 5 essential elements of the program: knowledge, concepts, skills, attitudes and action. The Exhibition requires that students present an in-­‐depth collaborative, transdisciplinary inquiry that involves them in identifying, investigating, and offering solutions to real-­‐life issues. The Exhibition is so important that the entire school community is invited to celebrate this important event by observing the group presentations. Key purposes of the Exhibition: • Provide an opportunity for students to demonstrate independence and responsibility for their own learning • Provide opportunity for students to explore multiple perspectives • To demonstrate how students can take action as a result of their learning • To celebrate the transition into middle school 11
Primary Years Programme
2015-2016
At MIS, assessment is integral to all planning, teaching, and learning. Assessment identifies what students know, understand, do and feel in different stages of their learning process. The goal of assessment is to provide information about both the process of learning and the individual needs of students to students themselves, to their parents, teachers and the administration. Assessment
Diagnostic assessment-­‐ evaluates students’ prior knowledge and skills before introducing something new. Formative assessment – evaluates students throughout the learning process using different strategies. Summative assessment – an end of Unit evaluation that allows students to demonstrate their mastery of the relevant knowledge, skills, and understandings. Assessment helps to evaluate the progress made by the students and it involves the gathering and analysis of information about students’ skills and performance. It also serves as a guide for teacher planning, differentiation and instruction. Students are always involved in this process getting feedback and learning to self-­‐assess their own work. Indeed, students come to value the opportunity to learn from their mistakes. MIS teachers use different assessment strategies such as direct observation, performance assessment, open ended tasks, and selected responses. Teachers utilize rubrics and checklists so that students and parents fully understand the evaluation standards. MIS students are measured through a standardized test, the MAP (Measure of Academic Progress) starting in 3rd grade. MIS communicates students’ progress 3 times a year with parent-­‐teacher conferences during the months of October and June, and a student led conferences in March. Parents may ask for a meeting to discuss their child’s progress at any time. Please refer to MIS Assessment Policy for more information. 12
Primary Years Programme
2015-2016
The Magellan International School is a Spanish immersion school. Subject
areas
Our students: v Learn language: basic interpersonal communication skills v Learn through language: cognitive academic language proficiency v Learn about language: critical language awareness Instructional times: Structured, purposeful inquiry is the main approach to teaching and learning language in the PYP although other teaching strategies and styles may also be used. Students learn a language when using it through speaking, listening, reading and writing. Language proficiency is fundamental to learning, thinking and communicating, particularly to understanding and expressing ideas. At MIS language is developed across the whole curriculum. As a result all teachers at are language teachers, who model and teach the use of the language. Learning takes place in authentic contexts, and literature plays a special role in enabling this to happen. Grade level Spanish English Mandarin PP3 70% 30% PP4 72% 28% K 70% 30% 1st-­‐ 2nd 70% 30% 3rd 61% 29% 10% th
60% 29% 11% th
4 -­‐5 Teachers provide opportunities for language learning in a safe, yet stimulating environment, encouraging students to speak out and take risks without feeling self-­‐
conscious about making mistakes. Music and PE are taught in English. Art is taught in English from PP3-­‐2nd and in Spanish from 3rd to 5th grades. 13
Primary Years Programme
Language
Curriculum
2015-2016
The Magellan International School is a Spanish immersion school. Students learn languages in the context of regular classroom activities. The goal is for students to communicate with fluency in Spanish and English and with proficiency in Mandarin. Students will be able to express themselves confidently, accurately and fluently in oral, written and visual communication systems. Main strands
v Oral:
listening and
speaking
Oral communication: Listening and Speaking Oral communication enables students to construct meaning through the process of articulating thoughts in a variety of ways. Oral communication encompasses all aspects of listening and speaking: skills that are essential for language development, for learning and for relating to others. PYP language scope and sequence Written communication: Reading and Writing v Written:
reading and
writing
v Visual:
viewing and
presenting
Reading is constructing meaning from text by making inferences and interpretations. The process of reading is interactive and involves the reader’s purpose for reading, the reader’s prior knowledge and experience and the text itself. Writing allows us to develop, organize and communicate thoughts, ideas and information in a visible or tangible way. PYP language scope and sequence Visual communication: Viewing and Presenting Viewing and presenting means interpreting or constructing visuals and multimedia in a variety of situations and for a range of purposes and audiences. They allow students to understand the ways in which images and language interact to convey ideas, values and beliefs. Visual images immediately engage viewers allowing them to instant access to data. Learning to interpret this data and to understand and use different media are invaluable skills. PYP language scope and sequence 14
Primary Years Programme
2015-2016
Literacy • Language instruction follows a Communicative Approach; meaning that the main purpose of language is communication, rather than the study of syntax and grammar. • A balanced approach is used in all classes to maintain appropriate age experiences for reading and writing. Major components: Independent reading: students read on their own or with partners from a wide range of materials. Some reading may be from a special collection at their reading level. Group reading: The teacher uses a text that all students can see, and involves students in reading together. Reading aloud: The teacher reads aloud to the whole class, asks questions and facilitates discussions either during or after reading The focus is primarily on reading comprehension. Guided reading: The teacher works with a small group of students who have a similar reading level. The teacher selects and introduces new books which the students are encouraged to read themselves. The teacher guides this process with help, questions and support. 15
Primary Years Programme
2015-2016
In addition to the balanced literacy approach, the Six Plus One Traits model for writing is used by language teachers. In this model, writing is understood as a process in which 7 different traits are needed to produce an effective text. These writing traits are: Ideas, Organization, Voice, Word choice, Sentence fluency, Conventions and presentation. These traits are followed by students through all the steps of the writing process (prewrite, draft, revise, edit, and publish). MIS has developed its own proofreading symbols, which are the same in Spanish and English, in order to make teacher comments easy for the students to understand. Language is acquired through inquiry. This means most of the language activities are integrated within the Unit of Inquiry. The IB framework also facilitates a space for independent inquiry where the teacher focuses on a particular concept that cannot be covered by the Unit. The English and Spanish curriculums include sequenced reading plans. These plans are intended to be a tool for teachers to promote literature in the classroom. Each language selects titles that are excellent linguistic models, that were written by well-­‐known authors and that represent a diversity of cultures. MIS language teachers conduct language assessments by using a variety of tools throughout the year. Both English and Spanish teachers formally assess student reading 3 times a year. The main objective of these assessments is to identify students’ progress, support and/or extend their learning. 16
Primary Years Programme
2015-2016
Mandarin The Magellan International School introduces Mandarin in the 3rd grade. Chinese Simplified Characters and Pinyin system are taught at MIS by native speakers. Chinese is the classroom instructional language as much as 90% of the time. The course focuses on oral and written communication skills. Students learn to exchange common, everyday thoughts, ideas and information. Students are also exposed to Chinese culture and traditions. At the end of the 5th grade, student progress is assessed through a standardized test: the Youth Chinese Test (YCT) LEVEL I. 17
Primary Years Programme
2015-2016
Mathematics
Curriculum
MIS utilizes the Singapore Math approach as a tool to master problem solving through five inter-­‐related components: concepts, skills, processes, attitudes and metacognition. This approach stresses the importance of the development of mathematical thinking skills and the use of information technology. The curriculum is divided into five strands: Data handling: Data handling allows us to make a summary of what we know about the world and to make inferences about what we don’t know. Data can be collected, organized, represented and summarized in a variety of ways to highlight similarities, differences and trends; the chosen format should illustrate the information without bias or distortion. Probability can be expressed qualitatively and quantitatively on a numerical scale. PYP mathematics scope and sequence Measurement: To measure is to attach a number to quantity using a chosen unit. Since the attributes being measured are continuous, ways must be found to deal with the quantities that fall between numbers. It is important to know how accurate a measurement needs to be or can ever be. PYP mathematics scope and sequence Shape and space: The regions, path and boundaries of natural space can be described by shape. An understanding of the interrelations of shape allows us to interpret, understand and appreciate our 2D and 3D world. PYP mathematics scope and sequence
Pattern and function: To identify pattern is to begin to understand how mathematics applies to the world in which we live. The repetitive features of patterns can be identified and describes as generalized rules called functions. This builds a foundation for the later study of algebra.
PYP mathematics scope and sequence Number: Our number system is a language for describing quantities and the relationships between quantities. For example, the value attributed to a digit depends on its place within a base system. Numbers are used to interpret information, making decisions and solve problems. PYP mathematics scope and sequence 18
Primary Years Programme
2015-2016
Whenever possible math is taught within the context of the classroom inquiry, rather than isolated math lessons. Students will: • Develop a deep understanding of mathematical concepts • Take their time to master a concept rather than attempting a rapid, but superficial understanding of many concepts. • Understand the “Why?” not just the “How?” • Develop algebraic thinking • Develop Problem solving skills • Explore various ways to solve a problem • Have tools to self-­‐assess their progress and thinking skills • Review mathematical concepts every year each time at a higher and more difficult level • Participate in Math enrichment and extension programs through differentiated learning. 19
Primary Years Programme
Science
Curriculum
2015-2016
The Magellan International School has developed a unique approach to the teaching and learning of Science through the inclusion of the Next Generation Science Standards (NGSS) within the PYP curriculum framework. This approach enables students to develop an understanding of the Scientific Method. Science is integrated into Transdisciplinary units of inquiry with a focus on building conceptual understanding, critical thinking and research skills. Students are encouraged to identify, reflect on, and ask questions about the major scientific concepts that drive each inquiry. Students also learn scientific skills. They are taught to handle tools, record and compare data, make accurate and detailed observations, and use them to formulate explanations. The Science Curriculum is divided into four strands: Living Things: the study of the characteristics, systems, and behaviors of humans and other animals, and of plants; the interactions and relationships between and among them, and with the environment. PYP Science Scope and Sequence
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. PYP Science Scope and Sequence
Materials and Matter: the study of the properties, behaviors and uses of materials, both natural and human made; the origins of human-­‐made materials and how they are manipulated to suit a purpose. PYP Science Scope and Sequence
Forces and Energy: the study of energy, its origin, storage and transfer and the work it can do; the study of forces; the application of scientific understanding through inventions and machines. PYP Science Scope and Sequence
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Primary Years Programme
2015-2016
Our curriculum explores crosscutting concepts (concepts that cut across traditional subject areas) such as: patterns, scale, proportion, and cause and effect. 21
Primary Years Programme
Social
Studies
Curriculum
2015-2016
Social studies at MIS are unique. They reflect the diverse cultural and international population of the school. Consequently, the curriculum combines aspects of Texas Essential Knowledge and Skills (TEKS), the Common Core, and the PYP curriculum framework. Social studies are integrated into the Transdisciplinary units of inquiry with the focus of building conceptual understanding, critical thinking and research skills. Students are taught to orient themselves in time and place, identify roles, rights and responsibilities, to use and analyze evidence from a variety of historical, geographical, and societal sources, and assess the accuracy, validity and possible biases of those sources. During the course of the units of inquiry, students are encouraged to formulate questions about the past, the future, different places, cultures, governments and societies. The Social Studies Curriculum is divided into five strands: Human systems and economic activities: the study of how and why people construct organizations and systems; the way in which people connect locally and globally; the distribution of power and authority. PYP Social Studies Scope and Sequence Social organization and culture: the study of people, communities, cultures and societies; the ways in which individuals, groups and societies interact with each other. PYP Social Studies Scope and Sequence 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. PYP Social Studies Scope and Sequence 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. PYP Social Studies Scope and Sequence
22
Primary Years Programme 2015-2016
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. PYP Social Studies Scope and Sequence Our curriculum explores crosscutting concepts (concepts that cut across traditional subject areas) such as: community, culture, diversity, beliefs, and identity. 23
Primary Years Programme Personal Social
and Physical
Education
PSPE
2015-2016
Personal Social and Physical Education PSPE: MIS is deeply concerned with promoting the wellbeing of each student because it is intrinsically linked to all aspects of their experience both in and outside of school. Well-­‐being encompasses physical, emotional, cognitive, spiritual and social health. It contributes to an understanding of self, to developing and maintaining relationships with others, and to participation in an active, healthy lifestyle. Physical Education PE MIS students learn the “language” of physical movement and their bodies. Students learn to understand what they can and cannot do physically. They become aware of their own strengths. They learn that physical activity is an essential aspect of a balanced, healthy lifestyle. Learning through PE helps build self-­‐esteem, confidence, cooperation and fitness. It stimulates students’ awareness of their own physical fitness and encourages them to develop an interest and appreciation in sports and physical activity. Students develop skills in these areas through a wide variety of cooperative and competitive games, sports, and physical challenges designed to ensure maximum participation by all, with an emphasis on cooperation rather than wining. 24
Primary Years Programme 2015-2016
Social and Emotional Learning SEL MIS Social and Emotional Learning includes fun and interactive lessons, mindfulness practice, and experiential activities. In Preschool, teachers are given coaching sessions so that they might implement daily SEL activities such as discussions and skill-­‐building in their classrooms. In Primary School, regular workshops blend the students’ academic studies with important topics such as self-­‐
compassion, resiliency, healthy friendships and self-­‐regulation skills. All workshops are conducted in the classroom during the Personal Social and Physical Education (PSPE) block. Human Development and Comprehensive Sex Education MIS is committed to providing comprehensive, age-­‐appropriate, medically accurate, sexual education to students. Students in grades Kinder-­‐5th grade will receive formal and comprehensive Sexuality Education classes as part of the Personal Social Physical Education-­‐Human Development block. Human Development will present sex and sexuality education in a natural and positive way, while educating students about the significant potential emotional and physical consequences. Human Development classes will also help students identify and explore personal, family, and community values about sex and sexuality. Students in all grades, including PP3 & PP4, can expect to hear medically accurate language when describing bodies and bodily functions. 25
Primary Years Programme
Arts
2015-2016
Arts are viewed in the PYP as a form of expression that is inherent in all cultures. They are a powerful means to assist in the development of the whole child, and are important for interpreting and understanding the world. Art promotes imagination, communication, creativity, social development and original thinking. Through the arts students learn to communicate, are exposed to other cultures and find out more about themselves. Music Music
The music curriculum at MIS weaves the music education methodologies of Zoltán Kodály and Emile Jaques-­‐Dalcroze into the IB arts model. Students learn musical skills and are given experiences that encourage them to express themselves and create. These skills are: singing, moving, reading, writing, composing, improvising, and playing instruments. The basis for all the MIS repertoire is taken from international folk songs and classical music. The phrase and structure of these two musical genres help students develop an appreciation for beautiful singing, a critical ear and a musical vocabulary that is large and varied. Learning songs from a variety of cultures helps students understand and connect to the world through the study of cultural traditions, celebrations, and daily life. In Preschool, students experience vocal and body movement. They explore their movement vocabulary from the whole body to their limbs for beat, rhythm, form, and expression. Students also discover vocal registers and ranges that develop their singing voices as well as fluidity and rhythm within their speaking voices They have opportunities to sing/chant alone or in front of others when their confidence grows. They also come to enjoy improvising melodic tunes, and creating new lyrics for popular songs. All this translates into an increasing comfort in performance and public speaking. 26
Primary Years Programme
2015-2016
In the elementary years (kindergarten through fifth grade) students begin to develop musical literacy along with voice and body expression. In kindergarten students explore their different voices: singing/speaking/calling/whisper/in the mind. They also experience and label the musical comparatives: loud/soft, high/low, fast/slow. Gradually, students delve more deeply into the constructs of music: rhythm and melody. For the melodic and rhythmic study students begin to understand the solfége system and takadimi rhythm system through singing folk songs and then drawing out the melodic and rhythmic elements. From these, students study the symbols and how to read, sing, write, and play them. This gives them a variety of tools with which to develop and express their own ideas. Students gain a greater understanding of music as an aesthetic as and develop skills that build musical knowledge, confidence and interpersonal skills. 27
Primary Years Programme
Visual Arts
Visual arts are taught in English from PP4 to 2nd grade, and in Spanish from 3rd to 5th grade. 2015-2016
Visual Arts Visual arts are a powerful mode of communication through which students explore and construct a sense of self and develop an understanding of the world around them. The PYP recognizes that not all learning can be supported solely through language and that the arts as medium of inquiry also provides opportunities for learning, communication and expression. Learning about and through arts is fundamental to the development of the whole child. The visual arts program introduces students to a sequence of concepts and techniques intrinsic to the study of the arts. The program develops creative skills, critical thinking abilities, and program solving skills. Students are exposed to a variety of media, including architecture, collage, drawing, graphic design, illustration, mask making, mural and other painting, printmaking and sculpture. Students acquire a multicultural and historical perspective of the arts which provides them with the knowledge and confidence to make an aesthetic critique. 28
Primary Years Programme
Information
Digital
Literacy
IDL
2015-2016
Information and Digital Literacy (IDL) plays an essential role in the inquiry-­‐based curriculum at MIS by providing students with direct instruction in information technology and research skills. Students are able to locate, use, and evaluate information as they engage in authentic learning projects that address real-­‐world problems. They learn to use research tools, which are offered in multiple formats that support and enrich the PYP Units of Inquiry. An integrated approach to digital citizenship helps students use IDL skills in safe, legal, and responsible ways. The ultimate objective of IDL is to prepare MIS students to thrive as global citizens by using their skills to learn and contribute to a connected world. IDL can be transformative students are encouraged to use technology to do what they could not otherwise do. In addition to supporting the inquiry-­‐based curriculum through IDL, the MIS library exists to foster a love of reading among students of all ages. Weekly library visits for story times and free reading complement classroom instruction by providing meaningful opportunities for children to engage with quality literature. Story times and other special library programs are presented in Spanish, the primary language of instruction at MIS. Reading materials of various levels in Spanish, English, and Mandarin are available for students to check out and take home. 29