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Primary SchoolPreparatory
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
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Message from the Preparatory Class teacher
Dear Parents,
A very warm welcome to Preparatory and OWIS for our new parents. My name is Francesca MacAlpine and I will be your child’s teacher. I am English/Italian and have been teaching for over 10 years, gaining my teaching qualifications in the UK: I have taught in Italian International Schools, UK Independent Prep Schools and in the state system and recently in Singapore. I am married and have 3 boys, Archie 10, Toby is 8 and Luca almost 7.
Below are a few housekeeping points.
I have attached a copy of the timetable for your reference.P.E: We have P.E on Tuesday and Thursday. The children come to school in their P.E. uniform on those days.
Library: Our library days are Monday and Wednesday. The children will be able to visit the library and choose books. Please send the blue library bag on those days as the children will not be allowed to borrow a book unless they have this blue library bag.
Snack & lunch: Children need a water bottle every day which they can refill using the water fountains. Children bring a healthy snack and lunch everyday.
Sun: Please apply sunscreen before coming to school and make sure your child has a hat. They can leave the hat at school. They will bring it home on a Friday so that it can be washed ready for a new week.
Labels: Please label uniforms, hats, water bottles, snack pots and anything else that your child brings to school.
We have adopted 2 class pets: a badger and a dinosaur (soft toys), which the children will have the opportunity throughout the year to bring home for the weekend or even on holiday. The pets will have a little diary that the children can fill in with photos, drawings and writing of their adventure together. They will share this with the class.
Please do contact me at any time with any queries you might have at [email protected]
I am really looking forward to teaching your children and getting to know them and to meeting you on Tuesday 16th of August at the ‘Meet the Teacher Evening.’
Best wishes,Francesca
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Table of Contents
1 Message from the Head of Primary / Primary Years Coordinator
2 Message from the Preparatory Class teacher
3 Table of Contents
4 OWIS Mission, Vision and Values
5 OWIS Teaching Staff
6-8 Preparatory Routines:
Expectations;What to bring to school; Making friends and social expectations; Code of Conduct - Essential Agreements;Portfolios;Timetable.
9 Learning at Home
10-11 Parental involvement
12-21 Preparatory Programme of Inquiry:
English;Mathematics;Science;Social Studies;Physical, Social and Physical Education;The Arts;Mandarin.
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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.
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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
Preparatory Teacher: Francesca MacAlpineTeacher Assistant: Gowri Kannan
Grade 1 A Lesley PolsonMichelle DickinsonTeacher Assistant: Ramapriya Rajagopalan
[email protected]@owis.org
Grade 1 B Carly PearlmanTeacher Assistant: Ramapriya Rajagopalan
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]
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Preparatory Routines
Expectations Preparatory students will be collected from the auditorium at 8.25am by myself, Mrs MacAlpine, and will leave promptly, as the bell sounds, in order to start the first session at 8.30am. It is important 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.
Students will be escorted to the auditorium at the end of the day, by myself, to be collected or to join their respective bus line. 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.
Timetabled library sessions occur twice a week and it is the responsibility of the student to return their library books on a weekly basis. Preparatory students have a blue library bag which they must bring to school on Library days. If they don’t have this bag they will not be allowed to borrow a book.
Frequently, letters are given to students to take home and it is the responsibility of the student and parent to ensure that these are dealt with accordingly. Please check you child’s communication folder daily as this is where any letters will be placed.
What to Bring to School Library bag – should be brought each Monday and Wednesday 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 on a Monday the children will bring the hat home on a
Friday to be washed and returned to school on Monday Snack and lunch – should be packaged appropriately; Swimming bag – to be brought on Mondays, as per school calendar swimming sessions; PE kit – should be worn each Wednesday 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; Instrument tuition (if your child has subscribed to these) – instrument and books. Preparatory students can sign up for instrumental tuition during term 4.
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Making Friends and Social ExpectationsOne 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. New students are allocated a class ‘buddy’. 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 Preparatory 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.
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Timetable
CLASS TEACHER TO COPY AND PASTE THEIR OWN TIMETABLE
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.
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Learning at Home Teachers set tasks that are specifically required to be undertaken outside of curriculum time; these tasks form an essential part of OWIS’s curriculum expectations from Prep to Grade 9. This weekly expectation is valuable to promoting independent learners, as well as providing an opportunity to share learning with parents.
Grade Level Amount per week
Preparatory Ten minutes per night (Mon-Thurs), plus daily reading with an adult.
Grade 1 - 3 One hour and thirty minutes, plus daily personal reading.Grade 4 Two hours and thirty minutes, plus daily personal reading.Grade 5 Two hours and thirty minutes, plus daily personal reading.
During the Grade 5 Exhibition Unit, no teacher-initiated tasks will be set.
Grade 6 Five hours, plus personal reading.Grade 7 Six hours and fifteen minutes, plus personal reading.Grade 8 - 9 Seven hours and thirty minutes, plus personal reading.
In Prep children will have reading and/or phonics activities/games to practice. Children learn at their own pace so not all the students will have the same homework. The students will have a log/communication book which will stay in their communication
folder at all times. I will use this log/communication book to record your child’s homework and comments.
Please read this regularly.
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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.
In Prep I welcome parental involvement. Some of the ways in which parents can get involved are: monthly Mystery Readers, parents coming in to class to share experiences or knowledge related to our Units of Inquiry, getting involved with class projects, volunteering for class trips, walking the class to swimming.
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.
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!
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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. Please check your child’s communication folder on a daily basis. Please take note of the return dates for permission slips.
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; Numeracy outcomes; Literacy outcomes; Useful vocabulary to be discussed and learned.
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Programme of Inquiry: Prep
Transdisciplinary Theme
Who We Are (WWA) Where we are in time and place (WWAITAP)
How we express ourselves (HWEO)
How the world Works (HTWW)
How we organize ourselves (HWOO)
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 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.
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 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.
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 People recognise important personal and cultural events through celebrations and traditions.
Homes reflect personal identity and local culture
Imagination is a powerful tool for extending our ability to think create and express ourselves
Understanding the way materials behave and interact determines how people use them.
Communities make efforts to create transportation systems that meet their needs.
Plants are a life sustaining resource for us and for other living things
Key Concepts Connection, Causation
Change, Persective, Function
Causation, PerspectiveReflection
Form,Function,Change.
Form, Function, Change
Form,Connection, Responsiblity
Related Concepts Continuity, diversity
Community, history, change
Empathy,invention,transformation
Properties,structure, transformation
Network, technology, sustainability
Interdependence, systems
Lines of Inquiry What traditions areReasons for celebrationsDifferent celebrations and traditions
The concept of homeDifferent types of home changes in homes over time
How our imagination helps us consider other perspectivesHow imagination helps us solve problemsHow imagination helps us to communicatie
Types of MaterialProperties of materialsUse of materials
Features of transportation systemsDecisions involved in using transportationHow systems of transportation respond to changing needs
What plants provide for us and other living thingsPlant life cyclesCaring for plant life
Learner Profile and Attitude focus
Learner Profile: Caring, Communicator, Open minded Attitude: Appreciation, Respect
Learner Profile: Open minded, Communicator, Reflective Attitude: Cooperation, Curiosity
Learner Profile: Inquirer, Risk taker Attitude: Creativity, Enthusiasm
Learner Profile: Inquirer, Knowledgeable Attitude: Independence, Cooperation
Learner Profile: Communicator, Pricipled Attitude: Appreciation, Respect
Learner Profile: Inquirer, Balanced Attitude: Appreciation, Commitment
TD Skill focus Communication skills (listening and speaking)Self Management skills
Thinking skills Social, Thinking and Communication skills
Thinking and research skills Research skills (collecting data) Research skills (observing)
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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 Preparatory include:Listening and Speaking
Reading Writing Viewing and Presenting
Can name classmates, teachers and familiar classroom and playground objects
Share how they enjoy listening to stories
Differentiate between illustrations and written text
Reveal their own feelings in response to visual presentations, for example, by showing amusement, curiosity, surprise
Use single words and two-word phrases in context
Show curiosity and ask questions about pictures or text through small and large group discussions
Use their own experience as a stimulus when drawing and writing
Observe visual cues that indicate context; show understanding by matching pictures with context
Join in with poems, rhymes, songs and repeated phrases in shared books
Participate in shared reading, joining in with rhymes, refrains and repeated text as they gain familiarity
Show curiosity and ask questions about written language through large and small group discussions
Recognize familiar signs, labels and logos, for example, pedestrian walking sign, emergency exit sign, no dogs allowed; identify similarities and differences
Understand simple questions and respond with actions or words
Begin to discriminate between visual representations such as symbols, numbers, ICT iconography, letters and words
Begin to discriminate between letters/characters, numbers and symbols
Show appreciation of illustrations in picture books by selecting and rereading familiar books, focusing on favourite pages
Recognise rhymes, syllables and sounds (phonemes) in spoken words
Handle books, showing an understanding of how a book works, for example, cover, beginning, directional movement, etc
Write their own name independently Select and incorporate colours, shapes, symbols and images into visual presentations
Understand the variability of sound - letter matches.
Recognise the letters of the alphabet and know there are lower and upper case letters
Choose to write as play, or in informal situations, for example, filling in forms in a pretend post office, writing a menu or wish list for a part
Understands how print is organized and readRead first 100 high frequency words in age appropriate literatureChoose and read age appropriate picture books for pleasure
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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 Preparatory include: Number Pattern and
FunctionMeasurement Shape and Space Data Handling
Can skip count forwards and backwards in 2’s, 5’s and 10’s to 100
Copies, extends, and explains repeating patterns using symbolic forms
Uses nonstandard units to measure, compare and estimate measurement
Identify, sort and compare traditional and non-traditional two-dimensional shapes and three-dimensional figures
Sort, classify, and display a variety of concrete objects using 2 attributes
Patterns for numbers from 1- 10 are recognised instantly
Creates and extends simple increasing patterns
Recognizes some coin denominations (1 cent, 5 cents, 10 cents)
Describe, sort and classify, build and compare three-dimensional figures
Observes and discusses information found on simple graphs and charts
Identify the words to numerals, 1-20
Understands and uses ordinal numbers first through fifth
Explores area, perimeter and volume (how much sand will this cup hold)
Describe the location and movement of objects through investigation
Sorts information using intersecting graphs (ex. Venn diagrams) with guidance
Compose and decompose numbers up to 10 in a variety of ways
Describe numeric repeating patterns in a hundred square
Read and tell time from an analog clock to the half hour
Begins to build symmetrically
Begin to explore the concept of probability in everyday context
Add and subtract 1-digit up to 10 using manipulatives, using a range of algorithms or strategies
Finds a variety of groupings that equal a single total (such as combinations of ten)
Can understand time written on a digital clock
Sorts objects by two or more attributes
Say the number before and after a given number in the range of 1-20
Understands there are seasons and can name them
Identify and draw straight and curved lines
Compare groups of objects using less than, more than and equal too
Understands the difference between AM and PM
Compare and describe closed shapes and open lines
Demonstrates an understanding of place value to 10’s and 1’s
Can use long, tall, short, more and less to compare size, mass and capacity
Draw a two-dimensional shape by tracing around one face of a three-dimensional object
Demonstrates an understanding of simple fractions (½, ⅓, ¼) using pictures or manipulatives
Relate temperature to real life experiences
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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 Preparatory include: Life Science Materials and Matter Forces and Energy Earth and SpaceIdentify and name a variety of common wild and garden plants, including deciduous and evergreen trees
Distinguish between an object and the material from which it is made
Exploring different ways to produce sound using familiar objects and actions such as striking, blowing, scraping and shaking
Observable changes occur in the sky and landscap
Identify and describe the basic structure of a variety of common flowering plants, including trees such as leaves and roots
Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock
Comparing sounds made by musical instruments using characteristics such as loudness, pitch and actions used to make the sound
Exploring the local environment to identify and describe natural, managed and constructed features
Describing the use of plant parts for particular purposes such as making food and obtaining water
Describe the simple physical properties of a variety of everyday materials
Exploring different ways to produce sound using familiar objects and actions such as striking, blowing, scraping and shaking
Recording short and longer term patterns of events that occur on Earth and in the sky, such as the appearance of the moon and stars at night, the weather and the seasons
Living things have a variety of external features
Everyday materials can be physically changed in a variety of way
Comparing sounds made by musical instruments using characteristics such as loudness, pitch and actions used to make the sound
Living things live in different places where their needs are met
Predicting and comparing how the shapes of objects made from different materials can be physically changed through actions such as bending, stretching and twisting
Exploring different habitats in the local environment such as the beach, bush and backyard
eEploring how materials such as water, chocolate or play dough change when warmed or cooled
Recognising that different living things live in different places such as land and water
Compare and group together a variety of everyday materials on the basis of their simple physical properties.
Exploring what happens when habitats change and some living things can no longer have their needs met
Identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses
Identifying common features of plants such as leaves and roots
Find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.
Observe and describe how seeds and bulbs grow into
Investigating the effects of mixing materials together
mature plantPlants live in different places where their needs are met
Suggesting why different parts of everyday objects such as toys and clothes are made from different materials
Exploring different habitats in the local environment such as the beach, bush and backyard
Exploring the local environment to observe a variety of materials, and describing ways in which materials are used
Exploring what happens when habitats change and some living things can no longer have their needs metRecognising that different living things live in different places such as land and water
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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 Preparatory include: Human Systems and Economic Activities
Social Organization and Culture
Continuity and Change Through time
Human and Natural Environments
Resources and the environment
Explore how systems influence lifestyle and community
Events beyond living memory that are significant nationally or globally
How the present, past and future are signified by terms indicating time such as ‘a long time ago’, ‘then and now’, ‘now and then’, ‘old and new’, ‘tomorrow’, as well as
The ways the activities located in a place create its distinctive features
Compare transportation systems within the local community to those in other communities
Understanding there have been significant individuals in the past who have contributed to international achievements.
Differences and similarities between students' daily lives and life during their parents’ and grandparents’ childhoods, including family traditions, leisure time and communications
Use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features
Explain how and why changes in transport have occurred over time
Each country has significant historical events, people and places
Compare transportation systems within the local community to those in other communities
Express his or her understanding of what a home is
Examine the impact of technological advances in transport on the environment.
Reflect on a journey he or she has taken and what was learned from it
Explain how and why changes in transport have occurred over time
Research and compare homes in different cultures
Explore how families influence the individual
Examine the impact of technological advances in transport on the environment.
Identify factors that influence where people live and what their homes are like
Describe how artifacts, heirlooms and ritualsare evidence of cultural identity
How the past, present and future are signified by dates and changes that may have personal significance, such as birthdays, celebrations and seasons
Present the type of home that reflects who he or she is.
Represent people, events and places chronologicallyCompare and contrast current family experiences with those of a previous generation.Express his or her understanding of what a
home isResearch and compare homes in different culturesIdentify factors that influence where people live and what their homes are likePresent the type of home that reflects who he or she is.Identify and describe the functions of various public places in the communityDescribe how artifacts, heirlooms and rituals are evidence of cultural identityRepresent people, events and places chronologicallyCompare and contrast current family experiences with those of a previous generation
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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 Preparatory include: Identity Active Living InteractionsTalk about events or retell stories that reflect their own heritage and cultural background and that of others
Investigate the benefits of nutritious foods
Develop empathy for others, and acknowledge and respond to each other’s feelings
Recognize personal interests, strengths, and accomplishments
Practise and discuss appropriate personal hygiene that promotes personal, family, and community health
Demonstrate respect and consideration for individual differences and alternative points of view
Identify and talk about their own interests and preferences
Begin to demonstrate an understanding of the effects of healthy, active living on the mind and body
Use a variety of simple strategies to solve social problems
Express their thoughts and share experiences Discuss what action to take when they feel unsafe or uncomfortable, and when and how to seek assistance in unsafe situations
Demonstrate an awareness of ways of making and keeping friends
Demonstrate self-reliance and a sense of responsibility Participate actively in creative movement and other daily physical activities
Speak respectfully and pay attention to others when sharing equipment
Demonstrate a willingness to try new activities Demonstrate persistence while engaged in activities that require the use of both large and small muscles
Take turns when using equipment
Demonstrate self-motivation, initiative, and confidence in their approach to learning by selecting and completing learning tasks
Demonstrate spatial awareness in activities that require the use of large muscles
Work cooperatively to share the space and try not to bump into others when moving around
Begin to demonstrate self-control (e.g., be aware of and label their own emotions, accept help to calm down, calm themselves down after being upset) and adapt behaviour to different contexts within the schoolenvironment
Begin to demonstrate control of large muscles with and without equipment
Listen respectfully to show they care about someone
Interact cooperatively with others in classroom events and activities
Demonstrate strategies for engaging in cooperative play in a variety of games and activities
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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 Preparatory include: use a range of materials creatively to design and make products
use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.
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 Preparatory include:Responding CreatingRecognise that sound can be notated in a variety of ways Create their own basic musical instrumentsSing individually and in unison Explore vocal sounds, rhythms, instruments, timbres to
communicate ideas and feelingsRecognise music from a basic range of cultures and styles Express one or more moods/feelings in a musical compositionExpress their responses to music from different cultures and styles
Collaboratively create a musical sequence using known musical elements, e.g. rhythm, melody, contrast
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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 Preparatory include: The PREP Mandarin curriculum is based on the Better Chinese Online Learning resources (My First Chinese Words online curriculum) lesson 25 to lesson 36. 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 12 Chapters:1. What Are You Doing? 你在做什么？2. I Can Crawl 我会爬3. Mirror 镜子4. Whose Mittens Are These? 这是谁的手套？5. I Go To School 6. I Want Friends 我要朋友7. School Is Fun 在学校真快乐8. What Is The Monkey Doing? 猴子做什么？9. Big And Small 大和小10. It Is Raining 下雨了11. Where Is The Kitten? 小猫在哪里？12. Going to the Supermarket 去超市
One World International School l 21
