Baldwin School of Puerto Rico. Primary Years Program Curricular Handbook

Transcription

1 Baldwin School of Puerto Rico Primary Years Program Curricular Handbook

2 Baldwin School is a candidate school for the International Baccalaureate Primary Years Program (PYP) for grades Pre Pre Kinder through Fifth. The PYP serves as a curricular outline that includes five components referred to as the 5 Essential Elements. These components, described below, facilitate the creation of the school s curriculum providing a framework and foundation to support teaching, learning, and assessment. Included as well is a description of the attributes of the Learner Profile which serve as the ultimate goal that our program pursues, striving to develop these attributes in all the learners of our school community. The objective of this Curricular Handbook is to facilitate the understanding of the components that comprise Baldwin s Primary Years Program. Essential Elements of the Primary Years Program Knowledge : Significant, relevant content that we wish the students to explore and know about, taking into consideration their prior experience and understanding. Knowledge is framed by six transdisciplinary themes. Concepts : Powerful ideas that have relevance within the subject areas but also transcend them and that students must explore and re-explore in order to develop a coherent, in-depth understanding. There are eight key concepts and many subject specific related concepts. Skills : Those capabilities that the students need to demonstrate to succeed in a changing, challenging world, which may be disciplinary or transdisciplinary in nature. The transdisciplinary skills or Approaches to Learning are grouped into five categories. Attitudes : Dispositions that are expressions of fundamental values, beliefs and feelings about learning, the environment and people. The twelve attitudes are understood to develop the attributes of the Learner Profile. Action : Demonstrations of deeper learning in responsible behavior through responsible action; a manifestation in practice of the other essential elements.

3 Knowledge - Transdisciplinary themes Who we are An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human. Where we are in place and time 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. How we express ourselves 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. How the world works 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. How we organize ourselves 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. Sharing the planet An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.

4 Key Concepts Form Function Causation Change Connection Perspective Reflection Responsibility What is it like? How does it work? Why is it like it is? How is it changing? How is it connected to other things? What are the points of view? How do we know? What is our responsibility? Approaches to Learning (ATL) Thinking Skills Acquisition of knowledge : Gaining specific facts, ideas, vocabulary; remembering in a similar form. Comprehension: Grasping meaning from material learned; communicating and interpreting learning. Application : Making use of previously acquired knowledge in practical or new ways. Analysis: Taking knowledge or ideas apart; separating into component parts; seeing relationships; finding unique characteristics. Synthesis : Combining parts to create wholes; creating, designing, developing and innovating. Evaluation: Making judgments or decisions based on chosen criteria; standards and conditions. Dialectical thoughts : Thinking about two or more different points of view at the same time; understanding those points of view; being able to construct an argument for each point of view based on knowledge of the other(s); realizing that other people can also take one s own point of view. Metacognition : Analyzing one s own and other s thought processes; thinking about how one thinks and how one learns.

5 Approaches to Learning (ATL) Social Skills Accepting responsibility: Taking on and completing tasks in an appropriate manner; being willing to assume a share of the responsibility. Respecting others: Listening sensitively to others; making decisions based on fairness and equality; recognizing that others beliefs, viewpoints, religions and ideas may differ from one s own; stating one s opinion without hurting others. Cooperating: Working cooperatively in a group; being courteous to others; sharing materials; taking turns. Resolving conflict: Listening carefully to others; compromising; reacting reasonably to the situation; accepting responsibility appropriately; being fair. Group decision-making: Listening to others; discussing ideas; asking questions; working towards and obtaining consensus. Adopting a variety of group roles: Understanding what behavior is appropriate in a given situation and acting accordingly; being a leader in some circumstances, a follower in others. Communication Skills Listening: Listening to directions; listening to others; listening to information. Speaking: Speaking clearly; giving oral reports to small and large groups; expressing ideas clearly and logically; stating opinions. Reading: Reading a variety of sources for information and pleasure; comprehending what has been read; making inferences and drawing conclusions. Writing: Recording information and observations; taking notes and paraphrasing; writing summaries; writing reports; keeping a journal or record. Viewing: Interpreting and analyzing visuals and multimedia; understanding the ways in which images and language interact to convey ideas, values and beliefs; making informed choices about personal viewing experiences. Presenting: Constructing visuals and multimedia for a range of purposes and audiences; communicating information and ideas through a variety of visual media; using appropriate technology for effective presentation and representation. Non-verbal communication: Recognizing the meaning of visual and kinesthetic communication; recognizing and creating signs; interpreting and utilizing symbols.

6 Approaches to Learning (ATL) Self-management Skills Gross motor skills: Exhibiting skills in which groups of large muscles are used and the factor of strength is primary. Fine motor skills: Exhibiting skills in which precision in delicate muscle systems is required. Spatial awareness: Displaying a sensitivity to the position of objects in relation to oneself or each other. Organization: Planning and carrying out activities effectively. Time management: Using time effectively and appropriately. Safety: Engaging in personal behavior that avoids placing oneself or others in danger or at risk. Healthy lifestyle: Making informed choices to achieve a balance in nutrition, rest, relaxation and exercise; practicing appropriate hygiene and self-care. Codes of behavior: Knowing and applying appropriate rules or operating procedures of groups of people. Informed choices: Selecting an appropriate course of action or behavior based on fact or opinion. Research Skills Formulating questions: Identifying something one wants or needs to know and asking compelling and relevant questions that can be researched. Observing: Using all the senses to notice relevant details. Planning: Developing a course of action; writing an outline; devising ways of finding out necessary information. Collecting data: Gathering information from a variety of first- and second-hand sources such as maps, surveys, direct observation, books, films, people, museums and ICT. Recording data: Describing and recording observations by drawing, taking note, making charts, tallying, writing statements. Organizing data: Sorting and categorizing information; arranging into understandable forms such as narrative descriptions, tables, timelines, graphs and diagrams. Interpreting data: Drawing conclusions from relationship patterns that emerge from organized data. Presenting research findings: Effectively communicating what has been learned; choosing appropriate media.

7 Attitudes Appreciation : Appreciating the wonder and beauty of the world and its people. Commitment : Being committed to their own learning, persevering and showing self-discipline and responsibility. Confidence : Feeling confident in their ability as learners, having the courage to take risks, applying what they have learned and making appropriate decisions and choices. Cooperation : Cooperating, collaborating, and leading or following as the situation demands. Creativity : Being creative and imaginative in their thinking and in their approach to problems and dilemmas. Curiosity : Being curious about the nature of learning, about the world, its people and cultures. Empathy : Imagining themselves in another s situation in order to understand his or her reasoning and emotions, so as to be open-minded and reflective about the perspectives of others. Enthusiasm : Enjoying learning and willingly putting the effort into the process. Independence : Thinking and acting independently, making their 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 : Being sensitive about differences and diversity in the world and being responsive to the needs of others. Action Cycle

8 Learner Profile attributes Inquirers : They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives. Knowledgeable : They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines. Thinkers : They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions. Communicators : They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes co communication. They work effectively and willingly in collaboration with others. Principled : They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own action and the consequences that accompany them. Open-minded : They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience. Caring : They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. Courageous : They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs. Balanced :They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others. Reflective : They give thoughtful consideration to their own learning experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

9 Program of Inquiry The school s Program of Inquiry is the collection of each grade level s units of inquiry. In grades K-5, six units are developed - a unit for each of the transdisciplinary themes. Pre pre Kinder and Pre Kinder each develop four units, including Who we are and How we express ourselves. The transdisciplinary units integrate skills, concepts, and content knowledge from the different subjects; it is through these units that the Science and Social Studies curricula is taught, learned, and assessed. Languages are ever present in the units of inquiry as they are the vehicle for expressing what has been learned. Mathematics, the Arts, PE, and Technology are integrated in meaningful ways to facilitate and extend learning beyond the disciplines. The following pages map the Program of Inquiry that was created during the previous school year. The units of inquiry are revised and updated as the faculty reflects on the results of the learning process. Each unit of inquiry is a working draft strategically organized to guide learning as well as to promote student action relevant to that learning. Single subject units of inquiry In addition to the school s Program of Inquiry, teachers develop single subject units of inquiry that focus on specific skills, concepts, and knowledge. This provides a balanced approach by maintaining emphasis on core skills, while still using inquiry as the vehicle to drive the learning process. *(POI pages, separate G-doc)*

10 Languages Through teaching and learning in both English and Spanish students grow to become effective communicators and collaborators. Central goals of our language programs include: to instill a love for reading and writing that goes beyond given coursework to develop confidence in oral expression in both languages in a variety of settings to grow the readiness, skills and mechanics of reading in the early years to effectively support the transition from learning to read into reading to learn in the upper Elementary grades to share and enjoy reading a variety of literary genres and informational texts to produce written work for different purposes and audiences Mathematics The mathematics program places much emphasis on developing numeracy as well as the application of these skills in solving problems. In a developmentally sound progression students are challenged to use hands-on materials, images, and symbols to support their understanding of mathematical concepts. Central goals of the Math program include: to facilitate the understanding of number patterns and relationships to engage in and enjoy playing with numbers and related math concepts to develop sound computational procedures and strategies that facilitate mental math competency and effective problem solving application Science and Social Studies Science and Social Studies content area knowledge, skills, and concepts are developed primarily through the units of our Program of Inquiry (explained above). For our young learners the primary goal is to maintain and grow the innate curiosity to explore our world through both perspectives: how things work and how interactions affect what happens within it. Becoming thoughtful observers and critical, constructive thinkers is a life-long process that is best started at the earliest stages of development. Visual and Performing Arts Through the Visual and Performing Arts students explore different ways of expressing themselves and their ideas, as well as thoughtful ways to appreciate others creativity. Concepts and technique are both addressed through meaningful units that aim to inspire students imagination and wonder. Through various performances and exhibitions during the school year students are encouraged to share their creative expression with the school community. Physical Education In the PE program students explore how physical activity and organized play are part of health, wellness, and a balanced lifestyle. Gross motor development, teamwork, and sportsmanship are interwoven throughout the experiences in class and the special events sponsored by the PE department.

11 Technology Using technology effectively is a primary learning goal in twenty-first century education. Our students develop skills through hands on learning with a variety of devices and software programs. Using technology to express ideas and knowledge digitally is scaffolded throughout the grade levels. Students also inquire into related concepts such as digital citizenship and digital footprints.