THE WORLD IN A CLASSROOM

PRIMARY SCHOOL
CURRICULUM GUIDE 2013 I 2014

TABLE OF CONTENTS
2 B.I.S. MISSION STATEMENT Goals Objectives School Purpose

B.I.S. GUIDE TO THE PRIMARY YEARS PROGRAMME Overview of the Primary Years Programme(PYP) What do we want to learn? The written curriculum

KNOWLEDGE What do we want students to know about? PYP transdisplinary themes

PROGRAMME OF INQUIRY 2013 - 2014

CONCEPTS What do we want students to understand? SKILLS What do we want students to be able to do? ATTITUDES What do we want students to feel, value and demonstrate? ACTION How do we want students to act?

SUBJECT AREAS & EXPECTATIONS

9 10 LANGUAGE STRANDS ENGLISH & GERMAN LANGUAGE (Advanced & Mother Tongue) Grade Level Expectations ENGLISH, GERMAN & CHINESE AS ADDITIONAL LANGUAGES English as an Additional Language Expectations (EAL) German Language Expectations (Beginner & Intermediate) Chinese Language Expectations (Beginner)

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13 14

PRIMARY MATHEMATICS STRANDS Mathematics Grade Level Expectations

17 19

SCIENCE STRANDS Science focused units

21 23

SOCIAL STUDIES STRANDS Social Studies focused units

25 26

PERSONAL, SOCIAL AND PHYSICAL EDUCATION (PSPE) STRANDS Personal, Social & Physical Education grade level expectations

28 29

THE ARTS STRANDS The Arts grade level expectations

WELCOME TO BERLIN INTERNATIONAL SCHOOL

Dear Parents, We consider our school to be a community of learners and view parents as partners in the programme we offer. We believe that teaching and learning will be more effective if parents and staff share the same goals and values. It is our purpose in publishing this curriculum guide for parents to better inform you of our programme and our beliefs about curriculum and pedagogy. This guide is in its fourth edition. We have reviewed it for accuracy and updated it to reflect new Units of Inquiry and a revised Mathematics curriculum. We will review this guide once a year to ensure the information is always up to date. The document is written with you, the parents, in mind and we would welcome feedback on its contents and format. Our best wishes for a successful year ahead. Sincerely, Helen Kelly, Primary School Principal Angeline Aow, Curriculum Coordinator

MISSION Berlin International School is a private, non-profit, non-denominational day school offering student-centred learning to international and local students from Grade 1 through university entrance preparation. We encourage individual and group achievement as well as academic excellence in a supportive climate of mutual respect and enthusiasm for learning. We are committed to promoting the values of international and multicultural awareness and fostering a sense of ethical and social responsibility.

GOALS To attain our goals of learning, internationalism, multicultural mindedness and responsibility, we have established objectives toward which our programs and policies are directed.

OBJECTIVES We, the B.I.S. community (students, staff, parents, board) take on the responsibility: 1. To strive for academic excellence; 2. To foster skills needed to succeed in future transitions and in the adult world, such as awareness of social cooperation and responsibility; 3. To support activities and programs that broaden students knowledge of the intellectual, spiritual, physical and creative aspects of life; 4. To continue developing challenging curricula relevant to the needs of students in order to build a successful future; 5. To build and model reflective habits of mind and critical thinking skills; 6. To develop teamwork as well as individual skills; 7. To promote respect for the variety of cultures and for the culture of the host nation; 8. To share information regularly and effectively; 9. To recognise our diversity in a supportive and ethical learning climate, fostering self-respect without prejudice; 10. To encourage further language acquisition; 11. To nurture the development of well-rounded students and to respect the physical and emotional integrity of each member of our community

SCHOOL PURPOSE
OUR PHILOSOPHY Berlin International School (B.I.S.), primary division, provides a warm, caring, supportive setting for children as they explore their environment. Our school creates a setting rich with play, music, art, dance, and cultural events while stimulating the childrens innate creativity and curiosity. Our curriculum encourages children to use all their senses to explore their environment and to excel academically, artistically, physically, and emotionally. Our teachers believe that each childs natural curiosity is the origin of learning and that we must respect each childs level of readiness, ability, and curiosity as we promote learning. We encourage each child to become an active group member by promoting cooperative and collaborative group learning. We provide a structured learning environment that fosters their inner motivation and stimulates each child to advance their level of knowledge and skills.

GUIDE TO THE PRIMARY YEARS PROGRAMME

Our school is authorized by the International Baccalaureate (IB) to offer the IB Primary Years Programme (PYP). This constitutes the curriculum framework for our school and many other international schools throughout the world. The PYP promotes an inquiry-based approach to teaching and learning. B.I.S. is also a state recognised school that meets the requirements of the Berlin Rahmenplan. The school is accredited by the Council of International Schools as well as the New England Association of Schools and Colleges. It is regularly evaluated on the international standards set by these agencies.

WHAT ARE THE BELIEFS & VALUES THAT FORM THE FOUNDATION OF OUR CURRICULUM? Berlin International School recognizes that its students come from a variety of cultural and lingual backgrounds. To meet the needs of all of these students, the curriculum at B.I.S. aims to develop internationally-minded students who can think critically, knowledgeably and respectfully about the world around them. The PYP expresses this desired student outcome in its definition of what it means to be internationally-minded, encapsulated in the attributes listed in the Learner Profile. The Learner Profile is the basis for all teaching and learning at Berlin International School. IB LEARNER PROFILE The aim of all 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.

IB LEARNERS STRIVE TO BE: INQUIRER 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 recognise 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 of 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 actions 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.
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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. RISK-TAKERS 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 and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

BERLIN INTERNATIONAL SCHOOL & the IB ensure that children come to school with beliefs and mental models about how the world works based on their previous experiences. Using this prior knowledge, children construct increasingly complex understandings of the world around them based on new input through formal and informal learning experiences. Everyone is on a cyclical path to deeper understandings of how the world works through the constant revision and testing of ideas and models. As such, all members of the community are a part of our teaching and learning. BERLIN INTERNATIONAL SCHOOL believes that helping children construct meaning occurs most naturally through structured inquiry. Such inquiry may take place in a variety of formats and may be individual, small group or whole class in focus. The aim is to support each childs struggle to gain new understandings. This learning is most effective when it is significant and relevant to the child. As such, it is also recognised that each child is unique and progresses at his/her own rate through the stages of development and understanding.

WHAT DO WE WANT TO LEARN?

The PYP curriculum framework includes five essential elements: knowledge, concepts, skills, attitudes, and action. Each of these builds on the Learner Profile.

KNOWLEDGE: WHAT DO WE WANT STUDENTS TO KNOW ABOUT?

The aim is to investigate significant and relevant content in age-appropriate ways. The traditional subject areas of language, mathematics, science, social studies, the arts (dance, drama, music and visual arts), and personal, social and physical education are recognised as important disciplines. At the heart of our curriculum we believe that students construct meaning and learn best in a transdisciplinary context. Our curriculum values transdisciplinary learning. In this context the meaning of the prefix trans is two-fold: to convey learning that has relevance across the subject areas and more importantly, learning that transcends the confines of the subject areas to connect to what is real in the world. Through six transdisciplinary themes of the programme of inquiry, students explore six units of inquiry over the year.

PYP TRANSDISPLINARY 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 & 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 organise ourselves: An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organisations; 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 relationships within and between them; access to equal opportunities; peace and conflict resolution. In each grade level there is a Unit of Inquiry for each theme. Each Unit of Inquiry addresses a central idea, which states what we want the students to know and understand about the topic. Lines of inquiry clarify the exploration for each unit. All Units of Inquiry together form the Programme of Inquiry. This is reviewed yearly in order to ensure that it is still meeting the needs of our students. Instruction in the various subject areas may take place within the Programme of Inquiry or outside it as stand-alone inquiries. All science and social studies instruction occurs within the Programme of Inquiry. Language, mathematics, art, music, and personal, social and physical education are integrated where natural but taught separately when necessary. Art, dance, music and physical education are mainly taught by specialist teachers.
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PROGRAMME OF INQUIRY 2013 - 2014

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 TIME & PLACE

An inquiry into our 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 civilisations, 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.

Central Idea: Communication and social skills may enhance peoples relationships that have an impact on our well-being. Key concepts: function, responsibility. Related concepts: cooperation, friendship, relationships, balance, emotions, communication, mindfulness, social skills. Lines of Inquiry: how we develop and maintain relationships how personal and social relationships affect uscommunication and social skills. Central Idea: Personal well-being is dependent on a balance of interconnected factors. Key concepts: : function, causation, responsibility. Related concepts: rchoices, consequences, systems (body), health. Lines of Inquiry: the concept of well-being factors that contribute to well-being (physical, mental, social, spiritual) interconnectedness of body systems.

Central Idea: Learning about toys, games and songs from previous generations helps us understand the relationship between the past, present and future. Key concepts: causation, change, connection. Related concepts: time, continuity, heritage, leisure, entertainment, play, learning, creativity. Lines of Inquiry: ways to find out about past toys, games and songs how past toys, games and songs have evolved the role of toys, games and songs in our lives. Central Idea: Cultural artefacts provide a way to learn about and understand the history of a community. Key concepts: change, reflection. Related concepts: chistory, artefacts, culture, evidence. Lines of Inquiry: ways to find out about our past how cultural artefacts reflect a community personal, local and global artefacts and their meaning

Central Idea: Authors and illustrators express themselves through literature and art. Key concepts: form, perspective, reflection Related concepts: communication, expression, setting, meaning, print conventions, allegory. Lines of Inquiry: how literature and illustrations are created and shared tools and techniques authors and illustrators use to express themselves how stories express ideas, emotions and values.

Central Idea: People use different art forms to express themselves. Key concepts: function, perspective, form. Related concepts: communication, artistry, expression, creativity. Lines of Inquiry: role of arts in daily life different ways people express themselves understanding the perspective of the artist.

Central Idea: Understanding different ways of learning enables people to respond to their own learning needs as well as those of others. Key concepts: function, perspective, responsibility. Related concepts: diversity, motivation, humanity, learning, understanding, group roles, cooperation, collaboration, relationships, nature vs. nurture. Lines of Inquiry: different learning styles the human brain and nervous system how awareness of ones own learning styles strengthens learning processes. Central Idea: Prejudice influences how we behave towards and perceive others. Key concepts: perspective, causation, responsibility. Related concepts: empathy, prejudice, identity, values, beliefs, generalisations, stereotypes, discrimination, social etiquettes. Lines of Inquiry: stereotypes and self-identity forms of prejudice actions and reactions towards acts of prejudice and their impact.

Central Idea: Machines and technology have developed over time to increase human efficiency. Key concepts: form, function, change. Related concepts: continuity, technology, progress, work, innovation, validity, patent, human ingenuity, standard of living, productivity. Lines of Inquiry: simple machines and their development recent innovations and their origins implications for the future.

Central Idea: By using different media, people can share information and influence others. Key concepts: function, perspective, responsibility Related concepts: role, communication, subjectivity, objectivity, power, society, values and principles, image, choice, consumers and producers, facts vs. opinion. Lines of Inquiry: the role of media communication through mass media the advantages and drawbacks of mass media.

Central Idea: Exploration leads to discovery and develops new understandings. Key concepts: form, reflection, perspective. Related concepts: consequences, discovery, geography, migration, settlement, exploration, colonisation. Lines of Inquiry: reasons for explorations. (historical and personal) impact of explorers and explorations what we learn through exploration process of exploration.

Central Idea: Design of buildings & structures is guided by environmental factors, human ingenuity, cultural influences and available materials. Key concepts:form, function, connection. Related concepts: structure, purpose, design, technology, sustainability, symbolism, style, setting, influence. Lines of Inquiry: symbolism and styles of architecture technology & materials used in different types of structures considerations taken into account when building a structure (local architecture focus) Central Idea: EXHIBITION. Key concepts: all. Related concepts: student choice.

Central Idea: Changes people experience at adolescence affect their evolving sense of self. Key concepts: reproduction, systems, maturity, image, well-being, identity, growth. Related concepts: reproduction, systems, maturity, image, well-being, identity, growth. Lines of Inquiry: the physical changes that occur at adolescence factors that contribute to self-concept and well-being during adolescence significant stages in the maturation process and the resulting increase of responsibilities.

Central Idea: Human migration is a response to challenges and opportunities. Key concepts: causation, change, perspective. Related concepts: impact, push and pull factors, adaptation, growth rates, settlement patterns, risk. Lines of Inquiry: reasons why people migrate migration throughout history effects of migration on communities, cultures and individuals.

Lines of Inquiry: student choice.

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. Central Idea: Food ingredients change in state as they undergo physical processes. Key concepts: causation, change. Related concepts: reaction, matter. temperature (heating, cooling), interaction, equilibrium, safety, conservation. Lines of Inquiry: The variety of food we eat How different processes change food Safe food preparation, conservation and consumption the interactions between animal groups and the natural world. Central Idea: Life is influenced by weather which can be explained, observed, predicted and measured. Key concepts: form, function, connection. Related concepts: impact, prediction, change. Lines of Inquiry: how weather works how weather is observed, predicted and measured the influence of weather on life.

HOW WE ORGANISE OURSELVES

An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organisations; societal decision-making; economic activities and their impact on humankind and the environment. Central Idea: Organising systems are developed and followed enabling communities to accomplish common goals. Key concepts: function, causation. Related concepts: organisation, time, timetabling, events, responsibility, communities. Lines of Inquiry: the needs of our community to function well (home & school) systems used to organise our community (home & school) cooperation and responsibilities required to make systems work are developed. Central Idea: People use different systems of exchange to get what they need or want. Key concepts: function, connection. Related concepts: exchange, trade, value, consumers and producers. Lines of Inquiry: systems of exchange mediums of exchange ethics/fairness of the marketplace needs/dependence on others.

HOW WE SHARE 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.

Central Idea: All living things go through a process of change. Key concepts: causation, change, connection. Related concepts: cycles, transformation, interaction, pattern, growth, maturation, death, reproduction. Lines of Inquiry: patterns of growth how living things change over their lifetime factors that can influence life cycles.

Central Idea: Adaptations and interactions of living things have an impact on other living things and the environment. Key concepts:connection, change, responsibility. Related concepts: adaptations, habitat, interdependence, evolution, climate. Lines of Inquiry: how living things respond to changing environmental conditions to survive circumstances that lead to adaptation physical, behavioural and social adaptations human impact on natural habitats/other living things Central Idea: Sustainability of the Earths resources may be attained by the choices people make. Key concepts: change, causation, responsibility. Related concepts: resources, sustainability, infinite, finite, choices, biodegradable, recycling, reuse, essentials, luxuries, equality, fairness, distribution, lifestyle, consequences. Lines of Inquiry: Earths finite and infinite resources the impact of peoples choices on the environment the balance between meeting human needs and the use of limited resources. Central Idea: Biodiversity depends on a balance of organisms within systems. Key concepts:connection, responsibility. Related concepts: balance, biodiversity, interdependence, organisms, habitats, interaction, order. Lines of Inquiry: biodiversity (in woodlands) (local) food webs and food chains factors that affect the balance of systems.

Central Idea: Humans respond to the continual changing nature of the Earth. Key concepts: causation, change, connection. Related concepts: erosion, geology, movement, region, location, evolution, environmental changes. Lines of Inquiry: how the different components of the Earth are interrelated how the Earth has changed and is continuing to change why the Earth changes human responses to the Earths changes. Central Idea: Energy may be converted, transformed and used to assist human development. Key concepts: form, causation, responsibility. Related concepts: transformation, production, conservation, sustainability, distribution, consumption, technology, advancement, energy, power, potential & kinetic energy, movement, work, progress, resources. Lines of Inquiry: Different forms of energy sources(renewable and non-renewable) how we harness, conserve & renew sources of energy energy usage, the effects & sustainable practices. Central Idea: Everything is composed of matter with properties that can change but will always be conserved. Key concepts: function, form, connection. Related concepts: transformation, states of matter, properties, reversible, irreversible. Lines of Inquiry: properties of matter physical and chemical changes the scientific method

Central Idea: Communities provide interconnected services and systems designed to meet peoples needs. Key concepts: function, causation, connection. Related concepts: networks, systems, interdependence, civilization, population density, urbanization, settlement patterns, rural/ urban, geographical locations. Lines of Inquiry: reasons people live in the local community services and systems needed to support a community considerations used when planning services & systems. Central Idea: Government and societal decisions influence the lives of its citizens. Key concepts: function, perspective, responsibility. Related concepts: equality, rights, responsibilities, citizenship, governance, law, politics, leadership, power, constitution, ideals, welfare, society, voluntarism, action, rules, regulations, voting. Lines of Inquiry: how government systems function impact of government on citizens rights and responsibilities of citizenship. Central Idea: Signs and symbols are part of human-made systems that facilitate local and global communication. Key concepts: form, function, connection. Related concepts: communication, language, symbolism, writing, iconography Lines of Inquiry: signs and symbols and their function how visual language facilitates communication the development of writing are developed.

Central Idea: Actions and reactions of individuals contribute to achieving resolutions in conflict situations. Key concepts: causation, perspective, responsibility. Related concepts: peace, conflict, resolution, compromise, power, political conflict, choice. Lines of Inquiry: causes and effects of conflict (local and global) human rights and equity strategies used to resolve conflict and characteristics of peacemakers consequences of resolutions.

GRADE 5

GRADE 4

GRADE 3

GRADE 2

GRADE 1

CONCEPTS What do we want students to understand? Our curriculum is concept-driven. Students are encouraged to engage with significant ideas through inquiry. As the students repeatedly explore key concepts, they gain an appreciation for ideas that transcend disciplinary boundaries. This leads to an improvement in critical thinking skills and a continual transfer of knowledge. Eight key concepts help us consider ways of thinking and learning about the world and act as a provocation to extend and deepen student inquiries. These concepts provide structure for the inquiry and deepen understanding of the content regardless of a students individual abilities. The eight concepts that the IB has identified are: form, function, causation, change, connection, perspective, responsibility, and reflection. SKILLS What do we want students to be able to do? Although the search for conceptual understanding is the main goal of our instruction, we recognise that the development of skills is important. We believe that these are best developed in the context of authentic situations, such as those offered in the Programme of Inquiry. We also want the students to develop skills particular to a discipline. For example, in language the students become literate. Beyond these basic skills, there is a range of skills that are relevant to many subject areas. The PYP has identified five types of skills that are transdisciplinary, valued within the Units of Inquiry and for all learning in school and throughout life. The five categories of skills emphasized throughout all teaching at B.I.S. are: thinking skills, social skills, communication skills, research skills and self-management skills. ATTITUDES What do we want students to feel, value and demonstrate? In order to be internationally-minded, it is not enough to have knowledge and skills and to understand concepts. Personal attitudes towards people, the environment and learning must also be developed. Attitudes students intrinsically develop as well as their attitudes towards others are equally important as these attitudes contribute to the well-being of the individual and the group. A set of attitudes are explicitly taught and assessed in the classroom in all subject areas. The attitudes we promote are: appreciation, commitment, confidence, cooperation, creativity, curiosity, empathy, enthusiasm, independence, integrity, respect and tolerance. ACTION How do we want students to act? We believe that education is not just about intellectual growth. Learning must extend beyond the intellectual to include developing socially responsible attitudes. A truly educated person takes thoughtful, responsible and appropriate action as a result of their learning. An explicit expectation of our programme is that successful inquiry will lead to responsible action, initiated by the students as a result of the larning process. This action will extend the students learning, or it may have a wider social impact. It can involve service to the community; however, it should start at a very basic level: with the self, within the family, within the classroom, the hallways, and the playground. We offer all learners the opportunity and the power to choose to act; to decide on their actions; and to reflect on these actions in order to make a difference in and to the world.

LANGUAGE
Language provides a vehicle for learners to engage with the world.
Language Scope & Sequence, PYP, International Baccalaureate

Language as a subject at Berlin International School encompasses oral, written and visual language. Oral language instruction focuses on speaking and listening skills. Written language instruction includes reading and writing skills. Visual language instruction is about understanding the ways in which images and language interact to convey ideas, values and beliefs. The language strands are learned across and throughout the curriculum, and each strand is an integral component of language learning.

STRANDS
ORAL LANGUAGE SPEAKING & LISTENING: Listening (the receptive mode) and speaking (the expressive mode) work together in a transactional process between listeners and speakers. Listening involves more than just hearing sounds. It requires active and conscious attention in order to make sense of what is heard. Purposeful talk enables learners to articulate thoughts as they construct and reconstruct meaning to understand the world around them. Oral language involves recognizing and using certain types of language according to the audience and purposes. VISUAL LANGUAGE VIEWING & PRESENTING: Viewing (the receptive process) and presenting (the expressive process) are connected and allow for reciprocal growth in understanding; neither process has meaning except in relation to the other. It is important to provide a balanced programme with opportunities for students to experience both viewing and presenting. These processes involve interpreting, using and constructing visuals and multimedia in a variety of situations and for a range of purposes and audiences. Visual texts may be paper, electronic or live, observable forms of communication that are consciously constructed to convey meaning and immediately engage viewers, allowing them instant access to data. WRITTEN LANGUAGE READING: Reading is a developmental process that involves constructing meaning from text. Reading helps us to clarify our ideas, feelings, thoughts and opinions. Literature offers us a means of understanding ourselves and others, and has the power to influence and structure thinking. Well-written fiction provides opportunities for learners to imagine themselves in anothers situation, reflecting on feelings and actions, and developing empathy. The ability to read and comprehend non-fiction is essential for the process of inquiry. As inquirers, learners need to be able to identify, synthesize and apply useful and relevant information from text. WRITTEN LANGUAGE WRITING: Writing is a way of expressing ourselves. It is a personal act that grows and develops with the individual. It allows us to organise and communicate thoughts, ideas and information in a visible and tangible way. Writing is primarily concerned with communicating meaning and intention. When children are encouraged to express themselves and reveal their own voice, writing is a genuine expression of the individual. Over time, writing involves developing a variety of structures, strategies and literary techniques (spelling, grammar, plot, character, punctuation, voice) and applying them with increasing skill and effectiveness. However, the writers ability to communicate his or her intention and share meaning takes precedence over accuracy and the application of skills. Accuracy and skills grow out of the process of producing meaningful communication. Children learn to write by writing. Acquiring a set of isolated skills will not turn them into writers. It is only in the process of sharing their ideas in written form that skills are developed, applied and refined to produce increasingly effective written communication. Primary students at B.I.S. receive language instruction in English and in German, with support from EAL (English as an Additional Language) staff as deemed necessary. Berlin International School recognizes that students will learn language, learn about language and learn through language. We appreciate the role of language as a social medium as well as a medium of inquiry. HOW CHILDREN LEARN LANGUAGE Teaching language should respect the language experiences that children have already had. Language instruction is the most effective when embedded in meaningful contexts that encourage application and foster inquiry. When appropriate,
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aspects of language instruction at B.I.S. are integrated into the Units of Inquiry, but may also be taught as specific skills. Instruction for our younger learners acknowledges the importance of play and group activities for language acquisition and general development. In this context, non-standard language use is accepted as part of the learning process. As students move through the grade levels and their range of language tasks expands, conventions gain more importance in daily language instruction. CHILDRENS' PHASES OF LEARNING We recognise that within a class there is a spectrum of abilities and understanding, and that each learner progresses through the phases of language learning at his or her individual pace. Thus, teachers provide differentiated learning activities to address individuals' needs. ASSESSMENT Various assessment tools are used to follow students' progress and to guide further instruction and differentiation. Assessment is an on-going process and an integral part of teaching. Teachers' assessment tools include writing samples and formal and informal observations of reading, speaking and listening.

ENGLISH & GERMAN LANGUAGE EXPECTATIONS

(ADVANCED & MOTHER TONGUE)

GRADE 1 The main focus of language instruction in grade one is basic reading, writing and oral language acquisition. SPEAKING & LISTENING Students will: Build oral vocabulary Interact in the school environment Question and inquire Listen attentively and considerately Respond appropriately in group situations Communicate their own wants and needs Follow oral directions. READING & WRITING Students will: Move beyond single letter/sound correspondence to blending sounds to read short words Recognise commonly-used words at sight Begin reading independently Re-tell simple, familiar stories in writing Practise and learn correct printed letter formation Practise and learn basic writing conventions Dictate or write about personally significant topics Learn writing skills through writing projects related to the Programme of Inquiry Know that writing conveys meaning and is a purposeful act.

GRADE 2 The main focus of language instruction in grade two is increasing fluency and accuracy when reading and writing. SPEAKING & LISTENING Students will: Interact in the school environment Expand their use of language to include academic purposes Begin to organise their thoughts before speaking Begin to paraphrase information from other sources Discuss their own stories and writing with others Begin presenting their work to the class and responding appropriately as an audience. READING & WRITING Students will: Read in guided reading groups with a teacher or a parent Take part in whole-group reading instruction Read aloud with increasing expression, fluency and competence Demonstrate comprehension by responding to and generating questions Recognise the beginning, middle and end of a story Compare and contrast settings, plots and characters Use rhythm and rhyme to increase fluency Practise and learn correct printed and cursive letter formation Practise and learn writing conventions Understand that writing can describe the factual or the imagined world Write for a range of purposes Develop pieces of writing using the writing process.

GRADE 3 The main focus of language instruction in grade three is the transition from learning to read to reading to learn. They are encouraged to enjoy the process of reading and writing. Writing instruction emphasises the use of structures such as paragraphs and direct speech. Activities expose students to the wide range of purposes of language: instruction, information and entertainment.
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SPEAKING & LISTENING Students will: Make decisions about language use according to different contexts Listen for a specific purpose in a variety of situations Use more sophisticated story-telling skills, showing an increasing awareness of structure and expression Use appropriate language when responding. READING & WRITING Students will: Read with fluency, expression and accuracy Use sentence and word context to find the meaning of unknown words Apply a range of strategies to understand new texts Read to skim and scan to find specific information quickly Respond to text by identifying the main idea, recognising cause and effect, distinguishing between fact and opinion, questioning and drawing conclusions Write descriptive, narrative and informative paragraphs Proofread their own writing and make some corrections and improvements Develop independent spelling strategies. GRADE 4 The main focus of language instruction in grade four is the use of language to present and understand points of view. Teachers actively encourage and support reading through literacy circles and whole class literature discussions. SPEAKING & LISTENING Students will: Argue persuasively, defend their own opinion and listen critically to others Consider various points of view to communicate effectively and appropriately, Verbalise their thinking and explain their reasoning. READING & WRITING Students will: Learn to identify different genres and their intended purposes Recognise that there are more complex story structures than beginning, middle and end Make inferences and justify them Vary their reading style depending upon the type of text Access information from a variety of texts, both in print and online Adapt their writing to different audiences and purposes Compose using a range of structures and styles including well- organised paragraphs Write descriptive narratives Write for a range of informational purposes Use appropiate punctuation and grammar Re-read, edit and revise to improve their own writing. GRADE 5 The main focus of language instruction in grade five is clarifying and articulating one's ideas with evidence and examples. Texts are analysed for themes, points of view, connections and meanings. SPEAKING & LISTENING Students will: Begin to use note-taking to comprehend oral information Deliver informed, organised and coherent presentations about important world and personally significant ideas, issues or events Practise debating skills and present a point of view not necessarily their own Infer meanings and draw conclusions from the information or arguments presented by others Appreciate that people speak and respond according to personal and cultural perspectives.
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READING & WRITING Students will: Begin to use note-taking to comprehend written information. Locate, organise and summarise information from a variety of sources Draw inferences and conclusions about a text and support them with evidence from the text Recognise and understand figurative language such as similes, metaphors and idioms Locate, organise and synthesise information from a variety of sources, including the internet, the school library, the family, and the school, local or global community Distinguish between fact and opinion and reach conclusions about what represents valid information Use appropriate paragraphing to organise ideas List sources Write using a range of text types Use written language as a means of reflecting on their own learning.

ENGLISH, GERMAN & CHINESE AS AN ADDITIONAL LANGUAGE

ENGLISH AS AN ADDITIONAL LANGUAGE EXPECTATIONS (EAL) GERMAN LANGUAGE EXPECTATIONS (BEGINNER & INTERMEDIATE) CHINESE LANGUAGE EXPECTATIONS (BEGINNER GRADE 5 ONLY)) GRADE 1 & GRADE 2 EAL support for lower primary students practiced communication for the students daily life in an English-speaking environment. In Beginner and Intermediate German instruction for lower primary students, communication for the students daily life in and out of school is practiced. Students are given multiple opportunities for listening comprehension and speaking in the context of school, home life and free time. We practice common vocabulary and the ability to ask and respond to questions. When possible, learning takes place through the media of singing, playing, role-play and sharing stories.

GRADE 3 The goal of EAL and Beginner and Intermediate German for third-grade students is to provide students with what they need to communicate and function in school and in the host country community, while respecting and utilising the language skills they have already acquired in their first language. In addition, German language students are provided with many opportunities to learn about the host country culture in a variety of ways, including stories and field trips. Listening comprehension and discussion skills are practiced in small groups. Essential vocabulary is practised in a range of areas (school, home life, free time, PYP unit support). Emphasis is put on developing the students' reading and writing skills through small-group and individual instruction, including IT media.

GRADE 4 & GRADE 5 Upper-primary students in EAL and at the Beginner and Intermediate German level are supported in several areas. The move to an international school setting and in many cases a very different culture can be more difficult for older students, as they are more aware of cultural differences and have been in their own school system for a longer period of time. As a result, from the beginning of instruction students are provided with many opportunities to learn about the host country's and classmates' cultures through different media and field trips. At the same time students are encouraged to talk about their own countries and experiences. As in the other grades, we place an emphasis on rapid acquisition of survival vocabulary and on the ability to ask and respond to questions. Students regularly speak and write about their own experiences and opinions, and present this writing in a variety of ways, including the use of IT media. Due to the demands put on students in their homerooms, a good deal of time in EAL instruction is spent on reading comprehension, especially of non-fiction texts. Students are encouraged to use their home languages to support their learning. They use resources such as electronic dictionaries or web resources in their home language as well as English.

GRADE 5 Students who are fluent in English and German will have an opportunity to learn a third language, Chinese. The goal of this is for beginner students to learn Chinese as a Foreign Language. Basic daily life conversations, vocabulary, reading and writing of Chinese will be a focus. Learning will mainly take place through oral communication and practice.

Resources referenced: Language Scope & Sequence, Primary Years Programme, International Baccalaureate Berlin International School Primary Years Programme, English Language Scope & Sequence

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MATHEMATICS
Mathematics is viewed as a vehicle to support inquiry, providing a global language through which we make sense of the world around us. It is intended that students become competent users of the language of mathematics, and can begin to use it as a way of thinking, as opposed to seeing it as a series of facts and equations to be memorized. Within the IB PYP framework, we have adapted the Australian National Curriculum standards for mathematics and closely used the New South Wales (NSW) syllabus when revising our Mathematics scope and sequence that will be implemented this year. The knowledge, skills and understanding are to be acquired by a typical student by the end of each grade level. It is acknowledged that students learn at different rates and in different ways, so that there will be students who may be working to outcomes described in grade levels below or above their age group. This is in recognition that the learning of mathematics is developmental and sequential that requires solid understandings and readiness before students successfully move to the next stage of learning. There are three main strands of mathematics in our curriculum; Pattern & Algebra, Measurement & Geometry and Statistics & Probability. Students develop understanding and fluency in mathematics through inquiry, exploring and connecting mathematical concepts, choosing and applying problem-solving skills and mathematical techniques, communicating and reasoning. As an essential part of the learning process Working Mathematically provides students with the opportunity to engage in genuine mathematical activity and develop the skills to become flexible and creative users of mathematics. Working Mathematically encompasses five interrelated components; Communicating, Problem Solving, Reasoning, Understanding and Fluency. The five components of Working Mathematically describe how content is explored or developed that is, the thinking and doing of mathematics. At times the focus may be on a particular component of Working Mathematically or a group of the components, but often the components overlap. HOW CHILDREN LEARN MATHEMATICS We believe students develop understandings in mathematics through increasing levels of abstraction. For example, early learners start by exploring their personal experiences and build on their current understandings through concrete, hands-on activities. As students progress in their understanding they are able to begin to represent a well-understood concept using symbols such as pictures, diagrams and using mathematical notation. At this stage students need opportunities to use their own non-conventional notations in order to make sense of their ideas before being introduced to conventional mathematical notation. As students progress further they will be able to apply their mathematical knowledge with understanding. For example, students will be able to begin selecting appropriate symbolic notation to process and record their thinking and to use securely understood concepts to explore a variety of realistic situations and solve problems. UNITS OF INQUIRY We believe, wherever possible, mathematics should be taught in a relevant, realistic context. To this end, appropriate strands of mathematics at each grade level are taught through the units of inquiry. The specific content which is integrated depends on the specific units of inquiry taught by each grade. In addition to this, mathematics is also taught as a stand alone subject when integration is not relevant or appropriate. The role of inquiry, however, is important regardless of whether it is being taught inside or outside the units of inquiry. We believe mathematics is learned best through an inquiry approach, where students are actively involved in developing their own understandings. They should learn through realistic, hands-on activities
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and have opportunities to reflect on and explain their ideas, theories and results. By expressing their thinking, all students have the opportunity to learn from each other and refine their understandings of key concepts. PHASES OF LEARNING We recognise that students progress through different phases of understanding in mathematics at their own individual rate. Therefore, the grade level overviews outlined below do not represent a rigid expectation for all students, but rather a general expectation of the likely phase of development in each particular grade level. Within classrooms, each student is assessed regularly in order to plan appropriate learning experiences for students, regardless of their current phase of development. ASSESSMENT Mathematics assessment happens in a variety of ways. Since mathematical knowledge is based on previous learning, most mathematics units have an opening assessment to determine what concepts the students already know and which ones need more work. These beginning assessments may take the form of interviews, observations or more formal tests. As the units progress, students growing mathematical understandings are assessed through informal and formal observations of procedures, quizzes, projects and interviews.

STRANDS
NUMBER & ALGEBRA Numbers, in their various forms, are used to quantify and describe the world. From grade 1 there is an emphasis on the development of number sense, and confidence and competence in using concrete materials and mental and written techniques for solving appropriate problems. Algorithms are introduced after students have gained a firm understanding of basic concepts, including place value, and have developed mental strategies for computing with two- and three-digit numbers. Approximation is important and the systematic use of estimation is to be encouraged at all times. Students should always check that their answers make sense in the contexts of the problems that they are solving. MEASUREMENT & GEOMETRY Measurement enables the identification and quantification of attributes of objects so that they can be compared and ordered, while geometry is the study of spatial forms and involves representation of the shape, size, pattern, position and movement of objects in the three-dimensional world or in the mind of the learner. The study of geometry enables the investigation of three-dimensional objects and two-dimensional shapes, as well as the concepts of position, location and movement. STATISTICS & PROBABILITY Data: The study of statistics includes the collection, organisation, display and analysis of data. Experiences are based on real-life contexts using concrete materials. This leads to data collection methods and the display of data in a variety of contexts. Students are encouraged to ask questions relevant to their experiences and interests, and to design ways of investigating their questions. Often this is done within the context of the Programme of Inquiry. Chance: The study of chance is introduced as early as Grade 1 to emphasise early the notion of chance and the use of informal language associated with chance. The understanding of chance situations is further developed through the use of simple experiments that produce data, so that students can make comparisons of the likelihood of events occurring, and begin to order chance expressions on a scale from zero to one. In the upper grades emphasis is placed on developing skills in representing outcomes of events in ways that facilitate the calculation of probabilities.

MATHEMATICS GRADE LEVEL EXPECTATIONS

GRADE 1 NUMBER & ALGEBRA Students will: Describe mathematical situations and methods using everyday and some mathematical language, actions, materials, diagrams and symbols Use objects, diagrams and technology to explore mathematical problems Support conclusions by explaining or demonstrating how answers were obtained Apply place value informally, count, order, read and represent two-and three-digit numbers Use a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers Use a range of mental
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strategies and concrete materials for multiplication and division Represent and models halves, quarters and eighths Create, represent and continue a variety of patterns with numbers and objects. MEASUREMENT & GEOMETRY Students will: Measure, record, compare and estimate lengths and distances using informal units, metres and centimetres Measure, record, compare and estimate areas using informal units Measure, record, compare and estimate volumes and capacities using informal units measure, record, compare and estimate the masses of objects using informal units Describe, compare and order durations of events, and read half- and quarter-hour time Sort, describe, represent and recognise familiar three-dimensional objects, including cones, cubes, cylinders, spheres and prisms Manipulate, sort, represent, describe and explore two-dimensional shapes, including quadrilaterals, pentagons, hexagons and octagons Represent and describe the position of objects in everyday situations on maps. STATISTICS & PROBABILITY Students will: Gather and organise data, display data in lists, tables and picture graphs, and interpret the results Recognise and describe the element of chance in everyday events. GRADE 2 NUMBER & ALGEBRA Students will: Describe mathematical situations and methods using everyday and some mathematical language, actions, materials, diagrams and symbols Use objects, diagrams and technology to explore mathematical problems Support conclusions by explaining or demonstrating how answers were obtained Apply place value informally, count, order, read and represent two- and three-digit numbers Use a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers Use a range of mental strategies and concrete materials for multiplication and division Represent and model thirds, halves, quarters and eighths Create, represent and continue a variety of patterns with numbers and objects. MEASUREMENT & GEOMETRY Students will: Measure, record, compare and estimate lengths and distances using informal units, metres and centimetres Measure, record, compare and estimate areas using informal units Measure, record, compare and estimate volumes and capacities using informal units Measure, record, compare and estimate the masses of objects using informal units Describe, compare and order durations of events, and read half- and quarter-hour time Sort, describe, represent and recognise familiar three-dimensional objects, including cones, cubes, cylinders, spheres and prisms Manipulate, sort, represent, describe and explore two-dimensional shapes, including quadrilaterals, pentagons, hexagons and octagons Represent and describe the position of objects in everyday situations on maps. STATISTICS & PROBABILITY Students will: Gather and organise data, display data in lists, tables and picture graphs, and interpret the results Recognise and describe the element of chance in everyday events.

GRADE 3 NUMBER & ALGEBRA Students will: Use appropriate terminology to describe, and symbols to represent mathematical ideas Select and use appropriate mental and written strategies, or technology, to solve problems Check the accuracy of a statement and explain the reasoning used Apply place value to order, read and represent numbers of up to five digits Use mental and written strategies for addition and subtraction involving two-, three-, four- and five-digit numbers Use mental and informal written strategies for multiplication and division Represent, model and compare commonly used fractions and decimals Generalise properties of odd and even numbers, generate number patterns, and complete simple number sentences by calculating missing values. MEASUREMENT & GEOMETRY Students will: Measure, record, compare and estimate lengths, distances and perimeters in metres, centimetres and millimetres, and measure, compare and record temperatures Measure, record, compare and estimate areas using square centimetres and square metres Measure, record, compare and estimate volumes and capacities using litres, millilitres and cubic centimetres Measure, record, compare and estimate the masses of objects using kilograms and grams Read and record time in one-minute intervals and convert between hours, minutes and seconds Make, compare, sketch and name three-dimensional objects, including prisms, pyramids, cylinders, cones and spheres, and describes their features Manipulate, identify and sketch two-dimensional shapes, including special quadrilaterals, and describe their features Identify, describe, compare and classify angles Use simple maps and grids to represent position and follow routes, including using compass directions.
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STATISTICS & PROBABILITY Students will: Select appropriate methods to collect data, and construct, compare, interpret and evaluate data displays, including tables, picture graphs and column graphs Describe and compare chance events in social and experimental contexts.

GRADE 4 NUMBER & ALGEBRA Students will: Use appropriate terminology to describe, and symbols to represent, mathematical ideas Check the accuracy of a statement and explain the reasoning used Apply place value to order, read and represent numbers of up to five digits Use mental and written strategies for addition and subtraction involving two-, three-, four- and five-digit numbers Use mental and informal written strategies for multiplication and division represent, model and compare commonly used fractions and decimals Generalise properties of odd and even numbers, generate number patterns, and complete simple number sentences by calculating missing values. MEASUREMENT & GEOMETRY Students will: Measure, record, compare and estimate lengths, distances and perimeters in metres, centimetres and millimetres, and measure, compare and record temperatures Measure, record, compare and estimate areas using square centimetres and square metres Measure, record, compare and estimate volumes and capacities using litres, millilitres and cubic centimetres Measure, records, compares and estimates the masses of objects using kilograms and grams Read and record time in one-minute intervals and convert between hours, minutes and seconds Make, compare, sketch and name three-dimensional objects, including prisms, pyramids, cylinders, cones and spheres, and describe their features Manipulate, identify and sketch two-dimensional shapes, including special quadrilaterals, and describe their features Identify, describe, compare and classify angles Use simple maps and grids to represent position and follow routes, including using compass directions. STATISTICS & PROBABILITY Students will: Select appropriate methods to collect data, and construct, compare, interpret and evaluate data displays, including tables, picture graphs and column graphs Describe and compare chance events in social and experimental contexts.

GRADE 5 NUMBER & ALGEBRA Students will: Describe and represent mathematical situations in a variety of ways using mathematical terminology and some conventions Select and apply appropriate problem-solving strategies, including the use of digital technologies in undertaking investigations Order, read and represent integers of any size and describe properties of whole numbers Give a valid reason for supporting one possible solution over another Select and apply appropriate strategies for addition and subtraction with counting numbers of any size Select and apply appropriate strategies for multiplication and division, and apply the order of operations to calculations involving more than one operation Compare, order and calculate fractions, decimals and percentages Analyse and create geometric and number patterns, construct and complete number sentences, and locate points on the Cartesian plane. MEASUREMENT & GEOMETRY Students will: Select and use the appropriate unit and device to measure lengths and distances, calculate perimeters and convert between units of length Select and use the appropriate unit to calculate areas, including areas of squares, rectangles and triangles Select and use the appropriate unit to estimate, measure and calculate volumes and capacities, and converts between units of capacity Select and use the appropriate unit and device to measure the masses of objects, and convert between units of mass Use 24-hour time and am and pm notation in real-life situations, and construct timelines Identify three-dimensional objects, including prisms and pyramids, on the basis of their properties, and visualise, sketche and construct them given drawings of different views Manipulate, classify and draw two-dimensional shapes, including equilateral, isosceles and scalene triangles, and describe their properties Measure and construct angles, and apply angle relationships to find unknown angles Locate and describe position on maps using a grid-reference system. STATISTICS & PROBABILITY Students will: Use appropriate methods to collect data and construct, interpret and evaluate data displays, including dot plots, line graphs and two-way tables Conduct chance experiments and assign probabilities as values between 0 and 1 to describe their outcomes.
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SCIENCE
WHAT IS SCIENCE?
In the Primary Years Programme (PYP), science is the exploration of the biological, chemical and physical aspects of the natural world, and the relationship between them. The aim of the study of science is to promote an understanding and respect of the natural world around us as well as the impact of our actions on ourselves, others and the world. Inquiry is central to scientific investigation and understanding. Science in the PYP is characterized by concepts and skills rather than content. Science is learned in context, exploring content relevant to students, and transcending the boundaries of the traditional subject area. All instruction in science takes place within the Programme of Inquiry (POI). KNOWLEDGE WHAT DO WE WANT STUDENTS TO KNOW IN SCIENCE? Science knowledge is divided into four strands.

STRANDS
LIVING THINGS The study of the characteristics, systems and behaviours of humans and other animals, and of plants; the interactions and relationships between and among them, and with their environment. Related concepts: Adaptations, animals, biodiversity, biology, classification, conservation, ecosystems, growth, habitat, organism, plants, systems (digestive, nervous, reproductive, respiratory, circulatory). EARTH & 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; the infinite and finite resources of the planet. Related concepts: Atmosphere, climate, erosion, evidence, geology, renewable & non-renewable energy sources, resources, seasons, sustainability, systems (water cycle, weather), tectonic plate movement. MATERIALS & MATTER The study of the properties, behaviours and uses of materials, both natural and human-made; the origins of human-made materials and how they are manipulated to suit a purpose. Related concepts: Changes of state, chemical & physical changes, conduction & convection, density, gases, liquids, properties & uses of materials, solids, structures, sustainability. FORCES & ENERGY. The study of energy, its origins, storage and transfer, and the work it can do; the study of forces; the application of scientific understanding through inventions and machines. Related concepts: Conservation of energy, forms of energy (electricity, heat, kinetic, light, potential, sound), magnetism, physics, pollution, power, technological advances, transformation of energy. SKILLS WHAT DO WE WANT STUDENTS TO BE ABLE TO DO IN SCIENCE? Students will be able to: Observe carefully and gather data in order to draw conclusions. Use a variety of instruments and tools to measure data accurately. Use scientific vocabulary to explain their observations and experiences. Identify or generate a question or problem to be explored. Plan and carry out systematic investigations, manipulating variables as necessary. Make and test predictions. Consider scientific models and applications of these models (including their limitations). CONCEPTS WHAT DO WE WANT STUDENTS TO UNDERSTAND ABOUT SCIENCE? The eight key concepts of the PYP have science applications: FORM WHAT IS IT LIKE? Most things have a form or shape with an outward or visible manifestation and an internal structure.
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FUNCTION HOW DOES IT WORK? The special activities, properties or purposes, natural or given, of living or non-living things. CAUSATION WHY IS IT LIKE IT IS? The effect brought about by an intended or unintended action or reaction. CHANGE HOW IS IT CHANGING? Change or transformation, is an inevitable aspect of the physical world as things become different or pass from one form to another. It can be natural or brought about and accelerated by outside influences. CONNECTION HOW IS IT CONNECTED TO OTHER THINGS? The world is full of interacting systems that depend on each other to form a working whole. PERSPECTIVE WHAT ARE THE POINTS OF VIEW? Events and findings can be interpreted differently, depending on knowledge, experience and motives. The difference between empirically proven facts and supposition must be emphasized. RESPONSIBILITY WHAT IS OUR RESPONSIBILITY? We have a responsibility to the world in which we live. This involves being aware of how scientific knowledge can be used to improve or worsen the quality of life of all living things. Responsibility entails action as well as awareness. REFLECTION HOW DO WE KNOW? We must consciously reflect on, and be able to describe, how we gain our knowledge and develop our attitudes.

ASSESSMENT Scientific knowledge, conceptual understandings, and skills are assessed through a variety of rubrics, checklists and observations. Experiments are judged on the recording of data and interpretation of results. SCIENCE GRADE LEVEL FOCUSES Science is taught solely through the Programme of Inquiry. This is revised yearly so the units below may change. Some Units of Inquiry are heavily science based while others may touch on scientific concepts.

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SCIENCE FOCUSED UNITS

GRADE 1 HOW THE WORLD WORKS Central Idea: Food ingredients change in state as they undergo physical processes. Lines of Inquiry: The variety of food we eat How different processes change food Safe food preparation, conservation and consumption. Science Strands: Living Things, Materials & Matter. HOW WE SHARE THE PLANET Central Idea: All living things go through a process of change. Lines of Inquiry: patterns of growth How living things change over their lifetime factors that can influence life cycles. Science Strands: Living Things, Earth & Space.

GRADE 2 WHO WE ARE Central Idea: Personal well-being is dependent on a balance of interconnected factors. Lines of Inquiry: The concept of well-being Factors that contribute to well-being (physical, mental, social, spiritual) Interconnectedness of body systems. Science Strands: Living Things. HOW THE WORLD WORKS Central Idea: Life is influenced by weather, which can be explained, observed, predicted and measured. Lines of Inquiry: How weather works How weather is observed, predicted & measured The influence of weather on life. Science Strands: Earth & Space, Materials & Matter. HOW WE SHARE THE PLANET Central Idea: Adaptations and interactions of living things have an impact on other living things and the environment. Lines of Inquiry: How living things respond to changing environmental conditions to survive Circumstances that lead to adaptation Physical, behavioural and social adaptations Human impact on natural habitats/other living things. Science Strands: Living Things, Earth & Space.

GRADE 3 WHO WE ARE Central Idea: Understanding different ways of learning enables people to respond to their own learning needs as well as those of others. Lines of Inquiry: Different learning styles The human brain and nervous system How awareness of ones own learning styles strengthens learning processes. Science Strands: Living Things. WHERE WE ARE IN TIME & PLACE Central Idea: Machines and technology have developed over time to increase human efficiency. Lines of Inquiry: Simple machines and their development Recent innovations and their origins Implications for the future. Science Strands: Forces & Energy. HOW THE WORLD WORKS Central Idea: Humans respond to the continual changing nature of the earth. Lines of Inquiry: How the different components of the Earth are interrelated How the Earth has changed & is continuing to change Why the Earth changes Human responses to the Earths changes. Science Strands: Earth & Space. HOW WE SHARE THE PLANET Central Idea: Sustainability of the Earths resources may be attained by the choices people make. Lines of Inquiry: Earths finite and infinite resources The impact of peoples choices on the environment The balance between meeting human needs and the use of limited resources. Science Strands: Living Things, Earth & Space, Forces & Energy.
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GRADE 4 HOW WE EXPRESS OURSELVES Central Idea: Design of buildings and structures is guided by environmental factors, human ingenuity, cultural influences and available materials. Lines of Inquiry: Symbolism and styles of architecture Technology and materials used in different types of structures Considerations taken into account when building a structure (local architecture focus). Science Strands: Materials & Matter. HOW THE WORLD WORKS Central Idea: Energy may be converted, transformed and used to assist human development. Lines of Inquiry: Different forms of energy sources (renewable and non-renewable) How we harness, conserve and renew sources of energy energy usage, the effects and sustainable practices. Science Strands: Forces & Energy, Earth & Space. HOW WE SHARE THE PLANET Central Idea: Biodiversity depends on a balance of organisms within systems. Lines of Inquiry: Biodiversity Food webs and food chains of wetlands and forests Factors that can affect the balance of systems. Science Strands: Living Things.

GRADE 5 WHO WE ARE Central Idea: Changes people experience during adolescence affect their evolving sense of self. Lines of Inquiry: Physical changes Social and emotional changes Increased responsibilities. Science Strands: Living Things. HOW THE WORLD WORKS Central Idea: Everything is composed of matter that will always be conserved but with properties that can change. Lines of Inquiry: Properties of matter Physical and chemical changes Scientific method. Science Strands: Materials & Matter.

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SOCIAL STUDIES
WHAT IS SOCIAL STUDIES?
In the PYP, social studies is the study of people in relation to their past, present and future, their environment and their society. The aim of social studies is to promote intercultural understanding and respect for individuals and their values and traditions. It provides opportunities for students to look at and think about human behaviour actively, realistically, objectively, and with sensitivity. In the course of the study of social studies, students develop an understanding of their personal and cultural identities: they start to understand themselves in relation to their communities. There is a strong emphasis on the reduction of prejudice and discrimination within the classroom, the school, the community and the world. The social studies component of the PYP is characterized by concepts and skills rather than by content. All social studies content is taught within the Programme of Inquiry. KNOWLEDGE: WHAT DO WE WANT STUDENTS TO KNOW IN SOCIAL STUDIES?

STRANDS
Social studies knowledge is divided into five strands: HUMAN SYSTEMS & ECONOMIC ACTIVITIES The study of how and why people construct organisations and systems; the distribution of power and authority. (Government, economy, etc.) Related concepts: Communications, conflict, cooperation, freedom, governments, justice, legislation, production, transportation. SOCIAL ORGANISATION & CULTURE The study of people, communities, cultures and societies; the ways in which individuals, groups and societies interact with each other. (Culture and society) Related concepts: Artifacts, authority, citizenship, communication, conflict, diversity, family, identity, prejudice, religion, rights, roles, traditions. CONTINUITY & 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. (History) Related concepts: Chronology, civilizations, conflict, discovery, exploration, history, innovation, migration, progress. HUMAN & 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. (Geography) Related concepts: Borders (natural, social and political), dependence, impact, landscape, locality, ownership, populations, regions, settlements. RESOURCES & 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. (Environmental studies) Related concepts: Conservation, distribution, ecology, energy, interdependence, pollution, poverty, sustainability. SKILLS: WHAT DO WE WANT STUDENTS TO BE ABLE TO DO IN SOCIAL STUDIES? Students will be able to: Formulate and ask questions about the past, the future, places and society. Use and analyze evidence from a variety of historical, geographical and societal sources. Orientate in relation to place and time. Identify roles, rights and responsibilities in society. Assess the accuracy, validity and possible bias of sources.
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CONCEPTS: WHAT DO WE WANT STUDENTS TO UNDERSTAND ABOUT SOCIAL STUDIES? The eight key concepts of the PYP have social studies applications. The chart below explains these concepts from the social studies perspective. FORM WHAT IS IT LIKE? The workings of the events, systems and relationships in societies and the natural world. FUNCTION HOW DOES IT WORK? The special activities, properties or purposes, natural or given, of living or non-living things. CAUSATION WHY IS IT LIKE IT IS? The causes and effects of human and natural events. CHANGE HOW IS IT CHANGING? The nature of human, societal and environmental change over time. CONNECTION HOW IS IT CONNECTED TO OTHER THINGS? The interactions that affect humans and the environment; the ways in which our past, present and future are all connected. PERSPECTIVE WHAT ARE THE POINTS OF VIEW? The ways in which humans connect knowledge and experience that lead to diverse understanding. RESPONSIBILITY WHAT IS OUR RESPONSIBILITY? Peoples individual and collective responsibility towards themselves, groups and the environment. REFLECTION HOW DO WE KNOW? The learning from this inquiry, and ways in which the learner can apply their new understanding. ASSESSMENT Social studies knowledge, conceptual understandings, and skills are assessed through a variety of rubrics, checklists and observations. Often these assessments are tied to language assessments. SOCIAL STUDIES GRADE LEVEL FOCUSES Social studies is taught solely through the Programme of Inquiry. This is revised yearly so the units below may change. Some Units of Inquiry are heavily social studies based while others may only touch upon social studies concepts.

SOCIAL STUDIES FOCUSED UNITS

GRADE 1 WHO WE ARE Central Idea: Communication and social skills may enhance peoples relationships that have an impact on our well-being. Lines of Inquiry: How we develop and maintain relationships How personal and social relationships affect us Communication and social skills. Social Studies Strands: Social Studies Strands: Social organisation and culture. WHERE WE ARE IN TIME & PLACE Central Idea: Learning about toys, games and songs from previous generations helps us understand the relationship between the past, present and future. Lines of Inquiry: Ways to find out about past toys, games and songs How past toys, games and songs have evolved The role of toys, games and songs in our lives. Social Studies Strands: Social Organisation & Culture, Continuity & Change Through Time. HOW WE ORGANISE OURSELVES Central Idea: Organising systems are developed and followed enabling communities to accomplish common goals. Lines of Inquiry: The needs of our community to function well (home & school) Systems used to organise our community (home & school) Cooperation and responsibilities required to make systems work. Social Studies Strands: Human Systems & Economic Activities, Social Organisation & Culture.
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GRADE 2 WHERE WE ARE IN TIME & PLACE Central Idea: Cultural artefacts provide a way to learn about and understand the history of a community. Lines of Inquiry: Ways to find out about our past. How cultural artefacts reflect a community Personal, local and global artefacts and their meaning. Social Studies Strands: Social Organisation & Culture, Continuity & Change Through Time. HOW WE ORGANISE OURSELVES Central Idea: People use different systems of exchange to get what they need or want. Lines of Inquiry: Systems of exchange Mediums of exchange Ethics/fairness of the marketplace Needs/dependence on others. Social Studies Strands: Human Systems & Economic Activities. HOW WE SHARE THE PLANET Central Idea: Adaptations and interactions of living things have an impact on other living things and the environment. Lines of Inquiry: How living things respond to changing environmental conditions to survive Circumstances that lead to adaptation Physical, behavioural and social adaptations Human impact on natural habitats/other living things. Social Studies Strands: Human & Natural Environments, Resources & The Environment.

GRADE 3 WHERE WE ARE IN TIME & PLACE Central Idea: Machines and technology have developed over time to increase human efficiency. Lines of Inquiry: Simple machines and their development. Recent innovations and their origins Implications for the future. Social Studies Strands: Continuity & Change Through Time, Human & Natural Environments. HOW WE EXPRESS OURSELVES Central Idea: By using different media, people can share information and influence others. Lines of Inquiry: The role of media Communication through mass media The advantages and drawbacks of mass media. Social Studies Strands: Human Systems & Economic Activities, Social Organisation & Culture. HOW THE WORLD WORKS Central Idea: Humans respond to the continual changing nature of the Earth. Lines of Inquiry: How the different components of the Earth are interrelated How the Earths surface has changed and is continuing to change Human responses to the Earths changes Why the Earth changes. Social Studies Strands: Human & Natural Environments. HOW WE ORGANISE OURSELVES Central Idea: Communities provide interconnected services and systems designed to meet peoples needs. Lines of Inquiry: Reasons people live in the local community Services and systems needed to support a community Considerations used when planning services and systems for a community. Social Studies Strands: Human Systems & Economic Activities, Social Organisation & Culture, Resources & The Environments. HOW WE SHARE THE PLANET Central Idea: Sustainability of the Earths resources may be attained by the choices people make. Lines of Inquiry: Earths finite and infinite resources The impact of peoples choices and the environment the balance between meeting human needs and the use of limited resources. Social Studies Strands: Human & Natural environments, Resources & The Environment.

GRADE 4 WHO WE ARE Central Idea: Prejudice influences how we behave towards and perceive others. Lines of Inquiry: Stereotypes and selfidentity Forms of prejudice Actions and reactions towards acts of prejudice and their impact. Social Studies Strands: Social Organisation & Culture, Continuity & Change Through Time.
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WHERE WE ARE IN TIME & PLACE Central Idea: Exploration leads to discovery and develops new understandings. Lines of Inquiry: Reasons for explorations (historical and personal) Impact of explorers and explorations What we learn through exploration Process of exploration. Social Studies Strands: Continuity & Change Through Time, Human & Natural Environments. HOW THE WORLD WORKS Central Idea: Energy may be converted, transformed and used to assist human development. Lines of Inquiry: Different forms of energy sources (renewable and non-renewable) How we harness, conserve and renew sources of energy Energy usage, the effects and sustainable practices. Social Studies Strands: Resources & The Environment. HOW WE EXPRESS OURSELVES Central Idea: Design of buildings and structures is guided by environmental factors, human ingenuity, cultural influences and available materials. Lines of Inquiry: Symbolism and styles of architecture Technology and materials used in different types of structures Considerations taken into account when building a structure (local architecture focus). Social Studies Strands: Social Organisation & Culture, Continuity & Change Through Time, Human & Natural Environments. HOW WE ORGANISE OURSELVES Central Idea: Government and societal decisions influence the lives of citizens. Lines of Inquiry: How government systems function Impact of government on citizens Rights and responsibilities of citizenship. Social Studies Strands: Human Systems & Economic Activities, Social Organisation & Culture. HOW WE SHARE THE PLANET Central Idea: Biodiversity depends on a balance of organisms within systems. Lines of Inquiry: Biodiversity Food webs and food chains Factors that can affect the balance of systems. Social Studies Strands: Resources & The Environment.

GRADE 5 WHO WE ARE Central Idea: Changes people experience at adolescence affect their evolving sense of self. Lines of Inquiry: The physical changes that occur at adolescence Factors that contribute to self-concept and well-being during adolescence Significant stages in the maturation process and the resulting increase of responsibilities. Social Studies Strands: Social Organisation & Culture. WHERE WE ARE IN TIME & PLACE Central Idea: Human migration is a response to challenges, risks and opportunities. Lines of Inquiry: Reasons why people migrate Migration throughout history Effects of migration on communities, cultures and individuals. Social Studies Strands: Social Organisation & Culture, Continuity & Change Through Time, Human & Natural Environments. HOW WE ORGANISE OURSELVES Central Idea: Signs and symbols are part of human-made systems that facilitate local and global communication. Lines of Inquiry: Signs and symbols are part of human-made systems that facilitate local and global communication. Social Studies Strands: Human Systems & Economic Activities, Social Organisation & Culture. HOW WE SHARE THE PLANET Central Idea: Actions and reactions of individuals contribute to achieving resolutions in conflict situations. Lines of Inquiry: Causes and effects of conflict (local and global) Human rights and equity Strategies used to resolve conflict and characteristics of peacemakers Consequences of resolutions. Social Studies Strands: Human systems & Economic Activities, Social Organisation & Culture, Continuity & Change Through Time.

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PERSONAL, SOCIAL & PHYSICAL EDUCATION

PSPE in the IB Primary Years Programme is concerned with the individuals well being. It encompasses physical, emotional, cognitive, spiritual and social health and development. It contributes to an understanding of:

STRANDS
IDENTITY An understanding of our own beliefs, values, attitudes, experiences and feelings and how they shape us; the impact of cultural influences; the recognition of strengths, limitations and challenges as well as the ability to cope successfully with situations of change and adversity; how the learners concept of self and feelings of self worth affects his/her approach to learning and how he/she interacts with others. ACTIVE LIVING An understanding of the factors that contribute to developing and maintaining a balanced healthy life style; the importance of regular physical activity; the bodys response to exercise; the importance of developing basic motor skills; understanding and developing the bodys potential for movement and expression; the importance of nutrition; understanding the causes and possible prevention of ill health; the promotion of safety; the rights and the responsibilities we have to ourselves and others to promote well-being; making informed choices and evaluating consequences and taking action for healthy living now and in the future. INTERACTIONS An understanding of how an individual interacts with other people, living things and the wider world; behaviours, rights and responsibilities of individuals in their relationships with others, communities, society and the world around them; the awareness and understanding of similarities and differences; an appreciation of the environment and an understanding of, and commitment to, humankinds responsibility as custodians of the Earth for future generations. ASSESSMENT The assessment in PSPE is frequently embedded in other subject areas and it is primarily based on teacher observation. In physical education assessment is ongoing and a wide range of tools and strategies are used (e.g. checklists, rubrics, peer and self assessment and anecdotal notes).

PERSONAL, SOCIAL & PHYSICAL EDUCATION GRADE LEVEL EXPECTATIONS

Personal, social and physical education is addressed throughout the programme at Berlin International School. Most aspects of physical education are taught by specialist teachers within the Physical Education classes. Psychomotoric is a focus in Grades 1 and 2, swimming in Grade 3 and dance in Grades 4 and 5. GRADE 1 IDENTITY STUDENTS WILL DEVELOP THE CONCEPTUAL UNDERSTANDING THAT: Person is an individual Knowing how we are similar to and different from others helps shape our understanding of ourselves There are many factors that contribute to a persons individual identity Understanding and respecting other peoples perspectives helps us to develop empathy. Students will be able to: Identify themselves and their emotions in relation to others Describe some physical and personal characteristics and personal preferences Talk about similarities and differences between themselves and others. ACTIVE LIVING Students will develop the conceptual understanding that: Our daily practices can have an impact on our well-being Our bodies can move creatively in response to different stimuli Safe participation requires sharing space and following rules We can apply a range of fundamental movement skills to a variety of activities There is a need for a balance between activity and resting. Students will: Engage in a variety of different physical activities Develop a range of fine and gross motor skills Develop locomotor skills, like running, skipping, jumping, balancing, sliding, and rolling, moving in all directions Develop spatial awareness Take Psychomotoric lessons.
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INTERACTIONS Students will develop the conceptual understanding that: Our relationships with others contribute to our well-being (for examples, parent: child; teacher: student; friend: friend) Our behaviour affects others Participation in a group can require group members to take on different roles and responsibilities. Students will: Enjoy interacting, playing and engaging with others Take turns Learn to follow rules and play in a team Listen respectfully to others Reach out for help when it is needed for themselves or others Identify when their actions have impacted on others.

GRADE 2 IDENTITY Students will develop the conceptual understanding that: A positive attitude helps us to overcome challenges and approach problems A persons self-concept can change and grow with experience Different challenges and situations require different strategies. Students will: Identify and understand the consequences of actions Demonstrate a positive belief in their abilities Believe they can reach their goals by persevering. ACTIVE LIVING Students will develop the conceptual understanding that: Regular exercise and nutrition are part of a healthy lifestyle Food choices can affect our health Maintaining good hygiene can help to prevent illness We can apply a range of fundamental movement skills to a variety of activities. Movements can be used to convey feelings, attitudes, ideas or emotions. Students will: Communicate their understanding of the need for good hygiene practices Play modified ball games (for example: soccer, dodge ball, hockey) Be introduced to beginning athletics (sprint, long jump, ball throw, cross-country running) Be introduced to basic gymnastics skills and patterns (rolling, balancing, etc) Take Psychomotoric lessons. INTERACTIONS Students will develop the conceptual understanding that: Participation in a group can require group members to take on different roles and responsibilities Our actions towards others influence their actions towards us Responsible citizenship involves conservation and preservation of the local environment. Students will: Cooperate with others Celebrate the accomplishment of the group Reflect on the process of achievement and value the achievement of others.

GRADE 3 IDENTITY Students will develop the conceptual understanding that: Embracing and developing optimism helps us to have confidence in ourselves and our future Understanding ourselves helps us to understand and empathize with others. Students will: Recognise personal qualities, strengths and limitations Use understanding of their own emotions to interact positively with others Work and learn with increasing independence. ACTIVE LIVING Students will develop the conceptual understanding that: Regular exercise, hydrations, nutrition and rest are all important in a healthy lifestyle We can develop and maintain physical fitness by applying basic training principles The use of responsible practices in physical environments can contribute to our personal safety and the safety of others. Students will: Begin to demonstrate an understanding of the principles of training in developing and maintaining fitness Demonstrate greater body control when performing movements Demonstrate attention to technique Understand that regular practice can improve the effectiveness of our movements Learn how to swim or to be comfortable in water Continue to develop athletic and gymnastics skills Play games (for example: modified games of soccer, hockey or various types of tag). INTERACTIONS Students will develop the conceptual understanding that: Responsible citizenship involves conservation and preservation of the local environment Our actions towards others influence their actions towards us Healthy relationships are supported by the development and demonstration of constructive attitudes such as respect, empathy and compassion. Students will: Learn that healthy relationships are supported by the development and demonstration of constructive attitudes such as respect, empathy and compassion Recognise that committing to shared goals in group situations improves individual and shared experiences and outcomes Develop a shared plan of action for group work that incorporates each individuals experiences and strengths.
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GRADE 4 IDENTITY Students will develop the conceptual understanding that: A persons identity evolves as a result of many cultural influences A persons self-concept is influenced by how others regard and treat him or her Understanding ourselves helps us to understand and empathize with others Increasing our self-reliance and persisting with tasks independently supports our efforts to be more autonomous Stereotyping or prejudging can lead to misconceptions and conflict. Students will: Analyze how assumptions can lead to misconceptions Recognise, analyze and apply different strategies to cope with adversity Use emotional awareness and personal skills to relate to and help others. ACTIVE LIVING Students will develop the conceptual understanding that: Attention to technique and regular practice can improve the effectiveness of our movements A dynamic cycle of plan, perform and reflect can influence a creative movement composition There are positive and negative outcomes for taking personal and group risks that can be evaluated in order to maximize enjoyment and promote safety. Students will: Self-assess performance and respond to feedback on performance from others Reflect and act upon their preferences for physical activities in leisure time Identify realistic goals and strategies to improve personal fitness Continue to develop athletic and gymnastics skills Play games (for example: mini-basketball, softball) Participate in a dance program. INTERACTIONS Students will develop the conceptual understanding that: A plan of action is a necessary strategy for a group to achieve its goal An effective group capitalizes on the strengths of its individual members Communities and societies have their own norms, rules and regulations Communities and their citizens have a collective responsibility to care for local and global environments An effective group can accomplish more than a set of individuals. Students will: Reflect and build on the effectiveness of the group during and at the end of the process Discuss ideas and ask questions to clarify meaning Begin to apply different strategies when attempting to resolve conflict Develop tolerance and respect for all members of the class, especially between genders Learn the rules of bicycle safety.

GRADE 5 IDENTITY Students will develop the conceptual understanding that: Reflecting on the strategies we use to manage change and face challenges helps us to develop new strategies to cope with adversity The physical changes people experience at different stages in their lives affect their evolving identities Being emotionally aware helps us to manage relationships and support each other A persons self-worth is reinforced and reflected in engagement with and/or service to others Coping with situations of change, challenge and adversity develops our resilience. Students will: Examine different factors that shape identity (for example gender, sexuality, nationality, language) Identify how their self knowledge can continue to support the growth and development of identity Understand the role of and strategies for optimism in the development of their own well-being. ACTIVE LIVING Students will develop the conceptual understanding that: Setting personal goals and developing plans to achieve these goals can enhance performance There are physical, social and emotional changes associated with puberty Identifying and participating in activities we enjoy can motivate us to maintain a healthy lifestyle. Students will: Introduce greater complexity and refine movements to improve the quality of a movement sequence Recognise the connection between exercise, nutrition and physical well being Learn that there are physical, social and emotional changes associated with puberty Continue to develop athletic and gymnastics skills Play games (for example: soccer, hockey, mini-basketball, softball, etc.) Participate in a dance program. INTERACTIONS Students will develop the conceptual understanding that: An individual can experience both intrinsic satisfaction and personal growth from interactions Individuals can extend and challenge their current understanding by engaging with the ideas and perspectives of others People have a responsibility to repair and restore relationships and environments where harm has taken place. Students will: Build on previous experiences to improve group performance Begin to independently use different strategies to resolve conflict Work towards a consensus, understanding the need to negotiate and compromise Understand how to deal with puberty issues of respect, tolerance and hygiene.
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THE ARTS
The Arts are identified as dance, drama, music and visual arts. B.I.S. recognizes that not all learning can be supported solely through language, and that the arts as a medium of inquiry also provide opportunities for learning, communication and expression. Learning about and through the arts is fundamental to the development of the whole child promoting creativity, critical thinking, problem solving skills and social interactions. Arts promote attitudes such as empathy and appreciation, and skills such as analysis, that help us to see the uniqueness of each person as well as explore the commonalities that connect us.

WHAT ARE THE ARTS?

DANCE explores how we express ourselves through movement. Dance uses the body as the medium of expression. Students need to develop confidence in their personal physicality, through body awareness, balance, coordination, flexibility and strength. DRAMA explores how we express ourselves physically and vocally. In creating, students should explore the use of facial expressions, gestures, movement, posture and vocal techniques to convey emotional or cultural meaning to both characters and stories. MUSIC enables students to communicate in ways that go beyond their oral language abilities. Music includes classifying and analyzing sounds, composing, exploring body music, harmonizing, listening, playing instruments, singing, notation, reading music, and song writing. The term VISUAL ARTS is used to describe practices that have been traditionally described in education as art, craft and design. Visual arts include the following art forms: architecture, book making, ceramics, collage, drawing, illustration, installation, land art, mask making, metalwork, painting, papermaking performance art, print making, sculpture and textiles. Each of these four Arts consists of two strands.

ARTS STRANDS
RESPONDING The process of responding provides students with opportunities to respond to their own and other artists works and processes, and in so doing develop the skills of critical analysis, interpretation, evaluation, reflection and communication. Students will demonstrate knowledge and understanding of the concepts, methods and elements of dance, drama, music and visual arts, including using specialized language. Students consider their own and other artists works in context and from different perspectives in order to construct meaning and inform their own future works and processes. CREATING The process of creating provides students with opportunities to communicate distinctive forms of meaning, develop their technical skills, take creative risks, solve problems and visualize consequences. Students are encouraged to draw on their imagination, experiences and knowledge of materials and processes as starting points for creative exploration. They can make connections between their work and that of other artists to inform their thinking and to provide inspiration. Both independently and collaboratively, students participate in creative processes through which they can communicate ideas and express feelings. The creating strand provides opportunities for students to explore their personal interests, beliefs and values and to engage in a personal artistic journey. ASSESSMENT Students are assessed using a combination of informal and formal tools, both cumulative and formative. The actual outcome is important, but the process is greatly valued and evaluated. Students are assessed heavily on the process and their development toward the final goal.
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THE ARTS GRADE LEVEL EXPECTATIONS

The programme expectations build from the lower grades and are expanded and refined throughout the higher grades.

GRADE 1 DRAMA RESPONDING Students will: Talk about ideas and feelings in response to dramatic performances Display audience etiquette and appropriate responses Use materials to symbolically show location and character Respond to dramatic ideas through spoken, visual, auditory and kinaesthetic mediums. CREATING Students will: Engage in imaginative play using a range of stimuli Develop the ability to cooperate and communicate with others in creating drama Explore basic bodily movements and the use of space Explore familiar roles, themes and stories dramatically Work individually or in groups with confidence Perform in front of groups. MUSIC RESPONDING Students will: Express their responses to music in multiple ways (drawings, games, songs, dance and discussion) Explore body and untuned percussion instrument sounds Move their bodies to express the mood of the music Sing partner songs Describe the differences in music Listen to music and create their own work in response Use voice to imitate sounds and learn songs. CREATING Students will: Create and accompany music using a variety of sounds and instruments Play untuned percussion instruments in time with the beat Explore sound as a means for expressing imaginative ideas Participate in performing and creating music both individually and collectively Use the voice and body to create musical patterns. VISUAL ARTS RESPONDING Students will: Enjoy experiencing and creating artworks Identify the materials and process used in the decoration in the artwork Create artwork in a response to a variety of stimuli Sharpen powers of observation Provide constructive criticism when responding to art work Exposure to art materials and their uses Identify the formal elements of an artwork. CREATING Students will: Engage with and enjoy a variety of visual arts experiences Combine different formal elements to create a specific effect Realize that their art work has meaning Use their imagination and experiences to inform their art making Create art work in response to a range of stimuli Take responsibility for the care of tools and materials Take responsibility for their own and others safety in the working environment Participate in individual and collaborative creative experiences.

GRADE 2 DRAMA RESPONDING Students will: Respond to live performances, stories and plays from other times and/or places Realize that dramatic conventions are used to craft performances Discuss and explain the way ideas, feelings and experiences can be communicated through stories and performances Describe the dynamic connection between the audience and performer. CREATING Students will: Create roles in response to props, set and costumes Share drama with different audiences by participating, listening and watching Identify with characters through role development Make use of simple performance conventions to share ideas Consider and maintain appropriate behaviours in drama, as an audience member or as a performance. MUSIC RESPONDING Students will: Distinguish the sounds of different instruments in music Recognise different sources of music in daily life Sing individually and in unison Share performances with each other and give constructive criticism.
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CREATING Students will: Record their personal, visual interpretation of elements of sound (for example, loud/soft, high/low, fast/slow) Create music for different purposes Read and write music using non-traditional notation Rehearse and perform in a class musical. VISUAL ARTS RESPONDING Students will: Identify the stages of their own and others creative processes Use appropriate terminology Make personal connections to artworks Reflect on their own and others creative processes to inform their thinking Express opinions about an artwork. CREATING Students will: Select tools, materials and processes for specific purposes Sharpen their powers of observation Demonstrate control of tools, materials and processes Make predictions, experiment, and anticipate possible outcomes Identify the stages of their own and others creative processes.

GRADE 3 DRAMA RESPONDING Students will: Describe and evaluate the learning and understandings developed through their exploration of drama. Compare varied styles of performance with drama from various cultures Use drama performances to tell stories about people and events from various cultures. CREATING Students will: Value and develop imaginary roles or situations Use performance as a problem solving tool Work cooperatively towards a common goal, taking an active part in the creative experience Interpret written dialogs or scenarios Make artistic choices about role, situation and context. MUSIC RESPONDING Students will: Explore individually or collectively a musical response to a narrated story Record and share the stages of the process of creating a composition. CREATING Students will: Express one or more feelings in a musical composition Read, write and perform simple musical patterns and phrases Incorporate the other arts and available resources in order to broaden their creative expression Read and write music in traditional and non-traditional notation Explore vocal sounds, rhythms, instruments, timbres to communicate ideas and feelings. Learn to play the recorder. VISUAL ARTS RESPONDING Students will: Use relevant and insightful questions to extend understanding Describe similarities and difference between artworks. CREATING Students will: Identify, plan and make specific choices of materials, tools and processes Combine a variety of formals elements to communicate ideas, feelings and/or experiences Show awareness of the effective power of visual arts Use a range of strategies to solve problems during the creative process.

GRADE 4 DANCE RESPONDING Students will: Describe the ideas and feelings communicated through body movements Identify and explain why certain body postures and body movements communicate certain ideas and feelings Show curiosity and explore the idea of movement Respond to dance through spoken, written, visual and/or kinaesthetic mediums Recognise the theme of a dance and communicate their personal interpretation Identify dance components such as rhythm and use of space in their own and others dance creations Recognise that dance plays an innovative role in communicating ideas within cultures and societies Consider the composition of an audience when preparing an effective formal and/or informal presentation Reflect on artistic processes and dance achievements and how to incorporate new ideas into future work Recognise how dance can be used to express and understand our inner thoughts and our understanding of the world around us.
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CREATING Students will: Explore the dynamic flow of body movements such as fast, slow, big, small, strong, smooth, sharp, tension and relaxation Move freely through the space to show levels of low, medium and high and change of direction Use stimulus materials to extend the body and enhance body movements such as streamers, scarves, props and costumes Develop physical awareness in using isolated body movements and gross motor skills Explore different types of movements such as travelling, jumping and turning Develop the ability to incorporate and communicate with others in creating dance Work individually or in groups with trust and confidence Design a dance phrase with a beginning, middle and ending Create movement that explores dimensions of direction, level and shape Develop physical balance and coordination Share dance with different audiences by participating, listening and watching. DRAMA RESPONDING Students will: Consider the composition of an audience when preparing an effective formal and/or informal presentation Describe how drama plays an innovative role in communicating ideas within cultures and societies Recognise and explore some of the different roles in theatre. CREATING Students will: Create a devise or scripted performance for a particular audience or purpose Find appropriate ways to communicate specific meaning using dramatic action Express the unique values, beliefs and interests through a dramatic form Work to develop each others ideas during the creative process Consider the advise and feedback of others as an essential part of the creative process. MUSIC RESPONDING Students will: Recognise music from a basic range of styles Sing with accuracy and control, focusing awareness on the musical elements Compare aspects of music from different times and places. CREATING Students will: Express themselves as individuals through musical composition Create music that will be continually refined after being shared with others Improvise upon a basic pattern to reinforce the importance of the individual within the group Learn to play recorder Perform in a class musical. VISUAL ARTS RESPONDING Students will: Critique and make informed judgments about artworks Reflect throughout the creative process to challenge their thinking and enact new and unusual possibilities. CREATING Students will: Use a personal interest, belief or value as the starting point to create a piece art work Create art work for a specific topic Make connections between the ideas they explore in their art work and those explored by other artists through time, place and cultures Become increasingly independent in the realization of the creative process.

GRADE 5 DANCE RESPONDING Students will: Describe the ideas and feelings communicated through body movements Identify and explain why certain body postures and body movements communicate certain ideas and feelings Show curiosity and explore the idea of movement Respond to dance through spoken, written, visual and/or kinaesthetic mediums Recognise the theme of a dance and communicate their personal interpretation Identify dance components such as rhythm and use of space in their own and others dance creations Recognise that dance plays an innovative role in communicating ideas within cultures and societies Consider the composition of an audience when preparing an effective formal and/or informal presentation Reflect on artistic processes and dance achievements and how to incorporate new ideas into future work Recognise how dance can be used to express and understand our inner thoughts and our understanding of the world around us. DRAMA RESPONDING Students will: Discuss aspects of drama that illustrate relationships between culture, history and location Explore how dramatic meaning illustrates the values, beliefs and observations of an individual or community Recognise and discuss how the consequences and actions of a performance teach audience members and performers life lessons.
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CREATING Students will: Manipulate a variety of different drama strategies and techniques to create informed scripts, characterizations and contexts Identify how cultural connections can be made with different types of drama Identify and develop the personal and related skills encountered through the drama experience Create and perform a sequential drama that explores the particular issue by experimenting with different dramatic forms Consider the skills and techniques used by a range of drama practitioners in the performing arts Show an awareness of audience and adapt performances accordingly. MUSIC RESPONDING Students will: Reflect on and communicate their reactions to music using musical vocabulary Discuss music that relates to social issues or values Sing individually and in harmony Interpret and explain the cultural and or historical perspectives of a musical composition. CREATING Students will: Create music to represent different cultures and styles Create musical composition expressing their own ideas and feelings on a social issue Play the recorder Rehearse and perform in a class musical Be aware of stage presence in front of an audience. VISUAL ARTS RESPONDING Students will: Reflect on the factors that influence personal reactions to artwork Identify and consider the contexts in which artworks were made Compare, contract and categorize artworks from a range of cultures, places and times Investigate the purposes of artwork from different times, places and a range of cultures including their own. CREATING Students will: Adjust and refine their creative process in response to constructive criticism Identify factors to be considered when displaying an art work Utilize a broad range of ways to make meaning Select, research and develop an idea or theme for an art work Develop an awareness of their personal preferences.

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THE WORLD IN A CLASSROOM

FULLY ACCREDITED BY THE COUNCIL OF INTERNATIONAL SCHOOLS (C.I.S.) THE NEW ENGLAND ASSOCIATION OF SCHOOLS & COLLEGES (NEASC) Lentzeallee 8/10 & Lentzeallee 12/14 14195 Berlin-Dahlem Fon +49(0)30/82007790 Telefax +49(0)30/82007799 Internet: www.berlin-international-school.de E-Mail: office@berlin-international-school.de Officially recognised by the Berlin Department of Education Member of ECIS, I.B., NEASC, AGIS & VDP Staatlich anerkannte Ersatzschule Schultrger: Private Kant-Schule e.V.

STATUS: PROVISIONAL EDITION, AUGUST 2013 2013 PRIVATE KANT-SCHULE e.V. PHOTO: SREN MLLER DESIGN: ARTWORK GEWECKE