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The Mathematics programme enables students to interpret the world around them with the development of strategies, and a body of knowledge, skills and attitudes. Learning Mathematics requires active inquiry that engages students and teachers in answering questions and in solving real life problems. It fosters creativity and imagination in the discovery of patterns of shape and number, the perceiving of relationships, the making of models, the interpretation of data, and the communication of emerging ideas and concepts. Mathematical understanding will provide children with a body of knowledge upon which to build and reflect and will include:
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Number, Algebra, Pattern and Function
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Measurement |
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Data Handling and Statistics |
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Space and Shape (CIS Mathematics Curriculum, 2006) |
Recognizing that "Learning is developmental," (our core belief, Touchstone #2) we understand that children will grow through different stages of Mathematical thinking. We have organized our work in Numeracy around eight key stages of development. Teachers use diagnostic assessment to identify the strategies children are using at their stage of thinking and to organize for learning.
When children complete Grade 3 they are generally at the Early Additive or Advanced Additive Stages. To read more about the different stages of Mathematical thinking, please click here.
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| MATHEMATICS AND THE LEARNING CONTINUUM |
The frameworks of the Primary Years Programme (PYP) and our own CIS curriculum are organized to reflect a continuum of learning. In Mathematics, for example, curriculum expectations stretch across the two years of Grade Two and Grade Three. Children have two years to meet the combined expectations for the end of Grade Three. While children grow through similar developmental stages, they progress at different rates and with different challenges and leaps of understanding. Our core belief that, "Learners' progress can be seen as a learning continuum" (Touchstone # 7) helps us to capture the particular journey of each child and to meet individual needs. We recognize, however, that assessment must also consider the child's progress against an expected standard. We gauge the child's growth as an individual, and consider that growth against a norm for the grade level. We work to hold these two forms of assessment in balance. Both of these kinds of information are needed to complete a full portrait of a child as a learner. We have set Benchmarks for each grade level which reflect the typical capabilities of a child at the end of that year. Benchmarks for Grade Two may include some of the same skills and knowledge of the Grade Three expectations, but Grade Three will also extend beyond to include the development of new understandings, abilities and levels of complexity. To read more on mathematical learning and benchmarks please click here. For further information on what students will be learning in grade 3 mathematics, please visit the subject information page. |
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Language is central to a child's development. It is "fundamental to learning, thinking and communicating, and permeates the whole curriculum," (IBO 2007). Our programme focuses on developing children's depth of understanding, fluency in communication and mastery of skills. Throughout the day and in all subject areas, language literacy skills in reading, writing, speaking, listening, representing and viewing are incorporated as crucial tools for learning. Children learn to express their ideas, feelings and opinions, to support their thinking with sound arguments and research, and to use the language appropriate for formal and informal situations.
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If we learn to love words - the sound of them, the feel of them in our mouths, the many meanings and mysteries they hold, the way they can make metaphors, weave tales, tell secrets, we use them … to make connections with the world and with each other, to make a context for ourselves.
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(Caldwell, 1997) |
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| LANGUAGE ARTS OVERVIEW |
Please note that in keeping with the framework of the Primary Years Programme, CIS curriculum documents are organized as a learning continuum. Expectations in Language Arts, for example, stretch across the two years of Grade Two and Grade Three. Children have two years to meet the combined expectations for the end of Grade Three.
To read about the best practices for language learning, please click here.
| Oral communication: Listening and Speaking |
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Children will appreciate the power of oral language and use speech with increasing awareness and responsibility.
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They will participate appropriately in discussions and will talk about a wide range of topics.
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They will use increasingly complex language confidently and creatively, with increasing accuracy, detail and range of vocabulary. |
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They will become increasingly aware of the use of oral language to articulate, organize and reflect on learning. |
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They will begin to communicate in more than one language. | |
| Written communication: Reading & Writing |
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Children will read a variety of fiction and non-fiction books confidently, fluently and independently, and they will be able to select books appropriate to their reading level and for a specific purpose. |
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They will be interested in a variety of literature and will begin to show an appreciation of different literary styles. |
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They will understand and respond to the ideas, feelings and attitudes expressed in various reading materials, and will be able to use reference books, dictionaries and information technology independently. |
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They will read daily in class and will regularly read for a sustained period of time both in class and at home. |
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Students will develop fluency in writing, and will write independently and with confidence. |
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They will begin to use a wide and vivid vocabulary with supporting details. |
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They will understand that different types of writing have different structures. |
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They will write for a range of purposes, both creative and informational, and will plan, edit and review their own writing. |
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They will spell most high-frequency words accurately and use a range of strategies to spell words of increasing complexity. |
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They will present their writing appropriately using a consistent, legible style. |
| Visual communication: Viewing and Representing |
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Children will experience a wide variety of visual media materials.
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They will respond to viewing experiences orally and in writing. |
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They will interpret visual media and recognize the power of visual media to influence thinking and behaviour, and will begin to lean how to make informed choices in their personal viewing experiences. |
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They will use a variety of materials to plan and create projects with different media and will use electronic media to find information. |
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Children will use their developing skills in drama, movement and art as other media through which they extend and share their understanding. |
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In the PYP, Social Studies is viewed as the study of people in relation to their past, their present and their future, their environment and their society. Social Studies encourages curiosity and develops an understanding of a rapidly changing world. Through Social Studies, students develop an understanding of their personal and cultural identities (IBO, 2007).
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Students inquire into and learn about globally significant issues in the Units of Inquiry. Each unit may focus primarily on Social Studies or Science, or may blend the two.
The focus in Science is on "the exploration of the behaviours, and the interrelationships among, the natural, physical and material worlds". The scientific method is a model of inquiry which is crucial to the development of scientific understanding. CIS students are engaged in a Science process which encourages "hands-on experience and inquiry, and enables the individual to make informed and responsible decisions, not only in Science but also in other areas of life" (IBO, 2007).
At CIS, our curriculum leaders and teachers strive to make learning relevant for their students. All students in grade 2 (PYP) will focus on the same transdisciplinary themes for a specific unit of inquiry, although the central idea will change slightly on each campus. The Units of Inquiry may incorporate topics of study in Science and Social Studies and other disciplines.
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.
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Central Idea: Lifestyle choices impact on our well-being. |
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Lines of Inquiry: |
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Lifestyle choices
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Consequences of choices |
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Daily routine | | |
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Key Concepts:Causation |
Where We Are in Time and Place - 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.
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Central Idea: Throughout history people have migrated with different effects on themselves and others. |
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Lines of Inquiry:
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Reasons people migrate |
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Effects of migration on communities, cultures and individuals |
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Migration through history | | |
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Key Concepts: Connection, Causation, Perspective |
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.
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Central Idea: People can use visual arts as a form of individual expression. |
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Lines of Inquiry:
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Forms of visual art |
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Purpose of art |
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Art appreciation |
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Materials, tools, mediums, and techniques used in art | | |
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Key Concepts: Form, Function, Perspective |
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.
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Central Idea: The design of city structures is based on many factors. |
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Lines of Inquiry:
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Types of structures |
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Factors affecting the design of a structure | | |
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Key Concepts: Form, Function, Connection |
How We Organize Ourselves - An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.
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Central Idea: Schools are organized in different ways. |
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Lines of Inquiry:
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Different kinds of schools |
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Reasons schools are different | | |
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Key Concepts: Causation, Perspective |
Sharing the Planet - An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities, peace and conflict resolution.
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Central Idea: Plants are a life sustaining resource for us and for other living things. |
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Lines of Inquiry:
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Structure of a plant |
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What plants provide |
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Plants care | | |
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Key Concepts: Form, Connection, Function |
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Students in grade 3 at CIS learn both French and Mandarin with specialist teachers.
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FRENCH
The program we use in French is called "Histoires en action!" (AIM program). It is based upon the use of stories and music for the specific teaching of French as a Additional Language. Specifically designed stories are written in the form of plays which become the focus for a range of motivating language activities that help students develop confidence and competence in the language as they progress through each story unit. There are also songs, chants and raps that help students learn through rhythmical activities.
Another component of this program is the Gesture Approach, a technique that uses hand signs to help students learn and remember the important vocabulary found in the plays, songs and other activities. Each word is associated with a gesture, so that the language is represented visually and kinesthetically.
There is also emphasis on the development of all four language skills (reading, writing, listening and speaking) through this program, however, for young students, the written word is gradually introduced and the focus is on oral language acquisition with plenty of pleasant repetition. Activities are varied, so that students have the opportunity to work individually, with partners, in small groups and as a whole class.
In Grade 3 students will learn the play "Les trois petits cochons and/or L'arbre Ungali."
Assessment is ongoing. In the first term the focus will be on participation and oral communication. In the second term the focus will be on oral communication, as well as some introductory reading and writing skills.
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MANDARIN
At CIS, our Mandarin Programme focuses on the use of the Chinese language functionally for communication purposes in everyday situations. The programme has been structured to develop students' use of Chinese in meaningful and relevant contexts. Learning Mandarin is an engaging and enjoyable experience for our students.
| The Mandarin Programme at this level is designed to achieve the following goals: |
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Cultural awareness: To develop an understanding and appreciation of Chinese culture and community.
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Social awareness: To develop an awareness of the role and nature of language in everyday life. Students are encouraged to increase, within realistic limits, their ability to communicate effectively in Mandarin in a stimulating environment. |
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Chinese characters recognition: To introduce character recognition through the Chinese writing system. Simple and independent characters are introduced, reviewed, and reinforced. Reinforcement of and/or support with regular, homeroom assignments can take place. |
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Language awareness: To establish a foundation in the essential skills of the language. Through a thematic approach, students acquire the necessary skills of listening, speaking, reading, and writing. |
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On-going Assessment: First term students will primarily be assessed on participation and oral communication. Second term students will be assessed on oral communication, reading and writing. |
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Integral to life itself, art is also an integral part of all education. Especially during the early years of life, art, another language for learning, is a critical part of the curriculum in all good schools for young children.
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(Althouse et al, 2003) | |
At CIS the Arts are not mere "add-ons", but are essential aspects of our curriculum. We recognize that the Visual Arts, Dance, Movement, Drama, and Music offer children multiple forms of literacy with which they may interpret the world and represent their understanding. We enable children to use the Arts to understand concepts and ideas more deeply, and to share their new learning.
Our Art and Drama specialists often work alongside classroom teachers to cooperatively plan and teach new topics of study, and to integrate the Arts with the PYP Units of Inquiry. Visual Arts instruction includes elements of design, art interpretation, and the development of Art techniques. Drama classes develop children's skills in verbal and non-verbal expression and may include movement, dance, drama forms such as role play and mime, and performance.
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Our students join in music education weekly with a specialist teacher. During these classes students learn the basic concepts of music. Emphasis is placed on vocal prowess and students are also guided to explore a variety of pitched and non-pitched percussion instruments. They use these to perform different rhythms and accompany songs. Children are exposed to music from various cultures and are given opportunities to create music of their own. Performances for parents and peers provide the students with a chance to display their progress, develop self-confidence, and explore creative expression.
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The Physical Education department strives to offer a high quality physical and education programme in a safe, fun, and challenging environment. Physical Education staff exercise excellent communication and teaching skills. We nurture each student's growth and development in the physical, cognitive, and social domains through the scope and sequence of the Primary Years Programme (PYP).
Our goal is for students to learn the value of intrinsic motivation to pursue a healthy and active lifestyle in an increasingly changing society. Physical education for students in grade 2 will have the following focus:
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Adventure Challenge |
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Cooperative Games
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Creative Movement
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Gymnastics |
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Orienteering |
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Introduction to sports |
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Fitness |
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Students often arrive at school with a great deal of technology "know how" and our task, as teachers, is to help them understand that the computer is a tool for work and learning as well as a source of fun and exploration. Our programme is designed to help students acquire skills and to develop a greater understanding of how to apply those skills in meaningful and relevant ways in their learning.
Our teacher-librarians work closely with teachers in planning Units of Inquiry in the Primary Years Programme. Our focus is on integrating technology and curriculum to support student learning. Information technology is another way to open up the world to a child.
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