Preschool 3s to Grade 5 IB Curriculum

The Preschool offers the Primary Years Program (PYP) of the International Baccalaureate to children ages three through five. The nature of the PYP places the child at the center, which allows Dwight to consistently position the student's strengths and interests at the forefront of the learning experience. No two students are alike, and the School enthusiastically supports and fosters each child’s unique “spark of genius.” One may be a future mathematician, another a budding artist, and still another a world-class athlete in the making. Throughout the year, the Preschool 3s and 4s classes explore four Units of Inquiry stemming from the transdisciplinary themes.

The language and literacy standards in the 3s program reflect an amalgamation of the standards set by the International Baccalaureate Primary Years Program as well as the Common Core Creative Curriculum for Preschool. Students demonstrate knowledge of phonics and phonemic awareness through daily classroom routines and activities, including games, manipulatives, puzzles, and fine and gross motor experiences. Environmental print is used to introduce the concept that print conveys meaning via daily calendar and schedule review, read­-aloud stories, and dictation of children’s thoughts and ideas. Emerging writing skills are developed through the use of the Handwriting Without Tears Program, which incorporates hands­-on activities, including Roll­-a­-Dough Letters, Stamp and See Screens, and building letters with wooden pieces. Children develop their communication skills through conversations with peers and teachers, and sharing opportunities.

Mathematics in the 3s program is a year of introduction and practice. We begin the year focusing on mathematical fundamentals such as number recognition and counting. Development of these skills are supported through formal lessons as well as everyday routines such as group time, work time, and free play with classroom manipulatives. Once students have a working knowledge of basic numeracy, we move on to quantifying and connecting numerals with their quantities. Students learn one­-to-­one correspondence before engaging in more analytical math skills. Through topics covered in our Units of Inquiry, as well as daily procedures in classrooms, students are exposed to identifying and creating patterns. In similar ways, students are also exposed to the concept of sequencing to round out their mathematical skill set. By the end of the year, students have an awareness of the basic foundations of math skills that will be expanded upon during their time in preschool.

Spanish

The 3s Spanish program is based on the immersion and richness of the Spanish language. Through exciting activities, songs, dances, storybooks, and games, children develop their communication skills, allowing them to integrate a second language into their oral language development. As the children become progressively more familiar and comfortable hearing, understanding, and responding in Spanish, it becomes a natural part of their thought process.

Students in the 3s classroom experience music in a variety of languages and styles. They develop a repertoire of songs from memory, and begin to explore steady beat through singing, speaking, playing classroom instruments, and movement. The songs they sing include holidays, seasons, and often focus on alphabet recognition and counting. Students are also very involved in improvisation. They are encouraged to find different ways to play their instruments in class, and begin to become aware of the different timbres on non­-pitched percussion (like ringing, jingling, rattling, scraping, and clicking). In the 3s music classroom, students also develop the ability to creatively organize musical ideas and sounds.

In the 3s program, children begin to participate in structured physical education classes. In these classes, young students are introduced to the strands of personal, social, and physical education through adventure challenges, athletics, body control and spatial awareness, movement to music, games, gymnastics, and health­-related activities. 3s students are introduced to the proper terminology to various skills found in P.E. class and participate in and follow directions for simple games requiring little to no equipment to aid their development in different areas such as spatial awareness, gross motor and fine motor skills, coordination, balance, and components of fitness. The environment places a high priority on safety, physical activity, and tasks with a high rate of success to boost students’ confidence and develop a positive attitude towards physical education.

Dwight’s Pre-Kindergarten classes follow the IB Primary Years Program. Children of this age are enthusiastic learners. They ask focused questions and make demands of the world around them. This curiosity is fostered as a central tenet of inquiry in the PYP curriculum. Themes and Units of Inquiry, based on student questions, build upon children’s interests and learning and expand their horizons.

Lively and imaginative four-year-olds tackle new tasks and adventures with delight. Socially, they are more mature and form strong friendships. They are able to relate to their peers and show empathy and understanding. Sometimes children of this age fluctuate from needing reassurance and security to asserting bold independence. Teachers work hard to provide a warm and loving environment where individual strengths are nurtured and children feel valued ― and value each other.

Pre-Kindergarteners are articulate and approach new vocabulary with enthusiasm. In class, children are encouraged to express themselves verbally as well as through pictures and drawings. Many children develop a natural curiosity for reading and writing. A language-rich classroom provides many opportunities for children to explore and develop these emergent skills. They have access to varying writing instruments ― crayons, markers, pens, pencils, chalkboards, a variety of papers, notepads, and notebooks. Children are able to see many examples of written text through books, poems, and child-authored stories. The acquisition of listening skills is also paramount and children are exposed to a range of early literacy experiences.

Dwight Pre-Kindergarten students begin the IB Primary Years curriculum and can explain what it means to be a thinker, a communicator, and a risk taker, among others, and demonstrate examples of these attributes in their interactions with their teachers and peers.

Pre­-K is an exciting year and the next important step toward becoming readers. Students participate in a variety of activities throughout the day that focus on the organization and basic features of print, offering exposure to emergent phonics and word analysis skills (i.e., letter identification and symbol­-sound associations). Ultimately, students will demonstrate an emerging understanding of spoken words, syllables and sounds (phonemes), and display emergent reading behaviors with purpose and understanding (e.g., pretend reading).

The students use writing in a variety of ways. From drawing pictures to forming letters and words, they use their developing fine motor skills to communicate on the page. Students use a combination of drawing, dictating, or writing to express an opinion about a book or topic, to narrate a single event or to provide a reaction to an event. Students are encouraged to respond to questions and suggestions and add details to strengthen illustrations or writing, as needed.

Language skills are an important part of the daily curriculum. The students participate in collaborative conversations about pre­-kindergarten topics and texts with peers and adults in both small and large groups. They demonstrate an emergent ability to express thoughts, feelings, and ideas and are encouraged to describe familiar people, places, things, and events, and provide additional detail. Through conversation, a student confirms his or her understanding of a text read aloud or information presented orally
through other media. On a daily basis, students are encouraged to ask and answer questions in order to gain information, seek help, or clarify something that is not understood.

Listening skills are a crucial component of early literacy development. Group discussions, read-­alouds, and language classes are an integral part of the daily routine. From understanding and following directions to listening respectfully without interrupting others, there are ample opportunities to develop these important skills. Students are encouraged to listen attentively to spoken language (e.g., books read aloud, rhyming words, songs) and to listen for a purpose (e.g., to track individual words as they are spoken or to gain information).

Mathematics in the pre­-kindergarten program is an exploration of basic concepts through a wide variety of materials. Math concepts such as numeracy, patterning, geometry, and measurement are interwoven through our play, work, and Units of Inquiry. Children gain a deeper understanding of numbers, ways to represent numbers, relationships among numbers, and the number system. They learn to count, quantify, and connect numerals with their quantities (one­-to-­one correspondence). We scaffold upon the student's ability to recognize patterns and assist them in extending and creating their own color and shape patterns. These pattern skills also help children to understand the beginning principles of addition and subtraction. Data handling skills are introduced by sorting, classifying, and organizing objects by size, number, attributes, and other properties. In addition, we expand upon the children’s ability to understand, explore, and describe geometric shapes and spatial relationships. Children learn to understand directionality, order, and position. Children learn basic knowledge of measurement using an array of manipulatives, such as Unifix cubes, blocks, and traditional measurement tools. Through this experience, they learn to compare and measure everyday objects in their environment.

In music, the pre-kindergarten students focus on musical contrasts such as loud/soft and fast/slow, exploring steady beat, responding to music through movement, and recognizing basic rhythmic music notation. Students are also very involved in instrument exploration and improvisation. Throughout the year, they discover a wide range of classroom instruments with various timbres. Students also sing songs representative of different activities, holidays, and seasons in a variety of cultures.

Chinese (Mandarin)
In the pre-k program, students are formally introduced to Mandarin for the first time. They learn basic vocabulary related to the Units of Inquiry through fun games, songs, story books, and videos, as well as practice basic communication skills. Students are encouraged to reproduce the sounds of Mandarin, pronounce syllables and words correctly. Students are exposed to Chinese character writing by coloring and tracing words. In addition to the Chinese language, basic Chinese customs and culture are explored.

Spanish
The pre-k Spanish program is an immersive exposure to the Spanish language. The program includes culturally rich and exciting activities, games, translated and original Spanish songs, books, vocabulary and flashcard projects, and an interactive and musical Spanish environment.

Physical education classes for students in the pre-kindergarten program reinforce concepts, ideas, terminology, and skills introduced in the 3s program to help build a strong foundation for future years of physical education. Students will continue to explore locomotor and non-locomotor skills; develop the ability to solve tasks individually, in pairs, or in small groups; become aware of some of the elements of a healthy lifestyle; use movement as a way to express themselves; and learn the importance of safety during exercise.

Our kindergarten classrooms balance inquiry­-based, student­-directed time with large­ group, teacher­-directed experiences. Using the PYP Learner Profile and PYP as a guide, students learn to become independent thinkers, communicators, and risk­-takers. Six Units of Inquiry allow students and teachers to explore science­ or social studies­-based themes in depth. Daily activities include Morning Meeting, small group work, discussion, problem solving, open exploration, P.E., and outside play in nearby Riverside Park. Math, English Language Arts (ELA), science, and social studies are woven seamlessly into the daily schedule, providing students with an authentic learning experience. Weekly specials include music, library, and studio (art and science) in addition to language study in French, Spanish, or Mandarin.

Kindergarten completes six inquiry­-based units that allow for the children’s own curiosity to guide their learning. These units incorporate aspects of the science and social studies elements into the curriculum as well as areas of physical, social, and personal growth and development. Our units include inquiries into: senses, products we use, the city around us, personal stories, healthy habits, and forests. Through questioning, hands­-on experiments, play, reading, writing, and other research, students come to construct meaning and understand large themes within each unit and take action to demonstrate their learning. As the year progresses, students will develop communication, self­-management, research, and social skills through whole group projects and individual activities both inside and outside of the classroom environment.

Our goal in kindergarten is to accept all children where they are in their literacy development. We help our students progress by providing them with daily reading and writing opportunities that inspire them to become lifelong learners.

Kindergarten reading instruction is based on the reading workshop curriculum model. Kindergarteners are engaged in the following reading opportunities throughout the week: read-­alouds, shared reading, guided reading, paired reading, and independent reading. Reading aloud to children exposes them to different genres of literature and new knowledge, vocabulary, and patterns of speech. Shared reading, or reading as a whole class, allows students to learn and practice decoding skills and reading strategies. We also use this time to develop comprehension skills to help students understand the meaning of printed text. Guided reading occurs in small groups or one­-on-­one with a teacher. These sessions are highly focused and allow children to work on specific skills that need development. Paired reading invites students to interactively share the reading process with their classmates. Students also participate in independent, self­-selected reading activities. Independent reading provides students with an opportunity to practice reading on their own level, develop fluency, and pursue personal reading interests.

Spelling and phonics instruction are structured around the kindergarten word wall and individualized word study lessons. Sound and letter recognition are important stepping­ stones on the path toward reading. In order for students to master each phonemic sound, we embed daily phonics activities in reading. We extrapolate key word sounds from reading experiences and often use familiar and accessible words, such as student names, to demonstrate letter sounds. These keywords, as well as high­-frequency words, are added to the word wall for student reference. High­-frequency words are grade­-level words that commonly appear in printed text. We expect students to fluently read and correctly spell high­-frequency words in their writing. We also teach children to decode and spell words through small group word study lessons based on individual student needs.

Writing Workshop is a key component of kindergarten language arts instruction. Students are given many opportunities throughout the day to write about a topic of their choice. While writing, students apply phonemic understanding, practice penmanship, learn about grammar, and gain knowledge about the writing process. It is important that our students feel like successful writers who have a valuable and unique voice to share. In kindergarten, we encourage students to use invented spelling so they are not hindered by researching the correct spelling of all words. Invented spelling pushes students to contemplate letter­-sound relationships and keeps them actively engaged in the creative process.

Our math program is designed to help children explore a wide variety of mathematical concepts. We study patterns, numbers, geometry, sorting and classifying, graphing, counting, addition, subtraction, measurement, time, money, and problem solving. To aid our mathematical exploration, we use many materials such as counters, Unifix cubes, tiles, links, Cuisenaire rods, dominos, and pattern blocks.

Kindergartners will begin to view math as a part of everyday life rather than just a subject in school. We want children to recognize math at home, school, play, and in the community. Parents can encourage student mathematical thinking by demonstrating that math is a necessary skill used by all people in and out of school.

Spanish

The Spanish kindergarten program is based on immersion exposure to the Spanish language. Students are expected to use their previously learned language skills in a culturally rich and exciting way with translated and original Spanish songs, games, and storybooks. Students are able to create and understand simple commands and short sentences, which prepares them for the next step in language acquisition.

Chinese (Mandarin)

In kindergarten, we continue fostering students’ interest in Mandarin acquisition. Students not only practice responding appropriately to simple commands and instructions in Mandarin, but also have fun and learn the language at the same time. They acquire Mandarin through kinesthetic learning activities, fun games, art projects, Mandarin songs, story books, and video clips. We also integrate technology into the classroom to help students master the vocabulary of each unit. Students are trained to communicate and express simple greetings, words, and phrases. They further their study of Chinese character writing via tracing and copying isolated words. Students learn more about Chinese customs and culture: the teacher introduces important Chinese legends and myths in the classroom, and students experience Chinese calligraphy, brush painting, paper cutting, and festival celebrations.

Kindergarteners’ focus in music is on understanding dynamics (short/long and high/low), demonstrating steady beat, responding to music through movement, and beginning sight­-reading. Students are also very involved in instrument exploration and improvisation. They are often playing and composing during class, and singing songs in a variety of languages and styles.

Kindergarten students also participate in a Carnegie Hall program throughout the year called Musical Explorers. The curriculum is designed to connect students to the diverse musical community of New York City as they develop listening, singing, and composing skills. Each semester culminates in an interactive concert featuring vocalists from a wide variety of musical styles and cultures and from six New York City neighborhoods. Students not only listen to, but also perform songs with the artists during the concert.

Kindergarten students in physical education classes will review and utilize the basic skills learned in previous physical activity settings and apply them in different settings and situations. Locomotor movements become more challenging by adjusting speed, level, pathway, or direction while maintaining control and body awareness. Students are introduced to movement sequences consisting of a small number of steps in a pattern with awareness of the position of objects and/or people in relation to oneself. Kindergartners begin to demonstrate simple and modified techniques found in sports (striking, kicking, volleying, etc) and use small group games to promote teamwork and cooperation. Greater emphasis is placed on well­-being and healthy lifestyles and students are introduced to the importance of rest, well­-balanced nutrition, and exercises to form connections between health and physical activity.

In kindergarten, students conduct an in-depth study of two of the basic elements of art: color and line. They identify different types of lines and are introduced to working with and making the appropriate selection of media: tempera, oil pastels, crayons, and clay. Students are given their first sketchbooks, in which they put their ideas, make preliminary sketches, or free-draw. Students also learn the important concept of using art materials and tools in a safe and responsible manner.

In kindergarten, students visit the school library once a week to enjoy stories and nonfiction books. Books selected often support the PYP Units of Inquiry and students are encouraged to participate in the stories and make connections to the unit. Students borrow books from the Riverside Campus library and begin to recognize the importance of the library and its resources as part of their classroom work.

In kindergarten, technology is integrated with learning in the classroom and is directed by the classroom teachers. Students begin using computers and iPads in the classroom so that they are prepared for regularly scheduled technology classes when they enter first grade.

The Units of Inquiry in first grade examine the concept of identity through various unit topics, such as: arts and poetry, life cycles of plants and animals, inventions, and conservation. Through questioning, hands­-on experiments, reading, writing, and other research, students come to construct meaning and understand large themes within each unit. Students analyze their knowledge by thinking about how things function, why they are the way they are, and how and why they may change. They also develop social, communication, reasoning, self­-management, and research skills by embarking on larger group projects. They gain knowledge that is relevant and of global significance to develop an appreciation that we hope will lead to international­-mindedness. Students strengthen their ability to see things from different perspectives, and reflect upon their own responsibility in the personal choices that they make.

Students participate in a reading workshop as a part of the balanced literacy framework that is used throughout the school day. Whole group lessons occur regularly, during which students are taught the skills and strategies they need to navigate a variety of genres of books. Fundations is our anchor program for our students’s phonics instruction. Students are also split into small groups to work closely with their teachers, giving them the support they need to work towards individualized goals. Students also read independently and are taught how to select books that are appropriate for their skill levels. Teachers assess students periodically throughout the year to determine their progress.

First grade is an important and exciting year for writing. Students move beyond the mechanics of writing and start to put their own opinions and ideas on paper. They  begin to think about the content and quality of their writing by applying their emerging editing skills. During the different units of study, students learn to write for different purposes and across various genres such as poetry, persuasive, expository, and creative writing. Students are also exposed to and start using similes, metaphors, dialogue, and senses in their writing.

Mathematics in the first grade at Dwight is a year of foundational skills. We begin the year focusing on and conducting a comprehensive review of the basic number facts that students have learned in kindergarten. The topics include counting, place value, and comparing numbers. After a solid review, we move into addition and subtraction. Then students explore geometry and an introduction to fractions. Later in the year, we explore money, measurement, and time. Finally, students learn to organize, compare, and interpret data by using various types of graphs. Singapore Math is used as our anchor program and drives our approaches for teaching mathematics. Throughout the year, we teach our students a variety of strategies for solving number stories. Students use math manipulatives, math games, and different math apps in order to fully understand and explain their thinking.

Introduction

All students in the PYP are required to study at least one language in addition to English. Learning these languages is seen to be an important element in preparing young people for citizenship in the developing global community.

Students in French, Spanish, and Mandarin are exposed to the culture of the target language and develop the necessary skills to become active users of the language at the end of their school career. Students in grades 1-­5 learn language through a variety of ways including songs, games, role-­playing, and cultural activities.

Chinese (Mandarin)

In first grade, the goal is for students to continue to feel comfortable speaking and hearing Chinese. The curriculum focuses on correct pronunciation, basic vocabulary, numbers, days of the week, weather, animals, parts of the body, and family. Students learn how to recognize and write simple, familiar Chinese characters. They learn how to ask for simple information. Chinese culture is explored through arts, music, storybooks, and the celebration of Lunar New Year.

Spanish

In first grade, the goal is for students to feel comfortable speaking and hearing Spanish. Students learn the alphabet and gain the ability to sound out both familiar and unfamiliar words. An emphasis is placed on correct pronunciation so that a native speaker would be able to understand them. Students learn how to have a conversation about themselves including their name, age, origin, and birthday. Emphasis is on a basic vocabulary of numbers, days of the week, months, weather, colors, animals, and family. Students will experience some Spanish traditions throughout the year as they celebrate “Día de los Muertos,” “Three Kings Day,” and “Fiesta Latina."

French

In first grade, the goal is for students to feel comfortable speaking and hearing French. Students are introduced to the alphabet and gain the ability to sound out familiar words. An emphasis is placed on correct pronunciation and intonation so that a native speaker would be able to understand them. Students learn how to have a conversation about themselves including their name, age, gender, and height. Emphasis is on a basic vocabulary of numbers, days of the week, weather, colors, animals, parts of the body, and family. French culture is explored through songs and storybooks. During the celebration of “La Francophonie” students celebrate French language from around the world.

First grade visual arts encourages students to be exploratory, developing their curiosity about art and its effective power for personal and cultural expression. Students explore artworks by a range of significant artists, learning how to sharpen their observational skills and begin to interpret the mood of artworks by analyzing subject matter and visual characteristics of form. They learn to make a range of 2D and 3D artworks by experimenting with different materials and in response to observations, sensory experiences and through imitation. Art-making projects include self-portraits, animal habitats, structures, neighborhood collage, and found object sculptures. Throughout the year, students have the opportunity to present their artistic talents in Community Meetings, Art Shows and special assemblies. The IB Learner Profile is at the center of our rich art life in Timothy House and is an integral part of our curriculum and teaching practice.

First graders sing songs in a variety of languages and styles. Students begin to learn and apply the principles of traditional and non-traditional music notation, sight-reading, and musical ear training. In the instrumental portion of the first grade music curriculum, emphasis is made on learning various world and classical rhythms through the use of pitched and unpitched percussion instruments. Students work on creating compositions individually and in groups by using basic technology tools and compositional techniques. Special emphasis is made on collaborative and creative projects. Students strengthen their communication and creative thinking skills while exploring percussion instruments, such as African drums, xylophones, metallophones, and steel drums. The primary goal for the first grade is to allow students to experience the joys of spontaneous music making while building their social and collaborative skills. 

Throughout the year students have the opportunity to present their musical talents in Community Meetings, Holiday and special assemblies, Community Outreach Projects, and Winter and Spring Concerts. The IB Learner Profile is at the center of our rich musical life in Timothy House and is an integral part of our curriculum.

First grade students develop and expand their imaginations through drama games and activities, improving their creative thinking skills along the way. In introductory ensemble settings, students share ideas and listen to the suggestions of others. They develop body awareness and sensory/emotional perception, and begin to recognize, mirror, and create emotions described in stories and dramatic play. Students are also introduced to character development, and explore how to be expressive with their body and voice through improvisation, pantomime, and role play. 

In their inquiry units, students will explore the interconnectedness of societies through the oral tradition of storytelling, and will use fables from different cultures to create characters and environments. They will also explore the techniques of tableau to present the beginning, middle, and end of a story. Across all units, students learn audience etiquette, reflective thinking skills, and how to communicate celebrations after their peers’ shares. Students have the opportunity to present their dramatic talents in community meetings and special assemblies.

In the first grade, physical education focuses on teaching students important movement fundamentals related to health, fitness, and well­-being. Students explore and develop the ability to solve problems individually or in pairs, and begin to identify different roles and responsibilities in small group activities. Students are taught sports­-specific skills and techniques in a variety of games­-related activities. Through these games and activities students are familiarized with the concepts of teamwork and cooperation. First grade students are exposed to different stimuli and respond through movement to express feelings and moods using imagination and original ideas. They explore and develop traditional gymnastic skills and interpret and answer movement tasks by putting simple movement sequences together. Students are aware of the importance of daily exercise and explore, use, and adapt a range of movement skills. They focus on the connection of “body and exercise” when looking at physical changes in relation to exercising during their interdisciplinary studies.

Students in first grade are introduced to the library as part of their scheduled classes. They participate in activities that support recognizing the difference between fiction and nonfiction and begin to learn the parts of nonfiction books that are tools for finding information. In addition to print materials, first grade students are introduced to age appropriate digital resources and basic research skills that integrate with the PYP units of inquiry. They also begin to learn the organization of materials within the library. A love of literature and the understanding that the library is a source of information is of primary importance. First graders borrow books from the library and enjoy sharing a variety of fiction and nonfiction stories that support their PYP Units of Inquiry.

First grade students are introduced to the design cycle and technology that complement the PYP Program of Inquiry. A variety of digital tools will be integrated into the classrooms to enhance their units of inquiry. In the beginning of the year, first graders learn how to use technology responsibly and begin to learn basic technology skills. Students also reflect on their own learning process through a digital portfolio.

Students in the first grade will begin to understand that technology is the process of communicating and sharing information. Students are introduced to coding through floor robots called bee­-bots. These programmable robots help students to learn control, sequencing, and directional language. Students use the design inquiry cycle to help solve problems by creating new and imaginative solutions. For example, during the unit, Sharing the Planet, students build recycled envirobots that all play a special role in making sure we keep our earth clean.

Second graders start the year by acclimating to the reading environment of the classroom, as well as developing their independent reading skills. Students consider their strengths and interests when choosing “just right” books, with an increased focus on early chapter books. Second graders continue to develop their ability to decode and work on their overall comprehension of various texts. Teachers help them navigate texts by giving them a forum to talk about their reading in one­-on-­one teacher conferences, peer partnerships, and small groups. Students are encouraged to discuss connections between texts, their own lives, and the world around them. They are also prompted to recognize characters’ feelings and challenges while following their journeys through books. As the year continues, second graders read non­fiction books to improve their research skills and comprehension of informational text.

The students start the year by writing about themselves in their personal narratives. They write about personal experiences, as well as various topics that are of interest to them. Throughout the year, second graders write about things that happen over the weekend, as well as thoughtful reflections at the end of each unit. Students learn how to focus on one event and use that knowledge to produce detailed and thoughtful writing pieces. Second graders are given many opportunities to practice using descriptive language, correct writing conventions, and learned skills. They work on these skills through writing realistic fiction stories, inspired by times when they were risk-takers, and nonfiction pieces written about natural forces. Additionally, they develop a stronger understanding of the writing process by writing how-to books focused on hooking the reader and giving detailed directions. Each student uses a checklist to edit and revise their written pieces.

In math, students work throughout the year to master their basic addition and subtraction facts.. Within each math unit, students develop problem solving abilities through weekly multi-step word problems with a focus on showing and explaining their thinking. Students continue to develop their number sense through an inquiry into place value. Additionally, they learn useful skills for working with money and time, such as making change, and telling time to the nearest five minutes. Students enjoy the inquiry into measurement, where they are provided with the opportunity to move around the classroom to measure various lengths, perimeters, and distances. During the unit on geometry, students explore two-dimensional and three­-dimensional shapes. They also explore fractions through the partitioning of shapes into equal shares and describing the shares using words. A popular unit focuses on interpreting data and graphing, where students develop their own surveys to organize their collected data.

Introduction

All students in the PYP are required to study at least one language in addition to English. Learning these languages is seen to be an important element in preparing young people for citizenship in the developing global community.

Students in French, Spanish, and Mandarin are exposed to the culture of the target language and develop the necessary skills to become active users of the language at the end of their school career. Students in grades 1-­5 learn language through a variety of ways including songs, games, role-­playing, and cultural activities.

Chinese (Mandarin)

In second grade, students review previously covered material, while new concepts are introduced such as food, colors, countries, languages, habitats, and likes and dislikes. Students begin to speak in full sentences with basic conversational terms. In conversations, students are able to create their own personal responses. Students continue to write simple, familiar Chinese characters, and learn to read short phrases. They also continue to ask for simple information. Chinese culture is explored through arts, music, and storybooks, and the celebration of Lunar New Year.

Spanish

In second grade, students review previously covered material, while new concepts are presented such as food, colors, countries, languages, habitats, and likes and dislikes. Students begin to write full sentences in Spanish and are able to read short phrases. Through conversations, students learn to create their own personal responses while following model sentences. Students will experience some Spanish traditions throughout the year as they celebrate “Día de los Muertos,” “Three Kings Day,” and “ Fiesta Latina.”

French

In second grade, students review previously covered material, while new concepts are presented such as food, parts of the body, places in town, and transportation. Students begin to write full sentences in French following example sentences and are able to read short phrases. Through conversations, students learn to create their own personal responses while following model sentences. Students will experience some of the French traditions throughout the year through cultural songs, poems, and stories. During the celebration of “La Francophonie” students celebrate French language from around the world. 

Second graders enjoy creating their own original melodies inspired by the knowledge and understanding during the Units of Inquiry. Students continue building their vocal and instrumental  skills by combining their singing with instrumental accompaniment. In addition to exploring introductory principles of harmony, second graders learn basic techniques of classical and world instruments, such as ukulele, violin, cello, and guitar. The main goal of the second grade music curriculum is to continue fostering and strengthening performance confidence, auditory memory, critical thinking, and collaborative skills in a context of transdisciplinary themes and differentiated approach to learning.

Throughout the year, students have the opportunity to present their musical talents in Community Meetings, Holiday and special assemblies, Community Outreach Projects, and Winter and Spring Concerts. The IB Learner Profile is at the center of our rich music life in Timothy House and is an integral part of our curriculum. 

Second grade students continue to expand their imaginations by responding to others in group drama activities, building self-confidence and developing critical thinking skills along the way. Students are introduced to physical and voice/diction warm-ups that they will use throughout the Timothy House drama program.  Students develop increased body awareness and sensory/emotional perception, and continue to recognize, mirror, and create emotions described in stories and dramatic play. In both individual and ensemble settings, students expand their knowledge of character development and explore how to be increasingly expressive with their body, voice, and mind. 

In their inquiry units, students assume roles, interact with other characters, and remain in role while contributing to the furtherance of story. Examples include creating animal characters and imagining the animals’ journey home, and creating unique family portrait tableaux. Students are introduced to stage directions and learn to respond to and incorporate directions from both their teacher and their peers. Students have the opportunity to present their dramatic talents in community meetings and special assemblies. 

Second grade students develop the ability to solve physically challenging problems, individually, in pairs, and in small groups. They learn to identify different roles and responsibilities in team activities during adventure challenges. Students learn to apply skills and techniques involved in a variety of games­-related activities, and lead­-up games, as well as invent, present, evaluate, and modify their own tag games. Second graders are exposed to different stimuli of movement composition, and respond through movement to express feelings and moods using imagination and original ideas. They develop traditional gymnastic skills and interpret and answer movement tasks with or without a partner. Students explore and develop basic techniques of jumping, throwing, and running in their track and field unit, and are also introduced to collecting and recording results. Health­-related activities are taught throughout the year and students focus on the relationship of nutrition and exercise within an interdisciplinary approach.

In second grade, students begin to recognize their ability to utilize the library’s resources for their academic interests, as well as pursuing books for personal and aesthetic growth. Research in second grade is highlighted through the How the World Works and Sharing the Planet units of inquiry by utilizing digital resources as well as print materials from the library collection to expand their understanding of the unit topics. Students become comfortable accessing online databases and collecting and recording information. Second graders explore the steps to becoming expert book-browsers and using the library to expand their reading interests.  The layout and organization of the school library, the concept of choosing “just right” books, and the learning to be open-minded in book selection offer students many opportunities to develop an appreciation for and love of reading.

In the second grade, students are becoming more proficient at using technology and thinking creatively. Students will continue to have design integrated in their classrooms two times per cycle where they utilize a variety of media for researching, creating, programming, and presenting that enrich their units of inquiry. Students explore a variety of tools in order to share their innovative thinking, including using Scratch Jr. to demonstrate their knowledge of how living things are connected in their unit for Sharing the Planet. One of their favorite units is Who We Are, where students use design principles to organize an alphabet book that demonstrates their knowledge of healthy habits and allows them to express their own sparks of genius. 

Second grade visual arts extends students' understanding of the basic elements of art and design and provides experiences with new materials for making. Inspired by our units of inquiry, students continue building their artistic skills in combination with observations of significant artworks, sensory experiences and material exploration in 2 and 3-dimensions. They work on noticing similarities and differences between artworks, investigate the processes of how artists have created their works and consider how these skills and ideas can be incorporated into their own work. As students grow in experience, they develop and fine tune their knowledge and manipulation of tools and materials, creating a solid foundation to foster a curiosity about the art world. Art-making projects include weaving, food sculptures, comics, geode sculptures, and still life drawings. Throughout the year students have the opportunity to present their artistic talents during class art talks, Community Meetings, Art Shows and special assemblies. The IB Learner Profile is at the center of our rich art life in Timothy House and is an integral part of our curriculum.

The Units of Inquiry in third grade examine the concept of activism through various unit topics, such as: conflicts, human body systems, performing arts, and the solar system. These units allow students to dive deeper into inquiry based learning while being risk-takers and taking ownership of their learning. Each of our six units are inquiry based, student­-driven, and allow students to develop their social, communication, research, thinking, and self­-management skills in fun, interactive, and meaningful ways.

Third grade students are able to build on their technical skills and tackle more complex applications. Design sessions occur two times per cycle and students are fully engaged with presentation programs, multimedia apps, and electronic research tools. Students use a variety of tools to plan, gather, organize, synthesize, present, and evaluate information to solve problems. Students exercise their skills to present their ideas in interactive timelines, creative slideshows,  and animations. 

Third grade is a time of excitement and exploration of new ideas and the understanding of how design and technology fits into classroom learning. One notable Unit of Inquiry in third grade is How the World Works. In this unit, students have the option to develop multimedia projects for their STEAM Expo that shows their understanding of the solar system. Another favorite unit of inquiry in third grade is How We Organize Ourselves. In this unit, students learn how to become entrepreneurs and create a product or service that they feel will benefit the school community. Both of these projects happen in conjunction with their Unit of Inquiry study in the classroom.

Throughout the year, third graders read various genres which include: realistic fiction, fantasy, biography, and nonfiction. Within each genre study, students inquire into what makes each one different and what work they will need to do as readers to successfully explore them. These investigations are done independently, as a class, through reading partnerships, and in book clubs. All of these units allow students the opportunity to deepen their comprehension skills and engage in meaningful conversations about their books. Within all genres, readers are also expected to track their thinking as they read. This helps them to recall important information, provide evidence to support their ideas, determine importance, make inferences, recognize themes and main ideas, and in turn, synthesize so that they are reading to learn.

Third grade students write a variety of published pieces throughout the year including personal narrative, nonfiction, fantasy, persuasive essay, research-based writing, and realistic fiction. As a class, we investigate the purpose of each genre, how it is organized, the strategies and features of each genre, and how to insert a unique writing voice. Students learn pre­-writing strategies to help plan before writing to enhance the structure of the composition, and elaboration strategies to develop each piece. Students also engage in the writing process in which they draft, revise, edit, and publish a piece of writing by the end of each unit. Throughout the year, students learn about various grammar topics such as the proper use of ending punctuation, commas, apostrophes, and quotation marks. Finally, students engage in daily word study activities to learn spelling words on their individual level.

Third grade mathematicians explore various topics throughout the year such as place value, number sense, measurement, data, geometry, fractions, and money. All topics we learn about are differentiated based on student readiness and individualized level. Within our place value unit, students explore how to read multi­-digit numbers, round, and estimate. During our number sense unit, students learn how to add and subtract multi­-digit numbers with multiple instances of regrouping. We also work to develop a conceptual understanding of the meaning of multiplication and division and their connections to addition and subtraction. During our measurement unit, students inquire into the metric system to measure mass, volume, and time. During our data unit, students explore and create various graphs such as bar graphs, pictographs, and line plots, as well as ways to collect and interpret data. During our fractions unit, students learn what a fraction is and how to both compare and order fractions. During our geometry unit, students explore various polygons and their attributes and categorize them. They inquire into how to calculate area and perimeter. Finally, after ongoing practice, students will leave third grade having achieved mastery of their multiplication and division tables. All math activities are differentiated, incorporate hands­-on and technological components, and include real­-world problem solving connected to each unit.

Introduction

All students in the PYP are required to study at least one language in addition to English. Learning these languages is seen to be an important element in preparing young people for citizenship in the developing global community.

Students in French, Spanish, and Mandarin are exposed to the culture of the target language and develop the necessary skills to become active users of the language at the end of their school career. Students in grades 1-­5 learn language through a variety of ways including songs, games, role-­playing, and cultural activities.

Chinese (Mandarin)

In third grade, students continue to build on and review previously covered material, as new material and concepts are presented. Students use simple sentence structures and learn to write complete sentences using simple characters. They also explore conversations they can use in daily life, such as how to politely interact with others. Chinese culture is explored through arts, music, and storybooks, and the celebration of Lunar New Year.

Spanish

In third grade, students learn more complex Spanish grammar and vocabulary such as planets, clothing, and currency of different Spanish speaking countries. Students understand a string of phrases and can write short phrases themselves and use them in creating a short story. Students start to engage in more complex conversations, such as how to shop and how to order food. Students will experience some Spanish traditions throughout the year as they celebrate “Día de los Muertos,” “Three Kings Day,” and “Fiesta Latina.”

French

In third grade, students learn more complex French grammar and vocabulary such as basic feelings, descriptions of personality, and sports through reading, writing, and speaking activities. Students begin to understand and read longer phrases and passages, and can write short and long phrases, following an example. Students will experience some of the French traditions throughout the year through cultural songs, dance poems, and stories. During the celebration of “La Francophonie” students celebrate French language from around the world.

Third grade visual arts becomes more student-driven, with opportunities for greater choice within the creative process and by students engaging more with their imagination when formulating ideas and reasons for art-making. Students engage in multiple projects which are connected to the PYP units of inquiry. They continue to learn about what makes an artwork significant by asking questions, making connections and learning to recognise simple visual language. The process and language of critique is developed, fostering an environment of shared social learning, where students are encouraged to give and apply feedback to their learning process. Students learn to identify and discuss successes and challenges when making artworks and to evaluate the progress of their work to identify areas for improvement. Art-making projects involve observational drawing techniques, including how to suggest the illusion of depth and distance by applying perspective devices when representing the form of objects. They expand their knowledge of the human form through anatomy and gesture drawing, as well as showcasing their props and costume design in conjunction with classroom productions. Throughout the year students have the opportunity to present their artistic talents during class art talks, Community Meetings, Art Shows and special assemblies. The IB Learner Profile is at the center of our rich art life in Timothy House and is an integral part of our art curriculum. 

In third grade, students are closely studying Baroque recorder technique, principles of modern notation, reading of instrumental three-part scores, and performing in all-grade and all-Lower School combined ensembles. Students create and showcase their own compositions in binary and ternary forms and further develop their ear-training and sight-reading skills, while continuing to explore various instruments of the orchestra. Students are engaged in multiple transdisciplinary projects in connection to PYP Units of Inquiry. The creative process is entirely student-driven and is closely connected to classroom learning. Third-grade students are introduced to music notation technology called Noteflight, which allows them to express their own creative ideas in free-form style.

Throughout the year, students share their musical talents in Community Meetings, holiday concerts, lower school assemblies, and Community Outreach Projects. The main focus of the third grade music curriculum is to give students an opportunity to effectively apply peer and teacher feedback to the learning process and to become stronger independent learners. The IB Learner Profile is at the center of our rich musical life in Timothy House and is an integral part of our music curriculum. 

Third grade students focus on exploring, imitating, and re-creating the world around them, and in doing so, enhance their self-confidence, problem-solving abilities, and creative thinking skills. Students continue to do physical and voice/diction warm-ups and games, now creating and leading warm-ups in their ensembles. Students create imagined settings and use pantomime through an introduction to the concept of sense memory. They are also introduced to new rehearsal techniques, such as the concept of neutral, and “waiting for their cue.” Students practice audience etiquette and expand their reflective thinking skills by specifically evaluating their current skill strengths and areas for growth. 

In their inquiry units, students are introduced to how a theatre is organized and the collaborative structure of each role that brings theater to life for performers and audiences alike. Students expand upon a script outline to develop deeper, more defined characters and environments.  They also imagine how one of their favorite childhood stories can be transformed to the stage by dreaming up ideas about sets, costumes, props, sound and/or lighting. Students have the opportunity to present their dramatic talents in community meetings and special assemblies. 

Physical education in the third grade provides students with the opportunity to solve challenging problems, individually, in pairs, or in small group activities. They learn and apply specific skills and techniques involved in a variety of lead­-up games and design their own simple games. Third graders respond through movement to a variety of stimuli to express feelings and moods using imagination and original ideas. They improve traditional gymnastic skills and interpret and answer movement tasks in small groups in their own ways. Health related activities are incorporated throughout the year and students understand that they can enhance their performance in physical activities through developing and maintaining physical fitness, refining movement skills, and reflecting on techniques and performance. In track and field, students develop the basic techniques of throwing, running, and jumping. They collect and record data in at least one of these activities. While focusing on the bigger concept of “energy,” students explore the science behind sport in their practical physical education lessons and have the opportunity to deepen their knowledge during a cross­-curricular field trip to the New York Hall of Science.

Library is an exciting time for third graders as they become independent researchers and continue to develop their ability to choose their own books. Students begin to learn the process of searching for a book using the library online catalog and then locating that book on library shelves. Integration of the PYP Units of Inquiry with research in library class and using books and online resources is a primary aspect of third grade, so that students begin to connect the concept of research and classroom inquiry in order to further their knowledge. The use of text features in print and digital resources as well as note­-taking skills are introduced. Students continue to share read-alouds linked to the classroom units as well as having the opportunity to borrow books in order to reinforce their lifelong love of reading.  A highlight of the third grade library curriculum comes during the unit How We Express Ourselves when students participate in Reader’s Theatre. Students select a script, share parts, and perform without props, costumes, or stage. 

The Units of Inquiry in fourth grade examine the concept of development through various unit topics, such as: government, forces, major world religions, and ancient civilizations. Students practice being open-minded, reflective, and learning from the past to understand the present and future. In the spring term, the entire grade travels to Washington, D.C. for an impactful educational and social experience.

Students begin fourth grade by enhancing their foundational reading skills with a variety of note-taking strategies that promote and develop higher-level thinking. Using these strategies they learn how to dig deeper into fiction texts by using inference skills to uncover implicit themes and ideas, mood, author’s message, and characters’ motivations. Throughout the year students also apply these strategies to nonfiction texts as they gather, evaluate, and synthesize information about the topics explored in the units of inquiry. In book clubs, fourth graders practice analyzing literature through a critical lens while sharing their ideas, asking questions, and clarifying understanding amongst a small group of their peers.

In fourth grade, students hone their paragraph writing skills in both fiction and nonfiction genres, using a range of key features to make a successful piece of writing. These features include topic and concluding sentences, a variety of sentence starters, and paraphrased evidence. The students then use what they have learned about paragraph-writing to write longer writing pieces. In our fiction-writing units, students enjoy creating mystery stories and graphic novels. This work further enhances their knowledge of literary devices. In the nonfiction units, students research and craft persuasive essays about current social and world issues. Some topics include energy sources and analyzing systems of government. Throughout all writing units students focus on mastering writing conventions, grammar, and spelling, while also learning to write in cursive.

Throughout the year, fourth graders inquire into many different mathematical concepts. Singapore math is used as our anchor program, and drives our approach to teaching mathematics. All topics are differentiated based on student-readiness and individualized needs. Throughout the year students are taught a variety of problem-solving skills and techniques, and learn to make their thinking visible while explaining their process. Some of the mathematical topics taught in fourth grade include place value, fractions, decimals, measurement, and geometry. Within each topic students build upon their foundational knowledge of the four operations by using increasingly complex numbers.

Introduction

All students in the PYP are required to study at least one language in addition to English. Learning these languages is seen to be an important element in preparing young people for citizenship in the developing global community.

Students in French, Spanish, and Mandarin are exposed to the culture of the target language and develop the necessary skills to become active users of the language at the end of their school career. Students in grades 1-­5 learn language through a variety of ways including songs, games, role-­playing, and cultural activities.

Chinese (Mandarin)

In fourth grade, students can reproduce all previously learned content and learn more complex grammar and vocabulary. Students can produce a guided conversation by using correct words and sentence structure to give and ask for information. Students also start to practice reading short paragraphs. In addition, they learn to write simple sentences. Chinese culture is explored through arts, music, and storybooks, and the celebration of the Lunar New Year.

Spanish

In fourth grade, students are able to reproduce all previously learned content and learn more complex grammar and vocabulary, such as action verbs and daily activities. They can read and understand a short paragraph in Spanish and can engage in short conversations. Students can also generate original short sentences. Students will experience some Spanish traditions throughout the year as they celebrate “Día de los Muertos,” “Three Kings Day,” and “Fiesta Latina.”

French

In fourth grade, students are able to reproduce all previously learned content and learn more complex grammar and vocabulary, such as physical descriptions, how to express nationalities, jobs, and action verbs for cooking. They can read and understand a short paragraph in French. Students start to take part in more complex conversations. Students can also generate original short sentences with the use of connectors. Students will experience some of the French traditions throughout the year through cultural songs, dance, poems, and stories. During the celebration of “La Francophonie” students celebrate French language from around the world.

By fourth grade students are becoming more familiar with the different stages of the creative process, from generating initial ideas, to the completion of a project. With increased autonomy, students learn to select and use a range of strategies to solve problems that they encounter and, through a growing familiarity with materials, are able to have greater freedom of choice in the realisation of their artworks. Students begin to use personal interests, beliefs or values as the starting point to create a work of art, as well as delving into the concept of imagery and symbolism as they inquire into artworks from different times and places and develop their understanding of how visual language can be constructed and used to communicate. At this stage in their artistic journeys, focus is also placed on self-management, where students are provided tools to evaluate the progress of their work and to identify and set personal goals for growth. Students are also encouraged to become more open to trying new ideas, materials and methods, embracing the spirit of experimentation as a key part of learning. Throughout the year students have the opportunity to present their artistic talents during art talks, Community Meetings, Art Shows and special assemblies. The IB Learner Profile is at the center of our rich art life in Timothy House and is an integral part of our art curriculum.

Fourth graders have great opportunities to strengthen their performance confidence and communication skills through multiple venues and personal/group projects. In a creative, design-thinking lab setting, students continue to strengthen essential learning and problem-solving skills while singing, composing, and playing various instruments of world and classical orchestras, such as the violin, cello, double bass, guitar, ukulele, flute, clarinet, trumpet, and percussion. Students are exposed to and utilize the latest age-appropriate music technology platforms and are engaged in various basic music theory and history activities that further strengthen their knowledge and appreciation of the art form. Students enjoy singing two and three-part choral arrangements and closely analyze, study, and perform a rich vocal and instrumental  repertoire in various styles and genres. Throughout the year, fourth grade students present and share their music talents in Community Meetings, holiday concerts, lower school assemblies, and Community Outreach Projects. The IB Learner Profile is at the center of our rich musical life in Timothy House and is an integral part of our music curriculum. 

Fourth grade students create a healthy ensemble dynamic, where they feel comfortable making and accepting suggestions on their work, and applying those suggestions in their rehearsals. Students work independently, in pairs, in small groups and as an ensemble, valuing the different strategies and contributions in each setting. Students use both scripts and improvisation to explore expressive qualities that help build emotional characters. They also expand on the concept of using various cues to further incorporate the body, voice, and mind into their work. 

In their inquiry units, students create settings using the five senses, painting a vivid environment for both their characters and their audience. Students explore the concepts of personification and persuasion through the use of script work and the creation of their own point-of-view monologues. Students put themselves “in the shoes” of their characters, giving a voice to those who can’t speak for themselves. They utilize a journal to reflect on and evaluate their work, and to record their ideas and discoveries. Students have the opportunity to present their dramatic talents in community meetings and special assemblies. 

Fourth grade students solve challenging problems in groups and identify and utilize the strengths of individual group members in team activities to accomplish a common goal during adventure challenges. They apply skills and techniques involved in a variety of lead­-up games, and modified versions of these games. Students also develop their own games and related activities. Fourth grade students use their bodies in response to stimuli and as a medium for expression. They improve and refine traditional gymnastic skills and work in groups to design their own sequences. Students understand the interconnectedness of the factors that contribute to a safe and healthy lifestyle, begin to set goals, and identify strategies that will help to develop well­-being. A special focus is on biomechanics, which also helps them to improve techniques of jumping, throwing, and running. They have the opportunity to test their new skills and independently collect and record data in at least one activity in a modified track and field event.

Fourth graders continue to work on being independent researchers and library users. The concept of the library as a resource for independent research and book selection is introduced. Students begin using the online card catalog and its tools in order to broaden their research. The tools and skills of research and note-taking continue to be reinforced through the study of topics connected to the PYP Units of Inquiry. During the units devoted to research fourth graders continue to add digital resources to their research toolbox. An example is during the unit Sharing the Planet when students are introduced to more sophisticated digital resources that will prepare them for fifth grade. Fourth grade students pursue their understanding and knowledge of literature during a unit devoted to studying Newbery Award authors and their writing styles. In addition, students are encouraged to pursue personal reading interests through stories in folklore as well as book discussions and shared read-alouds.

In the fourth grade, design classes build on the skills from the previous three years of the Primary Years Program. Starting in fourth grade, students are using their Chromebook devices with increasing independence. Students work on projects that support the PYP units of inquiry while still acquiring skills to become more sophisticated technology users and design thinkers. Students engage in digital citizenship and literacy, develop their internet­-based research skills, and create products to communicate ideas for an intended purpose and audience. Students become proficient in presenting their ideas using a variety of presentation tools. Students apply design thinking to build 3D structures using computer-aided design (CAD_software) and design simple machines during their unit on How the World Works.

The Units of Inquiry in fifth grade examine the concept of equity through various unit topics, such as: human rights, food production, the human brain, and media. Each of these units is integrated across the subject areas and are the pillars of the fifth grade curriculum. The fifth and penultimate unit in fifth grade is the PYP exhibition. This unit is determined each year by the students based on their interest in global and local issues. Once the students determine the theme, they inquire deeply into their topic and determine a plan for taking action. The unit culminates with a museum-like display and an oral presentation to the Lower School community, parents, and staff.

In fifth grade, students review, strengthen, and extend their understanding of reading comprehension strategies while developing a greater appreciation for literature. They read award­-winning novels and nonfiction with a greater emphasis on inferential thinking skills to gain a deeper understanding of the text. Through the use of book clubs and class discussions, students analyze literature in order to identify social, moral, and cultural issues within a story. They discuss connections between characters, multiple texts, and real-world issues. Reading for research and learning becomes exceedingly important as students leave elementary school and enter middle school, and is therefore emphasized in fifth grade. Fifth grade students learn new ways to gather information from a variety of sources and regularly practice synthesizing this information through annotation and note-taking skills.

Fifth grade students practice and develop writing skills within a variety of genres. They learn more about the writing process through expository, creative, and narrative writing practice. Emphasis is placed on writing in a clear, descriptive, and organized manner that takes the audience into consideration. Fifth grade students also work more closely with the selection of words and how strong word choice can dramatically enhance the quality of their writing. Also, students become careful peer editors in which they offer constructive feedback and give examples from the piece to help push one another’s writing. Nonfiction writing is an integral part of fifth grade, as students learn to write different types of essays, lab reports, conduct research, and integrate quotes from texts into their writing while accurately citing sources.

The fifth grade math curriculum is an integration of PYP and Common Core Standards. Fifth grade students extend their understanding of the foundations of mathematics. They learn additional skills and concepts related to place value, number operations, geometry, measurement, data and probability, and fractions. There is also an emphasis on problem­-solving as it relates to the world and how using math is valuable in our everyday lives. Problem-solving math groups allow students opportunities to work collaboratively on challenging word problems while sharing strategies with classmates. Students improve their ability to communicate math thinking both verbally, and in writing. Fifth grade utilizes Khan Academy and Matific to enhance the math curriculum and further personalize instruction.

Introduction

All students in the PYP are required to study at least one language in addition to English. Learning these languages is seen to be an important element in preparing young people for citizenship in the developing global community.

Students in French, Spanish, and Mandarin are exposed to the culture of the target language and develop the necessary skills to become active users of the language at the end of their school career. Students in grades 1-­5 learn language through a variety of ways including songs, games, role-­playing, and cultural activities.

Chinese (Mandarin)

In fifth grade, students are expected to start using their previously learned language in more independent ways. In conversations, in addition to stating feelings and expressing wants, students also ask for information. They form short paragraphs and simple stories by using the sentences they know. Students engage in conversations with one person or multiple people. Chinese culture is explored through arts, music, and storybooks, and the celebration of Lunar New Year.

Spanish

Students are expected to use their previously learned language skills in independent and original ways. Students can understand short stories and engage in guided conversations with one person or multiple people. Students learn more complex grammar and the concept of register to address different people. Students will complete a culminating project incorporating all of the skills acquired during the PYP program. Students will experience some Spanish traditions throughout the year as they celebrate “Día de los Muertos,” “Three Kings Day,” and “Festina Latina.”

French

Students are expected to use their previously learned language skills in independent and original ways. Students can understand stories of varying lengths and engage in more complex conversations with one person or multiple people. Students learn more complex grammar, the concept of register to address different people as well as how to express their opinion.  Subjects such as functions of the brain, telling time, daily routine, and the IB Learner Profile are incorporated into regular instruction. Students will experience some of the French traditions throughout the year through cultural songs, dance, poems, and stories. During the celebration of “La Francophonie” students celebrate French language from around the world. 

Fifth grade students become more able to independently develop and express their ideas through the visual arts. Through continued investigation into the elements and principles that underpin artworks, and broader exposure to significant artworks from different times and places, they understand more about the role and purposes that art has in the world and how they can make artworks that explore their personal views and ideas. Having been introduced to a wide variety of art-making methods and becoming well-practiced with the process and language of critique, students are better able to select inspirational imagery and techniques in order to express themselves. They consider ways to display and present their artworks to an audience, adjusting and refining their creative process in response to constructive criticism and developing appropriate understanding and use of art terminology when discussing and reflecting on the challenges and successes of their work. Art-making projects include Notan collages, optical illusion art, Pop art shoes, transformation drawings, and Exhibition Murals. Their knowledge of art elements and principles, visual communication and how to engage audiences are applied in the culminating project of their elementary studies, the PYP exhibition.

Our fifth graders are engaged in multiple independent and collaborative music projects. In addition to playing in a full orchestra setting and singing through a wide variety of vocal repertoire, each student has the opportunity to create his/her own music compositions using both traditional compositional methods and the latest technology tools, such as Noteflight and GarageBand. As the year’s highlight, students collaboratively create and perform a full-length song that summarizes their music skills, diversity of their personal taste, and performance styles in connection to the fifth grade PYP exhibition unit of inquiry. As a group, students perform their original composition during the exhibition’s final presentation. Students are exposed to a variety of world music and its evolution across genres and styles in a historical context.  Students continue building their independent thinking and problem-solving skills through a wide variety of basic music theory, ear-training, and performance activities. 

A key focus of the fifth grade music curriculum is to give students an opportunity to make independent creative decisions and effectively apply peer feedback to their own independent work. Students learn how to productively build on each others’ ideas throughout the process. Throughout the year, fifth-grade students have multiple opportunities to share their musical talents in community meetings, solo and ensemble performances, and concerts.

Fifth grade students work independently, in pairs, in small groups, and as a class ensemble to imagine and develop works using their creative thinking skills and by committing to the improvisation concept of “Yes, and.” Students explore different ways to use their body, voice, and mind to communicate more nuanced emotions and character traits. Students use their cumulative reflective-thinking skills to analyze both their own and their peers' dramatizations, and put forth constructive ideas for improving both the process and product of a given project. 

In their inquiry unit, How We Express Ourselves, students explore the “Golden Age of Radio,” and in small groups, will write, rehearse, record, and present their own radio-based plays. Students put themselves “in the shoes” of their characters and imagine time periods different from their own. Students use a journal to reflect on and evaluate their work, and complete their character and script analyses. Students have the opportunity to present their dramatic talents in community meetings and special assemblies.

Fifth grade students solve challenging problems in larger groups and apply strategies to resolve conflicts independently. They are taught advanced skills and concepts associated with games and sports and develop their own innovative games and activities. Fifth grade students use their bodies in response to stimuli and as a medium for expression. They refine the traditional gymnastic skills and work cooperatively to create their own movement sequences. Students understand the interconnectedness of factors that contribute to a safe and healthy lifestyle, set goals, and identify strategies that will help to develop well­-being. They practice specific techniques for throwing, jumping, and running events, evaluate their performance, and understand how they can improve. Students have the opportunity to design their own track activities and participate in a modified event, independently collecting and recording data.

In fifth grade students are comfortable using the library online database for book searching as well using online databases for information collection. Becoming independent researchers is a goal in fifth grade library. Students continue to explore the many tools and skills that contribute to an understanding of resources, both print and digital, for research. A primary focus in fifth grade is developing confidence and the ability to utilize research skills in order to be prepared for the PYP exhibition. A mid-year unit focusing on text features and reading science for understanding helps prepare students for their research and displays for exhibition. In addition, students become familiar with citing sources and creating bibliographies. The online citation and note-taking tool, “Noodletools” is introduced to support fifth graders in research. Students are encouraged to try new literature genres and explore informational texts as pleasure reading. A highlight of the fifth grade library curriculum is a literature-based unit called “Reading outside the Box.” This unit encourages students to read outside their comfort zone and explore new genres and topics in their independent reading.

In the fifth grade, design classes build on the skills from the previous four years of the Primary Years Program. Fifth grade students continue in our 1­:1 program, but with laptops. With increasing independence, students work on projects that support the PYP Units of Inquiry while still acquiring skills to become more sophisticated technology users and design thinkers. Students work together to build a strong digital citizenship community and practice responsible use of their online platforms. Fifth graders are motivated to explore the basics of computer programming, which helps nurture creativity and problem­-solving skills. In the fifth grade, students embark on a journey to find and develop their Spark of Genius by investigating a passion during Genius Hour. For most of the year, students produce and edit products to communicate information and ideas for an intended purpose and audience in preparation for the PYP Exhibition.