Introduction

This Curriculum Guide has been prepared to describe the curriculum, the reporting cycle and school-home procedures specific to our multi-age Lower Elementary (LE) section.

Included in this guide are specific expectations for our students in LE1 (Grade 1) and LE2 (Grade 2) in the subject areas of areas of language and mathematics. Expectations in social studies, science, the arts and PSPE (physical, social and personal education) describe expectations by the end of the two-year cycle.

The acquisition of knowledge, skills and understanding must be seen as a continuum along which each individual student progresses at his/her own pace. Outcomes describe what most learners are able to do by the end of any given grade level. Different learners have different proficiency levels and needs, although they might be in the same class or have the same age. However, the learning outcomes are the basis for planning learning engagements and assessments.

The reporting cycle describes how Whitby reports on assessment and communicates what students know, understand and can do. It describes processes developed to share the progress of children’s learning.

Also included are school home connection procedures established to ensure clear and timely communication between the school and home and to inform about procedures specific to the Lower Elementary section.

For further inquiries please contact the Lower School Office.

 

Mission

Whitby inspires a passion for learning and empowers each child to take responsibility as an open-minded, principled citizen in a global community

The IB Primary Years Program

Whitby School is authorized to teach the International Baccalaureate Primary Years Program (IB PYP). This program is an international curriculum framework, which combines the best research and practice from national school systems with the collective knowledge and experience of international schools to provide an excellent educational program for children aged 3-12. At Whitby, we have extended the program to our youngest learners in Stepping Stones and are proud to offer the IB PYP to all our students in Lower School.

One of our focuses is to nurture and provide opportunities for students to observe and model the attributes of the Learner Profile. The aim of all IB programs is to develop internationally minded people by encouraging all members of the school community to become active, compassionate and lifelong learners. We utilize the Learner Profile to guide students toward positive behavior and the creation of a classroom community of learners where everyone is valued.

The IB Learner Profile

The aim of all IB programs is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. As IB learners, we strive to be:

Inquirers We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.
Knowledgeable We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have global and local significance.
Thinkers We use critical and creative thinking skills to analyze and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.
Communicators We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.
Principled We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.
Open-minded We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.
Caring We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.
Risk-takers We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.
Balanced We understand the importance of balancing different aspects of our lives – intellectual, physical and emotional – to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.
Reflective We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.
Inquirers We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.
Knowledgeable We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have global and local significance.
Thinkers We use critical and creative thinking skills to analyze and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.
Communicators We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.
Principled We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.
Open-minded We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.
Caring We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.
Risk-takers We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.
Balanced We understand the importance of balancing different aspects of our lives – intellectual, physical and emotional – to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.
Reflective We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.
Inquirers We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.
Knowledgeable We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have global and local significance.
Thinkers We use critical and creative thinking skills to analyze and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.
Communicators We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.
Principled We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.
Open-minded We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.
Caring We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.
Risk-takers We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.
Balanced We understand the importance of balancing different aspects of our lives – intellectual, physical and emotional – to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.
Reflective We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

The Continuum of Learning

Learning in the Lower School at Whitby represents the continuation of a powerful educational continuum that extends from Stepping Stones to Grade 8. Whitby educates the whole child through inquiry-based learning, individualization of instruction and continual assessment along the way.

Lower Elementary blends the Montessori method with the rigor of the International Baccalaureate Primary Years Program, which culminates in Grade 4 with the Primary Years Program Exhibition. The IB Middle Years Program uses Grades 5-8.

Whitby features multi-age groupings up to Grade 2. Grade 3 and up work within a single - grade level structure to provide greater depth in key subject areas and to ease transition to high school, with the IB program providing the underlying structure of themes and concepts. Whitby’s faculty works together to map curriculum from Stepping Stones through 8th Grade. Whitby’s curriculum ensures proper competencies are met and sequencing and transitions are smooth from grade to grade. Graduates of Grade 8 are fully prepared for secondary school and life beyond Whitby.

The IB Curriculum Model

The IBPYP focuses on the heart as well as the mind of learners and addresses social, physical, emotional and cultural needs as well as academic needs. In addition to this, traditional academic subjects are valued. There is also an emphasis on the balance between the acquisition of essential knowledge and skills and the search for meaning and understanding.

The program provides opportunities for learners to construct meaning through an inquiry approach, which incorporates a range and balance of teaching strategies. The threads of children’s learning are brought together in the transdisciplinary program of inquiry, which in turn allows them to make connections with life outside school.

The IBPYP enables children to develop sensitivity to the experiences of others through the curriculum, the attributes listed in the Learner Profile and the expectation of socially responsible action as a result of learning experiences.

For further information on the IB Primary Years Program visit the International Baccalaureate Organization website at www.ibo.org.

Lower Elementary Curriculum

Whitby is accredited by both the American Montessori Society (accredited with non-traditional Montessori age groupings) and the International Baccalaureate Organization. Both the Montessori philosophy and the IB curriculum framework are specifically designed to ready the whole child – cognitively, socially, emotionally and physically – by creating powerful student learning communities with high academic standards. Pillars of the Montessori philosophy are to follow the child and support the individual learning journey, create a prepared environment that supports student’s choice, utilize multi sensory materials that allow the child to see, correct and learn from mistakes and provide multi-age grouping that enriches the learning experience and allows children to advance from being the youngest to becoming a mentor to others. Montessori practices in combination with the rigor of the IB curriculum framework provide a unique learning experience that prepares students for ongoing success.

Program of Inquiry

An aim of the PYP is to create a transdisciplinary curriculum that is engaging, relevant, challenging and significant for learners. This curriculum provides opportunities for students to build meaning and refine their understandings through a range of student-centered engagements. The curriculum is broken down into six transdisciplinary themes that the International Baccalaureate considers essential in the context of international education, known as the Program of Inquiry (POI).

In Lower Elementary all students inquire into the same transdisciplinary themes. Due to our multi-age classroom we have developed two years of units of inquiry, which are rotated each year.

Unit of Inquiry

Students at Whitby inquire into and learn about local and global issues in the context of units of inquiry, each of which addresses a particular transdisciplinary theme.

Each of these units:

  • Stands alone as an engaging, challenging, relevant and significant experience
  • Contributes to a coherent, school-wide program of inquiry that is framed in terms of transdisciplinary themes of global significance
  • Draws together elements of different subject areas (language, mathematics, personal social physical education, the arts, science and social studies) to support the exploration of a central idea

Transdisciplinary Themes

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.

Year A - It Does a Body Good: 

Central Idea: Making balanced choices about daily routines enables us to have healthy life styles

Key Concepts: Connection, causation, responsibility

Related Concepts: Health, consequences, nutrition

Lines of Inquiry: 

  • Personal well being
  • Healthy choices
  • Role of nutrition

Year B - I Know Myself:

Central Idea: Awareness of our personal abilities and interests informs our learning, and how we relate to each other

Key Concepts: Reflection, perspective, responsibility

Related Concepts: Strengths and weaknesses, behavior, consequence, choice

Lines of Inquiry: 

  • Myself as a learner
  • Building and maintaining relationships
  • Being a part of a learning community

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.

Year A - Then and Now:

Central Idea: Artifacts and personal stories connect us to the past, present and future

Key Concepts: Change, perspective, reflection

Related Concepts: Time, artifacts, tradition

Lines of Inquiry: 

  • Our personal and family history
  • Evidence that informs us of our histories
  • Similarities between past and present

Year B - Learning from the Past:

Central Idea: Evidence from past civilizations connects to present day societies

Key Concepts: Function, connection, reflection

Related Concepts: Civilization, structures, interpretation

Lines of Inquiry: 

  • Characteristics of civilizations and societies
  • Connections between inventions and theories from the past and present

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.

Year A - Feel the Beat:

Central Idea: People choose different forms of expression to communicate and evoke responses

Key Concepts: Form, reflection, perspective

Related Concepts: Expression, performance

Lines of Inquiry: 

  • Forms of communication
  • Interpretation of communication
  • Reasons for choosing a form of communication

Year B - What's Inside a Poem?

Central Idea: Poetry is a unique and powerful form of expression

Key Concepts: Form, connection, perspective

Related Concepts: Communication, structure

Lines of Inquiry:

  • How poets use literary devices
  • How poetry is similar and different to other types of writing
  • How poetry helps us to communicate our feelings, ideas and perceptions

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 and technological advances on society and on the environment.

Year A - Our Changing Earth:

Central Idea: The changes of the earth impact the way people live their lives

Key Concepts: Causation, reflection, change

Related Concepts: Force, adaptation, transformation

Lines of Inquiry:

  • Earth’s composition
  • Natural changes on Earth over time
  • Human response to changes in the earth

Year B - Animal Adaptation:

Central Idea: Animals adapt to their habitat and the changes that occur in the environment over time

Key Concepts: Connection, change, responsibility

Related Concepts: Interdependence, adaptation

Lines of Inquiry:

  • The relationship between animals and their habitat and people’s effect on this relationship
  • Changes in the environment that have occurred naturally and from human action
  • Our responsibility and how we can make a difference

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.

Year A - How Do We Organize Ourselves?

Central Idea: Systems need to be in place to maintain organization in communities

Key Concepts: Function, connection, responsibility

Related Concepts: Communities, organizations, systems

Lines of Inquiry:

  • How and why we organize ourselves
  • Organizing ourselves at home, school and our community
  • Consequences of presence/absence of organization

Year B - This Land is Our Land:

Central Idea: Human settlements are dependent on access to natural resources

Key Concepts: Form, connection, reflection

Related Concepts: Resources, settlements orientation

Lines of Inquiry:

  • Reasons for settlements
  • Access to natural resources
  • Struggles to share natural resources

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.

Year A - Reduce, Reuse and Recycle

Central Idea: The waste we produce and what we do with it impacts our environment

Key Concepts: Causation, reflection, responsibility

Related Concepts: Environment, action consequences

Lines of Inquiry:

  • What waste is
  • What happens to our waste
  • Steps to reduce, reuse and recycle our waste

Year B - Peace on Earth:

Central Idea: Peaceful relationships are created through mutual understanding and respect

Key Concepts: Form, perspective, responsibility

Related Concepts: Tolerance, compromise, equality, rights

Lines of Inquiry: 

  • Causes for conflict
  • Human rights and equity
  • Strategies to resolve conflict

Balanced Literacy

At Whitby, we use the framework of Balanced Literacy to support students in developing into confident and competent readers and authors. The balance of reading and writing workshops ensures that students receive the individualized teaching appropriate to their strengths and needs in literacy.

Students read and write independently and in a variety of group settings on a daily basis. Teachers facilitate different reading experiences: read aloud, shared and guided reading, reading conferences and independent reading. Similarly, students engage in a variety of writing experiences. They include shared, guided and independent writing as well as individual writing conferences.

Additionally, students engage in word study, which involves the areas of phonics, morphemic analysis, spelling and grammar.

Balanced literacy is an integrated approach to teaching language arts. Whenever possible, the units of inquiry inform the selection of text and topics. Therefore, students spend a substantial amount of time reading and writing on a daily basis.

Handwriting

In the  Lower School, we adopted the Handwriting without Tears program to address handwriting. Students will learn to print letters legibly and with the appropriate style. By Grade 2 at the latest, most students are introduced to the cursive HWT style and encouraged to write in cursive in their daily work. Students are encouraged to write in cursive from then on throughout Lower School.

Language

At Whitby, Language is being taught through the realistic context of the units of inquiry. We have drawn on the IBPYP Language Scope and Sequence documentation and the Language Common Core Standards in the process of refining our scope and sequence and ensuring balance of the significant strands of Language. In addition, some aspects of the language curriculum might be taught as a stand-alone following the principles of the PYP, using a constructivist, inquiry-based approach.

Language is arranged into three main strands:

  • Oral language: listening and speaking
  • Written language: reading and writing
  • Visual language: viewing and presenting

Language learning is not a linear process. Different learners develop proficiencies at different times and at their own pace. Whitby learning outcomes are a description of this language learning process. Within our multi-age setting, we have specified learning outcomes for each grade level. These specific outcomes for a grade level describe what most learners are able to do by the end of this grade level. Some learners will have already moved on and are able to work towards the next phase, and others might need more time to attain the targets set out. The assessments of the language outcomes are helping teachers decide how to set specific individual learning goals for their students. The individual progression of the child is shared with parents in parent teacher conferences and the report cards.

Oral Language - Listening and Speaking

Outcome

Specific Expectation

Specific Expectation
 

LE1

LE2

Listens attentively and considerately

Participates in conversations with peers and adults, listening to others with care and building on conversation.

Participates in conversations with peers and adults, listening to others with care and building on conversation.

Offers responses

Asks and answers relevant questions about key ideas and details.

Asks and answers questions to gather additional information or clarify understanding.

Summarizes key ideas and details.

Asks and answers questions to gather additional information, clarify comprehension and deepen understanding.

Expresses ideas, knowledge, feelings and opinions

Describes people, places, things and events with relevant details, expressing ideas and feelings clearly.

Expresses ideas, knowledge, feelings and opinions.

Tells a story or recounts an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

Speaks clearly

Speaks audibly in complete sentences.

Speaks audibly in complete and grammatically correct sentences.
Oral Language - Listening and Speaking

Outcome

Specific Expectation

Specific Expectation
 

LE1

LE2

Listens attentively and considerately

Participates in conversations with peers and adults, listening to others with care and building on conversation.

Participates in conversations with peers and adults, listening to others with care and building on conversation.

Offers responses

Asks and answers relevant questions about key ideas and details.

Asks and answers questions to gather additional information or clarify understanding.

Summarizes key ideas and details.

Asks and answers questions to gather additional information, clarify comprehension and deepen understanding.

Expresses ideas, knowledge, feelings and opinions

Describes people, places, things and events with relevant details, expressing ideas and feelings clearly.

Expresses ideas, knowledge, feelings and opinions.

Tells a story or recounts an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

Speaks clearly

Speaks audibly in complete sentences.

Speaks audibly in complete and grammatically correct sentences.
Oral Language - Listening and Speaking

Outcome

Specific Expectation

Specific Expectation
 

LE1

LE2

Listens attentively and considerately

Participates in conversations with peers and adults, listening to others with care and building on conversation.

Participates in conversations with peers and adults, listening to others with care and building on conversation.

Offers responses

Asks and answers relevant questions about key ideas and details.

Asks and answers questions to gather additional information or clarify understanding.

Summarizes key ideas and details.

Asks and answers questions to gather additional information, clarify comprehension and deepen understanding.

Expresses ideas, knowledge, feelings and opinions

Describes people, places, things and events with relevant details, expressing ideas and feelings clearly.

Expresses ideas, knowledge, feelings and opinions.

Tells a story or recounts an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

Speaks clearly

Speaks audibly in complete sentences.

Speaks audibly in complete and grammatically correct sentences.
Written Language - Language

Outcome

Specific Expectation

Specific Expectation
 

LE1

LE2

Understands and uses increasingly complex and varied vocabulary

Determines or clarifies the meaning of unknown and multiple-meaning words and phrases based on Grade 1 reading and content.

Uses context as a clue to the meaning of a word or phrase.

Uses frequently occurring affixes as a clue to the meaning of a word.

Identifies frequently occurring root words (e.g. look) and their inflectional forms (e.g. looks, looked, looking).

Uses frequently occurring root words.

Uses context as a clue to the meaning of a word or phrase.

Determines the meaning of the new word formed when a known prefix is added to a known word.

Uses a known root word as a clue to the meaning of an unknown word with the same root.

Uses knowledge of the meaning of individual words to predict the meaning of compound words.

Uses glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

Applies conventions of standard English grammar and usage

Prints all upper- and lowercase letters.

Uses common, proper and possessive nouns.

Uses singular and plural nouns with matching verbs in basic sentences.

Uses personal, possessive and indefinite pronouns.

Uses frequently occurring adjectives.

Produces and expands complete simple and compound declarative, interrogative, imperative and exclamatory sentences in response to prompts.

Uses collective nouns.

Forms and uses frequently occurring irregular plural nouns.

Uses reflexive pronouns.

Forms and uses the past tense of frequently occurring irregular verbs.

Uses adjectives and adverbs, and chooses between them depending on what is to be modified.

Produces, expands and rearranges complete simple and compound sentences.

Uses frequently occurring prepositions.

Uses punctuation and capitalization appropriately

Capitalizes dates and names of people.

Uses end punctuation for sentences.

Begins to use commas in dates and to separate single words in a series.

Capitalize holidays, product names and geographic names.

Uses commas in greetings and closings of letters.

Uses an apostrophe to form contractions and frequently occurring possessives.

Increasingly uses conventional spelling for common words

Uses conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

Spells untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Generalizes learned spelling patterns when writing words.

Consults reference materials, including beginning dictionaries, as needed to check and correct spellings.
Written Language - Language

Outcome

Specific Expectation

Specific Expectation
 

LE1

LE2

Understands and uses increasingly complex and varied vocabulary

Determines or clarifies the meaning of unknown and multiple-meaning words and phrases based on Grade 1 reading and content.

Uses context as a clue to the meaning of a word or phrase.

Uses frequently occurring affixes as a clue to the meaning of a word.

Identifies frequently occurring root words (e.g. look) and their inflectional forms (e.g. looks, looked, looking).

Uses frequently occurring root words.

Uses context as a clue to the meaning of a word or phrase.

Determines the meaning of the new word formed when a known prefix is added to a known word.

Uses a known root word as a clue to the meaning of an unknown word with the same root.

Uses knowledge of the meaning of individual words to predict the meaning of compound words.

Uses glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

Applies conventions of standard English grammar and usage

Prints all upper- and lowercase letters.

Uses common, proper and possessive nouns.

Uses singular and plural nouns with matching verbs in basic sentences.

Uses personal, possessive and indefinite pronouns.

Uses frequently occurring adjectives.

Produces and expands complete simple and compound declarative, interrogative, imperative and exclamatory sentences in response to prompts.

Uses collective nouns.

Forms and uses frequently occurring irregular plural nouns.

Uses reflexive pronouns.

Forms and uses the past tense of frequently occurring irregular verbs.

Uses adjectives and adverbs, and chooses between them depending on what is to be modified.

Produces, expands and rearranges complete simple and compound sentences.

Uses frequently occurring prepositions.

Uses punctuation and capitalization appropriately

Capitalizes dates and names of people.

Uses end punctuation for sentences.

Begins to use commas in dates and to separate single words in a series.

Capitalize holidays, product names and geographic names.

Uses commas in greetings and closings of letters.

Uses an apostrophe to form contractions and frequently occurring possessives.

Increasingly uses conventional spelling for common words

Uses conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

Spells untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Generalizes learned spelling patterns when writing words.

Consults reference materials, including beginning dictionaries, as needed to check and correct spellings.
Written Language - Language

Outcome

Specific Expectation

Specific Expectation
 

LE1

LE2

Understands and uses increasingly complex and varied vocabulary

Determines or clarifies the meaning of unknown and multiple-meaning words and phrases based on Grade 1 reading and content.

Uses context as a clue to the meaning of a word or phrase.

Uses frequently occurring affixes as a clue to the meaning of a word.

Identifies frequently occurring root words (e.g. look) and their inflectional forms (e.g. looks, looked, looking).

Uses frequently occurring root words.

Uses context as a clue to the meaning of a word or phrase.

Determines the meaning of the new word formed when a known prefix is added to a known word.

Uses a known root word as a clue to the meaning of an unknown word with the same root.

Uses knowledge of the meaning of individual words to predict the meaning of compound words.

Uses glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

Applies conventions of standard English grammar and usage

Prints all upper- and lowercase letters.

Uses common, proper and possessive nouns.

Uses singular and plural nouns with matching verbs in basic sentences.

Uses personal, possessive and indefinite pronouns.

Uses frequently occurring adjectives.

Produces and expands complete simple and compound declarative, interrogative, imperative and exclamatory sentences in response to prompts.

Uses collective nouns.

Forms and uses frequently occurring irregular plural nouns.

Uses reflexive pronouns.

Forms and uses the past tense of frequently occurring irregular verbs.

Uses adjectives and adverbs, and chooses between them depending on what is to be modified.

Produces, expands and rearranges complete simple and compound sentences.

Uses frequently occurring prepositions.

Uses punctuation and capitalization appropriately

Capitalizes dates and names of people.

Uses end punctuation for sentences.

Begins to use commas in dates and to separate single words in a series.

Capitalize holidays, product names and geographic names.

Uses commas in greetings and closings of letters.

Uses an apostrophe to form contractions and frequently occurring possessives.

Increasingly uses conventional spelling for common words

Uses conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

Spells untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Generalizes learned spelling patterns when writing words.

Consults reference materials, including beginning dictionaries, as needed to check and correct spellings.
Written Language -Writing

Writes with positive attitude

Approaches writing with confidence and a positive attitude.

Forms legible letters using a consistent style and size.

Approaches writing with confidence and a positive attitude.

Writes legibly with consistent style.

Writes for a variety of purposes

Writes opinion pieces, in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion and provide some sense of closure.

Writes informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

Writes narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order and provide some sense of closure.

Writes opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words to connect opinion and reasons, and provide a concluding statement or section.

Writes informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

Writes narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts and feelings, use temporal words to signal event order, and provide a sense of closure.

Uses the writing process to produce more coherent and organized text

With guidance and support from adults, focuses on a topic, responds to questions and suggestions from peers and adds details to strengthen writing as needed.

With guidance and support from adults, uses a variety of digital tools to produce and publish writing, including in collaboration with peers.

Begins to organize ideas and supporting detail.

Writes simple stories with a beginning, middle and end.

Begins to use good word choice.

Begins to revise and edit own work.

With guidance and support from adults and peers, focuses on a topic and strengthens writing as needed by revising and editing.

With guidance and support from adults, uses a variety of digital tools to produce and publish writing, including in collaboration with peers.

Begins to use known criteria, rubrics and checklists to assess and improve own writing (Six Traits).

Begins to apply Six Traits of Writing: ideas, organization, voice, word choice, sentence fluency and conventions.

Pre-writes by making a simple plan.

Begins to revise and edit own work.
Written Language -Writing

Writes with positive attitude

Approaches writing with confidence and a positive attitude.

Forms legible letters using a consistent style and size.

Approaches writing with confidence and a positive attitude.

Writes legibly with consistent style.

Writes for a variety of purposes

Writes opinion pieces, in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion and provide some sense of closure.

Writes informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

Writes narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order and provide some sense of closure.

Writes opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words to connect opinion and reasons, and provide a concluding statement or section.

Writes informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

Writes narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts and feelings, use temporal words to signal event order, and provide a sense of closure.

Uses the writing process to produce more coherent and organized text

With guidance and support from adults, focuses on a topic, responds to questions and suggestions from peers and adds details to strengthen writing as needed.

With guidance and support from adults, uses a variety of digital tools to produce and publish writing, including in collaboration with peers.

Begins to organize ideas and supporting detail.

Writes simple stories with a beginning, middle and end.

Begins to use good word choice.

Begins to revise and edit own work.

With guidance and support from adults and peers, focuses on a topic and strengthens writing as needed by revising and editing.

With guidance and support from adults, uses a variety of digital tools to produce and publish writing, including in collaboration with peers.

Begins to use known criteria, rubrics and checklists to assess and improve own writing (Six Traits).

Begins to apply Six Traits of Writing: ideas, organization, voice, word choice, sentence fluency and conventions.

Pre-writes by making a simple plan.

Begins to revise and edit own work.
Written Language -Writing

Writes with positive attitude

Approaches writing with confidence and a positive attitude.

Forms legible letters using a consistent style and size.

Approaches writing with confidence and a positive attitude.

Writes legibly with consistent style.

Writes for a variety of purposes

Writes opinion pieces, in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion and provide some sense of closure.

Writes informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

Writes narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order and provide some sense of closure.

Writes opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words to connect opinion and reasons, and provide a concluding statement or section.

Writes informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

Writes narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts and feelings, use temporal words to signal event order, and provide a sense of closure.

Uses the writing process to produce more coherent and organized text

With guidance and support from adults, focuses on a topic, responds to questions and suggestions from peers and adds details to strengthen writing as needed.

With guidance and support from adults, uses a variety of digital tools to produce and publish writing, including in collaboration with peers.

Begins to organize ideas and supporting detail.

Writes simple stories with a beginning, middle and end.

Begins to use good word choice.

Begins to revise and edit own work.

With guidance and support from adults and peers, focuses on a topic and strengthens writing as needed by revising and editing.

With guidance and support from adults, uses a variety of digital tools to produce and publish writing, including in collaboration with peers.

Begins to use known criteria, rubrics and checklists to assess and improve own writing (Six Traits).

Begins to apply Six Traits of Writing: ideas, organization, voice, word choice, sentence fluency and conventions.

Pre-writes by making a simple plan.

Begins to revise and edit own work.
Written Language - Reading

Approaches reading with confidence and a positive attitude

Participates in daily reading for instructional and independent purposes.

Reads willingly for sustained periods of time (10 minutes).

Begins to select appropriate reading level.

Participates in daily reading for instructional and independent purposes.

Reads willingly for sustained periods of time (15 minutes).

Chooses a variety of reading materials.

Selects appropriate reading level.

Applies phonics and word analysis skills

Distinguishes long from short vowel sounds in spoken single-syllable words.

Verbally produces single-syllable words by blending sounds (phonemes), including consonant blends.

Isolates and pronounces initial, medial vowel and final sounds (phonemes) in spoken single-syllable words.

Knows the spelling-sound correspondences for common consonant digraphs.

Knows final -e and common vowel team conventions for representing long vowel sounds.

Uses knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

Decodes two-syllable words following basic patterns by breaking the words into syllables.

Recognizes and reads grade-appropriate irregularly spelled word.

Distinguishes long and short vowels when reading regularly spelled one-syllable words.

Knows spelling-sound correspondences for additional common vowel teams.

Decodes regularly spelled two-syllable words with long vowels.

Decodes words with common prefixes and suffixes.

Identifies words with inconsistent but common spelling-sound.

Recognizes and reads grade-appropriate irregularly spelled words.

Reads with increasing fluency and expression

Reads grade-level text orally with accuracy, appropriate rate, and expression.

 Reads grade-level text orally with accuracy, appropriate rate and expression.

Comprehends key ideas and detail

Asks and answers questions about key details in a text.

Retell stories, including key details and demonstrate understanding of their central message or lesson.

Describe characters, settings and major events in a story, using key details.

Describe the connection between two individuals, events, ideas or pieces of information in a text.

Asks and answers questions to demonstrate understanding of key details in a text.

Recounts stories, including fables and folktales from diverse cultures, and determine their central message, lesson or moral.

Identifies main topic in multi-paragraph text.

Describe how characters in a story respond to major events and challenges.

Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Responds to a variety of text

Identifies words and phrases in stories or poems that suggest feelings or appeal to the senses.

Asks questions to clarify meaning of text.

Explains major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

Knows and uses various text features to locate key facts or information in text

Identifies who is telling the story at various points in a text.

Distinguishes between information provided by pictures or other illustrations and information provided by the words in a text.

Uses the illustrations and details in a text to describe its key ideas, characters, settings or events.

Compares and contrasts the adventures and experiences of characters in stories.

Identifies the reasons an author gives to support points in a text.

Identifies basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Determines meaning of words and phrases in grade relevant text

Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

Know and use various text features to locate key facts or information in a text efficiently.

Identify the main purpose of a text, including what the author wants to answer, explain or describe.

Acknowledge differences in the points of view of characters.

Explain how specific images contribute to and clarify a text

Describe how reasons support specific points the author makes in a text.

Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Compare and contrast two or more versions of the same story by different authors or from different cultures

Compare and contrast the most important points presented by two texts on the same topic.
Written Language - Reading

Approaches reading with confidence and a positive attitude

Participates in daily reading for instructional and independent purposes.

Reads willingly for sustained periods of time (10 minutes).

Begins to select appropriate reading level.

Participates in daily reading for instructional and independent purposes.

Reads willingly for sustained periods of time (15 minutes).

Chooses a variety of reading materials.

Selects appropriate reading level.

Applies phonics and word analysis skills

Distinguishes long from short vowel sounds in spoken single-syllable words.

Verbally produces single-syllable words by blending sounds (phonemes), including consonant blends.

Isolates and pronounces initial, medial vowel and final sounds (phonemes) in spoken single-syllable words.

Knows the spelling-sound correspondences for common consonant digraphs.

Knows final -e and common vowel team conventions for representing long vowel sounds.

Uses knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

Decodes two-syllable words following basic patterns by breaking the words into syllables.

Recognizes and reads grade-appropriate irregularly spelled word.

Distinguishes long and short vowels when reading regularly spelled one-syllable words.

Knows spelling-sound correspondences for additional common vowel teams.

Decodes regularly spelled two-syllable words with long vowels.

Decodes words with common prefixes and suffixes.

Identifies words with inconsistent but common spelling-sound.

Recognizes and reads grade-appropriate irregularly spelled words.

Reads with increasing fluency and expression

Reads grade-level text orally with accuracy, appropriate rate, and expression.

 Reads grade-level text orally with accuracy, appropriate rate and expression.

Comprehends key ideas and detail

Asks and answers questions about key details in a text.

Retell stories, including key details and demonstrate understanding of their central message or lesson.

Describe characters, settings and major events in a story, using key details.

Describe the connection between two individuals, events, ideas or pieces of information in a text.

Asks and answers questions to demonstrate understanding of key details in a text.

Recounts stories, including fables and folktales from diverse cultures, and determine their central message, lesson or moral.

Identifies main topic in multi-paragraph text.

Describe how characters in a story respond to major events and challenges.

Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Responds to a variety of text

Identifies words and phrases in stories or poems that suggest feelings or appeal to the senses.

Asks questions to clarify meaning of text.

Explains major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

Knows and uses various text features to locate key facts or information in text

Identifies who is telling the story at various points in a text.

Distinguishes between information provided by pictures or other illustrations and information provided by the words in a text.

Uses the illustrations and details in a text to describe its key ideas, characters, settings or events.

Compares and contrasts the adventures and experiences of characters in stories.

Identifies the reasons an author gives to support points in a text.

Identifies basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Determines meaning of words and phrases in grade relevant text

Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

Know and use various text features to locate key facts or information in a text efficiently.

Identify the main purpose of a text, including what the author wants to answer, explain or describe.

Acknowledge differences in the points of view of characters.

Explain how specific images contribute to and clarify a text

Describe how reasons support specific points the author makes in a text.

Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Compare and contrast two or more versions of the same story by different authors or from different cultures

Compare and contrast the most important points presented by two texts on the same topic.
Written Language - Reading

Approaches reading with confidence and a positive attitude

Participates in daily reading for instructional and independent purposes.

Reads willingly for sustained periods of time (10 minutes).

Begins to select appropriate reading level.

Participates in daily reading for instructional and independent purposes.

Reads willingly for sustained periods of time (15 minutes).

Chooses a variety of reading materials.

Selects appropriate reading level.

Applies phonics and word analysis skills

Distinguishes long from short vowel sounds in spoken single-syllable words.

Verbally produces single-syllable words by blending sounds (phonemes), including consonant blends.

Isolates and pronounces initial, medial vowel and final sounds (phonemes) in spoken single-syllable words.

Knows the spelling-sound correspondences for common consonant digraphs.

Knows final -e and common vowel team conventions for representing long vowel sounds.

Uses knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

Decodes two-syllable words following basic patterns by breaking the words into syllables.

Recognizes and reads grade-appropriate irregularly spelled word.

Distinguishes long and short vowels when reading regularly spelled one-syllable words.

Knows spelling-sound correspondences for additional common vowel teams.

Decodes regularly spelled two-syllable words with long vowels.

Decodes words with common prefixes and suffixes.

Identifies words with inconsistent but common spelling-sound.

Recognizes and reads grade-appropriate irregularly spelled words.

Reads with increasing fluency and expression

Reads grade-level text orally with accuracy, appropriate rate, and expression.

 Reads grade-level text orally with accuracy, appropriate rate and expression.

Comprehends key ideas and detail

Asks and answers questions about key details in a text.

Retell stories, including key details and demonstrate understanding of their central message or lesson.

Describe characters, settings and major events in a story, using key details.

Describe the connection between two individuals, events, ideas or pieces of information in a text.

Asks and answers questions to demonstrate understanding of key details in a text.

Recounts stories, including fables and folktales from diverse cultures, and determine their central message, lesson or moral.

Identifies main topic in multi-paragraph text.

Describe how characters in a story respond to major events and challenges.

Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Responds to a variety of text

Identifies words and phrases in stories or poems that suggest feelings or appeal to the senses.

Asks questions to clarify meaning of text.

Explains major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

Knows and uses various text features to locate key facts or information in text

Identifies who is telling the story at various points in a text.

Distinguishes between information provided by pictures or other illustrations and information provided by the words in a text.

Uses the illustrations and details in a text to describe its key ideas, characters, settings or events.

Compares and contrasts the adventures and experiences of characters in stories.

Identifies the reasons an author gives to support points in a text.

Identifies basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Determines meaning of words and phrases in grade relevant text

Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

Know and use various text features to locate key facts or information in a text efficiently.

Identify the main purpose of a text, including what the author wants to answer, explain or describe.

Acknowledge differences in the points of view of characters.

Explain how specific images contribute to and clarify a text

Describe how reasons support specific points the author makes in a text.

Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Compare and contrast two or more versions of the same story by different authors or from different cultures

Compare and contrast the most important points presented by two texts on the same topic.
Visual Language-Viewing and Presenting
 

LE1

LE2

Learners show an understanding that the world around them is full of visual language that conveys meaning.

Locates and uses appropriate ICT iconography to activate different devices, for example, computer games, CD player, television.

Locates and uses appropriate ICT iconography to activate different devices, for example, computer games, CD player, television.

They are able to interpret and respond to visual texts.

Attends to visual information showing understanding through discussion, role-play.

Reveals their own feelings in response to visual presentations, for example, by showing amusement, curiosity and surprise.

Makes personal connections to visual texts, for example, a picture book about children making friends in a new situation.

Talks about their own feelings in response to visual messages.

Locates familiar visual texts in magazines, advertising catalogues, and connect them to associated products.

Uses body language in mime and role-play to communicate ideas and feelings visually.

They are extending and using visual language in more purposeful ways

Selects and incorporate colors, shapes, symbols and images into visual presentations.

Shows appreciation of illustrations in picture books by selecting and rereading familiar books, focusing on favorite pages.

Realizes that shapes, symbols and colors have meaning and includes them in presentations.

Learners identify, interpret and respond to a range of visual text prompts and show an understanding that different types of visual texts serve different purposes.

Observes and discusses illustrations in picture books and simple reference books, commenting on the information being conveyed.

Relates to different contexts presented in visual texts according to their own experiences, for example, “That looks like my uncle’s farm.”

Shows their understanding that visual messages influence our behavior.

Connects visual information with their own experiences to construct their own meaning, for example, when taking a trip.

Recognizes ICT iconography and follows prompts to access programs or activate devices.

Through teacher modeling, becomes aware of terminology used to tell about visual effects, for example, features, layout, border and frame.

Views different version of the same story and discusses the effectiveness of the different ways of telling the same story, for example, the picture book version and the film/movie version of a story.
Visual Language-Viewing and Presenting
 

LE1

LE2

Learners show an understanding that the world around them is full of visual language that conveys meaning.

Locates and uses appropriate ICT iconography to activate different devices, for example, computer games, CD player, television.

Locates and uses appropriate ICT iconography to activate different devices, for example, computer games, CD player, television.

They are able to interpret and respond to visual texts.

Attends to visual information showing understanding through discussion, role-play.

Reveals their own feelings in response to visual presentations, for example, by showing amusement, curiosity and surprise.

Makes personal connections to visual texts, for example, a picture book about children making friends in a new situation.

Talks about their own feelings in response to visual messages.

Locates familiar visual texts in magazines, advertising catalogues, and connect them to associated products.

Uses body language in mime and role-play to communicate ideas and feelings visually.

They are extending and using visual language in more purposeful ways

Selects and incorporate colors, shapes, symbols and images into visual presentations.

Shows appreciation of illustrations in picture books by selecting and rereading familiar books, focusing on favorite pages.

Realizes that shapes, symbols and colors have meaning and includes them in presentations.

Learners identify, interpret and respond to a range of visual text prompts and show an understanding that different types of visual texts serve different purposes.

Observes and discusses illustrations in picture books and simple reference books, commenting on the information being conveyed.

Relates to different contexts presented in visual texts according to their own experiences, for example, “That looks like my uncle’s farm.”

Shows their understanding that visual messages influence our behavior.

Connects visual information with their own experiences to construct their own meaning, for example, when taking a trip.

Recognizes ICT iconography and follows prompts to access programs or activate devices.

Through teacher modeling, becomes aware of terminology used to tell about visual effects, for example, features, layout, border and frame.

Views different version of the same story and discusses the effectiveness of the different ways of telling the same story, for example, the picture book version and the film/movie version of a story.
Visual Language-Viewing and Presenting
 

LE1

LE2

Learners show an understanding that the world around them is full of visual language that conveys meaning.

Locates and uses appropriate ICT iconography to activate different devices, for example, computer games, CD player, television.

Locates and uses appropriate ICT iconography to activate different devices, for example, computer games, CD player, television.

They are able to interpret and respond to visual texts.

Attends to visual information showing understanding through discussion, role-play.

Reveals their own feelings in response to visual presentations, for example, by showing amusement, curiosity and surprise.

Makes personal connections to visual texts, for example, a picture book about children making friends in a new situation.

Talks about their own feelings in response to visual messages.

Locates familiar visual texts in magazines, advertising catalogues, and connect them to associated products.

Uses body language in mime and role-play to communicate ideas and feelings visually.

They are extending and using visual language in more purposeful ways

Selects and incorporate colors, shapes, symbols and images into visual presentations.

Shows appreciation of illustrations in picture books by selecting and rereading familiar books, focusing on favorite pages.

Realizes that shapes, symbols and colors have meaning and includes them in presentations.

Learners identify, interpret and respond to a range of visual text prompts and show an understanding that different types of visual texts serve different purposes.

Observes and discusses illustrations in picture books and simple reference books, commenting on the information being conveyed.

Relates to different contexts presented in visual texts according to their own experiences, for example, “That looks like my uncle’s farm.”

Shows their understanding that visual messages influence our behavior.

Connects visual information with their own experiences to construct their own meaning, for example, when taking a trip.

Recognizes ICT iconography and follows prompts to access programs or activate devices.

Through teacher modeling, becomes aware of terminology used to tell about visual effects, for example, features, layout, border and frame.

Views different version of the same story and discusses the effectiveness of the different ways of telling the same story, for example, the picture book version and the film/movie version of a story.

Mathematics

At Whitby, our students are given the opportunity to construct, transfer and apply mathematical understanding. We have drawn on the IBPYP Mathematics Scope and Sequence documentation and the Mathematics Common Core Standards in the process of refining our scope and sequence and ensuring balance of the significant strands of Mathematics.

Mathematics is being taught, whenever possible, through the realistic context of the units of inquiry; if the direct teaching of Mathematics in a unit of inquiry is not feasible it is taught as a stand-alone following the principles of the PYP, using a constructivist, inquiry-based approach.

Mathematics is arranged into five main strands: Number, Pattern and Function, Measurement, Data Handling and Shape and Space.

All mathematical teaching develops knowledge and understanding of eight mathematical processes that are integrated in all mathematical experiences. Explicit teaching and practice of these processes is incorporated in all mathematical teaching.

The 8 processes of mathematics are:

  • Make sense of problems and persevere in solving them
  • Reason abstractly and quantitatively
  • Construct viable arguments and critique the reasoning of others
  • Model with mathematics
  • Use appropriate tools strategically
  • Attend to precision
  • Look for and make use of structure
  • Look for and express regularity in repeated reasoning

Outcomes describe what most learners are able to do by the end of any given grade level. Different learners have different proficiency levels and needs, although they might be in the same class or have the same age. Some learners will have already moved on and are able to work towards the next phase, and others might need more time to attain the targets set out. The acquisition of mathematical understanding must be seen as a continuum along which each individual student progresses at his/her own speed.

The assessment of the math outcomes is helping teachers decide how to set specific individual learning goals for their students. The individual progression of each child in math is shared with parents in parent teacher conferences and the report cards.

Strand

Specific Expectation

Specific Expectation

 

LE1

LE2

Pattern and Function

 

Understands the meaning of the equal sign, and determines if equations involving addition and subtraction are true or false.

Uses strategies to add and subtract.

Describes number patterns, such as odd and even numbers and skip counting (2, 5, 10).

Identifies, describes, and  creates patterns in various ways.

Applies properties of operations as strategies to solve problems.

Understands the inverse relationship between addition and subtraction.

Works with equal groups of objects  and arrays to gain foundations for multiplication.

Represents rules for patterns using words, symbols, and tables.

Number

Extends the counting sequence beyond 100.

Represents and solve word problems involving addition and subtraction within 20.

Solves addition and subtraction facts within 20.

Uses symbols and the language of mathematics to compare two 2-digit numbers. For example, more, less, equal to, <, >, =.

Understands that the base 10 place value system is used to represent and organize numbers.

Uses mental and written strategies for addition and subtraction of two digit numbers or beyond.

Identifies simple fractions using manipulatives as parts of a whole.

Demonstrates automaticity with addition and subtraction facts within 20.

Solves addition and subtraction problems of multi-digit whole numbers.

Uses symbols and the language of mathematics to compare and order whole numbers up to 1,000. For example, more, less, equal to, <, >, =.

Adds and subtracts within 1000, using concrete models or drawings and strategies, based on place value and properities of operations.

Understands that the four digits of a 4 digit number represent amounts of thousands, hundreds, tens, and ones

Represents and solves 1 and 2-step word problems involving addition and subtraction within 100.

Describes and names simple fractions.

Compares simple fractions with the same denominator

Measurement

Uses appropriate tools and techniques to estimate and measure length, and temperature.

Tells and writes time in hours and half hours using digital and analog clocks.

Identifies and compares values of coins and bills.

Understands that the calendar can be used to determine the date, and to identify and sequence days of the week and months of the year.

Uses standard and nonstandard tools to estimate and measure length, weight, temperature, area, and perimeter.

Tells and writes time to the nearest quarter hour using am and pm.

Solves word problems involving dollar bills, quarters, dimes, nickels and pennies, using dollar and cent symbols appropriately.

Data Handling

Collects and organizes data in various ways.

Represents information through pictograpsh and tally marks.

Discus chance in daily events (impossible, maybe, certain)

 

Collects and organizes data to create line plots, bar graphs and pictographs.

Analyzes and interprets data.

Expresses the chance of an event happening using words or phrases (impossible, less likely, maybe, most likely, certain)

Shape and Space

Identifies and describes 2D and 3D shapes using attributes.

Composes 2D and 3D shapes.

Recognizes symmetry in shapes and objects.

Understands that common language can be used to describe position and directions, for example, inside, outside, above, below, next to, behind, in front of, up, down.

 

Identifies, describes and models attributes of 2D and 3D shapes (such as lines, vertices, sides and edges)

Understands that 2D and 3D shapes can be created by putting together and/or taking apart other shapes.

Identifies lines of reflective symmetry.

Interprets and creates simple directions describing paths, regions, positions and boundaries of their immediate environments.

Strand

Specific Expectation

Specific Expectation

 

LE1

LE2

Pattern and Function

 

Understands the meaning of the equal sign, and determines if equations involving addition and subtraction are true or false.

Uses strategies to add and subtract.

Describes number patterns, such as odd and even numbers and skip counting (2, 5, 10).

Identifies, describes, and  creates patterns in various ways.

Applies properties of operations as strategies to solve problems.

Understands the inverse relationship between addition and subtraction.

Works with equal groups of objects  and arrays to gain foundations for multiplication.

Represents rules for patterns using words, symbols, and tables.

Number

Extends the counting sequence beyond 100.

Represents and solve word problems involving addition and subtraction within 20.

Solves addition and subtraction facts within 20.

Uses symbols and the language of mathematics to compare two 2-digit numbers. For example, more, less, equal to, <, >, =.

Understands that the base 10 place value system is used to represent and organize numbers.

Uses mental and written strategies for addition and subtraction of two digit numbers or beyond.

Identifies simple fractions using manipulatives as parts of a whole.

Demonstrates automaticity with addition and subtraction facts within 20.

Solves addition and subtraction problems of multi-digit whole numbers.

Uses symbols and the language of mathematics to compare and order whole numbers up to 1,000. For example, more, less, equal to, <, >, =.

Adds and subtracts within 1000, using concrete models or drawings and strategies, based on place value and properities of operations.

Understands that the four digits of a 4 digit number represent amounts of thousands, hundreds, tens, and ones

Represents and solves 1 and 2-step word problems involving addition and subtraction within 100.

Describes and names simple fractions.

Compares simple fractions with the same denominator

Measurement

Uses appropriate tools and techniques to estimate and measure length, and temperature.

Tells and writes time in hours and half hours using digital and analog clocks.

Identifies and compares values of coins and bills.

Understands that the calendar can be used to determine the date, and to identify and sequence days of the week and months of the year.

Uses standard and nonstandard tools to estimate and measure length, weight, temperature, area, and perimeter.

Tells and writes time to the nearest quarter hour using am and pm.

Solves word problems involving dollar bills, quarters, dimes, nickels and pennies, using dollar and cent symbols appropriately.

Data Handling

Collects and organizes data in various ways.

Represents information through pictograpsh and tally marks.

Discus chance in daily events (impossible, maybe, certain)

 

Collects and organizes data to create line plots, bar graphs and pictographs.

Analyzes and interprets data.

Expresses the chance of an event happening using words or phrases (impossible, less likely, maybe, most likely, certain)

Shape and Space

Identifies and describes 2D and 3D shapes using attributes.

Composes 2D and 3D shapes.

Recognizes symmetry in shapes and objects.

Understands that common language can be used to describe position and directions, for example, inside, outside, above, below, next to, behind, in front of, up, down.

 

Identifies, describes and models attributes of 2D and 3D shapes (such as lines, vertices, sides and edges)

Understands that 2D and 3D shapes can be created by putting together and/or taking apart other shapes.

Identifies lines of reflective symmetry.

Interprets and creates simple directions describing paths, regions, positions and boundaries of their immediate environments.

Strand

Specific Expectation

Specific Expectation

 

LE1

LE2

Pattern and Function

 

Understands the meaning of the equal sign, and determines if equations involving addition and subtraction are true or false.

Uses strategies to add and subtract.

Describes number patterns, such as odd and even numbers and skip counting (2, 5, 10).

Identifies, describes, and  creates patterns in various ways.

Applies properties of operations as strategies to solve problems.

Understands the inverse relationship between addition and subtraction.

Works with equal groups of objects  and arrays to gain foundations for multiplication.

Represents rules for patterns using words, symbols, and tables.

Number

Extends the counting sequence beyond 100.

Represents and solve word problems involving addition and subtraction within 20.

Solves addition and subtraction facts within 20.

Uses symbols and the language of mathematics to compare two 2-digit numbers. For example, more, less, equal to, <, >, =.

Understands that the base 10 place value system is used to represent and organize numbers.

Uses mental and written strategies for addition and subtraction of two digit numbers or beyond.

Identifies simple fractions using manipulatives as parts of a whole.

Demonstrates automaticity with addition and subtraction facts within 20.

Solves addition and subtraction problems of multi-digit whole numbers.

Uses symbols and the language of mathematics to compare and order whole numbers up to 1,000. For example, more, less, equal to, <, >, =.

Adds and subtracts within 1000, using concrete models or drawings and strategies, based on place value and properities of operations.

Understands that the four digits of a 4 digit number represent amounts of thousands, hundreds, tens, and ones

Represents and solves 1 and 2-step word problems involving addition and subtraction within 100.

Describes and names simple fractions.

Compares simple fractions with the same denominator

Measurement

Uses appropriate tools and techniques to estimate and measure length, and temperature.

Tells and writes time in hours and half hours using digital and analog clocks.

Identifies and compares values of coins and bills.

Understands that the calendar can be used to determine the date, and to identify and sequence days of the week and months of the year.

Uses standard and nonstandard tools to estimate and measure length, weight, temperature, area, and perimeter.

Tells and writes time to the nearest quarter hour using am and pm.

Solves word problems involving dollar bills, quarters, dimes, nickels and pennies, using dollar and cent symbols appropriately.

Data Handling

Collects and organizes data in various ways.

Represents information through pictograpsh and tally marks.

Discus chance in daily events (impossible, maybe, certain)

 

Collects and organizes data to create line plots, bar graphs and pictographs.

Analyzes and interprets data.

Expresses the chance of an event happening using words or phrases (impossible, less likely, maybe, most likely, certain)

Shape and Space

Identifies and describes 2D and 3D shapes using attributes.

Composes 2D and 3D shapes.

Recognizes symmetry in shapes and objects.

Understands that common language can be used to describe position and directions, for example, inside, outside, above, below, next to, behind, in front of, up, down.

 

Identifies, describes and models attributes of 2D and 3D shapes (such as lines, vertices, sides and edges)

Understands that 2D and 3D shapes can be created by putting together and/or taking apart other shapes.

Identifies lines of reflective symmetry.

Interprets and creates simple directions describing paths, regions, positions and boundaries of their immediate environments.

Science

Science at Whitby is taught entirely within the PYP Program of Inquiry. We have drawn on the IBPYP Science Scope and Sequence documentation and the Next Generation Science Standards in the process of refining our scope and sequence and ensuring balance of the significant strands of Science: Nature of Science, Living Things, Earth and Space, Physical Science (Structure and Properties of Matter and Forces and Energy). Major conceptual ideas are developed over the entire Lower School curriculum, and inquiry is the main approach in the organization and selection of students’ activities.

Overall expectations in Lower Elementary Science:

Students will develop their observational skills by using their senses to gather and record information, and they will use their observations to identify patterns, make predictions and refine their ideas. They will explore the way objects and phenomena function, identify parts of a system and gain an understanding of cause and effect relationships. Students will examine change over varying time periods, and will recognize that more than one variable may affect change. They will be aware of different perspectives and ways of organizing the world, and they will show care and respect for themselves, other living things and the environment. Students will communicate their ideas or provide explanations using their own scientific experience.

(IBPYP Science Scope and Sequence 2008)

Nature of Science (integrated into all strands)

The Nature of Science strand is the overarching, unifying strand. Through it, students learn what science is and how scientists work. Students develop the skills, attitudes and values to build a foundation for understanding the world. Students come to appreciate that while scientific knowledge is durable, it is also constantly re-evaluated in the light of new evidence. Students learn how science ideas are communicated and to make links between scientific knowledge and everyday decisions and actions. These outcomes are pursued through the following major contexts in which scientific knowledge has developed and continues to develop.

The basic understandings about the nature of science are:

  • Scientific Investigations Use a Variety of Methods
  • Scientific Knowledge is Based on Empirical Evidence
  • Scientific Knowledge is Open to Revision in Light of New Evidence
  • Scientific Models, Laws, Mechanisms and Theories Explain Natural Phenomena
  • Science is a Way of Knowing
  • Scientific Knowledge Assumes an Order and Consistency in Natural Systems
  • Science is a Human Endeavor
  • Science Addresses Questions About the Natural and Material World

 The matrix below presents the eight major themes and grade level understandings about the nature of science. The matrix describes learning outcomes for the themes on grade level bands K-2 and 3-4.

Categories

K-2

3-4

Scientific Investigations Use a Variety of Methods

Science investigations begin with a question

Scientists use different ways to study the world

Science methods are determined by questions

Science investigations use a variety of methods, tools and techniques

Scientific Knowledge is Based on Empirical Evidence

 Scientists look for patterns and order when making observations about the world

Science findings are based on recognizing patterns

Scientists use tools and technologies to make accurate measurements and observations

Scientific Knowledge is Open to Revision in Light of New Evidence

 Science knowledge can change when new information is found Science explanations can change based on new evidence

Science Models, Laws, Mechanisms and Theories Explain Natural Phenomena

Scientists use drawings, sketches and models as a way to communicate ideas

Scientists search for cause and effect relationships to explain natural events

Science theories are based on a body of evidence and many tests

Science explanations describe the mechanisms for natural events

Science is a Way of Knowing

 Science knowledge helps us know about the world

Science is both a body of knowledge and processes that add new knowledge

Science is a way of knowing that is used by many people

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

Science assumes natural events happen today as they happened in the past

Many events are repeated

Science assumes consistent patterns in natural systems

Basic laws of nature are the same everywhere

Science is a Human Endeavor

People have practiced science for a long time

Men and women of diverse backgrounds are scientists and engineers

Men and women from all cultures and backgrounds choose careers as scientists and engineers

Most scientists and engineers work in teams

Science affects everyday life. Creativity and imagination are important to science

Science Addresses Questions About the Natural and Material World

 Scientists study the natural and material world Science findings are limited to what can be answered with empirical evidence

Categories

K-2

3-4

Scientific Investigations Use a Variety of Methods

Science investigations begin with a question

Scientists use different ways to study the world

Science methods are determined by questions

Science investigations use a variety of methods, tools and techniques

Scientific Knowledge is Based on Empirical Evidence

 Scientists look for patterns and order when making observations about the world

Science findings are based on recognizing patterns

Scientists use tools and technologies to make accurate measurements and observations

Scientific Knowledge is Open to Revision in Light of New Evidence

 Science knowledge can change when new information is found Science explanations can change based on new evidence

Science Models, Laws, Mechanisms and Theories Explain Natural Phenomena

Scientists use drawings, sketches and models as a way to communicate ideas

Scientists search for cause and effect relationships to explain natural events

Science theories are based on a body of evidence and many tests

Science explanations describe the mechanisms for natural events

Science is a Way of Knowing

 Science knowledge helps us know about the world

Science is both a body of knowledge and processes that add new knowledge

Science is a way of knowing that is used by many people

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

Science assumes natural events happen today as they happened in the past

Many events are repeated

Science assumes consistent patterns in natural systems

Basic laws of nature are the same everywhere

Science is a Human Endeavor

People have practiced science for a long time

Men and women of diverse backgrounds are scientists and engineers

Men and women from all cultures and backgrounds choose careers as scientists and engineers

Most scientists and engineers work in teams

Science affects everyday life. Creativity and imagination are important to science

Science Addresses Questions About the Natural and Material World

 Scientists study the natural and material world Science findings are limited to what can be answered with empirical evidence

Categories

K-2

3-4

Scientific Investigations Use a Variety of Methods

Science investigations begin with a question

Scientists use different ways to study the world

Science methods are determined by questions

Science investigations use a variety of methods, tools and techniques

Scientific Knowledge is Based on Empirical Evidence

 Scientists look for patterns and order when making observations about the world

Science findings are based on recognizing patterns

Scientists use tools and technologies to make accurate measurements and observations

Scientific Knowledge is Open to Revision in Light of New Evidence

 Science knowledge can change when new information is found Science explanations can change based on new evidence

Science Models, Laws, Mechanisms and Theories Explain Natural Phenomena

Scientists use drawings, sketches and models as a way to communicate ideas

Scientists search for cause and effect relationships to explain natural events

Science theories are based on a body of evidence and many tests

Science explanations describe the mechanisms for natural events

Science is a Way of Knowing

 Science knowledge helps us know about the world

Science is both a body of knowledge and processes that add new knowledge

Science is a way of knowing that is used by many people

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

Science assumes natural events happen today as they happened in the past

Many events are repeated

Science assumes consistent patterns in natural systems

Basic laws of nature are the same everywhere

Science is a Human Endeavor

People have practiced science for a long time

Men and women of diverse backgrounds are scientists and engineers

Men and women from all cultures and backgrounds choose careers as scientists and engineers

Most scientists and engineers work in teams

Science affects everyday life. Creativity and imagination are important to science

Science Addresses Questions About the Natural and Material World

 Scientists study the natural and material world Science findings are limited to what can be answered with empirical evidence
Strand: Living Things

The study of the characteristics, systems and behaviors of humans and other animals, and of plants; the interactions and relationships between and among them, and with their environment.

Related concepts: adaptation, animals, biodiversity, biology, classification, conservation, ecosystems, evolution, genetics, growth, habitat, organism, plants, systems (digestive, nervous, respiratory)

Specific expectations:
  • Use observations to describe patterns of what plants and animals (including humans) need to survive 
  • Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs
  • Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live
  • Recognize that animals obtain food they need from plants or other animals
  • Recognize that animals sense and communicate information and respond to inputs with behavior that help them grow and survive
  • Recognize that living things can survive only where their needs are met. If some places are too hot or too cold or have too little water or food, plants and animals may not be able live
  • Communicate solutions that will reduce the impacts on the land, water, air and/or other living things
  • Identify the major food groups and the role they play in human development
  • Recognize that living things, including humans, need certain resources for energy and growth
  • Some plants and animals that once lived on Earth are no longer found anywhere 
  • Fossils provide evidence of things that lived a long time ago and also about the nature of their environments
Strand: Living Things

The study of the characteristics, systems and behaviors of humans and other animals, and of plants; the interactions and relationships between and among them, and with their environment.

Related concepts: adaptation, animals, biodiversity, biology, classification, conservation, ecosystems, evolution, genetics, growth, habitat, organism, plants, systems (digestive, nervous, respiratory)

Specific expectations:
  • Use observations to describe patterns of what plants and animals (including humans) need to survive 
  • Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs
  • Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live
  • Recognize that animals obtain food they need from plants or other animals
  • Recognize that animals sense and communicate information and respond to inputs with behavior that help them grow and survive
  • Recognize that living things can survive only where their needs are met. If some places are too hot or too cold or have too little water or food, plants and animals may not be able live
  • Communicate solutions that will reduce the impacts on the land, water, air and/or other living things
  • Identify the major food groups and the role they play in human development
  • Recognize that living things, including humans, need certain resources for energy and growth
  • Some plants and animals that once lived on Earth are no longer found anywhere 
  • Fossils provide evidence of things that lived a long time ago and also about the nature of their environments
Strand: Living Things

The study of the characteristics, systems and behaviors of humans and other animals, and of plants; the interactions and relationships between and among them, and with their environment.

Related concepts: adaptation, animals, biodiversity, biology, classification, conservation, ecosystems, evolution, genetics, growth, habitat, organism, plants, systems (digestive, nervous, respiratory)

Specific expectations:
  • Use observations to describe patterns of what plants and animals (including humans) need to survive 
  • Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs
  • Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live
  • Recognize that animals obtain food they need from plants or other animals
  • Recognize that animals sense and communicate information and respond to inputs with behavior that help them grow and survive
  • Recognize that living things can survive only where their needs are met. If some places are too hot or too cold or have too little water or food, plants and animals may not be able live
  • Communicate solutions that will reduce the impacts on the land, water, air and/or other living things
  • Identify the major food groups and the role they play in human development
  • Recognize that living things, including humans, need certain resources for energy and growth
  • Some plants and animals that once lived on Earth are no longer found anywhere 
  • Fossils provide evidence of things that lived a long time ago and also about the nature of their environments
Strand: Earth and Space

The study of planet Earth and its position in the universe, particularly its relationship with the sun; the systems, distinctive features and natural phenomena that shape and identify the planet; the infinite and finite resources of the planet.

Related concepts: atmosphere, climate, erosion, evidence, geography, geology, gravity, renewable and nonrenewable energy sources, resources, seasons, space, sustainability, systems (solar, water cycle, weather), tectonic plate movement, theory of origin.

Specific expectations:
  • Use observations of the sun, moon and stars to describe patterns that can be predicted 
  • Make observations at different times of year to relate the amount of daylight to the time of year
  • Identify that water is found in oceans, rivers, lakes and ponds
  • Recognize that wind and water change the shape of the land 
  • Use maps to show where things are located; one can map the shapes and kinds of land and water in any area 
  • Understand that wind and water change the shape of the land
  • Develop a model to represent the shapes and kinds of land and bodies of water in an area
  • Obtain information to identify where water is found on Earth and that it can be a liquid or a solid 
  • Identify that a variety of hazards result from natural processes; humans cannot eliminate hazards but can reduce their impact 
  • Recognize that things humans do can affect the environment, but that they can make choices to reduce their impacts 
  • Recognize that plants and animals can change their local environment 
  • Identify that energy and fuels humans use are derived from natural sources and their use affects the environment 
  • Identify that some resources are renewable over time and some are not
  • Recognize that human activities have major effects on the land, ocean, atmosphere and even outer space
Strand: Earth and Space

The study of planet Earth and its position in the universe, particularly its relationship with the sun; the systems, distinctive features and natural phenomena that shape and identify the planet; the infinite and finite resources of the planet.

Related concepts: atmosphere, climate, erosion, evidence, geography, geology, gravity, renewable and nonrenewable energy sources, resources, seasons, space, sustainability, systems (solar, water cycle, weather), tectonic plate movement, theory of origin.

Specific expectations:
  • Use observations of the sun, moon and stars to describe patterns that can be predicted 
  • Make observations at different times of year to relate the amount of daylight to the time of year
  • Identify that water is found in oceans, rivers, lakes and ponds
  • Recognize that wind and water change the shape of the land 
  • Use maps to show where things are located; one can map the shapes and kinds of land and water in any area 
  • Understand that wind and water change the shape of the land
  • Develop a model to represent the shapes and kinds of land and bodies of water in an area
  • Obtain information to identify where water is found on Earth and that it can be a liquid or a solid 
  • Identify that a variety of hazards result from natural processes; humans cannot eliminate hazards but can reduce their impact 
  • Recognize that things humans do can affect the environment, but that they can make choices to reduce their impacts 
  • Recognize that plants and animals can change their local environment 
  • Identify that energy and fuels humans use are derived from natural sources and their use affects the environment 
  • Identify that some resources are renewable over time and some are not
  • Recognize that human activities have major effects on the land, ocean, atmosphere and even outer space
Strand: Earth and Space

The study of planet Earth and its position in the universe, particularly its relationship with the sun; the systems, distinctive features and natural phenomena that shape and identify the planet; the infinite and finite resources of the planet.

Related concepts: atmosphere, climate, erosion, evidence, geography, geology, gravity, renewable and nonrenewable energy sources, resources, seasons, space, sustainability, systems (solar, water cycle, weather), tectonic plate movement, theory of origin.

Specific expectations:
  • Use observations of the sun, moon and stars to describe patterns that can be predicted 
  • Make observations at different times of year to relate the amount of daylight to the time of year
  • Identify that water is found in oceans, rivers, lakes and ponds
  • Recognize that wind and water change the shape of the land 
  • Use maps to show where things are located; one can map the shapes and kinds of land and water in any area 
  • Understand that wind and water change the shape of the land
  • Develop a model to represent the shapes and kinds of land and bodies of water in an area
  • Obtain information to identify where water is found on Earth and that it can be a liquid or a solid 
  • Identify that a variety of hazards result from natural processes; humans cannot eliminate hazards but can reduce their impact 
  • Recognize that things humans do can affect the environment, but that they can make choices to reduce their impacts 
  • Recognize that plants and animals can change their local environment 
  • Identify that energy and fuels humans use are derived from natural sources and their use affects the environment 
  • Identify that some resources are renewable over time and some are not
  • Recognize that human activities have major effects on the land, ocean, atmosphere and even outer space
Strand: Physical Science

Forces and Energy

The study of energy, its origins, storage and transfer, and the work it can do; the study of forces; the application of scientific understanding through inventions and machines

Related concepts: conservation of energy, efficiency, equilibrium, forms of energy (electricity, heat, kinetic, light, sound), magnetism, mechanics, physics, pollution, power, technological advances, transformation of energy.

Specific expectations:
  • Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot 
  • Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate 
  • Make observations to construct an evidence-based account that objects can be seen only when illuminated
  • Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light 
  • Use tools and materials to design and build a device that uses light or sound to solve the problem
  • Demonstrate that some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where light cannot reach. Mirrors can be used to redirect a beam
Strand: Physical Science

Forces and Energy

The study of energy, its origins, storage and transfer, and the work it can do; the study of forces; the application of scientific understanding through inventions and machines

Related concepts: conservation of energy, efficiency, equilibrium, forms of energy (electricity, heat, kinetic, light, sound), magnetism, mechanics, physics, pollution, power, technological advances, transformation of energy.

Specific expectations:
  • Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot 
  • Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate 
  • Make observations to construct an evidence-based account that objects can be seen only when illuminated
  • Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light 
  • Use tools and materials to design and build a device that uses light or sound to solve the problem
  • Demonstrate that some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where light cannot reach. Mirrors can be used to redirect a beam
Strand: Physical Science

Forces and Energy

The study of energy, its origins, storage and transfer, and the work it can do; the study of forces; the application of scientific understanding through inventions and machines

Related concepts: conservation of energy, efficiency, equilibrium, forms of energy (electricity, heat, kinetic, light, sound), magnetism, mechanics, physics, pollution, power, technological advances, transformation of energy.

Specific expectations:
  • Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot 
  • Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate 
  • Make observations to construct an evidence-based account that objects can be seen only when illuminated
  • Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light 
  • Use tools and materials to design and build a device that uses light or sound to solve the problem
  • Demonstrate that some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where light cannot reach. Mirrors can be used to redirect a beam
Strand: Physical Science

Strand: Material and Matter

The study of the properties, behaviors and uses of materials, both natural and human-made; the origins of human made materials and how they are manipulated to suit a purpose.

Related concepts: changes of state, chemical and physical changes, conduction and convection, density, gases, liquids, properties and uses of materials, solids, structures, sustainability.

Specific expectations:
  • Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties ]
  • Understand that heating and cooling substances cause changes that are sometimes reversible and sometimes not
  • Demonstrate that water exists in different forms on Earth (solid, liquid, gas)
  • Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose 
  • Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object 
  • Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot
Strand: Physical Science

Strand: Material and Matter

The study of the properties, behaviors and uses of materials, both natural and human-made; the origins of human made materials and how they are manipulated to suit a purpose.

Related concepts: changes of state, chemical and physical changes, conduction and convection, density, gases, liquids, properties and uses of materials, solids, structures, sustainability.

Specific expectations:
  • Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties ]
  • Understand that heating and cooling substances cause changes that are sometimes reversible and sometimes not
  • Demonstrate that water exists in different forms on Earth (solid, liquid, gas)
  • Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose 
  • Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object 
  • Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot
Strand: Physical Science

Strand: Material and Matter

The study of the properties, behaviors and uses of materials, both natural and human-made; the origins of human made materials and how they are manipulated to suit a purpose.

Related concepts: changes of state, chemical and physical changes, conduction and convection, density, gases, liquids, properties and uses of materials, solids, structures, sustainability.

Specific expectations:
  • Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties ]
  • Understand that heating and cooling substances cause changes that are sometimes reversible and sometimes not
  • Demonstrate that water exists in different forms on Earth (solid, liquid, gas)
  • Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose 
  • Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object 
  • Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot

Social Studies

Social Studies at Whitby is taught entirely within the PYP Program of Inquiry. We have drawn the Social Studies Strands from the IB PYP Scope and Sequence documentation as well as international and national curriculum in the process of refining our scope and sequence and ensuring balance of the significant strands of Social Studies: Human Systems and Economic Activities, Social Organization and Culture, Continuity and Change over Time, Human and Natural Environments, and Resources and the Environment. Major conceptual ideas are developed over the entire Lower School curriculum, and inquiry is the main approach in the organization and selection of students’ activities.

Overall Expectations for Lower Elementary Students:

Students will increase their understanding of the world, focusing on themselves, their friends and families and their environment. They will appreciate the reasons why people belong to groups, the roles they fulfill and the different ways that people interact within groups. They will recognize connections within and between systems by which people organize themselves. They will broaden their sense of place and the reasons why particular places are important to people, as well as how and why people’s activities influence, and are influenced by, the places in their environment. Students will start to develop an understanding of their relationship with the environment. They will gain a greater sense of time, recognizing important events in their own lives, and how time and change affect people. They will become increasingly aware of how advances in technology affect individuals and the environment.

(IB PYP Social Studies Scope and Sequence, 2008)

1. Formulate and ask questions about the past, the future, places and society (for example, students will express wonderings, show curiosity or ask questions about a person or event of personal significance; express wonderings, show curiosity or ask questions about the natural and physical environment; ask questions to extend understanding of how others have constructed or represented the past, the human and natural environment and society; formulate questions and identify problems that will enable them to make links between prior learning, new situations and further actions; formulate questions that promote the transfer of knowledge and make connections across their learning).

2. Use and analyze evidence from a variety of historical, geographical and societal sources (for example, students will draw information from, and respond to, stories about the past from geographical and societal sources; access a broad range of first- and second-hand sources of information such as people, maps, surveys, direct observation, books, museums and libraries; identify appropriate information and communication technology (ICT) tools and sources of information to support research; predict future events by analyzing reasons for events in the past and present).

3. Orientate in relation to place and time (for example, students will explore and share instances of change and continuity in personal lives, family and local histories; investigate directions and distances within the local environment; distinguish between past, present and future time; explore similarities and differences between the past and the present; sequence events, routines, personal histories in chronological order; interpret place and time using tools such as maps and timelines).

4. Identify roles, rights and responsibilities in society (for example, students will define own roles and responsibilities within the family, class or school; compare children’s and adults’ roles, rights and responsibilities in society; reflect on the rights and responsibilities of children in other societies and make comparisons; examine how the rights of a person directly affect their responsibilities; investigate how services and systems influence societal rights and responsibilities; examine the responsibility of people towards the environment; reflect on opportunities to contribute actively to the community at a range of levels, from local to global).

5. Assess the accuracy, validity and possible bias of sources (for example, students will examine and interpret simple evidence such as artifacts; compare the validity of statements from a variety of different sources; distinguish between fact and opinion; piece together evidence to explain, report or persuade; analyze and synthesize information; make predictions in order to test understanding; develop a critical perspective regarding information and the reliability of sources).

Strand: Human Systems and Economics Activities

The study of how and why people construct organizations and systems; the ways in which people connect locally and globally; the distribution of power and authority.

Related concepts: communications, conflict, cooperation, education, employment, freedom, governments, justice, legislation, production, transportation, truth, family, group, leadership, roles, society, beliefs, community, human rights, responsibilities

Specific expectations:
  • Demonstrate knowledge and understanding about how and why groups are organized within communities and societies.
  • Explain ways in which people are part of their communities.
  • Demonstrate knowledge and understanding about how participation within groups involves both responsibilities and rights.
  • Identify the rights and responsibilities individuals have within groups.
  • Explain how rights and responsibilities might vary in different groups.
  • Give examples of ways in which rights have accompanying responsibilities within them.
  • Apply civic virtues when participating in school settings.
  • Follow agreed upon rules for discussions when responding attentively to others when addressing ideas and making decisions as a group.
  • Explain how people can work together to make decisions in the classroom.
  • Identify and explain how rules function in public (classroom and school settings).
  • Identify responsibilities people have in different workplaces.
  • Explain the purpose of rules and responsibilities in a workplace.
  • Identify ways to organize himself or herself on a daily basis.
  • Plan and create a system of organization (for example, for his or her desk, classroom, school).
  • Suggest improvements to organizational systems already in place in his or her home or school.
  • Describe roles and responsibilities of people in authority (local/state/national e.g, Judge, mayor, governor, police).
  • Explain how all people, not just official leaders, play an important role in a community.
  • Describe how communities work to accomplish common tasks, establish responsibilities, and fulfill roles of authority.
Strand: Human Systems and Economics Activities

The study of how and why people construct organizations and systems; the ways in which people connect locally and globally; the distribution of power and authority.

Related concepts: communications, conflict, cooperation, education, employment, freedom, governments, justice, legislation, production, transportation, truth, family, group, leadership, roles, society, beliefs, community, human rights, responsibilities

Specific expectations:
  • Demonstrate knowledge and understanding about how and why groups are organized within communities and societies.
  • Explain ways in which people are part of their communities.
  • Demonstrate knowledge and understanding about how participation within groups involves both responsibilities and rights.
  • Identify the rights and responsibilities individuals have within groups.
  • Explain how rights and responsibilities might vary in different groups.
  • Give examples of ways in which rights have accompanying responsibilities within them.
  • Apply civic virtues when participating in school settings.
  • Follow agreed upon rules for discussions when responding attentively to others when addressing ideas and making decisions as a group.
  • Explain how people can work together to make decisions in the classroom.
  • Identify and explain how rules function in public (classroom and school settings).
  • Identify responsibilities people have in different workplaces.
  • Explain the purpose of rules and responsibilities in a workplace.
  • Identify ways to organize himself or herself on a daily basis.
  • Plan and create a system of organization (for example, for his or her desk, classroom, school).
  • Suggest improvements to organizational systems already in place in his or her home or school.
  • Describe roles and responsibilities of people in authority (local/state/national e.g, Judge, mayor, governor, police).
  • Explain how all people, not just official leaders, play an important role in a community.
  • Describe how communities work to accomplish common tasks, establish responsibilities, and fulfill roles of authority.
Strand: Human Systems and Economics Activities

The study of how and why people construct organizations and systems; the ways in which people connect locally and globally; the distribution of power and authority.

Related concepts: communications, conflict, cooperation, education, employment, freedom, governments, justice, legislation, production, transportation, truth, family, group, leadership, roles, society, beliefs, community, human rights, responsibilities

Specific expectations:
  • Demonstrate knowledge and understanding about how and why groups are organized within communities and societies.
  • Explain ways in which people are part of their communities.
  • Demonstrate knowledge and understanding about how participation within groups involves both responsibilities and rights.
  • Identify the rights and responsibilities individuals have within groups.
  • Explain how rights and responsibilities might vary in different groups.
  • Give examples of ways in which rights have accompanying responsibilities within them.
  • Apply civic virtues when participating in school settings.
  • Follow agreed upon rules for discussions when responding attentively to others when addressing ideas and making decisions as a group.
  • Explain how people can work together to make decisions in the classroom.
  • Identify and explain how rules function in public (classroom and school settings).
  • Identify responsibilities people have in different workplaces.
  • Explain the purpose of rules and responsibilities in a workplace.
  • Identify ways to organize himself or herself on a daily basis.
  • Plan and create a system of organization (for example, for his or her desk, classroom, school).
  • Suggest improvements to organizational systems already in place in his or her home or school.
  • Describe roles and responsibilities of people in authority (local/state/national e.g, Judge, mayor, governor, police).
  • Explain how all people, not just official leaders, play an important role in a community.
  • Describe how communities work to accomplish common tasks, establish responsibilities, and fulfill roles of authority.
Strand: Resources and the Environment

The interaction between people and the environment; the study of how humans allocate and manage resources; the positive and negative effects of this management; the impact of scientific and technological developments on the environment.

Related concepts: conservation, consumption, distribution, ecology, energy, access, cooperation, enterprise, exchange, production, resource, sustainability, scarcity, trade, supply and demand, goods and services, equity

Specific expectations:

  • Demonstrate knowledge and understanding of how and why people work together to obtain resources.
  • Identify reasons why people may need to work together or depend on others to obtain resources.
  • Identify different situations in which people work together to obtain resources (e.g. harvesting, hunting, working bees).
  • Explain how people work together in different situations to obtain resources.
  • Describe the natural features of local and other environments.
  • Analyse ways in which humans use the natural environment (for example, recreation, settlements).
  • Identify or generate a question or problem to be explored in relation to human impact on the local, natural environment.
  • Discuss what is meant by a “limited resource”.
  • Create a list of practices that could be used to maintain natural resources at home and in school.
  • Critique the methods of waste management in his or her immediate environment.
  • Explain the different roles of people in the recycling process.
  • Reflect on and self-assess his or her personal use of natural resources.
  • Explain people’s responsibilities regarding the use of resources from the environment.
  • Explain why fresh water is a limited resource.
  • Identify water issues and propose strategies for responsible, equitable water use.
Strand: Resources and the Environment

The interaction between people and the environment; the study of how humans allocate and manage resources; the positive and negative effects of this management; the impact of scientific and technological developments on the environment.

Related concepts: conservation, consumption, distribution, ecology, energy, access, cooperation, enterprise, exchange, production, resource, sustainability, scarcity, trade, supply and demand, goods and services, equity

Specific expectations:

  • Demonstrate knowledge and understanding of how and why people work together to obtain resources.
  • Identify reasons why people may need to work together or depend on others to obtain resources.
  • Identify different situations in which people work together to obtain resources (e.g. harvesting, hunting, working bees).
  • Explain how people work together in different situations to obtain resources.
  • Describe the natural features of local and other environments.
  • Analyse ways in which humans use the natural environment (for example, recreation, settlements).
  • Identify or generate a question or problem to be explored in relation to human impact on the local, natural environment.
  • Discuss what is meant by a “limited resource”.
  • Create a list of practices that could be used to maintain natural resources at home and in school.
  • Critique the methods of waste management in his or her immediate environment.
  • Explain the different roles of people in the recycling process.
  • Reflect on and self-assess his or her personal use of natural resources.
  • Explain people’s responsibilities regarding the use of resources from the environment.
  • Explain why fresh water is a limited resource.
  • Identify water issues and propose strategies for responsible, equitable water use.
Strand: Resources and the Environment

The interaction between people and the environment; the study of how humans allocate and manage resources; the positive and negative effects of this management; the impact of scientific and technological developments on the environment.

Related concepts: conservation, consumption, distribution, ecology, energy, access, cooperation, enterprise, exchange, production, resource, sustainability, scarcity, trade, supply and demand, goods and services, equity

Specific expectations:

  • Demonstrate knowledge and understanding of how and why people work together to obtain resources.
  • Identify reasons why people may need to work together or depend on others to obtain resources.
  • Identify different situations in which people work together to obtain resources (e.g. harvesting, hunting, working bees).
  • Explain how people work together in different situations to obtain resources.
  • Describe the natural features of local and other environments.
  • Analyse ways in which humans use the natural environment (for example, recreation, settlements).
  • Identify or generate a question or problem to be explored in relation to human impact on the local, natural environment.
  • Discuss what is meant by a “limited resource”.
  • Create a list of practices that could be used to maintain natural resources at home and in school.
  • Critique the methods of waste management in his or her immediate environment.
  • Explain the different roles of people in the recycling process.
  • Reflect on and self-assess his or her personal use of natural resources.
  • Explain people’s responsibilities regarding the use of resources from the environment.
  • Explain why fresh water is a limited resource.
  • Identify water issues and propose strategies for responsible, equitable water use.
Strand: Social Organizations and Culture

The study of people, communities, cultures and societies; the ways in which individuals, groups and societies interact with each other.

Related concepts: artifacts, authority, citizenship, communication, conflict, diversity, family, identity, beliefs, change, ethnicity, perception, cultural interaction, diversity, heritage, multiculturalism, prejudice, customs and traditions, stereotypes.

Specific expectations:
  • Describe ways community activities (e.g. on special occasions) and features of the community (e.g. buildings) reflect the cultures and heritages of the people who live there.
  • Examine different forms of cultural expression, including art, literature, music, film, dance, and other forms of fine and performing arts.
  • Use a variety of sources to gain information about celebrations from both a historical and a cultural perspective.
  • Compare and contrast family life between different cultures for today and for the recent past.



 
Strand: Social Organizations and Culture

The study of people, communities, cultures and societies; the ways in which individuals, groups and societies interact with each other.

Related concepts: artifacts, authority, citizenship, communication, conflict, diversity, family, identity, beliefs, change, ethnicity, perception, cultural interaction, diversity, heritage, multiculturalism, prejudice, customs and traditions, stereotypes.

Specific expectations:
  • Describe ways community activities (e.g. on special occasions) and features of the community (e.g. buildings) reflect the cultures and heritages of the people who live there.
  • Examine different forms of cultural expression, including art, literature, music, film, dance, and other forms of fine and performing arts.
  • Use a variety of sources to gain information about celebrations from both a historical and a cultural perspective.
  • Compare and contrast family life between different cultures for today and for the recent past.



 
Strand: Social Organizations and Culture

The study of people, communities, cultures and societies; the ways in which individuals, groups and societies interact with each other.

Related concepts: artifacts, authority, citizenship, communication, conflict, diversity, family, identity, beliefs, change, ethnicity, perception, cultural interaction, diversity, heritage, multiculturalism, prejudice, customs and traditions, stereotypes.

Specific expectations:
  • Describe ways community activities (e.g. on special occasions) and features of the community (e.g. buildings) reflect the cultures and heritages of the people who live there.
  • Examine different forms of cultural expression, including art, literature, music, film, dance, and other forms of fine and performing arts.
  • Use a variety of sources to gain information about celebrations from both a historical and a cultural perspective.
  • Compare and contrast family life between different cultures for today and for the recent past.



 
Strand: Continuity and Change through Time

The study of the relationships between people and events through time;the past, its influences on the present and its implications for the future; people who have shaped the future through their actions.

Related concepts: aspirations, beliefs, cause and effect, change, chronology, continuity, civilizations, conflict, discovery, exploration, evidence, future, history, identity, innovation, interrelationships, migration, past, present, progress, perspective, revolutions, time, values.

Specific expectations:
  • Demonstrate knowledge and understanding of how past events changed aspects of the lives of communities.
  • Explain the difference between the recent past and the distant past.
  • Identify events that people in a community experienced in the recent past and the distant past.
  • Give examples of ways that past events changed or affected the lives of communities.
  • Demonstrate knowledge and understanding of important events in their own lives.
  • Give examples of ways in which people are connected with their past.
  • Give examples of ways in which knowing about their past helps people to understand who they are.
  • Explain why people are interested in the past.
  • Explain how people’s perceptions and representations of place have changed over time.
  • Explore the evidence that helps people learn about places and their inhabitants.
  • Describe how artifacts, heirlooms and rituals are evidence of cultural identity.
  • Represent people, events and places chronologically.
  • Compare and contrast current family experiences with those of a previous generation.
  • Identify the evidence that the Earth has changed (for example, land formations in local environment).
  • Use a variety of primary and secondary sources to investigate the ways that humans respond to the Earth’s changes (for example, relocation of population; strengthening defenses; redesigning buildings).
  • Explore scientific and technological developments that help people understand and respond to the changing Earth.
  • Identify different types of sources of information about our families, school, and community (written documents, photos, photos, online, newspaper, museum, or other source.
  • Compare life in specific historical time periods to life today.
  • Identify an author of a source.
  • Identify ways in which the lives of people in the past from the community are similar to, and different from, people today (food, clothing, housing, jobs, education, leisure activities).
  • Compare life in the past to life in the present.
  • Create a chronological sequence of multiple events.



 
Strand: Continuity and Change through Time

The study of the relationships between people and events through time;the past, its influences on the present and its implications for the future; people who have shaped the future through their actions.

Related concepts: aspirations, beliefs, cause and effect, change, chronology, continuity, civilizations, conflict, discovery, exploration, evidence, future, history, identity, innovation, interrelationships, migration, past, present, progress, perspective, revolutions, time, values.

Specific expectations:
  • Demonstrate knowledge and understanding of how past events changed aspects of the lives of communities.
  • Explain the difference between the recent past and the distant past.
  • Identify events that people in a community experienced in the recent past and the distant past.
  • Give examples of ways that past events changed or affected the lives of communities.
  • Demonstrate knowledge and understanding of important events in their own lives.
  • Give examples of ways in which people are connected with their past.
  • Give examples of ways in which knowing about their past helps people to understand who they are.
  • Explain why people are interested in the past.
  • Explain how people’s perceptions and representations of place have changed over time.
  • Explore the evidence that helps people learn about places and their inhabitants.
  • Describe how artifacts, heirlooms and rituals are evidence of cultural identity.
  • Represent people, events and places chronologically.
  • Compare and contrast current family experiences with those of a previous generation.
  • Identify the evidence that the Earth has changed (for example, land formations in local environment).
  • Use a variety of primary and secondary sources to investigate the ways that humans respond to the Earth’s changes (for example, relocation of population; strengthening defenses; redesigning buildings).
  • Explore scientific and technological developments that help people understand and respond to the changing Earth.
  • Identify different types of sources of information about our families, school, and community (written documents, photos, photos, online, newspaper, museum, or other source.
  • Compare life in specific historical time periods to life today.
  • Identify an author of a source.
  • Identify ways in which the lives of people in the past from the community are similar to, and different from, people today (food, clothing, housing, jobs, education, leisure activities).
  • Compare life in the past to life in the present.
  • Create a chronological sequence of multiple events.



 
Strand: Continuity and Change through Time

The study of the relationships between people and events through time;the past, its influences on the present and its implications for the future; people who have shaped the future through their actions.

Related concepts: aspirations, beliefs, cause and effect, change, chronology, continuity, civilizations, conflict, discovery, exploration, evidence, future, history, identity, innovation, interrelationships, migration, past, present, progress, perspective, revolutions, time, values.

Specific expectations:
  • Demonstrate knowledge and understanding of how past events changed aspects of the lives of communities.
  • Explain the difference between the recent past and the distant past.
  • Identify events that people in a community experienced in the recent past and the distant past.
  • Give examples of ways that past events changed or affected the lives of communities.
  • Demonstrate knowledge and understanding of important events in their own lives.
  • Give examples of ways in which people are connected with their past.
  • Give examples of ways in which knowing about their past helps people to understand who they are.
  • Explain why people are interested in the past.
  • Explain how people’s perceptions and representations of place have changed over time.
  • Explore the evidence that helps people learn about places and their inhabitants.
  • Describe how artifacts, heirlooms and rituals are evidence of cultural identity.
  • Represent people, events and places chronologically.
  • Compare and contrast current family experiences with those of a previous generation.
  • Identify the evidence that the Earth has changed (for example, land formations in local environment).
  • Use a variety of primary and secondary sources to investigate the ways that humans respond to the Earth’s changes (for example, relocation of population; strengthening defenses; redesigning buildings).
  • Explore scientific and technological developments that help people understand and respond to the changing Earth.
  • Identify different types of sources of information about our families, school, and community (written documents, photos, photos, online, newspaper, museum, or other source.
  • Compare life in specific historical time periods to life today.
  • Identify an author of a source.
  • Identify ways in which the lives of people in the past from the community are similar to, and different from, people today (food, clothing, housing, jobs, education, leisure activities).
  • Compare life in the past to life in the present.
  • Create a chronological sequence of multiple events.



 
Strand: Human and Natural Environments

The study of distinctive features that give a place its identity; how people adapt to and alter their environment; how people experience and represent place; the impact of natural disasters on people and the built environment.

Related concepts: amenities, accessibility, borders (natural, social, political), change, conservation, dependence, distance, geography, impact, interaction, landscape, location, natural and cultural features, ownership, population, place, patterns, perception, region, settlements, scale, urbanization.

Specific expectations:
  • Give examples of ways people’s activities (e.g. recreation, settlements) are influenced by the location and physical feature of a place.
  • Describe how people can restore or enhance natural or cultural features of the environment.
  • Identify or generate a questions or problem to be explored in relation to human impact on the local, natural environment.
  • Identify the settlement patterns of people in our community.
  • Analyze the impact of physical geography on our school and community (hills, rivers, trees, weather).
  • Examine map features and functions while drawing conclusions and comparing various locations.
  • Explore man-made and geographical landforms and how we use and need maps.
  • Construct maps, graphs, and other representations of familiar places.
  • Explain how weather, climate and other environmental characteristics affect people’s lives in places or regions.
Strand: Human and Natural Environments

The study of distinctive features that give a place its identity; how people adapt to and alter their environment; how people experience and represent place; the impact of natural disasters on people and the built environment.

Related concepts: amenities, accessibility, borders (natural, social, political), change, conservation, dependence, distance, geography, impact, interaction, landscape, location, natural and cultural features, ownership, population, place, patterns, perception, region, settlements, scale, urbanization.

Specific expectations:
  • Give examples of ways people’s activities (e.g. recreation, settlements) are influenced by the location and physical feature of a place.
  • Describe how people can restore or enhance natural or cultural features of the environment.
  • Identify or generate a questions or problem to be explored in relation to human impact on the local, natural environment.
  • Identify the settlement patterns of people in our community.
  • Analyze the impact of physical geography on our school and community (hills, rivers, trees, weather).
  • Examine map features and functions while drawing conclusions and comparing various locations.
  • Explore man-made and geographical landforms and how we use and need maps.
  • Construct maps, graphs, and other representations of familiar places.
  • Explain how weather, climate and other environmental characteristics affect people’s lives in places or regions.
Strand: Human and Natural Environments

The study of distinctive features that give a place its identity; how people adapt to and alter their environment; how people experience and represent place; the impact of natural disasters on people and the built environment.

Related concepts: amenities, accessibility, borders (natural, social, political), change, conservation, dependence, distance, geography, impact, interaction, landscape, location, natural and cultural features, ownership, population, place, patterns, perception, region, settlements, scale, urbanization.

Specific expectations:
  • Give examples of ways people’s activities (e.g. recreation, settlements) are influenced by the location and physical feature of a place.
  • Describe how people can restore or enhance natural or cultural features of the environment.
  • Identify or generate a questions or problem to be explored in relation to human impact on the local, natural environment.
  • Identify the settlement patterns of people in our community.
  • Analyze the impact of physical geography on our school and community (hills, rivers, trees, weather).
  • Examine map features and functions while drawing conclusions and comparing various locations.
  • Explore man-made and geographical landforms and how we use and need maps.
  • Construct maps, graphs, and other representations of familiar places.
  • Explain how weather, climate and other environmental characteristics affect people’s lives in places or regions.

Spanish

Spanish in Lower Elementary

The Lower Elementary Spanish Language Program focuses on oral language development. The aim of studying Spanish is not only acquiring language skills but also developing knowledge and understanding of the Hispanic culture.

We also strive to support the students in developing the attributes of the IB Learner Profile. The students are grouped by phases to best address the individual learning needs.

The Grade 1 and 2 Spanish Language Program includes:

  • A language program with diverse communicative activities (e.g. role-plays, games, songs, creative activities) that provide students with the opportunity to develop listening and speaking skills, as well as reading and writing skills
  • A cultural studies component, which allows students opportunities to explore different aspects of Hispanic culture (lifestyle, music, traditional celebrations and food)

Whenever possible and appropriate, the program supports or is integrated into the Program of Inquiry. As a result, the students are able to make connections between the language they acquire and their transdisciplinary units of inquiry.

The outcomes for LE Spanish Include:

Strand

Specific Expectation
 

Phase 1

Phase 2

Phase 3

Listening

Listens and responds with gestures or single words.

Listens and understands basic statements and simple questions

Listens actively and understands main idea.

Speaking

With teacher prompting, begins to use basic vocabulary.

Constructs simple sentences with familiar vocabulary.

Constructs simple statements and questions in familiar contexts.

Expresses needs, ideas and feelings.

Reading

With teacher support, recognizes single words.

Recognizes words in context.

Understands basic information.

Comprehends simple sentences and short text.

Begins to read with increasing accuracy.

Answers simple comprehension questions.

identifies main idea.

Writing

Writes basic words with visual aids.

Labels images.

Writes simple sentences using familiar vocabulary.

Begins to express basic information in writing.

Begins to develop accuracy when writing.

Strand

Specific Expectation
 

Phase 1

Phase 2

Phase 3

Listening

Listens and responds with gestures or single words.

Listens and understands basic statements and simple questions

Listens actively and understands main idea.

Speaking

With teacher prompting, begins to use basic vocabulary.

Constructs simple sentences with familiar vocabulary.

Constructs simple statements and questions in familiar contexts.

Expresses needs, ideas and feelings.

Reading

With teacher support, recognizes single words.

Recognizes words in context.

Understands basic information.

Comprehends simple sentences and short text.

Begins to read with increasing accuracy.

Answers simple comprehension questions.

identifies main idea.

Writing

Writes basic words with visual aids.

Labels images.

Writes simple sentences using familiar vocabulary.

Begins to express basic information in writing.

Begins to develop accuracy when writing.

Strand

Specific Expectation
 

Phase 1

Phase 2

Phase 3

Listening

Listens and responds with gestures or single words.

Listens and understands basic statements and simple questions

Listens actively and understands main idea.

Speaking

With teacher prompting, begins to use basic vocabulary.

Constructs simple sentences with familiar vocabulary.

Constructs simple statements and questions in familiar contexts.

Expresses needs, ideas and feelings.

Reading

With teacher support, recognizes single words.

Recognizes words in context.

Understands basic information.

Comprehends simple sentences and short text.

Begins to read with increasing accuracy.

Answers simple comprehension questions.

identifies main idea.

Writing

Writes basic words with visual aids.

Labels images.

Writes simple sentences using familiar vocabulary.

Begins to express basic information in writing.

Begins to develop accuracy when writing.

Music

The music curriculum is designed to help students develop an understanding and appreciation of music, as well as acquire the practical skills needed, to cultivate a life-long source of enjoyment and personal satisfaction.

Music is a fundamental form of both personal and cultural expression, through which we express feelings and share ideas. Music enables students to appreciate and understand aspects of their own culture and place in the world, as well as those of others. Students are encouraged to consider music as a means of communication: an expressive language with creativity at its heart.

The music curriculum is arranged into two main categories, responding and creating, which are further broken down into subcategories. Whenever possible and appropriate, the music program supports and is integrated into units of inquiry. There are also units during which the music program offers independent inquiry into music-related ideas and concepts, as well as skill-based teaching.

Each grade level throughout the school has its own set of music process outcomes reached through the music curriculum. The outcomes for Lower Elementary Music include:

Category

Specific Expectation

Responding

Understanding music in relation to history and culture:

  • with support, describe a connection between music and personal life/feelings/cultural identity

Listening to, analyzing and describing music:

  • listen actively to a short piece of music
  • identify sound sources of a number of classroom instruments and familiar orchestra instruments by name and family

Evaluating music and music performances:

  • with minimal support, explain what you like or do not like about a piece of music, citing specific examples using vocabulary and musical elements

Understanding relationships between music, the other arts and disciplines outside the arts:

  • With support, describe a connection between a musical concept and another subject

Creating

Reading and notating music:

  • with minimal support, read and write short melodies in C Major, using Sol (G), Mi (E), and La (A)
  • read, write and interpret four measure rhythm excerpts (including eighth, quarter, and half notes, and quarter and half rests)

Singing, alone and with others, a varied repertoire of music:

  • Utilize singing to explore concepts such as pitch, rhythm, tempo, duration, timbre and dynamic contrast
  • with support, singing rounds on pitch and with good breath support

Performing on instruments, alone and with others, a varied repertoire of music:

  • demonstrate care for instruments and development of intermediate skill on hand drums and Orff Percussion instruments in classroom musical ensembles
  • with support, demonstrate strong control of body percussion (claps, stomps, etc.) patterns and use in classroom ensembles and singing

Improvising melodies, variations and accompaniments:

  • with minimal support, improvise short rhythmic variations on hand drums/body percussion
  • with minimal support, improvise four measure melodic variations using Sol (G), Mi (E), and La (A), in C Major on Orff percussion

Composing and arranging music within specified guidelines:

  • write four measure melodies using Mi, Sol, and La
  • organize sounds into simple musical phrases using devices of repetition and contrast (tempo, dynamics, etc.)

Category

Specific Expectation

Responding

Understanding music in relation to history and culture:

  • with support, describe a connection between music and personal life/feelings/cultural identity

Listening to, analyzing and describing music:

  • listen actively to a short piece of music
  • identify sound sources of a number of classroom instruments and familiar orchestra instruments by name and family

Evaluating music and music performances:

  • with minimal support, explain what you like or do not like about a piece of music, citing specific examples using vocabulary and musical elements

Understanding relationships between music, the other arts and disciplines outside the arts:

  • With support, describe a connection between a musical concept and another subject

Creating

Reading and notating music:

  • with minimal support, read and write short melodies in C Major, using Sol (G), Mi (E), and La (A)
  • read, write and interpret four measure rhythm excerpts (including eighth, quarter, and half notes, and quarter and half rests)

Singing, alone and with others, a varied repertoire of music:

  • Utilize singing to explore concepts such as pitch, rhythm, tempo, duration, timbre and dynamic contrast
  • with support, singing rounds on pitch and with good breath support

Performing on instruments, alone and with others, a varied repertoire of music:

  • demonstrate care for instruments and development of intermediate skill on hand drums and Orff Percussion instruments in classroom musical ensembles
  • with support, demonstrate strong control of body percussion (claps, stomps, etc.) patterns and use in classroom ensembles and singing

Improvising melodies, variations and accompaniments:

  • with minimal support, improvise short rhythmic variations on hand drums/body percussion
  • with minimal support, improvise four measure melodic variations using Sol (G), Mi (E), and La (A), in C Major on Orff percussion

Composing and arranging music within specified guidelines:

  • write four measure melodies using Mi, Sol, and La
  • organize sounds into simple musical phrases using devices of repetition and contrast (tempo, dynamics, etc.)

Category

Specific Expectation

Responding

Understanding music in relation to history and culture:

  • with support, describe a connection between music and personal life/feelings/cultural identity

Listening to, analyzing and describing music:

  • listen actively to a short piece of music
  • identify sound sources of a number of classroom instruments and familiar orchestra instruments by name and family

Evaluating music and music performances:

  • with minimal support, explain what you like or do not like about a piece of music, citing specific examples using vocabulary and musical elements

Understanding relationships between music, the other arts and disciplines outside the arts:

  • With support, describe a connection between a musical concept and another subject

Creating

Reading and notating music:

  • with minimal support, read and write short melodies in C Major, using Sol (G), Mi (E), and La (A)
  • read, write and interpret four measure rhythm excerpts (including eighth, quarter, and half notes, and quarter and half rests)

Singing, alone and with others, a varied repertoire of music:

  • Utilize singing to explore concepts such as pitch, rhythm, tempo, duration, timbre and dynamic contrast
  • with support, singing rounds on pitch and with good breath support

Performing on instruments, alone and with others, a varied repertoire of music:

  • demonstrate care for instruments and development of intermediate skill on hand drums and Orff Percussion instruments in classroom musical ensembles
  • with support, demonstrate strong control of body percussion (claps, stomps, etc.) patterns and use in classroom ensembles and singing

Improvising melodies, variations and accompaniments:

  • with minimal support, improvise short rhythmic variations on hand drums/body percussion
  • with minimal support, improvise four measure melodic variations using Sol (G), Mi (E), and La (A), in C Major on Orff percussion

Composing and arranging music within specified guidelines:

  • write four measure melodies using Mi, Sol, and La
  • organize sounds into simple musical phrases using devices of repetition and contrast (tempo, dynamics, etc.)

Visual Arts

We believe that Visual Arts plays a fundamental role in the education of the whole child. Visual Arts education includes the development of creative skills, verbal and nonverbal expression, an awareness of the perspectives of others and aesthetic appreciation.

The process of responding provides students with opportunities to respond to their own and other artists’ works and processes, and in so doing develop the skills of critical analysis, interpretation, evaluation, reflection and communication. Students will demonstrate knowledge and understanding of the concepts, methods and elements of visual arts, including using specialized language and subject terminology. Students consider their own and other artists’ works in context and from different perspectives in order to construct meaning and inform their own future works and processes.

The responding strand is not simply about reflecting; responding may include creative acts and encompasses presenting, sharing and communicating one’s own understanding. By responding to their own artwork and that of others, students become more mindful of their own artistic development and the role that arts play in the world around them.

The process of creating provides students with opportunities to communicate distinctive forms of meaning, develop their technical skills, take creative risks, solve problems and visualize consequences. Students are encouraged to draw on their imagination, experiences and knowledge of materials and processes as starting points for creative exploration. They can make connections between their work and that of other artists to inform their thinking and to provide inspiration. Both independently and collaboratively, students participate in creative processes through which they can communicate ideas and express feelings. The creating strand provides opportunities for students to explore their personal interests, beliefs and values and to engage in a personal artistic journey.

(IB PYP Arts Scope and Sequence, 2009)

Whenever possible and appropriate, the visual arts program supports or integrates with the unit of inquiry.

The outcomes for Lower Elementary include:

Responding

Specific Expectation

Reflection and appreciation
  • Begins to require and ability to reflect on their artwork
  • Continues to respect their own and others’ work
  • Identify the stages of their own and other’s creative processes
  • Begins to identify what materials and techniques can be used to make art
  • Begins to use proper vocabulary when describing artwork

Visual art in society
  • Describes similarities and differences between artworks
  • Investigates the purposes of artwork from different times and places
  • Demonstrates understanding and identifies that there are similarities and differences between cultures, places and times

Creative process
  • Identifies, plans and makes thoughtful choices of materials, tools and processes
  • Begins to work independently throughout the creative process
  • Demonstrates personal observations about art and environment
  • Shows understanding of basic organization of space

Elements and principles of art and design
  • Explores secondary colors by identifying and mixing primary colors
  • Uses a variety of lines, shapes and colors to convey a message in their own art work
  • Identifies and understands the difference between realistic and abstract art work
  • Explores different artistic mediums (e.g. paint, pastel, pencil, clay)
  • Combines a variety of key elements to communicate ideas, feelings and/or experiences

Responding

Specific Expectation

Reflection and appreciation
  • Begins to require and ability to reflect on their artwork
  • Continues to respect their own and others’ work
  • Identify the stages of their own and other’s creative processes
  • Begins to identify what materials and techniques can be used to make art
  • Begins to use proper vocabulary when describing artwork

Visual art in society
  • Describes similarities and differences between artworks
  • Investigates the purposes of artwork from different times and places
  • Demonstrates understanding and identifies that there are similarities and differences between cultures, places and times

Creative process
  • Identifies, plans and makes thoughtful choices of materials, tools and processes
  • Begins to work independently throughout the creative process
  • Demonstrates personal observations about art and environment
  • Shows understanding of basic organization of space

Elements and principles of art and design
  • Explores secondary colors by identifying and mixing primary colors
  • Uses a variety of lines, shapes and colors to convey a message in their own art work
  • Identifies and understands the difference between realistic and abstract art work
  • Explores different artistic mediums (e.g. paint, pastel, pencil, clay)
  • Combines a variety of key elements to communicate ideas, feelings and/or experiences

Responding

Specific Expectation

Reflection and appreciation
  • Begins to require and ability to reflect on their artwork
  • Continues to respect their own and others’ work
  • Identify the stages of their own and other’s creative processes
  • Begins to identify what materials and techniques can be used to make art
  • Begins to use proper vocabulary when describing artwork

Visual art in society
  • Describes similarities and differences between artworks
  • Investigates the purposes of artwork from different times and places
  • Demonstrates understanding and identifies that there are similarities and differences between cultures, places and times

Creative process
  • Identifies, plans and makes thoughtful choices of materials, tools and processes
  • Begins to work independently throughout the creative process
  • Demonstrates personal observations about art and environment
  • Shows understanding of basic organization of space

Elements and principles of art and design
  • Explores secondary colors by identifying and mixing primary colors
  • Uses a variety of lines, shapes and colors to convey a message in their own art work
  • Identifies and understands the difference between realistic and abstract art work
  • Explores different artistic mediums (e.g. paint, pastel, pencil, clay)
  • Combines a variety of key elements to communicate ideas, feelings and/or experiences

Personal, Social and Emotional Education (PSE)

PSE is concerned with the ongoing development and growth of our students in respect to feelings, beliefs and behaviors and how they interrelate. PSE is included in the curriculum in order to help students develop an understanding of how to manage and communicate their feelings; understand how their choices and practices can maintain their health and safety; develop an awareness of social norms and perspectives; build relationships and develop an appreciation of commonalities and differences; develop strategies to resolve conflicts; recognize rights and responsibilities toward others and the environment; and develop self management strategies to become successful learners. PSE is an essential and integral part of the curriculum; it is transdisciplinary in nature, yet needs to be thoroughly planned and carefully implemented. The students will develop knowledge and understanding in the three strands of identity, active living and interactions.

Physical Education

Physical Education is concerned with the physical, social, personal and emotional aspects of our students’ development. It gives students the opportunity to learn about movement and through movement. Skills are developed through a wide variety of physical activities designed to ensure maximum participation by all. PE also provides opportunities for cooperation, teamwork, decision-making and problem solving. The students will develop knowledge and understanding in the strands of individual pursuits, movement composition, games, adventure challenges and health related activities.

Individual pursuits: The development of basic motor skills and the body’s capacity for movement through locomotors and manipulative skills and/or experiences; the techniques, rules and purpose of a range of athletic activities (for example, track and field, swimming, skating, skiing); recognizing a high level of achievement and how to improve a performance.

Movement composition: Recognizing that movements can be linked together and refined to create a sequence of aesthetic movements. Movements can be in response to stimuli or performance elements and/or criteria and can communicate feelings, emotions and ideas (for example, gymnastics, dance*, martial arts).

Games: Recognizing the challenges presented by games; the importance of manipulating space; categorizing games; identifying and developing appropriate skills and strategies; recognizing the importance of rules and how they define the nature of a game; modifying existing games and creating new games; and teamwork.

Adventure challenges: A variety of tasks requiring the use of physical and critical-thinking skills by individuals and/or groups; challenges that require groups to work together collaboratively in order to solve problems and accomplish a common goal; recognizing the role of the individual in group problem solving.

Health-related fitness: Recognizing and appreciating the importance of maintaining a healthy lifestyle; the body’s response to exercise including the interaction of body systems and the development of physical fitness. (IB PYP Making the PYP Happen, 2007)

Information and Communication Technology (ICT)

Library/ Media Literacy and Computer Integration

Whitby School recognizes the need to integrate information and communication technology (ICT) in the educational process to enhance learning, support the students in their inquiries, and develop their conceptual understanding. It is a tool of learning, albeit with its own set of skills, as opposed to an additional subject area. We have adopted a flexible learning model that encourages collaboration and team teaching between the classroom teachers, the Librarian/Media Literacy Specialist, and the members of the IT department in an effort to identify technologies that can be used to enhance, engage and support student learning.

The Lower School uses a variety of resources such as laptops, digital and video cameras, iPads and other resources in order to develop critical ICT skills required for students of the 21st century. These skills are taught through all curriculum areas, where they are learned in meaningful ways in the context of classroom learning.

The ICT skills are arranged into seven continuous strands that are strengthened and deepened as the student moves through the lower school and into upper school.

For Lower Elementary students the outcomes under each strand include the following:

Strand

Specific Expectation

LE1

Specific Expectation

LE2

Creativity and Innovation

Uses design applications and adds text to create a product.

Begins to use word processing applications.

Begins to understand the ethical use of technology.

Uses design applications and adds text, photos and images to create a product.

Uses word processing applications and presentation tools to represent ideas.

Begins to understand the complexity of computer systems.

Communication and Collaboration

Contributes actively to shared class communication or presentation.

Begins to use web tools for sharing documents, photos, etc.

Assumes different roles in collaborative groups, respecting differing opinions.

Begins to understand societal issues surrounding responsible use.

Uses web tools for sharing documents, photos, etc., using different fonts and formats.

Assesses own ability and responsibility to work with others in a group setting.

Research and Information Fluency

Begins to use Super3 Research Skills (Plan, Do, Review).

Distinguishes between fact, fiction, point of view and opinion.

Begins to use keywords to search for information.

Begins to use graphic organizers to display knowledge and understanding of information.

Uses Super3 Research Model (Plan, Do, Review) to guide inquiry.

Identifies a variety of potential sources of information.

Uses electronic catalogue and keywords to search for resources.

Uses graphic organizers to organize and present information.

Critical thinking,

Problem-solving, Decision-making

Begins to formulate a question based on information needs.

Seeks a variety of resources to answer the question.

Decides on activity to represent solution to problem.

Continues to persevere in solving problems.

Uses prior knowledge to develop and refine a range of questions to search for new information.

Locates and selects information appropriate to the question from a variety of sources and media.

Manages individual and group goals and timeline.

Establishes criteria for success.

Assesses quality and effectiveness in order to revise learning strategies.

Digital Citizenship

Exhibits responsible use when using classroom technologies.

Exhibits positive attitude in learning activities with others using technology.

Practices responsible use of classroom technologies, including adherence to the school’s Acceptable Use Policy.

Begins to correctly cite sources.

Begins to advocate for the safe, legal and responsible use of information and technology.

Technology operations and concepts

Begins to use devices effectively and productively, selecting appropriate input and output devices.

Begins to use networking systems and file saving systems to save, share and produce data.

Begins to develop keyboarding and word processing skills.

Begins to use multimedia applications.

Troubleshoots when and where necessary.

Understands and uses networking systems and file saving systems to save, share and produce data.

Begins to understand and use Scratch and Robotics.

Uses photo editing, movie editing and animation.

Continues to troubleshoot when and where necessary.

Personal and Aesthetic Growth

Develops a taste in reading for pleasure.

Begins to develop a variety of strategies to select and find materials.

Identifies favorite authors, genres and styles of writing.

Develops an understanding of own taste in reading, listening and viewing for pleasure.

Uses a variety of strategies to select and find materials.

Identifies favorite authors, genres and styles of writing.

Produces and receives recommendations and reviews using digital tools.

Strand

Specific Expectation

LE1

Specific Expectation

LE2

Creativity and Innovation

Uses design applications and adds text to create a product.

Begins to use word processing applications.

Begins to understand the ethical use of technology.

Uses design applications and adds text, photos and images to create a product.

Uses word processing applications and presentation tools to represent ideas.

Begins to understand the complexity of computer systems.

Communication and Collaboration

Contributes actively to shared class communication or presentation.

Begins to use web tools for sharing documents, photos, etc.

Assumes different roles in collaborative groups, respecting differing opinions.

Begins to understand societal issues surrounding responsible use.

Uses web tools for sharing documents, photos, etc., using different fonts and formats.

Assesses own ability and responsibility to work with others in a group setting.

Research and Information Fluency

Begins to use Super3 Research Skills (Plan, Do, Review).

Distinguishes between fact, fiction, point of view and opinion.

Begins to use keywords to search for information.

Begins to use graphic organizers to display knowledge and understanding of information.

Uses Super3 Research Model (Plan, Do, Review) to guide inquiry.

Identifies a variety of potential sources of information.

Uses electronic catalogue and keywords to search for resources.

Uses graphic organizers to organize and present information.

Critical thinking,

Problem-solving, Decision-making

Begins to formulate a question based on information needs.

Seeks a variety of resources to answer the question.

Decides on activity to represent solution to problem.

Continues to persevere in solving problems.

Uses prior knowledge to develop and refine a range of questions to search for new information.

Locates and selects information appropriate to the question from a variety of sources and media.

Manages individual and group goals and timeline.

Establishes criteria for success.

Assesses quality and effectiveness in order to revise learning strategies.

Digital Citizenship

Exhibits responsible use when using classroom technologies.

Exhibits positive attitude in learning activities with others using technology.

Practices responsible use of classroom technologies, including adherence to the school’s Acceptable Use Policy.

Begins to correctly cite sources.

Begins to advocate for the safe, legal and responsible use of information and technology.

Technology operations and concepts

Begins to use devices effectively and productively, selecting appropriate input and output devices.

Begins to use networking systems and file saving systems to save, share and produce data.

Begins to develop keyboarding and word processing skills.

Begins to use multimedia applications.

Troubleshoots when and where necessary.

Understands and uses networking systems and file saving systems to save, share and produce data.

Begins to understand and use Scratch and Robotics.

Uses photo editing, movie editing and animation.

Continues to troubleshoot when and where necessary.

Personal and Aesthetic Growth

Develops a taste in reading for pleasure.

Begins to develop a variety of strategies to select and find materials.

Identifies favorite authors, genres and styles of writing.

Develops an understanding of own taste in reading, listening and viewing for pleasure.

Uses a variety of strategies to select and find materials.

Identifies favorite authors, genres and styles of writing.

Produces and receives recommendations and reviews using digital tools.

Strand

Specific Expectation

LE1

Specific Expectation

LE2

Creativity and Innovation

Uses design applications and adds text to create a product.

Begins to use word processing applications.

Begins to understand the ethical use of technology.

Uses design applications and adds text, photos and images to create a product.

Uses word processing applications and presentation tools to represent ideas.

Begins to understand the complexity of computer systems.

Communication and Collaboration

Contributes actively to shared class communication or presentation.

Begins to use web tools for sharing documents, photos, etc.

Assumes different roles in collaborative groups, respecting differing opinions.

Begins to understand societal issues surrounding responsible use.

Uses web tools for sharing documents, photos, etc., using different fonts and formats.

Assesses own ability and responsibility to work with others in a group setting.

Research and Information Fluency

Begins to use Super3 Research Skills (Plan, Do, Review).

Distinguishes between fact, fiction, point of view and opinion.

Begins to use keywords to search for information.

Begins to use graphic organizers to display knowledge and understanding of information.

Uses Super3 Research Model (Plan, Do, Review) to guide inquiry.

Identifies a variety of potential sources of information.

Uses electronic catalogue and keywords to search for resources.

Uses graphic organizers to organize and present information.

Critical thinking,

Problem-solving, Decision-making

Begins to formulate a question based on information needs.

Seeks a variety of resources to answer the question.

Decides on activity to represent solution to problem.

Continues to persevere in solving problems.

Uses prior knowledge to develop and refine a range of questions to search for new information.

Locates and selects information appropriate to the question from a variety of sources and media.

Manages individual and group goals and timeline.

Establishes criteria for success.

Assesses quality and effectiveness in order to revise learning strategies.

Digital Citizenship

Exhibits responsible use when using classroom technologies.

Exhibits positive attitude in learning activities with others using technology.

Practices responsible use of classroom technologies, including adherence to the school’s Acceptable Use Policy.

Begins to correctly cite sources.

Begins to advocate for the safe, legal and responsible use of information and technology.

Technology operations and concepts

Begins to use devices effectively and productively, selecting appropriate input and output devices.

Begins to use networking systems and file saving systems to save, share and produce data.

Begins to develop keyboarding and word processing skills.

Begins to use multimedia applications.

Troubleshoots when and where necessary.

Understands and uses networking systems and file saving systems to save, share and produce data.

Begins to understand and use Scratch and Robotics.

Uses photo editing, movie editing and animation.

Continues to troubleshoot when and where necessary.

Personal and Aesthetic Growth

Develops a taste in reading for pleasure.

Begins to develop a variety of strategies to select and find materials.

Identifies favorite authors, genres and styles of writing.

Develops an understanding of own taste in reading, listening and viewing for pleasure.

Uses a variety of strategies to select and find materials.

Identifies favorite authors, genres and styles of writing.

Produces and receives recommendations and reviews using digital tools.

The Reporting Cycle

How do we communicate levels of performance and progress?

Reporting on assessment is about communicating what students know, understand and can do. It describes the progress of children's learning and identifies areas of strength as well as areas of growth and goals for the future learning process.

At Whitby, effective reporting will:

  • involve parents, students and teachers as partners
  • reflect the values and beliefs of the school community
  • be clear and transparent
  • be comprehensive, fair, honest and credible
  • inform teaching and learning

End of Unit Summative Assessment Reporting

Summative assessments from units of inquiry (Lower School) are sent home for parent review after the assessment data has been shared with the student.

Digital Portfolios

In the Lower School we use Seesaw to document and reflect on learning. Seesaw is a digital learning journal that allows students and teachers to show, reflect and share their learning. Students can use photos, video, audio and text to capture the learning process, not just the end result and explain how they arrived at their understanding. Parents are invited to be active participants in their child’s learning journal. At the beginning of the school year, we will send you a QR code that will invite you to Seesaw. If you choose to get notifications, you will be able to see entries to the journal and comment on them. We believe this interactive engagement can bring your child’s classroom experience here at Whitby even closer to home.

Formal Parent Conferences

In the Lower School, we host two parent conferences per school year. Teacher-Parent conferences are scheduled in November for all Lower School families. Student participation is highly encouraged. In April, we host student-teacher-parent portfolio conferences, which requires the presence of the students as they are sharing their learning journeys with their parents.

Teachers and parents may also request conferences to discuss student learning or any other issue at any time.

Report Cards

In addition to sharing assessment data through conferences, work samples and standardized test scores, the school formally reports on student learning twice a year through narrative report cards. These report cards are posted on Veracross for parent to download. They provide an overview of each child’s progress within our curriculum. The report cards are stored through Veracross as part of a student’s permanent record.

In LE1 and LE2, the progress reports describe the student’s cognitive, personal, emotional and social progress in light of the IB learner profile, and the acquisition of knowledge, understanding and skills in relation to the unit of inquiry and single subject areas based on grade level specific outcomes.

School-Home Connection

Communication

Teachers are available most afternoons and after school for quick questions. If more detailed information is required, parents shouldn t hesitate to arrange a meeting time outside of school hours with their child's teachers.

Phone

Face to face or phone conversations are the preferred way of communication with our families. Voicemail should only be used to arrange for a conversation or meeting.

Newsletter

The LE section will publish a newsletter at the start of each unit of inquiry in Veracross to inform about teaching and learning in the upcoming weeks. An email with a link to the class page will be sent from each classroom.

Work Sent Home

At the conclusion of a unit (roughly every 6 weeks), work will be sent home for the parents and student to review with their child and to keep.

Veracross Class Pages

Please check your class Veracross class page frequently. We use class pages to inform about class activities, share pictures and videos and important document.

Email

Please always copy both teachers in emails about your child. Emails are answered within 24 hours. Please send notifications about the daily routine for a child at least 24 hours in advance. Otherwise, please notify the front desk.

Home Reading

We encourage your child to keep a book at his or her appropriate reading level at home to read each night for approximately 20 minutes. The classroom teachers will supply a reading log so that your child can keep track of his or her nightly reading. In addition, we encourage parents to read aloud to their children at home.

Birthdays

Birthday celebrations are welcomed and encouraged in the classroom. Students are invited to bring a special treat (a bite sized snack that follows Whitby’s nutritional guidelines) to school to share with their classmates. Parents and siblings are also invited but not obligated to attend. Students with summer birthdays have the option to choose a day in June to celebrate in the classroom. Birthday posters are not necessary. Please speak to the classroom teachers about scheduling a day and time for the birthday celebrations.

Classroom Activities

Over the year, there will be numerous occasions for parents to see their children engaged in learning. Besides the three special visitor days scheduled over the year, each classroom will find opportunities to share learning with the parents within the context of the unit of inquiry or for other curriculum areas.

Table of Contents

Whitby School
969 Lake Avenue Greenwich, CT 06831 203.869.8464
Whitby