Through the six organising themes, the curriculum incorporates five essential elements: Concepts, Knowledge, Skills, Attitudes and Action. What will my child be understanding? 1. Concepts Transdisciplinary WHO WE ARE HOW THE SHARING THE HOW WE HOW WE EXPRESS WHERE WE ARE Theme WORLD WORKS PLANET ORGANIZE OURSELVES IN PLACE AND OURSELVES TIME Perspective. Causation Concept Change Connection Causation Responsibility Change Reflection We are individuals Living Things have Endangered Safety the We express The food people Central Idea certain responsibility of eat is produced in and throughout life creatures have ourselves in many requirements in everybody. many places. we grow and change. needs which must be ways. order to grow and met if they are to stay healthy. survive How we to new The lifecycle of Endangered species Our family to Through different Where different Lines of Inquiry and changing plants and insects Animal adaptation keep us safe. forms of self foods come from environments. The needs of ( camouflage, webbed We are safe at expression we learn to (geographical and How relationships may plants – connection feet, coverings) school. appreciate others. physical influences) change over time. of light, water and The evidence that Community helpers We will explore and How foods are Our personal growth living creatures have keep us safe. our interests produced around experiences, How do insects needs which must be We are through various arts the world. characteristics and and plants need met for their survival responsible for media, such as singing, How does culture feelings that make us each other to e.g. (food, water, our health and drama, dance and influence what we special. survive? habitat) safety. visual art, eat. How the PYP learner How do we know that profile influences how we have to help and we work together. how can we help? broad concepts and powerful ideas propel the research units, called Units of Inquiry Form: What is it like? Function: How does it work?
Transdisciplinary Theme WHO WE ARE HOW THE WORLD WORKS SHARING THE PLANET HOW WE ORGANIZE OURSELVES HOW WE EXPRESS OURSELVES WHERE WE ARE IN PLACE AND TIME Concept Change Connection Causation Reflection Responsibility Perspective. Causation Change Central Idea We are individuals and throughout life we grow and change. Living Things have certain requirements in order to grow and stay healthy. Endangered creatures have needs which must be met if they are to survive Safety the responsibility of everybody. We express ourselves in many ways. The food people eat is produced in many places. Lines of Inquiry How we to new and changing environments. How relationships may change over time. Our personal experiences, characteristics and feelings that make us special. How the PYP learner profile influences how we work together. The lifecycle of plants and insects The needs of plants – connection of light, water and growth How do insects and plants need each other to survive? Endangered species Animal adaptation ( camouflage, webbed feet, coverings) The evidence that living creatures have needs which must be met for their survival e.g. (food, water, habitat) How do we know that we have to help and how can we help? Our family to keep us safe. We are safe at school. Community helpers keep us safe. We are responsible for our health and safety. Through different forms of self expression we learn to appreciate others. We will explore and our interests through various arts media, such as singing, drama, dance and visual art, Where different foods come from (geographical and physical influences) How foods are produced around the world. How does culture influence what we eat. Through the six organising themes, the curriculum incorporates five essential elements: Concepts, Knowledge, Skills, Attitudes and Action. What will my child be understanding? 1. Concepts broad concepts and powerful ideas propel the research units, called Units of Inquiry Form: What is it like? Function: How does it work?
the_primary_years_programme_brochure_as_of_18.4.13.docx