IB

Primary Years 1

Primary Years 1
PYP 1 PoI 2021-2022

The Primary Years Programme (PYP) presents schools with a comprehensive plan for high quality, international education.

It provides schools with a curriculum framework of essential elements — the knowledge, concepts, skills, attitudes, and action that young students need to equip them for successful lives, both now and in the future.

Schools work with the five elements to construct a rigorous and challenging primary curriculum for international education.
The PYP aims to create a curriculum that is engaging, relevant, challenging and significant for learners in the 3–12 age range. The curriculum is transdisciplinary, meaning that it focuses on issues that go across subject areas.

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Primary Years 1 – English Language

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Primary Years 1 – English Language

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English is our shared language of instruction and communication. In a PYP school the focus is not just on learning language in isolation, but also on the application of language skills across the subject areas and throughout the Programme of Inquiry. Some language is taught as ‘stand-alone’, while other aspects of language are taught in the context of our Units of Inquiry.

We believe students learn best when they have opportunities to learn within meaningful contexts, and when the teaching is in response to students’ needs, interests and previous experiences. Students at OurPlanet come from a wide range of language and cultural backgrounds, which we view as a major asset to our learning community.

Students develop skills in the following strands of language learning :

Oral Language

Listening and Speaking

Visual Language

Viewing and Presenting

Written Language

Reading and Writing

What will students will be working on this year?

  • Talk about their own feelings in response to visual messages; show empathy for the way others might feel
  • Observe and discuss illustrations in picture books and simple reference books, commenting on the information being conveyed (social
  • Attend to visual information showing understanding through discussion, role play, illustrations
  • Realize that shapes, symbols and colours have meaning and include them in presentations
  • Connect visual information with their own experiences to construct their own meaning, for example, when taking a trip
  • Observe visual images and begin to appreciate, and be able to express, that they have been created to achieve particular purposes
  • Use a variety of implements to practise and develop handwriting and presentation skills

  • Listen attentively and respond actively to read- aloud situations; make predictions, anticipate possible outcomes
  • Make connections between personal experience and storybook characters
  • Understand sound-symbol relationships and recognize familiar sounds/symbols/words of the language community
  • Read and understand the meaning of self-selected and teacher-selected texts at an appropriate level
  • Participate in learning engagements involving reading aloud – taking roles and reading dialogue, repeating refrains from familiar stories, reciting poems
  • Instantly recognize an increasing bank of high-frequency and high-interest words, characters or symbols
  • Have a secure knowledge of the basic conventions of the language(s) of instruction in printed text, for example, orientation, directional movement, layout, spacing, punctuation

  • Form letters/characters conventionally and legibly, with an understanding as to why this is important within a language community
  • Read their own writing to the teacher and to classmates, realizing that what they have written remains unchanged
  • Participate in shared and guided writing, observing the teacher’s model, asking questions and offering suggestions
  • Write informally about their own ideas, experiences and feelings in a personal journal or diary, initially using simple sentence structures, for example, “I like …”, “I can …” , “I went to …”, “I am going to …”
  • Create illustrations to match their own written text
  • Demonstrate an awareness of the conventions of written text, for example, sequence, spacing, directionality
  • Connect written codes with the sounds of spoken language and reflect this understanding when recording ideas
  • Write to communicate a message to a particular audience, for example, a news story, instructions, a fantasy story
  • Have a secure knowledge of the basic conventions of the language(s) of instruction in printed text, for example, orientation, directional movement, layout, spacing, punctuation

Primary Years 1 – Social Studies

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Primary Years 1 – Social Studies

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The social studies component of the PYP is characterized by concepts and skills rather than by content. Therefore, OurPlanet ensures that a breadth and balance of social studies content is covered through the units of inquiry. The knowledge component of social studies in the PYP is arranged into five strands: 

  • Human Systems and Economic Activities
  • Social Organization and Culture
  • Continuity and Change through Time

  • Human and Natural Environments
  • Resources and the Environment 

These strands are concept-driven and are inextricably linked to each other. They also provide links to other subject areas of the PYP curriculum model.

What will students will be working on this year?

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  • Explain why a particular celebration is important in his or her own life
  • Suggest reasons for various celebrations
  • Identify and compare traditions and celebrations observed by others in the class
  • Use a variety of sources to gain information about celebrations from both a historical and a cultural perspective

  • Formulate and ask questions about the past, the future, places and society
  • Use and analyse evidence from a variety of historical, geographical and societal sources
  • Orientate in relation to place and time
  • Identify roles, rights and responsibilities in society
  • Assess the accuracy, validity and possible bias of sources

Primary Years 1 – Mathematics

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Primary Years 1 – Mathematics

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In the IB Primary Years Programme (PYP), mathematics is also viewed as a vehicle to support inquiry, providing a global language through which we make sense of the world around us. It is intended that students become competent users of the language of mathematics, and can begin to use it as a way of thinking, as opposed to seeing it as a series of

facts and equations to be memorized. The aim of our Mathematics programme is to develop students into confident mathematical thinkers, with a sound knowledge of number and the creativity to apply this knowledge to solve problems in many ways.

Instruction and assessment of Mathematics is organised around 4 strands/skills:

  • Number
  • Pattern and Function
  • Data Handling

  • Measurement
  • Shape and Space

What will students will be working on this year?

  • Understand that patterns can be found in everyday situations, for example, sounds, actions, objects, nature
  • Extend and create patterns
  • Describe patterns in various ways, for example, using words, drawings, symbols, materials, actions, numbers

  • Understand that patterns can be found in everyday situations, for example, sounds, actions, objects, nature.
  • Extend and create patterns
  • Describe patterns in various ways, for example, using words, drawings, symbols, materials, actions, numbers
  • Sort and label real objects by attributes
  • Describe real objects and events by attributes
  • Create pictographs and tally marks
  • Create living graphs using real objects and people
  • Understand that sets can be organized by different attributes
  • Understand that information about themselves and their surroundings can be obtained in different ways
  • Discuss chance in daily events (impossible, maybe, certain)

  • Identify, compare and describe attributes of real objects, for example, longer, shorter, heavier, empty, full, hotter, colder
  • Describe observations about events and objects in real-life situation
  • Understand that events in daily routines can be described and sequenced, for example, before, after, bedtime, storytime, today, tomorrow
  • Compare the length, mass and capacity of objects using non- standard units

  • Understand that 2D and 3D shapes have characteristics that can be described and compared
  • Sort, describe and compare 3D shapes
  • Describe position and direction, for example, inside, outside, above, below, next to, behind, in front of, up, down
  • Explore and describe the paths, regions and boundaries of their immediate environment (inside, outside, above, below) and their position (next to, behind, in front of, up, down)

Primary Years 1 – Science

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Primary Years 1 – Science

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The science component of the PYP is characterized by concepts and skills rather than by content. Therefore, OurPlanet ensures that a breadth and balance of science content is covered through the units of inquiry. The knowledge component of science in the PYP is arranged into four strands:  

  • Living things
  • Earth and Space

  • Materials and Matter
  • Forces and Energy

What will students will be working on this year?

  • Reflect on and self-assess his or her personal use of natural resources
  • Investigate ways that familiar materials can be reused
  • Group materials on the basis of properties for the purpose of recycling
  • Describe how a particular material is recycled
  • Explore the role of living things in recycling energy and matter

  • Recognize that living things, including humans, need certain resources for energy and growth
  • Investigate the responses of plants or animals to changes in their habitats
  • Identify or generate a question or problem to be explored in relation to human impact on the local environment
  • Explore the role of living things in recycling energy and matter

  • Observe carefully in order to gather data
  • Identify or generate a question or problem to be explored
  • Plan and carry out systematic investigations, manipulating variables as necessary
  • Make and test predictions
  • Interpret and evaluate data gathered in order to draw conclusions

Primary Years 1 – Arabic A

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Primary Years 1 – Arabic A

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Primary Years 1 – Arabic B

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Primary Years 1 – Arabic B

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Primary Years 1 – Arts

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Primary Years 1 – Arts

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At OurPlanet we offer Music, Visual Arts and Drama. Each of these arts is a significant discipline in its own right, but the transdisciplinary nature of arts gives them relevance throughout the curriculum. Arts promote attitudes such as empathy and appreciation, and skills such as analysis, that help us to see the uniqueness of each person as well as explore the commonalities that connect us.

Work in arts is a way of conveying meaning, sharing a culture, developing one’s sense of self, and expanding knowledge. It provides opportunity to reflect on aesthetic experience, to engage the imagination and explore what is uncertain. Through engaging with and creating artworks, learners are encouraged to reconsider familiar concepts and think about issues of culture and identity.

What will students will be working on this year?

  • Create music to represent different cultures and styles
  • Explore vocal sounds, rhythms, instruments, timbres to communicate ideas and feelings
  • Create a soundscape based on personal experiences

  • Describe similarities and differences between artworks
  • Investigate the purposes of artwork from different times, places and a range of cultures including their own

  • Plan and make specific choices of materials, tools and processes
  • Demonstrate control of tools, materials and processes

Primary Years 1 – Physical Education

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Primary Years 1 – Physical Education

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Curriculum