IB

Early Years 2

Early Years 2
EY2 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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Early Years 2 – English Language

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Early Years 2 – 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?

  • Reveal their own feelings in response to visual presentations, for example, by showing amusement, curiosity, surprise
  • Observe visual cues that indicate context; show understanding by matching pictures with context
  • Recognize familiar signs, labels and logos, for example, pedestrian walking sign, emergency exit sign, no dogs allowed; identify similarities and differences
  • Make personal connections to visual texts, for example, a picture book about children making friends in a new situation
  • Use body language to communicate and to convey understanding, for example, pointing, gesturing, facial expressions
  • Select and incorporate colours, shapes, symbols and images into visual presentations
  • Listen to terminology associated with visual texts and understand terms such as colour, shape, size.

  • Distinguish between pictures and written text, for example, can point to a picture when asked
  • Join in with chants, poems, songs, word games and clapping games, gaining familiarity with the sounds and patterns of the language of instruction.
  • Participate in shared reading, joining in with rhymes, refrains and repeated text as they gain familiarity
  • Handle books, showing an understanding of how a book works, for example, cover, beginning, directional movement, end.
  • Show empathy for characters in a story
  • Locate and respond to aspects of interest in self- selected texts (pointing, examining pictures closely, commenting)
  • Realize that the organization of on-screen text is different from how text is organized in a book
  • Show curiosity and ask questions about pictures or text
  • Begin to understand sound-symbol relationships and recognize familiar sounds/symbols/words of the language community

  • Differentiate between illustrations and written text • use their own experience as a stimulus when drawing and “writing”
  • Begin to discriminate between letters/characters, numbers and symbols
  • Write their own name independently
  • Experiment with writing using different writing implements and media
  • Listen and respond to shared books (enlarged texts), observing conventions of print, according to the language(s) of instruction
  • Choose to write as play, or in informal situations, for example, filling in forms in a pretend post office, writing a menu or wish list for a party
  • Participate in shared writing, observing the teacher’s writing and making suggestions

Early Years 2 – Social Studies

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Early Years 2 – 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?

No Content

Identify the communities he or she belongs to (for example, draw and describe pictures of the various groups they form a part of)

  • Talk about the reasons that rules are necessary in the various communities to which he or she belongs
  • Suggest some suitable rules and routines for the class
  • Demonstrate ability to apply existing rules and routines to work and play with others
  • Recognize how his or her choices and behaviours affect learning in the classroom (for example, respond to various picture and story prompts to explain how one person’s actions can impact others)

  • Formulate and ask questions about the past, the future, places and society
  • Orientate in relation to place and time
  • Identify roles, rights and responsibilities in society

Early Years 2 – Mathematics

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Early Years 2 – 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

  • 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
  • Describe real objects and events by attributes
  • Discuss chance in daily events (impossible, maybe, certain)
  • Represent information through pictographs and tally marks

  • 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
  • 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)

Early Years 2 – Science

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Early Years 2 – 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?

  • Use senses to describe observable properties of familiar materials (including solids, liquids, gases)
  • Describe observable changes (including changes of state) that occur in materials
  • Recognize that materials can be solid, liquid or gas
  • Be aware of how to change water into a solid, liquid and gas
  • Apply understanding of basic properties of materials in order to match materials to purpose (for example, waterproofing, insulating)

  • Observe carefully in order to gather data
  • Plan and carry out systematic investigations, manipulating variables as necessary
  • Make and test predictions
  • Interpret and evaluate data gathered in order to draw conclusions

Early Years 2 – Arabic A

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Early Years 2 – Arabic A

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Early Years 2 – Arabic B

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Early Years 2 – Arabic B

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Early Years 2 – Arts

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Early Years 2 – 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 and accompany music using a variety of sounds and instruments
  • Play untuned percussion instruments in time with a beat
  • Use the voice and body to create musical patterns
  • Explore sound as a means of expressing imaginative ideas
  • Recreate sounds from familiar experiences

  • Enjoy experiencing artworks
  • Make personal connections to artworks

  • Engage with, and enjoy a variety of visual arts experiences
  • Take responsibility for the care of tools and materials
  • Use their imagination and experiences to inform their art making
  • Create artwork in response to a range of stimuli

Early Years 2 – Physical Education

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Early Years 2 – Physical Education

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Curriculum