IB

PYP 2

PYP 2
PYP 2 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.

Click on any box on this page to access more information for this grade level.

Primary Years 2 – English Language

Read More

Primary Years 2 – English Language

×

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?

  • Relate to different contexts presented in visual texts according to their own experiences, for example, “that looks like my uncle’s farm
  • Observe and discuss illustrations in picture books and simple reference books, commenting on the information being conveyed
  • 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
  • Realize that shapes, symbols and colours have meaning and include them in presentations
  • Through teacher modelling, become aware of terminology used to tell about visual effects, for example, features, layout, border, frame observe visual images and begin to appreciate, and be able to express, that they have been created to achieve particular purposes
  • Talk about their own feelings in response to visual messages; show empathy for the way others might feel
  • Locate familiar visual texts in magazines, advertising catalogues, and connect them with associated products

  • Read and understand the meaning of self-selected and teacher-selected texts at an appropriate level
  • Make connections between personal experience and storybook characters
  • 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
  • Select and reread favourite texts for enjoyment
  • Participate in shared reading, posing and responding to questions and joining in the refrains
  • Participate in guided reading situations, observing and applying reading behaviours and interacting effectively with the group
  • Understand that print is permanent, for example, when listening to familiar stories, notices when the reader leaves out or changes parts
  • Listen attentively and respond actively to read- aloud situations; make predictions, anticipate possible outcomes

  • Create illustrations to match their own written text
  • Form letters/characters conventionally and legibly, with an understanding as to why this is important within a language community
  • Enjoy writing and value their own efforts
  • Listen attentively and respond actively to read- aloud situations; make predictions, anticipate possible outcomes
  • Make connections between personal experience and storybook characters
  • Read their own writing to the teacher and to classmates, realizing that what they have written remains unchanged
  • Demonstrate an awareness of the conventions of written text, for example, sequence, spacing, directionality
  • 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 …”

Primary Years 2 – Social Studies

Read More

Primary Years 2 – Social Studies

×

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?

  • Describe and compare the various communities to which he or she belongs
  • Explain how communities have natural and constructed features
  • Recognize the components of a local community
  • Identify the contributions of different members of a community
  • Create and share his or her own story about being a community member

  • 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 2 – Mathematics

Read More

Primary Years 2 – Mathematics

×

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 numbers, for example, odd and even numbers, skip counting
  • Represent patterns in a variety of ways, for example, using words, drawings, symbols, materials, actions, numbers describe number patterns, for example, odd and even numbers, skip counting
  • Understand the inverse relationship between addition and subtraction
  • Describe number patterns, for example, odd and even numbers, skip counting
  • Extend and create patterns in numbers, for example, odd and even numbers, skip counting
  • Use the properties and relationships of addition and subtraction to solve problems

  • Understand that sets can be organized by one or more attributes
  • Understand the concept of chance in daily events (impossible, less likely, maybe, most likely, certain)
  • Collect and represent data in different types of graphs, for example, tally marks, bar graphs
  • Understand that information about themselves and their surroundings can be collected and recorded in different ways
  • Collect and represent data in different types of graphs, for example, tally marks, bar graphs
  • Represent the relationship between objects in sets using tree, Venn and Carroll diagrams
  • Use tree, Venn and Carroll diagrams to explore relationships between data

  • Read and write the time to the hour, half hour and quarter hour
  • Estimate and compare lengths of time: second, minute, hour, day, week and month
  • Use measures of time to assist with problem solving in real-life situations. understand that tools can be used to measure
  • Understand that calendars can be used to determine the date, and to identify and sequence days of the week and months of the year
  • Estimate and measure objects using standard units of measurement: length, mass, capacity, money and temperature
  • Understand the use of standard units to measure, for example, length, mass, money, time, temperature
  • Understand that tools can be used to measure

  • Understand that there are relationships among and between 2D and 3D shapes
  • Understand that 2D and 3D shapes can be created by putting together and/or taking apart other shapes
  • Sort, describe and label 2D and 3D shapes
  • Analyse and describe the relationships between 2D and 3D shapes
  • Identify lines of reflective symmetry
  • Analyse and use what they know about 3D shapes to describe and work with 2D shapes
  • Recognize and explain simple symmetrical designs in the environment

Primary Years 2 – Science

Read More

Primary Years 2 – Science

×

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?

  • Investigate and identify the properties of air
  • Apply his or her understanding about the properties of air (for example, building a windmill)
  • Explore links between air, light and sound (for example, thunder and lightning)
  • 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

  • Observe carefully in order to gather data
  • Identify or generate a question or problem to be explored
  • Use a variety of instruments and tools to measure data accurately
  • 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 2 – Arabic A

Read More

Primary Years 2 – Arabic A

×

Primary Years 2 – Arabic B

Read More

Primary Years 2 – Arabic B

×

Primary Years 2 – Arts

Read More

Primary Years 2 – Arts

×

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?

  • Express one or more moods/feelings in a musical composition
  • Create music to represent different cultures and styles
  • Explore vocal sounds, rhythms, instruments, timbres to communicate ideas and feelings
  • Read, write and perform simple musical patterns and phrases

  • Identify dance components such as rhythm and use of space in their own and others’ dance creations
  • Discuss and explain the way ideas, feelings and experiences can be communicated through stories and performance

  • Interpret and communicate feeling, experience and narrative through dance
  • Design a dance phrase with a beginning, middle and ending
  • Share dance with different audiences by participating, listening and watching
  • Work cooperatively towards a common goal, taking an active part in a creative experience
  • Use performance as a problem-solving tool
  • Value and develop imaginary roles or situations

Primary Years 2 – Physical Education

Read More

Primary Years 2 – Physical Education

×

Physical education in a PYP school is more than just student participation in sports and games. Its purpose should is:

  • To develop a combination of transferable skills promoting physical, intellectual, emotional and social development
  • To encourage present and future choices that contribute to long-term healthy living 
  • to understand the cultural significance of physical activities for individuals and communities

The development of overall well-being is defined through three common strands that have relevance to all teachers: 

  • Identity
  • Active Living 
  • Interactions

These strands are concept driven and have been designed to interact with each other, working together to support the overall development of students. 

What will students will be working on this year?

  • Value interacting, playing and learning with others
  • Cooperate with others
  • Seek adult support in situations of conflict
  • Ask questions and express wonderings
  • Celebrate the accomplishment of the group
  • Understand the impact of their actions on each other and the environment

  • Describe similarities and differences between themselves and others through the exploration of cultures, appearance, gender, ethnicity, and personal preferences
  • Explain how different experiences can result in different emotions
  • Recognize others’ perspectives and accommodate these to shape a broader view of the world
  • Become aware of their emotions and begin to regulate their emotional responses and behaviour

Curriculum