PYP 5 | OurPlanet

PYP 5

PYP 5 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 5 – 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?

Listening and Speaking (Securing phase 3 and starting phase 4)

Verbalize their thinking and explain their reasoning
Listen appreciatively and responsively, presenting their own point of view and respecting the views of others
Listen for a specific purpose in a variety of situations
Understand that ideas and opinions can be generated, developed and presented through talk; they work in pairs and groups to develop oral presentations
Argue persuasively and defend a point of view
Organize thoughts and feelings before speaking
Appreciate that language is not always used literally; understand and use the figurative language of their own culture
Understand that ideas and opinions can be generated, developed and presented through talk; they work in pairs and groups to develop oral presentations
Explain and discuss their own writing with peers and adults
Begin to paraphrase and summarize
Use a range of specific vocabulary in different situations, indicating an awareness that language is influenced by purpose, audience and context
Realize that grammatical structures can be irregular and begin to use them appropriately and consistently

Viewing and Presenting (Securing phase 3 and starting phase 4)

View, respond to and describe visual information, communicating understanding in oral, written and visual form
Describe personal reactions to visual messages; reflect on why others may perceive the images differently
Understand and explain how visual effects can be used to reflect a particular context
Recognize and name familiar visual texts and explain why they are or are not effective, for example, advertising, logos, labels, signs, billboards
Interpret visual cues in order to analyse and make inferences about the intention of the message
Explain how relevant personal experiences can add to the meaning of a selected film/movie; write and illustrate a personal response
Identify aspects of body language in a dramatic presentation and explain how they are used to convey the mood and personal traits of characters
Design posters and charts, using shapes, colours, symbols, layout and fonts, to achieve particular effects; explain how the desired effect is achieved
Dsiscuss a newspaper report and tell how the words and pictures work together to convey a particular message
Prepare, individually or in collaboration, visual presentations using a range of media, including computer and web-based applications
Discuss and explain visual images and effects using appropriate terminology, for example, image, symbol, graphics, balance, techniques, composition
Experience a range of different visual language formats; appreciate and describe why particular formats are selected to achieve particular effects
Observe and discuss the choice and composition of visual presentations and explain how they contribute to meaning and impact, for example, facial expressions, speech bubbles, word images to convey sound effects
Realize that visual presentations have been created to reach out to a particular audience and influence the audience in some way; discuss the effects used and how they might influence the audience

Reading (Securing phase 3 and starting phase 4)

Read a variety of books for pleasure, instruction and information; reflect regularly on reading and set future goals
Distinguish between fiction and non-fiction and select books appropriate to specific purposes
Understand and respond to the ideas, feelings and attitudes expressed in various texts, showing empathy for characters
Recognize the author’s purpose, for example, to inform, entertain, persuade, instruct
Understand that stories have a plot; identify the main idea; discuss and outline the sequence of events leading to the final outcome
Appreciate that writers plan and structure their stories to achieve particular effects; identify features that can be replicated when planning their own
Use reference books, dictionaries, and computer and web-based applications with increasing independence and responsibility
Know how to skim and scan texts to decide whether they will be useful, before attempting to read in detail
As part of the inquiry process, work cooperatively with others to access, read, interpret, and evaluate a range of source materials
Identify relevant, reliable and useful information and decide on appropriate ways to use it
Access information from a variety of texts both in print and online, for example, newspapers, magazines, journals, comics, graphic books, e-books, blogs, wikis
Know when and how to use the internet and multimedia resources for research
Understand that the internet must be used with the approval and supervision of a parent or teacher

Writing (Securing phase 3 and starting phase 4)

Write independently and with confidence, demonstrating a personal voice as a writer
Write for a range of purposes, both creative and informative, using different types of structures and styles according to the purpose of the writing
Show awareness of different audiences and adapt writing appropriately
Select vocabulary and supporting details to achieve desired effects e.g. adjectives and powerful verbs
Organize ideas in a logical sequence
Reread, edit and revise to improve their own writing, for example, content, language, organization
Begin to take notes and summarise research using own words. (Paraphrasing)
Use appropriate punctuation with increasing accuracy. E.g. full stop, capital letter, comma, question mark, exclamation mark, speech marks and apostrophes for contraction and possession
Use accurately writing conventions: parts of speech (nouns –singular and plural, pronouns, verbs, adjectives, articles, prepositions) and use in the sentences
Identify the use of powerful verbs and descriptive language E.g adjectives, adverbs, similes and metaphors in narrative writing and poetry
Use verb tenses with increasing accuracy in writing e.g present, past and future tenses
Use commas to mark off grammatical boundaries within a sentence
Group sentences about similar information together to form a paragraph
Write more complex sentences using conjunctions and time connectives
Identify word order in positive and negative statements and questions
Explore and use in writing letter patterns, e.g. prefixes, suffixes, compound words, contractions etc
Use a range of strategies to record words/ideas of increasing complexity
Realize that writers ask questions of themselves and identify ways to improve their writing, for example, “Is this what I meant to say?”, “Is it interesting/relevant?”
Check punctuation, variety of sentence starters, spelling, presentation
Use a dictionary and thesaurus to check accuracy, broaden vocabulary and enrich their writing
Work cooperatively with a partner to discuss and improve each other’s work, taking the roles of authors and editors
Work independently, to produce written work that is legible and well-presented, written either by hand or in digital format

Primary Years 5 – 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?

Social organization and culture (Age 9-12)

Reflect upon how beliefs affect the individual and society
Explore issues relating to children’s rights, roles and responsibilities in relation to his or her own and other cultures
Identify and describe ways that family, groups and community influence personal choices
Explore how cultures may have certain expectations of how to act and dress, and the ways this may differ according to private and public contexts

Resources and the Environment (Age 9-12)

Compare the design of structures in various locations in relation to the natural environment
Identify geographical and environmental factors that influence the design of structures in various locations
Critique the impact of a structure on the natural environment
Explain how human activities can have positive or adverse effects on local and other environments (for example, agriculture, industry)

Continuity and Change Through Time (Age 9-12)

Analyse information about past technological advances and societal systems
Asssess which aspects of past civilizations have had the most impact on the present day, using evidence from a variety of sources
Predict societal and technological changes in the future
Identify and describe examples in which technology has changed the lives of people
Describe the connection between human needs and wants and technological development
Explain the relevance of various inventions in relation to the time period in which they were developed
Reflect on the role of technology in his or her own life

Skills

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 5 – 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?

Number (Phase 3)

Model numbers to hundreds or beyond using the base 10 place value system
Model multiplication and division of whole numbers
Read, write, compare and order whole numbers up to thousands or beyond
Develop strategies for memorizing addition, subtraction, multiplication and division number facts
Use whole numbers up to thousands or beyond in real-life situations
Use fast recall of addition and subtraction number facts in real-life situations
Model equivalent fractions
Use the language of fractions, for example, numerator, denominator
Model decimal fractions to hundredths or beyond
Model addition and subtraction of fractions with related denominators
Model addition and subtraction of decimals
Read, write, compare and order fractions
Read and write equivalent fractions
Read, write, compare and order fractions to hundredths or beyond
Use decimal fractions in real-life situations
Add and subtract fractions with related denominators in real-life situations

Pattern and Function (Phase 3)

Understand that patterns can be analysed and rules identified
Understand that multiplication is repeated addition and that division is repeated subtraction
Understand the inverse relationship between multiplication and division
Understand the associative and commutative properties of multiplication
Describe the rule for a pattern in a variety of ways
Represent rules for patterns using words, symbols and tables
Identify a sequence of operations relating one set of numbers to another set
Select appropriate methods for representing patterns, for example using words, symbols and tables
Use number patterns to make predictions and solve problems
Use the properties and relationships of the four operations to solve problems

Data Handling (Phase 3)

Design a survey and systematically collect, organize and display data in pictographs and bar graphs
Select appropriate graph form(s) to display data
Interpret range and scale on graphs
Express probability using simple fractions
Understand that data can be collected, displayed and interpreted using simple graphs, for example, bar graphs, line graphs
Understand that scale can represent different quantities in graphs
Understand that the mode can be used to summarize a set of data
Understand that one of the purposes of a database is to answer questions and solve problems
Collect, display and interpret data using simple graphs, for example, bar graphs, line graphs
Identify, read and interpret range and scale on graphs
Identify the mode of a set of data

Measurement (Phase 3)

Develop and describe formulas for finding perimeter, area and volume
Use decimal and fraction notation in measurement, for example, 3.2 cm, 1.47 kg, 11.32 miles
Read and interpret scales on a range of measuring instruments
Carry out simple unit conversions within a system of measurement (metric or customary)
Select and use appropriate units of measurement and tools to solve problems in real-life situations
Determine and justify the level of accuracy required to solve real-life problems involving measurement
Use decimal and fractional notation in measurement, for example, 3.2 cm, 1.47 kg, 11.32 miles
Understand procedures for finding area, perimeter and volume

Shape and Space (Phase 3)

Understand the common language used to describe shapes
Understand the properties of regular and irregular polygons
Understand congruent or similar shapes
Understand that lines and axes of reflective and rotational symmetry assist with the construction of shapes
Understand an angle as a measure of rotation
Understand that directions for location can be represented by coordinates on a grid
Understand that visualization of shape and space is a strategy for solving problemss
Sort, describe and model regular and irregular polygons
Describe and model congruency and similarity in 2D shapes
Analyse angles by comparing and describing rotations: whole turn; half turn; quarter turn; north, south, east and west on a compass
Locate features on a grid using coordinates
Describe and/or represent mental images of objects, patterns, and paths
Analyse and describe 2D and 3D shapes, including regular and irregular polygons, using geometrical vocabulary
Identify, describe and model congruency and similarity in 2D shapes
Recognize and explain symmetrical patterns, including tessellation, in the environment
Apply knowledge of transformations to problem-solving situations

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Primary Years 5 – English Language

Primary Years 5 – Social Studies

Primary Years 5 – Mathematics

Primary Years 5 – Science

Primary Years 5 – Arabic A

Primary Years 5 – Arabic B

Primary Years 5 – Arts

Primary Years 5 – Physical Education

Curriculum