UPDATED 9.8.17

CURRICULUM HANDBOOK

PRINCETON JUNIOR SCHOOL

TABLE OF CONTENTS Who we are 6 PJS MISSION 6

THE PJS COMMUNITY COVENANT 6

OUR LEARNING PRINCIPLES 7

THE INTERNATIONAL BACCALAUREATE PRIMARY YEARS PROGRAM 8 THE INTERNATIONAL BACCALAUREATE MISSION 8

THE IB PRIMARY YEARS PROGRAM (PYP) 8

THE LEARNER PROFILE 9

THE FIVE ESSENTIAL ELEMENTS OF THE PYP 10

INQUIRY BASED LEARNING 13 WHAT DOES INQUIRY LOOK LIKE? 14

PROGRAM OF INQUIRY 2017-2018 15

The PYP Exhibition 17

SUBJECT AREAS 17

LANGUAGE ARTS 17

Readers at Princeton Junior School 18

Writers at Princeton Junior School 19

The Workshop Model 19

Literacy Assessments 20

LANGUAGE LEARNING CONTINUUMS 20

ORAL LANGUAGE- LISTENING AND SPEAKING 21

VISUAL LANGUAGE - VIEWING AND PRESENTING 22

WRITTEN LANGUAGE - READING 23

WRITTEN LANGUAGE - WRITING 24

MATHEMATICS 25

MATHEMATICS CONTINUUMS 26

MATHEMATICS - DATA HANDLING 27

MATHEMATICS - MEASUREMENT 28

MATHEMATICS - SHAPE AND SPACE 29

MATHEMATICS - PATTERN AND FUNCTION 30

MATHEMATICS - NUMBER 31

SOCIAL STUDIES 32

SCIENCE 34

SPECIAL SUBJECTS 38

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THE ARTS 38

LEARNING CONTINUUM - RESPONDING 39

LEARNING CONTINUUM - CREATING 40

PERSONAL, SOCIAL, & PHYSICAL EDUCATION (PSPE) 41

LEARNING CONTINUUM - IDENTITY 42

LEARNING CONTINUUM - ACTIVE LIVING 43

LEARNING CONTINUUM - INTERACTION 44

SPANISH 45

LEARNING THROUGH LANDSCAPES 46

WINDOWS TO THE WORLD (Library and Technology Integration) 47

SOCIAL CURRICULUM 49 Principles and Practices of Responsive Classroom 49

Guiding Principles 49

Classroom Practices 50

AFTER SCHOOL ENRICHMENT CLASSES 51

EARLY CHILDHOOD PROGRAM (ECP) 52 Philosophy and Goals 52

Our Program: 53

How Reggio Emilia Influences our Early Childhood Program: 53

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Child Development in the Early Years at PJS: 54

LANGUAGE POLICY 56

ASSESSMENT POLICY 61 Assessment Process 62

RECORDING 65

REPORTING 66

RESOURCES 71

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WHO WE ARE PJS MISSION

EDUCATING CHILDREN FOR A BETTER WORLD.Princeton Junior School graduates are confident, creative young scholars who possess a passion for learning and compassion for others and are prepared for a life of continual growth and leadership in our global society.

THE PJS COMMUNITY COVENANT The Community Covenant was collaboratively written by faculty and staff and is revisited before the beginning of each school year. It is discussed in all classes and is signed by all members of the school community.

At Princeton Junior School…

We take pride in our work, our play and ourselves.

We cultivate community and embrace diversity.

We take care of our school, the Earth and all living things.

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OUR LEARNING PRINCIPLES Our learning principles represent our founding beliefs and our membership within the International Baccalaureate Organization as an authorized World School offering the Primary Years Program.  These principles are a result of our close observations and specialized understanding of children, as well as the research, influential texts, and best practices that ensure our mission and philosophy. These are the bedrock of our school community. Therefore at PJS we believe children learn best when:

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What children learn is:

• developmentally appropriate

• engaging, active and hands on

• informative, not definitive

• purposeful and relevant to their lives

• transdisciplinary and interconnected

• provocative and inspires creativity

• internationally minded

• conceptually oriented

How children learn is through:

• bridging the gap from the known to the new

• collaborating

• meaningful contexts

• problem solving

• appropriate challenges based on individual learning styles

• inquiry

• active engagement

• asking questions and making close observations

• opportunities to take risks and be innovative

• valuing mistakes through iterative learning

• clear expectations, meaningful authentic (self-) assessment and reflection

• ongoing and direct feedback

The environment in which children learn:

• is supportive of the development of well-balanced children with rich academic strengths and strong character traits

• is light-filled, exposed to the natural world, and is joyful

• honors the importance of play in each child’s development

• endeavors to make the process of thinking and learning visible

• is nurturing and makes its community members feel known and understood

• embraces family members and values multiple perspectives in a diverse community

THE INTERNATIONAL BACCALAUREATE PRIMARY YEARS PROGRAM THE INTERNATIONAL BACCALAUREATE MISSION The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the IBO works with schools, governments and international organizations to develop challenging programs

of international education and rigorous assessment.

These programs encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences can also be right.

THE IB PRIMARY YEARS PROGRAM (PYP) The IB Primary Years Program (PYP) is a curriculum framework designed for students ages 3 to 12. At PJS, students in the Early Childhood Program (ECP) Preschool Class through Grade 5 participate in the Primary Years Program. It focuses on the development of the whole child as an inquirer, both in the classroom and in the world outside. It is defined by six transdisciplinary themes of global significance, explored using knowledge and skills derived from six subject areas, with a powerful emphasis on inquiry-based learning. An aim of the PYP is to create a transdisciplinary curriculum that is engaging, relevant, challenging, and significant. Students are encouraged to make connections across subject areas as they inquire into big ideas. Through inquiry, students are invited to question and wonder as they construct meaning about the world around them and explore significant local and global issues.

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THE IB PRIMARY YEARS PROGRAM:• addresses students’ academic, social and emotional well-being

• encourages students to develop independence and to take responsibility for their own learning

• supports students’ efforts to gain understanding of the world and to function comfortably within it

• helps students establish personal values as a foundation upon which international-mindedness will develop and flourish.

THE LEARNER PROFILE The aim of the Primary Years Program is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet help to create a better and more peaceful world. As IB learners we strive to be:

INQUIRERS We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

KNOWLEDGEABLE We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.

THINKERS We use critical and creative thinking skills to analyze and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

COMMUNICATORS We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

PRINCIPLED We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

OPEN-MINDED We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and are willing to grow from the experience.

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The IB learner profile represents 10 attributes valued by IB World Schools. These attributes, and others like them, can help individuals and groups become responsible members of local, national and global communities.

THE FIVE ESSENTIAL ELEMENTS OF THE PYP As an IB World School, our curriculum has been designed to align with the PYP framework of five essential elements: knowledge, concepts, skills, attitudes, and action.

CARING We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

RISK-TAKERS We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

BALANCED We understand the importance of balancing different aspects of our lives - intellectual, physical, and emotional - to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.

REFLECTIVE We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

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THE FIVE ESSENTIAL ELEMENTS OF THE PRIMARY YEARS PROGRAMKNOWLEDGE What we want students to know about

The PYP identifies a body of knowledge for all students in all cultures, in six principal subject areas: language, humanities, mathematics, science and technology, the arts, personal social and physical education. Wherever possible, they are taught within the context of the six transdisciplinary themes. These themes are relevant and of global significance, and they integrate subject areas around a central idea. This allows learners to step beyond the confines of learning within segmented subject areas.

Six Transdisciplinary Themes

• Who we are An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.

• Where we are in place and time An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.

• How we express ourselves An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

• How we organize ourselves An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment

• How the world works An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.

• Sharing the planet An inquiry into the rights and responsibilities in the struggle to share finite resources with other people and other living things; communities and the relationships between them; access to equal opportunities; peace and conflict resolution.

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CONCEPTS What we want the students to understand

The PYP curriculum is structured around eight key concepts which enable students to explore powerful ideas. These concepts provide a lens which promotes deep inquiry.

Form: What is it like? Function: How does it work?

Causation: Why is it like this? Change: How is it changing?

Connection: How is it connected to other things? Perspective: What are the points of view?

Responsibility: What is our responsibility? Reflection: How do we know?

SKILLS What we want students to be able to do

In addition to subject specific skills, the construction of meaning is complemented by students acquiring and applying a range of transdisciplinary skills. These skills are valuable not only in the units of inquiry but also for any teaching and learning that goes on within the classroom and in life outside the school.

Thinking skills acquisition of knowledge, comprehension, application, analysis, synthesis, evaluation, dialectical thought, metacognition

Social skills accepting responsibility, respecting others, cooperating, resolving conflict, group decision making, adopting a variety of roles

Communication skills listening, speaking, reading, writing, nonverbal communication

Self-management skills gross motor skills, fine motor skills, spatial awareness, organization, time management, safety, healthy lifestyle, codes of behavior, informed choices

Research skills formulating questions, observing, planning, collecting data, recording data, organizing data, interpreting data, presenting research

THE FIVE ESSENTIAL ELEMENTS OF THE PRIMARY YEARS PROGRAM

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INQUIRY BASED LEARNING Based on the premise that children learn through their own curiosity, at Princeton Junior School we encourage students to ask questions and explore ways of discovering answers. This inquiry based approach to learning shapes our school’s Program of Inquiry, which integrates the disciplines.

ATTITUDES What we want students to feel, value and demonstrate

While recognizing the importance of knowledge, concepts and skills, these alone do not make a well-rounded, internationally-minded person. It is vital that there is also focus on the development of attitudes towards people, towards the environment and towards learning, attitudes that contribute to the well-being of the individual and of the group.

Appreciation Commitment Confidence

Empathy Curiosity Enthusiasm

Integrity Cooperation

ACTION How we want students to act

An explicit expectation of the PYP is that successful inquiry will lead to responsible action, initiated by the student as a result of the learning process. This action will extend the student’s learning, or it may have a wider social impact, and will vary within each age range. Action often begins in a small way but arises from genuine concern and commitment. Action frequently happens beyond the classroom. Students are more likely to retain new information and concepts if they are able to act upon this new knowledge and apply it to their lives in a meaningful way.

THE FIVE ESSENTIAL ELEMENTS OF THE PRIMARY YEARS PROGRAM

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WHAT DOES INQUIRY LOOK LIKE?

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INQUIRY IS:

• exploring, wondering and questioning

• experimenting and playing with possibilities

• making connections between previous learning and current learning

• making predictions and acting purposefully to see what happens

• collecting data and reporting findings

• clarifying existing ideas and reappraising perceptions of events

• researching and seeking information

• taking and defending a positionWho invented money?

With so much water in the world, why doesn’t everyone have enough?

I wonder why pandas are rare.

How do animals communicate?

I wonder how immigrants felt when they arrived at Ellis Island

Can you see sound?

PROGRAM OF INQUIRY 2017-2018 PJS students inquire into and learn about globally significant issues within the context of units of inquiry. Each unit of inquiry addresses a central idea that is relevant to one of the six transdisciplinary themes. Collectively, these units are known as the Program of Inquiry. Within this curriculum framework, learners spiral through the six transdisciplinary themes each year, exploring different central ideas within these themes and deepening their understanding of key concepts across different subjects.

The Program of Inquiry is a living document. In the same way that we teach our students to reflect on their learning process, PJS teachers will continue to develop our program through reflection and collaboration.

WHO WE ARE WHERE WE ARE IN PLACE

AND TIME

HOW WE EXPRESS

OURSELVES

HOW WE ORGANIZE

OURSELVES

HOW THE WORLD WORKS

SHARING THE PLANET

PRESCHOOL 2017-2018

We can do many things by ourselves, but we need help with other activities

We express ourselves through our ‘Hundred Languages’

We belong to a community.

Patterns and cycles help us understand the natural world

K/1 2017-2018 People create and adapt space to establish community

Personal histories help us understand who we are

People write for different purposes

We work together to make things people use

Knowledge of animals’ similarities and differences helps us appreciate and sustain them

How humans use and discard materials impacts the natural environment

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2/3 2017-2018 People’s beliefs and values determine their choice of leaders.

Exploration leads to discovery and new understandings

Stories are told in different ways and for different purposes, through history and across cultures

People organize themselves to fulfill societal needs

The changing weather and seasons affect our daily lives

Biodiversity relies on maintaining the balance of systems

GRADE 4 Understanding how our bodies work helps us to stay healthy

Understanding history gives us perspective

Indigenous peoples express beliefs and values in different ways

People create governments to organize themselves

Earth is part of a complex universe

Understanding the Earth’s changing surface and atmosphere empowers people to take action

GRADE 5 We change as we grow

Human migration is a response to challenges, risks, and opportunities

Media can influence our behavior and our choices

Individuals participate in economic systems

Understanding how electrical and magnetic energy can be transferred and transformed, leads to innovation

Exhibition Unit

Through the exhibition unit, students are required to engage in a collaborative, transdisciplinary inquiry process that involves them in identifying, investigating, and offering solutions to real-life issues or problems

WHO WE ARE WHERE WE ARE IN PLACE

AND TIME

HOW WE EXPRESS

OURSELVES

HOW WE ORGANIZE

OURSELVES

HOW THE WORLD WORKS

SHARING THE PLANET

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The PYP Exhibition In their final year of the program, PYP students carry out an extended, in-depth, collaborative project known as the PYP exhibition. Students explore real life issues or problems and collectively synthesize all of the essential elements of the PYP in ways that can be shared with the whole school community. The Exhibition provides teachers with a powerful and authentic process for assessing student understanding and provides an opportunity for students to showcase the attributes of the IB learner profile that is developed throughout their engagement with the PYP. The PYP Exhibition is a celebration of learning and a transition into the next phase of education.

SUBJECT AREAS LANGUAGE ARTS

Princeton Junior School strives to create a community of lifelong readers and writers. The Language Arts curriculum is guided by the IB Language Arts Scope and Sequence and reflects the integrated nature of balanced literacy in its approach to listening, speaking, reading, and writing.

The Literacy Approach at Princeton Junior School:

• considers what is developmentally appropriate

• stays abreast of current research in the field

• supports inquiry around literacy as reflected in the IB curriculum

Princeton Junior School Graduates will:

• confidently view themselves as readers and writers

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• read recreationally, experience the joy of literacy and develop a love of literature

• apply grammar and mechanics in authentic contexts

• develop reading as a “habit of mind”

• participate in reading and writing as both social and individual processes

• view writing as a powerful tool of self-expression and as a way of making a unique mark on the world

Readers at Princeton Junior School Reading is the process of constructing meaning from written text. It involves the interrelatedness of five components: phonemic awareness, phonics, fluency, vocabulary, and comprehension. It is an interactive process in which students construct and extend meaning from life experiences, language, print, and non-print materials.

Throughout their time at Princeton Junior School, students will read a variety of genres for a variety of purposes. When reading for literary experiences, reading may include fictional stories, plays, or poems. When reading to be informed, reading may include informational text, articles and resource materials. The interdisciplinary nature of reading is explored within the context of the IB units. Students are exposed to texts that increase their understanding, provoke thoughtful questions and encourage whole group discussions within units of study.

Reading instruction involves teaching the skills and strategies to decode and comprehend text by helping students develop effective and efficient processing systems. Strategy-based reading instruction provides students with a plan for monitoring and problem-solving difficulties with text before reading, during reading, and after reading.

Word study, which includes phonics, structural analysis, and vocabulary study is integral to decoding and constructing meaning.

The teacher read-aloud provides a model for good reading, a model for good writing, introduces “book language,” and supports listening and comprehension instruction. The shared reading and guided reading components of balanced literacy provide support as the student becomes more confident in applying skills.

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Writers at Princeton Junior School Writing is the process of communicating meaning and expressing ideas. At Princeton Junior School, students engage in daily writing opportunities both independently and interactively with classmates.

These writing experiences support students as they build stamina, develop fluency and strengthen writing skills. Students may write to: describe an event, persuade an audience, inform or explain. As students write for a variety of purposes, their written work is integrated into the IB units of study. This provides an avenue for students to share their conceptual learning in meaningful contexts with our school community and broader audiences.

Writing instruction involves teaching the techniques and information that are needed in developing the craft of writing. It also provides an opportunity for practice and application of grammar, usage, mechanics, spelling, and handwriting or typing. Students are instructed in the writing process that provides the organizational structure for thinking about, composing, and refining writing. Students can become competent and effective writers when guided through the steps of the writing process. When students read and study how published authors craft their writing, students are able to replicate and develop their own style of writing.

The Workshop Model The Reading and Writing Workshop model is designed to create passionate and capable lifelong readers and writers. In the workshop model, each lesson begins with a mini-lesson where the teacher provides direct instruction to students. Children are then given time to get to the heart of reading and writing at their own level. During this time, the teacher confers with students to provide support, assess progress and create goals alongside students. The group then comes back together to share what they have learned.

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Literacy Assessments Literacy assessments are designed to inform instruction and identify progress along the Language Arts continuum. With this in mind, both formative and summative assessments provide information about student reading and writing. Teachers work with students both individually and in small groups to provide support, assess progress and create goals alongside students.

LANGUAGE LEARNING CONTINUUMS

Since language learning is a developmental process, the IB Language Scope and Sequence document presents developmental continuums for each strand of language learning that are designed to assist teachers in planning language learning experiences for students and in monitoring students’ development throughout the Primary Years Program.

• oral language - listening and speaking

• visual language - viewing and presenting

• written language - reading and writing

Each strand is considered from both the receptive aspect (receiving and constructing meaning) and the expressive aspect (creating and sharing meaning). The continuums that follow are each comprised of five phases which represent a developmental view of language learning. It is expected that learners within the same age group will have different experiences and needs and that learners may exhibit a range of learning outcomes from various phases at one time.

The following charts are taken from the IB Language Scope and Sequence Document published by the International Baccalaureate Organization.

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ORAL LANGUAGE- LISTENING AND SPEAKING

PHASE 1 PHASE 2

Overall Expectations for Speaking and Listening

Learners show an understanding of the value of speaking and listening to communicate. They recognize that sounds are associated with objects, or with symbolic representations of them. They are using language to name their environment, to get to know each other, to initiate and explore relationships, to question and inquire.

Learners show an understanding that words are associated with objects, events and ideas, or with symbolic representations of them. They are aware that an object or symbol may have different sounds or words associated with it in different languages. They are beginning to be cognizant about the high degree of variability of language and its uses.

PHASE 3 PHASE 4 PHASE 5

Learners: show an understanding of the wide range of purposes of spoken language: that it instructs, informs, entertains, reassures; that each listener’s perception of what they hear is unique. They are compiling rules about the use of different aspects of language.

Learners show an understanding of the conventions associated with speaking and listening and the value of adhering to those conventions. They are aware that language is a vehicle for becoming knowledgeable; for negotiating understanding; and for negotiating the social dimension.

Learners are able to understand the difference between literal and figurative language; how to use language differently for different purposes. They are aware that they are building on their previous experiences and using language to construct new meaning.

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VISUAL LANGUAGE - VIEWING AND PRESENTING

PHASE 1 PHASE 2

Overall Expectations for Viewing and Presenting

Learners show an understanding that the world around them is full of visual language that conveys meaning. They are able to interpret and respond to visual texts. Although much of their own visual language is spontaneous, they are extending and using visual language in more purposeful ways.

Learners identify, interpret and respond to a range of visual text prompts and show an understanding that different types of visual texts serve different purposes. They use this knowledge to create their own visual texts for particular purposes.

PHASE 3 PHASE 4 PHASE 5

Learners show an understanding that visual text may represent reality or fantasy. They recognize that visual text resources can provide factual information and increase understanding. They use visual text in a reflective way to enrich their storytelling or presentations, and to organize and represent information.

Learners show an open-mindedness about the use of a range of visual text resources to access information. They think critically, and are articulate about the use of visual text to influence the viewer. They are able to use visual imagery to present factual information, or to tell a story.

Through inquiry, learners engage with an increasing range of visual text resources. As well as exploring the viewing and presenting strategies that are a part of the planned learning environment, they select and use strategies that suit their learning styles. They are able to make connections between visual imagery and social commentary. They show more discernment in selecting information they consider reliable. They are able to use visual imagery to support a position.

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WRITTEN LANGUAGE - READING

PHASE 1 PHASE 2

Overall Expectations for Reading

Learners show an understanding that print represents the real or the imagined world. They know that reading gives them knowledge and pleasure; that it can be a social activity or an individual activity. They have a concept of a “book”, and an awareness of some of its structural elements. They use visual cues to recall sounds and the words they are “reading” to construct meaning.

Learners show an understanding that language can be represented visually through codes and symbols. They are extending their data bank of printed codes and symbols and are able to recognize them in new contexts. They understand that reading is a vehicle for learning, and that the combination of codes conveys meaning.

PHASE 3 PHASE 4 PHASE 5

Learners show an understanding that text is used to convey meaning in different ways and for different purposes. They are developing an awareness of context. They use strategies, based on what they know, to read for understanding. They recognize that the structure and organization of text conveys meaning.

Learners show an understanding of the relationship between reading, thinking and reflection. They know that reading is extending their world, both real and imagined, and that there is a reciprocal relationship between the two. Most importantly, they have established reading routines and relish the process of reading.

Learners show an understanding of the strategies authors use to engage them.

They have their favorite authors and can articulate reasons for their choices. Reading provides a sense of accomplishment, not only in the process, but in the access it provides them to further knowledge about, and understanding of the world.

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WRITTEN LANGUAGE - WRITING

PHASE 1 PHASE 2

Overall Expectations for Writing

Learners show an understanding that writing is a form of expression to be enjoyed. They know that how you write and what you write conveys meaning; that writing is a purposeful act, with both individual and collaborative aspects.

Learners show an understanding that writing is a means of recording, remembering and communicating. They know that writing involves the use of codes and symbols to convey meaning to others; that writing and reading uses the same codes and symbols. They know that writing can describe the factual or the imagined world.

PHASE 3 PHASE 4 PHASE 5

Learners show an understanding that writing can be structured in different ways to express different purposes. They use imagery in their stories to enhance the meaning and to make it more enjoyable to write and read. They understand that writing can produce a variety of responses from readers. They can tell a story and create characters in their writing.

Learners show an understanding of the role of the author and are able to take on the responsibilities of authorship. They demonstrate an understanding of story structure and are able to make critical judgments about their writing, and the writing of others. They are able to rewrite to improve the quality of their writing.

Learners show an understanding of the conventions pertaining to writing, in its different forms, that are widely accepted. In addition, they demonstrate a high level of integration of the strands of language in order to create meaning in a manner that suits their learning styles. They can analyze the writing of others and identify common or recurring themes or issues. They accept feedback from others.

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MATHEMATICS

Princeton Junior School strives to instill an intrinsic fascination with mathematics in each student by fostering a community of mathematicians in which students explore mathematical theory and application as they inquire into, and make sense of, the world around them. Through their exploration of mathematics, students will achieve comprehensive knowledge of number, pattern and function, data handling, measurement, space, and shape. Above all, students at Princeton Junior School build a foundation of creative problem solving and number sense, a “fluidity and flexibility with numbers,” that serves them in their pursuits towards becoming flexible, efficient, organized, and clear mathematicians who practice healthy habits of a growth mindset within and beyond mathematics (Gersten & Chard, 2001).

The PJS school wide math curriculum incorporates the International Baccalaureate Mathematics Scope and Sequence and the National Council of Teachers of Mathematics (NCTM) Standards and Focal Points. The IB Scope and Sequence provides the foundation for our mathematics program, and NCTM provides some of the building materials with which students construct their mathematical knowledge.

International Baccalaureate stresses the importance of teaching mathematics through, “relevant, realistic context of the units of inquiry” (IB Mathematics Scope and Sequence, 2007). At Princeton Junior School, students learn mathematics through a hands-on approach. From the emergence of addition and subtraction strategies in the early grades, up to algebraic concepts, students build their knowledge through project based learning connected with IB units focused on the world around them. With exceptional student to teacher ratio, educators are able to provide support, resources, and opportunities tailored to individual students, enabling them to build a foundation for excellence as they become skillful problem solvers, enthusiastic inquirers, and determined mathematicians.

“In the IB Primary Years Program (PYP), mathematics is 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.

It is important that learners acquire mathematical understanding by constructing their own meaning through ever-increasing levels of abstraction, starting with exploring their own personal experiences, understandings and knowledge. Additionally, it is fundamental to the philosophy of the PYP that, since it is to be used in real-life situations, mathematics needs to be taught in

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relevant, realistic contexts, rather than by attempting to impart a fixed body of knowledge directly to students” (IB Mathematics Scope and Sequence, 9).

The IB program encourages the application of mathematical concepts in real world situations. Additionally, the coordination of IB units with mathematics units raises the quality of learning and engagement with concepts.

Math units are considered during IB unit planning, and the incorporation of math concepts in unit inquiry, discovery, and research enriches both aspects of the curriculum.

The NCTM Focal Points serve as a reference point in classroom teaching. As students develop over the course of the Primary Years Program, the Focal Points provide insight into how to provide mathematics instruction that is a “mile deep” instead of “an inch deep, a mile wide.” The Focal Points also serve to develop consistency among our classrooms as they identify important mathematical ideas to be taught at each grade level. As students develop deep understandings of concepts, they are able to begin to apply them in the abstract, relevant, and realistic contexts.

MATHEMATICS CONTINUUMS

Learning mathematics is a developmental process, and the phases a learner passes through are not always linear or age related. For this reason, the IB presents the mathematics content in continuums for each of the following five strands:

• data handling

• measurement

• shape and space

• pattern and function

• number

The overall expectations for each phase within a strand provide a summary of the understandings and learning being developed. The following charts are taken from the IB Mathematics Scope and Sequence document published by the IBO.

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MATHEMATICS - DATA HANDLING

DATA HANDLING

Data handling allows us to make a summary of what we know about the world and to make inferences about what we do not know.

• Data can be collected, organized, represented and summarized in a variety of ways to highlight similarities, differences and trends; the chosen format should illustrate the information without bias or distortion.

• Probability can be expressed qualitatively by using terms such as “unlikely”, “certain” or “impossible”. It can be expressed quantitatively on a numerical scale.

PHASE 1 PHASE 2Learners will develop an understanding of how the collection and organization of information helps to make sense of the world. They will sort, describe and label objects by attributes and represent information in graphs including pictographs and tally marks. The learners will discuss chance in daily events.

Learners will understand how information can be expressed as organized and structured data and that this can occur in a range of ways. They will collect and represent data in different types of graphs, interpreting the resulting information for the purpose of answering questions. The learners will develop an understanding that some events in daily life are more likely to happen than others and they will identify and describe likelihood using appropriate vocabulary.

PHASE 3 PHASE 4Learners will continue to collect, organize, display and analyze data, developing an understanding of how different graphs highlight different aspects of data more efficiently. They will understand that scale can represent different quantities in graphs and that mode can be used to summarize a set of data. The learners will make the connection that probability is based on experimental events and can be expressed numerically.

Learners will collect, organize and display data for the purposes of valid interpretation and communication. They will be able to use the mode, median, mean and range to summarize a set of data. They will create and manipulate an electronic database for their own purposes, including setting up spreadsheets and using simple formulas to create graphs. Learners will understand that probability can be expressed on a scale (0–1 or 0%–100%) and that the probability of an event can be predicted theoretically.

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MATHEMATICS - MEASUREMENT

MEASUREMENT

To measure is to attach a number to a quantity using a chosen unit. Since the attributes being measured are continuous, ways must be found to deal with quantities that fall between numbers. It is important to know how accurate a measurement needs to be or can ever be.

PHASE 1 PHASE 2Learners will develop an understanding of how measurement involves the comparison of objects and the ordering and sequencing of events. They will be able to identify, compare and describe attributes of real objects as well as describe and sequence familiar events in their daily routine.

Learners will understand that standard units allow us to have a common language to measure and describe objects and events, and that while estimation is a strategy that can be applied for approximate measurements, particular tools allow us to measure and describe attributes of objects and events with more accuracy. Learners will develop these understandings in relation to measurement involving length, mass, capacity, money, temperature and time.

PHASE 3 PHASE 4Learners will continue to use standard units to measure objects, in particular developing their understanding of measuring perimeter, area and volume. They will select and use appropriate tools and units of measurement, and will be able to describe measures that fall between two numbers on a scale. The learners will be given the opportunity to construct meaning about the concept of an angle as a measure of rotation.

Learners will understand that a range of procedures exists to measure different attributes of objects and events, for example, the use of formulas for finding area, perimeter and volume. They will be able to decide on the level of accuracy required for measuring and using decimal and fraction notation when precise measurements are necessary. To demonstrate their understanding of angles as a measure of rotation, the learners will be able to measure and construct angles.

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MATHEMATICS - SHAPE AND SPACE

SHAPE AND SPACE

The regions, paths and boundaries of natural space can be described by shape. An understanding of the interrelationships of shape allows us to interpret, understand and appreciate our two-dimensional (2D) and three-dimensional (3D) world.

PHASE 1 PHASE 2Learners will understand that shapes have characteristics that can be described and compared. They will understand and use common language to describe paths, regions and boundaries of their immediate environment.

Learners will continue to work with 2D and 3D shapes, developing the understanding that shapes are classified and named according to their properties. They will understand that examples of symmetry and transformations can be found in their immediate environment. Learners will interpret, create and use simple directions and specific vocabulary to describe paths, regions, positions and boundaries of their immediate environment.

PHASE 3 PHASE 4Learners will sort, describe and model regular and irregular polygons, developing an understanding of their properties. They will be able to describe and model congruency and similarity in 2D shapes. Learners will continue to develop their understanding of symmetry, in particular reflective and rotational symmetry. They will understand how geometric shapes and associated vocabulary are useful for representing and describing objects and events in real-world situations.

Learners will understand the properties of regular and irregular polyhedra. They will understand the properties of 2D shapes and understand that 2D representations of 3D objects can be used to visualize and solve problems in the real world, for example, through the use of drawing and modelling. Learners will develop their understanding of the use of scale (ratio) to enlarge and reduce shapes. They will apply the language and notation of bearing to describe direction and position.

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MATHEMATICS - PATTERN AND FUNCTION

PATTERN AND FUNCTION

To identify pattern is to begin to understand how mathematics applies to the world in which we live. The repetitive features of patterns can be identified and described as generalized rules called “functions”. This builds a foundation for the later study of algebra.

PHASE 1 PHASE 2Learners will understand that patterns and sequences occur in everyday situations. They will be able to identify, describe, extend and create patterns in various ways.

Learners will understand that whole numbers exhibit patterns and relationships that can be observed and described, and that the patterns can be represented using numbers and other symbols. As a result, learners will understand the inverse relationship between addition and subtraction, and the associative and commutative properties of addition. They will be able to use their understanding of pattern to represent and make sense of real-life situations and, where appropriate, to solve problems involving addition and subtraction.

PHASE 3 PHASE 4Learners will analyse patterns and identify rules for patterns, developing the understanding that functions describe the relationship or rules that uniquely associate members of one set with members of another set. They will understand the inverse relationship between multiplication and division, and the associative and commutative properties of multiplication. They will be able to use their understanding of pattern and function to represent and make sense of real-life situations and, where appropriate, to solve problems involving the four operations.

Learners will understand that patterns can be represented, analyzed and generalized using algebraic expressions, equations or functions. They will use words, tables, graphs and, where possible, symbolic rules to analyze and represent patterns. They will develop an understanding of exponential notation as a way to express repeated products, and of the inverse relationship that exists between exponents and roots. The students will continue to use their understanding of pattern and function to represent and make sense of real-life situations and to solve problems involving the four operations.

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MATHEMATICS - NUMBER

NUMBER

Our number system is a language for describing quantities and the relationships between quantities. For example, the value attributed to a digit depends on its place within a base system.

Numbers are used to interpret information, make decisions and solve problems. For example, the operations of addition, subtraction, multiplication and division are related to one another and are used to process information in order to solve problems. The degree of precision needed in calculating depends on how the result will be used.

PHASE 1 PHASE 2Learners will understand that numbers are used for many different purposes in the real world. They will develop an understanding of one-to-one correspondence and conservation of number, and be able to count and use number words and numerals to represent quantities.

Learners will develop their understanding of the base 10 place value system and will model, read, write, estimate, compare and order numbers to hundreds or beyond. They will have automatic recall of addition and subtraction facts and be able to model addition and subtraction of whole numbers using the appropriate mathematical language to describe their mental and written strategies. Learners will have an understanding of fractions as representations of whole-part relationships and will be able to model fractions and use fraction names in real-life situations.

PHASE 3 PHASE 4Learners will develop the understanding that fractions and decimals are ways of representing whole-part relationships and will demonstrate this understanding by modeling equivalent fractions and decimal fractions to hundredths or beyond. They will be able to model, read, write, compare and order fractions, and use them in real-life situations. Learners will have automatic recall of addition, subtraction, multiplication and division facts. They will select, use and describe a range of strategies to solve problems involving addition, subtraction, multiplication and division, using estimation strategies to check the reasonableness of their answers.

Learners will understand the base 10 place value system extends infinitely in two directions and will be able to model, compare, read, write and order numbers to millions or beyond, as well as model integers. They will develop an understanding of ratios. They will understand fractions, decimals and percentages are ways of representing whole-part relationships and will work towards modeling, comparing, reading, writing, ordering and converting fractions, decimals and percentages. They will use mental and written strategies to solve problems involving whole numbers, fractions and decimals in real-life situations, using a range of strategies to evaluate reasonableness of answers.

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SOCIAL STUDIES

Social Studies learning in the PYP guides students towards a deeper understanding of themselves and others, and of their place in an increasingly global society. Social studies teaching and learning takes place within the Program of Inquiry, with a focus on the promotion of intercultural understanding and respect for individuals and their values and traditions. This is achieved through the consideration of five social studies strands: human systems and economic activities, social organization and culture; community and change through time; human and natural environments; and resources and the environment.

Human systems and economic activities: The study of how and why people construct organizations and systems; the ways in which people connect locally and globally; the distribution of power and authority.

Social organization and culture: The study of people, communities, cultures and societies; the ways in which individuals, groups and societies interact with each other.

Continuity and change through time: The study of the relationships between people and events through time; the past, its influences on the present and its implications for the future; people who have shaped the future through their actions.

Human and natural environments: The study of the distinctive features that give a place its identity; how people adapt to and alter their environment; how people experience and represent place; the impact of natural disasters on people and the built environment.

Resources and the environment: The interaction between people and the environment; the study of how humans allocate and manage resources; the positive and negative effects of this management; the impact of scientific and technological developments on the environment.

Skills in Social Studies (from IB PYP Social Studies Scope and Sequence):

In addition to providing opportunities to utilize transdisciplinary skills, the social studies component of the curriculum also provides opportunities for students to:

• formulate and ask questions about the past, the future, places and society

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• use and analyze evidence from a variety of historical, geographic 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

Overall expectations in social studies (from IB Social Studies Scope and Sequence):

Ages 3 - 5 years: Students will explore their understanding of people and their lives, focusing on themselves, their friends and families, and their immediate environment. They will practice applying rules and routines to work and play. They will gain an increasing awareness of themselves in relation to the various groups to which they belong and be conscious of systems by which they organize themselves. They will develop their sense of place, and the reasons why particular places are important to people. They will also develop their sense of time, and recognize important events in their own lives, and how time and change affect people. They will explore the role of technology in their lives.

Ages 5 -7 years: Students will increase their understanding of their world, focusing on themselves, their friends and families and their environment. They will appreciate the reasons why people belong to groups, the roles they fulfill and the different ways that people interact within groups. They will recognize connections within and between systems by which people organize themselves. They will broaden their sense of place and the reasons why particular places are important to people, as well as how and why people’s activities influence, and are influenced by, the places in their environment. Students will start to develop an understanding of their relationship with the environment. They will gain a greater sense of time, recognizing important events in their own lives, and how time and change affect people. They will become increasingly aware of how advances in technology affect individuals and the environment.

Ages 7 - 9 years: Students will extend their understanding of human society, focusing on themselves and others within their own community as well as other communities that are distant in time and place. They will investigate how and why groups are organized within communities, and the ways in which communities reflect the cultures and customs of their people. They will recognize the interdependency of systems and their function within local and national communities. They will increase their awareness of how people influence, and are influenced by, the places in their environment. Students will explore the relationship between valuing the environment and protecting it. They will extend their understanding of time, recognizing

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important events in people’s lives, and how the past is recorded and remembered in different ways. They will broaden their understanding of the impact of advances in technology over time, on individuals, society and the environment.

Ages 9 - 12 years: Students will recognize different aspects of human society, focusing on themselves and others within their own community as well as groups of people that are distant in time and place. They will extend their understanding of how and why groups are organized within communities, and how participation within groups involves both rights and responsibilities. They will understand the interdependency of systems and their function within local and national communities. Students will gain an appreciation of how cultural groups may vary in their customs and practices but reflect similar purposes. They will deepen their awareness of how people influence, and are influenced by, places in the environment. They will realize the significance of developing a sense of belonging and stewardship towards the environment, valuing and caring for it, in the interests of themselves and future generations. Students will consolidate their understanding of time, recognizing how ideas and actions of people in the past have changed the lives of others, and appreciating how the past is recorded and remembered in different ways. They will gain an understanding of how and why people manage resources. They will understand the impact of technological advances on their own lives, on society and on the world, and will reflect on the need to make responsible decisions concerning the use of technologies.

SCIENCE

In the PYP, science is viewed as the exploration of the behaviors of, and the interrelationships among, the natural, physical and material worlds. Science in the PYP encourages curiosity, develops an understanding of the world and enables students to develop a sense of responsibility regarding the impact of their actions on themselves, others and the world. The PYP emphasizes the importance of learning science in context and exploring content that is relevant to students rather than treating it as an isolated subject. For this reason, science content is explored primarily 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, and forces and energy.

Living things: The study of the characteristics, systems and behaviors of humans and other animals, and of plants; the interactions and relationships between and among them, and with their environment.

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Earth and space: The study of planet Earth and its position in the universe, particularly its relationship with the sun; the natural phenomena and systems that shape the planet and the distinctive features that identify it; the infinite and finite resources of the planet.

Materials and matter: The study of the properties, behaviors and uses of materials, both natural and human-made; the origins of human-made materials and how they are manipulated to suit a purpose.

Forces and energy: The study of energy, its origins, storage and transfer, and the work it can do; the study of forces; the application of scientific understanding through inventions and machines.

Skills in Science (as described in IB PYP Science Scope and Sequence document):

In addition to providing opportunities to utilize the transdisciplinary skills, the science component of the curriculum also provides opportunities for students to:

• observe carefully in order to gather data

• use a variety of instruments and tools to measure data accurately

• use scientific vocabulary to explain their observations and experiences

• 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

• consider scientific models and applications of these models (including their limitations)

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Overall expectations in science (as described in IB PYP Science Scope and Sequence document):

Ages 3 - 5 years: Students will develop their observational skills by using their senses to gather and record information, and they will use their observations to identify simple patterns, make predictions and discuss their ideas. They will explore the way objects and phenomena function, and will recognize basic cause and effect relationships. Students will examine change over varying time periods and know that different variables and conditions may affect change. They will be aware of different perspectives, and they will show care and respect for themselves, other living things and the environment. Students will communicate their ideas or provide explanations using their own scientific experience and vocabulary

Ages 5 - 7 years: Students will develop their observational skills by using their senses to gather and record information, and they will use their observations to identify patterns, make predictions and refine their ideas. They will explore the way objects and phenomena function, identify parts of a system, and gain an understanding of cause and effect relationships. Students will examine change over varying time periods, and will recognize that more than one variable may affect change. They will be aware of different perspectives and ways of organizing the world, and they will show care and respect for themselves, other living things and the environment. Students will communicate their ideas or provide explanations using their own scientific experience.

Ages 7 - 9 years: Students will develop their observational skills by using their senses and selected observational tools. They will gather and record observed information in a number of ways, and they will reflect on these findings to identify patterns or connections, make predictions, and test and refine their ideas with increasing accuracy. Students will explore the way objects and phenomena function, identify parts of a system, and gain an understanding of increasingly complex cause and effect relationships. They will examine change over time, and will recognize that change may be affected by one or more variables. They will examine how products and tools have been developed through the application of science concepts. They will be aware of different perspectives and ways of organizing the world, and they will be able to consider how these views and customs may have been formulated. Students will consider ethical issues in science-related contexts and use their learning in science to plan thoughtful and realistic action in order to improve their welfare and that of other living things and the environment. Students will communicate their ideas or provide explanations using their own scientific experience and that of others.

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Ages 9 - 12 years: Students will develop their observational skills by using their senses and selected observational tools. They will gather and record observed information in a number of ways, and they will reflect on these findings to identify patterns or connections, make predictions, and test and refine their ideas with increasing accuracy. Students will explore the way objects and phenomena function, identify parts of a system, and gain an understanding of increasingly complex cause and effect relationships. They will examine change over time, and they will recognize that change may be affected by one or more variables. Students will reflect on the impact that the application of science, including advances in technology, has had on themselves, society and the environment. They will be aware of different perspectives and ways of organizing the world, and they will be able to consider how these views and customs may have been formulated. Students will examine ethical and social issues in science-related contexts and express their responses appropriately. They will use their learning in science to plan thoughtful and realistic action in order to improve their welfare and that of other living things and the environment. Students will communicate their ideas or provide explanations using their own scientific experience and that of others.

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SPECIAL SUBJECTS THE ARTS

At Princeton Junior School, all students participate in Visual Arts and the Performing Arts. The Arts curriculum (visual arts, music,and drama) engages students in creative processes as they explore, experiment, and learn through inquiry. By promoting attitudes such as empathy, appreciation, and creativity, the Arts help us to value the uniqueness of each individual while also recognizing the common threads that connect us. Through the Arts, students convey meaning, share culture, develop a stronger sense of self and expand knowledge. In the IB Arts Scope and Sequence document, two interconnected strands are identified: creating and responding.

Responding The process of responding provides students with opportunities to respond to their own and other artists’ works and processes, and in so doing develop the skills of critical analysis, interpretation, evaluation, reflection and communication. Students will demonstrate knowledge and understanding of the concepts, methods and elements of drama, music and visual arts, including using specialized language. Students consider their own and other artists’ works in context and from different perspectives in order to construct meaning and inform their own future works and processes.

The responding strand is not simply about reflecting; responding may include creative acts and encompasses presenting, sharing and communicating one’s own understanding. By responding to their own artwork and that of others, students become more mindful of their own artistic development and the role that arts play in the world around them.

Creating The process of creating provides students with opportunities to communicate distinctive forms of meaning, develop their technical skills, take creative risks, solve problems and visualize consequences. Students are encouraged to draw on their imagination, experiences and knowledge of materials and processes as starting points for creative exploration. They can make connections between their work and that of other artists to inform their thinking and to provide inspiration. Both independently and collaboratively, students participate in creative processes through which they can communicate ideas and express feelings. The creating strand provides opportunities for students to explore their personal interests, beliefs and values and to engage in a personal artistic journey.

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LEARNING CONTINUUM - RESPONDING

PHASE 1 PHASE 2

Learners show an understanding that the different forms of arts are forms of expression to be enjoyed. They know that drama, music and visual arts use symbols and representations to convey meaning. They have a concept of being an audience of different art forms and display awareness of sharing art with others. They are able to interpret and respond to different art forms, including their own work and that of others.

Learners show an understanding that ideas, feelings and experiences can be communicated through arts. They recognize that their own art practices and artwork may be different from others. They are beginning to reflect on and learn from their own stages of creating arts. They are aware that artworks may be created with a specific audience in mind.

PHASE 3 PHASE 4

Learners show an understanding that issues, beliefs and values can be explored in arts. They demonstrate an understanding that there are similarities and differences between different cultures, places and times. They analyze their own work and identify areas to revise to improve its quality. They use strategies, based on what they know, to interpret arts and understand the role of arts in our world.

Learners show an understanding that throughout different cultures, places and times, people have innovated and created new modes in arts. They can analyze different art forms and identify common or recurring themes or issues. They recognize that there are many ways to enjoy and interpret arts. They accept feedback from others.

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LEARNING CONTINUUM - CREATING

PHASE 1 PHASE 2

Learners show an understanding that they can express themselves by creating artworks in drama, music and visual arts. They know that creating in arts can be done on their own or with others. They are aware that inspiration to create in arts comes from their own experiences and imagination. They recognize that they use symbols and representations to convey meaning in their work.

Learners show an understanding that they can use arts to communicate their ideas, feelings and experiences. They use strategies in their work to enhance the meaning conveyed and to make it more enjoyable for others. They are aware that their work can provoke different responses from others. They understand the value of working individually and collaboratively when creating different art forms.

PHASE 3 PHASE 4

Learners show that, as artists, they can influence thinking and behaviour through the arts they create. They think critically about their work and recognize that their personal interests, beliefs and values can inform their creative work. They show an understanding of the relationships between their work and that of others.

Learners show an understanding that their own creative work in drama, music and visual arts can be interpreted and appreciated in different ways. They explore different media and begin to innovate in arts. They consider the feedback from others in improving their work. They recognize that creating in arts provides a sense of accomplishment, not only in the process, but also in providing them with a way to understand the world.

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PERSONAL, SOCIAL, & PHYSICAL EDUCATION (PSPE)

PSPE encompasses the development of overall well-being (physical, emotional, cognitive, spiritual) and is defined through three common strands that have relevance to all Primary Years teachers: identity, active living, and interactions. Because of the focus on all aspects of well-being, all PYP teachers play a role in the teaching of PSPE.

Identity

An understanding of our own beliefs, values, attitudes, experiences and feelings and how they shape us; the impact of cultural influences; the recognition of strengths, limitations and challenges as well as the ability to cope successfully with situations of change and adversity; how the learner’s concept of self and feelings of self-worth affect his or her approach to learning and how he or she interacts with others.

Active living

An understanding of the factors that contribute to developing and maintaining a balanced, healthy lifestyle; the importance of regular physical activity; the body’s response to exercise; the importance of developing basic motor skills; understanding and developing the body’s potential for movement and expression; the importance of nutrition; understanding the causes and possible prevention of ill health; the promotion of safety; rights and the responsibilities we have to ourselves and others to promote well-being; making informed choices and evaluating consequences, and taking action for healthy living now and in the future.

Interactions

An understanding of how an individual interacts with other people, other living things and the wider world; behaviors, rights and responsibilities of individuals in their relationships with others, communities, society and the world around them; the awareness and understanding of similarities and differences; an appreciation of the environment and an understanding of, and commitment to, humankind’s responsibility as custodians of the Earth for future generations.

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LEARNING CONTINUUM - IDENTITY

PHASE 1 PHASE 2Learners have an awareness of themselves and how they are similar and different to others. They can describe how they have grown and changed, and they can talk about the new understandings and abilities that have accompanied these changes. They demonstrate a sense of competence with developmentally appropriate daily tasks and can identify and explore strategies that help them cope with change. Learners reflect on their experiences in order to inform future learning and to understand themselves better.

Learners understand that there are many factors that contribute to a person’s identity and they have an awareness of the qualities, abilities, character and characteristics that make up their own identity. They are able to identify and understand their emotions in order to regulate their emotional responses and behavior. Learners explore and apply different strategies that help them approach challenges and new situations with confidence.

PHASE 3 PHASE 4Learners understand that a person’s identity is shaped by a range of factors and that this identity evolves over time. They explore and reflect on the strategies they use to manage change, approach new challenges and overcome adversity. They analyze how they are connected to the wider community and are open to learning about others. Learners use their understanding of their own emotions to interact positively with others. They are aware that developing self-reliance and persisting with tasks independently will support their efforts to be more autonomous learners.

Learners understand that the physical changes they will experience at different stages in their lives affect their evolving identities. They understand that the values, beliefs and norms within society can impact on an individual’s self-concept and self-worth. Learners understand that being emotionally aware helps them to manage relationships. They recognize and describe how a sense of self-efficacy contributes to human accomplishments and personal well-being. Learners apply and reflect on strategies that develop resilience and, in particular, help them to cope with change, challenge and adversity in their lives.

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LEARNING CONTINUUM - ACTIVE LIVING

PHASE 1 PHASE 2Learners show an awareness of how daily practices, including exercise, can have an impact on well-being. They understand that their bodies change as they grow. They explore the body’s capacity for movement, including creative movement, through participating in a range of physical activities. Learners recognize the need for safe participation when interacting in a range of physical contexts.

Learners recognize the importance of being physically active, making healthy food choices, and maintaining good hygiene in the development of well-being. They explore, use and adapt a range of fundamental movement skills in different physical activities and are aware of how the body’s capacity for movement develops as it grows. Learners understand how movements can be linked to create sequences and that these sequences can be created to convey meaning. They understand their personal responsibilities to themselves and others in relation to safety practices.

PHASE 3 PHASE 4Learners understand the factors that contribute to a healthy lifestyle. They understand that they can enhance their participation in physical activities through developing and maintaining physical fitness, refining movement skills, and reflecting on technique and performance. Learners are able to identify different stages of life and understand that rates of development are different for everyone. Learners understand that there are potential positive and negative outcomes for risk-taking behaviors and are able to identify these risks in order to maximize enjoyment and promote safety.

Learners understand the interconnectedness of the factors that contribute to a safe and healthy lifestyle, and set goals and identify strategies that will help develop well-being. They understand the physical, social and emotional changes associated with puberty. They apply movement skills appropriately, and develop plans to help refine movements, improve performance and enhance participation in a range of physical contexts.

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LEARNING CONTINUUM - INTERACTION

PHASE 1 PHASE 2Learners interact, play and engage with others, sharing ideas, cooperating and communicating feelings in developmentally appropriate ways. They are aware that their behavior affects others and identify when their actions have had an impact. Learners interact with, and demonstrate care for, local environments.

Learners recognize the value of interacting, playing and learning with others. They understand that participation in a group can require them to assume different roles and responsibilities and they show a willingness to cooperate. They nurture relationships with others, sharing ideas, celebrating successes and offering and seeking support as needed. Learners understand that responsible citizenship involves conservation and preservation of the environment.

PHASE 3 PHASE 4Learners understand that group work can be enhanced through the development of a plan of action and through identifying and utilizing the strengths of individual group members. Learners reflect on the perspectives and ideas of others. They understand that healthy relationships are supported by the development and demonstration of constructive attitudes towards other people and the environment.

Learners understand that they can experience intrinsic satisfaction and personal growth from interactions with others in formal and informal contexts. They understand the need for developing and nurturing relationships with others and are able to apply strategies independently to resolve conflict as it arises. They recognize that people have an interdependent relationship with the environment and other living things and take action to restore and repair when harm has been done.

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SPANISH

Language learning, multilingualism and the development of critical literacy are considered important factors in promoting intercultural awareness and international-mindedness, which are integral to the missions of both the International Baccalaureate Organization and Princeton Junior School. At PJS all students (ECP and K-5) learn Spanish as an additional language.

At PJS we embrace the diversity of languages, cultures and perspectives that our students and their families bring to our learning community, and we believe that exposing students to Spanish in a positive and supportive learning environment will:

• provide students with basic interpersonal communicative skills

• provide a foundation that will lead to lifelong language learning

• promote an increased awareness of the world and intercultural perspectives

• nurture empathy toward other cultures

• strengthen students’ confidence and willingness to take risks

• increase students’ appreciation and understanding of their native languages

• develop habits of critical thinking as an opportunity for examining and comprehending their own culture with more depth and insight

In PJS language classes, the focus is on communication as opposed to how to say or write something in isolation without a meaningful context. Students not only learn Spanish; they also learn through Spanish. By connecting language classes to the program of inquiry when possible, and communicating in real life situations that require the ability to convey important ideas and collaborate with others, Spanish instruction becomes more meaningful and more integrated into the school day. Other relevant contexts for learning through Spanish at PJS may include Morning Meeting, bilingual read aloud, co teaching with other specialists, and Spanish-speaking lunch tables.

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LEARNING THROUGH LANDSCAPES

Learning Through Landscapes (LTL) at Princeton Junior School is an experiential, “place based” program that taps into children’s natural interest in the world around them and enables them to form meaningful connections from their specific community and natural environment to all areas of learning. The LTL Program shows students that we live in a world of interconnected parts and that by exploring these relationships through work and play, we can understand how the world functions. When students look at our local landscape from a “systems” perspective, their understanding of the relationship between place and process becomes more apparent as they observe the changes in seasons, cycles and relationships from the view of our outdoor classroom. When they experience our campus as a context for inquiry and action, our students deepen their understanding of sustainability and environmental stewardship.

Like the IB PYP, Learning Through Landscapes fosters the development of skills (inquiry, exploration, observation, self awareness, self management) and habits of mind (appreciation, caring, compassion, cooperation, empathy, responsibility). The six transdisciplinary themes (Who we are, Where we are in place and time, How we express ourselves, How the world works, How we organize ourselves, and Sharing the planet) naturally integrate the larger concepts and principles of sustainability into the PJS Program of Inquiry, the heart of our curriculum, and virtually all of the central ideas can be examined through a lens of sustainability. In collaboration with classroom teachers and specialists, LTL reinforces and extends learning across disciplines and engages students in contributing to the sustainability of their communities by:

• nurturing a sense of wonder, creativity and compassion for nature and community and developing empathy for all forms of life

• deepening knowledge of the human and natural communities in which we live

• developing an understanding that the world is interconnected, and we all depend on each other

• illustrating that individuals have the ability to make a difference and inspiring action

• participating in environmental projects that use the school grounds as a lab and connecting with experts to make a lasting impact on the community

• developing a perspective of Nature as Teacher

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WINDOWS TO THE WORLD (Library and Technology Integration)

Library

In our library, Windows to the World, PJS students explore what it means to be internationally minded through a lens of international children’s literature. The books in our collection provide both windows and mirrors for children, allowing them to reflect on their own cultural experiences but also imagine global experiences beyond their own. By venturing into story worlds, students gain insight into multiple ways of thinking, living and being as well as an increased awareness and appreciation of their own cultural identities and the cultural identities of others.

The Windows to the World Library Collection

• helps students to define what it means to be an internationally minded person

• promotes a deep understanding of the IB Learner Profile and Attitudes through children’s literature

• introduces students to a variety of genres

• supports exploration of classroom units of inquiry

• promotes a love and appreciation of language and stories

• encourages action to create a better and more just world

Technology Integration

Technology integration encompasses a wide range of digital tools and media for teaching, learning and assessing. As students use technology in the context of the Units of Inquiry, they develop a deeper understanding of its relevance and significance in our everyday lives.

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Technology integration provides opportunities for students to investigate, create, communicate, collaborate, organize and be responsible for their own learning and actions.

6 Strands:

Investigating Investigating is to carry out purposeful inquiry or research, to test existing understanding, discover new information and create new understanding. Through investigation, learners critically evaluate a variety of sources, making connections and synthesizing findings to apply knowledge to real-life contexts.

Creating Creating is a process through which learners are provided with an opportunity to innovate. Learners construct meaning, apply critical thinking and original ideas to real-world situations, and share knowledge through self-expression, problem-posing and problem-solving, and reflection.

Communicating Communicating is the exchange of information with various audiences using a range of media and formats. Effective communicators contribute to cross-cultural understanding, make informed choices when deciding on tools to articulate meaning, and provide relevant, significant feedback to others.

Collaborating Collaborating is the process through which learners validate and negotiate ideas and reach a deeper understanding and a global perspective. Learners are empowered through digital media and environments and through active participation in creating and sharing knowledge.

Organizing Organizing is the ability to structure or arrange connected items. Learners understand that ICT systems can be used to inform, adapt, manage and problem-solve during their creative, communicative, collaborative and investigative processes. Learners make connections, transfer existing knowledge and independently explore new technologies.

Becoming responsible digital citizens Becoming a responsible digital citizen involves using ICT to make informed and ethical choices while acting with integrity and honesty. In a globally connected digital world, learners are empowered to be responsible for their actions, to value others’ rights and to practice safe and legal behaviors.

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SOCIAL CURRICULUM At PJS, we believe that the social curriculum is equally as important as the academic curriculum and one cannot and should not exist without the other. A good social curriculum is consistent and builds a strong, supportive community as children learn to interact and empathize with others. Through the social curriculum, children learn tools to feel good about themselves, their accomplishments and their relationships. They also learn techniques to communicate appropriately, and as their confidence grows, their understanding of others also grows. Children learn from watching teachers and classmates modeling behavior and they also learn by doing. Every moment is an opportunity to reflect on what is working well and what areas can use development. Research has shown that children in secure and socially aware school systems show higher academic achievement and improved social interactions.

To support this important focus of our school, the faculty and staff are modeling the Responsive Classroom Practices. Responsive Classroom is a well respected approach to teaching that focuses on building children’s social and emotional strengths to support their academic learning. Our faculty touch-stone texts and summer reading selections have also focused on social and moral development. Over the years, we have shared, Teaching Children to Care, by Ruth Charney and An Ethic of Excellence, by Ron Berger.

An excerpt about Responsive Classroom from their website:

Principles and Practices of Responsive Classroom The Responsive Classroom approach is a way of teaching that emphasizes social, emotional, and academic growth in a strong and safe school community. Developed by classroom teachers, the approach consists of practical strategies for helping children build academic and social-emotional competencies day in and day out.

Guiding Principles The Responsive Classroom approach is informed by the work of educational theorists and the experiences of exemplary classroom teachers. Seven principles guide this approach:

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• The social and emotional curriculum is as important as the academic curriculum.

• How children learn is as important as what they learn.

• Great cognitive growth occurs through social interaction.

• To be successful academically and socially, children need to learn a set of social and emotional skills that include cooperation, assertiveness, responsibility, empathy, and self-control.

• Knowing the children we teach—individually, culturally, and developmentally—is as important as knowing the content we teach.

• Knowing the families of the children we teach is as important as knowing the children we teach.

• How we, the adults at school, work together is as important as our individual competence: Lasting change begins with the adult community.

Classroom Practices The Responsive Classroom is a general approach to teaching, rather than a program designed to address a specific school issue. It is based on the premise that children learn best when they have both academic and social-emotional skills. The Responsive Classroom approach consists of a set of practices that build academic and social-emotional competencies and that can be used along with many other programs.

These classroom practices are the heart of the Responsive Classroom approach

• Morning Meeting—gathering as a whole class each morning to greet one another, share news, and warm up for the day ahead

• Rule Creation—helping students create classroom rules to ensure an environment that allows all class members to meet their learning goals

• Interactive Modeling—teaching children to notice and internalize expected behaviors through a unique modeling technique

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• Positive Teacher Language—using words and tone as a tool to promote children's active learning, sense of community, and self-discipline

• Logical Consequences—responding to misbehavior in a way that allows children to fix and learn from their mistakes while preserving their dignity

• Guided Discovery—introducing classroom materials using a format that encourages independence, creativity, and responsibility

• Academic Choice—increasing student learning by allowing students teacher-structured choices in their work

• Classroom Organization—setting up the physical room in ways that encourage students’ independence, cooperation, and productivity

• Working with Families—creating avenues for hearing parents' insights and helping them understand the school's teaching approaches

• Collaborative Problem Solving—using conferencing, role playing, and other strategies to resolve problems with students

AFTER SCHOOL ENRICHMENT CLASSES The after school program at Princeton Junior School reflects the same mission and spirit as our school day program. To that end, we strive to create an environment where children can:

• pursue and develop their passions,

• learn from one another and members of our local community,

• engage in imaginative play with their peers,

• collaborate with their peers in meaningful ways,

• share their talents with an audience

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EARLY CHILDHOOD PROGRAM (ECP) Our main goal in teaching young children is to provide experiences that encourage them to develop self-awareness, promote confidence, instill a joy of learning, and prepare them for their future in primary education and beyond. This goal is pursued in multi-age group classrooms through a balance of cooperative play and carefully thought-out learning experiences. Play is an essential aspect of every day. Through play, children learn to think, reason, and develop important social and pre-academic skills.

Philosophy and Goals • To establish a partnership with you to best meet the needs of your child. Communication between school and home is a

critical component of the learning process.

• For each child to develop a love of learning and to enjoy school.

• To create a classroom environment that is safe, nurturing, and fun. This allows children to gain the confidence they require to take risks and express themselves freely.

• To foster independence and responsibility through daily jobs, routines, and daily clean-up.

• To respect oneself, others, the classroom materials, and possessions.

• To create an atmosphere where politeness and good manners are taught, expected, and complimented.

• To provide numerous opportunities for free play. Play allows children to build friendships and develop social skills, practice language skills, develop both fine and gross motor skills, and to practice conflict negotiation.

• To remember that each child is unique and develops at his/her own pace. We do not expect each child to function at the same level - physically, socially, or cognitively. The classrooms will be adjusted to meet the needs of each child.

• Children should become familiar with handwritten printed words as well as typed words. You will find a variety of print styles throughout the classrooms.

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• To listen to the children. Children learn best when they collaborate with their teachers in their investigations. It is important that the learning that takes place in the classroom is motivated by children’s interests and questions and relevant to their lives. This requires a certain amount of flexibility. This flexibility is possible when there is a reliable structure in the classroom and trust between the teacher, children, and parents.

Our Program: In the Early Childhood Program at PJS we follow an inquiry based curriculum. In a dynamic classroom that embraces an inquiry based, emerged curriculum, teachers watch and study the class in action, carefully observing the children’s play. The teachers base their plans upon the children’s interests as well as their knowledge of the developmental needs of the children in their class. For children 3-5 years old, the IB framework provides the teachers with four units of inquiry each year. These units will typically last 4-6 weeks and will include topics related to social studies and science. They are also transdisciplinary and will include collaboration with all of our ‘specials’ teachers. The rest of the year will be spent on age appropriate projects, studies, and themes that reflect the children’s interests as well as the teacher’s goals for the year.

How Reggio Emilia Influences our Early Childhood Program: Our preschool classrooms, teachers, and teaching practices are influenced by the Reggio Emilia Philosophy of early childhood education. Acclaimed as the “best preschools in the world,” this approach to early childhood education was founded in Reggio Emilia, Italy by Loris Malaguzzi. The fundamentals of the Reggio Emilia approach in the education of young children focuses on the view of the child. While most preschool programs view the child as an “empty vessel,” a major tenet of the Reggio Approach is that the child is capable, curious and interested in subjects worthy of exploring deeply. The child communicates his/her interests and queries through observations, conversations, discussions and choices. There is constant collaboration between the teacher, child, and parent. The teacher serves as a partner, supporter and guide to help the child, or group of children, follow their interests on an inquiry. Children develop problem-solving skills as teachers help refine children’s hypotheses and theories. Parents support this process and share ideas and skills that support the learning taking place in the classroom. The Reggio Emilia Approach celebrates the joy in discovery and it prepares children to be creative, self-confident learners and citizens.

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Classroom Environment: The Reggio Emilia Approach places an emphasis on the classroom environment and considers the environment as an additional teacher. It encourages the use of the outdoors and believes it is essential to bring the natural world into the classroom. There is also particular attention placed on aesthetic awareness.

Documentation: Teacher documentation informs instructional and curricular decisions. Through documentation that represents the children’s investigations, learning is made visible and is communicated to the community (parent, child, teachers). Documentation includes photographs, drawings and other artifacts generated by the children. It also includes the teacher’s commentary on the purpose of the study and the process of learning.

Child Development in the Early Years at PJS: All areas of development are addressed within classroom projects, studies and explorations. This transdisciplinary approach supports the development of social, emotional and cognitive development and is representative of the Reggio Emilia approach as well as the IB PYP program. The basis for this approach is the understanding that children learn best when what they are learning is meaningful, interesting and relevant to their lives. As a result, we do not schedule separate periods for literacy development, math exploration, science or social studies. These ‘subjects’ are taught within the scope of the unit the children are investigating at any given time. We refer to the DAP (Developmentally Appropriate Practice) and the IB PYP Scope and Sequence to ensure that all children are provided with optimal age-appropriate experiences in order to build the well-rounded skills they will need as they grow as inquirers.

Personal/Social: We aim to instill within each child an understanding and appreciation of individuality and diversity. An atmosphere is created to foster within each child the importance of being a part of a group – being inclusive and respectful of self and others, their thoughts, feelings and possessions, and being empathetic. Children are encouraged to strive to independently solve social conflicts, and to respect the rights of others.

Imaginative Interactive Play: The classrooms are designed with specific play areas to provide the children with opportunities to develop independence and self-esteem. During independent play, children can express initiative while they develop their language and socialization skills. Activities involving building blocks, manipulatives, dramatic play, art materials, etc., offer experiences that stretch imagination and creativity. The challenges presented in these learning areas will prompt each child’s problem-solving skills.

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Language Arts: Emergent reading and writing skills are supported authentically in all areas of the classroom, rather than being isolated by teaching letters of the week. Our ECP teachers have a strong understanding of child development and understand that children must have many opportunities to interact and play with books and writing materials throughout the classroom day. Children regularly experience group read alouds, small group story telling and independent reading time to acquaint children with the structures of reading and the joy of books. Children are encouraged to write to express themselves. They see their teachers writing and they are inspired to represent their thoughts on paper. Students in the ECP begin by making marks on paper to represent letters and words. Soon they learn that each letter looks a certain way and the learn to copy and write letters and words. Dictation and storytelling is an important part of early child development. Children discover the power of their words as they hear them read back to them.

Math: Beginning math experiences are most successful when they are hands on and interesting to children. Manipulatives, games, graphs, measurement activities are all relevant ways to encourage children to play with numbers and understand early math concepts. At PJS, math is wrapped into the classroom projects and daily jobs.

Social Awareness and Science: Social Studies and Science are taught through our IB units of Inquiry. Units on self, family, community, environment and cultural studies will encourage social awareness. Many opportunities are provided for the integration of Science throughout all areas of the day through hands-on experiences, including gardening, gauging rainfall, nutrition, and experiential outdoor learning.

Physical: This area involves the development of gross and fine motor skills. Gross motor skills are developed through use of the whole body, including running, jumping, climbing, swinging and dancing. Fine motor skills are developed by using the hands, arms and fingers, including dressing one’s self, manipulating stickers, puzzles, sewing cards, glue, eyedroppers, tongs, sculpting media, cutting with scissors, coloring, painting and printing letters. The preschool children also participate in PE twice a week for 30 minutes.

Artistic Awareness and Experience: Art experiences are provided daily in the classroom as well as in the Studio. The focus in our Early Childhood Art program is the process rather than the product. We encourage children to explore material through touch and experimentation. We allow them to linger and take their time. There is never a rush to move on to the next thing. At the same time, we are sure to provide many different experiences that build upon each other to help children gain competency with a variety of materials.

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Studio Teachers: The Studio Teachers will collaborate with the Toddler and Preschool classes and their teachers to investigate the world using various mediums in the arts, science, technology, etc. This is inspired by the Reggio Emilia approach where two teachers collaborate to support children’s inquiry and broaden their experience with an array of materials.

Special Subjects: Children in the Early Childhood Program participate in Special Subjects outside of the classroom. Children in the Toddler Class participate in Learning Through Landscapes, Windows to the World, Performing Arts, and Spanish each week. Preschoolers participate in all of these Special Subject Classes as well as PSPE. Descriptions for all Special Subjects can be found on p. 38.

LANGUAGE POLICY The Princeton Junior School Language Policy is designed to inform teachers, parents and students about our philosophy and goals pertaining to language use, language teaching, and language learning at PJS.

It will guide decision making about programs and approaches to teaching and learning as well as other policy and procedural matters. The Language Policy is a working document and will be reviewed each year.

School Language Philosophy

At Princeton Junior School, we believe that language plays an essential role in all aspects of learning and is central to each student’s cognitive, social and emotional growth. Language learning involves: learning language itself, learning about language, and learning through language (Halliday, 1985), and it is the main connecting element across the curriculum. Language, culture and communication are at the heart of the human experience, and language is an essential vehicle for

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inquiry and the construction of meaning. Regardless of specialty, all PJS teachers are language teachers with responsibilities in facilitating communication and teaching students how to engage with the language conventions and vocabulary of their discipline.

PJS is committed to the development of an additional language for all students as it aids in the development of intercultural awareness and open-mindedness. Learning to communicate in a variety of ways in more than one language is essential to the development of intercultural understanding and makes students more reflective about their own cultures. By acknowledging each child’s cultural identity and background and providing opportunities for students to maintain or obtain language skills, students create a foundation of learning upon which to expand their language abilities in the future.

PJS has adopted the IB Language Scope and Sequence which describes strands of written, oral and visual language that are represented by four continuums: listening and speaking, viewing and presenting, reading and writing. All three of the language strands are learned across and throughout the curriculum, and each strand is an integral component of language learning. Each strand has been considered from both the receptive aspect (receiving and constructing meaning) and expressive aspect (creating and sharing meaning).

“The program of inquiry provides an authentic context for learners to develop and use language. Wherever possible, language should be taught through the relevant, authentic context of the units of inquiry. The teacher should provide language learning opportunities that support learners’ inquiries and the sharing of their learning. Regardless of whether language is being taught within or outside the program of inquiry, it is believed that purposeful inquiry is the way in which learners learn best. The starting point should always be learners’ prior experience and current understanding” (Making the PYP Happen, p. 2).

Principles of Language Learning

At PJS we share the following common beliefs about language and language learning:

• Language is at the heart of all learning and is an essential vehicle for inquiry and the construction of meaning.

• Language is central to developing critical thinking, which is essential for cultivating intercultural awareness, international-mindedness, and global citizenship.

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• Learning an additional language helps students understand the nature of language systems, including their own, and makes students more reflective about their own culture.

• Language learning is a lifelong process.

• Language has purpose and function, and students acquire language when it is meaningful and interesting and within an authentic context.

• Students need to experiment with language in a respectful, nonthreatening environment that promotes risk-taking.

• Language learning is open and inclusive, affirms each learner’s identity and autonomy, and promotes critical thinking.

• Making an error is a natural occurrence and a critical part of language acquisition, and self-correction is celebrated as a major indicator of learning.

• Students spiral through content with increasing depth and sophistication as they attain higher levels of language proficiency.

• The extent to which a theme or concept is addressed at a given point in time depends on age and developmental appropriateness, as well as on the learners’ proficiency level.

• Language varies and changes according to person, situation, purpose and needs of language users.

• Language and culture are interrelated: to learn language is to learn culture.

• Children from non-English-speaking backgrounds should have opportunities to maintain and further develop proficiency in their first language as it promotes successful academic and cognitive development.

Language of Instruction

English is the language of instruction at Princeton Junior School and is used as the primary means of academic and social communication within the building.

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Mother Tongue Support

When possible, opportunities are available for students to develop their mother tongue in the learning process. The school practices an open-minded, flexible approach to students using a mother tongue in cooperative activities, i n te r na t iona l l y -minded activities, and multicultural celebrations, within classrooms and school wide.

PJS supports the mother tongue languages by:

• acquiring resources for library written in the native languages of our school community

• offering parent information on the importance of maintaining and developing the mother tongue and providing after school language clubs and tutoring opportunities

• drawing on parents’ knowledge to enrich the school

Support for English Language Learners

PJS provides inclusion and equity of access to the PYP program for all students, including those whose mother tongue is not English. Successful language learning is accomplished through the implementation of a comprehensive support system for English Language Learners and their families.

Admissions and Placement Policies for English Language Learners

Upon admission, the Head of School and IB Coordinator will schedule time to observe and engage with the student. K-5 grade placement will be determined by:

• educational history and records

• age and maturity

• English language experience

• informal interview/conversation

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• reading and writing assessment, including samples in student’s native language when appropriate

• MAC II (when appropriate)

• parent input

Support for English learners may include any combination of the following:

• Pull out for English language instruction during Spanish classes (intensive support for student new to English)

• In-class support for literacy development and content support (co-planned and co-taught with classroom teachers)

• English Language Learner support for Early Childhood Students (Toddler and Preschool) is considered to be full immersion

• With parent consent, eligible students receive specialized services provided by the Middlesex Commission of Education (ESL, Comp. Ed., Occupational Therapy, Speech Therapy)

Additional Languages at PJS

All students at PJS,from the Early Childhood Program through grade 5, study Spanish. Through the study of an additional language, students:

• understand that language has purpose and function and is acquired through meaningful use and interaction

• see the interrelationship between language and culture: to learn language is to learn culture

• use language effectively as a means of practical communication

• understand the nature of language and the process of total language learning which comprises the integration of linguistic, cultural and social components

• build awareness and understanding of the perspectives of people from other cultures

• develop a lifelong interest and enjoyment in language learning

• develop habits of risk-taking, open-minded, communicative thinkers

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ASSESSMENT POLICY The PJS Assessment Policy is designed to inform teachers, parents, and students about our philosophy, systems and structures as they pertain to assessment. It will guide decision making about programs, approaches to teaching and learning as well as other policy and procedural matters. The Assessment Policy is a working document and will be reviewed by the school’s pedagogical leadership team each year.

Our Philosophy

As an IB PYP World School, PJS defines three closely related areas that make up the curriculum: the written curriculum, the taught curriculum and the learned curriculum (assessment). These three components form a cycle that leads students to deeper levels of understanding as students (guided by teachers) construct their own meaning based on past experiences, exploration of their own questions, appropriate learning experiences and assessment of their learning. (Making the PYP Happen, September 2000. IBO)

Princeton Junior School’s assessment and evaluation practices support the school’s overall mission to educate confident, capable and creative problem solvers in a complex and changing global society. At PJS, we value both individual progress and high academic achievement. In order to ensure that each child is challenged appropriately, we assess individual progress and use this information to plan instruction. Therefore, assessment and evaluation practices are the cornerstones of our teaching. They allow us to monitor students’ individual progress and growth using International Baccalaureate scope and sequence, essential elements of curriculum, and developmental milestones as points of reference.

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Assessment vs. Evaluation

At PJS, we believe in a balance of assessment and evaluation. Assessment is the ongoing gathering and analysis of information about student performance, while evaluation is the interpretation/judgement about the information gathered during the assessment process. Evaluation focuses on the end result, often a grade.

Assessment identifies what students know (knowledge), understand (concepts), can do (skills) and feel (attitudes/action) at various stages in the learning process. Because we believe that the teaching and learning cycle needs to begin with what students already know and can do, teachers begin the inquiry process establishing what children already know and believe. Throughout the teaching and learning process, teachers use a variety of practices to both assess and evaluate each student’s ability to transfer and use these skills, knowledge and understandings in new contexts. Assessment of what our students understand and can do at different points in the process helps us to make further instructional decisions.

As a student-centered school, an overarching goal is to create reflective learners who are able to assess and evaluate their own progress and achievement. Assessment informs teaching and allows children to take a more active role in their learning. A prime objective of assessment is to provide feedback on the learning process- “not as a reward or punishment, but as information” (Bruner, 1961).

Assessment Process Assessment is an ongoing process that allows teachers, parents and children to identify areas of strength and areas that need improvement, as well as the effectiveness of the program.

What do we assess?

PJS assesses student growth in the following areas:

• understanding of concepts

• acquisition of knowledge

• mastering of skills

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• development of attitudes

• decision to take action

• demonstration of the attributes of the Learner Profile

• student progress and performance in the subject areas (language, math, social studies, science, arts, science, technology, personal, social and physical education)

Two main categories of assessment:

Formative assessment is interconnected with daily learning and helps teachers and students determine what children already know, understand and can do in order to plan for further student learning and growth. There is a purposeful connection between formative assessment and teaching. Regular and frequent feedback throughout the learning process fosters self-motivation and enthusiasm for learning and develops the capacity for thoughtful reflection and self-reflection.

Summative assessment takes place at the end of a learning unit or process and aims to give teachers and students a clear insight into students’ understanding. It is a chance for students, teachers, and parents to evaluate progress and demonstrate what has been learned over the course of time. It is a formal ending point to a taught unit or of a process but not necessarily the end of student learning in the areas being assessed.

How are the process and the product of inquiry assessed?

PJS recognizes the importance of assessing the actual process of inquiry as well as the result of inquiry taking into consideration:

• if the nature of students’ inquiry develops over time- asking questions of increasing depth and providing evidence of the capacity to think critically

• if students are becoming aware that real problems require solutions based on the integration of knowledge that spans and connects many subject areas

• if students are demonstrating mastery of skills and an accumulation of a comprehensive knowledge base to enable them to conduct their inquiries successfully, find solutions and solve problems

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• if students are demonstrating both independence and an ability to work collaboratively

Why do we assess?

• to promote continuous student learning and growth

• to guide children through the five essential elements of learning embodied in the PYP

• to document student achievement

• to set goals and plan for future student growth

• to evaluate the effectiveness of the learning program

Characteristics of effective assessments:

• criteria known and understood in advance

• allow children to synthesize and apply their learning, not merely recall facts

• promote student reflection and self-evaluation

• focus on the production of quality products or performances

• highlight children’s strengths and allow them to demonstrate mastery and expertise

• allow children to express different points of view and interpretations

• provide feedback regarding every stage of the learning/teaching cycle

• based on student needs, interests and learning styles

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• involve collaboration between students and teachers

• produce evidence of student growth and learning that can be clearly reported and understood by children, parents, teachers, administrators and board members

• identify what is worth knowing

• begin with the end results in mind (backwards design- what students should be able to know or do by the end of a learning unit, lesson or process)

Communication among parents, teachers and students is vital. Parents, teachers and students work as a team to help each child meet his/her potential.

• Teachers frequently communicate with students about their progress. They provide the students with both formal and informal feedback about their performance.

• Teachers frequently communicate with parents on an informal basis to keep them apprised of student growth/progress.

• Three times a year, parents, teachers and (in later grades) students meet for formal conferences.

• Reports are sent at the end of each term throughout the year.

• Teachers at each grade level meet weekly to discuss students’ progress across disciplines.

RECORDING Recording Student Progress

Teachers use a variety of assessment tools to record student progress including:

• rubrics

• checklists

• continuums

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• task or subject-specific criteria

• forms

• benchmarks/exemplars

• narrative/anecdotal records

Teachers use a range of methods to document the evidence of student learning and understanding. This may include video, audio, photographs and graphic representations. Teachers also keep written records of conversations, anecdotes, comments, explanations and hypotheses in addition to student work that form a part of student portfolios.

REPORTING At PJS we use three specific tools to report student learning throughout the school year:

Student Portfolios, Progress Reports, and Conferences (both teacher-led and student-led)

Student Portfolios

• show what student is producing (product or process)

• selections of work that make child proud or support a point

• show how student synthesizes complex ideas or moves through a process/ project

• show what student realizes about his/her own learning

Student Portfolios are built throughout the year and remain in classrooms. Periodically teachers may send portfolios home with students for review with parents. Students learn to select pieces of their work that represent a variety of concepts, skills and understandings from each unit. Students will learn to reflect on each piece in their portfolio with guidance and support from their teachers. The portfolio is organized in a developmentally appropriate manner. Student portfolio presentation days occur in the May conference. ECP teachers present portfolio, K-2nd grade students co-present with teachers at May conference, 3rd-5th grade students present portfolios at the May conference.

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ECP- teacher manages student portfolio

K-5th grade- teacher & student co-manage portfolio

3rd-5th grade- students show evidence of reflection in their portfolio

Progress Reports

Our terms are designed to match the ebb and flow of the academic year. Typically, major projects and units end before breaks. Thus, terms end right before Thanksgiving break, spring break and summer break. This ensures that reports accurately reflect the learning that is going on at any given time of the year.

Benefits:

• Shows teachers’ understanding of child

• Shows teachers’ understanding of what child is mastering

• Shows teachers’ understanding of areas where child is struggling

• Provides information

• units of inquiry and summative assessment the class experienced

• student’s approach to work

• types of questions student asked of the work

• discoveries made that inspired further study

• physical, intellectual and socio-emotional development

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Progress Report Schedule:

First Term Ends: November 17th, 2017

Second Term Ends: February 23rd, 2018

Third Term Ends: June 13th, 2018

Conferences

At Princeton Junior School, we value ongoing assessment and feedback to our students, as they work to reach their academic and social/emotional goals. Based on this, conferences occur midway through each term. This provides each student with a formal time to sit down with his/her parents and teachers to reflect on how he/she is doing en route to meeting his/her goals.

It also allows a built-in time for teachers, parents and students to talk about any stumbling blocks along the way and to come up with a concrete action plan to tackles these issues. The final conference is led by students (Grades K-5).

The purpose of student-involved conferences is for students to showcase their growth and articulate their strengths and weaknesses. Parents, teachers and students will all work together to ensure each child’s success through goal setting. Parents and teachers can request conferences at any time to address major concerns and issues as they arise.

Overarching Conference Goals:

• Parents, teachers and students share knowledge in order to develop a full picture of students’ academic and social strengths and weaknesses.

• Students become reflective learners who are cognizant of their learning styles and understand their own strengths and weaknesses

• Parents, teachers and students set and work towards meaningful goals.

• Parents, teachers and students work together to meet challenges.

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• Students take responsibility for their own learning.

• Students play an active role in the assessment process. Grading is no longer something that “happens to them;” it is something they are a part of.

• Teachers and students show students’ individual growth.

• Teachers show student progress towards grade level benchmarks.

• Parents gain an understanding of how their children feel about themselves as learners.

• Parents, teachers and students build a partnership to ensure the success of each child.

Conference Schedule:

Goal Setting: October

Student reflection and self-assessment is a key component of IB PYP. At PJS we cultivate student self-awareness, reflection, and assessment through our goal setting system.

This first conference occurs approximately within 6 weeks into the school year. It is an informed goal-setting conference where teachers share initial academic assessments and work with parents and students to set realistic goals for the following areas: academics, work habits and social/emotional. The conference is a time for parents and teachers together to create an action plan to help each student achieve these goals.

Mid-Term Check In: February

This conference is a mid-term check-in. During this conference, students and parents get feedback prior to end-of-term evaluations so that students can make changes to improve areas of weakness. Teachers present artifacts that show areas of strength and weakness, student growth, and progress towards goals.

Student-Led: May

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This student-led conference is designed to establish and support students as navigators of their learning by owning assessment as a form of learning and deepening self-awareness. The benefits of a student-led conference include the following:

• increased personal investment and accountability in the learning experience, encourages student/ parent communication as well

• increased student commitment and involvement, leading to higher academic achievement, self-confidence, and self-esteem

• increased skill at evaluating own progress and building critical thinking skills

Conference dates for 2017-2018:

First Term Conferences: October 6th 2017

Second Term Conferences: February 23rd 2018

Third Term Conferences (Student led): May 18th 2018

Grade Level Teacher Conferences:

These conferences are each 30 minutes long.

In the ECP, the parents and teachers meet without the students for the October, February, and May (optional) conferences. Student learning and “one hundred languages” are made visible through documentation shared by teacher at the conference. Teacher and parents collaborate to deepen understanding of student progress.

In grades K – 5, the parents and teachers meet without the students for the October and February conferences. At the end of the year conference in May, the students in K-5 attend the conferences. K-2 students co-lead with teachers. 3rd-5th grade students lead, while teachers and parents listen and support.

Specialist Teacher Conferences:

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PJS values student reflection and self-awareness. Ideally, students in all disciplines would have the opportunity to showcase their learning in a parent-teacher-student conference. However, due to logistical constraints, this is not always possible. We encourage parents to include students in specialist conferences so that students can present their work samples and reflections. Since the conferences are shorter, it is at the discretion of the parents whether to bring the child to the conference or have a private meeting with the teacher.

Similar to grade level conferences, students prepare work samples and reflections for parents to view on conference days. Parents who do not have a chance to meet with each specialist can request to have their child’s work samples sent home after the conferences.

Specialist conferences are 20 minutes long. Specialist teachers may request a conference. If a parent receives a request from a specialist teacher, they MUST schedule a conference. Parents can, of course, schedule conferences with any/all specialist teachers.

International Schools Assessment

Princeton Junior School uses the International Schools Assessment (ISA) for grades 3-5 to provide our students with an experience with this form of standardized testing. The test is administered on paper during mid-February. It assesses reading, writing, and math skills and it is benchmarked across the globe. Results will be received by the end of the school year. Parents may request to view their child’s results at the end of June. PJS uses this test to inform our curriculum and instruction.

RESOURCES Burns, Marilyn. About Teaching Mathematics: A K-8 Resource. 3rd ed. Sausalito, CA: Math Solutions, 2007. Print.

International Baccalaureate Organization. “PSPE Scope and Sequence.” Cardiff, Wales GB, 2009.

International Baccalaureate Organization. “Making the PYP Happen.”

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International Baccalaureate Organization. “Social Studies Scope and Sequence.”

International Baccalaureate Organization. “Science Scope and Sequence.”

International Baccalaureate Organization. “Arts Scope and Sequence.”

International Baccalaureate Organization. “Mathematics Scope and Sequence.”

International Baccalaureate Organization. “Language Scope and Sequence.”

International Baccalaureate Organization. “The Role of ICT in PYP.”

Neergaard, Lauran. “Early Number Sense Plays Role in Later Math Skills.” Associated Press (2013): n. pag. Yahoo! News. 26 Mar. 2013. Web.

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