welcome to capilano - north vancouver school district · pdf fileib pyp ! capilano became...
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Welcome to Capilano
Capilano Elementary School
Administrators: Jennifer Wilson – Principal
Glenda Robertson – Vice Principal [email protected]
604-903-3370
Capilano Elementary School
� Established in 1908 � 465 students, 20 Divisions,
Kindergarten to Grade 7 � 35 languages represented within
the Capilano student body (57% of students)
� 16% ELL � Authorized IB World School
Capilano Elementary School
� Specialty Subject Area Teachers � Music, French, Band, Library, IB coordinator
� Programs of support � English Language Learning, Learning
Assistance, Counselor, Learning Support Teacher, Learning Support Worker, Speech Pathologist, Psychologist, Education Aides, Supervision Aides,
� Kindergarten Assessments ○ TOPA, NVSD K Numeracy Assessment
Capilano Information
Communication – email and website
� Notices, events, announcements � School Events Calendar � Code of Conduct � Parent Handbook � School Plan � Principal’s Messages � IB PYP Information
International Baccalaureate Primary Years Program IB PYP
� Capilano became authorized as an IB World School in the spring of 2011
� The BC curriculum is the basis of the content for instruction
� Delivery of the the curriculum by following the instructional framework and philosophy of the International Baccalaureate Primary Years Programme (IB PYP)
IB PYP � The IB works with 4069 schools in 145
countries; 74 PYP in Canada - 11 in BC � Focuses on the development of the
whole child as an inquirer � Framework guided by six
transdisciplinary themes of global relevance and significance
� Focus on international perspectives of learning and teaching, while insisting that students fully explore their home culture and language.
http://ibo.org/informationfor/parents/
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 organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.
These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
http://www.ibo.org/communications/publications/documents/IBbrochureEng.pdf
IB PYP The PYP prepares students to become active, caring, lifelong learners who demonstrate respect for themselves and others and have the capacity to participate in the world around them. It focuses on the development of the whole child as an inquirer, both within and beyond the classroom. http://www.ibo.org/en/programmes/primary-years-programme/
Why IB PYP? By choosing to implement the PYP, schools
will develop students’ academic, social and emotional wellbeing, focusing on
international-mindedness and strong personal values.
The PYP nurtures independent learning skills, encouraging every student to take
responsibility for their learning. http://www.ibo.org/en/programmes/primary-years-programme/what-is-the-pyp/
Why IB PYP? Students: � Get to know themselves as learners and
acquire increasing independence � Develop skills required for life-long learning � Develop ability to learn collaboratively,
appreciate and understand differences, acknowledge commonalities
� Build and awareness of and celebration of own cultural identities and languages, and those of others
Why IB PYP? � Provides opportunities for students to make
meaningful connections between prior learning and new learning, across curricular areas, and to their own lives
� Students develop an understanding of the world through a various perspectives
� Students gain confidence in sharing their knowledge, understandings, and skills in front of their peers in a variety of ways
� Students are challenged to think critically and are inspired to take action based on their learning
Primary Years Programme A positive attitude to learning is fostered by
encouraging students to ask challenging questions,
to critically reflect, to develop research skills,
to learn how to learn, and to participate in community service.
http://www.ibo.org/who/slidee.cfm
IB PYP � Teachers collaborate to design “units of
inquiry” and inform their teaching practice
� IB teachers participate in a wide variety of professional development opportunities to constantly update their knowledge and share their expertise with colleagues around the world.
http://ibo.org/informationfor/parents/
The PYP invigorates learning and teaching, and transforms school community and culture.
PYP in Practice:
An overview of the IB PYP
The essential elements of the written curriculum
� Knowledge – Significant, relevant content � Concepts – Powerful ideas that have subject
significance but also connect to other curricular areas
� Skills – Transdisciplinary capabilities students need to succeed in a changing, challenging world
� Attitudes – Dispositions that are expressions of fundamental values, beliefs, and feelings about learning, the environment and people
� Action- Demonstrations of deeper learning in responsible behaviour through responsible action
(http://www.ibo.org/pyp/)
The IB PYP Six Transdisciplinary Themes
� The framework for exploration and study
� Have global significance for all students of all cultures
(http://www.ibo.org/pyp/curriculum/)
� Who we are � Where we are in place
and time � How we express
ourselves � How the world works � How we organize
ourselves � Sharing the planet
Key Concepts
IB Units of Inquiry are driven by concept-based curriculum The concepts shape the units and give them direction and purpose. � Form – What is it like? � Function – How does it work? � Causation – Why is it like it is? � 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? (http://www.ibo.org/pyp/curriculum/)
Attitudes Fostering the development of personal attitudes towards people, the environment, and towards learning. Dispositions that are expressions of fundamental values, beliefs and feelings about learning, the environment and people. “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.”
IBO (2209) Making the PYP happen: A curriculum framework for international primary education (p.21)
(http://www.ibo.org/pyp/curriculum/)
� Appreciation � Commitment � Confidence � Cooperation � Creativity � Curiosity � Empathy � Enthusiasm � Independence � Integrity � Respect � Tolerance
What are the PYP transdisciplinary skills? � Thinking 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 group roles.
� Communication skills Listening; speaking; reading; writing; viewing; presenting; non-verbal communication.
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What are the PYP transdisciplinary skills?
� Self – management skills Gross motor skills; fine motor skills; spatial awareness; organization; time management; safety; healthy lifestyle; codes of behaviour; informed choices
� Research skills Formulating questions; observing; planning; collecting data; recording data; organizing data; interpreting data; presenting research findings
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Action in the PYP
Successful inquiry may lead to action, initiated by the student as a result of the learning process. This action may extend the student’s own learning, the learning of others or it may have a wider social impact It is intended that the student taking action will grow from the experience, and that the process of taking action, will contribute to each student establishing a set of values.
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The Learner Profile The aim of all IB Programmes 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. � Communicators
� Inquirers � Thinkers � Risk-takers � Knowledgeable
http://www.ibo.org/pyp/curriculum/
� Principled � Caring � Open-minded � Well-balanced � Reflective
IB PYP Exhibition � Completed by students in the final year of the
PYP � Involves students working collaboratively to
conduct an in-depth inquiry into real life issues or problems
� Represents opportunity for students to exhibit
the attributes of the IB Learner Profile Attributes developed throughout their engagement with the PYP
Kindergarten Units of Inquiry Who we are: Behaviours affect relationships. An inquiry into:
� The characteristics of a friend � How we communicate with others � How knowing ourselves helps us build human
relationships ○ Form, Connection, Causation
What is behaviour? What is a relationship?
How do you make a friend? How do you keep a friend?
Kindergarten Units of Inquiry How the world works: Properties of materials determine their use.
� Identifying materials � Identifying properties � The properties of materials make them suitable
for different purposes
Sharing the planet: Living and non-living things share habitats.
� The characteristics of living things � The characteristics of habitats
Linda Buchanan, RN BScN (c) Public Health Nurse, Child and Youth Team
Community and Family Health [email protected] 604-764-1138
Healthy Lunch and Snacks Kindergarten children need a healthy lunch and two snacks that include:
� Fruits � Vegetables � Milk/alternative products � Water
Regular healthy eating supports growth, development and learning
Please be aware of other children’s allergies in your child’s class
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Healthy Snack Suggestions
Snacks are like mini-meals • Veggies and hummus • Trail-mix (be aware of nut allergies) • Fruit salad and cheese • Yogurt and fruit • Hydration (water)
Immunizations!
Two boosters for school entry: � DPTPo � Varicella
- Recommended prior to September Children should be up-to-date for all other vaccines
- Immunization history is a requirement of school entry
Staying Healthy Please keep your child home if he/she: � Has a fever � Is too sick to take part in all normal activities � Has been diagnosed, or is suspected of
having, strep throat, chicken pox etc. � Is Vomiting or has diarrhea � Office staff will contact parents/alternate if
your child needs to go home
Kindergarten Class Placement
� Complete the pupil information form and hand into the by the beginning of June
� Classes organized by end of June � Letter will be sent to parents in the
summer – will include your child’s teacher’s name and gradual entry days and times
Bell Schedule for 2015-16 8:45 – Bell to come into school 8:50 – Instruction begins 10:30 -10:50 – Recess (snack) 12:10 – 12:25 –Lunch 12:25 – 12:55 – Lunch Recess 12:55 – Afternoon instruction begins 3:00 – Dismissal Mon, Tues, Thurs, Fri 2:00 Dismissal on Wednesdays See Capilano Parent Handbook http://www.nvsd44.bc.ca/school/capilano/About/HandBook/Pages/default.aspx
Capilano Community
� Parent Advisory Council (PAC) http://www.capilanopac.com
North Shore Neighbourhood House Out of School Care “Capilano Kids’ Club”
(In the portable on Capilano’s playground)
http://www.nsnh.bc.ca/childcare_schoolcare.php Casey Hardman [email protected]
Supervisor, Capilano Kids' Club 604-985-0116
