WELCOME TO

EUGENE FIELD ELEMENTARY SCHOOL

An INTERNATIONAL BACCALAUREATE WORLD SCHOOL

We are part of a We are part of a

THREE SCHOOL CONTINUUM,THREE SCHOOL CONTINUUM,offering the offering the

PRIMARY YEARS PROGRAMPRIMARY YEARS PROGRAM

as well as the as well as the

INTERNATIONAL INTERNATIONAL BACCALAUREATE MIDDLE BACCALAUREATE MIDDLE

YEARSYEARS

and and DIPLOMA PROGRAMDIPLOMA PROGRAM..

What is What is DISTINCTDISTINCT aboutabout

FIELD ELEMENTARY?FIELD ELEMENTARY?We are part of theWe are part of the

Littleton Public SchoolsLittleton Public Schools andand

We are an We are an International International Baccalaureate World SchoolBaccalaureate World School

authorized to teach the authorized to teach the

Primary Years ProgramPrimary Years Program

We are part of a We are part of a

BIGGER PICTURE.BIGGER PICTURE. There are more than There are more than 567,000 IB 567,000 IB

studentsstudents at at 2,123 schools2,123 schools in in 125 countries.125 countries.

There are There are 8 school districts8 school districts in in the US that offer the the US that offer the three IB three IB programs.programs.

TwoTwo of them are in of them are in Colorado.Colorado. We will be the third.We will be the third.

What do weWhat do we BELIEVEBELIEVE atat FIELD FIELD

ELEMENTARY?ELEMENTARY?Our Mission StatementOur Mission Statement

Eugene Field ElementaryEugene Field Elementary: : Developing Developing Lifelong Learners,Lifelong Learners,

empowered to meet the empowered to meet the challengeschallenges of of tomorrow’s tomorrow’s

worldworld

The IBO Mission StatementThe IBO Mission StatementThe International Baccalaureate Organization aims The International Baccalaureate Organization aims

to develop inquiring, knowledgeable and caring to develop inquiring, knowledgeable and caring young people who help to create a better and young people who help to create a better and

more peaceful world through intercultural more peaceful world through intercultural understanding and respect.understanding and respect.

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

education and rigorous assessment.education and rigorous assessment.

These programs encourage students across the These programs encourage students across the world to become active, compassionate and world to become active, compassionate and lifelong learners who understand that other lifelong learners who understand that other

people, with their differences, can also be right.people, with their differences, can also be right.

International Baccalaureate International Baccalaureate describes describes INTERNATIONAL INTERNATIONAL STUDENTSSTUDENTS and and LIFELONG LIFELONG

LEARNERSLEARNERS as those as those students who show the students who show the

attributes of the attributes of the LEARNER LEARNER PROFILE.PROFILE.

These students have become…These students have become…

……Inquirers, Principled,Inquirers, Principled,

KnowledgeableKnowledgeable, Caring, , Caring,

Risk-takers, Reflective,Risk-takers, Reflective,

Balanced, Thinkers,Balanced, Thinkers,

Open-Minded,Open-Minded,

and Knowledgeable!and Knowledgeable!

What does What does FIELDFIELD know about how know about how STUDENTSSTUDENTS best best

LEARN?LEARN?STUDENTS LEARN BEST STUDENTS LEARN BEST THROUGH INQUIRY.THROUGH INQUIRY.

Students learn as they Students learn as they work to make work to make sense of the world around sense of the world around

themthem.. Therefore, they should be taught Therefore, they should be taught to to INQUIREINQUIRE,, or or ““be curious, ask be curious, ask

questions, explore, and questions, explore, and interact with the interact with the environment”.environment”.

What do we want What do we want FIELD STUDENTSFIELD STUDENTS to to

LEARN?LEARN?Learning at Field follows the Learning at Field follows the Littleton Littleton

Public Schools CurriculumPublic Schools Curriculum and and identified identified Learner OutcomesLearner Outcomes..

In the In the Primary Years ProgramPrimary Years Program,, Field Field deepens the scope of this curriculum deepens the scope of this curriculum through a comprehensive through a comprehensive Program Program of Inquiryof Inquiry..

The Program of Inquiry organizes The Program of Inquiry organizes student learning into student learning into SIX SIX ORGANIZING THEMESORGANIZING THEMES which: which:

• “ “have have global significanceglobal significance • offer students the opportunity to explore offer students the opportunity to explore

the the commonalities of human commonalities of human experience experience

• are are supported by knowledge, supported by knowledge, concepts and skills from traditional concepts and skills from traditional subject areassubject areas, but , but utilizes them in utilizes them in ways that transcend the confines of ways that transcend the confines of these subjects.”these subjects.”

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

AgeRange

An exploration of the nature of the self; of our beliefs and values; of personal, mental, social and spiritual health; of our families and friends, communities and cultures; of our rights and responsibilities; of what it means to be human

An exploration of our orientation in place and time; of our personal histories; of history and geography from local and global perspectives; of our homes and journeys; of the discoveries, explorations, and migrations of humankind; of the contributions of individuals and civilizations.

An exploration of the ways in which we discover and express our nature, ideas, feelings, beliefs and values through language and the arts.

An exploration of the physical and material world; of natural and human-made phenomena; of the world of science and technology.

An exploration of human systems and communities; of the world of work, its nature and its value; of employment and unemployment and their impact on the world around us.

An exploration of our rights and responsibilities as we strive to share the finite resources with other people and other living things; of communities and the relationships within and between them.

6-7 Our Neighbors Nature Provides Manners. Please! Scaly or Slimy, Furry or Feathers

Needs vs. Wants What’s For Dinner?

Subject Focus: Social Studies Language ArtsCentral idea: The cultures of neighboring countries influence each other. An inquiry into:What it means to be a neighborThe cultures and lifestyles of neighboring countries.Aspects of culture and lifestyle that are affected by neighbors.

Subject Focus: Social StudiesLanguage ArtsCentral idea: Native people have used natural resources to provide food, shelter, and clothing An inquiry into:The lives of •native people. How native people used the natural resources of their region.People protect and conserve their natural resources.

Subject Focus: Language Arts, Social studiesCentral idea: Manners help people express their respect for others. An inquiry into:Why good manners are important.The places and situations where people need to use manners.How manners can be different around the world.

Subject Focus: ScienceLanguage ArtsCentral idea:Scientists use a classification system to help observe and identify animals.An inquiry into:The characteristics scientists use to classify animals.The similarities and differences in animal groups.How we can protect animal species.

Subject Focus: Social studies, EconomicsLanguage ArtsCentral idea: People around the world meet their needs and wants in different waysAn inquiry into:The difference between wants and needs.The ways people meet their needs and wants.Lifestyles affect peoples’ needs and wants.

Subject Focus: ScienceLanguage ArtsCentral idea: The survival of all animals is connected.An inquiry into: The survival needs of all animals.Food chainsThe variety of food chains found in different locations in our world.•.

Sample 1st Grade Program of Inquiry:

Each grade level can provide a Each grade level can provide a DETAILED DESCRIPTIONDETAILED DESCRIPTION of of

their their PROGRAM OF INQUIRYPROGRAM OF INQUIRY and explain how the and explain how the LEARNER LEARNER OUTCOMESOUTCOMES from the Littleton from the Littleton Public Schools Curriculum are Public Schools Curriculum are

interwoven.interwoven.There is also a display detailing There is also a display detailing the the PROGRAM OF INQUIRYPROGRAM OF INQUIRY for for

all grade levels in the all grade levels in the front front hallway.hallway.

What does What does FIELDFIELD want want STUDENTSSTUDENTS to be able to be able

to to DO?DO?We believe students need to demonstrate We believe students need to demonstrate

““skills relevant to specific subject skills relevant to specific subject areasareas, as well as skills that transcend the , as well as skills that transcend the subject areas”. These skills are known as subject areas”. These skills are known as

TRANSDISCIPLINARY SKILLSTRANSDISCIPLINARY SKILLS, ,

and include:and include:

Social Skills, Communication Skills, Social Skills, Communication Skills, Thinking Skills, Research Skills and Thinking Skills, Research Skills and

Self-Management Skills.Self-Management Skills.

What does What does FIELDFIELD want want STUDENTSSTUDENTS to to FEEL, VALUE FEEL, VALUE and and DEMONSTRATEDEMONSTRATE??

We want students to “focus on the We want students to “focus on the development of personal attitudes towards development of personal attitudes towards people, towards the environment and people, towards the environment and towards learning, attitudes that contribute towards learning, attitudes that contribute to the well-being of the individual and the to the well-being of the individual and the group.” These attitudes are known as the group.” These attitudes are known as the PYP ATTITUDES, PYP ATTITUDES, and include…and include…

Appreciation, Appreciation, Commitment, Commitment, Confidence, Confidence,

Cooperation, Cooperation, Creativity, Curiosity, Creativity, Curiosity,

Empathy, Enthusiasm, Empathy, Enthusiasm, Independence, Independence,

Integrity, Respect and Integrity, Respect and Tolerance.Tolerance.

How do we want How do we want STUDENTSSTUDENTS at at FIELDFIELD

to to ACT?ACT?We believe that education must involve We believe that education must involve

““thoughtful and appropriate actionthoughtful and appropriate action.” .” We believe that “successful learning will We believe that “successful learning will lead to responsible action, initiated by the lead to responsible action, initiated by the student as a result of the learning process,student as a result of the learning process,… … will extend the student’s learning will extend the student’s learning and/or have a wider social impact.”and/or have a wider social impact.”

This action component is known as the This action component is known as the ACTION CYCLE.ACTION CYCLE.

THE PYP ACTION CYCLE

How can How can YOU HELP?YOU HELP? ASKASK your child your child QUESTIONSQUESTIONS about his/her about his/her

day. day. REINFORCEREINFORCE the IB Attitudes and Learner the IB Attitudes and Learner

Profile Attributes.Profile Attributes. Complete the Complete the ACTION ACTION

ACKNOWLEDGEMENTACKNOWLEDGEMENT forms when you forms when you notice your child demonstrating IB notice your child demonstrating IB behavior.behavior.

WATCHWATCH the School Newsletter for articles the School Newsletter for articles and information about what is happening and information about what is happening in IB at Field, in IB at Field, ATTENDATTEND grade level grade level showcases and student conferences to see showcases and student conferences to see what your child is demonstrating, and what your child is demonstrating, and BECOME INVOLVEDBECOME INVOLVED with the PTO! with the PTO!

II

The

IB

Student

At-a-Glance