year 1 curriculum guide 2015/16

A vibrant and caring community developing creative, enthusiastic, confident learners who will take action in an ever changing world.

Year 1 Curriculum Guide 2015/16

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Learner Profile

At International College Hong Kong Hong Lok Yuen, we use the Primary Years Programme (PYP) as the framework for our curriculum. The Learner Profile is a central component of the PYP and IB and provides the foundation for the development of internationally minded learners. We use the attributes of the Learner Profile as our common language, and look for opportunities to develop them authentically in all of our students. Inquirers: they develop a natural curiosity that allows them to become lifelong learners. Knowledgeable: they explore ideas of importance and dig deep into its meaning creating a balance of their learning. Thinkers: they apply thinking skills that allow them to tackle complex problems in creative ways. Communicators: they understand and can articulate information in confident, creative ways, including a second language. Principled: they are honest, fair, just and full of integrity. They strive to solve their own problems and to take responsibility for their own actions. Open-minded: they understand and embrace other cultures. They recognize and celebrate their own backgrounds and learn tolerance for others. Caring: they actively care about others and participate in service for the benefit of the community. Risk-Takers: they are brave in the face of new challenges. They strive to take on new roles and to defend their own beliefs. Balanced: they understand the need to be emotionally, physically and mentally balanced. They strive for this in themselves and others. Reflective: they reflect on their own learning. They are able to adjust for weaknesses and strengths.


Essential Elements of the Primary Years Programme (PYP) In the PYP a balance is sought between acquisition of knowledge and skills, development of conceptual understandings, demonstration of positive attitudes, and taking responsible action. The five essential elements are used to achieve this balance.

Communication Skills Social Skills

Research Skills Thinking Skills

Self-Management Skills

From Function Causation Change

Connection Perspective Responsibility Reflection

Key Concepts What do we want the

students to understand?

Transdisciplinary Themes

What do we want the students to know?

Who we Are Where We are in Place and Time

How we Express Ourselves How the World Works

How we Organise Ourselves Sharing the Planet

Transdisciplinary Skills

What do we want the students to be able to do?

Attitudes What do we want the students to

feel?

Appreciation Commitment Tolerance Curiosity Respect Appreciation Empathy Creativity Integrity Independence Cooperation Confidence

Action How will students show evidence of their new

learning through action?

Choose the action. Carry out their action. Reflect on the process.


Curriculum Overview Learning at ICHK HLY incorporates a broad range of social, personal and academic skills that students use across different subject areas and aspects of school life.

Mathematics Number

Shape and Space Measurement Data Handling

Pattern and Function

Language Reading and Interpreting

Writing and Creating Viewing and Presenting Speaking and Listening

Social Studies Human Systems

Social Organisation Continuity and Change

Human and Natural Environments Resources and the Environment

Science Living Things

Earth and Space Materials and Matter

Forces and Energy

Personal, Social and Physical Education

Identity Active Living Interactions

The Arts Music

Visual Art Drama

Information and Communication Technology (ICT)


Units of Inquiry – Year 1 The school uses a transdisciplinary approach to teaching and learning. It organizes Units of Inquiry under Transdisciplinary Themes. The Units of Inquiry allow the students to develop an understanding of each of the themes studied at this year level. The following information shares the content of each of the Units of Inquiry. These units provide the context for learning Science, Social Studies, and many aspects of Language, Mathematics, ICT and The Arts.

Who We Are

Central Idea: Forming and keeping good relationships can enrich people’s lives. Knowledge: Consequences of actions

Important relationships and their

responsibilities

Details of people

Similarities & differences of people

Type of human behaviour

Effects of behaviours.

Sharing the Planet

Central Idea: People have shared responsibilities when using limited resources. Knowledge: Natural features of an environment

Changes in an environment

Resources available in the world

How people use resources

How people can affect an

environment

Ways to modify resource consumption

How We Express Ourselves

Central Idea: Celebrations can express cultural differences. Knowledge: Different celebrations

Why people celebrate these

celebrations


Types of human behaviour


How the World Works

Central Idea: Life on earth connects to cycles of the natural world. Knowledge: Patterns & cycles in nature

Impacts of weather

Weather patterns & effects

Water cycle

Predictable changes

Wind

Earth’s position in solar system & other

planets

Earth’s relationship with the Sun

(including day/night)

Where we Are in Place and Time

Central Idea: Personal histories allow people to understand who they are and where they come from. Knowledge: Personal change & growth

Family change & evolution

Growth & change in people

How We Organise Ourselves

Central Idea: Schools are places that are organised so that people can work, learn and play Knowledge: How people communicate &

cooperate

Roles & responsibilities in school

Own role in class

Layout, components & location of

school


Type of human behaviour

Effects of behaviours

Adaptations of behaviour


Mathematics

Our mathematics program is divided in five (5) key strands of learning. Mathematical concepts, skills and knowledge are taught through the units of inquiry or stand alone, as appropriate. Students are taken through a process of learning in which they; construct meaning, transfer meaning, understand and apply.

Overview

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Whole Number

Count, read, model, write, order numbers to 100

Partition numbers to 100 (Hundreds, Tens, Units)

Recognise groups up to 10

Addition & Subtraction

Recall number facts & bonds to 10

Add/subtract 2-digit to/from 1 digit using materials

Solve simple addition & subtractions problems

Fractions

Share collections equally

Divide objects into equal parts

Sha

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Shape

Sort, describe, compare, label & analyse 2D & 3D shapes

Begin to find & explain symmetry

Position & Movement

Use positional language (eg: up, down)


Me

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Length, Perimeter & Area

Estimate, describe, compare & order length

Measure length using non-standard units (eg: hand)

Explore perimeter & area

Volume & Capacity

Describe, compare & order capacity

Estimate & measure capacity using non-standard units (eg: spoon)

Mass

Estimate, describe, compare & order mass

Use a balance scale

Measure mass using non-standard units (eg: beads)

Time

Use time related vocabulary

Name & order days of the week

Be familiar with a calendar & understand there are 12 months in a year

Tell time to the hour (analogue & digital)

Match time between analogue & digital clocks

Temperature

Describe & compare temperature of objects & environments

Da

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Collecting, Organising & Interpreting Data

Sort & label objects into sets by similar attributes

Use tally marks

Create & interpret bar & picture graphs & Venn diagrams

Probability

Discuss & identify outcomes that occur daily (eg: maybe, certainly)

Patte

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Func

tion

Sort & classify objects & explain classifications

Copy, extend, create & describe patterns with objects & drawings

Recognise numbers in the number system

Investigate & describe skip counting (eg: counting in 2’s)


Language (English)

Our English Language program is divided in four (4) key strands of learning. Language is fundamental to learning, thinking and communicating. These four strands of learning below are taught across and throughout the subject areas.

Strand Overview Reading and Interpreting

Word Level

Read sight words (including in

continuous text)

Identify rhyming (eg: frog, dog)

Identify segment syllables (eg:

Jon-a-than)

Identify segments in CVC words

(eg: s/i/t)

Use beginning, middle & end

sounds

Grammatical Awareness

Decipher new words

Read sentences

Text Level

Understand the difference

between fiction and non-fiction

Interpret simple diagrams &

charts

Apply comprehension strategies:

predict, question, infer, retell,

make connections

Context Level

Use understanding of incidents,

characters & setting to make

predictions

Begin to use awareness of character to

read with expression

Use understanding of genre structure to

comment, interpret locate & predict

Interpretation & Response

Identify & discuss main points in a text

Relate stories to own experience

Compare & discuss common themes in

stories

Locate specific information in non-fiction texts

Writing and Creating

Sentence

Write simple sentences

Use different sentence types:

statements, questions,

commands

Punctuation

Use capital letters, full stops &

question marks

Grammar

Writing Process

Retell narratives & recounts

Write for meaning & purpose

Use simple labels, captions & sentences

Language Effects

Choose appropriate words for specific

genres

Use technical vocabulary

Appreciate, notice & try creative word


Distinguish between nouns, verbs,

adjectives, adverbs

Purpose & Organisation

Write simple recounts & stories

with beginning, middle & end

Write simple instructions in

correct order

play in writing

Speaking and Listening

Speaking

Sustain one-to-one conversations

Ask questions

Apply descriptive & expressive

language

Retell stories & events

Predict future events

Listening & Responding

Respond to directions, routines &

2-step instructions

Listen to shared stories

Listen to different sources (eg:

CD, DVD)

Group Discussion & Interaction

Participate as speaker & listener

Be involved in small & large group

discussions

Participate in imaginative play

Participate in rhymes, chants & songs

Use polite conversational conventions

Language Awareness

Apply vocabulary for language

concepts (eg: ‘doing’ word

Use grammatical rules (eg: tense)

Viewing and Presenting

Understand visual messages used

by others (eg: facial gestures)

Identify & discuss familiar visual

texts (eg: logos)

Use & understand body

language

Discuss meaning & purpose of

images, illustrations, shapes,

symbols & colour

Develop handwriting & presentation

skills

Use visual terminology (eg: border,

layout)

Discuss effects of same stories told in

different ways (eg: book & film versions)

Use visual organisers (eg: Venn digram)

year 1 curriculum guide 2015/16

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