Elementary SCHOOL AT ISI

Students in Grades 1-5 learn in, about, and through two languages (dual language in Grades 4 and 5). Receptive and productive skills of written, oral, and visual language are taught explicitly, as well as through the units of inquiry and integrated into other subject areas. Grammar, language mechanics, and phonetic learning are achieved through an inquiry based approach whenever possible. In this way, students learn both through the use of the language in learning content, as well as through clearly defined lessons for skill development. 

Reading

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.

A balanced approach to teaching reading is emphasized, working with students to decode words, comprehend texts, and read fluently across modeled, shared, guided, and independent stages of reading.

Writing

A variety of authentic resources and texts are used to support the teaching of writing in each of our school languages. Writers Workshop and Six Plus One Traits are used for teaching writing in English and being introduced to all school languages. A word study approach is used to develop phonetic skills in each language. A balanced approach to teaching writing is emphasized, working with students across modeled, shared, guided, and independent stages of reading and writing. 

Listening and Speaking

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.

Viewing and Presenting 

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.

Mathematics is taught through five content strands: Number, Shape and Space, Pattern and Function, Measurement, and Data Handling, both explicitly in stand-alone units, as well as integrated within the current unit of inquiry. 

Students justify and discuss their mathematical thinking, identify problem-solving strategies, and reflect on the most efficient strategies. A variety of paths to solving a problem are as valuable as finding the answer itself. Building number sense (the ability to make sense of, compare, operate upon, and manipulate numbers) is central to our math program. 

Students are expected to achieve automaticity (both speed and accuracy) in basic facts in the four operations. Addition and subtraction fluency is expected by the end of Grade 2, while multiplication and division fluency is achieved by the end of Grade 4. 

There are four science strands, which are integrated into the units of inquiry at each grade level, ensuring a balance throughout each year. Our learning outcomes are kept up-to-date in consultation with the Science Strands from the IB PYP Scope and Sequence, as well as international and national curriculum standards.

Eight core science skills are developed through the learning experiences across the strands: 

• 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)

LIVING THINGS: The study of characteristics, systems, and behaviors of humans and other animals, and of plants; the interactions and relationships between and among them, and with their environment.
EARTH AND SPACE: The study of planet Earth and its position in the universe, particularly its relationship with the sun; the systems, distinctive features, and natural phenomena that shape and identify the planet; the infinite and finite resources of the planet. 
MATERIALS AND MATTER: The study of 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 MACHINES: 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. Eight core science skills are developed through the learning experiences across the strands: a. Observe carefully in order to gather data b. Use a variety of instruments and tools to measure data accurately.

Social studies learning, like science, is integrated entirely into the Program of Inquiry, using a balanced approach across all grade levels. There are five strands outlined in our social studies program, which also draw from the PYP, as well as documents outlining national and international standards and benchmarks. 

Five core social studies skills are developed through the learning experiences across the strands:

• Formulate and ask questions about the past, the future, places, and society
• Use and analyze evidence from a variety of historical, geographical, and societal sources
• Orientate in relation to place and time
• Identify roles, rights, and responsibilities in society
• Assess the accuracy, validity, and possible bias of sources

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 ORGANIZATIONS AND CULTURE: The study of people, communities, culture, 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.

The PE curriculum aims to develop habits of healthy, balanced living, as well as gross motor skills.

• Individual pursuits: locomotion, motor skills, techniques, rules, purpose, performance, and achievement
• Movement composition: sequence, movements, performance, communication, and feelings
• Games: categories, space, rules, modification, innovation, and teamwork [cooperation]
• Adventure challenges: critical thinking, collaboration, teamwork, goal setting, and roles
• Health-related fitness: healthy lifestyle, choices, decision-making, fitness, and development
• Students are introduced to the fundamental skills of a variety of sports and activities

Participation in cooperative and competitive game play begins at an age-appropriate level as students are exposed to different active pursuits, with the hope of instilling a lifelong affinity for fitness. 

Music

Music classes incorporate learning in the following five curriculum areas:

• Performing: singing and playing instruments
• Creating and composing
• Notation
• Listening and Appreciation
• Music in society

Students learn to read and write music notes on a music bar. Students sing in canon (or rounds), use call and response, and identify patterns in music. They also learn about families of orchestral instruments. 
 

Art

Studio classes provide students with instruction in the following curriculum areas:

• Art Production
• Art Criticism
• Art Aesthetics
• Art History

In studio art, students understand and apply how composition, line, color, form, and shape visually communicate messages to the viewer. Abstract expressionism is a focus as well. The majority of projects link to the units of inquiry.

Through stand-alone and integrated learning experiences, students learn to access, select, organize, and present information in a variety of ways. Digital citizenship and ethical and appropriate use of technology are important aspects of our IT curriculum and are explored in a variety of settings with our students. In addition, appreciation of literature is an explicit goal of students’ experience in our Library.