Pre-elementary AT ISI

Students in preschool (3YOP) and pre-kindergarten learn in, about, and through the French, Spanish, or Mandarin language in a full immersion program. Inquiry-based and play-based learning, centers, and regular routines such as morning meetings provide authentic language learning experiences for children. Oral, pre-reading, reading, pre-writing, and writing skills are taught both explicitly and through the units of inquiry and are integrated into other subject areas. 

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.

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.

Listening & Speaking

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.

Viewing & 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.

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. 

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

The Pre-Elementary PSPE program fosters the development of the whole child by engaging in enjoyable games and physical activities that lead to a healthy lifestyle, locomotion and motor skills development, and creative expression. Lessons on mindfulness, cooperation, and the importance of rules, boundaries and safety support the social and emotional development of students.

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

Pre-Elementary students learn to sing in unison, echo-sing, and play percussion instruments. They learn basic music notes and create vocal and instrumental short patterns of music. In addition, students interpret music through movement.