Revised IB PYP Newsletter [1] - Manchester International School

PYP Newsletter

Date: September 5, 2014 Volume 1

Dear Parents,

Welcome to the first issue of Manchester International Schools

PYP curriculum update for the session 2014-15!

I am pleased to introduce myself as the new Academic and PYP

coordinator and take this opportunity to communicate with you

about the exciting things happening in the school.

I firmly believe that parents are our partners in education. They

are important contributors to the teaching-learning process and

engage with the teachers / school purposefully, leading to better

and more comprehensive education for the children. Thus, not

only is it essential for us to inform you about your child’s

academic and social progress, it is mandatory that we make you

aware of the fundamental and core aspects of PYP and how we

execute the program in our school. We are about to complete

two exciting units in school for Grades 1 - 5 while KG1 and KG2

have started their second. I am sure you must be having lots of

queries about the PYP and the way it is implemented in the

school. To discuss about the Primary Years Program and answer

your questions, I would like to cordially invite you grade wise for

Homeroom Rendezvous/ Coffee morning in the month of

September. The details of the meeting and schedule are as

follows

IB Learner Profile

Attributes:

• Inquirers

• Knowledgeable

• Thinkers

• Communicators

• Principled

• Open-minded

• Caring

• Risk-takers

• Balanced

• Reflective

School events

September

5th: Teachers Day celebration

2nd week

Story telling competition [KG to Grade 1]

Elocution competition

[Grade 2 to 7]

15th—18th : Assessments

4th week—Sports Day

22- 26th Parents Interaction

28th : Vijay-Dashmi Holidays begin

October

8th : School begins

10th– SLC

21-23rd: Diwali Holidays

24th: Diwali celebrations

Suggestion

Ask your child how

he /she has

demonstrated one of

the attributes

mentioned above

DATE GRADE TIME

22-9-14 Grade 2 10:00am to 11:00am

Grade 5 12:00pm to 1:00pm

23-9-14 Grade 3 10:00am to 11:00am

Grade 4 12:00pm to 1:00pm

24-9-14 Grade 1 10:00am to 11:00am

Grade 6,7&8 12:00pm to 1:00pm

25-9-14 LKG [JS] 10:00am to 11:00am

LKG [MS] 12:00pm to 1:00pm

26-9-14 UKG[JS] 10:00am to 11:00am

UKG[MS] 12:00pm to 1:00pm

Through this newsletter as a medium, I will be personally communicating to you about the

core aspects of the IBPYP and its methodology.

The element, I felt we should explicate among other core ones is the Trans-disciplinary

theme in the Unit of Inquiry (UOI) and what your child will be studying under these

themes.

The Unit of Inquiry is a sort of driving force for the entire course of the academic year

that sets the context of learning for all other subjects as well. These units are constructed

meticulously and comprehensively around six trans-disciplinary themes of global

significance, providing a framework of exploration and study.

These themes are:

• 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

Every grade studies six UOIs, each lasting for an average of six weeks, that fall under

each of these six themes, thereby creating a vertical and horizontal alignment across all

the grades. These themes are trans-disciplinary because students are taught all other

subjects (English, Math, 2nd/3rd language, Sports, Art, Music etc.) in as close a link as

possible to the theme currently being inquired into. UOI thus becomes a fine blend of the

social sciences, arts and science creating a certain academic atmosphere for six weeks

that maximizes learning of the subject (and therefore the theme), allowing the child to

gain a deeper understanding than otherwise possible. In these few weeks, activities are

planned pertaining to the themes and subjects that will help them acquire skills of inquiry

and research. Activities such as quizzes, project work, power point presentations, guest

lectures, skits and many more are planned to make their learning both effective and fun.

While this is just a broad outline of the UOI and the trans-disciplinary themes, we are

sharing with you the details of the units which each grade level will inquire into for their

next trans-disciplinary theme. This will be a continuous process and you will be receiving

curriculum updates from all the homeroom teachers before the start of the new unit.

Please read further for the next six weeks curriculum updates in the homeroom grade

wise.

Regards

Kapil Mehrotra

Academic & PYP Coordinator

Unit of Inquiry

Trans-disciplinary Theme: How we express ourselves

Central idea: Through play we express our feelings and ideas and come to new understandings.

Key Concepts: causation, reflection, perspective

Lines of inquiry:

• Communication through play

• Imaginative use of materials

• Role of toys in play

In this unit, the students will be engaged in creative and imaginative play using different type of materials

available in their surroundings.

Students playing passing the

ball game thereby developing

their communication skills

Students showing great excitement

during the game “Simon Says”

Students playing in the pool

filled with water and color balls

during our “water play day “

Curriculum Updates

Grade : KG1

Duration : 6 Weeks

Language within the unit ( Integration)

• Writing alphabets

• Phonic sounds

• Communication

• Feelings

Language Standalone

• Alphabets and their phonic sounds.

• Vocabularies of the alphabets.

Math within the unit ( Integration)

• Shapes

• Patters

• Counting

Math Standalone

• Numbers 11-20

Science Integration through Key and Related

concepts

Study of Related concepts through the Key

concept: Causation

Related Concepts

• Use of materials.

• Use of forces like push and pull during play

• Use of recycled materials

Social Studies Integration through Key and

Related concepts

Study of Related concepts through the Key

concept : perspective

• Interaction with the environment

• Indoor and outdoor activities

Core subjects curriculum updates

Curriculum Updates

Grade : KG 1

Duration : 6 Weeks

Vocabulary Words

• Reference Booklist

• Play ball

• Play full puppy

• Games we play

• A clown face

• I can fly

• Donald Ducks Toy sailboat.

• Joy

• Scuffy the tugboat

• Dino pals

• One mitten

Activities that can be done at home

• Coloring sheets sent from school

• Reading picture books

• Playing indoor and outdoor games

• Exercise given with pictures as instructions

• Dance on a particular music of your choice

• Exploring recycled materials at home

• Trip to children section at the mall

thin material recycle play indoor

outdoor puppet plastic wood fabric

metal Glass favorite express Role-play.

bottle emotions exercise patterns castle

smooth rough thick puppet fluffy

Curriculum Updates

Grade : KG 1

Duration : 6 Weeks

Vocabulary Words


• Play ball

• Play full puppy

• Games we play

• A clown face

• I can fly

• Donald Ducks Toy sailboat.

• Joy

• Scuffy the tugboat

• Dino pals

• One mitten Reference links

• http://

www.oneperfectdayblog.net/2013/07/29/

ten-fun-games-with-paper-cups/-

• http://www.pinterest.com/spikepinterest/a-

material-world-kindergarten-unit/-

• http://www.youtube.com/watch?

v=CoMJ5vD38dw-

• http://

toyshare.blogspot.in/2012_10_01_archive.

html

• http://www.st-bridgets-pri.cumbria.sch.uk/

• http://www.sparklebox.co.uk/blue/gallery/

gal971-980/gal975.html#.VAk2VsWSye0

Unit of Inquiry

Trans-disciplinary Theme: How the world works

Central idea: The Earth’s natural cycles influence the activity of living things.

Key Concepts: change, connection, causation

Lines of inquiry:

• Natural Cycles (e.g. : Day/Night, Weather patterns, Seasons)

• The actions people take in response to Earth’s natural cycle.

• Patterns of behavior in living things related to Earth’s natural cycle

In this unit, students will be exploring about how the earth’s natural cycles are formed and how they influence

the daily activities of living things.

Students learnt about internal

and external organs of the

body and they visualized them

in Biology lab

Students showing great curiosity

to make a bar chart according to

their heights

Students explored their interests

and abilities and were motivated

to go and inquire further

Curriculum Updates

Grade : KG 2

Duration : 6 Weeks


• Related stories on earth cycles

• Use of adjectives

Language Standalone

• Capital cursive letters A-Z

• Vowels blending with consonants (b to p) eg:

bat, beg, big, box, bun


• Intro Shape and Space

• Pattern

• Number

• Time & Temperature


concepts

Study of Related concepts through the Key concept:

Change

Related Concepts

• Solar system

• Earth’s rotation and revolution

• Earth’s Natural cycles


Related concepts


Connection

Related Concepts:

• Weather

• Climate

• Seasons


Curriculum Updates

Grade : KG 2

Duration : 6 Weeks

Vocabul

ary Words


• Collins Weather

• Exploring the Universe

• Exploring the weather

• Bob’s snowy Day

• I see patterns

• On the Moon

• Baby Bob Discovers Shapes

• Discover the sky

• Window’s Shapes

Reference links

• https://www.youtube.com/

watch?v=3eFqZWX8nTo

• http://en.wikipedia.org/wiki/

Season

• http://

www.livescience.com/8639-

change-seasons-affects-animals-

humans.html

• http://en.wikipedia.org/wiki/

Wet_season


• Coloring seasonal fruits

• Watch Sunrise and sunset

• Globe (ball) and torch experiment

• Water cycle experiment (with parent’s guide)

• Collecting pictures of different seasons

• Making boat, kite , hand fan, snowflakes

• Collecting different leaves and doing leaf printing

• Watch the clock and try to identify timings

• Identifying things used in different seasons

Earth Tilted Day Night Seasons

Year Weather Temperatur Climate Rainy

Summer Winter Autumn Spring Hot

Warm Cold Rotation Revolution Planets

Natural Rainbow Clouds Thunder Snowfall

Unit of Inquiry

Trans-disciplinary Theme: How we organize ourselves

Central idea: Signs and symbols are part of human made systems that facilitate local and global

communication.

Key Concepts: form, function and connection

Lines of inquiry:

• Iconography

• How visual language facilitate communication

• Specialized systems of communication

In this unit, the students will be exploring about the ways people use signs and symbols in a way to

communicate both locally and globally.

Students explore about how

stories are created and shared

in the 5D theatre .

Students demonstrated great

curiosity in expressing

themselves through story telling


• Writing simple sentences

• Vocabulary

• Oral speaking of different logos

Language Standalone

• Adjectives

• Verbs


• Length

• Money

• Pictograph/ patterns

Math Standalone

• Numbers 500 to 800/ number names 51 to 80

• Fractions

• Addition

• 2d and 3d shapes


concepts


Form

Related Concepts

• Forms of communication

• Technology used in communication


Related concepts

Study of Related concepts through the Key concepts:

Form & Connection

• Study of icons in various cultures around the

globe

• Perspective behind developing the icons and

symbols

• Connections of icons and cultures


Students explored the pictures

of nonfiction text sand pasted

them in A4 charts

Curriculum Updates

Grade : 1

Duration : 6 Weeks

Curriculum Updates

Grade : 1

Duration : 6 Weeks

Vocabulary Words

Reference Booklist

• My first book of sign language-Joan Holub

• Three world religions-E.D.Hirsch

• Mesopotamia-E.D.Hirsch

• Communicating today-Internet and E-mail-Chris Oxlade

• Techno world-Computers-Ian Graham

• Techno world-Satellite and communication-Ian Graham

• Inspiring discoveries and inventions

• Britannica –religions around the world

• Do you know WHAT is science and technology

Reference links

• http://

www.indiandrivingschools.com/

mandatory-signs.php

• http://www.helpguide.org/

mental/

eq6_nonverbal_communication.

htm

• http://www.radioliberty.com/

Symbolsandtheirmeaning.html

• http://www.linguanaut.com/

english_french.htm


• Ask specific questions about signs they see and special

activities done in class.

• Research on what is iconography

• Discuss about the different signs used in day to day life

• Explore about the signs used by specialized people in

different fields

• Discuss the concepts of iconography

• Research on the problems that arise while using signs

and symbols.

• Find out how your family members make use of the signs

found in the common places.

Signs Symbols Global Visual Iconography

Pattern Emblem Signal Traffic Media

Form Culture Expression Body Language

Connection Systems Fax Local Human-made

Television Invention Verbal Brake Gesture

Students pasted their lovable

room pictures and described

about them.

Students designed their own

dream house using different

shapes.

Prisha narrated the story “The

three little pigs” which was

integrated with the unit

Curriculum Updates

Grade : 2

Duration : 6 Weeks

Unit of Inquiry

Trans-disciplinary Theme: Sharing the planet

Central idea: People can make choices to support the sustainability of the Earth’s resources

Key Concepts: perspective, responsibility, reflection,

Lines of inquiry:

• Earth’s finite and infinite resources

• The impact of people’s choices on the environment

• The balance between meeting human needs and the uses of limited resources

In this unit, the students will be exploring about the renewable and non– renewable resources


• Facts writing

• Adjectives

• Degrees of comparison

• Lesson - Earth’s water

Language Standalone

• Lesson –Life at the pond

• Lesson—Forces of water


• Data handling—Pie chart , Bar graph

• Fraction

Math Standalone

• Skip counting—Multiplication

• Division

Science Integration through Key and Related concepts

Study of Related concepts through the Key concept: Form

Related Concepts

• The finite and infinite resources of the planet

• The study of energy, its origins, storage and the

work it can do

Social Studies Integration through Key and Related concepts

Study of Related concepts through the Key concept: Connection

Related Concept:

• The study of how humans allocate and manage

resources

• The impact of natural disasters on people and

resources


Curriculum Updates

Grade : 2

Duration : 6 weeks

Vocabulary words

Reference bookli

• Our Natural resources

• Earth’s water

• Where we get energy

• Forces of water

• Natural resources—Human impacts

• Viva environmental science—2

• Longman vistas Social studies—2,3,4,5

• World around us—2

Reference links

• http://www.neok12.com/quiz/EARTH001.htm

• http://www.neok12.com/video/Earth/zX434154014648090f5d7259.htm

• http://www.makemegenius.com

• http://www.primaryresources.co.uk/science/science4d.htm

• http://www.sciencekids.co.nz/projects.html

• http://www.schoolzone.co.uk/

resources/


• Collect pictures of renewable and non –renewable

resources

• Earthquake activity worksheets

• Comprehending passage using a graphic organizer

• Nature—Crossword puzzle

• Students can make drawings or a poster of products

available through natural resources

• Research on the net and understand the properties and

limited availability of materials which make up the Earth.

• Explain the impact of human activity (including

conservation efforts and pollution ) on resources

Earth Renewable Resources Force Planet Origin

Fuel Coal Fossil fuel Balance Storage Sources

Disaster Atmospher

e

Minerals Sustainabil

ity

Facility Products

Solar Hydro Environme Support Lacking Forestation

Energy Impact Nature Bio gas Materials Deforestati

Unit of Inquiry

Trans-disciplinary Theme: How the world works

Central idea: Design of buildings and structures is dependent on environmental factors, human ingenuity and

available materials.

Key Concepts: form, function, connection

Related concepts: design, technology, sustainability

Lines of inquiry:

• Considerations to take into account when building a structure

• The impact of buildings and structures on the environment

• Local architecture and its connection with the needs of the community and availability of materials

In this unit ,the students will be gaining knowledge about the architecture and materials used for construction.

Students inquired about the

continents, oceans and the

imaginary lines using the

globe.

Students showed great curiosity

while watching video about maps

and directions.

Students engaged themselves in

making models of various

landforms.

Curriculum Updates

Grade : 3

Duration : 6 Weeks


• Oral presentations

• Short paragraph reading

Language Standalone

• Use Possessive noun

• Use of Pronoun


• Measurement– Estimation of length, weight.

• Area & perimeter-understanding the meaning

and estimating using plane figures.

Math Standalone

• Fractions

• Equivalent fractions, addition and subtraction

fractions using same denominators


concepts


Connection and function

Related Concepts:

• Properties and uses of materials

• Simple Machines and their functions during

construction, Technological advancements,

• Natural and human made materials


Related concepts


Connection

Related Concepts:

• Sustainability


Curriculum Updates

Grade : 3

Duration : 6 Weeks

Vocabulary Words


• Building Big dreams (readinga-z.com)

• Seven wonders (readinga-z.com)

• Wonderful world of knowledge (Famous places &

buildings)

• Big Buildings

• Scintillating Science

• Communities around us

• People and places

• Geo-whiz (National geographic society)

• Wonderful world of knowledge (amazing buildings)

Reference links

• http://www.sciencekids.co.nz/

gamesactivities/materialproperties.html

• http://sqworl.com/7jmxtd


v=Vf5zmxfOdaY

• http://www.primaryresources.co.uk/dandt/

pdfs/shelters_booklet.pdf

• http://www.slideshare.net/EleyJulia/

presentation-of-building-materials-

presentation

• http://www.authorstream.com/

Presentation/sitesforkids-885716-material-

for-building-houses-and-types-of/


• Collecting pictures

• Referring to magazines / encyclopedia and sharing ideas

• Making models

• Comparing architectural designs around your locality

• Collection of various building materials

• Preparing booklet

construction protect wooden distemper flexibility

durability sloping

roof

architecture ceramics concrete

thatch aluminum resistance flat roof floor

elevation pavement eco friendly landmark habitats

tunnel canal skyscraper engineer structure

Unit of Inquiry

Trans-disciplinary Theme: Where we are in place and time

Central idea: Exploration leads to discoveries, opportunities and new understandings.

Key Concepts: causation, reflection, perspective

Lines of inquiry:

• Reasons for exploration (historical and personal)

• How explorations have taken place over time

• The consequences of exploration

In this unit, the students will be exploring about the ways people have discovered things and explored the

world around them

Students presenting their team

work in the class room.

Students showing great curiosity in

creating and solving Tangram

puzzles

Students sorting out information

in the chart.

Curriculum Updates

Grade : 4

Duration : 6 Weeks


• Writing to inform

• Descriptive writing

Language Standalone

• Informational speech

• Biography

• Use of Verbs


• Calendar

Math Standalone

• Data handling

• Fraction

• Decimals

Science Integration through Key and Related concepts

Study of Related concepts through the Key concept: Causation

Related Concepts:

• Discovery of Navigational instruments

• Regular and irregular events in solar system

• Discovery of simple machines

• Explorations of causes behind Pollution: River,

water and air


Related concepts

Study of Related concepts through the Key concept: Perspective

Related Concepts:

• Study of Colonization

• Perspective behind colonization and Impact of

colonization


Curriculum Updates

Grade : 4

Duration : 6 Weeks

Vocabulary Words

Reference Booklist

• World explorer Atlas

• Discovering the sea

• The discovery of the titanic

• 500 things you should know about history

• Viking

• Secret science by Ramesh

• World history

• Investigating the world history

• Discovery in the Americas

• In the name of discovery.

Reference links


v=nRxhNtpp3Xk

• http://beyondpenguins.ehe.osu.edu/issue/polar-

explorers/lessons-and-activities-about-exploration

• http://tantrialmira.wordpress.com/2012/09/25/

teaching-idea-watching-some-videos-of-cahyo-alkantanas-expeditions/

• http://www.nationalgeographic.com/explorers/

• http://www.history.com/topics/exploration/

christopher-columbus#

• http://www.watchknowlearn.org/Video.aspx?

VideoID=43776&CategoryID=4150


• Reading Bibliography of different explorers

• Brainstorm with your child the names of people in history

who have explored and discovered new places

• Using world map, help the child to locate the routes of

his/her chosen explorers

• Read books related to explorers. Collect some posters/

pictures/newsletter related to the topic.

• Hold discussions about different things explored by

different people.

curiosity national trade continents oceans

economy spices migration voyages sailor

discover explorer express attitudes perspective

reflectio

n

impact consequen

ces

conversion simplify

equivale reducing map maker pilgrimage motion

Unit of Inquiry

Trans-disciplinary Theme: Sharing the planet

Central idea: Biodiversity relies on maintaining the interdependent balance of organisms within systems.

Key Concepts: Causation, Connection and Responsibility.

Lines of inquiry:

• Ways in which ecosystems, biomes and environments are interdependent

• How human interaction with the environment can affect the balance of systems

• The consequences of imbalance within ecosystems

In this unit, the students, according to their interests, will be investigating about the biomes and the factors

that influence them within the natural world.

Students did an extensive

research to know the history of

migration.

Students showed a great interest

in reading and discussing the

stories on migration

“Migration board” activity -

connecting the characters,

factors and situations with

respect to migration.

Curriculum Updates

Grade : 5

Duration : 6 Weeks


• Expository writing

• Reading reports, newspaper articles and

narratives about natural environment

• Group discussions

Language Standalone

• Poetry—Figurative language

• Adverbs

• Types of sentences


• Data Handling—Statistics

• Measurement—Area, Perimeter & Temperature

Math Standalone:

• 2D and 3D shapes


concepts


Causation and Connection

Related Concepts:

• Different organisms, ecosystems and biomes.

• Human interaction with the ecosystem.

• Causes of Pollution: River, water , etc.,

• Balanced ecosystem


Related concepts


Connection and Responsibility.

Related Concepts:

Diversity

• Study of climate and habitat and relating it to species diversity.

• Diversity of population in the world.

• Wildlife conservation


Curriculum Updates

Grade : 5

Duration : 6 Weeks

Vocabulary Words

Reference Booklist

• Habitats and the Environment

• Food chains and webs

• Adaptation

• Oil spills at sea

• Dark, Hot and Hostile

• Threats to our atmosphere

• Life on earth

• Animals in the ground

• New species found

• More valuable than gold

Reference links

• http://www.amnh.org/ology/features/

dzangasangha/pages/d-s_game.php

• http://www.blueplanetbiomes.org/

world_biomes.htm

• http://www.ucmp.berkeley.edu/glossary/gloss5/

biome/

• http://earthobservatory.nasa.gov/Experiments/

Biome/

• http://www.amnh.org/explore/ology/biodiversity/

#http://www.amnh.org/ology/features/

stufftodo_bio/howtohelp.php

• http://www.harcourtschool.com/activity/food/

food_menu.html


• Read different texts related to Central Ideas( Newspaper

reports, articles, magazines, etc.,)

• A day out volunteering in some environmental NGO.

• Record how your child makes personal choice in

balancing the ecosystem

• Encourage your child to find and then take photographs

of things in environment that they appreciate and see as

a threat to the ecosystem

• Show, what measures can be taken as our responsibility

towards ecosystem

Biodiversity Biome Balance Rely Ecosystem

Interdepende

nce

Organism Species Extinct Impact

Environment Threat Imbalance Interconnect-

edness

Interaction

Intervention Invasion Pyramid Food-web Survive

Terrestrial Decomposer Sustainability Tertiary Genetics

Revised IB PYP Newsletter [1] - Manchester International School

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