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
• 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 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
Language within the unit ( Integration)
• 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
Math within the unit ( Integration)
• Intro Shape and Space
• Pattern
• Number
• Time & Temperature
Science Integration through Key and Related
concepts
Study of Related concepts through the Key concept:
Change
Related Concepts
• Solar system
• Earth’s rotation and revolution
• Earth’s Natural cycles
Social Studies Integration through Key and
Related concepts
Study of Related concepts through the Key concept:
Connection
Related Concepts:
• Weather
• Climate
• Seasons
Core subjects curriculum updates
Curriculum Updates
Grade : KG 2
Duration : 6 Weeks
Vocabul
ary Words
• Reference Booklist
• 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
Activities that can be done at home
• 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
Language within the unit ( Integration)
• Writing simple sentences
• Vocabulary
• Oral speaking of different logos
Language Standalone
• Adjectives
• Verbs
Math within the unit ( Integration)
• Length
• Money
• Pictograph/ patterns
Math Standalone
• Numbers 500 to 800/ number names 51 to 80
• Fractions
• Addition
• 2d and 3d shapes
Science Integration through Key and Related
concepts
Study of Related concepts through the Key concept:
Form
Related Concepts
• Forms of communication
• Technology used in communication
Social Studies Integration through Key and
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
Core subjects curriculum updates
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
Activities that can be done at home
• 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
Language within the unit ( Integration)
• Facts writing
• Adjectives
• Degrees of comparison
• Lesson - Earth’s water
Language Standalone
• Lesson –Life at the pond
• Lesson—Forces of water
Math within the unit ( Integration)
• 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
Core subjects curriculum updates
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/
Activities that can be done at home
• 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
Language within the unit ( Integration)
• Oral presentations
• Short paragraph reading
Language Standalone
• Use Possessive noun
• Use of Pronoun
Math within the unit ( Integration)
• 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
Science Integration through Key and Related
concepts
Study of Related concepts through the Key concept:
Connection and function
Related Concepts:
• Properties and uses of materials
• Simple Machines and their functions during
construction, Technological advancements,
• Natural and human made materials
Social Studies Integration through Key and
Related concepts
Study of Related concepts through the Key concept:
Connection
Related Concepts:
• Sustainability
Core subjects curriculum updates
Curriculum Updates
Grade : 3
Duration : 6 Weeks
Vocabulary Words
• Reference Booklist
• 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
• http://www.youtube.com/watch?
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/
Activities that can be done at home
• 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
Language within the unit ( Integration)
• Writing to inform
• Descriptive writing
Language Standalone
• Informational speech
• Biography
• Use of Verbs
Math within the unit ( Integration)
• 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
Social Studies Integration through Key and
Related concepts
Study of Related concepts through the Key concept: Perspective
Related Concepts:
• Study of Colonization
• Perspective behind colonization and Impact of
colonization
Core subjects curriculum updates
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
• http://www.youtube.com/watch?
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
Activities that can be done at home
• 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
Language within the unit ( Integration)
• Expository writing
• Reading reports, newspaper articles and
narratives about natural environment
• Group discussions
Language Standalone
• Poetry—Figurative language
• Adverbs
• Types of sentences
Math within the unit ( Integration)
• Data Handling—Statistics
• Measurement—Area, Perimeter & Temperature
Math Standalone:
• 2D and 3D shapes
Science Integration through Key and Related
concepts
Study of Related concepts through the Key concept:
Causation and Connection
Related Concepts:
• Different organisms, ecosystems and biomes.
• Human interaction with the ecosystem.
• Causes of Pollution: River, water , etc.,
• Balanced ecosystem
Social Studies Integration through Key and
Related concepts
Study of Related concepts through the Key concept:
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
Core subjects curriculum updates
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
Activities that can be done at home
• 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