The IBPYP focuses on the heart as well as the mind of learners and addresses social, physical, emotional and cultural needs as well as academic needs. We are resourceful and resilient in the face of challenges and change. Different learners develop proficiencies at different times and at their own pace. There are also units during which the music program offers independent inquiry into musicHrelated ideas and concepts, as well as skillHbased teaching. It describes the progress of children s learning and identifies areas of strength as well as areas of growth and goals for the future learning process. The study of the characteristics, systems and behaviors of humans and other animals and of plants; the interactions and relationships between and among them and with their environment. This program is an international curriculum framework that combines the best research and practice from national school systems with the collective knowledge and experience of international schools to provide an excellent educational program for children aged 3- 12. We have drawn on the IBPYP Language Scope and Sequence documentation and the Language Common Core Standards in the process of refining our scope and sequence and ensuring balance of the significant strands of Language. Whenever possible, the units of inquiry inform the selection of text and topics. Reflect on the influence of the arts and technology throughout history in the representation of culture. Skills are developed through a wide variety of physical activities, designed to ensure maximum participation by all. Graduates of Grade 8 are fully prepared for secondary school and life beyond Whitby. They can make connections between their work and that of other artists to inform their thinking and to provide inspiration. Students are expected to write in cursive from then on throughout Lower School. They will investigate how and why groups are organized within communities and the ways in which communities reflect the cultures and customs of their people. Observes and discuss familiar and unfamiliar visual messages; make judgements about effectiveness. In the Lower School, we host two parent conferences per school year. Students at Whitby inquire into and learn about local and global issues in the context of units of inquiry, each of which addresses a particular transdisciplinary theme. And, through text analysis, students begin to uncover the role of fairness and justice in different global contexts. These specific outcomes for a grade level describe what most learners are able to do by the end of this grade level. Applies the 6 Traits of Writing: ideas, organization, voice, word choice, sentence fluency and conventions, Willingly chooses to read independently from a variety of materials, Reads daily for enjoyment and information. Generate questions about individuals who have shaped significant historical changes and continuities. Whenever possible and appropriate, the music program supports and is integrated into units of inquiry. Introduction to programming with Scratch. In addition, we encourage parents to read aloud to their children at home. We learn with enthusiasm and sustain our love of learning throughout life. Because this base of knowledge, experience, and skills varies from student to student, it is important for instruction to be differentiated to meet the needs of individuals and small groups of students. The students will develop knowledge and understanding in the three strands of identity, active living and interactions. At Whitby, Language is being taught through the authentic context of the units of inquiry. Uses and describes a variety of strategies to solve problems involving addition and subtraction and decimals in the context of money.
We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. Collects and organizes data to create tables, bar graphs, and line plots Analyzes and interprets data. Science at Whitby is taught entirely within the PYP Program of Inquiry. Health-related fitness: Recognizing and appreciating the importance of maintaining a healthy lifestyle; the body's response to exercise including the interaction of body systems and the development of physical fitness. Accurately reads a thermometer in degrees Fahrenheit and Celcius. They recognize that visual text resources can provide factual information and increase understanding. It can be used to assess writtenContinue reading → Finds the maximum, minimum, range, mode, and median of a data set. Mathematics is arranged into five main strands: Pattern and Function, Number, Measurement, Data Handling, and Shape and Space. In addition to this, traditional academic subjects are valued. Explain how supply and demand are affected by the availability of resources. The process of creating provides students with opportunities to communicate distinctive forms of meaning, develop their technical skills, take creative risks, solve problems and visualize consequences. We have drawn on the IBPYP Mathematics Scope and Sequence documentation and the Mathematics Common Core Standards in the process of refining our scope and sequence and ensuring balance of the significant strands of Mathematics. Describes and uses strategies to solve problems involving area and perimeter of polygons. Begins to adapt speech according to context, task and audience. Makes and explains reasonable estimations for problems involving addition and subtraction with regrouping. Produces writing in which the development and organization are appropriate to task and purpose. Asks and answers questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. The expectations for language build upon the prior knowledge and experience that students bring to Ontario classrooms from culturally and linguistically diverse backgrounds. Formulate and ask questions about the past, the future, places and society (for example, students will express wonderings, show curiosity or ask questions about a person or event of personal significance; express wonderings, show curiosity or ask questions about the natural and physical environment; ask questions to extend understanding of how others have constructed or represented the past, the human and natural environment and society; formulate questions and identify problems that will enable them to make links between prior learning, new situations and further actions; formulate questions that promote the transfer of knowledge and make connections across their learning).
Uses conventional spelling for high-frequency and other studied words and for adding suffixes to base words.
stands alone as an engaging, challenging, relevant and significant experience, contributes to a coherent, school-wide programme of inquiry that is framed in terms of transdisciplinary themes of global significance. Interpret information from charts, graphs, maps, etc. Demonstrate knowledge and understanding of how people’s activities influence places and the environment and are influenced by them. The IBPYP enables children to develop sensitivity to the experiences of others through the curriculum, the attributes listed in the Learner Profile and the expectation of socially responsible action as a result of learning experiences. Describes and applies commutative and associative properties,of addition and multiplication. amenities, accessibility, borders (natural, social, political), change, conservation, dependence, distance, geography, impact, interaction, landscape, location, natural and cultural features, ownership, population, place, patterns, perception, region, settlements, scale, urbanization. End of Unit Summative Assessment Reporting. PSE is concerned with the ongoing development and growth of our students in respect to feelings, beliefs and behaviors and how they interrelate. The creating strand provides opportunities for students to explore their personal interests, beliefs and values and to engage in a personal artistic journey. Begin to use Big6 Research Model to guide inquiry. We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. Whitby School recognizes the need to integrate information and communication technology (ICT) in the educational process to enhance learning and support the students in their inquiries, and in developing their conceptual understanding. Individual pursuits: The development of basic motor skills and the body's capacity for movement through locomotor and manipulative skills and/or experiences; the techniques, rules and purpose of a range of athletic activities (for example, track and field, swimming, skating, skiing); recognizing a high level of achievement and how to improve a performance. We express ourselves confidently and creatively in more than one language and in many ways. We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. Identifies and represents 2D symmetric shapes and locates multiple lines of symmetry. Teacher-Parent conferences are scheduled in November for all Lower School families. Writes opinion pieces on topics or texts, supporting a point of view with reasons. Central Idea: The interaction between and among body systems contributes to health and survival, Related Concepts: Systems, Interdependency, health, Central Idea: Explorations lead to discoveries, opportunities and new understandings, Key Concepts: Responsibility, causation, reflection, Related Concepts: Consequences, discovery, technology, Central Idea: Visual art reflects history, culture, and personal experience, Key Concepts: Form, perspective, reflection, Related Concepts: Perception, self-reflection, Central Idea: Biodiversity relies on maintaining the interdepended balance of organisms within systems, Key Concepts: Connection, causation, responsibility, Related Concepts: Balance, systems biodiversity, Central Idea: People use a system to produce, distribute and exchange goods and services, Related Concepts: Interdependence, Supply & Demand, goods and services, employment, Central Idea: People's actions and beliefs can lead to conflict and changes in communities and societies, Key Concepts: Causation, change, perspective. Related concepts: aspirations, beliefs, cause and effect, change, chronology, continuity, civilizations, conflict, discovery, exploration, evidence, future, history, identity, innovation, interrelationships, migration, past, present, progress, perspective, revolutions, time, values. Students will demonstrate knowledge and understanding of the concepts, methods and elements of visual arts, including using specialized language and subject terminology. At the beginning of the school year, we will send you a QR code that will invite you to Seesaw.
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