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Published by Western International School of Shanghai, 2017-08-25 00:29:04

17-18 Parent Curriculum Handbook N

17-18 Parent Curriculum Handbook N

Parent PYP Curriculum Handbook

WISS Mission Statement

WISS cultivates healthy, balanced, confident and ethical people; striving to challenge and stimulate students to inquire, wonder, discover, and
create each day. We aim to send into the world brave, compassionate, internationally minded global citizens with the skill and intellect to help
shape the future.

IB Mission Statement

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more
peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop challenging programmes of
international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other
people, with their differences, can also be right.


I feel privileged to be a part of this special time in a child’s lifetime, when they are growing, changing and learning about themselves
with each new experience brings imagination, creativity, exploration, discoveries and wonderings. These moments come together
to shape your child’s understanding of the world around them and all the questions that follow are a way for children to express
their natural curiosity. By working together in a close partnership with parents, we are able to develop the foundations for a lifetime
of learning that are just the beginning of a very exciting journey.

The PYP encourages this natural curiosity and inspires children to be knowledgeable and caring young people and have the skills
to inquire into and shape the world around them. This guide will provide you with more insight into the PYP curriculum and how we
work to embrace this as a community; parents, students and staff together.

- Fiona Morris

Early Years Principal

The PYP years are an exciting time for students as they learn who they are as learners and as people. As a PYP School, we strive
to facilitate each student into becoming active, caring, lifelong learners who respect and contribute to the world. In the primary
school, students learn through an inquiry-based curriculum which integrates traditional subjects like English, Mathematics, Chinese,
Social Studies, and Science as well as subjects taught by specialist teachers to include Art, Music, PE, and Swimming. Students
attend lessons in beautiful facilities to include our science/cooking room, The Jungle, and the engineering and robotics room called
DaVinci’s Innovation Space. But the absolute best part of the Primary School is our warm and caring community. Our very talented
teachers and staff, enthusiastic students, and supportive parents form a community that I am very proud to be a part of. I invite you
to learn more about the PYP at WISS and to come by for a visit to see how we approach learning.

- Doreen Garrigan

Primary Principal

Amy Kent

PYP Coordinator

Nursery Programme of Inquiry

Who We Are Where we are in place and How we express ourselves How the world works How we organize ourselves Sharing the planet
PYP Transdisciplinary Themes An inquiry into the nature of An inquiry into the ways in An inquiry into the natural An inquiry into the An inquiry into rights and
the self; beliefs and values; An inquiry into orientation in which we discover and world and its laws; the interconnectedness of responsibilities in the struggle
personal, physical, mental, place and time; personal express ideas, feelings, interaction between the human-made systems and to share finite resources with
social and spiritual health; histories; homes and nature, culture, beliefs and natural world (physical and communities; the structure other people and with other
human relationships journeys; the discoveries, values; the ways in which we biological) and human and function of organizations; living things; communities
including families, friends, explorations and migrations reflect on, extend and enjoy societies; how humans use societal decision-making; and the relationships within
communities, and cultures; of humankind; the our creativity; our their understanding of economic activities and their and between them; access to
rights and responsibilities; relationships between and appreciation of the aesthetic. scientific principles; the impact on humankind and equal opportunities; peace
what it means to be human. the interconnectedness of impact of scientific and the environment. and conflict resolution.
individuals and civilizations, technological advances on
from local and global society and on the
perspectives. environment.

Central Idea and Lines of Inquiry We can learn about Our senses allow us to People make choices about Living things require certain
ourselves and what we can discover and make sense of how they move from place to things in order to grow and
do. the world around us. place. stay healthy.

An inquiry into: PYP requires only 4 units of An inquiry into: PYP requires only 4 units of An inquiry into: An inquiry into:
 What makes me unique inquiry in this age group.  The five senses
inquiry in this age group.  Different ways to travel  Characteristics of living
 Who I am in relation to  How we can use our  Decisions involved
others senses to discover the when choosing a type of  Needs of living things
 Different ways we can world around us
travel  Our responsibility for the
 How sensory needs  Ways to stay safe when
share who we are and vary from person to travelling care of other living
what we can do person things
 The ways in which we
can express our
sensory experiences

PYP Key Change, Perspective, Form, Function, Perspective Form, Connection Form, Causation,
Concepts Reflection Responsibility

WISS English Learning Outcomes - Nursery

Conceptual Understandings for written language: READING

• Print conveys meaning.
• People read for pleasure.
• Stories can tell about imagined worlds.
• Printed information can tell about the real world.
• There are established ways of setting out print and organizing books.

READING LITERATURE - Learning Outcomes for written language:

With prompting and support, answer/respond to some details in text.

Key Ideas and Details With prompting and support, retell simple story with use of visual aids (e.g. with props, manipulatives, toys)

With prompting and support answer simple questions about characters and major events in a story (e.g what did the wolf do
to the pigs)
Learns and uses new words and is able to use them in communicating

Craft and Structure With prompting and support joins in with chants, poems, songs word games and clapping games, gaining familiarity with the
sounds and patterns of the language of instruction.
Shows interest in illustrations and print in books and print in environment

Responds to a picture walk, commenting on self, illustrations and the story.
Integration of Knowledge

and Ideas Uses language from stories to imagine and recreate roles and experiences in play situations.

Range of Reading and Actively engage in shared reading activities with an understanding of the main events in a story.

Level of Complexity Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories.
Responding to Literature

READING INFORMATIONAL TEXT - Learning Outcomes for written language:

With prompting and support, answer/respond to some details in text.

Key Ideas and Details With prompting and support, retell simple story with use of visual aids (e.g., with props. manipulatives, toys)
With support realize the connection between an event and a piece of information in text.

Craft and Structure Learns new words and is able to use them in communicating during imaginative play.

Handles book appropriately; correct orientation; page turning skills (e.g., fingertips and pressure turning)
Distinguish between visual and written text in a story.

Identifies differences between illustrations and print (orally). (e.g., can point to a picture when prompted)
Integration of Knowledge

and Ideas With prompting and support, identifies basic similarities or differences between two texts (e.g., characters and event)

Range of Reading and Actively engages in shared reading activities and can join in with stories
Level of Complexity

Responding to Literature

READING FOUNDATIONAL SKILLS - Learning Outcomes for written language:

Print Concepts Demonstrate emergent phonics and word analysis skills.
Phonological Awareness
a. Continues a rhyming string
Phonics and Word b. Hears and says the initial sound in words
Recognition c. Recognizes own first name
d. Interested in environmental sounds (e.g., noises, cow dogs , cars, buses make)

Fluency Fills in the missing word or phrase in a known rhyme, story or game, e.g. ‘Humpty Dumpty sat on a …’

Conceptual Understandings for Written Language: WRITING

• Writing conveys meaning.
• People write to tell about their experiences, ideas and feelings.
• Everyone can express themselves in writing.
• Talking about our stories and pictures helps other people to understand and enjoy them.

WRITING - Learning Outcomes for Written Language:

Gives meaning to marks they make as they draw, write and paint.

Text Types and Choose to ‘write’ as play, or in formal situations for example fillng in pretend post office list, writing a menu, etc
Purposes Listen and respond to shared books with enlarged text and use this stimulus to draw and write

Production and Begin to discriminate between letters, illustrations, and numbers
Distribution of Writing With guidance and support, explore a variety of digital tools

Ascribes meanings to marks they see in different places

LANGUAGE Learning Outcomes for written language::

Conventions of Standard Demonstrates command of the conventions of standard English grammar and usage when writing or speaking
English a. Print some uppercase letters (e.g. letters in their name)
b. Use frequently occurring nouns and verbs (orally)
c. Responds to simple instructions, (e.g. to get or put away an object)
d. Use question words (interrogatives) (e.g. who, what, where, when, why, how)
e. Uses language as a powerful means of widening contacts, sharing feelings, experiences and thoughts.

Demonstrate commands of the conventions of standard English grammar and usage when writing or speaking.
a. builds up vocabulary that reflects the breadth of their experiences
b. use gestures, actions, body language and or words to communicate and express ideas

Knowledge of Language c. introduce a storyline or narrative into their play
d. ascribes meanings to marks that they see in different places
Vocabulary Acquisition e. Experiment with writing in different contexts
and Use N/A
Uses a range of vocabulary in different situations:
a. Beginning to use more complex sentences to link thoughts (e.g. using, and because.
b. Use a range of tenses (e.g. play, playing, will play, played)
c. Uses intonation, rhythm and phrasing to make meaning clear to others
With guidance and support, explore word relationships and nuances in word meanings.
a. Name common objects. shapes, foods, colours, animals- attempt to sort into categories
b. Use frequently occurring verbs and adjectives by relating them to their opposites (e.g. up, down, stop, go, in, out)
c. Make connections between words and their use (e.g. a playground with a slide)
d. Use verbs describing the same general action (e.g. walk, march, tip-toe, stride) by acting out the meanings.
e. Introduces a storyline or narrative into their play
With prompting and support, uses talk to connect ideas, explain what is happening and anticipate what might happen next,
recall and relive past experiences.

Conceptual Understandings for Oral Language: LISTENING AND SPEAKING

• Spoken words connect us with others.
• People listen and speak to share thoughts and feelings.
• People ask questions to learn from others.

LISTENING AND SPEAKING - Learning Outcomes Oral Language:

Comprehension and With guidance and support, participates in collaborative conversations with diverse partners about nursery topics
Collaboration and texts with peers and adults in small and large groups.

a. contribute to an agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics
and texts under discussion)

b. uses simple sentence structure: subject+verb+object+addition (e.g., you dry hands, A man dig down there. Use of
auxiliary verbs: I am going. Preposition +article+noun: ‘in the cupboard’

c. Can retell a simple past event in correct order (e.g. went down slide, hurt finger)
d. Recognizes and responds to familiar sounds, and 2 step instructions (e.g. sit down over there)
e. Focusing attention- still listens or does, but can shift own attention.

With guidance and support, understanding of a text read aloud or information presented orally or through other

a. Uses a variety of interrogative pronouns (e.g. what is this, where is dog,).
b. uses simple sentences (e.g.’ Daddy going shop.’)
c. begins to use word endings (e.g. going, cats).

Questions why things happen and give explanations. (e.g. who, what, when, how)

Presentation of Uses vocabulary focused on objects and people that are of particular importance to them.

Knowledge and Ideas Uses talk in pretending that objects stand for something else in play, (e.g. ‘This box is my castle’)
Uses language to imagine and recreate roles and experiences in play situations.

Conceptual Understandings for Visual Language: VIEWING AND PRESENTING

• Visual language is all around us.
• The pictures, images, and symbols in our environment have meaning.
• We can enjoy and learn from visual language.

VIEWING AND PRESENTING - Learning Outcomes Visual Language:

• Attend to visual information showing understanding through play, gestures, facial expression
• Reveal their own feelings in response to visual presentations, for example, by showing amusement, curiosity, surprise
• Observe visual cues that indicate context; show understanding by matching pictures with context
• Recognize familiar signs, labels and logos, for example, pedestrian walking sign, emergency exit sign, no dogs allowed;

Visual Language identify similarities and differences
• Make personal connections to visual texts, for example, a picture book about children making friends in a new situation
• Use body language to communicate and to convey understanding, for example, pointing, gesturing, facial expressions
• Select and incorporate colors, shapes, symbols and images into visual presentations
• Show appreciation of illustrations in picture books by selecting and rereading familiar books, focusing on favorite pages
• Locate and use appropriate ICT iconography to activate different devices, for example, computer games, CD player,

• Listen to terminology associated with visual texts and understand terms such as color, shape, and size.

WISS Chinese Language Learning Outcomes – Nursery

Reading Conceptual Understanding

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 the visual cues to recall sounds and the words they are ‘reading’ to
construct meaning.

Learning Outcomes

 Knows main parts of a book: cover, words, pictures, title with some teacher support.
 Recognizes 3-5 simple characters with some support.
 Shows understanding by pointing to pictures and through simple responses with teacher support.

Writing Conceptual Understanding

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.

Learning Outcomes

 Is exposed to and tries to write 1-2 simple picture characters
 Learning that these characters are drawn in a certain order (stroke order)
 Shows an interest in the act of writing; makes marks on paper that represent “writing”
 Explains what they are “writing”

Speaking Conceptual Understanding

Learners show an understanding of the value of speaking 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.

Learning Outcomes

 Engages by pointing and through 1-2 word answers.
 Repeats simple words (1 or 2 characters) with limited teacher support.
 Participates in grade-level rhymes and songs
 Tries to use clear pronunciation, errors may hinder understanding

Listening Conceptual Understanding

Learners show an understanding of the value of 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.

Learning Outcomes

 Is able to understand 3 or 4 word instructions with one step such as: find a pencil, come to the carpet, wash your
hands, etc. with fewer hand gestures.

 Is learning to listen attentively for a longer period of time.
 Identifies basic 1 or 2 word items such as: mom, apple, dog, color etc. when shown real objects and pictures.
 Responds appropriately to simple classroom prompts with limited teacher support.

WISS Mathematics Learning Outcomes - Nursery

Math Strand: NUMBER

Counting and Cardinality Conceptual Understandings:

- Numbers are a naming system.
- Numbers can be used in many ways for different purposes in the real world.
- Numbers are connected to each other through a variety of relationships.
- Making connections between our experiences with number can help us to develop number sense.

Learning Outcomes-By the end of Nursery, students are expected to:

- Count to 10 orally
- Count to answer “how many?” questions about as many as 5 things arranged in a line, a rectangular array, or a circle, or as

many as 5 things in a scattered configuration; given a number from 1-5, count out that many objects.
- Identify whether the number of objects in one group is more, less, greater than, fewer, and/or equal to the number of

objects in another group, e.g. by using matching and counting strategies.


Measurement and Data Conceptual Understandings

- Measurement involves comparing objects and events.
- Objects have attributes that can be measured using non-standard units.
- Events can be ordered and sequenced.
Learning Outcomes-By the end of Nursery, students are expected to:

- Count to 10 orally
- Identify measurable attributes of objects, such as length and weight. Describe them using correct vocabulary (e.g. small,

big, short, tall, empty, full, heavy and light)


Geometry Conceptual Understandings

- Shapes can be described and organized according to their properties.
- Objects in our immediate environment have a position in space that can be described according to a point of reference.

Learning Outcomes-By the end of Nursery, students are expected to:
- Describe objects in the environment using names of shapes
- Sort two-dimensional shapes in different sizes, using informal language to describe their similarities, differences, and other

attributes (e.g. color, size and shape)


Measurement and Data Conceptual Understandings

- We collect information to make sense of the world around us.
- Organizing objects and events helps us to solve problems.
- Events in daily life involve chance.
Learning Outcomes-By the end of Nursery, students are expected to:

- Sort objects into categories; count the number of objects in each category (Limit category counts to be less than or equal to


Operations and Conceptual Understandings
Algebraic Thinking
- Patterns and sequences occur in everyday situations.
- Patterns repeat and grow.

Learning Outcomes-By the end of Nursery, students are expected to:
- Duplicate and extend (e.g. what comes next?) simple patterns using concrete objects.

Visual Arts Learner Outcomes

Visual Arts Responding Creating
Learner Outcomes
 Enjoy experiencing artworks  Engage with, and enjoy a variety of visual arts
Nursery and PreK  Show curiosity and ask questions about artworks experiences
 Describe what they notice about an artwork
(Phase 1 from the PYP)  Identify the materials and processes used in the creation  Select tools, materials and processes for specific
of an artwork
 Analyze the relationships within an artwork and  Combine different formal elements to create a specific
construct meanings
 Communicate their initial responses to an artwork in  Realize that their artwork has meaning

visual, oral or physical modes  Use their imagination and experiences to inform their
 Make personal connections to artworks art making
 Express opinions about an artwork
 Create artwork in response to a variety of stimuli.  Create artwork in response to a range of stimuli

 Take responsibility for the care of tools and materials
 Take responsibility for their own and others’ safety in

the working environment

Music Learner Outcomes

Music Responding Creating
Learner Outcomes
 Use voice to imitate sounds and learn songs  Use vocal sounds, rhythms and instruments to
Nursery and PreK express feelings or ideas
 Bring music from home to share
(Phase 1 from the PYP)  Create and accompany music using a variety of
 Describe the differences in music sounds and instruments

 Move their bodies to express the mood of the music  Play untuned percussion instruments in time with a
 Describe how music makes them feel
 Use the voice and body to create musical patterns
 Distinguish the sounds of different instruments in
music  Explore sound as a means of expressing imaginative
 Listen to music and create their own work in
response  Recreate sounds from familiar experiences

 Express their responses to music in multiple ways  Participate in performing and creating music both
(drawings, games, songs, dance, oral discussion) individually and collectively

 Explore body and untuned percussion instrument  Record their personal, visual interpretation of
sounds elements of sound (for example, loud/soft, high/low,
 Recognize different sources of music in daily life
 Create their own basic musical instruments.
 Recognize that sound can be notated in a variety of

Personal, Social and Physical Education Learner Outcomes

Personal, Social and Identity Interactions Active Living
Physical Education
Learner Outcomes  Identify themselves in relation to others  Enjoy interacting, playing  Engage in a variety of
(for example, family, peers, school class, and engaging with others different physical activities
Nursery and PreK ethnicity, gender)
 Take turns  Demonstrate an awareness
(Phase 1 from the PYP)  Describe how they have grown and of how being active
changed  Listen respectfully to contributes to good health
 Describe some physical and personal  Demonstrate an awareness
characteristics and personal preferences  Share their own relevant of basic hygiene in their
ideas and feelings in an daily routines
 Talk about similarities and differences appropriate manner
between themselves and others  Identify some of the effects
 Ask questions of different physical activity
 Identify their feelings and emotions and on the body
explain possible causes  Celebrate the
accomplishments of  Explore and reflect on the
 Recognize that others have emotions, others changing capabilities of the
feelings and perspectives that may be human body
different from their own  Reach out for help when it
is needed for themselves  Develop a range of fine and
 Identify and explore strategies that help or others gross motor skills
them to cope with change
 Identify when their actions  Explore creative
 Identify positive thoughts and attitudes in have impacted on others movements in response to
themselves and others different stimuli
 Talk about their
 Willingly approach and persevere with interactions with the  Recognize that acting upon
new situations environment. instructions and being
aware of others helps to
 Reflect on their experiences in order to ensure safety.
build a deeper understanding of self

 Demonstrate a sense of competence with
developmentally appropriate daily tasks
and seek support to develop

Overall Expectations in Science

Overall Expectations in Description
Students will develop their observational skills by using their senses to gather and record information, and they will use their
Nursery and Pre-K observations to identify simple patterns, make predictions and discuss their ideas. They will explore the way objects and
(Phase 1 from the PYP) phenomena function, and will recognize basic cause and effect relationships. Students will examine change over varying
time periods and know that different variables and conditions may affect change. They will be aware of different
perspectives, and they will show care and respect for themselves, other living things and the environment. Students will
communicate their ideas or provide explanations using their own scientific experience and vocabulary

Science Strands Description
Living Things 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.
Earth and Space
Materials and Matter The study of planet Earth and its position in the universe, particularly its relationship with the sun; the natural phenomena
and systems that shape the planet and the distinctive features that identify it; the infinite and finite resources of the planet.
Forces and Energy
The study of the 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.

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.

Overall Expectations in Social Studies

Overall Expectations in Description
Social Studies
Students will explore their understanding of people and their lives, focusing on themselves, their friends and families, and
Nursery and Pre-K their immediate environment. They will practice applying rules and routines to work and play. They will gain an increasing
(Phase 1 from the PYP) awareness of themselves in relation to the various groups to which they belong and be conscious of systems by which they
organize themselves. They will develop their sense of place, and the reasons why particular places are important to people.
They will also develop their sense of time, and recognize important events in their own lives, and how time and change affect
people. They will explore the role of technology in their lives.

Social Studies Strands Description
The study of how and why people construct organizations and systems; the ways in which people connect locally and
Human Systems and globally; the distribution of power and authority.
Economic Activities
The study of people, communities, cultures and societies; the ways in which individuals, groups and societies interact with
Social Organization each other.
and Culture
The study of the relationships between people and events through time; the past, its influences on the present and its
Continuity and Change implications for the future; people who have shaped the future through their actions.
Through Time
The study of the distinctive features that give a place its identity; how people adapt to and alter their environment; how
Human and Natural people experience and represent place; the impact of natural disasters on people and the built environment.
The interaction between people and the environment; the study of how humans allocate and manage resources; the positive
Resources and the and negative effects of this management; the impact of scientific and technological developments on the environment.

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