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Published by Western International School of Shanghai, 2017-08-25 00:31:10

17-18 Parent Curriculum Handbook Pre-K

17-18 Parent Curriculum Handbook Pre-K

Parent PYP Curriculum Handbook
Pre-K

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.

Welcome

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

Pre-K 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
time
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
Play promotes discoveries from local and global society and on the
about ourselves and the perspectives. environment.
world around us.
Central Idea and Lines of Inquiry Journeys lead to new Stories entertain us and allow Materials behave and interact PYP requires only 4 units of PYP requires only 4 units of
An inquiry into: experiences. us to express our thoughts inquiry in this age group. inquiry in this age group.
• How we play and ideas. depending on how people
• Discoveries through play An inquiry into:
• How communication and • Type of journeys An inquiry into: use them.
• How maps help • Structures of stories
agreements in play help • Journeys promote new • Different ways to tell a An inquiry into:
form relationships • Properties of materials
experiences story • Use of materials for
• Creativity can be inspired
specific purposes
by different stories • What happens when

materials are changed.

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

WISS English Learning Outcomes - Pre-K

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, ask and answer about detail(s) in a text.

Key Ideas and Details With prompting and support, retells familiar stories showing an understanding of a begiining middle and end.
With prompting and support, ask and answer question about characters and major events in a story.

Exhibit curiosity and interest in learning new vocabulary (e.g., ask questions about unfamiliar vocabulary)

Craft and Structure interacts with a variety of common types of texts (e.g., storybooks, poems, songs).
With prompting and support, can describe the role of an author and illustrator.

Integration of Knowledge With prompting and support, student will engage in a picture walk to make connections between self, illustrations, and the
and Ideas story.
With prompting and support, students will compare and contrast two stories relating to the same topic.
Range of Reading and With prompting and support, students will make cultural connections to text and self.
Level of Complexity Actively engage in shared reading activities with purpose and understanding

Responding to Literature With prompting and support, makes comments between self, text, and the world around them (text, media, social interaction)
(e.g., My house is different to that one in the story)

READING INFORMATIONAL TEXT - Learning Outcomes for written language:

With prompting and support, ask and answer about some detail(s) in a text.

Key Ideas and Details With prompting and support, retells familiar stories showing an understanding of a begiining middle and end.
With prompting and support, describe the connection between two events or pieces of information in a text.

Exhibit curiosity and interest in learning new vocabulary (e.g., ask questions about unfamiliar vocabulary)

Craft and Structure Identify front cover, back cover; display correct orientation of book, page turning skills.

With prompting and support, can describe the role of an author and illustrator.

Integration of Knowledge With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g. what
and Ideas person, place, thing or idea in the text an illustration depicts)
With prompting and support, identify basic similarities and differences between two texts on the same topic (e.g. illustrations,
Range of Reading and descriptions or procedures)
Level of Complexity With prompting and support, actively engage in group reading activities with purpose and understanding.

Responding to Literature

READING FOUNDATIONAL SKILLS - Learning Outcomes for written language:

Print Concepts Demonstrate emergent phonics and word analysis skills.
Phonological Awareness a. With prompting and support, demonstrate one-to-one letter-sound correspondance by producing the primary sound
of phase 1-3 (GRR) consonants.
Phonics and Word
Recognition a. Recognize own name and common signs and labels in the environment.

Fluency Displays emergent reading behaviors with purpose and understanding (e.g., pretend reading)

Conceptual Understandings for Written Language: WRITING

• People write to communicate.
• The sounds of spoken language can be represented visually (letters, symbols, characters).
• Consistent ways of recording words or ideas enable members of a language community to understand each other’s writing.
• Written language works differently from spoken language.

WRITING - Learning Outcomes for Written Language:

Text Types and With prompting and support, use combination of drawing, dictating, or writing to express an opinion about a book or topic
Purposes (e.g., I like…. Because….)
With prompting and support, use a combination of drawing, dictating, or writing to compose informative/explanatory texts in
Production and which they name what they are writing about and supply some information about the topic.
Distribution of Writing With prompting and support, use a combination of drawing, dictating, or writing to narrate a single event and provide a
reaction to what happened.
With guidance and support, respond to questions and suggestions and add details to strengthen illustration or writing, as
needed.
With guidance and support, explore a variety of digital tools to produce and publish writing; collaborate with peers.

With prompting and support, use combination of drawing, dictating, or writing to express an opinion about a book or topic
(e.g., I like…. Because….)

LANGUAGE Learning Outcomes for written language::

Conventions of Standard Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
English a. Print some upper- and lowercase letters (e.g. letters in their name)
b. Use frequently occuring nouns and verbs (orally)
c. With guidance and support, form regular plural nouns orally by adding /s/ or /es/ (e.g. dog, dogs/ wish, wishes) (orally)
d. Understand and use question words (interrogatives) (e.g. who, what, where, when, why, how)

Knowledge of Language a. With guidance and support, produce and expand complete sentences in shared language activities.
Demonstrate commands of the conventions of standard English grammar and usage when writing or speaking.
Vocabulary Acquisition
and Use a. Capitalize the first letter in their name.
b. Attempt to write a letter or letters to represent a word.
a. With guidance and support, attempt to spell simple words phonetically, drawing on knowledge of sound-letter

relationships
N/A
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on pre-kindergarten reading
and content.

a. Identify new meanings for familiar words and apply them accurately (e.g. knowing duck is a bird and learning the verb
is to duck)

With guidance and support, explore word relationships and nuances in word meanings.
a. Sort common objects into categories (e.g. shapes, foods) for understanding of the concepts the categories represent.
b. Demonstrate understanding of frequently occuring verbs and adjectives by relating them to their opposites (e.g. up,
down, stop, go, in, out)
c. Identify real-life connections between words and their use (e.g. note places at school that are colorful)
a. Distinguish shades of meaning among verbs describing the same general action (e.g. walk, march, strut, prance) by
acting out the meanings.

With prompting and support, use words and phrases acquired through conversations, reading and being read to, and
responding to texts.

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, participate in collaborative conversations with diverse partners about pre-kindergarten topics and
Collaboration texts with peers and adults in small and large groups.

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

b. Engage in extended conversations.
a. Communicate with individuals from different cultural backgrounds.
a. With guidance and support, confirm understanding of a text read aloud or information presented orally or through

other media by asking and answering questions about key details and requesting clarification if something is not
understood.
With guidance and support, ask and answer questions in order to seek help, get information, or clarify something that is not
understood.
Describe familiar people, places, things and events and, with prompting and support, provide additional detail.

Knowledge and Ideas Add drawings or other visual displays to descriptions as desired to provide additional detail
Demonstrate an emergent ability to express thoughts, feeling and ideas.

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;

identify similarities and differences

• Make personal connections to visual texts, for example, a picture book about children making friends in a new situation

Visual Language • 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,

television

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

WISS Chinese Language Learning Outcomes - Pre-K

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

 Identifies the characters, setting and basic story-line in simple stories.
 Recognizes 7-10 characters with limited teacher support.
 Shows understanding by pointing to elements in the book and through simple responses with some 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 able to write 3-4 simple picture characters with some support as needed;
 Practices the stroke order of characters learned;
 Participates in writing activities (tracing, painting, drawing);
 Explains what they are “writing”; recognizes that symbols on a page can represent language

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 in simple rehearsed exchanges (How do you feel? Where is your…?) with some teacher support.
 Repeats simple phrases with limited teacher support.
 Participates in grade-level rhymes and songs
 Tries to use clear pronunciation, errors do not 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 2 or 3 step such as: tidy up and line up, drink water/go to bathroom/then come and sit down, find
a book and share, etc.

 Is learning to listen attentively for a longer period of time.
 Understands basic phrases and simple sentences such as: The flower is red, I am happy. I like… etc.
 Responds appropriately to classroom prompts and to simple social situations (greetings, words of politeness,

feelings) with some teacher support.

WISS Mathematics Learning Outcomes - Pre-K

Math Strand: NUMBER

Counting and Cardinality Conceptual Understandings:

Operations and - Numbers are a naming system.
Algebraic Thinking - 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 Pre-Kinder, students are expected to:

- Count to 20
- Represent a number of objects with a written numeral 0-5 (with 0 representing a count of no objects)
- Understand the relationship between number and quantities to 10; connect counting to cardinality.

o When counting objects, say the number names in the standard order, pairing each object with one and only one
number name and each number and with one and only one object.

o Understand that the last number name said tells the number of objects counted. The number of objects is the same
regardless of their arrangement or the order in which they were counted.

o Understand that each successive number name refers to a quantity that is one larger.
- Count to answer “how many?” questions about as many as 10 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 1-10, 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.
Identify “first” and “last” related to order or position.

- Demonstrate an understanding of addition and subtraction by using objects, fingers and responding to practical situations

Math Strand: MEASURMENT

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 Pre-Kinder, students are expected to:

- 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)

Math Strand: SHAPE AND SPACE

Geometry Conceptual Understandings

- S 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 Pre-Kinder, students are expected to:

- Describe objects in the environment using names of shapes, and describe the relative positions of these objects using
terms such as top, bottom, up, down, in front of, behind, over, under, and next to.

- Correctly name shapes regardless of size.
- Analyze, compare, and sort two-and-three-dimensional shapes and objects, in different sizes, using informal language to

describe their similarities, differences, and other attributes (e.g. color, size and shape)
- Create and build shapes from components (e.g. sticks and clay balls)

Math Strand: DATA HANDLING

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 Pre-Kinder, 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
10)

Math Strand: PATTERNS AND FUNCTIONS

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

Learning Outcomes-By the end of Pre-Kinder, 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
purposes
of an artwork
 analyze the relationships within an artwork and construct  combine different formal elements to create a specific
effect
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 express
Nursery and PreK feelings or ideas
 bring music from home to share
(Phase 1 from the PYP)  create and accompany music using a variety of sounds
 describe the differences in music and instruments

 move their bodies to express the mood of the music  play untuned percussion instruments in time with a
beat
 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
ideas
 listen to music and create their own work in response
 recreate sounds from familiar experiences
 express their responses to music in multiple ways
(drawings, games, songs, dance, oral discussion)  participate in performing and creating music both
individually and collectively
 explore body and untuned percussion instrument
sounds  record their personal, visual interpretation of elements
of sound (for example, loud/soft, high/low, fast/slow)
 recognize different sources of music in daily life
 create their own basic musical instruments.
 recognize that sound can be notated in a variety of
ways.

Personal, Social and Physical Education Learner Outcomes

Personal, Social and Identity Interactions Active Living
Physical Education
Learner Outcomes  identify themselves in relation to others (for  enjoy interacting, playing  engage in a variety of
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
others
 describe some physical and personal  demonstrate an awareness
characteristics and personal preferences  share their own relevant of basic hygiene in their daily
ideas and feelings in an routines
 talk about similarities and differences appropriate manner
between themselves and others  identify some of the effects of
 ask questions different physical activity on
 identify their feelings and emotions and 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 movements
 identify positive thoughts and attitudes in have impacted on others in response to different
themselves and others stimuli
 talk about their
 willingly approach and persevere with new interactions with the  recognize that acting upon
situations environment. instructions and being aware
of others helps to ensure
 reflect on their experiences in order to build safety.
a deeper understanding of self

 demonstrate a sense of competence with
developmentally appropriate daily tasks
and seek support to develop
independence.

Overall Expectations in Science

Overall Expectations in Description
Science
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 their
Nursery and Pre-K 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 globally;
Human Systems and 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 each
Social Organization 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 people
Human and Natural experience and represent place; the impact of natural disasters on people and the built environment.
Environments
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.
Environment


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