17-18 Parent Curriculum Handbook KG

Parent PYP Curriculum Handbook
Kindergarten

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

Kindergarten 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
from local and global society and on the
perspectives. environment.

Making choices can Investigating our history allow International communities The properties of light and Communities function more People interact with, use and
contribute to overall health. shadow allow people to use it effectively when rules and value local environments in
Central Idea and Lines of Inquiry us to appreciate growth and celebrate together to in different ways. routines are shared with all different ways.
An inquiry into: members.
 Daily routines and habits changes over time. appreciate different cultures. An inquiry into:
 Balanced choices • Elements of local
 Consequences of choices An inquiry into: An inquiry into: An inquiry into: An inquiry into:
 Growth and change over  Celebrations within our • Sources of light • Purpose of rules environments
• Different uses of light • Purpose of routines and • How local environments
time community • Shadows and reflections
 How history is recorded  Different perspectives responsibilities address people’s needs
 What we learn from history • Our actions and • Actions that benefit or
connected to celebrations
 How we appreciate consequences harm the local environment

celebrations through
dance, music and food

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

WISS English Learning Outcomes – Kindergarten

Conceptual Understandings for written language: READING

• The sounds of spoken language can be represented visually.
• Written language works differently from spoken language.
• Consistent ways of recording words or ideas enable members of a language community to communicate.
• People read to learn.
• The words we see and hear enable us to create pictures in our minds.

READING LITERATURE - Learning Outcomes for written language:

With prompting and support, ask and answer questions about key details in a text.

Key Ideas and Details With prompting and support, retell familiar stories, including key details.
With prompting and support, identify characters, settings, and major events in a story.

Ask and answer questions about unknown words in a text.


Craft and Structure Recognizes common types of text (storybooks, poems).
With prompting and support, name the author and illustrator of a story and define the role of each in telling the story .

Integration of Knowledge With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what
and Ideas moment in a story an illustration depicts).
With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
Range of Reading and With prompting and support, makes cultural connections to text and self.
Level of Complexity Actively engage in group reading activities with purpose and understanding.
With prompting and support, make connections between self, text, and the world around them.
Responding to Literature With prompting and support, ask and answer questions about key details in a text.

READING INFORMATIONAL TEXT - Learning Outcomes for written language:

With prompting and support, ask and answer questions about key details in a text.

Key Ideas and Details With prompting and support, identify the main topic and retell key details of a text.
With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a
Craft and Structure text.
Integration of Knowledge With prompting and support, ask and answer questions about unknown words in a text.
Identify the front cover, back cover, and title page of a book.
and Ideas Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.
With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what
person, place, thing, or idea in the text an illustration depicts).
With prompting and support, identify the reasons an author gives to support points in a text.

Range of Reading and With prompting and support, identify basic similarities and differences between two texts on the same topic (e.g., in
Level of Complexity illustrations, descriptions, or procedures).

Responding to Literature

READING FOUNDATIONAL SKILLS - Learning Outcomes for written language:

Print Concepts Demonstrate understanding of the organization and basic features of print.
• Follow words from left to right, top to bottom, and page by page.
• Recognize that spoken words are represented in written language by specific sequences of letters.
• Understand that words are separated by spaces in print.

a. Recognize and name all upper- and lowercase letters of the alphabet.

Phonological Awareness Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
• Recognize and produce rhyming words.
Phonics and Word • Count, pronounce, blend, and segment syllables in spoken words.
Recognition • Blend and segment onsets and rimes of single-syllable spoken words.
Fluency • Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-

consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.)

Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

Know and apply grade-level phonics and word analysis skills in decoding words.
• Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of

the most frequent sounds for each consonant.
• Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
• Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Read emergent-reader texts with purpose and understanding.

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 Use a combination of drawing, dictating and writng to compose opinions pieces in which they tell a reader the topic or the
Purposes name of the book they are writing about and state an opinion or preference about the topic or book.
Use a combination of drawing, dictating, and writing to Compose informative/explanatory texts in which they
name what they are writing about and supply some
information about the topic
Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell
about the events in the order in which they occurred, and provide a reaction to what happened.
With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen
writing as needed.
With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in
collaboration with peers.

Research to Build and Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
Present Knowledge Add drawings or other visual displays to descriptions as desired to provide additional detail.

Speak audibly and express thoughts, feelings, and ideas clearly.

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 • Print many upper- and lowercase letters.
• Use frequently occurring nouns and verbs.
Vocabulary Acquisition • Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
and Use • Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
• Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

a. Produce and expand complete sentences in shared language activities.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
• Capitalize the first word in a sentence and the pronoun I.
• Recognize and name end punctuation.
• Write a letter or letters for most consonant and short vowel sounds (phonemes).

a. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and

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

to duck).

a. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the

meaning of an unknown word.

With guidance and support from adults, explore word relationships and nuances in word meanings.
• Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
• Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites

(antonyms).
• 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.

Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Conceptual Understandings for Oral Language: LISTENING AND SPEAKING

• The sounds of language are a symbolic way of representing ideas and objects.
• People communicate using different languages.
• Everyone has the right to speak and be listened to

LISTENING AND SPEAKING - Learning Outcomes Oral Language:

Comprehension and Participate in collaborative conversations with diverse
Collaboration partners about kindergarten topics and texts with peers and
adults in small and larger groups.

Presentation of • Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts
Knowledge and Ideas under discussion).

• Continue a conversation through multiple exchanges.
a. Seek to understand and communicate with individuals from different cultural backgrounds.
a. 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.
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.

Add drawings or other visual displays to descriptions as desired to provide additional detail.

Speak audibly and express thoughts, feelings, and ideas clearly.

Conceptual Understandings for Visual Language: VIEWING AND PRESENTING

• People use static and moving images to communicate ideas and information.
• Visual texts can immediately gain our attention.
• Viewing and talking about the images others have created helps us to understand and create our own presentations.

VIEWING AND PRESENTING - Learning Outcomes Visual Language:

Visual Language • Attend to visual information showing understanding through discussion, role play, illustrations
• Talk about their own feelings in response to visual messages; show empathy for the way others might feel
• Relate to different contexts presented in visual texts according to their own experiences, for example, “That looks like my

uncle’s farm.”
• Locate familiar visual texts in magazines, advertising catalogues, and connect them with associated Products
• Show their understanding that visual messages influence our behavior
• Connect visual information with their own experiences to construct their own meaning, for example, when taking a trip
• Use body language in mime and role play to communicate ideas and feelings visually
• Realize that shapes, symbols and colors have meaning and include them in presentations
• Use a variety of implements to practice and develop handwriting and presentation skills
• Observe and discuss illustrations in picture books and simple reference books, commenting on the information being

conveyed
• Recognize ICT iconography and follow prompts to access programs or activate devices
• Through teacher modeling, become aware of terminology used to tell about visual effects, for example, features, layout,

border, frame
• View different versions of the same story and discuss the effectiveness of the different ways of telling the same story, for

example, the picture book version and the film/movie version of a story
• Become aware of the use and organization of visual effects to create a particular impact, for example, dominant images

show what is important in a story
• Observe visual images and begin to appreciate, and be able to express, that they have been created to achieve particular

purposes.

WISS Chinese Language Learning Outcomes- Kindergarten

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 main ideas and some details (such as: characters, place, event, end) in prompts;
 Recognizes 10-15 characters with limited teacher support.
 Shows understanding by pointing to elements in the book and through simple responses.

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 5-8 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 rehearsed exchanges (What do you need? Describe the…) with limited teacher support.
 Uses simple phrases with limited teacher support.
 Participates in grade-level rhymes and songs
 Practices 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 most regular classroom instructions in Chinese;
 Is learning to listen attentively for a longer period of time.
 Understands and responds to basic phrases and simple sentences such as: The flower is red, I am happy. I like…

etc.
 Responds appropriately to classroom prompts and simple social situations, with limited teacher support; responds to

simple conversations about class topics studied.

WISS Mathematics Learning Outcomes - Kindergarten

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.
Number and Operations - 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.
in
Base-Ten Learning Outcomes-By the end of Kindergarten, students are expected to:

- Count to 100 by ones and by tens
- Count forward beginning from a given number within the know sequence (instead of having to begin at 1)
- Write numbers from 0 – 20. Represent a number of objects with a written numeral 0 – 20 (with 0 representing a count of no

objects).

- Understand the relationship between numbers and quantities; connect counting to cardinality.
- When counting objects, say the number names in the standard order; paring each object with one and only one number

name and each number name with one and only one object

- 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.

- Understand that each successive number name refers to a quantity that is one larger.
- Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or

as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.

- Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another
group, e.g. by using matching and counting strategies.
Compare two numbers between 1 and 10 presented as written numerals.

- Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g. claps), acting out
situations, verbal explanations, expressions, or equations.

- Solve addition and subtraction word problems, and add and subtract within 10, e.g. by using objects or drawings to
represent the problem.

- Decompose numbers less than or equal to 10 into pairs in more than one way, e.g. by using objects or drawings, and
record each decomposition by a drawing or equation (e.g. 5=2+3 and 5=4+1)

- For any number 1 to 9, find the number that makes 10 when added to the given number, e.g. by using objects or drawings,
and record the answer with a drawing or equation.

- Fluently add and subtract within 5.
- Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g. by using objects or drawings,

and record each composition or decomposition by a drawing or equation (e.g. 18=10+8); understand that these numbers
are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

Math Strand: MEASURMENT

Measurement and Data Conceptual Understandings
Measurement
- Measurement involves comparing objects and events.
- Objects have attributes that can be measured.
- Events can be ordered and sequenced.
- Attributes can be compared.

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

- Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single
object.

- Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the
attribute, and describe the difference.

- Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.
- Identify, describe and sequence events in their daily routine, for example, before, after, bedtime, story-time, today,

tomorrow.
- Describe observations about events and objects in real-life situations
- Use non-standard units of measurement to solve problems in real-life situations involving length, mass and capacity.

Math Strand: SHAPE AND SPACE

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.
- Properties determine when shapes are alike or different.
- Geometry helps us describe, represent, and make sense of our environment.
- Shapes are everywhere.
- All objects have a shape with a specific name.

Learning Outcomes-By the end of Kindergarten, 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 above, below, beside, in front of, behind, and next to.

- Correctly name shapes regardless of their orientations or overall size.
- Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).
- Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to

describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having
sides of equal length).
- Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
- Compose simple shapes to form larger shapes.

Math Strand: DATA HANDLING

Data Handling Conceptual Understandings

- We collect information to make sense of the world around us.
- Organizing objects and events helps us to solve problems.

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

- Classify objects into given categories; count the numbers of objects in each category and sort the categories by count
- Represent information through pictographs and tally marks create living graphs using real objects and people
- Sort and label real objects by attributes.
- Describe real objects and events by attributes

Math Strand: PATTERNS AND FUNCTIONS

Patterns Conceptual Understandings

- Patterns and sequences occur in everyday situations.
- Patterns repeat and grow.

Learning Outcomes-By the end of Kindergarten, students are expected to:
- Describe patterns in various ways, for example, using words, drawings, symbols, materials, actions, numbers
- Extend and create patterns

Visual Arts Learner Outcomes

Visual Arts Responding Creating
Learner Outcomes
 investigate the purposes of artwork from different  identify, plan and make specific choices of
KG and Grade 1 times, places and a range of cultures including their materials, tools and processes
own
(Phase 2 from the PYP)  sharpen their powers of observation
 sharpen their powers of observation
 demonstrate control of tools, materials and
 identify the formal elements of an artwork processes

 use appropriate terminology to discuss artwork  make predictions, experiment, and anticipate
possible outcomes
 describe similarities and differences between
artworks  combine a variety of formal elements to
communicate ideas, feelings and/or experiences
 identify the stages of their own and others’ creative
processes  identify the stages of their own and others’ creative
processes
 become an engaged and responsive audience for a
variety of art forms.  consider their audience when creating artwork.

Music Learner Outcomes

Music Responding Creating
Learner Outcomes
 sing individually and in unison  explore vocal sounds, rhythms, instruments, timbres
KG and Grade 1 to communicate ideas and feelings
 recognize music from a basic range of cultures and
(Phase 2 from the PYP) styles  express one or more moods/feelings in a musical
composition
 express their responses to music from different
cultures and styles  create music to represent different cultures and
styles
 create a musical composition to match the mood of a
visual image (for example, paintings, photographs,  create a soundscape based on personal experiences
film)
 collaboratively create a musical sequence using
 explore individually or collectively a musical response known musical elements (for example, rhythm,
to a narrated story melody, contrast)

 reflect on and communicate their reactions to music  read, write and perform simple musical patterns and
using musical vocabulary phrases

 record and share the stages of the process of  create music for different purposes
creating a composition

share performances with each other and give
constructive criticism

Personal, Social and Physical Education Learner Outcomes

Personal, Social and

Physical Education Identity Interactions Active Living

Learner Outcomes  value interacting,  recognize the importance of
playing and learning regular exercise in the
 describe similarities and differences with others development of well-being

between themselves and others through  discuss and set goals  identify healthy food choices
for group interactions
the exploration of cultures, appearance,  communicate their
 cooperate with others understanding of the need for
gender, ethnicity, and personal good hygiene practices
 ask questions and
preferences express wonderings  reflect on the interaction
between body systems during
 describe how personal growth has  recognize the different exercise
resulted in new skills and abilities group roles and
responsibilities  explain how the body’s capacity
 explain how different experiences can for movement develops as it
result in different emotions  assume responsibility grows
for a role in a group
 identify feelings and begin to understand  use and adapt basic movement
how these are related to behavior  celebrate the skills (gross and fine motor) in a
accomplishment of the variety of activities
 express hopes, goals and aspirations group
 explore different movements
KG and Grade 1  solve problems and overcome difficulties  share ideas clearly and that can be linked to create
with a sense of optimism confidently sequences
(Phase 2 from the PYP)
 examine possible strategies to deal with  seek adult support in  display creative movements in
change, including thinking flexibly and situations of conflict response to stimuli and express
reaching out to seek help different feelings, emotions and
 reflect on the process of ideas
 recognize others’ perspectives and achievement and value
accommodate these to shape a broader the achievements of  reflect upon the aesthetic value
view of the world others of movement and movement
sequences
 identify and understand the  understand the impact
consequences of actions of their actions on each  understand the need to act
other and the responsibly to help ensure the
 are aware of their emotions and begin to environment. safety of themselves and
regulate their emotional responses and others.
behavior

 reflect on inner thoughts and self-talk4

 demonstrate a positive belief in their
abilities and believe they can reach their
goals by persevering.

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
KG and Grade 1 observations to identify patterns, make predictions and refine their ideas. They will explore the way objects and phenomena
function, identify parts of a system, and gain an understanding of cause and effect relationships. Students will examine
(Phase 2 from the PYP) change over varying time periods, and will recognize that more than one variable may affect change. They will be aware of
different perspectives and ways of organizing the world, 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.

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 increase their understanding of their world, focusing on themselves, their friends and families and their
KG and Grade 1 environment. They will appreciate the reasons why people belong to groups, the roles they fulfill and the different ways that
people interact within groups. They will recognize connections within and between systems by which people organize
(Phase 2 from the PYP) themselves. They will broaden their sense of place and the reasons why particular places are important to people, as well as
how and why people’s activities influence, and are influenced by, the places in their environment. Students will start to
develop an understanding of their relationship with the environment. They will gain a greater sense of time, recognizing
important events in their own lives, and how time and change affect people. They will become increasingly aware of how
advances in technology affect individuals and the environment.

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 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