JUNIOR SCHOOL Curriculum Overview

Junior School

Contents

UNIS MISSION STATEMENT 4

WELCOME TO UNIS 4

TEACHING AND LEARNING AT UNIS 5

ASSESSMENT AT UNIS 8

REPORT DESCRIPTORS JA TO TUTORIAL TWO (KINDERGARTEN TO GRADE 10) 9

REPORT DESCRIPTORS (JA THROUGH GRADE 10) 9

SUPPORTING A SAFE AND SECURE INCLUSIVE ENVIRONMENT FOR LEARNING 10

JUNIOR A 11 ART CURRICULUM OVERVIEW 12 ENGLISH CURRICULUM OVERVIEW 13 HUMANITIES CURRICULUM OVERVIEW 15 ENGLISH LANGUAGE LEARNERS (ELL) CURRICULUM OVERVIEW 16 TECHNOLOGY CURRICULUM OVERVIEW 18 LIBRARY CURRICULUM OVERVIEW 19 MATHEMATICS CURRICULUM OVERVIEW 21 MODERN LANGUAGE CURRICULUM OVERVIEW 23 MUSIC CURRICULUM OVERVIEW 24 PHYSICAL EDUCATION (PE) CURRICULUM OVERVIEW 25 SCIENCE CURRICULUM OVERVIEW 27 JUNIOR ONE 28 ART CURRICULUM OVERVIEW 29 ENGLISH CURRICULUM OVERVIEW 30 HUMANITIES CURRICULUM OVERVIEW 33 ENGLISH LANGUAGE LEARNERS (ELL) CURRICULUM OVERVIEW 34 TECHNOLOGY CURRICULUM OVERVIEW 36

2 LIBRARY CURRICULUM OVERVIEW 37 MATHEMATICS CURRICULUM OVERVIEW 39 MODERN LANGUAGE CURRICULUM OVERVIEW 41 MUSIC CURRICULUM OVERVIEW 42 PHYSICAL EDUCATION (PE) CURRICULUM OVERVIEW 43 SCIENCE CURRICULUM OVERVIEW 45 JUNIOR TWO 47 ART CURRICULUM OVERVIEW 48 ENGLISH CURRICULUM OVERVIEW 49 HUMANITIES CURRICULUM OVERVIEW 52 ENGLISH LANGUAGE LEARNERS (ELL) CURRICULUM OVERVIEW 53 TECHNOLOGY CURRICULUM OVERVIEW 55 LIBRARY CURRICULUM OVERVIEW 56 MATHEMATICS CURRICULUM OVERVIEW 58 MODERN LANGUAGE CURRICULUM OVERVIEW 60 MUSIC CURRICULUM OVERVIEW 61 PHYSICAL EDUCATION (PE) CURRICULUM OVERVIEW 62 SCIENCE CURRICULUM OVERVIEW 64 JUNIOR THREE 66 ART CURRICULUM OVERVIEW 67 ENGLISH CURRICULUM OVERVIEW 68 HUMANITIES CURRICULUM OVERVIEW 71 ENGLISH LANGUAGE LEARNERS (ELL) CURRICULUM OVERVIEW 73 TECHNOLOGY CURRICULUM OVERVIEW 75 LIBRARY CURRICULUM OVERVIEW 76 MATHEMATICS CURRICULUM OVERVIEW 78 MODERN LANGUAGE CURRICULUM OVERVIEW 80 MUSIC CURRICULUM OVERVIEW 81 PHYSICAL EDUCATION (PE) CURRICULUM OVERVIEW 82 SCIENCE CURRICULUM OVERVIEW 84 JUNIOR FOUR 86 ART CURRICULUM OVERVIEW 87 ENGLISH CURRICULUM OVERVIEW 88 HUMANITIES CURRICULUM OVERVIEW 91 ENGLISH LANGUAGE LEARNERS (ELL) CURRICULUM OVERVIEW 92 TECHNOLOGY CURRICULUM OVERVIEW 95 LIBRARY CURRICULUM OVERVIEW 96 MATHEMATICS CURRICULUM OVERVIEW 98 MODERN LANGUAGE CURRICULUM OVERVIEW 99 MUSIC CURRICULUM OVERVIEW 101 PHYSICAL EDUCATION (PE) CURRICULUM OVERVIEW 102 SCIENCE CURRICULUM OVERVIEW 104

3 UNIS Mission Under the auspices of the United Nations and guided by its ideals, UNIS provides an inclusive and diverse learning environment in which rigorous international programs foster academic excellence, innovation, creativity and cross-cultural communication to educate and inspire its students to become an active force in shaping a better world: peaceful, compassionate and sustainable. Welcome to UNIS With over 125 different nations represented within the student body, the curriculum is designed to reflect the mission and guiding principles of the school. Providing an optimal environment for our students is central to teaching and learning at UNIS. As such, our Teaching and Learning Policy further amplifies and directs our educational thinking and practice. In the formative years, we offer a rigorous age-appropriate, school-designed curriculum, which is based on latest research and expressed through a coherent set of standards and benchmarks in all subject areas: from Kindergarten (JA) to Grade 10 (T2). Our Grade 11 (T3) and Grade 12 students (T4) enroll in the International Baccalaureate Diploma (IBDP) or IB Courses, where the range of subjects offered at UNIS is truly impressive. Within the framework of IB requirements, our students have the possibility of choosing from over 200 courses. Our graduating students leave to attend some of the best universities around the world. As they continue along their journey as learners, we take pride in the individual successes they have achieved at UNIS and celebrate their opportunity for continued growth as life-long learners and informed and active global citizens. Each divisional booklet provides information on: • Teaching and learning at UNIS • Curriculum development process • Assessment as part of the learning process • Dissemination of information on student performance • Learning support systems in place • Major learning outcomes for all grades in all subjects

We hope you find the information helpful in understanding teaching and learning at UNIS. Teaching and Learning at UNIS Teaching and learning is at the heart of a school, and successful schools place the student at the heart of their learning environment. Teachers systematically plan, use evidence to inform their practice and employ a range of teaching strategies and methods to support and improve student learning. Learning involves students making sense of the world. It is not simply about absorbing information, but it is an active process of constructing meaning. At UNIS we recognize that students making sense of their learning will help them become independent learners. UNIS’ learning targets and outcomes, and supportive inclusive environment, foster opportunities for students to develop a lifelong love of learning where skills in critical thinking, communication, collaboration, creativity, and adaptability, are developed and honed as our students move continuously and seamlessly from Junior A through Tutorial House graduation. Moreover, teaching and learning is most effective when there is commitment to continuous improvement, collective responsibility, and goal alignment. As such, we believe that the learning experience at UNIS offers a unique opportunity for each child to engage in a coherent curriculum that is developmentally appropriate and has clear learning outcomes for each stage of the learning experience. Through integration, innovative and research-proven teaching strategies, modern learning technologies, and real world resources and contexts, the UNIS curriculum goals help students understand their place and role in their learning. Moreover, timely informative feedback on their learning helps students develop the skills, attitudes, and dispositions necessary to systematically improve the quality and understanding of their learning experience in an international context.

Teaching and Learning in the Junior School From the very first year, the social, intellectual, aesthetic, emotional and physical needs of the student are central to the curriculum, so that the classroom becomes a world in which the acquisition of skills and conceptual understanding goes hand in hand with the freedom to inquire, explore and create. The integrated learning that characterizes school life in the early grades builds a deep understanding of who the children are as inquiring independent critical thinkers and learners in an international environment.

Every day our children have the opportunity of experiencing a safe and secure inclusive learning environment to work, learn and play with peers from different countries and cultures from around the world. The connections made between subjects, people, times and places, characterize the interdisciplinary nature of the Junior School curriculum.

An outline of major skills and student outcomes for each subject area by grade level can be found on the following pages of this booklet.

5 Teaching and Learning at UNIS

In a student-centered approach to teaching, UNIS teachers become facilitators of learning; students are encouraged to take more responsibility for their own learning. We look at ways to help students construct meaning from their learning, monitor their progress, and reflect on the process.

6 Curriculum Development at UNIS

UNIS’ curriculum (K – 10) is developed by the UNIS faculty and based on a comprehensive review of researched-based best practices and recognized standards for each subject area, including International Baccalaureate (IB) standards. Written subject curricula are reviewed on a five-year cycle in order to ensure that they are relevant, demonstrate an international perspective, and reflect the latest research related to teaching, learning, and assessment in that given area. Professional development and selection of related resources are part of the review process.

7 Assessment at UNIS Assessment is an ongoing process of systematically gathering, analyzing, interpreting, and reflecting on evidence of students’ understanding as they develop concepts and skills, in order to inform instruction and support learning. A comprehensive assessment program includes a variety of assessment components and processes that align with expectations for teaching and learning and meet the needs of all users (student, teacher, department, school).

Furthermore, it informs both the teacher and the learner about what the learner understands, knows, and is able to do. The teacher uses assessment to monitor student progress toward the learning target, to provide feedback to the student, and to guide further instruction. Additionally, providing students with opportunities to assess their thinking and that of their peers gives them practice in the skills they need to become independent and self-directed learners.

At UNIS We Believe Assessment should be authentic and seen as an integral part of the learning process. It allows opportunities for students to demonstrate their understanding of the content and skills that they have acquired as a result of instruction. It is a pathway that leads to deeper conceptual understanding and allows for sophisticated growth in practiced higher order thinking skills. Crucial to the role that assessment plays in the learning process is timely, supportive, and specific feedback. All criteria for success should be clear to students from the onset of the learning.

Dissemination of Information on Student Performance The reporting of student progress is an essential part of the dialogue that takes place between parents and the school. It is designed to give regular and specific feedback on a student’s progress spanning both semesters. It is hoped that parents contact the respective teacher, head of department, and/or principal to set up a conference to ask questions, or if you have a concern.

Curriculum Information Evenings At the beginning of the first semester, the school hosts curriculum evenings on both campuses (Manhattan and Queens) for the different grade levels. These evenings allow for the opportunity to visit classrooms, meet the teachers, and hear specifics about the year’s program, the class procedures, resources, and expectations. This will also be a forum to hear about the school-wide goals and campus initiatives for the current academic year.

Parent/Teacher Conferences Mid-way through each semester parent conferences are held. The focus of the each conference is to discuss a child’s progress toward grade level learning outcomes. This time spent with the teachers is important in establishing a home-school partnership to support a child’s success. Conferences provide an opportunity to participate in a dialogue with a child’s teacher.

Individual Student Reports At the end of both semesters (January and June) students receive a written report. Each of the core subject and specialist areas will report on the development of a child’s learning skills and understanding of the subject. After parents have a chance to discuss the report card with their children, they are encouraged to contact the appropriate teacher if they would like further discussion.

Report cards are accessed via the UNIS portal.

8 Report Descriptors JA to Tutorial Two (Kindergarten to Grade 10)

Learning to Learn Skills

In this section of the report, skills that support learning across subject areas are listed.

Developing The student’s work habits are still developing. At this time, these practices are inconsistent.

Succeeding The student demonstrates fairly consistent, positive work habits.

Exceeding The student demonstrates consistent, mature and independent work habits.

Report Descriptors (JA through Grade 10)

Subject Skills

In this section of the report, each subject has identified key, over-arching skills for that discipline, which remain constant from grade to grade, JA-Tut 2, as well as indicators describing how those skills are specifically demonstrated within each grade.

The student is still developing an understanding of the related skills and a Working towards grade level concept described by the indicators and is not yet able to apply these in familiar situations consistently or without support.

The student has demonstrated a good understanding of the related concepts and Working at grade level skills described by the indicators and can generally apply these in familiar situations independently.

The student has a thorough understanding of the related concepts and skills described by Working above grade level the indicators and can apply and extend these in both familiar and new situations independently.

9 Supporting a Safe and Secure Inclusive Environment for Learning Guidance counselors provide support to students, parents, and caregivers in need of advice and direction in social, emotional, and academic matters. The counselors provide a confidential space that students, parents or faculty can use to explore issues of concern. The emphasis is on the social, emotional growth of the children of UNIS and how this ties into their academic progress. Students are given the opportunity to explore the changing social and emotional feelings they experience in a safe space with proper guidance. The guidance section of the student support services serves as a resource for parents in the UNIS community who seek help in making decisions about their children.

The Junior A to Junior Four learning specialists provide individual and small-group instruction to students who might be experiencing difficulty accessing the curriculum. The learning specialists work with the students to build and strengthen skills and to help them understand their own learning styles so that they can find strategies and techniques that will enable them to be more successful. These skills and strategies are taught through instructional level materials and then applied to classroom curriculum and assignments. The learning specialists also work with teachers to develop and implement individualized learning plans designed to meet the specific academic needs of students with learning differences. The learning specialist works with teachers to help meet the needs of all learners.

The school psychologists at UNIS supports students throughout Junior School, Middle School, and Tutorial House divisions in Manhattan as well as Junior School and Middle School in Queens. The school psychologists help students succeed academically, socially, behaviorally, and emotionally. Collaboration with faculty, parents, and other professionals helps create a safe, healthy, and supportive learning environment strengthening connections between home, school, and the UNIS community.

Expected Learning Outcomes – Junior A to Junior Four (Kindergarten to Grade 4) An overview of academics for all grade levels can be found on the UNIS website, with each subject area taught described in general terms. The remainder of this booklet delves more deeply into teaching and learning at UNIS through identifying major skills and learning outcomes for students for each subject area by grade level.

Junior A

11 ART CURRICULUM OVERVIEW Junior A

In making Art as a creative response to engaging problems and personal inspiration students form agile and confident minds enhancing their ability to function in a complex and changing world. In studying Art and its social functions they see, imagine, and reason from different perspectives to expand their capacity for creative thought and action. Learning from the special worlds that artists create they discover how art shapes the present from the past and helps them invent the future. UNIS, by virtue of both its diverse community and its location in New York City, enables students to study Art from many cultures through firsthand experience. Art encourages them to understand and celebrate their differences fulfilling the UNIS mission that is rooted in the peaceful objectives of the United Nations.

OBSERVING INVESTIGATING CREATING Imagine ideas and solutions to Understand unit concepts through Look closely at works of art, objects project guidelines during the projects, exercises and assessments for drawing, or the environment - in creative process relationship to art concepts and • Explore with intent and create assigned projects • Explore a variety of ways to with invention express ideas • Begin to understand that art is • Notice that basic shapes • Work with invention to create a developed through a series of combine to make more variety of projects steps complex shapes • Show imagination and take • Identify and interpret simple healthy risks Apply demonstrated media and compositions both visually and techniques with imagination and verbally • Work with intention and commitment to the finished intention • Notice differences and product similarities in scale and in • Apply media and methods placement presented in the lesson Explore possibilities in media, • Notice differences in various techniques, and composition media and their qualities Revise and present thoughtful • Explore opportunities in various completed artwork Recognize connections between media • Understand that artwork can be personal, cultural, or Use different techniques • changed again and again interdisciplinary contexts creatively and confidently • Work thoughtfully and carefully

• Absorb, interpret, and apply • Show attachment to the work

information from the lesson

• Tell stories and make personal

connections to the real world

12 ENGLISH CURRICULUM OVERVIEW Junior A

English is the first language of the school, and as such, it serves multiple purposes, as a means of communication for the community, as the medium of instruction in most other core subjects, and as a discrete discipline with its own curriculum. The strands of reading, writing, listening, and speaking are at the heart of all of the work our children do in all of their classes, in school and at home, individually and in groups. These components are not separate but rather in constant interaction and reflect the changing demands of literacy today. Our goal is to help students attain their highest possible levels in all areas of English. We want them to gain a sophisticated command of the language, develop their capacity for self-expression, language as a means to clarify thinking, unleash their imaginations, and construct meaning from the world around them through participation in oral activities, writing in different genres, and reading of fine literature.

• Use the illustration on the cover of • Discuss distinctive features from READING a book to make a prediction about texts what the story is going to be about • Identify favorite stories Begin to understand that written and • Maintain the storyline when reading visual print contains a constant familiar texts WRITING message with the purpose to convey • Demonstrate comprehension by meaning talking about significant ideas from Recognize the forms of narrative, informative, and persuasive text • Demonstrate an awareness of the text basic book parts and conventions • Use pictures to understand the text • Retell personal experiences and • Identify a book which contains a being read aloud or read imagined events or recounts story, poem, or information independently through a mixture of drawing, • Use terms correctly about books • Begin to recognize that literal writing, and oral telling and print answers can be found in text • Draw or write about a personal • Distinguish print from drawings experience with some attention to Begin to be aware of basic sequence Begin to recognize that letters and grammatical structures during • Write a series of loosely connected words have meaning shared reading and of how these can events or actions concluding with a assist reading simple ending • Recognize that print uses letters, • Draw, write, and identify some words, spaces between words, and • Identify a capital letter at the important things about a given topic sentences beginning and period at the end of • Express in drawing or writing a • Begin to hear and articulate sound a sentence during shared or guided simple observation or comment segments in words reading • Recognize and identify most • Begin to identify a name or object Recognize that writing sounds of the alphabet and an action verb during shared or communicates a message • Identify a sequence of sounds and guided reading blend single sounds in vowel- • Make a connection between oral consonant, consonant-vowel, and Become aware of the different text and written language consonant-vowel-consonant forms of fiction, nonfiction, and • Show they understand that a • Recognize a small bank of sight poetry written by people from all written message remains constant around the world words in printed text • Demonstrate an awareness that • Predict the text forms of fiction, writing and drawing are different Begin to make sense of texts poetry, and nonfiction by looking at • Discuss the intended audience and purpose of their own and published • Recognize that words on a printed the cover and title of a book writing page contain a message and can • Recognize the text forms of fiction, be read aloud poetry, and nonfiction during shared or guided reading

13 Recognize that writing can be used • Use knowledge of rhyme to identify Begin to analyze text read aloud and to share information families of rhyming consonant- information presented in lessons vowel-consonant words • Use literature, viewed or heard, as • Begin to ask and answer questions a stimulus for drawing or writing related to text read aloud and to Recognize and begin to apply New • Dictate to an adult what they want information presented during Nelson precursive handwriting written lessons • Copy print from the environment • Show an awareness of and execute SPEAKING • Use words and labels correctly the base shapes to form letters • Attempt to write simple statements • Begin to apply “flick” to the Begin to participate in formal and and questions appropriate letters informal oral activities with known adults and peers Begin to recognize the importance of Be aware that legible and neat planning and organizing thoughts handwriting is important so they are • Recite simple poems and nursery prior to writing able to reread their own writing rhymes and participate in role plays, including ones from different • Plan by talking or drawing about • Use left to right, and show an cultures their writing awareness of top to bottom • Begin to describe an object of • Express ideas on paper orientation of print interest to the class • Read their writing aloud to check • Leave a space between word-like • Begin to engage, with teacher that it makes sense clusters of letters intervention, in a small group • Begin to grip a pencil correctly and discussion to solve a problem Begin to be aware of the importance comfortably • Participate in Author’s Reading of word choice LISTENING • Begin to show an awareness of • Develop and use new vocabulary turn-taking in the classroom • Recognize a complete sentence Begin to listen during formal situations in the classroom with Learn basic communication skills for Show awareness of the basic known adults and peers class and group interactions structure of a simple sentence • Begin to listen to and show they • Begin to recount a personal or • Show an awareness of capital understand teacher instructions shared experience letters and periods • Listen and respond to stories read • Make simple requests • Use a capital letter for the start of aloud in class • Provide a simple explanation and their own names • Be attentive during lesson time express a personal opinion • Begin to listen to peers during • Express feelings, needs, wants, Begin to recognize that they can use discussions and informal likes, and dislikes letter sounds to represent words conversations • Begin to look at an intended listener • Begin to listen to peers, following when asking a question • Build phonological awareness and teacher modeling, when solving a graphophonic knowledge problem Know there are different ways to use • Link letters with their sounds, the spoken word sounding and naming each letter of Respond appropriately to simple the alphabet in lower and upper • Change the manner of speech in a daily instructions and directions case role play, read-aloud, and poetry • Use knowledge of letter sounds to • Interpret simple teacher instructions recitation represent a word and directions accurately • Identify, with guidance, some basic • Show an awareness of plurals to • Begin to listen to brief descriptions language features of familiar show more than one and show respect for the teachers spoken text • Spell some familiar words in and the contributions of peers • Recognize that poems, songs, and standard American spelling stories are verbalized differently

14 HUMANITIES CURRICULUM OVERVIEW Junior A

• Identify several communities we • Describe how UNIS fits into the UN HISTORY belong to and the needs and wants community they help us meet Chronology SKILLS • Explain meaning of before, after, next, first, last, past, present and Communities and individuals Investigation - identifying, selecting future • Describe their identity, talents and and ordering what is relevant as • Gather historical information abilities and how these make them evidence from a range of sources through listening, observing, different and materials reading, writing, technology, • Identify ways in which culture helps • Make observations and relate facts drawing, music, poetry and to make one community different to units of study compare it with information from from another (e.g. language, songs, • Use vocabulary related to time: present day stories, food, celebrations) before, after, yesterday, today, • Describe ways that people are alike tomorrow, past, present and future GEOGRAPHY • Demonstrate through daily behavior Location an awareness of individual/others’ Analysis - recognizing, connecting, • Use terms up/down, over/under, rights and responsibilities within the interpreting and evaluating, drawing left/right, above/below, near/far and school community in terms of conclusions and/or problem solving behind/in front to identify locations respect, fairness and tolerance to demonstrated understanding of a • Locate places on the school • Identify why rules are necessary to topic or question campus and describe their relative provide order, security and safety in • Identify relevant ideas locations school, at home and in the wider • Identify same and different, community recognize that change occurs Physical and human characteristics HOST COUNTRY of the environment Communication - creating, speaking, • Identify and describe parks, Shape and location using media and writing for a neighborhoods, schools, shops, • Discuss significant historical figures specific purpose hospitals, stop signs, traffic lights and events related to national • Present relevant information and as physical and human holidays understandings in a meaningful characteristics of local community way: drawings, simple oral reports UNITED NATIONS or sentence descriptions SOCIAL SCIENCE Purpose of the UN Needs and wants • Explain in simple terms the purpose • Identify basic social and emotional of the UN needs (friends, family, happiness, • Recognize why nations come safety) together for a common purpose

15 ENGLISH LANGUAGE LEARNERS (ELL) Junior A CURRICULUM OVERVIEW

English is the primary language of instruction at UNIS. Close to 1,500 students, speaking seventy different languages may be represented at any one time. Some students arrive at UNIS with little or no knowledge of English. On a regular basis, about ten percent of the student body benefits from additional instruction in English. The UNIS ELL teachers are responsible for the teaching and curriculum design of the K-12 program. The goal is to ensure successful integration of ELL students into the UNIS community both academically and socially. Upon entering UNIS, students who speak or write a language other than English at home, or are not fluent in English, are assessed by the ELL teachers. Evaluation results place a student in beginning, intermediate or advanced ELL classes, or in a full mainstream program. From the first day of school, ELL students are assigned to a homeroom with their peers. The placement into homerooms ensures their constant exposure to English and allows for early integration into the UNIS community. For the complete ELL beginner, the focus is on verbal communication skills to enable the student to function in their new environment. Reading and writing are used to reinforce grammatical structures and vocabulary. The intermediate ELL student works on expanding vocabulary, increasing reading comprehension and refining writing skills, and thus, facilitating participation in mainstream classes. The advanced ELL student moves towards fluency in spoken and written English to approximate grade level competency. Full integration into the UNIS mainstream curriculum takes place when a student masters the advanced level ELL materials for the appropriate grade level and can comprehend content material used in the mainstream classroom.

• Recognize importance of reading • Write early stage narratives LANGUAGE SKILLS independently for pleasure in • Present work neatly and clearly Reading skills: English and their mother tongue Intermediate Beginner Advanced • Begin to use compound sentences • Identify English letters and • Compare and contrast grade level • Begin to develop creative and numbers, both printed and cursive vocabulary and comprehension factual writing forms with authentic texts, in both fiction • Identify and use basic writing skills • Recognize sounds of the English and non-fiction for mainstream courses alphabet in oral reading • Use vocabulary and concepts to • Demonstrate intermediate spelling • Use basic English sight words follow all mainstream classes skills • Practice beginning reading and • Begin to read with clear • Present work neatly and clearly comprehension skills, both silent pronunciation, intonation, and • Use writing as a communicative and oral fluency tool • Recognize the importance of • Read in order to compare texts reading for pleasure in English and • Recognize the importance of Advanced their mother tongue reading independently for pleasure • Use more advanced vocabulary, in English and their mother tongue concepts, and structures to write for Intermediate Writing Skills all mainstream classes • Compare vocabulary for reading in • Begin to develop creative and varied contexts Beginner factual writing Identify vocabulary and concepts to • Begin to compare, and contrast • • Write letters and numbers using texts follow mainstream classes with correct form support • Begin to write simple words with • Demonstrate writing fluency for communication • Practice intermediate reading and ease and fluency comprehension skills, both silent • Begin to edit own work • Begin to write accurate simple and oral sentences • Present work neatly and clearly • Begin to use spelling rules Listening Skills

16 Beginner • Show understanding of Independent work • Follow one or two-step classroom communicative and functional • Follow instructions instructions language • Seek assistance when required • Begin to recognize and use basic • Begin to use academic language • Show resourcefulness in carrying English vocabulary necessary to function in out independent work • Begin to communicate socially mainstream classes appropriate responses Collaboration • Use basic communicative and Intermediate • Respond constructively to the ideas functional language • Explore and use communicative and opinions of others • Demonstrate basic English and functional language skills in • Work as part of a group to achieve sentence structure social and academic settings goals • Demonstrate intermediate rules of Initiative Intermediate grammar and syntax • Demonstrate curiosity and a • Follow multi-step classroom willingness to take on new ideas instructions Advanced and experiences • Identify and use appropriate • Demonstrate communicative and • Approach new tasks positively vocabulary in a variety subject functional language both social and • Assess and reflect critically on areas academic at near native fluency his/her strengths and areas for • Use communicative and functional • Explore and use academic improvement language skills necessary for vocabulary to function in all classroom and social situations mainstream classes CONTENT SUPPORT • Recognize and begin to use more • Demonstrate the rules of grammar complex English sentence and syntax In addition to teaching academic structures • Demonstrate correct usage of English skills and providing complex verb tenses individualized student support, ELL teachers offer lessons and resources to Advanced • Demonstrate appropriate rhythm, support mainstream classes. They are • Explore and use a variety of intonation, and accurate in close contact with homeroom grammatically correct and pronunciation teachers, and support delivery of Math, appropriate idiomatic structures Science, English, and Humanities • Begin to demonstrate academic programs at their grade levels by language necessary to function in LEARNING SKILLS helping teachers differentiate for ELL all mainstream classes Responsibility students. Whenever possible, ELL staff • Fulfill commitments teach students to advocate for their Organization own learning and work to give them Speaking skills increased understanding of the social • Manage learning materials and and emotional aspects of studying and Beginner equipment living in a host country and an English- • Begin to use a variety of • Establish priorities and manage speaking environment. grammatically correct and time

appropriate idiomatic structures • Use class time appropriately

17 TECHNOLOGY CURRICULUM OVERVIEW Junior A

The Junior School technology curriculum focuses on design thinking and problem-based learning. Students are encouraged to be content creators rather than consumers. JA students are introduced to both high and low-tech tools and lessons are integrated with the core subjects (language arts, math, social studies, and science) to teach, reinforce, and promote technology skills. Teachers utilize the CoLaboratory and homeroom classes to provide a seamless and integrated understanding of technology and teamwork.

• Collaborate with peers on team- TECHNOLOGY OPERATIONS CREATIVITY AND INNOVATION based projects AND CONCEPTS Demonstrate creative thinking, Use technology appropriately RESEARCH AND building knowledge, and developing INFORMATION • Search and use applications for products using technology specific tasks • Build and program simple robots Use digital tools to gather, evaluate, • Turn on-off, open and exit out apps, using mechanical parts and motion and make use of information use of camera, trackpad, connect sensors (Lego and/or WeDo) headphones, microphone, and USB • Locate and use graphical and • Design and build simple machines • Open, edit and save projects simple text information for assigned • Use new and creative technologies resources • Recognize keys on keyboard, and as required to support classroom type numbers and words content (i.e. Dreambox) CRITICAL THINKING, • View and use graphics • Design and make original products PROBLEM-SOLVING & • Identify technical problem when that meet customer's needs using technology DECISION-MAKING • Use drag and drop programming language to learn basic concepts of DIGITAL CITIZENSHIP Use critical thinking skills to plan sequence structures and conduct research, manage Understand Issues related to the COMMUNICATION AND projects, and solve problems safe and responsible use of technology COLLABORATION • Understand the Design process and other basic strategies to solve • Demonstrate care when using Use digital media (email, blogs, hypothetical problems. JA: Plan- technology chats, moodle) to support learning Do-Share. J1: Identify problem, • Demonstrate a positive attitude and contribute to the learning of Brainstorm, Design, Build, when using technology others Redesign and Share • Understand and use usernames • Create digital presentations using • Engage in their learning and passwords to log in to web- multiple technology tools and • Identify questions and problems based applications programs

18 LIBRARY CURRICULUM OVERVIEW Junior A

Select books that are appropriate to READING their reading levels and interests Understand how to build on previous Locate books in the library • Engage in dialogue with the knowledge • Browse the collection to choose librarian or teacher to select • Apply previous knowledge to books of interest appropriate books of interest connect with newly acquired • Begin to locate books in the • Explore book displays information different areas of the library (fiction, Know that books come from Make inferences related to meaning nonfiction) with help different countries and reflect varied • Begin to identify information that is cultures hinted at in the text with leading Select and read for personal goals • Begin to understand that works of questions from the librarian • Talk to the librarian about which literature are written by different types of books they wish to read authors INDEPENDENT LEARNING • Explain why they like or dislike • Become aware of different cultures Identify and find books of interest certain books through reading • Locate with help appropriate sections in the library and find Know what type of books they enjoy Know that books are written in appropriate sources • Select a book they enjoy and/or different languages think other students will enjoy • Explore book displays • Be aware and understand that Understand the concept of fiction books are written in different Understand the importance of and nonfiction languages participation in library discussions • Begin to differentiate between INFORMATION LITERACY • Contribute thoughts, ideas and books of fiction and nonfiction AND RESEARCH opinions to discussions facilitated • Begin to identify some of the by the librarian distinguishing characteristics of Know that there is a process for • Discuss elements of story, which nonfiction and fiction books finding information include: plot, setting, characters • Communicate their thoughts, • Ask the librarian for assistance in • Make connections with story to feelings and opinions about a book finding information personal experiences, other texts and the real world Know how to recall plot, character Extract information for meaning and setting SOCIAL RESPONSIBILITY • Begin to make inferences with • Discuss varied elements of stories librarian’s guidance Use proper library procedures that are read aloud during library • Follow the rules of the library (noise class Know the difference between fiction level, movement and respectful and nonfiction attitude)

• Begin to differentiate between

fiction and nonfiction

19 Be responsible for library materials The Queens Campus Library is open access this page directly using the • Handle materials with care from 8:30 am - 3:00pm. Students may following URL • Check out and return materials in a come to the library during the day at the http://library.unis.org/common/servlet/lo timely manner discretion of their teachers in addition to gout.do?site=100. On the library their scheduled classes. After school, homepage you will find recommended an adult must accompany all students. websites and age appropriate LIBRARY SERVICES databases. On the right-hand side the Students and families may access the Electronic Resources tab will provide The Junior School Library is open library homepage, library catalog, and you with the necessary username and Monday through Friday from 8:00 am – external databases from home. Go to passwords for school-wide databases. 4:00 pm. Junior School students may the UNIS homepage (www.unis.org). come to the library in the morning with From the drop-down menu under Internet access is provided at computer a parent or caregiver to enjoy some Academics select Libraries. Queens stations or laptops in the libraries. quiet reading time. Checkout begins at students and families should select the Students are allowed access for school- 8:30. All Junior School students may Queens Library tab at the center of the related work. For research and leisure come to the library on their own from page, while Manhattan students and reading outside the UNIS library, we 8:30 – 8:45 to return or checkout new families may choose the Junior School encourage all students to obtain a books. During the school day, with the Library tab at the center of the page to public library card. permission of the homeroom teacher, access both the Library Homepage and all students may enjoy the library. the Online Catalog. You may also

20 MATHEMATICS CURRICULUM OVERVIEW Junior A

Mathematical learning builds on the curiosity and enthusiasm of children through developmentally appropriate experiences that challenge children to explore ideas and to take risks in their learning. We believe that mathematics learning must be active, rich in language, and filled with problem-solving opportunities. Our mathematics program is one where mathematics is taught for understanding. Students acquire mathematical concepts and skills through practical tasks, real- life problems and investigations of mathematical ideas. Embedded into each strand of the UNIS math curriculum are process standards that cover mathematical reasoning, contextualization, problem solving and computational fluency. As students deepen their mathematical understanding both collaboratively and independently, they are able to demonstrate their abilities to apply mathematical knowledge and skills in context.

• Recognize, copy and produce a NUMBER SENSE pattern with 3 elements (A, B, C) The Concept of Linear Length, Mass AND OPERATIONS and Capacity STATISTICS AND • Measure and compare lengths Number and Quantity PROBABILITY using non-standard units • Read, write, order and compare • Compare the relative lightness and numbers to 20 Statistics heaviness of an object • Recognize odd and even numbers • Sort and organize data using concrete objects, pictures and PROCESS STANDARDS Fractions numbers • Problem Solving • Identify ½ as part of a whole • Use simple data related to concrete • Reasoning and Proof objects, pictures and numbers to • Recognize fractions as equal parts • Communication draw conclusions • Connections Money GEOMETRY • Representation • Recognize and identify pennies, nickels and dimes MATH ACTIVITIES TO DO Geometric Models WITH YOUR JA CHILD AT Addition • Identify and use pattern blocks Name and describe simple 2- HOME • Add single digit numbers to 20 • dimensional shapes (square, circle, • Group coins of the same value - Counting: Count things around the rectangle, triangle, rhombus, oval pennies and dimes home to 10, 20; identify numbers on and hexagon) • Use skip counting by 10 to 100 signs and in an elevator, set the table • Sort, draw and compare simple 2- for your family; count buttons on dimensional shapes Subtraction clothing; dominoes • Identify 3-dimensional shapes • Solve single digit subtraction to 10 (sphere, cone, cube, cylinder Math Facts: Learn single-digit facts, rectangular prism and square combine numbers when rolling two dice Problem Solving based pyramid) • Solve simple word problems Money: Recognize, name, know the value, count coins • Use appropriate mathematical MEASUREMENT vocabulary to explain thinking Time: Name days of week, months of processes The Concept of Time year, seasons, and use a calendar • Tell the time to the hour ALGEBRA Measurement: Compare items by • Identify days and months length (longer and shorter) and weight sequentially Patterns and Relationships (heavier and lighter) • Use appropriate vocabulary for • Sort objects in a set by 2 or more relative time (yesterday, today, attributes (size, shape, color, tomorrow) thickness, etc.) 21

Data: Sort, count and compare; cars representations in the home and Patterns: Look for patterns around the verses trucks, blocks; record and outside, put puzzles together, build with home and outside; create patterns with compare; sunny and cloudy days, etc. blocks blocks Geometry: Name shapes (circle, square, rectangle) and find

MODERN LANGUAGE CURRICULUM OVERVIEW Junior A

● Follow body language as clues to COMMUNICATION COMMUNITIES understand a short speech ● Use basic greeting and leave-taking ● Explore written target vocabulary ● Take part in a school performance, expressions ● Use different apps or programs to and/or a community celebration ● Reply to simple, direct questions learn target language through play ● Understand simple songs and sing for enjoyment about themselves in single words or and interaction ● Play different games to enhance short phrases COMPARISONS interaction with the target language ● Identify and use target vocabulary ● Hear the similarities and differences ● Participate in songs related to the CULTURE of sounds in English and the target topics language with teacher guidance ● Recognize and use tangible ● Express likes and dislikes ● Recognize different gestures products (toys, food, games) of the ● Express basic personal needs among different cultures when they target culture and their own with ● Understand and react to simple occur with teacher guidance teacher guidance questions on familiar topics ● Recognize and use intangible ● Understand and respond to simple (stories, songs, rhymes) products of

instructions in different classroom the target culture and their own with teacher guidance situations ● Experience various cultural ● Recognize and understand simple celebrations through songs and target vocabulary games ● Recognize numbers from 1-20

23 MUSIC CURRICULUM OVERVIEW Junior A

The UNIS music program offers students the opportunity to function as skilled and literate performers, active listeners, passionate creators and informed critics. Participants become part of a group dynamic, developing an understanding of their unique role as an individual in that group. Music making enriches the mind, the body and the spirit and motivates students to go beyond their comfort zone, find solutions, and explore the full range of human emotion which ultimately provides the model for participation in a global community. At UNIS we believe that a rich musical experience involves the exploration, study and performance of music from diverse cultures. The curriculum includes the extensive study of various musical styles and techniques, the study of music notation, as well as the tradition of music making and performance. As students deepen their musical understanding both collaboratively and independently, they are able to demonstrate their abilities to apply musical knowledge and skills in context.

ACTIVE MUSIC MAKING Develop the collaborative behaviors INTERPRETING necessary for the success of the group (Written and aural perception) Sing alone and in groups • Respond to the directions of the • Experience different ways to use teacher Understand music notation voice (chant, sing, whisper) Use icons (heartbeats) and pictorial • Develop an awareness of • • Develop an understanding of representation of musical elements singing/moving/playing as a group steady beat such as high low, duration (long • Learn and sing a repertoire of and short) LISTENING AND ANALYZING • Develop an awareness of basic songs from music of different elements of music (same, different, cultures Understand that this strand lies at start, and end) the core of musicianship, therefore • Recognize different expressive Play classroom percussion is embedded in active music making elements (fast, slow, loud, soft, instruments alone and in groups and in music interpretation smooth, and choppy) • Improvise sounds using age- • Describe music using their own appropriate percussion instruments imagination and words to tell the INTERDISCIPLINARY story of the music PROCESS STANDARDS Move to music alone and in groups • Improvise movements in storytelling Music-making and analytical skills • Begin to sing/move as a group • Respond expressively to music • Self-expression through movement • Communication and collaboration • Community building

24 PHYSICAL EDUCATION (PE) Junior A CURRICULUM OVERVIEW

The UNIS scheme of work draws together parts of the programs of study to create a framework that shows how students might be helped to progress. In PE, this includes progression in:

• Acquiring and developing skills • Selecting and applying skills, tactics and compositional ideas • Evaluating and improving performance • Knowledge and understanding of fitness and health These four aspects are closely linked and are developed through the physical activity students’ carry out. For example, evaluating and improving of performance will take into account the relationship between developing, selecting and applying skills, tactics and compositional ideas, and fitness and health. The quality of a performance and the selection of skills, tactics and compositional ideas are affected by the range and level of skills, the type and degree of fitness, and depth of conceptual understanding.

GAMES ACTIVITIES • Understand that being active is Select and apply skills, tactics and healthy and fun compositional ideas Invasion Games • Compose and link movement Evaluate and improve performance Net/Wall Games phrases to make simple dances Striking/Fielding Games • Watch, copy and describe peer with clear a beginning, middle

and group movements and end Acquire and develop skills • Describe personal movements • Perform movement phrases • Play games confidently and using a range of body actions safely DANCE & CREATIVE and body parts • Explore and use skills, actions MOVEMENT and ideas individually and in Apply knowledge and understanding combination to suit the game or Gymnastics of fitness and health activity played Dance • Recognize body feelings when still, and when exercising Acquire and develop skills Select and apply skills, tactics and compositional ideas • Explore movement ideas and • Choose and use skills respond imaginatively to a Evaluate and improve performance range of stimuli effectively for particular games • Talk about dance ideas • Move confidently and safely, inspired by different stimuli Apply knowledge and understanding using changes of speed, level and direction • Watch, copy, and describe of fitness and health dance movement

25 OUTDOOR AND Apply knowledge and understanding • Use the body and a variety of ADVENTUROUS ACTIVITIES of fitness and health equipment with some control and co-ordination • Recognize how the body feels Problem Solving when still, and when exercising Orienteering Select and apply skills, tactics and compositional ideas Physical Challenges Evaluate and improve performance • Choose skills and equipment to Acquire and develop skills • Watch, copy and describe help meet challenges set personal, peer and group • Recognize personal space activity and performance Apply knowledge and understanding • Explore finding different places of fitness and health ATHLETIC ACTIVITIES • Know how to carry and place Select and apply skills, tactics and equipment, with care compositional ideas Fitness for Life Track and Field • Follow simple routes and trails Evaluate and improve performance • Watch, copy and describe what • Solve simple challenges Acquire and developing skills successfully they and others have done • Copy, repeat and link combinations of actions

26 SCIENCE Junior A CURRICULUM OVERVIEW

An understanding of science is an essential component of modernity. Science is both an activity for generating knowledge about the natural world and a set of ideas - the mental models of chemists, physicists and biologists - about the origin and content of that world and the interactions that take place in it. While only a small number of individuals will become professional scientists, all our lives are being transformed by technology, the application of these ideas. Challenging ethical issues arise with each new scientific discovery, and changing scientific ideas shape and reshape our thinking about who we are. The UNIS science program seeks to establish a climate of learning in which students feel that asking questions and evaluating the answers to those questions is the legitimate business of science. Students learn that only ideas that can be tested experimentally are scientific ideas, and that science proceeds by making predictions based on these ideas and testing them. The program is designed to develop in students the practice of critical thinking and logical argument, and to encourage, recognize and value creativity in finding solutions to scientific and technological problems.

PHYSICS • Know that telescopes let us see BIOLOGY bodies in space in close-up Recognize that temperature is a • Recognize that we can send people Know about the world around us property that can be measured to the moon, and robot vehicles to • Compare and describe the five explore other planets • Use a thermometer to measure senses temperature. • Distinguish living from non-living Know that information about the • Recognize that hot things cool things, and plants from animals, by weather is very useful down when its surroundings are observing their properties and colder • Know that temperature, rainfall, and behaviors • Recognize that cold things warm up wind speed can be measured when its surroundings are warmer • Understand that records about the Understand that the world around us Understand that insulation slows weather can help us predict the is constantly changing • down how fast things change weather in the future • Recognize animals and plants have temperature when the surrounding SCIENCE SKILLS different needs temperature is different • Understand that living things adapt Experimental Work their properties and behaviors as EARTH & SPACE their environment changes with the • Formulate questions Know that by observing the sky can seasons • Make testable predictions tell us about the Earth and other bodies in space CHEMISTRY Analysis • Recognize that the sun, the moon Recognize that there are different • Classify objects/processes by and the stars are visible in the sky, kinds of matter shared properties some during the day, some in the night sky, and some in both • Recognize that matter can be solid, Communication liquid or a gas, depending on its • Know that different bodies in space temperature change positions at different • Communicate ideas and • Distinguish different types of matter speeds observations by speaking, writing by appearance and by touch • Understand that the moon goes and drawings round the Earth, and the Earth goes • Use scientific language correctly round the sun

• Know that the Earth is one of several planets going round the sun

Junior One

28 ART CURRICULUM OVERVIEW Junior 1

• Make simple connections between CREATING OBSERVING art and other subjects inside and outside of the classroom Understand unit concepts through Look closely at works of art, objects projects, exercises and assessments for drawing, or the environment - in relationship to art concepts and INVESTIGATING • Apply inventive solutions when assigned projects creating artwork and solving Imagine ideas and solutions to technical problems • Show how basic shapes combine to project guidelines during the • Understand that work develops make more complex forms creative process over time • Identify and interpret simple and • Work with care and patience more complex parts within • Explore simple ideas in different compositions contexts Apply demonstrated media and • Make comparisons that have to do • Solve basic visual problems techniques with imagination and with size and placement • Make simple plans and set short intention • Distinguish between various media term goals and begin to make note of the • Apply media and methods distinctive qualities of the materials Explore possibilities in media, presented in the lesson, sometimes used techniques, and composition improvising • Try out media and experiment with Recognize connections between Revise and present thoughtful and formats in free and intentional ways personal, cultural, or completed artwork interdisciplinary contexts in this work • Work thoughtfully to the best of his/her ability • Absorb, interpret, and apply • Show attachment to the work. information from the lesson

29 ENGLISH CURRICULUM OVERVIEW Junior 1

English is the first language of the school, and as such, it serves multiple purposes, as a means of communication for the community, as the medium of instruction in most other core subjects, and as a discrete discipline with its own curriculum. The strands of reading, writing, listening, and speaking are at the heart of all of the work our children do in all of their classes, in school and at home, individually and in groups. These components are not separate but rather in constant interaction and reflect the changing demands of literacy today. Our goal is to help students attain their highest possible levels in all areas of English. We want them to gain a sophisticated command of the language, develop their capacity for self-expression, and use language as a means to clarify thinking, unleash their imaginations, and construct meaning from the world around them through participation in oral activities, writing in different genres, and reading of fine literature.

READING Begin to apply an increasing range • Identify key features of story of reading cues and techniques language from a range of stories • Identify and discuss a range of Understand that written and visual • Identify and articulate sound story themes and collect and print conveys a meaning and segments in words compare the themes recognize that there are different • Use knowledge of repetitive • Discuss reasons for or causes of kinds of texts that serve different language patterns to predict words purposes incidents in the story • Associate familiar letters with • Identify and discuss characters’ regular sounds • Identify and explain some purposes appearance, dialogue, qualities, • Determine unknown words by using and forms of narrative, informative, and behavior and persuasive texts word identification strategies • Compare characters from different • Use an increasing range of sight • Talk about who might read a stories particular book or text and give a words • Identify and begin to compare basic reason why story elements of beginning, Understand that the answers to • Locate and select, with assistance, middle, and end texts appropriate to purpose or literal and inferential questions • Compare and contrast stories with interest about the text can be found in the pictures and the text a variety of settings Comprehend a text at their • Use pictures to help them Begin to identify and analyze familiar developmental level understand the text being read nonfiction text forms • Read a text, expecting it to make aloud or read independently • Begin to identify nonfiction features sense, and recall the meaning of • Begin to recognize that literal and • Begin to select pages to read the text inferential answers can be found in according to what is needed, with • Use a range of strategies to text the understanding that the reader comprehend text Show awareness that the does not need to go from start to • Begin to adjust reading rate and finish sub-vocalize to clarify meaning grammatical structure of a text • Begin to use the glossary • Pause at periods when reading assists reading • Begin to understand the purpose of aloud • Identify words that tell who or what, the contents page and begin to • Begin to respond to question marks words that are verbs and locate information by page numbers and exclamation marks when adjectives, and words that indicate and words by initial letters in reading aloud when and where actions in a text, indexes • Begin to formulate text-text, text- during shared or guided reading • Read recounts and procedures and self, and text-world connections begin to recognize structure or Begin to identify and analyze familiar layout and why texts are written fiction text forms and poetry • Begin to read reports

30 Recognize that texts are written by • Begin to use appropriate style, awareness of visual patterns and people from all around the world and vocabulary, and illustrations recall of letter strings have been for thousands of years • Begin to understand the role of different words Apply New Nelson precursive • Read and respond to the same handwriting theme or story from different Begin to understand it is necessary countries • Produce consistent base shapes to plan a piece of writing • Identify and compare similarities • Produce letters of consistent size and differences in folktales • Think about and discuss what they with few reversals • Identify and discuss customs and intend to write, stating audience • “Flick” the appropriate letters traditions they have learned from and purpose different texts • Participate in a class discussion LISTENING • Discuss the importance of about writing ideas recording lives and stories from the • Begin to use meta language Listen carefully during formal past associated with the writing process situations in the classroom with known adults and peers WRITING Recognize that a writer goes through • Listen to teacher instructions a process to produce a published • Be attentive during lesson and story Know how to write narrative, piece of writing informative, and persuasive text time forms through teacher modeling and • Draft and edit their own writing with • Listen to peers during discussions shared, guided, interactive, and adult guidance and informal conversations independent writing • Listen to peers, with teacher Recognize capitalization and support, when solving a problem • Continue to recount personal punctuation are necessary to make experiences through narrative meaning Respond appropriately to two-step writing instructions and directions • Write facts to teach about a topic • Use a capital letter to begin and a • Write a reason to support an period to end each sentence in their • Interpret more detailed teacher opinion writing instructions and directions • Write sentences giving indication of • Use capital letters for names, days, accurately feelings or direct experiences and months • Listen to and show respect for the • Write sentences with attention to teachers and peers in group and sequence of events and relevant Begin to recognize simple class discussions information grammatical components in the • Make a smooth connection of ideas English language Analyze text read aloud and information presented in lessons with appropriate choice of • Use -ed to show past tense vocabulary • Use -ing to show present tense • Ask appropriate questions related • Write short and clear accounts of • Demonstrate an awareness of to text read aloud observations from learning activities nouns, verbs, and adjectives • Begin to listen for and respond to across subjects • Begin to match verbs to nouns and information in class • Write a small range of simple pronouns poems SPEAKING Use simple spelling patterns to Begin to know the purpose of writing Participate in formal and informal guide their writing as they are becoming aware of their oral activities with adults and peers audience • Spell and use a bank of sight words • Join in reciting familiar rhymes and correctly • State the purpose of and audience poems and giving performances • Sound out and represent all for their own writing from various cultures substantial sounds in a word • Provide reasons why people write • Provide a brief retelling of a familiar • Use a range of known letter • Identify organizational devices for story and express the point of view patterns in words writing of a text read • Identify and use knowledge of • Engage, with less teacher similar sounding words to spell Begin to understand the importance intervention, in a group discussion • Use phonetically plausible of showing an awareness of author’s to solve a problem attempts, reflecting growing voice and interesting word choice • Participate in Author’s Reading with knowledge of whole word an increasing awareness of the structures, together with an audience

31 • Begin to contribute voluntarily to • Express feelings, needs, wants, • Begin to experiment with varying classroom discussions and show likes, and dislikes voice, volume, and pace to indicate an awareness of turn-taking in • Begin to look at an intended listener emotions classroom discussions during a conversation or performance Recognize some basic language Begin to demonstrate appropriate features of familiar spoken text communication skills for class and Begin to adjust their speech, with • Recognize the differences among group interactions teacher guidance, when talking in poem, story, recount, and different situations • Recount a personal or shared instruction in spoken language experience clearly • Vary speech in different situations • Use "and," "then," and "but" to link • Begin to seek advice by using in the playground, classroom, and ideas in speech relevant questions to ask for whole-group, small group, and • Attempt to match nouns to specific information partner activities pronouns correctly in sentences • Provide an explanation and express

a personal opinion

32 HUMANITIES CURRICULUM OVERVIEW Junior 1

• Identify the four oceans on a world HISTORY map or globe (Artic, Atlantic, Indian and Pacific) SKILLS Chronology • Sequence events in chronological SOCIAL SCIENCE Investigation - identifying, selecting order and ordering what is relevant as • Make and use pictorial and vertical Families, friends, work and evidence from a range of sources timelines/calendars, including community and materials personal timelines • Explain the purposes for having • Make appropriate observations and rules at home, in school and in the connections to personal experience Family History wider community • Recognize that things change over • Describe family traditions and • Demonstrate problem solving skills time celebrations using artifacts, and responsibility pictures, photographs, interviews, • Form and maintain friendships Analysis - recognizing, connecting, family stories and documents based on mutual respect and interpreting and evaluating, drawing • Identify ways in which families have affection conclusions and/or problem solving stayed the same and changed to demonstrated understanding of a HOST COUNTRY topic or question GEOGRAPHY • Identify relevant information U.S. Government • Describe similarities and Location • Identify current events that are differences • Describe the location of self and important in the US • Generate ideas about change objects relative to other locations in • Discuss in simple terms why such the classroom, school and events are important Communication - creating, speaking, community UNITED NATIONS using media and writing for a specific purpose Maps Present relevant information and Peace Keeping • • Create and use simple maps to understandings in a coherent and • Identify peace keeping as the locate groups under study meaningful way: drawings, graphic original purpose of the UN • Locate places of significance on organizers and simple reports – maps and globes • Discuss what peace means oral and written personally • Identify continents on a world map or globe • Identify ways to be peace keepers

33 ENGLISH LANGUAGE LEARNERS (ELL) Junior 1 CURRICULUM OVERVIEW

• Practice intermediate reading and Writing Skills LANGUAGE SKILLS comprehension skills, both silent Reading skills and oral Beginner • Move towards independent • Write letters and numbers using Beginner comprehension of mainstream correct form • Identify English letters and materials • Write simple words with ease and numbers, both printed and cursive • Recognize importance of reading fluency forms independently for pleasure in • Write accurate simple sentences • Recognize sounds of the English English and their mother tongue Use spelling rules alphabet in oral reading • • Write early stage narratives • Use basic English sight words Advanced • Present work neatly and clearly • Practice beginning reading and • Compare and contrast grade level comprehension skills, both silent vocabulary and comprehension and oral Intermediate with authentic texts, in both fiction • Use compound sentences • Adapt content material for all and non-fiction • Develop creative and factual writing subject areas • Use vocabulary and concepts to • Recognize the importance of • Identify and use basic writing skills follow all mainstream classes for mainstream courses reading independently for pleasure independently in English and their mother tongue • Demonstrate intermediate spelling • Read with clear pronunciation, skills intonation, and fluency • Present work neatly and clearly Intermediate • Read in order to compare, contrast, • Use writing as a communicative • Compare and contrast vocabulary and analyze texts tool for reading in varied contexts • Recognize the importance of • Identify vocabulary and concepts to reading independently for pleasure Advanced follow mainstream classes with in English and their mother tongue support • Use advanced vocabulary, concepts, and structures to write for all mainstream classes

34 • Develop creative and factual writing Speaking skills LEARNING SKILLS • Compare, contrast, and analyze Responsibility texts Beginner • Demonstrate writing fluency for • Use a variety of grammatically • Complete and submit class work, communication correct and appropriate idiomatic homework, assignments on time • Proofread and edit own work. structures with ease • Manage his/her behavior, • Present work neatly and clearly • Begin to show near native demonstrate self-control understanding of communicative Listening Skills Organization and functional language • Manage learning materials and Beginner • Begin to use academic language equipment • Follow one or two-step classroom necessary to function in all • Use class time appropriately instructions mainstream classes • Recognize and use basic English Independent work vocabulary Intermediate • Follow instructions • Communicate socially appropriate • Explore and use communicative • Seek assistance when required responses and functional language skills in • Show resourcefulness in carrying • Use basic communicative and social and academic settings out independent work • Discuss and compare vocabulary in functional language Collaboration • Demonstrate basic English order to discuss subjects in content sentence structure area classes • Respond positively and respectfully • Demonstrate a command of to the ideas, opinions and opinions of others Intermediate intermediate rules of grammar and • Respond constructively to the ideas • Follow multi-step classroom syntax and opinions of others instructions • Use basic verb tenses correctly • Work as part of a group to achieve • Identify and use appropriate • (i) Present tense - simple and goals vocabulary in a variety subject continuous areas • ii) Past tenses - simple and Initiative continuous • Demonstrate knowledge of social • Demonstrate curiosity and a registers • iii) Simple future willingness to take on new ideas, • Use communicative and functional • Use compound/complex sentences concepts, and experiences language skills necessary for • Demonstrate appropriate rhythm, • Assess and reflect critically on classroom and social situations intonation, and accurate his/her strengths and areas for • Recognize and use more complex pronunciation improvement English sentence structures Advanced CONTENT SUPPORT • Demonstrate communicative and Advanced In addition to teaching academic functional language both social and • Explore and use a variety of English skills and providing academic at near native fluency grammatically correct and individualized student support, ELL appropriate idiomatic structures • Explore and use academic teachers offer lessons and resources to with ease vocabulary to function in all support mainstream classes. They are • Demonstrate near native mainstream classes in close contact with homeroom understanding of communicative • Demonstrate the rules of grammar teachers, and support delivery of Math, and functional language and syntax Science, English, and Humanities • Demonstrate academic language • Demonstrate correct usage of programs at their grade levels by necessary to function in all complex verb tenses helping teachers differentiate for ELL mainstream classes • Demonstrate appropriate rhythm, students. Whenever possible, ELL staff intonation, and accurate teach students to advocate for their pronunciation own learning and work to give them increased understanding of the social and emotional aspects of studying and living in a host country and an English- speaking environment.

35 TECHNOLOGY CURRICULUM OVERVIEW Junior 1

The Junior School technology curriculum focuses on design thinking and problem-based learning. Students are encouraged to be content creators rather than consumers. JA-J4 students are introduced to both high and low-tech tools and lessons are integrated with the core subjects (language arts, math, social studies, and science) to teach, reinforce, and promote technology skills. Teachers utilize the CoLaboratory and homeroom classes to provide a seamless and integrated understanding of technology and teamwork.

• Collaborate with peers on team- TECHNOLOGY OPERATIONS CREATIVITY AND INNOVATION based projects AND CONCEPTS RESEARCH AND Demonstrate creative thinking, Use technology appropriately INFORMATION building knowledge, and developing • Search and use applications for products using technology Use digital tools to gather, evaluate, specific tasks • Build and program simple robots and make use of information • Turn on-off, open and exit out apps, using mechanical parts and motion use of camera, trackpad, connect sensors (Lego WeDo) • Locate and use graphical and headphones, microphone, USB simple text information for assigned • Design and build simple machines • Open, edit and save projects resources • Use new and creative technologies • Recognize keys on keyboard, type as required to support classroom CRITICAL THINKING, numbers and words content (i.e. Dreambox) • View and use graphics PROBLEM-SOLVING & • Design and make original products DECISION-MAKING • Identify technical problem when that meet customer's needs using technology • Use drag and drop programming Use critical thinking skills to plan language to learn basic concepts of DIGITAL CITIZENSHIP and conduct research, manage sequence structures projects, solve problems Understand Issues related to the COMMUNICATION AND safe and responsible use of • Understand the Design process technology COLLABORATION and other basic strategies to solve hypothetical problems - J1: Identify • Demonstrate care when using Use digital media (email, blogs, problem, Brainstorm, Design, Build, technology chats, moodle) to support learning Redesign and Share • Demonstrate a positive attitude and contribute to the learning of • Engage in their learning when using technology others • Identify questions and problems • Understand and use usernames • Create digital presentations using and passwords to log in to web- multiple technology tools and based applications programs

36 LIBRARY CURRICULUM OVERVIEW Junior 1

READING Extract information for meaning Compare different stories within and • Begin to make inferences with across genres leading questions from the librarian Locate books in the library by spine • Begin to understand what a label biography is Know the difference between fiction Begin to find books according to • and nonfiction spine label with librarian’ assistance Select books that are appropriate to • Begin to differentiate between fiction • Begin to locate books in the different their reading levels and interests and nonfiction areas of the library (fiction, • Engage in dialogue with the librarian nonfiction, reference, modern or teacher to select appropriate Understand how to build on previous language) books of interest knowledge • Explore book displays • Apply previous knowledge to Select and read for educational and connect with newly acquired personal goals Know that books come from information • Talk to the librarian about which different countries and reflect varied types of books they wish to read cultures Make inferences related to meaning • Explain why they like or dislike • Begin to understand that works of • Begin to identify information that is certain books literature are written by different hinted at in the text (with support) authors Know what type of books they enjoy • Begin to understand different INDEPENDENT LEARNING • Select a book they enjoy and/or cultures through reading Identify and find books of interest think other students will enjoy (series) Know that books are written in • Locate with help appropriate different languages. sections in the library and find Understand the difference between • Identify that books are written appropriate sources fiction and nonfiction in different languages • Explore book displays • Begin to differentiate between books • Explore the French and • Begin to find books independently of fiction and nonfiction Spanish collection • Begin to identify some of the Find books for basic research distinguishing characteristics of INFORMATION LITERACY • Be aware that there is a system nonfiction and fiction books AND RESEARCH used to organize materials in the • Communicate their thoughts, library feelings and opinions about a book Know that there is a process for finding information • Find resources in the library with Recall plot, character and setting • Ask the librarian for assistance in help • Discuss varied elements of stories finding information

that are read aloud during library • Follow instructions with the class assistance of the librarian

37 Understand the importance of good Be responsible for library materials Academics select Libraries. Queens listening skills • Handle materials with care students and families should select the • Listen to and follow librarian’s • Check out and return materials in a Queens Library tab at the center of the directions timely manner page, while Manhattan students and families may choose the Junior School Understand the importance of LIBRARY SERVICES Library tab at the center of the page to participation in library discussions access both the Library Homepage and • Contribute thoughts, ideas and The Junior School Library is open the Online Catalog. You may also opinions to discussions facilitated by Monday through Friday from 8:00 am - access this page directly using the the librarian 4:00 pm. Junior School students may following URL • Discuss elements of a story which come to the library in the morning with http://library.unis.org/common/servlet/lo include: plot, setting, characters and a parent or caregiver to enjoy some gout.do?site=100. On the library theme quiet reading time. Checkout begins at homepage you will find recommended • Make connections with story to their 8:30. All Junior School students may websites and age appropriate personal experiences, other texts come to the library on their own from databases. On the right-hand side the and the real world 8:30 - 8:45 to return or checkout new Electronic Resources tab will provide books. During the school day, with the you with the necessary username and Select sources permission of the homeroom teacher, passwords for school-wide databases. all students may enjoy the library. • Be aware that there is a process to Internet access is provided at computer follow to identify different books The Queens Campus Library is open stations or laptops in the libraries. SOCIAL RESPONSIBILITY from 8:30 am - 3:00pm. Students may Students are allowed access for school- come to the library during the day at the related work. For research and leisure discretion of their teachers in addition to reading outside the UNIS library, we Use proper library procedures their scheduled classes. After school, encourage all students to obtain a • Follow the rules of the library (noise an adult must accompany all students. public library card. level, movement and respectful attitude) Students and families may access the library homepage, library catalog, and external databases from home. Go to the UNIS homepage (www.unis.org). From the drop-down menu under

38 MATHEMATICS CURRICULUM OVERVIEW Junior 1

NUMBER SENSE AND Problem Solving GEOMETRY & • Solve simple word problems OPERATIONS TRIGONOMETRY • Use appropriate mathematical vocabulary to explain thinking Number and Quantity processes Geometric Models • Represent a quantity in a variety of • Identify and describe attributes of 2- way (addition and subtraction) ALGEBRA dimensional shapes (square, circle, • Count with 1-1 Correspondence rectangle, triangle, rhombus, oval, • Read, write, order and compare Patterns and Relationships trapezoid and parallelogram, and numbers to 100 • Identify and extends simple hexagon) • Recognize odd and even numbers patterns of objects, symbols and • Compare similarities and to 100 numbers differences in 2-dimensional • Recognize, describe and record shapes Place Value repeating patterns of 1, 2, 5 and 10 • Identify and sorts by attributes • Identify ones and tens places simple 3-dimensional shapes Algebraic Expressions (sides, faces, vertices) Rounding and Estimation • Find missing addends in simple • Round numbers to nearest 10 equations Problem Solving • Draws, composes and decomposes Fractions Algebraic Properties shapes • Recognize unit fractions (1/2, 1/3, • Recognize and give an example of MEASUREMENT etc.) the commutative property of addition • Recognize fractions as equal parts The Concept of Time • Tell the time to the hour, half-hour Addition STATISTICS AND and quarter hour • Add 1 and 2 digit numbers without PROBABILITY • Identify dates on a calendar and regrouping using physical models identify days and months and algorithms Statistics • Calculate elapsed time to the • Addition of coins • Read and interpret pictographs, nearest hour • Use skip counting by 2, 5, 10 to 100 tally charts and bar graphs • Draw simple conclusions about data on graphs The Concept of Linear Length, Subtraction Mass and Capacity • Solve one and two digit numbers • Measure and compare lengths in without regrouping inches and centimeters • Use physical models and • Make reasonable estimates algorithms • Compare weight of objects in pounds 39

Counting: Count things to 100; identify Measurement: Compare items by numbers on signs and in stores; length PROCESS STANDARDS Math Facts: Add and subtract single- Geometry: Name 2D shapes and 3D • Problem Solving digit facts; add and subtract doubles; shapes and find representations inside • Reasoning and Proof make tens and outside; build with Lego, blocks; • Communication puzzles Money: Recognize, name, know the • Connections value of coins; count handfuls of coins Patterns: Look for patterns around the • Representation from a jar home and in the outside environment; create patterns with blocks, silverware, MATH ACTIVITIES TO DO Time: Name days of week, months of etc. WITH YOUR J1 CHILD AT year, seasons, and use a calendar HOME

MODERN LANGUAGE CURRICULUM OVERVIEW Junior 1

● Use different apps or programs to COMMUNICATION learn target language through play COMMUNITIES ● Use basic greetings and leave- and interaction taking expressions i.e. hello, please CONNECTIONS ● Take part in school performances and thank you etc. and/or community celebrations ● Answer simple questions to interact ● Transfer their knowledge from other ● Understand songs in the target with the teacher subjects into the target language language and sing for enjoyment ● Recall and list target vocabulary through various projects and ● Play different games and interact ● Sing and understand songs related activities with peers to the topics in target language COMPARISONS ● Express likes and dislikes CULTURE ● Express basic personal needs ● Identify the similarities and ● Respond to simple questions on differences of sounds and letters in ● Identify and use tangible products familiar topics English and the target language (toys, food, games) of the target ● Follow simple class instructions ● Find words that transcend other culture and their own ● Recognize target vocabulary languages in different topics with ● Identify and use intangible (stories, ● Recognize numbers from 1-40 teacher guidance songs, rhymes) products of the ● Follow body language as clues to ● Find cognates in different topics target culture and their own understand a short speech with teacher guidance ● Participate in various cultural ● Begin to recognize age-appropriate ● Recognize different gestures celebrations through songs and written target vocabulary among different cultures when they games occur

41 MUSIC CURRICULUM OVERVIEW Junior 1

• Play instruments while keeping a • Use icons to represent melody and ACTIVE MUSIC MAKING steady beat beat and rhythm Sing alone and in groups • Perform simple ostinato to • Echo sung phrases, call and • Differentiate ways to use voice accompany song response (chant, sing, and whisper etc.) • Match pitch more consistently LISTENING AND ANALYZING INTERDISCIPLINARY PROCESS STANDARDS • Improvise sounds and character’s Recognize that this strand lies at the voices in storytelling core of musicianship, therefore is Music-making and analytical skills embedded in active music making • Self -expression Move to music alone and in groups and in music interpretation. • Abstract and creative thinking • Respond to music with free • Compare sounds high/low, • Communication and collaboration movement reflecting dynamics, fast/slow, and smooth/jerky etc. • Community building tempo and mood • Use imagination to create scenarios • Working through challenges • Move to a steady beat through music • Cross-cultural awareness • Perform simple dance moves and singing games INTERPRETING

(Written and aural perception) Play classroom percussion instruments Understand music notation

42 PHYSICAL EDUCATION (PE) Junior 1 CURRICULUM OVERVIEW

The Mission of UNIS’ Physical Education program is to engage students’ interest in physical development and competence through lifelong fitness, recreational and competitive activities. The curriculum aims to promote the acquisition and application of movement, skills and knowledge. It provides a diversified program allowing for opportunities to think critically, to collaborate and to reflect, as each student creates an awareness and ability to define their personal growth and physical wellbeing. During Physical Education in this grade students build on their natural enthusiasm for movement, using it to explore and learn about their world. By watching, listening and experimenting with movement and ideas, they develop their skills in movement and coordination, and enjoy expressing and testing themselves in a variety of situations. They start to play and work in pairs and small groups. The UNIS scheme of work draws together parts of the program of study to create a framework that shows how students might be helped to progress. In PE, this includes progression in: • Acquiring and developing skills • Selecting and applying skills, tactics and compositional ideas • Evaluating and improving performance • Knowledge and understanding of fitness and health These four aspects are closely linked and are developed through the physical activity students’ carry out. For example, the evaluating and improving of performance will take into account the relationship between developing, selecting and applying skills, tactics and compositional ideas, and fitness and health. The quality of a performance and the selection of skills, tactics and compositional ideas are affected by the range and level of skills, the type and degree of fitness, and depth of conceptual understanding.

GAMES ACTIVITIES Evaluate and improve performance Apply knowledge and understanding • Recognize good quality in of fitness and health Invasion Games performance • Recognize and describe how the Net/Wall Games • Use information to improve work body feels during different types of Striking/Fielding Games and performance activity • Lift, move and place equipment Acquire and develop skills DANCE & CREATIVE safely • Show improvement in body MOVEMENT coordination and control, and use of Evaluate and improve performance equipment Gymnastics • Identify, watch and listen to • Remember, repeat and link Dance different strategies to improve combinations of skills Acquire and develop skills performance • Select and apply skills, tactics and • Remember, repeat and link compositional ideas combinations of gymnastic actions, OUTDOOR AND • Choose, use and vary simple body shapes and balances with ADVENTUROUS ACTIVITIES tactics control and precision Problem Solving Apply knowledge and understanding Select and apply skills, tactics and Orienteering of fitness and health compositional ideas Physical Challenges • Recognize and describe body • Choose, use and vary simple feelings during different types of compositional ideas to create and Acquire and develop skills activity perform sequences • Recognize the need for personal space

43 • Explore finding different places • Choose and use skills and • Observe and describe strategies to equipment to help meet the Select and apply skills, tactics and show improvement challenges they are set compositional ideas • Follow simple orientation routes ATHLETIC ACTIVITIES Apply knowledge and understanding and trails of fitness and health • Solve simple challenges and Fitness For Life • Recognize and describe body problems successfully Track and Field feelings and movement during different types of activity Acquire and develop skills Apply knowledge and understanding of fitness and health • Remember, repeat and link Evaluate and improve performance combinations of actions • Recognize and describe how the • Watch, copy and describe what body feels during exercise • Use equipment and body with they and others have done greater control and co-ordination

Select and apply skills, tactics and Evaluate and improve performance compositional ideas

SCIENCE Junior 1 CURRICULUM OVERVIEW

• Recognize that air can vibrate when Recognize that matter can change in BIOLOGY it changes pressure different ways • Know that vibrations in objects can • Know that changing the Know what our senses detect make the air vibrate, and that when temperature can bring about • Know that light, sound, chemicals in the air vibrates we hear sounds the air, chemicals in the food, and freezing and melting, and boiling, pressure/temperature on our skin evaporating and condensing EARTH & SPACE are all detectable by our senses • Know that some solids can dissolve • Explain why different senses are in water to form a solution Explain the water cycle more important to different animals, • Understand that when a solution is • Know that water evaporates and depending on where and how they evaporated, the solid is left behind, becomes a water vapor in the air live so the change is reversible • Understand why clouds are formed • Explain why some materials turn when some of this water vapor Understand that there are different into different materials when they condenses into tiny drops that sink animals because there are different are mixed or heated, and these very slowly ways to live changes are not reversible • Understand why when drops grow • Know that vertebrates and PHYSICS and get heavier they start to fall as invertebrates are two groups of snow or rain animals Understand that objects can be • Explain that rain or melted snow • Give examples of different measured in different ways collects in rivers, rivers flow to lakes vertebrates including mammals, or seas, water in the lakes and • Explain why particular instruments birds, reptiles, amphibians and fish seas evaporate into the air, and the are used to measure the different • Explain why each vertebrate group cycle begins again properties of objects is best adapted to a different way of • Understand why objects less dense life Understand what causes wind than water float • Explain that the sun heats the • Understand why objects less dense Understand that animals and plants earth, which in turn heats the air than air rise in the air grow • Understand that hot air rises and is • Know that all animals change as replaced with colder air Know that vibration can occur in they grow different materials • Know that the movement of air is • Understand why some animals look felt by us as wind, and that wind • Know that vibrations are rhythmic after their young, but others do not speeds can be measured changes in physical properties • Know that plants grow from seeds, • Explain why objects can vibrate and their growth can be recorded when they change shape

CHEMISTRY

Analysis Communication SCIENCE SKILLS • Classify objects/processes by • Communicate ideas and shared properties observations by speaking, writing Experimental Work • Draw conclusions from and drawings • Formulate questions experimental data • Use scientific language correctly • Make testable predictions • Use counting to communicate • Follow experimental procedures experimental findings

Junior Two

47 ART CURRICULUM OVERVIEW Junior 2

• Make connections between art • Apply inventive solutions when OBSERVING and other subjects inside and creating artwork and solving outside of the classroom Look closely at works of art, objects technical problems for drawing, or the environment - in INVESTIGATING • Develop personal artwork with relationship to art concepts and an understanding that several assigned projects Imagine ideas and solutions to steps may be necessary to project guidelines during the achieve an effect • Analyze and combine basic creative process shapes within a complex form Apply demonstrated media and • Become aware of how the • Explore ideas in different techniques with imagination and elements within an artwork contexts intention combine to work as a whole • Consider a variety of • Use size and position in spatial approaches to problem solving • Apply media and methods ways • Become more independent presented in the lesson, often • See differences in media and while working through ideas improvising with deliberate their qualities action Explore possibilities in media, Recognize connections between techniques, and composition Revise and present thoughtful and personal, cultural, or completed artwork • Try out different media and interdisciplinary contexts, in his/her • Show a willingness to revising work experiment with formats in free and intentional ways work • Absorb, interpret, and apply • Work thoughtfully and carefully information from the lesson CREATING • Show attachment to the work effectively Understand unit concepts through projects, exercises and assessments

48 ENGLISH CURRICULUM OVERVIEW Junior 2

English is the first language of the school, and as such, it serves multiple purposes, as a means of communication for the community, as the medium of instruction in most other core subjects, and as a discrete discipline with its own curriculum. The strands of reading, writing, listening, and speaking are at the heart of all of the work our children do in all of their classes, in school and at home, individually and in groups. These components are not separate but rather in constant interaction and reflect the changing demands of literacy today. Our goal is to help students attain their highest possible levels in all areas of English. We want them to gain a sophisticated command of the language, develop their capacity for self-expression, use language as a means to clarify thinking, unleash their imaginations, and construct meaning from the world around them through participation in oral activities, writing in different genres, and reading of fine literature.

• Recognize sight words • Discuss story settings to READING automatically compare differences, locate keywords and phrases in text, Recognize ways in which texts differ Locate answers to literal and and consider how different according to their purpose, inferential questions from the text settings influence events and audience, and subject matter and pictures behavior • Identify and describe • Describe the purpose of the Recognize that literal answers • characters, express their own organization of familiar texts can be found in text • Identify the different parts of a views, and use words and • Begin to recognize that not all phrases from texts publication and talk about their answers are written directly in • Compare books by the same use the text • Indicate some of the author and evaluate the • Begin to make inferences with settings, characters, and differences between text types guidance • Locate and select texts themes • Identify and discuss patterns of appropriate to type, purpose, or Understand that the grammatical interest rhythm, rhyme, and other structure of text assists reading sound features in poems Comprehend an increasing range of • Identify a sentence in printed text forms at their developmental text Begin to identify and analyze a wide level • Identify words in texts which range of nonfiction text forms have similar meaning • Identify the key structural • Use an increasing range of • Identify words that indicate strategies to comprehend text feature of a nonfiction text where, why, what, when, and • Begin to use dictionaries and • Adjust reading rate and sub- how actions take place vocalize to clarify meaning glossaries to locate words by using critical letters and • Respond to periods, question Begin to identify and analyze a wide marks, and exclamation marks locating definitions range of fiction text forms and • Use other alphabetically when reading aloud poetry • Formulate text-text, text-self, ordered text parts, and discuss and text-world connections • Explain time and sequential their use relationships in stories • Read flow charts and diagrams Understand how to apply a wide • Identify and discuss reasons for that explain a process range of reading cues events in stories linked to plot • Read and analyze recounts • Discuss familiar story themes with a clear understanding of • Determine unknown words by and link them to their own their structure using word identification experiences • Read and analyze reports strategies and knowledge of • Discuss and compare story letter-sound relationships themes

49 Understand that texts are written by • Write sentences using the • Set a purpose for writing and people from all around the world and appropriate tone based on the give appropriate information have been for thousands of years topic of writing • Use the meta language • Write to explain an idea or to associated with the writing • Read and discuss international tell a story process texts • Respond to text sensitively Begin to state independently their Begin to understand the importance • Select and discuss favorite audience and purpose of writing of editing and revising before literature publishing their work • Begin to make comparisons • Explain the audience and with texts from different purpose of a small range of • Use a range of strategies countries familiar text forms throughout the writing process • Begin to comment on how • Discuss the purpose of and • Begin to proofread and edit authors represent people from ideas to be included in a piece their writing to check for around the world of writing grammatical sense • Begin to show empathy with • Explain why characters or • Create a published text characters in literary texts events are represented in a • Share a piece of writing with • Discuss the importance of certain way peers or adults recording lives and stories from the past Know they can use writing to share Begin to understand the importance information of accurate punctuation and WRITING capitalization and how it influences • Write complete sentences their writing Know how to write a range of demonstrating the information narrative, informative, and opinion gained from an activity • Write sentences using correct texts through teacher modeling and • Begin to write a series of capital letters and end shared, guided, interactive, and related sentences to form a punctuation independent writing paragraph • Use commas to separate items • Show an awareness of on a list • Express personal experiences paragraphs • Become more familiar with through speaking, journal, or • Begin to use a variety of simple other comma use news writing organizational devices to • Write sentences with increasing indicate sequence and Recognize an increasing range of attention to sequence of events relationships grammatical structures in familiar and relevant information texts • Compose a sentence Begin to develop voice and make independently, and write about effective word choice • Use standard forms of verbs in imaginative events linked to their own writing and use the story, poem, or character • Choose topics that are past tense consistently • Make a smooth connection of personally significant • Maintain a first person point of ideas with appropriate choice of • Begin to show evidence of view vocabulary personal voice • Use common linking words • Write a brief story, recount, or • Use appropriate style, • Demonstrate familiarity with the report vocabulary, and illustrations terms and recognizes nouns, • Write a brief informative • Use sensory words to add verbs, pronouns, and passage based on a collection detail adjectives of facts • Identify contractions and • Follow the set conventions of Understand it is necessary to plan a compound words poetry writing piece of writing Use an increasing range of spelling • Write reasons to support an • Talk or draw to plan before patterns to guide their writing opinion and provide examples writing and share ideas with a friend or teacher • Spell and use a bank of sight Write to communicate in an • Participate in group words correctly in standard increasing range of text forms brainstorming activities to elicit American spelling • Write for social purposes ideas before writing • Apply letter patterns and • Identify a context or audience identify the sounds they for writing represent

50 • Use an increasing range of Respond appropriately to multi-step and respect turn-taking protocol strategies to spell unknown instructions and directions of the classroom words • Begin to interpret multi-step • Identify and use knowledge of Demonstrate appropriate teacher instructions and similar sounding words to spell communication skills for class and directions quickly and other unknown words group interactions accurately • Identify possible spelling errors • Listen and contribute frequently • Rephrase statements to after completing writing to small and large group increase their clarity • Show an increasing awareness interactions and show respect • Begin to ask relevant questions of regular spelling to teachers and peers to seek specific information and • Spell words with common initiate topics in group prefixes Analyze information presented and discussions begin to question the content and • Give personal recount of Know how to form New Nelson their own understanding unfamiliar events cursive letters • Present a biography of a • Listen to and ask appropriate person and give a brief, simple • Write with neat well-formed questions about a range of information report to a group letters texts read aloud • Begin to make eye contact • Write letters with no reversals • Listen for information from a often and speak clearly to • Begin to write in cursive New variety of sources and respond convey meaning to the listener Nelson handwriting appropriately • Use legible and neat or audience handwriting more consistently SPEAKING Adjust their speech often, with LISTENING Participate in formal and informal teacher guidance, when talking in oral activities with adults and peers different situations Listen attentively during formal and begin to become aware of the • Recognize how their tone of situations in the classroom with value of their participation known adults and peers voice influences statements, • Begin to recite familiar poems questions, and discussions • Listen attentively to teacher and perform with increasing • Talk about ways to make instructions confidence negative statements that will • Listen and begin to analyze • Give a descriptive retelling of a not offend the listener what is heard in lessons, story and express a clear point reading groups, and read-aloud of view about the text read Recognize some detailed language • Listen attentively to peers • Begin to engage independently features of familiar spoken text during discussions and informal in a group or partner discussion conversations • Link chronologically ideas or to solve a problem recount using “first,” “next," and • Listen and respond • Participate in Author’s Reading “finally” in spoken language appropriately to peers, with with increasing confidence and some teacher support, when • Talk in the imperative and use audience awareness verbs in spoken language solving a problem • Begin to volunteer in classroom discussions more confidently

51 HUMANITIES CURRICULUM OVERVIEW Junior 2

• Identify the consequences of human • Give examples of ways in which HISTORY modification of the physical UNICEF helps children around the environment world Individuals, actions and • Describe the impact of current achievements SOCIAL SCIENCE events on nations of the world • Describe how individuals, their actions and achievements have had Citizenship SKILLS a positive impact on people over • Explore rules and consequences for time breaking rules and discuss Investigation - identifying, selecting • Identify the kinds of changes alternatives and ordering what is relevant as individuals have made in their • Participate in democratic decision evidence from a range of sources societies making and materials • Investigate, research, and present • Examine, discuss and demonstrate • Find information for a specific information on one specific individual their understanding of the Code of purpose who has made a difference Behavior • Identify how things change over time • Collect relevant facts with guidance GEOGRAPHY HOST COUNTRY First People’s Analysis - recognizing, connecting, Maps and globes • Explain why archaeological research interpreting and evaluating, drawing • Use symbols, find locations and is a way to learn about First People’s conclusions and/or problem solving determine directions on maps and history to demonstrated understanding of a globes • Explain how oral narratives topic or question • Identify the essential elements of a transmitted First People’s history • Identify key ideas map (title, scale, key/legend, date, from generation to generation • Compare and distinguish between directional indicator/compass rose) • Compare and contrast national fact and opinion • Locate specific geographic features, identities, religious beliefs, and ways • Describe why things change places and locations of areas of life and cultural traditions of studied different First Peoples. Communication - creating, speaking, • Compare information from different using media and writing for a sources about places and regions UNITED NATIONS specific purpose • Describe how weather patterns and • Present relevant information and natural resources affect activities Rights of the child understandings in a coherent and and settlement patterns • Explain why children need protection meaningful way: diagrams/charts, • Give examples of ways in which • Describe at least five of the rights paragraphs, and simple people use the resources of the local listed in the UN Convention Rights of presentations and reports region and modify the physical the Child environment

52 ENGLISH LANGUAGE LEARNERS (ELL) Junior 2 CURRICULUM OVERVIEW

• Practice intermediate reading and LANGUAGE SKILLS comprehension skills, both silent Beginner Reading skills and oral • Write letters and numbers using • Move towards independent correct form Beginner comprehension of mainstream • Write simple words with ease and • Identify English letters and materials fluency numbers, both printed and cursive • Recognize importance of reading • Write accurate simple sentences forms independently for pleasure in • Use spelling rules • Recognize sounds of the English English and their mother tongue • Write early stage narratives alphabet in oral reading • Present work neatly and clearly • Use basic English sight words Advanced • Practice beginning reading and • Compare and contrast grade level Intermediate comprehension skills, both silent vocabulary and comprehension • Use compound sentences and oral with authentic texts, in both fiction • Develop creative and factual writing and non-fiction • Adapt content material for all • Identify and use basic writing skills subject areas • Use vocabulary and concepts to for mainstream courses follow all mainstream classes • Recognize the importance of • Demonstrate intermediate spelling independently reading independently for pleasure skills in English and their mother tongue • Read with clear pronunciation, • Present work neatly and clearly intonation, and fluency • Use writing as a communicative Intermediate • Read in order to compare, contrast, tool and analyze texts • Compare and contrast vocabulary for reading in varied contexts • Recognize the importance of Advanced reading independently for pleasure • Identify vocabulary and concepts to • Use advanced vocabulary, follow mainstream classes with in English and their mother tongue concepts, and structures to write for support Writing Skills all mainstream classes • Develop creative and factual writing

53 • Compare, contrast, and analyze • Use a variety of grammatically • Complete and submit class work, texts correct and appropriate idiomatic homework, assignments on time • Demonstrate writing fluency for structures with ease Organization communication • Begin to show near native • Proofread and edit own work understanding of communicative • Manage learning materials and equipment • Present work neatly and clearly and functional language • Begin to use academic language • Establish priorities and manage Listening Skills necessary to function in all time mainstream classes • Use class time appropriately Beginner Independent work • Follow one or two-step classroom Intermediate instructions • Follow instructions • Explore and use communicative • Seek assistance when required • Recognize and use basic English and functional language skills in • Show resourcefulness in carrying vocabulary social and academic settings out independent work • Communicate socially appropriate • Discuss and compare vocabulary in responses order to discuss subjects in content Collaboration • Use basic communicative and area classes • Respond constructively to the ideas functional language • Demonstrate a command of and opinions of others • Demonstrate basic English intermediate rules of grammar and • Work as part of a group to achieve sentence structure syntax goals • Use basic verb tenses correctly • Demonstrate curiosity and a Intermediate • i) Present tense – simple and willingness to take on new ideas, • Follow multi-step classroom continuous concepts, and experiences. instructions • ii) Past tenses – simple and • Approach new tasks positively • Identify and use appropriate continuous • Assess and reflect critically on vocabulary in a variety subject • iii) Simple future his/her strengths and areas for areas • Use compound/complex sentences improvement • Demonstrate knowledge of social • Demonstrate appropriate rhythm, registers intonation, and accurate CONTENT SUPPORT Use communicative and functional • pronunciation In addition to teaching academic language skills necessary for English skills and providing classroom and social situations Advanced individualized student support, ELL • Recognize and use more complex • Demonstrate communicative and teachers offer lessons and resources to English sentence structures functional language both social and support mainstream classes. They are academic at near native fluency in close contact with homeroom Advanced • Explore and use academic teachers, and support delivery of Math, • Explore and use a variety of vocabulary to function in all Science, English, and Humanities grammatically correct and mainstream classes programs at their grade levels by appropriate idiomatic structures • Demonstrate the rules of grammar helping teachers differentiate for ELL with ease and syntax students. Whenever possible, ELL staff • Demonstrate near native • Demonstrate correct usage of teach students to advocate for their understanding of communicative complex verb tenses own learning and work to give them and functional language • Demonstrate appropriate rhythm, increased understanding of the social • Demonstrate academic language intonation, and accurate and emotional aspects of studying and necessary to function in all pronunciation living an English-speaking environment. mainstream classes LEARNING SKILLS Speaking skills Responsibility Beginner • Fulfill commitments

54 TECHNOLOGY CURRICULUM OVERVIEW Junior 2

• Interact and collaborate with TECHNOLOGY OPERATIONS CREATIVITY AND INNOVATION peers on team-based projects AND CONCEPTS RESEARCH AND Demonstrate creative thinking, Use technology appropriately INFORMATION building knowledge, and developing • Select and use applications for products using technology Use digital tools to gather, evaluate, specific tasks • Build and program robots using and make use of information • Connect to server motors and a variety of sensors • Open, edit and save projects to (Lego NXT) • Use digital resources for appropriate locations gathering information (text, • Design and build complex image and sound) • Type complete sentences with machines appropriate punctuation by • Use new and creative manipulating text, font and size CRITICAL THINKING, technologies as required to PROBLEM-SOLVING & • Select and import graphics support classroom content (i.e. from a variety of sources Dreambox) DECISION-MAKING • Identify and apply basic • Create basic animations, Use critical thinking skills to plan troubleshooting skills (restart interactive stories and games and conduct research, manage computer) • Use drag and drop projects, solve problems DIGITAL CITIZENSHIP programming language for sequence, parallelism and • Apply the Design process for Understand Issues related to the events hypothetical problems safe and responsible use of COMMUNICATION AND • Show initiative to learn and use technology new skills COLLABORATION • Take a risk when problem • Identify and practice solving appropriate use of technology Use digital media (email, blogs, • Work independently when • Show respect for the work of chats, moodle) to support learning dealing with open ended others and contribute to the learning of problems • Create effective usernames others and passwords that protect • Create and share basic digital their private information presentations using multiple technology tools and programs

55 LIBRARY CURRICULUM OVERVIEW Junior 2

• Follow instructions with the READING Compare different stories within and assistance of the librarian across genres Locate books in the library • Identify some of the elements Understand what an electronic • Begin to find books according in different genres catalog is to spine label • Distinguish between different • Explore the electronic catalog • Begin to locate books in the genres individually different areas of the library • Explain what a biography is (fiction, nonfiction, reference, Extract information for meaning modern language) Select books that are appropriate to • Identify and discuss the most their reading levels and interests relevant information from Select and read for educational and • Engage in dialogue with the passages read aloud by the personal goals librarian or teacher to select librarian appropriate books • Begin to make inferences • Talk to the librarian about • Examine material to identify which types of books they wish appropriate level to read Know the difference between fiction • Explore book displays and nonfiction • Explain why they like or dislike certain books • Compare the elements of Know that books come from fiction and nonfiction different countries and reflect varied Know what type of books they enjoy cultures Understand the concept of reference • Select a book they enjoy and/or • Appreciate works of literature materials think other students will enjoy from various authors (series) • Consider and use different • Appreciate different cultures reference materials through reading Understand the difference between fiction and nonfiction Understand how to build on previous Know that books are written in knowledge • Differentiate between books of different languages fiction and nonfiction • Apply previous knowledge to connect with newly acquired • Identify some of the • Know that books are written in distinguishing characteristics of different languages information nonfiction and fiction books • Explore the French and Make inferences related to meaning • Verbally communicate their Spanish collection thoughts, feelings and opinions • Begin to identify information about a book INFORMATION LITERACY that is hinted at in the text AND RESEARCH Recall plot, character and setting Produce a classroom research project • Discuss varied elements of Know that there is a process for stories that are read aloud finding information • Use information gathered in the during library class • Ask the librarian for assistance library to produce a finished report in the classroom

56 INDEPENDENT LEARNING • Make connections with story to discretion of their teachers in addition to personal experiences, other their scheduled classes. After school, Identify and find books of interest texts and the real world an adult must accompany all students. • Locate with help appropriate Students and families may access the sections in the library and read Select sources library homepage, library catalog, and • Begin to apply the processes spine labels to find appropriate external databases from home. Go to (spine labels) to identify books sources the UNIS homepage (www.unis.org). From the drop-down menu under • Explore the electronic catalog SOCIAL RESPONSIBILITY Academics select Libraries. Queens and the collection Use proper library procedures students and families should select the • Explore book displays Queens Library tab at the center of the • Follow the rules of the library page, while Manhattan students and (noise level, movement and Find books for basic research families may choose the Junior School respectful attitude) • Begin to know that there is a Library tab at the center of the page to access both the Library Homepage and system used to organize Be responsible for library materials materials in the library the Online Catalog. You may also • Handle materials with care access this page directly using the • Find resources in the library • Check out and return materials following URL with help in a timely manner http://library.unis.org/common/servlet/lo • Read spine labels to locate gout.do?site=100. On the library some specific sources LIBRARY SERVICES homepage you will find recommended websites and age appropriate The Junior School Library is open Understand the importance of good databases. On the right-hand side the Monday through Friday from 8:00 am – listening skills Electronic Resources tab will provide 4:00 pm. Junior School students may • Listen to and follow librarian’s you with the necessary username and come to the library in the morning with directions passwords for school-wide databases. a parent or caregiver to enjoy some Understand the importance of quiet reading time. Checkout begins at Internet access is provided at computer participation in library discussions 8:30. All Junior School students may stations or laptops in the libraries. • Contribute thoughts, ideas and come to the library on their own from Students are allowed access for school- opinions to discussions 8:30 - 8:45 to return or checkout new related work. For research and leisure facilitated by the librarian books. During the school day, with the reading outside the UNIS library, we • Discuss elements of a story permission of the homeroom teacher, encourage all students to obtain a that includes: plot, setting, all students may enjoy the library. public library card. characters and theme The Queens Campus Library is open from 8:30 am - 3:00pm. Students may come to the library during the day at the

57 MATHEMATICS CURRICULUM OVERVIEW Junior 2

regrouping using physical models NUMBER SENSE and non-standard and standard STATISTICS AND AND OPERATIONS algorithms • Use the number line and hundred PROBABILITY Number and Quantity square to analyze the patterns • Represent a quantity in a variety of Statistics ways (addition and subtraction) ALGEBRA • Read, create, and analyze • Read, write, order and compare • Identify, extend, and create pictographs, tally charts, and bar numbers to 1000 patterns of objects, symbols and graphs • Recognize odd and even numbers numbers using concrete, pictorial to 1000 and verbal representations Probability • Recognize patterns of multiples in a • Conduct and record simple Place Value multiplication table (0, 1, 2, 5, and experiments (spinners, coins, and • Identify ones, tens and hundreds, 10) dice), explains results and draws place and number value conclusions Algebraic Expressions GEOMETRY Rounding and Estimation • Identify terminology (addends, • Round numbers to nearest 100 sums, differences, factors, Geometric Models products) • Identity and sort geometric shapes Fractions • Find missing numbers (addends, and solids • Recognize, write, and describe unit sums, differences, factors, • Recognize and describe geometric and common fractions as parts of a products) in simple equations shapes and solids in terms of sides, whole or a set (1/2, 2/3, 4/5 etc.) vertices, faces, and edges Algebraic Properties • Add and subtract simple fractions • Recognize and complete shapes with like denominators conceptually • Recognize the Commutative and that have symmetry and algorithmically Associative properties of Addition • Recognize the Zero Property of Properties Money Addition • Draw complex plane shapes • Recognize and know the value of • Recognize the One Property of coins and bills Multiplication Problem Solving • Perform addition and subtraction • Solve word problems with with coins and bills (makes change) Problem solving geometric models up to and including ten dollars • Solve record, and explain word • problems using a variety of Addition and Subtraction strategies Multiplication • Add and subtract one and two digit • Use appropriate mathematical • Demonstrate the connection numbers with and without vocabulary to explain thinking pro between multiplication and 58

repeated addition for whole • Use appropriate mathematical The Concept of Linear Length numbers vocabulary to explain thinking • Measure, compare, and estimate • Multiply whole numbers from 0, 1, processes lengths using inches and 2, 5, and 10 conceptually and centimeters and weights in pounds algorithmically (non-standard and MEASUREMENT using tools standard) • Compare the relative lightness and The Concept of Time heaviness of an object Division • Tell the time to the hour, half hour, • Divide a quantity into equal groups quarter hour, and five minutes • Show division as the inverse of • Calculate elapsed time in to the PROCESS STANDARDS nearest quarter hour multiplication for 0, 1, 2, 5, and 10 • Problem Solving • Identify patterns of dates in a and thereof • Reasoning and Proof calendar, including the number of • Communication days in each month Problem Solving • Connections • Read and interpret a simple • Solve simple word problems • Representation • Solve, record, and explain word schedule problem involving two operations

MODERN LANGUAGE CURRICULUM OVERVIEW Junior 2

● Identify and list important ● Identify different gestures among COMMUNICATION children’s rights different cultures ● Establish basic social contact by ● Share and compare lists with peers using everyday greetings ● List and compare responsibilities. COMMUNITIES ● Use different apps or programs to ● Answer simple questions in full ● Perform in class, school and/or learn target language through play sentences using target vocabulary community celebrations and interaction ● Ask simple questions in full in ● Use their knowledge during field order to interact with peers CONNECTIONS trips to ask and answer questions ● Express likes and dislikes with an ● Understand the meaning of chosen audience Transfer their knowledge from other songs and sing for enjoyment ● Express feelings subjects into the target language ● Participate actively in different ● Express basic personal needs. through various projects games and classroom activities ● Copy familiar words and short phrases COMPARISONS using the target language ● Use and experiment with ● Discriminate the similarities and CULTURE connecting sounds to spelling of differences of sounds and letters in words and phrases ● Use and compare tangible products English and the target language ● Respond to instructions and (toys, food, games) of the target questions on familiar topics ● Find words that transcend other culture and their own ● Follow a slow short speech or languages in different topics ● Use and compare intangible conversation on familiar topics ● Find cognates in different topics (stories, songs, rhymes) products of ● Recognize and use numbers from ● Begin to recognize idiomatic the target culture and their own 1-50 expressions as they occur ● Participate and interact with peers ● Interpret body language clues to in various cultural celebrations ● Start using common idiomatic understand a short speech ● Recognize basic common phrases expressions ● Read aloud short sentences and ● Recognize gender and number instructions

60 MUSIC CURRICULUM OVERVIEW Junior 2

• Sing with independence through • Follow choreography of various singing melodic ostinato, rounds, multi-cultural dances • Identify and notate melodic and and partner-songs etc. rhythmic patterns using solfege (do- LISTENING AND ANALYZING re-mi), and stick and music staff Play classroom percussion notation instruments alone and in groups Recognize that this strand lies at the • Identify music notes on the treble • Create soundscapes for story- core of musicianship, therefore is clef (G clef), and use solfege telling and to enhance a deeper embedded in active music making names for music staff reading and understanding of a poem and/or and in music interpretation. writing song • Describe music using simple • Recognize and notate the C • Maintain steady beat while playing terminology in dynamics (volume), pentatonic scale (do re mi so la) a rhythmic pattern to accompany a tempo (speed), and melodic shape class song and/or a solo-player etc. INTERDISCIPLINARY • Recognize changing tempo and • Listen and compare musical PROCESS STANDARDS adapt to the changes while playing elements of a particular music • Improvise melodic patterns on example Music-making and analytical skills pitched percussion instruments (i.e. • Use knowledge and musical xylophones, metallophones, and imagination to shape and improve • Self-expression glockenspiels etc.) ensemble performances • Abstract and creative thinking • Communication and collaboration • Community building • Working through challenges • Cross-curricular connections

61 PHYSICAL EDUCATION (PE) Junior 2 CURRICULUM OVERVIEW

The Mission of UNIS’ Physical Education program is to engage a students interest in physical development and competence through lifelong fitness, recreational and competitive activities. The curriculum aims to promote acquisition and application of movement, skills and knowledge. It provides a diversified program allowing for opportunities to think critically, to collaborate and to reflect, as each student creates an awareness and ability to define their personal growth and physical wellbeing. During Physical Education at this grade, students enjoy being active and using their creativity and imagination in physical activity. They learn new skills, find out how to use them in different ways, and link them to make actions, phrases and sequences of movement. They enjoy communicating, collaborating and competing with each other. They develop an understanding of how to succeed in different activities and learn how to evaluate and recognize their own success. The UNIS scheme of work draws together parts of the programs of study to create a framework that shows how students might be helped to progress. In PE, this includes progression in: • Acquiring and developing skills • Selecting and applying skills, tactics and compositional ideas • Evaluating and improving performance • Knowledge and understanding of fitness and health These four aspects are closely linked and are developed through the physical activity students’ carry out. For example, the evaluating and improving of performance will take into account the relationship between developing, selecting and applying skills, tactics and compositional ideas, and fitness and health. The quality of a performance and the selection of skills, tactics and compositional ideas are affected by the range and level of skills, the type and degree of fitness, and depth of conceptual understanding.

• Perform dances with an awareness GAMES ACTIVITIES Evaluate and improve performance of rhythmic, dynamic and • Describe and evaluate the expressive qualities, individually, Invasion Games e.g. Basketball effectiveness and quality of with a partner, and in small groups Net/Wall Games e.g. Volleyball performance Striking/Fielding Games e.g. Kickball • Use skills learned to improve Apply knowledge and understanding personal performance of fitness and health Acquire and develop skills • Keep up activity over a period of • Consolidate and improve individual DANCE & CREATIVE time technique and link to different MOVEMENT • Warm up and cool down movements appropriately Gymnastics Select and apply skills, tactics and Dance Evaluate and improve performance compositional ideas • Describe and evaluate some of the • Improve ability to choose and use Acquire and Develop skills compositional features of dances simple tactics and strategies • Improvise individually and with a performed with a partner and in a partner, translating ideas from a group Apply knowledge and understanding stimulus into movement • Discuss possible improvement of fitness and health techniques • Know and describe the short-term Select and apply skills, tactics and effects of different exercise compositional ideas • Know and describe ways to • Create and link dance phrases improve stamina using a simple dance structure or motif

62 OUTDOORS AND Apply knowledge and understanding • Use their bodies and a variety of ADVENTUROUS ACTIVITIES of fitness and health equipment with greater control and • Recognize and describe the body co-ordination Problem Solving feels during exercise Orienteering Select and apply skills, tactics and Physical Challenges Evaluate and improve performance compositional ideas • Observe personal and peer • Choose skills and equipment to Acquire and Develop skills performances, identifying help meet the challenges they are • Recognize and use space improvement strategies set appropriately ATHLETIC ACTIVITIES • Explore finding different places Apply knowledge and understanding of fitness and health Fitness for Life • Recognize and describe body Select and apply skills, tactics and Track and Field compositional ideas movement and feelings during different types of activity • Follow simple routes and trails, Acquire and develop skills orientating successfully • Remember, repeat and link Evaluate and improve performance • Solve simple challenges and combinations of actions problems successfully • Watch, copy and describe personal and peer performance strategies

SCIENCE Junior 2 CURRICULUM OVERVIEW

body, and different things happen • Explain that balanced objects don’t BIOLOGY to the food in each part of this tube move because all the forces acting • Understand that there are different on them cancel out Understand why plants grow types of food, which satisfy different • Know that plants grow from seeds needs of the body Explain why different things affect • Identify the conditions required for • Know that it is important to eat the light and color right amount of each food type germination • Explain that light sources can be • Explain that when we eat food, it is • Understand that plants have roots, natural or artificial broken down into very small pieces stems, leaves and flowers, which all Know that light travels in straight so that our bodies can make use of • perform different tasks lines from a source it • Explain how leaves use sunlight to • Explain that light can pass through make the food the plant needs CHEMISTRY transparent objects and is stopped • Know that moving water from the by opaque ones roots to the leaves and food from Know materials can be classified • Explain that shadows are formed the leaves to the roots is the job of according to their properties and when opaque objects block the light the stem behavior • Know that light which bounces off a • Understand why stems have to be surface is reflected • Know that properties of materials strong so that plants can grow tall, • Know that light which passes can be described and measured and that trees can be very tall, and through a transparent object can be have strong woody stems • Identify the different behaviors that bent different materials show when they • Explain how flowers attract insects • Explain that a prism bends light and are placed in water so they can become pollinated and separates white light into its six form seeds PHYSICS colors • Explain how seeds are distributed by wind and animals Explain forces and motion Explain what magnetism is • Explain why plants with different features can be successful in • Know that pushes and pulls are • Understand that magnetism is a different ways examples of forces force, because a magnet can both • Explain that pushes and pulls may push and pull Know why animals have to eat cause things to speed up, slow • Know that magnetism acts at a things to get the food they need down or change direction distance • Know that objects are pulled • Identify the north and a south poles • Know that the digestive system is a of a magnet tube going down through your downwards because of the force of gravity • Observe that like poles repel, opposite poles attract

64 • Know that the Earth is a giant gravity, pulled together to form a SCIENCE SKILLS magnet sphere • Explain how a magnetic compass • Know that the Earth was very hot Experimental Work can be used for navigation when it first formed and took a long time to cool • Formulate questions EARTH & SPACE • Make testable predictions Know and understand the scientific • Follow experimental procedures Know and understand the scientific understanding of the history of the understanding of the history of the Earth is based on evidence Analysis Earth • Recognize that all human cultures • Classify objects/processes by • Know that the Earth, the moon and have explanations for the history of shared properties the sun are spinning spheres in the Earth and the life upon it • Draw conclusions from space • Know that only in the last few experimental data • Explain that the sun is very much hundred years has an explanation bigger than the Earth or the moon, been developed based on evidence Communication but looks small because it is far • Communicate ideas and away observations by speaking, writing • Know that the moon orbits the and drawings Earth, and the Earth orbits the sun • Use scientific language correctly • Explain that days, months and years are due to the rotation of the • Use counting to communicate Earth, the orbit of the moon around experimental findings the Earth, and orbit of the Earth around the sun • Know that the Earth was formed from a cloud of dust, which, due to

Junior Three

66 ART CURRICULUM OVERVIEW Junior 3

OBSERVING INVESTIGATING CREATING Imagine ideas and solutions to Understand unit concepts through Look closely at works of art, objects project guidelines during the projects, exercises and assessments for drawing, or the environment - in creative process relationship to art concepts and • Apply inventive solutions when assigned projects • Explore ideas in different creating artwork and solving contexts technical problems • Analyze and combine shapes • Consider a variety of • Develop personal artwork with within a complex form approaches to problem solving an understanding that several • See how the elements within • Become more independent steps may be necessary to an artwork combine to work as while working through ideas achieve an effect a whole • Use size and position in spatial Explore possibilities in media, Apply demonstrated media and ways techniques, and composition techniques with imagination and • See differences in media and intention their qualities • Select and try out different media • Apply media and techniques Recognize connections between • Experiment with formats in free thoughtfully, using methods personal, cultural, or and intentional ways demonstrated interdisciplinary contexts, in her work Revise and present thoughtful and completed artwork • Absorb, interpret, and apply

information creatively from the • Open to revising work

lesson • Work thoughtfully throughout • Make connections between art the process and other subjects inside and • Show attachment to the work outside of the classroom

67 ENGLISH CURRICULUM OVERVIEW Junior 3

English is the first language of the school, and as such, it serves multiple purposes, as a means of communication for the community, as the medium of instruction in most other core subjects, and as a discrete discipline with its own curriculum. The strands of reading, writing, listening, and speaking are at the heart of all of the work our children do in all of their classes, in school and at home, individually and in groups. These components are not separate but rather in constant interaction and reflect the changing demands of literacy today. Our goal is to help students attain their highest possible levels in all areas of English. We want them to gain a sophisticated command of the language, develop their capacity for self-expression, use language as a means to clarify thinking, unleash their imaginations, and construct meaning from the world around them through participation in oral activities, writing in different genres, and reading of fine literature.

READING • Identify the main idea and Demonstrate literal comprehension supporting details of text and, with increasing Begin to locate and select texts • Decode texts with unfamiliar independence, make inferences appropriate to purpose and audience content, structure, or about text vocabulary • Find literal answers in text • Select and connect explicit • Use knowledge of punctuation • Recognize that not all answers information for a specific to enhance phrasing, are written directly in the text purpose intonation, and comprehension • Make inferences with • Locate and read various text • Summarize reading increasing independence forms with greater length and • Interpret and follow written challenge instructions • Refer to the author and Recognize a wider range of text • Discuss interpretations of main forms, including poetry illustrator of a book, and ideas and supporting details in comment on other texts text with guidance • Identify basic text structures produced by them • Make inferences and and organization of text types predictions based on including recount, narrative, Begin to understand how writers information which is both historical fiction, instructional, relate to readers in different ways explicit and implicit in a text, reports, biographies, and • Identify and describe the with guidance various poetry forms purpose of narrative, • Show knowledge of language informative, and persuasive Know how to select a variety of features, such as paragraphs, text forms reading strategies to aid reading and chapters, introduction, • Show how different literary understanding conclusion, and index • Identify elements such as main texts are organized according • Recognize less common sound to their purpose characters, setting, and events symbol correspondences in a variety of literary texts • Identify main story elements of • Recognize that the same letter title, setting, plot, problem, combinations can represent characters, solution Begin to understand that their different sounds interpretations of text may differ • Identify a writer’s intended • Use word-identification audience from that of other readers or the strategies author • Offer an opinion about what a • Talk about the use of cues and story is trying to teach the strategies • Discuss and retell their own reader • Read orally with increasing interpretation of a text fluency and expression • Compare character traits and Comprehend a wide range of text • Begin to use a thesaurus to points of view forms at their developmental level locate synonyms and antonyms

68 • Participate in small and large • Work with a variety of forms, • Use planning aids to organize group literary discussions with such as projects, letters, ideas teacher guidance diagrams, posters, and multi- • Select relevant information media from a variety of sources Know there are stories, authors, and • Write facts, definitions, details, • Brainstorm to elicit ideas and illustrators from around the world and observations with information and have been for thousands of supportive explanations years • Write reasons to support an Use an increasing range of editing opinion and provide examples strategies during the writing process • Read and discuss international texts Recognize that writing is a way to • Proofread and edit • Respond sensitively to stories communicate and that different text independently from around the world forms convey different messages • Refine writing after a peer or • Select and discuss favorite teacher conference literature • Demonstrate knowledge of • Reorder text to clarify meaning • Make comparisons with texts differences in organization, and write fuller comprehensive from different countries structure, and language description • Discuss how authors represent features of a range of texts • Begin to assess if personal or people from around the world when writing character voice has been • Show empathy with characters • Write conclusions with some achieved in literary texts attempts to summarize or • Experiment with ways of • Discuss the importance of provide a resolution in fiction publishing recording lives and stories from and non-fiction writing • Begin to evaluate whether they the past • Write on both familiar and have reached the intended unfamiliar topics for a chosen audience and achieved their Know that information can be found audience purpose from different media sources Begin to understand that efficiently Understand how accurate • Obtain information, with structured text aids the sharing of punctuation influences their writing teacher guidance, from texts, information teacher selected Internet and • Use correct punctuation in a computer sites, and other • Use a wider range of language published version computer graphics structures and begin to • Talk about the use of commas • Comprehend a wide variety of organize related sentences into • Identify colons, semi-colons, videos, multi-media, and a paragraph and hyphens performances • Use a range of organizational • Interpret and follow printed devices to illustrate ideas Recognize grammatical features of instructions and directions on various text forms computer programs, games, Know the importance of their voice and the ActivBoard and their vocabulary choices • Identify nouns, verbs, • Begin read-aloud with the voice adjectives, and adverbs in their • Begin to demonstrate their own writing modeled from various media voice in writing sources • Identify action verbs, and say • Use a wider range of rich and how they are used to improve WRITING interesting vocabulary writing • Use different sentence • Talk about the use of tenses, Know how to compose narrative, beginnings past, present, future, and begin informative, and persuasive texts • Use dialogue to begin to to apply their knowledge to with increasing control of some improve writing writing elements • Begin to combine clauses by Know how to plan a draft and using a variety of conjunctions • Construct, independently and organize their thoughts before with teacher guidance, a range writing Apply an increasing range of of texts for different purposes, strategies to spell words including descriptions, • Use other texts modeled by recounts, instructional pieces, teachers • Spell a wide range of sight narratives, poems, personal • Identify key words and phrases words correctly in standard response, and reports in the models American spelling

69 • Use common letter patterns • Listen to peers' oral • Participate in classroom and critical features to spell presentations and show discussions with confidence • Include all the correct letters, respect for the contributions of and respect the listening though not necessarily in the others protocol of the class same sequence • Listen carefully to peers, with • Draw on spelling less teacher support, when Communicate effectively in class generalizations to spell solving a problem and group interactions unknown words • Begin to summarize events, • Recognize if a word doesn’t Respond appropriately to multi-step stories, and discussions for look right and think of instructions and directions adults and peers alternative spellings • Interpret multi-step teacher • Ask relevant questions to seek instructions and directions specific information and initiate Know how to use joined letters when quickly and more accurately topics in group discussions writing in Nelson cursive • Listen while others present, ask • Begin to respond to different • Experiment with various ways relevant questions, and provide viewpoints in a discussion of publishing information positive feedback to peers • Begin to understand the • Continue to practice relaxed importance of asking questions posture and correct pencil grip Begin to evaluate, draw inferences for clarification • Maintain finger movements and from, and make judgments about • Express a point of view arm slide during cursive script what they hear confidently and begin to justify patterns their opinion • Initiate questions to gain • Make eye contact often and • Write using consistent shape, clarification or further speak clearly to convey size, slope, and formation of information about what they meaning to the listener or New Nelson handwriting hear audience • Use legible and neat • Listen to a range of text forms handwriting more consistently read aloud by the teacher, in Adjust their speech, with teacher reading groups, and in lessons, guidance, when talking in different Learn basic desktop publishing and begin to offer comments situations skills and draw conclusions about the • Begin working with the content presented • Understand the differences computer keyboard for touch SPEAKING between formal and informal typing language • Select and insert graphics or • Begin to understand that they Participate in formal and informal illustrations to enhance text should adjust their speech to oral activities and begin to meaning suit familiar situations understand that the level of their • Change the appearance of text participation affects their learning Begin to recognize how spoken according to purpose process • Carry out basic functions with language varies according to teacher guidance • Recite familiar poems, give oral different contexts reports, and perform with • Begin to recognize jokes, LISTENING increasing confidence riddles, sarcasm, similes, and • Begin to discuss and orally metaphors Listen attentively during formal summarize their “Just Right • Begin to speak with clarity and situations with known and unknown Book” adults and peers use appropriate intonation, • Engage more independently in volume, and pauses when • Listen attentively to teacher a group or a partner discussion presenting or talking to engage instructions, directions, and to solve a problem the interest of the listener lessons • Participate in Author’s Reading

• Listen to diverse literacy texts with an understanding that they during read-aloud and reading must entertain the audience groups

70 HUMANITIES CURRICULUM OVERVIEW Junior 3

advantageous place for hunter- HISTORY gatherers to settle HOST COUNTRY

Exploration GEOGRAPHY Immigration • Identify national events Inquiry into exploration leads to Maps and Globes • Discuss the impact of national discovery, opportunity and new • Use cardinal and intermediate events on students and families understandings directions to describe location • Research and describe the history • Identify and locate the four UNITED NATIONS of exploration over time hemispheres, equator and prime • Identify and share why people meridian in relationship to the Organs of the UN explore student’s home country • Describe the role of UNEP • Uncover and discuss the factors • Identify continents and oceans in • Investigate Global Connections and that lead to exploration each hemisphere Social activism around the world • Research using different methods • Label a map of New York City • Explain the impact of current events how exploration has changed over containing map elements (title, in the world time legend, scale, compass rose, grid • Describe how exploration affects system, and date etc.) SKILLS the world • Evaluate the qualities and traits of SOCIAL SCIENCE Investigation - identifying, selecting an explorer and ordering what is relevant as Resources, goods and services evidence from a range of sources Human beginnings • Explain the difference between and materials • Explain how archaeology assists in natural, human and capital • Find information from a variety of learning about the past (e.g. resources and give examples sources for a specific purpose artifacts, fossils, bones, human • Distinguish between products and • Recognize continuity and change remains, and carbon dating etc.) produce that are produced locally and sequence events over time • Identify examples of archaeological and abroad and identify the • Recognize different kinds of discoveries and explain how they reasons why they may/may not be historical evidence change what we think we know produced in each place about the past Analysis - recognizing, connecting, • Develop a timeline to trace Citizenship interpreting and evaluating, drawing chronology and territorial range of • Demonstrate respect and fairness conclusions and/or problem solving early hominid evolution to Homo within the school community to demonstrated understanding of a erectus • Examine historical conflicts and topic or question • Develop a set of criteria that some of the ways which they were • Identify relevant concepts establishes which factors made a resolved particular geographic location an • Compare different kinds of sources and points of view

71 • Identify cause and effect Communication - creating, speaking, written, first person narratives, • Develop relevant using media and writing for a electronic media, and debate etc. generalizations/propose solutions specific purpose • Identify relevant sources based on evidence • Present relevant information and understandings in a coherent and meaningful way: diagrams/charts, paragraphs, reports - spoken and

72 ENGLISH LANGUAGE LEARNERS (ELL) Junior 3 CURRICULUM OVERVIEW

• Practice intermediate reading and LANGUAGE SKILLS comprehension skills, both silent Beginner Reading skills and oral • Write letters and numbers using • Move towards independent correct form Beginner comprehension of mainstream • Write simple words with ease and • Identify English letters and materials fluency numbers, both printed and cursive • Recognize importance of reading • Write accurate simple sentences forms independently for pleasure in • Use spelling rules • Recognize sounds of the English English and their mother tongue • Write early stage narratives alphabet in oral reading • Present work neatly and clearly • Use basic English sight words Advanced • Practice beginning reading and • Compare and contrast grade level Intermediate comprehension skills, both silent vocabulary and comprehension • Use compound sentences and oral with authentic texts, in both fiction • Develop creative and factual writing and non-fiction • Adapt content material for all • Identify and use basic writing skills subject areas • Use vocabulary and concepts to for mainstream courses follow all mainstream classes • Recognize the importance of • Demonstrate intermediate spelling independently reading independently for pleasure skills in English and their mother tongue • Read with clear pronunciation, • Present work neatly and clearly intonation, and fluency • Use writing as a communicative Intermediate • Read in order to compare, contrast, tool and analyze texts • Compare and contrast vocabulary for reading in varied contexts • Recognize the importance of reading independently for pleasure • Identify vocabulary and concepts to follow mainstream classes with in English and their mother tongue support Advanced Writing Skills

73 • Use advanced vocabulary, Speaking skills LEARNING SKILLS concepts, and structures to write for Responsibility all mainstream classes Beginner • Fulfill commitments • Develop creative and factual writing • Use a variety of grammatically • Complete and submit class work, • Compare, contrast, and analyze correct and appropriate idiomatic homework, assignments on time texts structures with ease • Demonstrate writing fluency for • Begin to show near native Organization communication understanding of communicative • Manage learning materials and • Proofread and edit own work and functional language equipment • Present work neatly and clearly • Begin to use academic language • Establish priorities and manage necessary to function in all Listening Skills time mainstream classes • Use class time appropriately

Beginner Intermediate Independent work • Follow one or two-step classroom • Explore and use communicative • Follow instructions instructions and functional language skills in • Seek assistance when required • Recognize and use basic English social and academic settings • Show resourcefulness in carrying vocabulary • Discuss and compare vocabulary in out independent work • Communicate socially appropriate order to discuss subjects in content Collaboration responses area classes • Use basic communicative and • Demonstrate a command of • Respond constructively to the ideas functional language intermediate rules of grammar and and opinions of others • Demonstrate basic English syntax • Work as part of a group to achieve sentence structure • Use basic verb tenses correctly goals • i) Present tense - simple and Initiative Intermediate continuous • Demonstrate curiosity and a • Follow multi-step classroom • ii) Past tenses - simple and willingness to take on new ideas, instructions continuous concepts, and experiences • Identify and use appropriate • iii) Simple future • Approach new tasks positively vocabulary in a variety subject • Use compound/complex sentences areas • Assess and reflect critically on • Demonstrate appropriate rhythm, his/her strengths and areas for • Demonstrate knowledge of social intonation, and accurate improvement registers pronunciation • Use communicative and functional CONTENT SUPPORT language skills necessary for Advanced In addition to teaching academic classroom and social situations • Demonstrate communicative and English skills and providing • Recognize and use more complex functional language both social and individualized student support, ELL English sentence structures academic at near native fluency teachers offer lessons and resources to • Explore and use academic support mainstream classes. They are Advanced vocabulary to function in all in close contact with homeroom • Explore and use a variety of mainstream classes teachers, and support delivery of Math, grammatically correct and • Demonstrate the rules of grammar Science, English, and Humanities appropriate idiomatic structures and syntax programs at their grade levels by with ease • Demonstrate correct usage of helping teachers differentiate for ELL • Demonstrate near native complex verb tenses students. Whenever possible, ELL staff understanding of communicative • Demonstrate appropriate rhythm, teach students to advocate for their and functional language intonation, and accurate own learning and work to give them • Demonstrate academic language pronunciation increased understanding of the social necessary to function in all and emotional aspects of studying and mainstream classes living in a host country and an English- speaking environment.

74 TECHNOLOGY CURRICULUM OVERVIEW Junior 3

using multiple technology tools TECHNOLOGY OPERATIONS CREATIVITY AND INNOVATION and programs AND CONCEPTS • Interact, collaborate, and Demonstrate creative thinking, publish with peers on team- Use technology appropriately building knowledge, and developing based projects • Select and use applications products using technology RESEARCH AND independently for specific tasks • Build and program complex INFORMATION • Use peripherals and robots using motors and a connections variety of sensors (Lego NXT) Use digital tools to gather, evaluate, • Use search options for folders, • Design and build structures and and make use of information files and software tools • Analyze and select appropriate • Manipulate text and layout • Use new and creative resources independently • Create original digital graphics technologies as required to • Troubleshoot basic technical support classroom content (i.e. CRITICAL THINKING, problems Dreambox) PROBLEM-SOLVING & DIGITAL CITIZENSHIP • Create animations, interactive DECISION-MAKING stories and games • Write code (Logo) to create Understand Issues related to the Use critical thinking skills to plan procedures and loops safe and responsible use of and conduct research, manage Show ability to automate technology • projects, solve problems solutions through a series of • Know the difference between ordered steps (algorithmic • Apply and iterate the Design appropriate and inappropriate thinking) process to find the best solution behavior online to solve problems • Give credit for the work of COMMUNICATION AND • Work independently COLLABORATION others • Identify what it means to not • Distinguish between personal succeed information, which is safe to Use digital media (email, blogs, share online, and private chats, moodle) to support learning • Show perseverance and information, which is unsafe to and contribute to the learning of commitment to refining a share others process or product

• Research, create, and share basic digital presentations

75 LIBRARY CURRICULUM OVERVIEW Junior 3

• Distinguish between different • Explore the French and READING genres Spanish collection Locate books in the library independently Use nonfiction resources for class INFORMATION LITERACY • Begin to find books according to projects and personal interests AND RESEARCH spine label • Identify information needs in the • Locate books in the different areas form of subject searches Apply a systematic process to find of the library (fiction, nonfiction, information Select books that are appropriate to reference, modern language) • Generate research questions as their reading levels and interests guided by the teacher Know the types of books they enjoy • Engage in dialogue with the librarian or teacher to select • Use annotated bibliography • Talk to the librarians about which appropriate books provided by the librarian to find types of books they wish to read • Examine material to identify relevant sources • Explain why they like or dislike appropriate level certain books • Explore book displays • Select a book they enjoy and/or Know the terminology associated think other students will enjoy with library materials Choose challenging resources • Communicate their thoughts, • Use keywords to search table of feelings and opinions about a book • Select challenging resources based contents and index to locate on interest or adult information Understand the difference between recommendation fiction and nonfiction in relation to Understand the fundamentals of units of study and reading for Know that books come from using an electronic catalog pleasure different countries and reflect varied • Explore the electronic catalog • Differentiate between books of cultures individually to locate materials fiction and nonfiction • Appreciate works of literature from • Identify the distinguishing various authors Extract information for meaning characteristics of nonfiction and • Appreciate different cultures • Identify the most important fiction books through reading information from passages read Recall plot, character and setting aloud by the librarian Know that books are written in • Discuss varied elements of stories different languages that are read aloud during library Know the difference between fiction and nonfiction class • Appreciate books that are • Compare the elements of fiction written in different languages. Compare and explore a variety of and nonfiction books and genres within fiction and Use some reference materials non-fiction Know that the library has book collections in French and Spanish • Look through specified reference • Identify the elements of different materials to locate and read from which children may select genres relevant information

76 Use some note-taking skills • Begin to determine the best Understand that copying is unethical • Read and take relevant notes sources for their purposes based • Record information from a given through the use of graphic on relevance source in their own words organizers • Explore book displays • Organize and categorize newly LIBRARY SERVICES acquired information with help from The Junior School Library is open the teacher or librarian Find books for basic research • Know that there is a system used to Monday through Friday from 8:00 am - Write a simple bibliography organize materials in the library 4:00 pm. Junior School students may • Use a simple bibliography form to come to the library in the morning with • Find resources using Dewey cite author and title a parent or caregiver to enjoy some Decimal numbers with help quiet reading time. Checkout begins at Organize and present information in • Read spine labels to locate some 8:30. All Junior School students may a basic manner specific sources come to the library on their own from • Formulate a research report from 8:30 - 8:45 to return or checkout new information gleaned from a variety Understand the importance of good books. During the school day, with the of sources. listening skills permission of the homeroom teacher, • Listen to, read and follow librarian’s Understand how to build on previous all students may enjoy the library. directions knowledge • Apply previously learned The Queens Campus Library is open • Apply previous knowledge to instructions independently from 8:30 am - 3:00pm. Students may connect with newly acquired come to the library during the day at the information Understand the importance of discretion of their teachers in addition to participation in library discussions their scheduled classes. After school, Select useful and appropriate an adult must accompany all students. sources from a range of media for • Contribute thoughts, ideas and units of study or personal interests opinions to discussions facilitated Students and families may access the by the librarian • Choose from a limited set of books library homepage, library catalog, and in order to select the most • Discuss elements of story which external databases from home. Go to appropriate information include: plot, setting, characters the UNIS homepage (www.unis.org). and theme From the drop-down menu under Make inferences related to meaning • Make connections with story to Academics select Libraries. Queens personal experiences, other texts • Begin to identify information that is students and families should select the and the real world hinted at in the text Queens Library tab at the center of the page, while Manhattan students and Select the most informative sources families may choose the Junior School Produce a classroom research independently Library tab at the center of the page to project • Begin to apply information (spine access both the Library Homepage and • Categorize and record relevant labels, Dewey Decimal system) to the Online Catalog. You may also information in note form determine the best sources access this page directly using the • Use information gathered in the following URL library to produce a finished report SOCIAL RESPONSIBILITY http://library.unis.org/common/servlet/lo in the classroom gout.do?site=100. On the library INDEPENDENT LEARNING Use proper library procedures homepage you will find recommended • Follow the rules of the library (noise websites and age appropriate Identify, select and evaluate level, movement and respectful databases. On the right-hand side the resources for personal interest and attitude) Electronic Resources tab will provide units of study you with the necessary username and • Locate sections in the library and Be responsible for library materials passwords for school-wide databases. read spine labels to find appropriate • Handle materials with care Internet access is provided at computer • Check out and return materials in a sources stations or laptops in the libraries. • Browse the electronic catalog and timely manner Students are allowed access for school- collection to select relevant related work. For research and leisure Understand what constitutes materials reading outside the UNIS library, we plagiarism encourage all students to obtain a • Begin to understand the concept of public library card. plagiarism

77 MATHEMATICS CURRICULUM OVERVIEW Junior 3

• Compare fractions, equivalent NUMBER SENSE AND fractions, and mixed numbers STATISTICS AND OPERATIONS • Add and subtract fractions with like PROBABILITY denominators conceptually and Number and Quantity algorithmically Statistics • Represent a quantity in a variety of • Create, interpret and analyze ways (sums, differences, products, ALGEBRA information presented on a bar and quotients etc.) graph, pictograph or line graph • Read, write, order and compare Patterns and Relationships • Generate survey questions for numbers to 100,000 • Identify, extend, and create creating data for tally charts and • Recognize odd and even numbers patterns of objects, symbols and other diagrams to 100,000 linear patterns using rules • Compare and order quantities using • Investigate patterns of multiples in Probability language and symbols such as a multiplication table 1-12 • Describe and analyze the likelihood “more than”, “less than”, and “equal of an event - impossible, unlikely, to” within 100,000 Algebraic Expressions likely, certain • Identify algebraic terminology Place Value (addends, sums, differences, GEOMETRY • Recognize place value of whole factors, products, dividends, numbers up to hundred thousands divisors, and quotients etc.) Geometric Models • Find missing numbers (addends, • Identify plane and solid geometric Rounding and Estimation sums, differences, factors, shapes • Round and estimate whole products) in simple equations • Identify and draw lines, line numbers up to hundred thousands segments, rays and angles Algebraic Properties • Recognize parallel and Fractions • Recognize and apply the perpendicular relationship • Recognize, write, and compare Commutative and Associative fractions using physical models and properties in addition and Money number line multiplication, including the • Add and subtract currency and • Recognize and show concretely a concepts of zero and one make change whole and a fraction (mixed • Make reasonable estimates of number) as an improper fraction Problem solving numbers and money when • Recognize and write proper and • Solve records, and explain word performing operations improper fractions problems using a variety of • Identify mixed numbers (e.g. 2 ½ is strategies Addition and Subtraction the same as two and a half) • Use appropriate mathematical • Show the connection between vocabulary to explain thinking repeated addition and multiplication process for whole numbers 0 to 12 78

• Show the connection between • Use appropriate mathematical • Relate weight to objects in metric repeated subtraction and division vocabulary to explain thinking and customary units (measuring to for whole numbers 0 to 12 processes the interval)

Multiplication and Division Temperature • Multiply whole numbers from 0 to MEASUREMENT • Recognize and read temperature in 12 conceptually and algorithmically terms of Celsius and Fahrenheit (non-standard and standard) The Concept of Time thermometers • Multiply two digit numbers by one • Tell analog and digit time to one digit number conceptually and minute intervals in AM and PM Problem Solving algorithmically formats • Solve calendar, time and • Divide a two digit dividend by a one • Calculate elapsed time measurement word problems digit divisor with or without a • Read and interpret a complex remainder conceptually and schedule PROCESS STANDARDS algorithmically (non-standard and • Problem Solving The Concept of Linear Length standard) • Reasoning and Proof • Measure lengths to the nearest half-inch/foot and the nearest • Communication Problem Solving • Connections • Solve, record and explain 2 step centimeter/meter • Convert inches/feet/yards/miles and • Representation word problems involving addition, subtraction, multiplication and centimeters/meters/kilometers division • Find the perimeter in units

• Create and solve, simple word • Find and draws the area of various problems using a variety of shapes in square units (metric and strategies customary)

MODERN LANGUAGE CURRICULUM OVERVIEW Junior 3

● Recognize numbers from 1-100 ● Recall and use idiomatic COMMUNICATION ● Follow a short conversation on expressions with teacher guidance ● Introduce themselves familiar topics ● Discover differences and ● Use the target language as a tool of ● Read short texts, recognizing similarities in basic grammatical communication in class familiar names, words and phrases structures ● Share likes and dislikes with an ● Read aloud short texts on familiar ● Identify differences and similarities audience topics with growing confidence in basic grammatical structures ● Speak on familiar topics with ● Begin to apply an increasing range ● Use different gestures within of reading cues and strategies to teacher guidance different cultures to aid expression identify the main idea of a given ● Gather and share information on ● Compare simple patterns of selected topics with teacher text behavior or interaction in various guidance ● Participate in global awareness ● Choose different methods of (recycling) activities settings. ● Identify reasons for recycling presenting information to their COMMUNITIES classmates ● List recyclable items and compare ● Present short oral reports on ● Research information from the ● Take part in school performances people, animals, and places etc. internet with teacher guidance and/or for community celebration ● Use a basic vocabulary repertoire ● Use different apps or programs to ● Use their knowledge during field of phrases related to specific present information and to play trips topics/situations CONNECTIONS ● Use media from the target ● Write short phrases and sentences language and culture for enjoyment about themselves and imaginary • Transfer their knowledge from other ● Understand and sing for enjoyment people, their families and where subjects into the target language pop music in the target language they live through various age-appropriate ● Play different games and sports ● Demonstrate limited control of a projects using target vocabulary routinely few grammatical structures and sentence patterns in learnt COMPARISONS CULTURE repertoire ● Be aware of basic spelling rules in Compare and contrast tangible ● Proofread and edit work as they written texts products (toys, food, games) of the write with teacher guidance ● Talk about words that transcend target culture and their own ● Interpret and respond to Compare and contrast intangible instructions and questions on other languages ● Talk about cognates in different (stories, songs, rhymes) products of familiar topics the target culture and their own topics ● Understand simple speech on Participate in cultural celebrations familiar topics ● Recognize idiomatic expressions as using target vocabulary routinely Demonstrate comprehension of they occur aspects of time

80 MUSIC CURRICULUM OVERVIEW Junior 3

Move to music alone and in groups ACTIVE MUSIC MAKING • Show purposeful movement by INTERPRETING following specific musical (Written and aural perception) Sing alone and in groups characteristics • Sing with increasing expression • Analyze and create movement Understand music notation and breath control that helps in sequences which are suitable for Identify and notate melodic and intonation the music presented • rhythmic patterns using solfege (do- • Sing with independence through • Follow choreography of various re-mi), stick and music staff singing melodic ostinato, rounds multi-cultural dances and partner-songs notation • Improvise question and answer LISTENING AND ANALYZING • Identify treble clef (G clef) and letter vocally within style and range names for music staff reading and Recognize that this strand lies at the writing Play classroom percussion core of musicianship, therefore is • Recognize and notate the extended instruments alone and in groups embedded in active music making do pentatonic scale (s, l, d, r, m, s, • Create soundscapes for story- and in music interpretation l, d’) telling and to enhance a deeper • Identify basic forms of music • Navigate the notation in song understanding of a poem and/or structure (ABA, themes and sheets song variations, verse and chorus or call INTERDISCIPLINARY • Maintain steady beat while playing and response etc.) a rhythmic pattern to accompany a • Listen and compare musical PROCESS STANDARDS class song or solo-player elements of a particular music • Recognize a change in tempo and example Music-making and analytical skills is able to adapt to changes while • Identify characteristics from playing different cultures and traditions • Self -expression • Improvise eight beat melodic • Use knowledge and musical • Abstract and creative thinking patterns on pitched percussion imagination to shape and improve • Working through challenges instruments i.e. (xylophones, ensemble performances • Collaboration metallophones, and glockenspiels • Community building etc.) • Cross-curricular connections

81 PHYSICAL EDUCATION (PE) Junior 3 CURRICULUM OVERVIEW

The Mission of UNIS’ Physical Education program is to engage students’ interest in physical development and competence through lifelong fitness, recreational and competitive activities. The curriculum aims to promote students’ acquisition and application of movement, skills and knowledge. It provides a diversified program allowing for opportunities to think critically, to collaborate and to reflect, as each student creates an awareness and ability to define their personal growth and physical wellbeing. During Physical Education at this grade, students enjoy being active and using their creativity and imagination in physical activity. They learn new skills, find out how to use them in different ways, and link them to make actions, phrases and sequences of movement. They enjoy communicating, collaborating and competing with each other. They develop an understanding of how to succeed in different activities and learn how to evaluate and recognize their own success. The UNIS scheme of work draws together parts of the programs of study to create a framework that shows how students might be helped to progress. In PE, this includes progression in: • Acquiring and developing skills • Selecting and applying skills, tactics and compositional ideas • Evaluating and improving performance • Knowledge and understanding of fitness and health These four aspects are closely linked and are developed through the physical activity students’ carry out. For example, the evaluating and improving of performance will take into account the relationship between developing, selecting and applying skills, tactics and compositional ideas, and fitness and health. The quality of a performance and the selection of skills, tactics and compositional ideas are affected by the range and level of skills, the type and degree of fitness and the understanding of the concept of the activity.

• Recognize when speed, strength • Create gymnastic sequences that GAMES ACTIVITIES and stamina are important in meet a theme or set of conditions games • Use compositional devices when Invasion Games e.g. Basketball creating sequences, such as Net/Wall Games e.g. Table Tennis Evaluate and improve performance changes in speed, and level and Striking/Fielding Games e.g. Softball • Explain ideas and plans direction etc.

• Recognize aspects of work that Acquire and develop skills need improvement Apply knowledge and understanding • Show development in the range of fitness and health and consistency of skills acquired DANCE & CREATIVE • Describe how the body reacts MOVEMENT during different types of activity, Select and apply skills, tactics and and how this affects the way they compositional ideas Gymnastics perform • Devise and use rules appropriately Dance • Use and adapt tactics in different Evaluate and improve performance situations Acquire and develop skills • Make simple judgments about the • Develop the range of actions, body quality of individual performances, Apply knowledge and understanding shapes and balances used within a and suggest ways to improve of fitness and health performance • Recognize which activities help • Perform skills and actions more rates of speed, strength and accurately and consistently stamina Select and apply skills, tactics and compositional ideas

82 OUTDOOR AND • Recognize the importance of Select and apply skills, tactics and ADVENTUROUS ACTIVITIES preparation in order to work safely compositional ideas and efficiently • Develop the ability to choose and Problem Solving use simple tactics and strategies in Orienteering Evaluate and improve performance different situations Physical Challenges • Describe and evaluate individual performances and identify areas Apply knowledge and understanding Acquire and develop skills that are in need of improvement of fitness and health • Show development in the range • Act on suggestions for • Know, measure and describe the and consistency of personal skills improvement with confidence and short-term effects of exercise on • Work with others to solve understanding the body challenges • Describe how the body reacts to ATHLETIC ACTIVITIES different types of activity Select and apply skills, tactics and Fitness for Life Evaluate and improve performance compositional ideas Track and Field • Choose and apply strategies and • Describe and evaluate the effectiveness of a performance, and skills to meet the requirements of a Acquire and develop skills task or challenge recognize aspects that are in need • Consolidate and improve the of improvement quality, range and consistency of Apply knowledge and understanding • Translate guidance and feedback techniques used in specified into improved action of fitness and health activities • Recognize the effect of different activities on the body

SCIENCE Junior 3 CURRICULUM OVERVIEW

An understanding of science is an essential component of modernity. Science is both an activity for generating knowledge about the natural world and a set of ideas – the mental models of chemists, physicists and biologists – about the origin and content of that world and the interactions that take place in it. While only a small number of individuals will become professional scientists, all our lives are being transformed by technology, the application of these ideas. Challenging ethical issues arise with each new scientific discovery, and changing scientific ideas shape and reshape our thinking about who we are. The UNIS science program seeks to establish a climate of learning in which students feel that asking questions and evaluating the answers to those questions is the legitimate business of science. Students learn that only ideas that can be tested experimentally are scientific ideas, and that science proceeds by making predictions based on these ideas and testing them. The program is designed to develop in students the practice of critical thinking and logical argument, and to encourage, recognize and value creativity in finding solutions to scientific and technological problems.

PHYSICS BIOLOGY • Know that skeletons can be inside you, or outside you, as in insects Explain the term electricity Know why animals and plants adapt • Explain that a skeleton gives the to the environments in which they body support and protects your • Explain that simple circuits connect live brain batteries, light bulbs, and wires to • Explain that a skeleton provides allow electricity to flow • Identify different body structures of you with a set of levers for moving • Explain that a switch can be used animals living in different your body about and manipulating to break the flow of electricity in a environments objects circuit • Explain that body structures • Know that muscles pull on different • Know that materials that allow adapted to a particular environment parts of your skeleton electricity to flow through them are increase the chances of survival • Explain that when muscles contract electrical conductors; those that • Explain that plant adaptation can over a very short distance, the end don’t are electrical insulators take the form of varying the of the bone acting as a lever moves • Know that electricity can be made absolute and relative sizes of roots, over a long distance from renewable and non-renewable stems and leaves • Explain that having your skeleton energy sources • Know that deserts and rainforests on the inside makes growing easier are two different environments Know and understand the role of • Explain that when the environment CHEMISTRY simple machines in science changes, previously well-adapted organisms may no longer be well Explain the properties of matter • Know that a lever is a simple adapted machine • Know that different kinds of matter • Know that human activity can bring • Explain that forces are pushes and exist and they can be solid, liquid or about environmental change pulls that change the speed or gas, depending on the temperature • Explain why organisms that fail to direction of objects • Know that heating or cooling matter adapt fast enough to environmental • Know that the greater the force, the may cause changes that can be change may become endangered greater the motion observed species • Explain that simple machines allow • Show the relationship between the • Know that endangered species are forces to be used more effectively, properties of different materials and species in danger of becoming usually by increasing the distance the uses to which they are put extinct over which the force acts, without • Explain that mixtures are made of changing the force Explain why having a skeleton has combinations of substances, and many advantages these can be separated by using a variety of physical means EARTH & SPACE

84 Understand the importance of water • Formulate questions • Communicate ideas and to the Earth • Make testable predictions observations by speaking, writing and drawings • Explain that water has a major role • Follow experimental procedures • Use scientific language correctly in shaping the Earth’s surface Analysis • Use counting to communicate • Explain that water circulates experimental findings through the Earth’s crust, oceans • Classify objects/processes by and atmosphere • Construct bar and line graphs by shared properties hand • Interpret data to identify trends and relationships • Draw conclusions based on agreement between predictions and SCIENCE SKILLS experimental data Communication Experimental Work

Junior Four

86 ART CURRICULUM OVERVIEW Junior 4

In making Art as a creative response to engaging problems and personal inspiration students form agile and confident minds enhancing their ability to function in a complex and changing world. In studying Art and its social functions they see, imagine, and reason from different perspectives to expand their capacity for creative thought and action. Learning from the special worlds that artists create they discover how art shapes the present from the past and helps them invent the future. UNIS, by virtue of both its diverse community and its location in New York City, enables students to study Art from many cultures with firsthand experience. Art encourages them to understand and celebrate their differences fulfilling the UNIS mission that is rooted in the peaceful objectives of the United Nations.

INVESTIGATING OBSERVING • Apply inventive solutions to assignments and in solving Imagining ideas and solutions to Look closely at works of art, objects technical problems project guidelines during the for drawing, or the environment - in • Develop personal artwork with creative process relationship to art concepts and an understanding that several assigned projects • Explore ideas in different steps may be necessary to contexts achieve an effect • Analyze and combine shapes • Show independence while to make more complex forms working through ideas Apply demonstrated media and • Discuss and interpret images, • Experiment and problem solve techniques with imagination and forms, and their compositions • Create a plan intention • Use size and position in spatial ways • Select and apply media and Explore possibilities in media, • See differences in media and methods presented in the techniques, and composition their qualities lesson, improvising with deliberate action • Select and try out different Recognize connections between media and experiment with personal, cultural, or formats in free and intentional Revise and present thoughtful and interdisciplinary contexts ways completed artwork • Absorb, interpret, and apply CREATING • Understand that an artwork can information from lessons be changed, and transformed • Show attachment to work • Make connections to other Understand unit concepts through

subjects inside and outside the projects, exercises and assessments classroom

87 ENGLISH CURRICULUM OVERVIEW Junior 4

English is the first language of the school, and as such, it serves multiple purposes, as a means of communication for the community, as the medium of instruction in most other core subjects, and as a discrete discipline with its own curriculum. The strands of reading, writing, listening, and speaking are at the heart of all of the work our children do in all of their classes, in school and at home, individually and in groups. These components are not separate but rather in constant interaction and reflect the changing demands of literacy today. Our goal is to help students attain their highest possible levels in all areas of English. We want them to gain a sophisticated command of the language, develop their capacity for self-expression, use language as a means to clarify thinking, unleash their imaginations, and construct meaning from the world around them through participation in oral activities, writing in different genres, and reading of fine literature.

• Read widely to satisfy a variety Demonstrate literal comprehension READING of interests of and make inferences about • Justify opinions about the various text forms Begin to evaluate and select texts in motives and feelings of terms of purpose and audience characters • Find literal answers in text by • Recognize and describe the • Consider events in a text from identifying the main idea and purpose of different text forms each character’s point of view supporting information • Organize and use information • Compare their own experience researched from a number of Comprehend extensive and a more with that of fictional characters texts with a similar theme complex range of text forms at their • Make inferences independently • Select key information and developmental level and gain a deeper understanding of text ignore irrelevant material • Self-correct, reread, read-on, • Use reasons and examples to • Talk with others about slow down, sub-vocalize, and support ideas and conclusions interesting or difficult content use knowledge of graphophonics, word patterns, Begin to identify and analyze a wider Know how to read independently an word derivations, prefixes, range of text forms, including poetry extensive range of texts of suffixes, and syllabification increasing difficulty at the child’s • Discuss the selection and • Discuss and compare purpose developmental level effectiveness of a range of of reports, instructional writing, • Read extended novels and cues and strategies used while biographies, narratives, and informational texts for personal reading poetry enjoyment, interest, and • Adjust reading strategies for • Read and comprehend texts research different texts and different that are abstract and removed • Interpret a variety of literary purposes from personal experience and factual texts • Use strategies to confirm • Make connections with and • Interpret more complex maps, predictions and to locate comparisons between different charts, diagrams, graphs, information texts photographs, and graphics • Read texts aloud using appropriate stress, pause, and Recognize how the language Begin to analyze critically the intonation features work to influence readers’ techniques used by writers to create • Use knowledge of alphabetical understanding of texts order, first and subsequent certain effects • Discuss how literary devices letters of a word, to locate are used in different texts • Identify structures used in information in dictionaries, different text types such as encyclopedias, and glossaries • Begin to discuss features of plays narrative, informative, and • Use the thesaurus more persuasive effectively

88 • Explain the use of tenses in Adjust the language and ideas to Begin to select appropriate different text types suit purpose and audience strategies to use before writing • Participate, with teacher • Express a well-reasoned point • Use texts modeled by teachers guidance, in small and large of view confidently group literary discussions • Attempt to involve the reader • Plan writing through discussion with poetic devices with others and by making Show an awareness of how one’s • Write about feelings and notes cultural values, attitudes, and beliefs opinions influence the interpretation of the Begin to critique their writing text Craft narrative, informative, and • Provide constructive comments • Recognize, with teacher persuasive texts to express ideas about organization of text guidance, the stereotypes in during peer conferences texts during shared or guided • Generate, explore, and develop reading fully topics and ideas • Discuss how metaphor and Develop a personal style of personification enhance their • Detect exaggeration and bias • own poems more independently and during writing shared or guided reading • Write to express creativity • Discuss how language choices engage readers • Begin to reflect on their own • Show evidence of a strong reaction to authors’ positions personal voice • Seek feedback on writing • Identify and discuss different • Write fiction with a clear authors’ styles beginning, middle, and end Use a range of editing strategies more independently during the • Discuss for whom and why • Organize paragraphs logically writing process stories and lives from the past • Write effectively in both first are recorded and third person • Use a variety of editing marks • Describe characters and events to improve writing Know and locate information from to create specific effects in • Transform, expand, reduce, different media sources literary texts and rearrange texts to achieve • Use, with guidance, strong intended meaning • Obtain information, with verbs, interesting language, increasing independence, from • Recognize most misspelled and dialogue words and attempt corrections texts, various Internet sites, • Write, with guidance, organized and other computer graphics • Apply spelling generalizations nonfiction pieces, including to spell unknown words • Comprehend a wide variety of reports, letters, and lists • Check their own spelling videos, multi-media, and • Write facts, details, definitions, performances attempts by using a dictionary observations, and comparisons or spell check • Interpret and follow printed to teach about a given topic instructions and directions on • Refine writing after a peer or • Write convincing reasons to teacher conference computer programs, games, support an opinion with specific • Assess if personal or character and the ActivBoard examples • Read aloud with the voice voice has been achieved • Experiment with different ways modeled from various media Begin to select vocabulary to create of publishing sources precise meaning • Evaluate whether they have WRITING • Include specific vocabulary to reached the intended audience enhance meaning and suit the and achieved their purpose Explain why a particular text form intended audience and purpose • Show evidence of careful may be more appropriate to achieve • Use a thesaurus to find revision, editing, and a purpose for an intended audience synonyms when writing proofreading in published text • Identify a likely audience and • Use figurative language Understand how accurate adjust writing to achieve impact appropriately punctuation influences their writing • Experiment with designing a • Use a varied range of sentence and apply that knowledge to texts text for one audience, then beginnings when writing intending it for another • Write dialogue to enhance • Use correct punctuation writing • Discuss different purposes for • Use less common punctuation which people write marks such as the hyphen and colon

89 Apply a wide range of strategies to • Listen to and focus on peers' • Participate in classroom spell words oral presentations and show discussions with confidence respect for the contributions of and respect the listening • Spell a wider range of sight others protocol of the class words correctly with standard • Listen carefully to peers, with American spelling more independence from the Communicate effectively in class • Begin to use less common teacher, when solving a and group interactions letter patterns correctly problem • Begin to apply spelling • Summarize events, stories, and generalizations discussions for adults and Respond appropriately to multi-step peers • Recognize misspelled words instructions and directions and attempt corrections • Ask specific questions to • Apply taught spelling patterns • Interpret multi-step teacher eliminate doubts and clarify in their own writing instructions and directions understanding during whole more quickly and accurately and small group discussions Apply New Nelson cursive in a fluent • Listen while others present, ask • Express their point of view and legible style relevant questions, and provide confidently and justify their positive and constructive opinion with evidence Write fluently with appropriate • feedback to peers • Respond to different viewpoints size, slope, and spacing in a discussion Listen to evaluate, draw inferences • Make eye contact consistently Use computer technology to present from, and make judgments about and speak clearly to convey text in a variety of ways what they hear meaning to the listener or audience • Practice keyboard skills for • Ask questions to gain Begin to be aware of impact of written work clarification or further • gestures, posture, and facial • Use computer software information and listen to ideas expression when presenting or programs and associated and viewpoints of others speaking technology to format texts • Listen to a range of text forms • Locate and use the thesaurus read aloud by the teacher, in Begin to monitor their speech on on Microsoft Word reading groups, and in lessons, their own when talking in different • Vary font and layout to suit a and offer appropriate questions situations particular audience and and comments purpose • Draw conclusions about the • Begin to distinguish that their • Choose appropriate graphics to content presented written language is different accompany text from their spoken language • Produce a variety of texts with SPEAKING • Explain that spoken text can be attention to design, layout, and changed when delivered to an graphics Participate in formal and informal audience • Experiment with computer oral activities and understand that technology to produce different the level of their participation affects Recognize how spoken language texts their learning process varies according to different LISTENING • Recite familiar poems, give oral contexts reports, and perform with • Recognize jokes, riddles, Listen attentively during formal and confidence sarcasm, similes, and informal situations with known and • Discuss and orally summarize metaphors unknown adults and peers their “Just Right Book” • Speak with clarity and use • Engage, with increasing • Listen attentively to teacher appropriate intonation, volume, independence, in group or and pauses when presenting or instructions, directions, and partner discussions to solve a lessons talking to engage the interest of problem the listener • Listen to more complicated • Participate in Author’s Reading, literacy texts during read-aloud understanding that they must and reading groups entertain the audience

90 HUMANITIES CURRICULUM OVERVIEW Junior 4

The Humanities Program in the Junior School is inextricably connected with the International Baccalaureate principles of global citizenship. In line with this philosophical approach is the systematic building of essential skills for students as they progress from Junior A to Junior 4. The curriculum supports and develops inquiry into global relationships, perspectives, issues, and problems. Our units engage students’ participation as active global citizens while reflecting these values. Educating for understanding of cultural differences, through strengthening the students’ capacity to see the world from other points of view, is a priority. Throughout the curriculum, our students engage in: collaboration, inquiry, social action, global education, tech literacy, critical thinking, sustainability and open-mindedness. These skills are embedded into our junior school interdisciplinary units. • Research using different evidence from a range of sources GEOGRAPHY methods how revolutions have and materials changed over time • Find information from a variety of Map and Globe • Compare and contrast why sources for a specific purpose innovation can sometimes • Recognize continuity and change • Locate prehistoric archaeological result in revolution and sequence events over time sites in Africa, Asia, Australia, • Examine cause and effect of • Recognize different kinds of Europe, North and South America different modern day historical evidence using longitude and latitude revolutions • Use different kinds of maps to • Describe how revolutions affect Analysis - recognizing, connecting, gather information the world interpreting and evaluating, drawing • Compare and contrast land use, • Evaluate the qualities conclusions and/or problem solving vegetation, wildlife, climate, and characteristics of a to demonstrated understanding of a population density, architecture, revolutionary leader topic or question services and transportation in • Identify relevant concepts different regions of the world UNITED NATIONS • Compare different kinds of sources SOCIAL SCIENCE and points of view UNICEF • Identify cause and effect Political systems and government • Develop relevant • Describe the role and function of an generalizations/propose solutions • Identify rules and systems of Non-Governmental Organization based on evidence order governing the classroom, (NGO) school, city, nation and the • Describe the structure and function Communication - creating, speaking, reasons why they are of UNICEF using media and writing for a necessary specific purpose • Examine the work of the UN in Peace Keeping • Present relevant information and creating a secure, orderly and understandings in a coherent and just world • Identify peace keeping missions meaningful way: diagrams/charts, • Simulate a UN Security Council paragraphs, reports - spoken and HOST COUNTRY meeting to resolve a conflict written, first person narratives, electronic media and debate Revolutions • Identify ways in which current events are important for nations of • Identify relevant sources

• Explore and discuss the history the world

of revolutions, past and present SKILLS • Identify and list how and why revolutions have impacted Investigation - identifying, selecting society over time, and continue and ordering what is relevant as to do so

ENGLISH LANGUAGE LEARNERS (ELL) Junior 4 CURRICULUM OVERVIEW

92 English is the primary language of instruction at UNIS. Close to 1,500 students, speaking seventy different languages may be represented at any one time. Some students arrive at UNIS with little or no knowledge of English. On a regular basis, about ten percent of the student body benefits from additional instruction in English. The UNIS ELL teachers are responsible for the teaching and curriculum design of the K-12 program. The goal is to ensure successful integration of ELL students into the UNIS community both academically and socially. Upon entering UNIS, students who speak or write a language other than English at home, or are not fluent in English, are assessed by the ELL teachers. Evaluation results place a student in beginning, intermediate or advanced ELL classes, or in a full mainstream program. From the first day of school, ELL students are assigned to a homeroom with their peers. The placement into homerooms ensures their constant exposure to English and allows for early integration into the UNIS community. For the complete ELL beginner, the focus is on verbal communication skills to enable the student to function in their new environment. Reading and writing are used to reinforce grammatical structures and vocabulary. The intermediate ELL student works on expanding vocabulary, increasing reading comprehension and refining writing skills, and thus, facilitating participation in mainstream classes. The advanced ELL student moves towards fluency in spoken and written English to approximate grade level competency. Full integration into the UNIS mainstream curriculum takes place when a student masters the advanced level ELL materials for the appropriate grade level and can comprehend content material used in the mainstream classroom. All benchmarks listed refer to age-appropriate level, concepts and understandings.

• Use writing as a communicative LANGUAGE SKILLS Advanced tool Reading skills • Compare and contrast grade level vocabulary and comprehension Advanced Beginner with authentic texts, in both fiction • Use advanced vocabulary, • Identify English letters and and non-fiction concepts, and structures to write for numbers, both printed and cursive • Use vocabulary and concepts to all mainstream classes forms follow all mainstream classes • Develop creative and factual writing • Recognize sounds of the English independently • Compare, contrast, and analyze alphabet in oral reading • Read with clear pronunciation, texts • Use basic English sight words intonation, and fluency • Demonstrate writing fluency for • Practice beginning reading and • Read in order to compare, contrast, communication comprehension skills, both silent and analyze texts • Proofread and edit own work and oral • Recognize the importance of • Present work neatly and clearly reading independently for pleasure • Adapt content material for all Listening Skills subject areas in English and their mother tongue • Recognize the importance of Writing Skills Beginner reading independently for pleasure • Follow one or two-step classroom in English and their mother tongue Beginner instructions • Write letters and numbers using • Recognize and use basic English Intermediate correct form vocabulary • Compare and contrast vocabulary • Write simple words with ease and • Communicate socially appropriate for reading in varied contexts fluency responses • Identify vocabulary and concepts to • Write accurate simple sentences • Use basic communicative and follow mainstream classes with • Use spelling rules functional language support • Write early stage narratives • Demonstrate basic English • Practice intermediate reading and • Present work neatly and clearly sentence structure comprehension skills, both silent and oral Intermediate Intermediate • Move towards independent • Use compound sentences • Follow multi-step classroom comprehension of mainstream • Develop creative and factual writing instructions materials • Identify and use basic writing skills • Identify and use appropriate • Recognize importance of reading for mainstream courses vocabulary in a variety subject independently for pleasure in areas English and their mother tongue • Demonstrate intermediate spelling skills • Demonstrate knowledge of social • Present work neatly and clearly registers

93 • Use communicative and functional • (i) Present tense – simple and • Seek assistance when required language skills necessary for continuous • Show resourcefulness in carrying classroom and social situations • ii) Past tenses – simple and out independent work • Recognize and use more complex continuous Collaboration English sentence structures • iii) Simple future • Use compound/complex sentences • Respond positively and respectively to ideas, opinions, values and Advanced • Demonstrate appropriate rhythm, traditions of others • Explore and use a variety of intonation, and accurate grammatically correct and pronunciation • Respond constructively to the ideas appropriate idiomatic structures and opinions of others with ease Advanced • Work as part of a group to achieve goals • Demonstrate near native • Demonstrate communicative and understanding of communicative functional language both social and Initiative and functional language academic at near native fluency • Demonstrate curiosity and a • Demonstrate academic language • Explore and use academic willingness to take on new ideas, necessary to function in all vocabulary to function in all concepts, and experiences mainstream classes mainstream classes • Approach new tasks positively Speaking skills • Demonstrate the rules of grammar • Assess and reflect critically on and syntax his/her strengths and areas for • Demonstrate correct usage of Beginner improvement complex verb tenses • Use a variety of grammatically • Demonstrate appropriate rhythm, CONTENT SUPPORT correct and appropriate idiomatic intonation, and accurate structures with ease In addition to teaching academic pronunciation • Begin to show near native English skills and providing

understanding of communicative individualized student support, ELL

and functional language teachers offer lessons and resources to • Begin to use academic language LEARNING SKILLS support mainstream classes. They are necessary to function in all in close contact with homeroom mainstream classes Responsibility teachers, and support delivery of Math, • Complete and submit class work, Science, English, and Humanities Intermediate homework, assignments on time programs at their grade levels by • Explore and use communicative • Manage his/her behavior, helping teachers differentiate for ELL and functional language skills in demonstrate self-control students. Whenever possible, ELL staff teach students to advocate for their social and academic settings • Discuss and compare vocabulary in own learning and work to give them order to discuss subjects in content Organization increased understanding of the social and emotional aspects of studying and area classes • Manage learning materials and living in a host country and an English- • Demonstrate a command of equipment speaking environment. intermediate rules of grammar and • Use class time appropriately syntax • Use basic verb tenses correctly Independent work • Follow instructions

94 TECHNOLOGY CURRICULUM OVERVIEW Junior 4

using multiple technology tools TECHNOLOGY OPERATIONS CREATIVITY AND INNOVATION and programs AND CONCEPTS • Interact, collaborate, mentor, Creative thinking, building and publish with peers on Use technology appropriately knowledge, and developing products team-based projects. • Select and use applications using technology RESEARCH AND effectively and productively • Build and program robots using INFORMATION • Recognize different file formats, a variety of materials software and apps • Design and build relevant Use digital tools to gather, evaluate, • Use basic file management solutions for real world and make use of information skills problems • Evaluate and synthesize • Work with multiple layers of text • Use new and creative information using a variety of • Use and manipulate basic technologies as required to digital resources graphics support classroom content (i.e. • Troubleshoot basic technical Dreambox) CRITICAL THINKING, problems using appropriate • Create original animations, tools PROBLEM-SOLVING & interactive stories and games DECISION-MAKING DIGITAL CITIZENSHIP • Use variables, if / then statements, conditionals, and Use critical thinking skills to plan operators etc. Understand Issues related to the and conduct research, manage Represent data through safe and responsible use of • projects, solve problems technology abstractions such as models and simulations • Identify and define the Design • Evaluate safe and appropriate process for authentic problems use of information and COMMUNICATION AND and questions technology COLLABORATION • Know how to use alternate • Understand the meaning of and forms of information (peers, try to avoid plagiarism Use digital media (email, blogs, internet etc.) rather than asking • Demonstrate critical thinking in chats, moodle) to support learning teacher - reusing and remixing relation to the information they and contribute to the learning of • Embrace failure, ambiguity and share online others persistence in working with difficult problems • Prepare and demonstrate self- guided digital presentations

95 LIBRARY CURRICULUM OVERVIEW Junior 4

As information centers of UNIS, our libraries promote learning within and beyond the library walls by fostering the school’s mission through: • Providing access to global information and literature resources in a wide variety of formats • Teaching library skills, critical thinking and the ethical use of ideas and information to achieve academic excellence • Encouraging reading and literature appreciation to promote an understanding of cultural diversity • Generate research questions as READING Select appropriate fiction and nonfiction for class projects and guided by the teacher Locate books in the library personal interests • Use annotated bibliography independently (spine labels • Articulate their information needs in provided by the librarian to find including the concept of call number the form of subject keywords in the relevant sources and special location for various electronic catalog and online types of material) Know which books are appropriate Use keywords to find information • Find books according to spine to reading levels and interests • Use keywords/topics to search labels • Engage in dialogue with the table of contents and index to • Locate books in the different areas librarian or teacher to select locate information of the library (fiction, nonfiction, appropriate books reference, modern language) • Select diverse reading levels Conduct more focused electronic searches Know what types of books they • Examine material to identify • Follow librarian’s instructions on enjoy (for example: series, novels, appropriate level using the electronic catalog. poetry, biographies, myths) • Explore book displays • Use the electronic catalog to find • Talk to the librarians about which Choose challenging resources information relevant to the topic types of books they wish to read • Select challenging resources based Use reference materials efficiently • Explain why they like or dislike on interest or adult certain books recommendations • Use the index in general • Select a book they enjoy and/or encyclopedias think other students will enjoy Select and read from a range of • Use atlases to trace the route of authors their explorer Know the difference between fiction • Appreciate works of literature from and non-fiction in relation to units of various authors Extract information for meaning and study or reading for pleasure create new knowledge • Appreciate different cultures • Differentiate between books of through reading • Identify important information in fiction and nonfiction relevant materials • Communicate their thoughts, Select and read resources from and Know some basic website evaluation feelings and opinions about a book about different countries and cultures • Look through specified websites to Give a book talk • Explore and read books that are locate and read relevant • Share important and exciting written in different languages information (e.g. Web Express) features of the book with peers Understand the difference between a • Read and explore books from website and a database Compare and explore different the French and Spanish novels and variety of genres collections • Access and use different parts of a • Identify the elements of different website genres INFORMATION LITERACY Use some note taking skills • Distinguish between different AND RESEARCH • Read and take relevant notes genres Apply a systematic process to find through the use of graphic information organizers

96 • Organize and categorize acquired Understand the importance of good LIBRARY SERVICES information independently listening skills • Listen to, read and follow librarian’s The Junior School Library is open Write a simple bibliography directions Monday through Friday from 8:00 am - • Use a simple form to cite author, • Apply previously learned 4:00 pm. Junior School students may title and copyright date instructions independently come to the library in the morning with Organize and present information in a parent or caregiver to enjoy some Understand the importance of a systematic manner quiet reading time. Checkout begins at participation in library discussions 8:30. All Junior School students may • Formulate a research report from • Contribute thoughts, ideas and come to the library on their own from information gleaned from a variety opinions to discussions facilitated 8:30 - 8:45 to return or checkout new of sources by the librarian books. During the school day, with the Build on previous knowledge • Discuss elements of a story, which permission of the homeroom teacher, • Apply previous knowledge to include: plot, setting, characters all students may enjoy the library. connect with new information and theme The Queens Campus Library is open • Make connections with story to Select useful and appropriate from 8:30 am - 3:00pm. Students may personal experiences, other texts sources from a wide range of media come to the library during the day at the and the real world for units of study or personal discretion of their teachers in addition to interests Select the most informative sources their scheduled classes. After school, • Evaluate the usefulness of a limited independently an adult must accompany all students. set of books in order to select the • Begin to apply information (spine Students and families may access the most appropriate source(s). labels, Dewey Decimal system) to library homepage, library catalog, and determine the best sources Search information from a variety of external databases from home. Go to texts and electronic sources SOCIAL RESPONSIBILITY the UNIS homepage (www.unis.org). • Identify and use relevant From the drop-down menu under information from a given Use proper library procedures Academics select Libraries. Queens students and families should select the text/electronic sources • Follow the rules of the library (noise Queens Library tab at the center of the level, movement, food, respectful INDEPENDENT LEARNING page, while Manhattan students and attitude) families may choose the Junior School Identify, select and evaluate Be responsible for library materials. Library tab at the center of the page to resources for personal interest and units of study • Handle materials with care access both the Library Homepage and the Online Catalog. You may also • Locate sections in the library and including electronic devices • Check out and return materials in a access this page directly using the read spine labels to find appropriate following URL timely manner sources. http://library.unis.org/common/servlet/lo • Browse the electronic catalog and gout.do?site=100. On the library Recognize what constitutes homepage you will find recommended collection to select relevant plagiarism materials websites and age appropriate • Understand the concept of databases. On the right-hand side the • Begin to determine the best plagiarism Electronic Resources tab will provide sources for their purposes based • Record information from a given you with the necessary username and on relevance source in their own words passwords for school-wide databases. • Explore book displays • Use a simple bibliographic form to identify sources Internet access is provided at computer stations or laptops in the libraries. Find books for basic research • Recognize the importance of giving credit to the author Students are allowed access for school- • Know that there is a system used to related work. For research and leisure organize materials in the library Begin to identify what constitutes an reading outside the UNIS library, we • Find resources using Dewey authoritative source encourage all students to obtain a Decimal numbers with help • Begin to understand that the quality public library card. • Read spine labels to locate some of sources can vary specific sources

97 MATHEMATICS CURRICULUM OVERVIEW Junior 4

• Recognize and convert improper • Multiply whole numbers up to three NUMBER SENSE fractions to mixed numbers and digits by two-digit conceptually and AND OPERATIONS vice versa algorithmically • Identify and write proper and • Divide a three-digit dividend by a Number and Quantity improper fractions one-digit divisor with or without a • Identify and write number symbols • Recognize and identify mixed remainder conceptually and to hundred millions numbers algorithmically • Order and compare numbers up to • Write and convert improper Problem Solving hundred millions using =, < and > fractions to mixed numbers and • Solve, record and explain 2 step • Round and estimate numbers up to vice versa millions. • Add and subtract fractions (proper word problems involving addition, subtraction, multiplication and • Represent whole number in flexible and improper) and mixed numbers division ways including sums and with like denominators conceptually Create and solve, simple word differences, products and quotients. and algorithmically • problems using a variety of • Recognize prime and composite • Simplify equivalent fractions strategies numbers. Money • Use appropriate mathematical • Recognize odd and even numbers vocabulary to explain thinking up to hundred millions • Interpret and convert value of numbers to the nearest tenths in processes Place Value relation to money ALGEBRA • Recognize and demonstrate place • Make reasonable estimates of value of whole numbers up to numbers and money when performing operations Patterns and Relationships hundred millions • Identify a pattern with a given value defined by a variable and its rules Rounding and Estimation Addition and Subtraction • Add and subtract up to nine-digit • Recognize patterns of multiples in a • Round and estimate numbers to the multiplication table nearest million numbers with and without regrouping using physical models and algorithms Algebraic Expressions Fractions • Describe the terminology of algebra • Recognize and represent parts of a Multiplication and Division (e.g. variable, expression, equation whole as fractions, mixed numbers • Show the connection between and function) as parts of a collection, and location • Write a simple addition equation on a number line repeated addition and multiplication for whole numbers with an unknown variable • Recognize and represent parts of a • Use letters to stand for a number in collection as fractions • Demonstrate fluency with multiplying single digits simple expressions or equations

Algebraic Properties • Identify and illustrate lines that • Relate weight to objects in metric • Recognize and apply the intersect, are diagonal, parallel or and customary units Temperature Distributive Property, the perpendicular • Recognize and read temperature in Commutative and the Associative • Recognize and analyze rectangles terms of Celsius and Fahrenheit Properties for addition and and squares with a given number of thermometers multiplication (including the square units without the use of a concepts of zero and one) formula Problem Solving • Design and construct a table of • Find the perimeter and area of • Solve time and measurement word input and output numbers to squares and rectangles with problems represent a rule missing information • Classify shapes in terms of Problem solving congruence and symmetry PROCESS STANDARDS • Solve records, and explain word • Classify triangles according to their • Problem Solving problems using a variety of angles (acute, obtuse, 90 degree) • Reasoning and Proof strategies and identifies their attributes • Communication • Use appropriate mathematical • Connections vocabulary to explain thinking Problem Solving • Representation problems • Solve complex word that include

plane and solid shapes problems

STATISTICS AND with geometric models

PROBABILITY • Investigate the relationships

between and among points, lines,

Statistics line segments and rays • Collect, organize and represent • Draw scalene, isosceles and data graphically (line graphs, bar equilateral triangles graphs, pie charts and line plots)

• Formulates questions to conduct a MEASUREMENT

poll or research to collect data

• Generates and analyze data from The Concept of Time

different sources • Tell time and calculate elapsed time

• Use and create a complex schedule • Recognize median, mean and range from a set of numerical data

The Concept of Linear Length

Probability • Recognize the intervals of a whole • Analyze, describe and record the unit of measurement up to 1/16 of likelihood of an event • an inch and 1/10 of a centimeter/millimeter GEOMETRY • Convert units of measurements to fractions, mixed numbers and Geometric Models decimals • Identify plane and solid Reviews • Find the perimeter and area of attributes of geometric shapes and complex shapes including surface solids area of cubes and rectangular • Identify, differentiate and draw prisms (metric and customary) angles, points, lines, line segments and rays MODERN LANGUAGE CURRICULUM OVERVIEW Junior 4

Learning Modern Languages builds on the curiosity and enthusiasm of children through developmentally appropriate activities. Our program challenges children to develop communicative strategies and promotes receptiveness and interest in languages within the linguistic diversity at UNIS. Students have the opportunity to use languages creatively through songs, games, role-play, stories and poetry. They acquire sensitivity to the sounds and rhythms of the target language. We believe that learning must be active, engaging, and filled with real-life situations. Through the study of Modern Languages, students acquire a better understanding of their own language and culture within a multicultural society. The content of other Junior School curricula is integrated into the Modern Languages curriculum as appropriate to the J4 grade. UNIS benchmarks have been designed to reflect the European Framework skills set (reading, writing, speaking and listening) through where appropriate, the lens of Communication, Comparisons, Communities, Culture and/or Connections. ● Read short texts with increasing ● Compare and contrast differences COMMUNICATION comprehension about familiar and similarities in basic ● Greet and take leave topics grammatical structures ● Introduce themselves and others ● Read aloud-short texts on familiar ● Report differences and similarities ● Describe people, places and topics with more fluency and in basic grammatical structures. possessions in basic terms expression ● Use different gestures within ● Use more complex structures in the ● Follow written directions (e.g. to go different cultures target language to communicate from X to Y) ● Compare and contrast simple basic needs ● Apply reading cues and strategies patterns of behavior or interaction ● Share likes and dislikes and to identify the main idea of a given in various settings text interacts with an audience COMMUNITIES ● Gather and share information on ● Identify basic human needs selected topics ● Compare and contrast basic human ● Perform for our school or for a ● Choose different methods of needs with peers community celebration presenting information to their ● Participate actively in global ● Use their knowledge during field classmates awareness projects (UNICEF; trips ● Give short oral reports on familiar Solidarity) ● Use media from the target topics ● Research information from the language and culture for enjoyment ● Use a vocabulary repertoire of Internet ● Understand and sing for enjoyment phrases related to specific ● Use different apps or programs to pop music in the target language topics/situations present information and to play ● Play different games and sports ● Articulate less familiar words and CONNECTIONS using target vocabulary effectively self- correct ● Write phrases and sentences about ● Transfer their knowledge from other themselves and imaginary people, subjects into the target language CULTURE their families and where they live ● Recognize vocabulary of different ● Compare and contrast tangible ● Demonstrate limited control of regional variations (toys, food, games) products of the grammatical structures and COMPARISONS target culture and their own sentence patterns in learnt ● Compare and contrast intangible repertoire ● Recognize differences and products (songs, rhymes, tales) of ● Self-correct written work with similarities to develop spelling the target culture and their own teacher guidance technique ● Participate in various cultural ● Respond to instructions and celebrations using target ● Compare and contrast words that questions on familiar topics. vocabulary effectively ● Demonstrate comprehension of transcend other languages time ● Compare and contrast cognates in ● Demonstrate comprehension of different topics numbers up to 100 ● Discuss idiomatic expressions as ● Follow a short conversation on a they occur range of familiar topics ● Recall idiomatic expressions

100 MUSIC CURRICULUM OVERVIEW Junior 4

The UNIS music program offers students the opportunity to function as skilled and literate performers, active listeners, passionate creators and informed critics. Participants become part of a group dynamic, developing an understanding of their unique role as an individual in that group. Music making enriches the mind, the body and the spirit and motivates students to go beyond their comfort zone, find solutions, and explore the full range of human emotion which ultimately provides the model for participation in a global community. We believe that a rich musical experience involves the exploration, study and performance of music from diverse cultures. The curriculum includes the extensive study of various musical styles and techniques, the study of music notation, as well as the tradition of music making and performance. As students deepen their musical understanding both collaboratively and independently, they are able to demonstrate their abilities to apply musical knowledge and skills in context.

• Perform folk dances and re-mi), and stick and music staff ACTIVE MUSIC MAKING choreographed dances from notation etc. different regions and cultures • Identify treble clef (G clef) and letter Sing alone and in groups names for music staff reading and • Use knowledge and musical • Sing with increasing expression writing imagination to shape and improve and breath control that helps in Recognize and notate major scale ensemble performances • intonation with solfege syllables • Sing with independence through LISTENING AND ANALYZING • Navigate musical notation in singing melodic ostinato, rounds, instrumental and vocal scores folk songs and art songs This strand lies at the core of • Perform folk dances and musicianship, therefore is embedded INTERDISCIPLINARY choreographed dances from in active music making and in music PROCESS STANDARDS different regions and cultures interpretation • Identify basic forms of music Music-making and analytical skills Play classroom percussion and structure (ABA, themes and recorder alone and in groups variations, verse and chorus or call • Self -expression • Play pitched and un-pitched and response etc.) • Abstract and creative thinking percussion instruments • Listen & compare musical elements • Communication and collaboration • Community building • Play folk tunes and composed • Make decision linking analysis to performance • Working through challenges pieces on recorder • Cross-curricular connections • Follow a conductor by adapting to INTERPRETING different tempos to music alone and in groups (Written and aural) • Show purposeful movement by following specific musical Understand music notation characteristics • Identify and notate melodic and rhythmic patterns using solfege (do-

101 PHYSICAL EDUCATION (PE) Junior 4 CURRICULUM OVERVIEW

The Mission of UNIS’ Physical Education program is to engage students’ interest in physical development and competence through lifelong fitness, recreational and competitive activities. The curriculum aims to promote students’ acquisition and application of movement, skills and knowledge. It provides a diversified program allowing for opportunities to think critically, to collaborate and to reflect, as each student creates an awareness and ability to define their personal growth and physical wellbeing. During Physical Education at this grade, students enjoy being active and using their creativity and imagination in physical activity. They learn new skills, find out how to use them in different ways, and link them to make actions, phrases and sequences of movement. They enjoy communicating, collaborating and competing with each other. They develop an understanding of how to succeed in different activities and learn how to evaluate and recognize their own success. The UNIS scheme of work draws together parts of the programs of study to create a framework that shows how students might be helped to progress. In PE, this includes progression in: • Acquiring and developing skills • Selecting and applying skills, tactics and compositional ideas • Evaluating and improving performance • Knowledge and understanding of fitness and health These four aspects are closely linked and are developed through the physical activity pupils’ carry out. For example, the evaluating and improving of performance will take into account the relationship between developing, selecting and applying skills, tactics and compositional ideas, and fitness and health. The quality of a performance and the selection of skills, tactics and compositional ideas are affected by the range and level of skills, the type and degree of fitness and the understanding of the concept of the activity.

independently, with a partner or in a GAMES ACTIVITIES Apply knowledge and understanding group of fitness and health Invasion Games e.g. Basketball • Know and understand the basic Select and apply skills, tactics and Net/Wall Games e.g. Table Tennis principles of warming up, and compositional ideas Striking/Fielding Games e.g. Softball understand why it is important for a • Compose dances by using, good-quality performance adapting and developing steps, Acquire and develop skills • Demonstrate that they understand formations and patterning from • Develop range and consistent use the principles of warming up by different dance styles of learned and applied skills choosing appropriate activities for • Perform dances expressively, using • Develop a broader range of the games they are going to play a range of performance skills techniques and skills for attacking and defending Evaluate and improve performance Apply knowledge and understanding • Choose and use the information to of fitness and health Select and apply skills, tactics and evaluate their own and others’ work • Organize warm up and cool down compositional ideas activities to suit the dance • Use and adapt rules, strategies and DANCE & CREATIVE • Show an understanding of why it is tactics, using their knowledge of MOVEMENT important to warm up and cool basic principles of attack and down defense Gymnastics • Choose and apply skills more Dance consistently in activities Acquire and develop skills Evaluate and improve performance • Explore and improvise ideas for • Describe, analyze, interpret and dances in different styles, working evaluate dances, showing an

102 understanding of some aspects of Apply knowledge and understanding • Increase the number of techniques style and context of fitness and health used • Understand how the challenge of OUTDOOR AND outdoor and adventurous activities Select and apply skills, tactics and ADVENTUROUS ACTIVITIES can help personal fitness and compositional ideas health • Choose appropriate techniques for Problem Solving specific events Orienteering Evaluate and improve performance Physical Challenges • Recognize the importance of a Apply knowledge and understanding group or team plan, and the value of fitness and health Acquire and develop skills of pooling ideas • Understand and apply the basic • Develop and refine orienteering and • Improve performance by changing principles of warming up problem-solving skills when working or adapting approaches as needed • Understand why exercise is good in groups and on their own ATHLETIC ACTIVITIES for fitness, health and wellbeing Select and apply skills, tactics and Evaluate and improve performance Fitness For Life compositional ideas • Understand the nature of athletic Track and Field • Decide what approach to use to activities and make effective

meet the challenge set evaluations of strengths and Acquire and develop skills • Adapt skills and understandings weaknesses - in personal and peer from familiar to unfamiliar • Develop the consistency of actions performances environments in a number of events

103

SCIENCE Junior 4 CURRICULUM OVERVIEW

whale fins have a similar anatomy, Understand why animals need BIOLOGY leading to the conclusion that they oxygen and food all evolved from a common Understand evolution takes place by ancestor • Know that animals need food to eat natural selection • Know that these common and oxygen to breathe • Observe that animals and plants, ancestors, now extinct, are found in • Know that we breathe in oxygen even of the same type, are always the fossil record and breath out carbon dioxide slightly different • Explain that the oxygen we breathe • Know that more animals are born Understand the term human in is produced by plants, and the and more plants grow from seeds evolution carbon dioxide we breathe out is used by plants for photosynthesis than the environment can sustain • Know that human fossils show a • Know that animals and plants complete sequence from ape-like • Recognize that animals and plants compete for the environment’s ancestors to modern humans depend on each other resources • Know that modern humans evolved • Know that respiration is what takes • Explain that animals and plants that in Africa and then migrated to all place in our body when we use are better adapted will be more the other continents of the world oxygen to release energy from successful and have more offspring sugars than those that are less well Know why plants are important adapted Explain the connection between • Understand that since most animals • Know that plants use the energy of blood and circulation the sun to make food materials and plants are like their parents, • Know that breathing brings oxygen • Understand that photosynthesis is beneficial variations found in the into our lungs and removes carbon the chemical process by which survivors of one generation will be dioxide more common in the next plants take carbon dioxide out of • Explain that blood carries oxygen generation the air and use the sun’s energy to turn it into sugar from our lungs to the organs of our • Explain that when a group of body, and carbon dioxide from • Know that during photosynthesis, animals or plants change gradually those organs to our lungs over many generations it has plants produce oxygen • Know that blood is red because it evolved • Recognize that animals eat plants, contains red blood cells, and that and that animals that do not eat red blood cells carry oxygen around plants eat other animals Explain evolution by natural the body selection is based on evidence • Explain that the energy of the sun • Explain that the heart is a pump therefore sustains all life on the that pushes the blood along our • Explain that human arms, horse Earth arteries and veins legs, bird wings, bat wings, and

104 • Know that blood leaving the heart are carrying settles to the bottom, travels in arteries; blood returning so that the material forming deltas to the heart travels in veins EARTH & SPACE was once mountains • Know that capillaries are very • Know that when the water reaches small, much branched vessels that Explain the formation of rocks lakes and seas, it evaporates into join arteries to veins overtime the air • Explain that oxygen leaves • Know that weathering is the effect • Explain that water vapor in the air capillaries and goes to our organs of wind, water and ice on forms clouds while carbon dioxide leaves our mountains • Explain that clouds produce rain organs and enters our capillaries • Explain that weathering makes tall and snow, so that the water is • Know that cells in these organs use mountains smaller endlessly recycled oxygen to release energy from • Recognize that rocks are pieces SCIENCE SKILLS sugars, and this chemical process broken off a mountain by is called respiration weathering Experimental Work CHEMISTRY • Explain that rocks break into smaller and smaller pieces, and • Formulate questions that tiny pieces of rock mixed with Explain the process of burning • Make testable predictions dead plant material forms soil • Follow experimental procedures • Know that oxygen is required for • Know that most plants need soil to burning grow Analysis • Explain that when things burn, • Explain that after millions of years, oxygen is used up mud at the bottom of lakes and • Classify objects/processes by shared properties • Know that when things burn, the seas forms new layers of rock energy in them is released • Explain that dead animals trapped • Interpret data to identify trends and relationships • Know that when things containing in these layers become fossils carbon (paper, wood, wax) burn, • Explain that the fossils in each rock • Draw conclusions based on carbon dioxide is produced layer tell us the history of life on agreement between predictions and earth; the topmost layer is the experimental data PHYSICS youngest and the layers beneath get older as you go deeper Communication Explain the term motion • Communicate ideas and • Describe the motion of an object in Understand how rivers are formed observations by speaking, writing terms of its position, direction of • Explain that rain and water from and drawings motion and speed melted snow and ice collect into • Use scientific language correctly • Recognize that an unbalanced rivers • Use counting to communicate force acting on an object changes • Recognize that rivers flow downhill experimental findings its speed and/or direction of motion • Explain that rivers remove material • Construct bar and line graphs by • Explain that objects moving in from higher ground to lower ground, hand circles must experience a force carving out river valleys acting towards the center of the • Know that deltas form when rivers circle reach the sea and the material they

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