Raha International School, EY2 Curriculum Guide For Parents 2014 - 2015

RIS Early Years 2 (EY2)
Curriculum Guide
for Parents
2014-2015
Dear Parents
This Guide has been created to provide you with an overview of the curriculum offered in the Primary School at
Raha International School (RIS), with a particular focus on the learning that will be happening in Early Years 2.
At Raha International School we offer a balanced and academically challenging education which is designed to
develop individuals who are both independent learners and international citizens. Our curriculum in the Primary
School is based on the International Baccalaureate (IB) Primary Years Programme (PYP). The PYP is an international
framework which focuses on the development of the whole child addressing social, physical, emotional, cultural
and academic needs for learners. RIS offers the PYP from Early Years 1 (EY1) up to Grade 5.
The focus of the PYP is on student learning and developing an internationally educated person. The framework
offers a comprehensive, inquiry-based approach to teaching and learning, providing opportunities for learners to
construct meaning, principally through concept-driven inquiry. At RIS we focus on the development of skills and
attitudes we would hope to find in a balanced, self-motivated, caring and ethical individual.
RIS was officially authorized in the PYP by the IB in 2010, and had its first post-authorization IB Evaluation visit in
March 2014. The school is committed to following and further developing the Programme to ensure that learning
is engaging, relevant, challenging and significant and meets the diverse needs of the student.
At RIS we believe that strong partnerships between the school and parents provide an important foundation for
our childrens learning. As parents you can best support your children when you have an understanding of the
schools curriculum and approach to teaching and learning. After reading this Curriculum Guide, please contact me
at celdred@ris.ae if you have any further questions.
I wish you and your children all the best in the year ahead.
Craig Eldred
Primary Years Programme Coordinator
RIS Early Years 2 Curriculum Guide 2014-2015
Contents
The IB Primary Years Programme (PYP) ........................................................................................................ 6
Learner Profile........................................................................................................................................... 6
The 5 Essential Elements of the PYP ......................................................................................................... 7
Knowledge: What do we want students to know? ............................................................................... 7
Concepts: What do we want students to understand? ........................................................................ 8
Skills: What do we want students to be able to do? ............................................................................ 9
Attitudes: What do we want students to feel, value and demonstrate? ............................................. 9
Action: How do we want the students to act? ..................................................................................... 9
Assessment ............................................................................................................................................. 10
Programme of Inquiry (POI) .................................................................................................................... 11
EY2 Units of Inquiry ............................................................................................................................. 12
Language - (English) ................................................................................................................................ 14
EY2 Language Curriculum ....................................................................................................................... 15
Arabic A ................................................................................................................................................... 24
Arabic B ................................................................................................................................................... 28
Mother Tongue ....................................................................................................................................... 31
Islamic Studies......................................................................................................................................... 32
Mathematics ........................................................................................................................................... 37
Social Studies and Science ...................................................................................................................... 49
Social Studies ...................................................................................................................................... 49
Science ................................................................................................................................................ 51
Visual Art ................................................................................................................................................. 52
Music ....................................................................................................................................................... 54
Personal, Social and Physical Education ................................................................................................. 57
Physical Education .................................................................................................................................. 58
Developmental characteristics of an EY2 child

An appreciation of the developmental characteristics that can be anticipated of children at particular ages helps us
as adults to empathise with their needs and behaviours, set appropriate expectations, and support all-round
development and wellbeing.
This is a great period of transition in their lives. Childrens feelings of joy and encouragement, or their feelings of
failure and unhappiness may influence them profoundly for years to come. Although most children are ready for
word and number concepts at five years of age; some children are not ready until later. Wise adults will be
sensitive to childrens readiness for new tasks. Children should not be exploited for the sake of a finished product
or for perfection. Expect mistakes and much forgetting. Five year-olds are wonderful! Laugh with them and enjoy
them!
Physical Growth
Growth is slowing down.

Large muscles better developed than small ones
Tremendous energy; easily fatigued
Eyes not, yet mature; tendency toward farsightedness
Heart in period of rapid growth
Precise movements require considerable effort
Actions and Reactions
Impulsive going from one extreme to another, with spurts of affection and antagonism
Periods of laughter and tears in quick succession; periods of thinking and periods of inattention
Often dawdling more interested in playing than eating or dressing
Often forgetful about clothes
Frequently combative in general, boys more quarrelsome than girls
Wants to be a winner, the first chosen, the best liked, the biggest
Boastful trying to establish themselves
Active, climbing, running, wrestling, trying things too hard for themselves
Eager to learn, exuberant, restless
Self-assertive; less cooperative than at three
Entire body involved in whatever they are doing
Learns best through active participation
Inconsistent in their maturity at times may seem less mature at home
Has difficulty making decisions
Boys and girls interest beginning to differ somewhat
Much spontaneous acting
Needs
Encouragement and warmth

Much patience from adults
Opportunity for various activities, especially those which call for large muscles
Supervision, with a minimum of interference
Active, direct participation in learning activities
Responsibilities without too much criticism
A sense of security, and a feeling of being loved, regardless of behaviour
Generous praise without too much criticism
Kindly distract from undesirable behaviour
Opportunities to show what they can do, and to talk about their interests
Broadening experiences to satisfy their growing interests
A knowledge of property rights to accompany their collecting tendencies
Enjoyable experiences during these first impressive school years
How Adults Can Help
Display a sense of humour and infinite patience.

Avoid unnecessary clashes of will
See that they have enough rest, nourishing food, and exercise
Race with them to overcome dawdling
Plan surprises
Ignore their grimaces, giggles and silly actions
Provide activities for them during long, uninteresting adult conversations and activities
Give due recognition for childish contributions
Take cues for readiness to learn from interests
Help them to establish boundaries
The IB Primary Years Programme (PYP)

Learner Profile
The IB learner profile promotes education of the whole person for a life of active, responsible citizenship
emphasizing intellectual, personal, emotional and social growth. The attributes and descriptions of the learner
profile define the type of learner RIS hopes to develop through its programmes. All members of the RIS Community
including students, teachers, administration, support staff and parents strive to develop these qualities.
Profile
Inquirers
Knowledgeable
Thinkers
Communicators
Principled
Openminded
Risktakers
Balanced
Caring
Reflective
Descriptor
We nurture our curiosity, developing skills for inquiry and research. We know how to
learn independently and with others. We learn with enthusiasm and sustain our love of
learning throughout life.
We develop and use conceptual understanding, exploring knowledge across a range of
disciplines. We engage with issues and ideas that have local and global significance.
We use critical and creative thinking skills to analyse and take responsible action on
complex problems. We exercise initiative in making reasoned, ethical decisions.
We express ourselves confidently and creatively in more than one language and in many
ways. We collaborate effectively, listening carefully to the perspectives of other
individuals and groups.
We act with integrity and honesty, with a strong sense of fairness and justice, and with
respect for the dignity and rights of people everywhere. We take responsibility for our
actions and their consequences.
We critically appreciate our own cultures and personal histories, as well as the values
and traditions of others. We seek and evaluate a range of points of view, and we are
willing to grow from the experience.
We approach uncertainty with forethought and determination; we work independently
and cooperatively to explore new ideas and innovative strategies. We are resourceful
and resilient in the face of challenges and change.
We understand the importance of balancing different aspects of our livesintellectual,
physical, (spiritual) and emotionalto achieve well-being for ourselves and others. We
recognize our interdependence with other people and with the world in which we live.
We show empathy, compassion and respect. We have a commitment to service, and we
act to make a positive difference in the lives of others and in the world around us.
We thoughtfully consider the world and our own ideas and experience. We work to
understand our strengths and weaknesses in order to support our learning and personal
development.
The 5 Essential Elements of the PYP

The aim of the PYP, to create a curriculum that is engaging, relevant, challenging and significant, is achieved
through structured inquiry and the development of five essential elements: knowledge, concepts, skills, attitudes
and action.
Knowledge: What do we want students to know?

While the PYP acknowledges the importance of traditional subject areas (language, mathematics, social studies,
science, personal, social and physical education, and arts), it also recognizes the importance of acquiring a set of
skills in context and of exploring content which transcends the boundaries of the traditional subjects and is
relevant to students. The PYP has six transdisciplinary themes that provide the framework for learning. These
themes are globally significant and support the acquisition of knowledge, concepts and skills of the traditional
subjects. They are revisited throughout the students time in the PYP.
:

.
Who we are

Where we are in place and time

How we express ourselves

How the world works

How we organize ourselves

Sharing the planet

An inquiry into the nature of the self; beliefs and values; personal, physical,
mental, social and spiritual health, human relationships including families,
friends, communities, and cultures; rights and responsibilities; what it means
to be human.
An inquiry into orientation in place and time; personal histories; homes and
journeys; the discoveries, explorations and migrations of humankind; the
relationships between and the interconnectedness of individuals and
civilizations, from local and global perspectives.
An inquiry into the ways in which we discover and express ideas, feelings,
nature, culture, beliefs and values; the ways in which we reflect on, extend
and enjoy our creativity; our appreciation of the aesthetic.
An inquiry into the natural world and its laws; the interaction between the
natural world (physical and biological) and human societies; how humans use
their understanding of scientific principles; the impact of scientific and
technological advances on society and on the environment.
An inquiry into the interconnectedness of human-made systems and
communities; the structure and function of organizations; societal decisionmaking; economic activities and their impact of humankind and the
environment.
An inquiry into rights and responsibilities in the struggle to share finite
resources with other people and with other living things; communities and the
relationship within and between them; access to equal opportunities;
The PYP is both a curriculum framework and a philosophy that facilitates structured inquiry. Through inquiry, the
students are encouraged to question, wonder, doubt, speculate and generalize as part of their learning journey to
construct meaning about the world around them. Students are also encouraged to consider situations from
multiple viewpoints and have the opportunity to explore significant local and global issues .
Concepts: What do we want students to understand?
In order to develop a holistic approach to learning the PYP identifies key concepts that have relevance within and
across subjects. These concepts often form the basis of questions that are used to drive childrens inquiry and lead
to a deeper understanding of what is being learned. These concepts include:
Form: What is it like? :

observing, identifying, describing and categorizing.
Function: How does it work? :
analyse the function, role, behaviour and the ways in which things work.
Causation: Why is it like it is? :
Prompting students to ask Why? and of helping them to recognize that actions and events have reasons and
consequences.
Change: How is it changing? :
realization that we are growing up in a world in which the pace of change, both local and global, is
accelerating.
Connection: How is it connected to other things? :
helps focus on the relationships within and among systems are often complex, and that changes in one aspect
of a system will have consequences, even though these may not be immediately apparent; that we must
consider the impact of our actions on others, whether at the immediate, personal level or at the level of farreaching decisions affecting environments and communities.
Perspective: What are the points of view? :
helping students reject simplistic, biased interpretations, towards seeking and considering the points of view
of others, and towards developing defensible interpretations.
Responsibility: What is our responsibility? :
This concept was selected because of the need to develop in students the disposition towards identifying and
assuming responsibility, and towards taking socially responsible action. This concept is directly linked to the
action component, one of the essential elements in the PYP curriculum.
Reflection : How do we know? :
challenges the students to examine their evidence, methods and conclusions for potential bias or other
inaccuracy.
In addition to the above key concepts, children will inquire into related concepts in all curriculum areas. Instead of
simply gaining knowledge and skills in mathematics, for example, they will deepen their understanding of concepts
such as pattern, multiplication, place value and bias.
Skills: What do we want students to be able to do?

In order to conduct purposeful inquiry and be prepared for life-long learning, students need to master a whole
range of skills. The PYP framework identifies some skills that transcend the disciplines and are therefore called
trans-disciplinary skills.
:

Thinking
Research
Social
Acquiring knowledge

Comprehension
Application
Analysis
Synthesis
Evaluation
Dialectical thinking

Meta-cognition
Formulating
questions

Observation
Planning
Collecting data

Recording data

Organizing data

Interpreting data

Presenting research

Accepting
responsibility

Respecting others

Cooperating
Resolving conflict
Group decision
making

Adopting a variety of
group roles.

.
Communication
Listening
Speaking
Reading
Writing
Non-verbal
communication
.
Self-management

Gross motor skills

Fine motor skills

Spatial awareness

Organization
Time management

Safety

Healthy lifestyle

Codes of behaviour

Informed choices

Attitudes: What do we want students to feel, value and demonstrate?

:
The IB recognizes that it is essential to develop positive attitudes towards people, the environment and learning if
the students are to be successful global citizens. These attitudes are fostered through the learning activities
planned by the teachers and considered when assessing student progress.
The attitudes are:
Tolerance
Integrity
Enthusiasm
Curiosity
Cooperation
Commitment
Respect
Independence
Empathy
Creativity
Confidence
Appreciation
Action: How do we want the students to act?

:
In the PYP program, the students are challenged to take action and reflect on how they can make a difference to
the world. In the PYP such action is student initiated and results from a genuine concern for and commitment to
others.
Assessment
Beliefs/philosophy
RIS believes that assessment is an integral tool that drives learning and teaching. Assessment allows us to identify
what students understand, know, can do and where they are in the learning process. Both students and teachers
are involved in assessing progress as part of the development of their wider critical thinking and self-evaluation
skills as well as demonstration of Learner Profile. We identify desired results, determine acceptable evidence and
plan learning experiences and instruction to ensure success. A wide range of strategies and tools are used for
assessment. By understanding our learners we can adapt and change our instruction to help students and teachers
reach expectations set forth by our programme.
Purpose
To collect data that drives planning, instruction and reflection

To understand our learners
To strengthen our learning process and practice as educators
To identify students strengths and weaknesses
To personalise/differentiate instruction
To track progress and growth within a community of learners
To evaluate teaching and student inquiry
To provide information to all stakeholders
To promote consistency in articulation of the written curriculum
Feedback
Teachers at RIS are aware of the importance feedback plays in the learning process of a child. Feedback is given so
that children can reflect on their work and further refine and develop their skills.
Learning Goals and Reflection Journals

An important part of the PYP is the setting of personal goals by the students; these goals should be achievable and
measureable. To this end it is a requirement for all students to utilize a reflection journal throughout the year to
discuss not only the general progress they have made, their current studies, and other aspects of their school work
but it should also be used to measure the success of each childs goals. All children should have their goals in a
prominent place both at home and at school.
The Reporting Cycle

Written reports
End of Semester
The written report is given twice during the academic calendar, once at the end of each semester. The report
follows a narrative format outlining the students academic progress and social development over one semester.
Additionally, in Grades KG-5, overall levels of proficiency, according to our RIS reporting key, are used in the report
to describe Mathematics and Language skills and the students performance in Visual Art, Music, Physical
Education, Arabic and Islamic. Students receiving Learning Support receive an additional Learning Support Report
alongside their main report, completed by the relevant Learning Support teacher.
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Parent Teacher First Impressions Conferences

At RIS in the first semester we hold Parent Teacher Conferences in the first few weeks of the new school year.
These are formal and designed to communicate the students progress and needs, and inform parents about the
schools programmes. Homeroom Teachers take the opportunity to answer parents questions, address concerns
and share specific student information relating to the Student Profile and their achievement and attitude in the
particular subject areas.
Three Way Conferences
At RIS in the first semester just prior to the winter holiday break we hold our Three Way Conferences (TWC).
Three-Way conferences involve the student, parents and teacher. Students discuss their learning and
understanding with their parents and teacher, who are responsible for supporting the student through this
process. Prior to the end of the conference new goals SMART goals are set, with all determining how they can
support the achievement of the goals.
Student Led Conferences
At RIS in the second semester we hold Student Led Conferences (SLCs). All students participate and are responsible
for leading the conference between themselves and their parents. The conferences enable parents to gain a clear
insight into the work their child is doing through discussion with them and is supported by the use of a Student
Portfolio.
Portfolios at RIS
Each PYP student at RIS creates a Student Portfolio with transdisciplinary work that reflects the development of
the 5 Essential Elements of the PYP (knowledge, skills, attitudes, concepts and action) as well as the Learner
Profile. The Student Portfolios represent elements of learning from the whole academic year and show evidence of
student learning and reflection. The student portfolios include an array of evidence/artefacts selected by both
students and teachers. The creation of the Student Portfolios is supported by all PYP teachers across all curriculum
areas.
Programme of Inquiry (POI)
Inquiry is the primary pedagogical approach of the PYP. Inquiry learning means students are actively involved in
their own learning and to take responsibility for that learning. The PYP curriculum model is built from a framework
of Transdisciplinary Themes that help teachers and students to explore and acquire essential knowledge and skills
and to take socially responsible action. The PYP sets out six themes to offer continuity and progression of learning.
All grade levels from EY2 onwards study one Unit of Inquiry under each theme (Pre-K address four of the six
themes). All the Units of Inquiry in the primary school together constitute our Programme of Inquiry (POI).
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EY2 Units of Inquiry

A time line for the Programme of Inquiry is produced each year to show the order in which Units of Inquiry at
each grade level will be taught. Below is an overview of the six EY2 Units of inquiry for 2014-15 in the order they
are to be taught.
Semester 1
HOW WE ORGANIZE
OURSELVES
Central Idea
Cooperation builds communities.
Key Concepts: Responsibility, Function
Related Concepts: Communities, Rules, Interaction
An inquiry into the interconnectedness

of
human-made
systems
and
communities; the structure and
function of organizations; societal
decision-making; economic activities
and their impact on humankind and
the environment.
WHO WE ARE
Lines of Inquiry
* Working together creates unity
* We are responsible for our environment
* Being organised leads to independence
Central Idea
We respond to our experiences of the world through our thoughts
and emotions.
An inquiry into the nature of the self;

beliefs and values; personal, physical,
mental, social and spiritual health;
human relationships including families,
friends, communities, and cultures;
rights and responsibilities; what it
means to be human.
HOW THE WORLD WORKS
Key Concepts: Connection, Form, Perspective

Related Concepts Emotions, Senses
Lines of Inquiry
How we experience the world (our 5 senses)
Different emotions we feel
Responding to our experiences as individuals
Central Idea
Light is present in our lives and the world around us.
Key Concepts
Function, Causation,
An inquiry into the natural world and

its laws; the interaction between the
natural world (physical and biological)
and human societies; how humans use
their understanding of scientific
principles; the impact of scientific and
technological advances on society and
on the environment.
Related Concepts
Observation, Cycles
Lines of Inquiry
* Where light come from and how it is made
* The connection between light and shadows
* The importance of light in our daily lives
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Semester 2
Expected Duration February 16th - March 20th 2014
SHARING THE PLANET
Central Idea
Sharing our environment with other living things provides challenges
and opportunities.
Key Concepts: Responsibility, Function
Related Concepts: Environment, Habitats
and
An
inquiry
into
rights
responsibilities in the struggle to share
finite resources with other people and
with other living things; communities
and the relationships within and
between them; access to equal
opportunities; peace and conflict
resolution.
HOW WE EXPRESS OURSELVES
Lines of Inquiry
Our environment
How living things and humans interact
Responsibilities for living things in our environment
Central Idea
Our imaginations grow through storytelling.
Key Concepts: Reflection, Connection Perspective
How we express ourselves

An inquiry into the ways in which we
discover and express ideas, feelings,
nature, culture, beliefs and values; the
ways in which we reflect on, extend
and enjoy our creativity; our
appreciation of the aesthetic.
WHERE WE ARE IN PLACE

AND TIME
Related Concepts: Identity, Imagination

Lines of Inquiry
* Storytelling sparks imagination
* Storytelling can be interpreted in different ways
* Our interests connect us to our personal interests and experiences
* Stories can be told through a variety of media
Central Idea
People change over time.
Key Concepts: Change, Reflection Causation
An inquiry into orientation in place and

time; personal histories; homes and
journeys; the discoveries, explorations
and migrations of humankind; the
relationships between and the
interconnectedness of individuals and
civilizations, from local and global
perspectives.
Related Concepts: Evidence, artifacts, history identity

Lines of Inquiry
* Change is inevitable
* I can impact my learning
* Looking back helps us move forward
NB This unit is ongoing throughout the year
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Language - (English)
Introduction
The learning process simultaneously involves learning languageas learners listen to and use language with others
in their everyday lives; learning about languageas learners grow in their understanding of how language works;
and learning through languageas learners use language as a tool to listen, think, discuss and reflect on
information, ideas and issues (Halliday 1980).
Effective language teaching and learning are social acts, dependent on relationships with others, with context, with
the environment, with the world, and with the self. Such learning is relevant, engaging, challenging and significant.
Exposure to and experience with languages, with all their richness and diversity, creates an inquisitiveness about
life and learning, and a confidence about creating new social interactions.
At RIS we believe that learners needs are best served when they have opportunities to engage in learning within
meaningful contexts, rather than the learning of language as an isolated series of skills to be acquired. Fragmenting
learning into the acquisition of isolated skill sets can create difficulties for learnersfor example, learners may be
able to read, write and spell words correctly in isolation but may not be able to read, write or spell those same
words in other contexts.
Our teachers plan learning experiences that enable learners to develop language within meaningful and enjoyable
contexts, learners are able to make connections, apply and transfer their learning to different situations. The
programme of inquiry provides an authentic context for learners to develop and use language.
PYP Language Strands

The PYP has identified three strandsoral language, visual language, written languagethat are learned across
and throughout the curriculum, with each strand being an integral component of language learning. Each strand
has been considered from both the receptive aspectreceiving and constructing meaning, and expressive
aspectcreating and sharing meaning
Strand
Receptive receiving and

constructing meaning
Expressive creating and

sharing meaning
Oral Language
Listening
Speaking
Visual Language
Viewing
Presenting
Written Language
Reading
Writing
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EY2 Language Curriculum

Within the EY2 classroom, the language profile of every student is unique. This is typical in any school, but
particularly so in an international school where students come with such varied experiences of English, many as
second language English learners. At RIS the range of learning needs is recognized and we differentiate our
programme accordingly. Language in the Primary School is supported by the First Steps frameworks for reading
and Writing and the IB PYP continuums for Oral Language and Visual Language. Both the First steps frameworks
and the IB PYP continuums are designed as diagnostic tools to assist teachers in planning learning experiences for
students, and in monitoring students development throughout the primary years. Overall expectations and
outcome are therefore presented in developmental phases rather than by age range.
Oral Language Listening and Speaking

(In EY2 the majority of students will be working within Phase 1 or Phase 2 for Listening and Speaking.)
Overall Expectations
Phase 1
Learners show an understanding of the value of speaking and listening to communicate. They recognize that
sounds are associated with objects or with symbolic representations of them. They are using language to name
their environment, to get to know each other, to initiate and explore relationships, to question and inquire.
Phase 2
Learners show an understanding that sounds are associated with objects, events and ideas, or with symbolic
representations of them. They are aware that an object or symbol may have different sounds or words associated
with it in different languages. They are beginning to be cognizant about the high degree of variability of language
and its uses.
Phase 3
Learners show an understanding of the wide range of purposes of spoken language: that it instructs, informs,
entertains, reassures; that each listeners perception of what they hear is unique. They are compiling rules about
the use of different aspects of language.
Phase 4
Learners show an understanding of the conventions associated with speaking and listening and the value of
adhering to those conventions. They are aware that language is a vehicle for becoming knowledgeable, for
negotiating understanding and for negotiating the social dimension.
Phase 5
Learners are able to understand the difference between literal and figurative language and how to use language
differently for different purposes. They are aware that they are building on their previous experiences and using
language to construct new meaning.
15
Visual Language Viewing and Presenting

(In EY2 the majority of students will be working, within Phase 1 or 2 for Viewing and Presenting)
Overall expectations
Phase 1
Learners show an understanding that the world around them is full of visual language that conveys meaning.
They are able to interpret and respond to visual texts. Although much of their own visual language is spontaneous,
they are extending and using visual language in more purposeful ways.
Phase 2
Learners identify, interpret and respond to a range of visual text prompts and show an understanding that
different types of visual texts serve different purposes. They use this knowledge to create their own visual texts for
particular purposes.
Phase 3
Learners show an understanding that visual text may represent reality or fantasy. They recognize that visual text
resources can provide factual information and increase understanding. They use visual text in a reflective way to
enrich their storytelling or presentations, and to organize and represent information.
Phase 4
Learners show an open-mindedness about the use of a range of visual text resources to access information.
They think critically, and are articulate about the use of visual text to influence the viewer. They are able to use
visual imagery to present factual information, or to tell a story.
Phase 5
Through inquiry, learners engage with an increasing range of visual text resources. As well as exploring the viewing
and presenting strategies that are a part of the planned learning environment, they select and use strategies that
suit their learning styles. They are able to make connections between visual imagery and social commentary. They
show more discernment in selecting information they consider reliable. They are able to use visual imagery to
support a position.
Written Language Reading and Writing

For reading and writing the First Steps Maps of Development provide the developmental continuums used by
teachers to determine appropriate learning outcomes and track student progress. The most relevant phases for
EY2 are detailed below.
16
Reading
The majority of students in EY2 will be working within either Phase 1 Role Play reading phase or Phase 2
Experimental
As a benchmark, a student who has demonstrated all of the key indicators for Phase 1 Role Play and most of the
Phase 2 Experimental indicators at the end of EY2 is considered to be meeting Grade level standard.
Overview of Reading Phase 1: Role Play

GLOBAL STATEMENT
Readers in this phase display reading-like behaviours when interacting with texts such as picture books, traditional
tales and simple informational texts. They rely heavily on topic knowledge, pictures and memorisation when
reading texts previously heard. Although Role Play readers may begin to identify their own name or parts of it,
they are yet to match spoken and written words.
CONCEPTUAL UNDERSTANDINGS - (incorporated from PYP Scope and Sequence , IB, 2009)
Illustrations convey meaning.
Print conveys meaning.
People read for pleasure.
Stories can tell about imagined worlds.
Printed information can tell about the real world.
There are established ways of setting out print and organizing books.
USE OF TEXTS
CONTEXTUAL UNDERSTANDING
Listens to and demonstrates comprehension by
Makes links to own experience when listening to
talking about significant ideas from the text.
or reading texts, e.g. points to illustrations saying
I had a party.
Displays reading-like behaviour, e.g. holds book
right way up, clicks mouse to see new window.
Identifies and talks about familiar characters or
people from texts.
Knows that print carries a message but may read
their own writing and unfamiliar texts differently
each time.
Selects texts primarily for enjoyment, e.g. uses
cover and illustrations.
Recognises significant environmental print, e.g.
signs, logos, labels.
CONVENTIONS
PROCESSES AND STRATEGIES
Recognises own name or part of it in print.
Relies upon knowledge of topic and text
organisation such as pictures when reading.
Knows repetitive patterns in very familiar stories,
e.g. Run, run as fast as you can
Relies on the strategy of connecting to
comprehend, e.g. connects text to self.
IIs beginning to understand directionality of print,
e.g. front to back when turning pages.
Comments on specific features in pictures.
Responds to and uses simple terminology such as
Asks questions about signs, pictures and labels.
book, right way up, front, back.
Is beginning to recognise some letters by name or
sound, e.g. Sam says Thats my name, pointing to
s in a Stop sign.
May know the alphabet by rote but may need a
visual clue to connect a letter with its name.
17
Overview of Reading Phase 2: Experimental

GLOBAL STATEMENT
In this phase, readers use memory of familiar, predictable texts and their developing sound-symbol knowledge to
match some spoken words with written words. Experimental readers are focused on understanding and conveying
the meaning of these texts rather than reading all words accurately. They read and comprehend texts with
repetitive, limited and known vocabulary and supportive illustrations.
CONCEPTUAL UNDERSTANDINGS - (incorporated from PYP Scope and Sequence , IB, 2009)
The sounds of spoken language can be represented visually.
Written language works differently from spoken language.
Consistent ways of recording words or ideas enable members of a language community to communicate.
People read to learn. .
The words we see and hear enable us to create pictures in our minds.
USE OF TEXTS
Reads and demonstrates comprehension of texts
Expresses an opinion about a text, but may not
by
always be able to justify it.
- recalling some ideas explicit in a text
Identifies the role of the author and illustrator of a
- identifying the topic of a text
text.
- selecting a limited number of explicit events to
Talks about the ways different people or
retell a text
characters are represented in texts, e.g. The girl
- linking two ideas explicit in a text
in this story plays football.
Demonstrates that print remains constant, e.g.
transfers knowledge of familiar words from one
context to another.
Maintains the storyline when reading familiar
texts although a limited number of words are read
accurately.
With assistance, locates and selects texts
appropriate to purpose or interest.
CONVENTIONS
Recognises a small bank of known words in
Draws upon a limited knowledge base to
different contexts, e.g. personally significant
comprehend, e.g. topic knowledge, sentence
words.
patterns and sound-symbol relationships.
Identifies the letters of the alphabet by name or
Uses a limited range of strategies to comprehend,
sound.
e.g. predicting, comparing.
Demonstrates understanding of the concepts and
Determines unknown words by using wordconventions of print, e.g. left to right, top to
identification strategies, e.g. predicting using
bottom, capital letters.
beginning letters and/or pictures.
18
Overview of Reading Phase 3: Early

GLOBAL STATEMENT
Early readers recognise a bank of frequently used words and use a small range of strategies to comprehend texts.
These include short literary texts and structured informational texts that have familiar vocabulary and are
supported by illustrations. Reading of unfamiliar texts is often slow and deliberate as they focus on reading exactly
what is on the page, using sounding out as a primary word-identification strategy.
CONCEPTUAL UNDERSTANDINGS
Different types of texts serve different purposes.
What we already know enables us to understand what we read.
Applying a range of strategies helps us to read and understand new texts.
Wondering about texts and asking questions helps us to understand the meaning.
The structure and organization of written language influences and conveys meaning.
USE OF TEXTS
Reads and demonstrates comprehension of texts
Expresses and justifies personal responses to
by:
texts, e.g.I didnt like because
recalling key information explicit in a text
Understands that authors and illustrators select
identifying the main idea explicit in a text
information to suit a purpose and audience.
selecting events to retell a text, sometimes
Recognises how characters, people and events are
including unnecessary events or information
represented and offers suggestions for
linking explicit ideas in a text, e.g. comparing a
alternatives.
character at different points in the text.
Locates and selects texts appropriate to purpose,
interest and readability, e.g. uses library systems,
skims contents page.
CONVENTIONS
Recognises a bank of frequently used words in
Draws upon a small knowledge base to
different contexts, e.g. high frequency words,
comprehend, e.g. sight vocabulary, concept and
personally significant words.
text structure knowledge.
Recognises all letters by name and their regular
Uses a small range of strategies to comprehend,
sound.
e.g. self questioning, adjusting reading rate.
Explains how known text forms vary by stating:
Determines unknown words by using wordpurpose, e.g. procedures instruct
identification strategies, e.g. decoding using
some elements of organisation, e.g. procedures
phonemes, onset and rime.
have headings
Focuses on decoding words accurately when
some elements of structure, e.g. procedures
reading an unfamiliar text, which may result in
list materials and steps.
limited fluency, expression and loss of meaning.
19
Writing
The majority of students in EY2 will be working within Phase 1 Role Play or Phase 2 Experimental. As a
benchmark, a student who has demonstrated all of the key indicators for Phase 1 Role Play, and some of Phase 2
Experimental at the end of EY1 is considered to be meeting Grade level standard.
Samples of independent student writing within Phase 1
Matthew: This says all about cricket
Jasmin: I am writing like the

teacher
Aaron: I made a Superman

birthday card for Rhianon
20
Overview of Writing Phase 1: Role Play

GLOBAL STATEMENT
In this phase, writers emulate adult writing by experimenting with marks to represent written language. Role Play
writers are beginning to understand that writing is used to convey meaning or messages; however, as
understandings about sound-symbol relationships are yet to develop, their messages are not readable by others.
Role Play writers rely heavily on topic knowledge to generate text.
Writing conveys meaning.
People write to tell about their experiences, ideas and feelings.
Everyone can express themselves in writing.
Talking about our stories and pictures helps other people to understand and enjoy them.
USE OF TEXTS
Assigns a message to own written and drawn
Stares purpose or audience for own writing, e.g.
symbols.
This is a card for dad.
Demonstrates awareness that writing and drawing Identifies and talks about characters from literary
are different.
texts.
Knows that print carries a message but may read Identifies and talks about people and ideas in
writing differently each time.
informational texts.
Writes, then asks others to assign meaning to what Role plays writing for a purpose, e.g. taking a lunch
has been written.
order in a restaurant.
Dictates to an adult what they want written, e.g.
Makes links to own experience when creating texts.
This is my toy.
Talks about times when they have seen others
writing.
Talks about own writing and drawing.
Attempts to write own name.
Reacts to written texts in their environment, e.g.
signs.
Makes random marks on paper or screen.
Imitates the act of writing when they see others
Makes horizontal or linear scribbles with some
write.
breaks.
Produces circular scribble.
Orally recounts own experiences.
CONVENTIONS
Begins to demonstrate an awareness of
Relies upon personal experiences as a stimulus for
directionality, e.g. points to where print begins.
writing.
Uses known letters or approximations of letters to Uses texts viewed, read or heard as a stimulus for
represent writing.
writing.
Draws symbols consisting of straight, curved or
Copies print from the environment.
intersecting lines that simulate letters.
Uses letters from own name to generate writing.
Knows that a word can be written down.
Asks questions about printed words, signs and
Makes organisational decisions about writing, e.g.
messages.
Ill start here so it will fit.
Tells others about what has been written or
Writes the first one or two letters of own name or
drawn.
word correctly and may finish with a random string Voices thought before and during writing.
of letters. Recognises own name or part of it, in
print.
21
Overview of Writing Phase 2: Experimental

GLOBAL STATEMENT
In this phase, writers are aware that speech can be written down. Experimental writers rely on familiar topics to
generate a variety of texts such as greeting cards, lists and letters. They demonstrate an understanding of one-toone correspondence by representing most spoken words in their written texts. These words may consist of one,
two or three letters, and reflect their developing understanding of sound-symbol relationships.
People write to communicate.
The sounds of spoken language can be represented visually (letters, symbols, characters).
Consistent ways of recording words or ideas enable members of a language community to understand each
others writing. Written language works differently from spoken language.
USE OF TEXTS
Experiments with familiar forms of writing, e.g.
Provides reasons why people write, e.g. to
lists, captions, retells.
remember, to say thank you.
Uses writing with the intention of communicating
States the purpose and audience of own writing,
a message.
e.g. I am going to write to grandma to say
Demonstrates awareness that print contains a
Talks about how characters and events are
constant message, e.g. recalls the gist of the
represented in literary texts.
message over time.
Talks about how people and ideas are represented
in informational texts.
With assistance, finds information in texts
appropriate to purpose or interest.
CONVENTIONS
Writes using simple language structures, e.g. I
Draws upon semantic, graphophonic and syntactic
like, I see
knowledge when writing, e.g. topic knowledge,
sound-symbol relationships.
Demonstrates one-to-one correspondence
between written and spoken word, e.g. word Uses a limited range of strategies throughout the
pointing when reading back own writing.
writing process, e.g. connecting.
Begins to demonstrate understanding of the
Uses a limited range of strategies to spell, e.g.
conventions of print. Identifies the letters of the
sounding out.
alphabet by name or by common sounds.
Decides how own text will be presented.
22
Overview of Writing Phase 3: Early

GLOBAL STATEMENT
Early writers produce a small range of texts that exhibit some of the conventions of writing. Texts such as retells, reports
and emails are composed to share experiences, information or feelings. Early writers have a small bank of frequently
used words they spell correctly. When writing unknown words, they choose letters on the basis of sound, without regard
for conventional spelling patterns.
We write in different ways for different purposes.
The structure of different types of texts includes identifiable features.
Applying a range of strategies helps us to express ourselves so that others can enjoy our writing.
Thinking about storybook characters and people in real life helps us to develop characters in our own stories.
When writing, the words we choose and how we choose to use them enable us to share our imaginings and ideas.
USE OF TEXTS
Attempts a small range of familiar texts, either
Explains the purpose of a small range of familiar text
teacher-directed or self-selected.
forms, e.g. jokes are to entertain.
With assistance, finds information in texts and
Talks about the purpose of a piece of writing and the
records through drawing or writing key words.
ideas that need to be included.
Explains why characters or events are represented in a
particular way when composing literary texts.
Explains why people or ideas are represented in a
particular way when composing informational texts.
Imitates the use of simple devices used in texts, e.g.
print size, colour.
CONVENTIONS
Experiments with words drawn from a variety of
Draws upon semantic, graphophonic and syntactic
sources, e.g. literature, media, oral language of
knowledge when writing, e.g. text organisation, word
peers.
order.
Spells and uses a small bank of known words
Uses a small range of strategies throughout the writing
correctly.
process, e.g. self-questioning.
Knows all letters by name and their common
Uses a small range of strategies to spell unknown
sounds.
words, e.g. chunking, sounding out.
Knows simple letter patterns and the sounds they
Talks or draws as a means of planning before writing.
represent, e.g. sh, ch, ee.
Begins to proofread and edit own writing when
Writes simple sentences using correct punctuation.
directed, e.g. deleting words, adding punctuation.
Creates a published text that is beginning to reflect the
intended purpose.
23

Arabic A
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PYP
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Learning about the

language
Learning the
language
Learning
through the
language
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Arabic B
Arabic B Scope and Sequence

The schools Arabic B scope and sequence provides a developmental continuum of phases for each strand.
Strand
Receptive receiving and

constructing meaning
Expressive creating and

sharing meaning
Oral Language
Listening
Speaking
Visual Language
Viewing
Presenting
Written Language
Reading
Writing
Overall Expectations by phase

Oral Language Listening and Speaking
Phase 1
Learners demonstrate an understanding of short simple sentences spoken texts and vocabulary. They are able to
use common greetings, give and follow basic instructions in Arabic. They are able to use oral language for short
period.
Phase 2
Learners show understanding of short simple spoken texts and vocabulary. They are able to pronounce the letters
correctly and clearly with the short and long sounds. They begin to use oral language appropriately to tell events in
sequence.
Phase 3
Learners demonstrate a higher level of understanding of short simple spoken texts and vocabulary. Students are
able to pronounce studied words correctly and clearly. They start to use simple phrases to express their needs.
They start to arrange in order the ideas they want to communicate about.
28
Phase 4
Learners are able to apply previous learning to ask and answer questions about new topics. They can repeat and
recite a variety of new spoken words, texts and songs. Learners can reflect on, evaluate and modify their spoken
responses to clarify meaning and information.
Phase 5
Learners start to communicate confidently with peers using a variety of phrases and sentences structures. They
can ask and answer questions about familiar and new topics confidently. In this phase they are able to prepare and
deliver short presentations and topics of interests to peers. Learners independently identify materials they can use
to support a spoken presentation and give reasons for choices.
Viewing and presenting

Phase 1
The students show curiosity in many forms of visual media and respond and describe what they see. The
students are able to read and use texts with different types of layout. They understand that communication
involves verbal, visual and kinesthetic features. The students start to use a variety of implements to practice and
develop handwriting and presentation skills. They are able to ask simple questions in response to media.
Phase 2
The students view and react to simple messages or factual information and describe what they see. They can make
connections between the real and the imaginary. They can understand that signs and symbols carry meaning and
begin to read a range of signs in the environment. They are able to search for, record and present information
using a variety of media as well as make choices about what is useful to them. The students can use body language
in mime and role play to communicate ideas and feelings visually.
Phase 3
The students are able to view and respond to media verbally and nonverbally. They can use a variety of media to
plan and create projects including use of the internet (with guidance). They can recognise and name familiar visual
texts for example advertising, logos, labels....etc. The students are able to select and use suitable shapes, colours
and layout for presentations and develop writing different styles of Arabic calligraphy. They start developing their
presentation skills and use body language to add meaning to oral presentation.
Phase 4
The students respond to viewing experiences orally and in writing. They can recognise the power of visual media to
influence thinking and behavior. They can start identifying stereotypes. They can address an audience and
provide brief presentations on different topics. They can identify aspects of body language in a dramatic
presentation. They can recognise and name familiar visual texts and explain why they are or are not effective.
Phase 5
the students respond to viewing experiences orally and in writing, using specific vocabulary and terminology. They
are able to use a variety of media to plan and create projects. They can present oral reports on familiar and
unfamiliar topics in target language. They can provide more detailed presentations (2-3 minutes) on topics to
inform, presentation skills, addressing an audience.
29
Written languageReading
Phase 1
Learners can recognise basic aspect of format and style of the language as well as the different forms of the letters.
They can show an understanding of different vocabulary in their written form. Learners begin to follow and join in
with the shared reading activities. They read aloud attempting correct pronunciation.
Phase 2
Learners can differentiate between the long and the short sounds of the letters. They can read their own writing or
words written by the teacher. They can identify repetitive words and letter patterns in sentences when reading
familiar texts. They demonstrate understanding of simple sentences.
Phase 3
Learners can read a range of new words related to the topics with some support. They can read familiar words and
simple sentences. They can talk about texts read and viewed in class as well as responding appropriately to simple
written directions.
Phase 4
Learners can read sentences that use basic grammar as well as familiar texts independently. They begin to select
books appropriate to their reading level and start using references and dictionaries. The students are able to retell
main events in sequence with guidance.
Phase 5
Learners can use a range of different strategies to decode texts. They demonstrate understanding of meaning and
relationships between sentences in a paragraph. They start to follow ideas in and between paragraphs making use
of a range of conjunction. In this phase learners can recall and summarize main ideas from fiction and non- fiction
texts.
Written languageWriting
Phase 1
Learners understand that written texts convey meaning. They start demonstrating understanding of letter/sound
relationships. They begin to use studied vocabulary to form meaningful words and sentences.
Phase 2
Learners are encouraged to write daily and share own writing with others. They can generate own ideas for writing
and make use of grammar with guidance. The students in this phase begin to form sentences with the right
structure.
Phase 3
Learners begin to write more independently and develop criteria for effective writing with guidance. They begin to
use short paragraphs with details to support their ideas. They start to use a mixture of tenses within one text.
Phase 4
Learners begin to set goals and identify strategies to improve writing. They can provide detail to a written text.
They learn how to translate literally from first language to Arabic language. They begin to use complex punctuation
with different tenses.
30
Phase 5
In this phase the students learn to initiate writing for own particular purposes. They can set goals independently by
evaluating their writing. They begin to spell some complex words and increase the use of visual strategies, spelling
rules and knowledge of word parts to spell correctly.
Mother Tongue
The language profiles of students at Raha may be complex and diverse; however, the influence of mother-tongue
development is significant for all learners. It is acknowledged that development of mother tongue language is
crucial for cognitive development, and in maintaining cultural identity. Success in mother-tongue development is a
strong predictor of long-term academic achievement, including acquisition of other languages. We encourage
parents to regularly read, write and speak with their child in their mother tongue.
At RIS we currently host mother tongue groups for:
German
Spanish
Dutch
Chinese
We are actively looking to extend our provision to other languages and cultures.
Contact the schools Mother Tongue Coordinator Genevieve Perreault gperreault@ris.ae for further details.
31
Islamic Studies

5102-5102
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36
Mathematics
At RIS we see mathematics as a way of thinking rather than simply a body of knowledge to be delivered. An
exemplary mathematics classroom consists of a very active and busy community of learners (IB, 2003). Our
approach to teaching and learning reflects this.
The teacher inquires with the students.

Tasks set are purposeful and engaging.
Teachers facilitate the developmental stages of learning through appropriate learning experiences.
Opportunities are provided for: i) constructing meaning, ii) transferring meaning to signs and symbols and iii)
understanding and applying knowledge and skills to different situations.
Learning is an interactive process, where discussion of processes and different approaches are a regular part
of daily lessons.
Students have opportunities to work individually, with partners, in small groups and as a whole class.
Throughout the year teachers make meaningful conceptual links to Units of Inquiry.
A range of accessible resources provide students opportunities to record their mathematical thinking and
understanding. White boards, ICT programmes, plain paper and a range of dotted and squared papers
supplement the mathematics exercise books. Also children have access to a range of mathematical
dictionaries, encyclopedias, literature and textbooks.
ICT plays an integral role in the teaching and learning of mathematics. Through computers and netbooks,
students have access to a range of mathematical programmes covering the full breadth of the curriculum.
Teachers make use of interactive teaching programmes via classroom projectors to explore and model skills
and concepts with students.
Mathematics Strands
There are five strands in the PYP ensuring a balanced Mathematics programme. These are:
Data handling
Measurement
Shape and space

Pattern and function
Number
37
The Number and Pattern and function strands of mathematics are taught daily at RIS. This is to ensure children
have sufficient time to develop strong conceptual understanding of the number system, number operations, and
acquire key number facts. Shape and Space, Measurement and Data-Handling are taught primarily through the
meaningful contexts of the units of inquiry.
Mathematics in EY2
In EY2 students will be encouraged to ask questions, make observations and experiment with materials to develop
mathematical concepts. They will be introduced to data handling, measurement, shape and space, pattern and
function and number. Some of the activities will include making patterns, sorting by shape and size, and writing,
reading and ordering numbers to 20 and exploring methods for problem solving. Assessment will be varied and
ongoing and will include teacher observation and self assessment. At times Mathematics will be integrated
throughout the curriculum. Students will be encouraged to consolidate their understandings and apply their
knowledge to construct meaning throughout all Mathematics units.
Building on Prior Knowledge and Experience
Mathematics in EY2 builds on childrens desire to make sense of their world, and helps them develop and
demonstrate their mathematical understanding. Young children use mathematics intuitively and develop their
understanding of mathematics through their individual approaches to learning, as well as through their prior
experience of their linguistic, family, cultural, and community backgrounds. It is therefore important that childrens
existing conceptual understanding of mathematics be valued and that children be introduced to mathematical
concepts in an appropriate manner and at an appropriate time in their development. Children also need to be
given learning experiences that are within the range of things they can do with and without guidance.
Providing Rich Problems and Connections to Real Life
Problem solving and reasoning that involve the big ideas of mathematics are the foundations of mathematics in
the Early Years program. Rich mathematical problems involve important mathematical ideas and arise out of reallife situations, and can be approached in a variety of ways so that all children can be involved in exploring
solutions. Solving such mathematical problems requires persistence, since they do not have one easy-to-find
correct answer. Through active participation in mathematics investigations, including problem solving and
discussions, children develop their ability to use mathematics as a way of making sense out of their daily
experiences.
EY2 Mathematics Benchmarks

The schools Grade level benchmarks provide an indicator or attainment in line with international standards.
However in the PYP it is understood that students learn at different rates and so these indicators may not
represent an appropriate level of expectation for all.
Students will be given the opportunity to work beyond the EY2 benchmarks if ready to do so, or work towards the
EY2 level if they do not yet have the foundations in place to achieve the Grade level benchmark.
It can be very counterproductive to rush students onto calculating through formal written methods (algorithms)
too early, so in EY2 the focus is on developing a strong understanding of number supported with the use of
materials and visual models. In EY2 the majority of students will be working with numbers to 50. Regular practice is
required for students to grasp key concepts, acquire knowledge and master and apply skills so, at RIS the Number
and Pattern and Function strands of the mathematics curriculum are taught every day.
38
Key manipulatives and number models used in EY2

Number is essentially an abstract concept and it is very difficult for young children to grasp abstract concepts.
Young children need to work with number in concrete forms to make sense of it. They need regular opportunities
to see, feel, make, change and order numbers with manipulatives.
Counters
Children will experience counting and making numbers using a variety of counters and objects. This builds
understanding of Cardinal number the understanding that a number represents how many in a set.
Ten frames
Ten frames are one of the most important models to help students build a concept
of ten. Ten frames are a 2x5 array in which counters or dots can be placed to
illustrate numbers. They support construction of many number concepts in EY2
including, doubling, odd and even numbers, bonds to ten, partitioning, addition and
subtraction.
The concept of place value is introduced first with the numbers 11-19. Two tens
frames provide a powerful visual model to help understand see 14 for example as
ten and four more.
Bead strings and abaci
39
Manipulatives such as beadstrings and abaci, provide visual models of 10, 50, and 100. They are organized in
divisions of ten lots of ten. They reinforce cardinal number, and also build understanding of the ordinal concept
of number numbers used to denote the position in an ordered sequence.
Hundred Squares
100 squares reinforce the visual model of the abacus and introduce students to the number patterns, sequencing
and the symbols for each of these numbers.
Students can practice finding numbers on a 100 square

by reading down the number of tens and reading across
to the units. E.g 64
Partially completed hundred square help

reinforce number order
Numberlines
Numberlines represent numbers in a linear order. They can be given to students with all or some of the numbers
already on, but the children will also learn to create their own.
E.g. A numberline showing the numbers 1-10 can be used to help the children to add and subtract.
A partially completed numberline like the one below can be used to explore number order, Can you fill in the
spaces?; which number comes before 10?
40
EY2 Mathematics Benchmarks

The schools Grade level benchmarks provide an indicator or attainment in line with international standards.
However in the PYP it is understood that students learn at different rates and so these indicators may not
represent an appropriate level of expectation for all.
Students will be given the opportunity to work beyond the EY2 benchmarks if ready to do so, or work towards the
EY2 level if they do not yet have the foundations in place to achieve the Grade level benchmark.
Mathematics Number Benchmarks

EY1
EY2
Grade 1
(Working towards)
(Working within)
(Working beyond)
Read and write numbers in Read, and write whole

figures from 0 to 50
numbers to at least 100 and
know what each digit
represents
Reading and writing

number
Understand one-to-one
Correspondence
Count on and back from a

given number to 50
Count on and back from a

given number to 100
Compare and order

numbers to 50
Compare and order

numbers to 100
Understand conservation of
number
Counting
Estimate quantities to ten
Recognize groups of zero to
five objects without counting
(subitizing)
Count compare and order
numbers to 20
Understand the relative
magnitude of
Compare and order
whole numbers
Use ordinal numbers to
describe the position of
things in a sequence
41
Mathematics Number Benchmarks continued
EY1
EY2
Grade 1
(Working towards)
(Working within)
(Working beyond)
To know what number comes Recall number pairs with a

before / after a given number total of 10, e.g. 3 + 7, or
(+/-1)
what to add to a singledigit number to make 10,
Begin to use the language
e.g. 3 + . = 10
involved in adding and
subtracting
Mental Addition and

Subtraction (recall)
Understand before / after
Recall addition facts for

totals to at least 5, e.g. 2 +
3, 4 + 3
Relate addition to combining

two then 3 groups of objects,
Recall addition doubles for
counting all the objects
all numbers to at least 10,
Separate / partition a small
e.g. 8 + 8
set of objects in to 2 groups
Investigate number bonds to
5
Recall addition and

subtraction facts for all
numbers up to at least 10,
e.g. 3 + 4, 8 5
Recall number pairs with
totals to 20
Recall all pairs of multiples

of 10 with totals up to 100,
e.g. 30 + 70, or 60 + . = 100
Recall what must be added
to any two-digit number to
make the next multiple of
10, e.g.
52 + . = 60
Recall addition doubles for
all numbers to 20, e.g. 17 +
17
and multiples of 10 to 50,
e.g. 40 + 40
42

EY1
EY2
Grade 1
(Working towards)
(Working within)
(Working beyond)
Calculation
Add or subtract a pair of
single-digit numbers,
Calculation
Add or subtract a pair of singledigit numbers, including
crossing 10, e.g. 5 + 8, 12 7
e.g. 4 + 5, 8 3
Mental Addition and

Subtraction (Calculation)
Add or subtract a single-digit

number to or from a teens
number, e.g. 13 + 5, 17 3
Add any single-digit number to

or from a multiple of 10,
e.g. 60 + 5

to or from 10, and add a
multiple of 10 to a single-digit
number, e.g. 10 + 7, 7 + 30
Subtract any single-digit

number from a multiple of
10, e.g. 80 7
Add near doubles, e.g. 6 + 7

number to or from a two-digit
number, including crossing the
tens boundary,
e.g. 23 + 5, 57 3, then 28 + 5,
52 7
Add or subtract a multiple of 10
to or from any two-digit
number, e.g. 27 + 60, 72 50
Add numbers close to multiples
of 10 (9, 19, 29, or 11, 21, 31,
)
Add near doubles, e.g. 13 + 14,
39 + 40
43

EY1
EY2
Grade 1
(Working towards)
(Working within)
(Working beyond)
Count on from and back to

zero in ones, twos, fives or
tens
Recognise odd and even
numbers to 20
Multiplication and
division fact to 10X10
Recall multiplication facts

for the 2, 5 and 10 timestables, and corresponding
division facts
Recognise odd and even
numbers to 100
Recognise multiples of 2, 5
and 10
Find the total number of
objects when they are
organised into groups of 2,
5, or 10
Recall doubles of all

Recall doubles of all
numbers to 10, e.g. double numbers
6
to 20, e.g. double 13, and
find the corresponding
halves
Recall doubles of multiples
of 10 to 50, e.g. double 40,
and find the corresponding
halves
Doubling and Halving
Calculate the double of any

multiple of 5 up to 50,
e.g. double 35
44

EY1
EY2
Grade 1
(Working towards)
(Working within)
(Working beyond)
Use the language whole,

half and quarters in
everyday contexts
Use the vocabulary of

halves and quarters in
context
Find one-half and quarters
of shapes
Representing fractions
as a part of a whole:
Finding a fraction of a
single unit
Understand fractions as
equal parts of a whole
Recognise that a fraction
divides a whole into equal
parts
Mathematics Pattern and Function Benchmarks

EY1
EY2
Grade 1
(Working towards)
(Working within)
(Working beyond)
Recognise and recreate simple

patterns, including shape and
sound/clap patterns (two
attributes).
Create, describe and extend

patterns.
Recognise and describe patterns in

the environment
Identify patterns and rules for

addition up to 10 (4+3=7, 3+4=7)
Create, describe and extend patterns

using two or more attributes
Recognize and describe and extend Skip counting using patterns in

patterns in numbers: odd and even, 1,2,5,10
skip counting 2s, 5s and 10s.
Patterning using two or more
attributes.

addition greater than 10 less than 20

addition up to 10 (4+3=7, 3+4=7)
45
Mathematics Measurement Benchmarks

EY1
EY2
Grade 1
(Working towards)
(Working within)
(Working beyond)
Make direct comparisons of 2 then

3 or more lengths, masses,
capacities.
Use mathematical language relating

to measurement such as long, wide,
volume, temperature and time
Estimate, measure, label and

compare using non-standard units of
measurement capacity and mass
Use mathematical language relating

to measurement, such as more/
less; longer/ shorter/ heavier lighter
holds more/ holds less; hot/ cold
Use and explore standard

(centimetres, metre) and nonstandard units of measurement:
length, mass, volume and time
Estimate, measure and compare

using non-standard and standard unit
of measurement; length, time,
capacity and temperature
Use and explore non-standard units

to measure length, mass, volume
and time Sequences familiar events,
describing and recalling information
using language such as yesterday/
tomorrow etc
Use a calendar to identify sequence

of date, days and months
Use a calendar to determine the

date, and to identify and sequence
days of the week and months of the
year
Estimate, identify and compare

lengths of time: second, minute,
hour, day, week and month.
Say the names of the days of the

weeks in order
Read time to the hour and half hour
Use coins in role-play. Recognise

and sort 1Dh, 25fils, 50flils
Explore addition and subtraction

using money
Estimate, identify and compare

lengths of time; second, minute,
hour, week, month and year
Read and write analogue time to the

hour, half hour and quarter hour
Identify and order coins and notes

Begin to use the language of time
eg oclock, knowing the sequence of
the day etc
46
Mathematics Shape and Space Benchmarks

EY1
EY2
Grade 1
(Working towards)
(Working within)
(Working beyond)
Begin to investigate and describe

solids - name cube, sphere, cone
Use what they know about 3-D

shapes to see and describe 2-D
shapes
Begin to investigate and describe

flat shapes - name triangle, square,
circle, rectangle
Sort and label 2-D and 3-D shapes

using appropriate mathematical
vocabulary: sides, corners, circle,
sphere, square and cube
Sort and match objects, talking

about decisions made
Sort, describe, compare and name
3-D shapes according to attributes
such as size and form (cube,
cuboid, sphere, prism and cone)
Use shapes to make models,

patterns and pictures
Sort and label 2-D and 3-D shapes

using appropriate mathematical
vocabulary, sides, corners, circle,
sphere, square and cube
Create 2-D shapes
Use what they know about 3-D

shapes to see and describe 2-D
shapes eg hexagon, pentagon,
square, circle, rectangle, triangle
Recognise and use whole, half and

quarter turns
Use everyday words to describe
position (beside, behind, below,
above, between, on, under, inside,
next to, outside)
Use everyday words to describe

direction (forwards/ sideways/
backwards
Sort, describe, compare, name and

create 2-D shapes according to
attributes such as size or form
(circle, square, triangle, rectangle,
oval and pentagon)
Find and explain symmetry in their

immediate environment
Build a block enclosure
Create and explains simple

symmetrical designs
Name, match and sort primary and

secondary colours
Give and follow simple directions,

describing paths, regions and
boundaries of their immediate
environment and their position:
left, right, forward and backward
Create and explain simple

symmetrical designs
Identify reflective symmetry in

patterns and 2-D shapes and draw
lines of symmetry in shapes
Give and follow simple instructions

involving position, direction and
movement; left, right, forwards,
backwards, diagonally forward and
diagonally backwards
47
Mathematics Data Handling Benchmarks

EY1
EY2
Grade 1
(Working towards)
(Working within)
(Working beyond)
Sort, order and label real objects

into sets by one attribute.
Sort, order and label real objects

into sets by more than one
attributes
Place objects on concrete graphs

and contribute to / talk about class
pictograms.
Begin to discuss outcomes using

terms such as impossible, unlikely,
likely and certain.
Begin to predict, discuss and order

outcomes using terms such as
impossible, unlikely, likely and
certain
Graphing real objects and

comparing quantities using number
words
Sort and label objects into sets of two

or more attributes
Discuss and compare data

represented in teacher generated
diagrams e.g. Carroll, Venn, tree
Begin to use every day comparative

language and number to describe
data (teacher generated or student
Create a pictograph and simple bar
generated)
graph from graph of read objects
and interpret date by comparing
quantities: more, fewer, less than, Create a pictograph and simple bar
graph from a graph of real objects,
greater than
and interpret data by comparing
quantities more, fewer, less than,
greater than
Begin to predict, discuss and order
outcomes using terms such as
certain
Discuss, identify, predict and place

outcomes in order of likelihood;
certain
Begin to use IT to organize and

present data
48
Social Studies and Science
Science and social studies are relevant to all the transdisciplinary themes and all planned science and social studies
learning take place within this framework of the Programme of Inquiry
Social Studies
In the Primary Years Programme, social studies learning guides students towards a deeper understanding of
themselves and others, and of their place in an increasingly global society. It provides opportunities for students to
look at and think about human behaviour and activity realistically, objectively, and with sensitivity. Exposure to
and experience with social studies therefore opens doors to key questions about life and learning.
Raha International School has developed its Programme of Inquiry to meet the needs of its students growing up in
Abu Dhabi. Key themes have been identified from the Arabic Social Studies curriculum, and integrated into our
Programme of Inquiry. Many of our units of inquiry start from a local perspective, enabling students at RIS to
develop their knowledge and understanding of their host country and gain an appreciation of Arab culture and
perspectives. By teaching Arabic Social Studies within the Units of Inquiry students learn about Arabic culture and
traditions within meaningful and significant contexts and use their knowledge and understanding to consider
important conceptual ideas and local and global issues.
Whenever possible we look to utilize resources available in the local community in order to provide a meaningful
context for inquiry (e.g. field trips, artefacts and visiting speakers).
Social Studies Strands
The social studies component of the PYP is characterized by concepts and skills rather than by content, however a
breadth and balance of social studies content is covered through the units of inquiry. The knowledge component
of social studies in the PYP is arranged into five strands: human systems and economic activities, social
organization and culture, continuity and change through time, human and natural environments, and resources
and the environment.
49
SOCIAL STUDIES STRANDS

Human systems and economic activities
Social organization and culture

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

The social studies component of the curriculum also provides opportunities for students to develop a range of
social studies skills and processes. The PYP identifies five key social studies skills to be developed and built on
throughout the primary years.
a. Formulate and ask questions about the past, the future, places and society
b. Use and analyse evidence from a variety of historical, geographical and societal sources
c. Orientate in relation to place and time
d. Identify roles, rights and responsibilities in society
e. Assess the accuracy, validity and possible bias of sources
Overall Expectations for the 5-7 year old age range

Students will increase their understanding of their world, focusing on themselves, their friends and families and
their environment. They will appreciate the reasons why people belong to groups, the roles they fulfill and the
different ways that people interact within groups. They will recognize connections within and between systems by
which people organize themselves. They will broaden their sense of place and the reasons why particular places
are important to people, as well as how and why peoples activities influence, and are influenced by, the places in
their environment. Students will start to develop an understanding of their relationship with the environment.
They will gain a greater sense of time, recognizing important events in their own lives, and how time and change
affect people. They will become increasingly aware of how advances in technology affect individuals and the
environment.
50
Science
In the PYP science is viewed as the exploration of the biological, chemical and physical aspects of the natural
world, and the relationships between them. Our understanding of science is constantly changing and evolving. The
inclusion of science within the PYP leads learners to an appreciation and awareness of the world as it is viewed
from a scientific perspective. It encourages curiosity and ingenuity and enables the student to develop an
understanding of the world. Reflection on scientific knowledge also helps students to develop a sense of
responsibility regarding the impact of their actions on themselves, others and their world.
The science component of the PYP is characterized by concepts and skills rather than by content, however we do
ensure that a breadth and balance of science content is covered through the units of inquiry. The knowledge
component of science in the PYP is arranged into four strands: living things, Earth and space, materials and matter,
and forces and energy.
SCIENCE STRAND
Living things
Earth and space
Materials and matter
Forces and energy
DESCRIPTION
The study of the characteristics, systems and behaviours of humans and other animals,
and of plants; the interactions and relationships between and among them, and with their
environment.
The study of planet Earth and its position in the universe, particularly its relationship with
the sun; the natural phenomena and systems that shape the planet and the distinctive
features that identify it; the infinite and finite resources of the planet.
The study of the properties, behaviours and uses of materials, both natural and humanmade; the origins of human-made materials and how they are manipulated to suit a
purpose.
The study of energy, its origins, storage and transfer, and the work it can do; the study of
forces; the application of scientific understanding through inventions and machines.
The science component of the curriculum also provides opportunities for students to develop a range of science
skills and processes. The PYP identifies eight key science skills to be developed and built on throughout the primary
years.
Science skills
a. Observe carefully in order to gather data
b. Use a variety of instruments and tools to measure data accurately
c. Use scientific vocabulary to explain their observations and experiences
d. Identify or generate a question or problem to be explored
e. Plan and carry out systematic investigations, manipulating variables as necessary
f. Make and test predictions
g. Interpret and evaluate data gathered in order to draw conclusions
h. Consider scientific models and applications of these models
Overall Expectations for the 5-7 year old age range

Students will develop their observational skills by using their senses to gather and record information, and they will
use their observations to identify patterns, make predictions and refine their ideas. They will explore the way
objects and phenomena function, identify parts of a system, and gain an understanding of cause and effect
relationships. Students will examine change over varying time periods, and will recognize that more than one
51
variable may affect change. They will be aware of different perspectives and ways of organizing the world, and
they will show care and respect for themselves, other living things and the environment. Students will
communicate their ideas or provide explanations using their own scientific experience.
Visual Art
At Raha International School we value the creativity and imagination of the individual and celebrate the original
thinker. In the PYP Visual Arts programme students see themselves as the makers and viewers in the creative
process. They will have opportunities to develop an aesthetic appreciation of their own art work and that of
others. Students will explore the relationship between the elements of art and design and investigate the
properties of materials and media and use tools and technologies to develop skills in a range of techniques.
Students will reflect on, test, clarify, and regenerate ideas, as well as solve problems, individually and
collaboratively, in making objects and images. Students will inquire into the importance of storytelling in their
societies and cultures both past and present as well as the role visual arts plays in reflecting beliefs, technologies,
needs and values of society. Students will have opportunities to visit artists, art organizations and people who
have local cultural knowledge and skills. This will allow the students to enrich their learning experiences and will
provide opportunities for students to extend their knowledge, skills and experiences. Assessment in Visual Arts will
be ongoing and may include observations, portfolios, self-evaluation and peer assessments.
Strands
Essential Understanding
CREATING
Product-Performance
Artists communicate ideas through artworks by selecting and applying

media techniques and processes, subject matter, and themes.
CREATING/RESPONDING
Elements and Principles
Artists communicate ideas through artworks by selecting and applying art

elements and principles.
RESPONDING
Artistic Perceptions
Viewers respond aesthetically to artworks based upon their personal

experience and cultural values. Viewers analyze, interpret, and evaluate
the quality of artwork through art criticism.
CREATING/RESPONDING
Interdisciplinary Connections
Visual art is connected to performing arts, communication arts, math,

science, and social studies.
RESPONDING
Historical and Cultural Context
Visually literate citizens understand the role and functions of art in

history and culture. Artists influence and are influenced by the cultures
and time periods in which they live.
52
Early Years Visual Art Learning Outcomes

STRAND I: CREATING Product/Performance
1. Select and apply two-dimensional media, techniques, and processes to communicate ideas and solve
challenging visual art problems.
Drawing
Produce a line using crayon, pencil, or marker
Other Media
Demonstrate a simple printmaking technique (e.g., stamping, thumb or hand prints, objects
STRAND I: CREATING Product/Performance

2. Select and apply three-dimensional media, techniques, and processes to communicate ideas and solve
challenging visual art problems
3D Media
Uses scissors with control

Modeling with clay or a similar material: Create a sphere
STRAND I &II: CREATING/RESPONDING Elements and Principles (EP)

1. Select and use elements of art for their effect in communicating ideas through artwork
Line
Identify and use lines

Identify and use shapes
Shape
Categorize shapes as large and small
Colour
Identify and use color
Rhythm/
Identify and use a pattern by repeating a single shape, line, or colour
repetition
53
Music
Music at RIS enables students to communicate in ways that go beyond their oral language abilities. Music delights
and stimulates, soothes and comforts us; music allows students to communicate in a unique way. Musical
experiences and learning begin with the voice. It is important that students are given opportunities to discover a
broad range of music experiences including classifying and analysing sounds, composing, exploring body music,
harmonizing, listening, playing instruments, singing, notation, reading music, songwriting and recording.
The PYP Music Scope and Sequence is organized under two strands: Creating and Responding. In creating, students
use their imagination and musical experiences to organize soundsnatural and technologicalinto various forms
that communicate specific ideas or moods. In responding, students are given the opportunity to respond to
different styles of music, as well as to music from different times and cultures. Individually and collaboratively,
students will have the opportunity to create and respond to music ideas. By exposing students to a wide and
varied repertoire of musical styles, they can begin to construct an understanding of their environment, their
surroundings and structures, and begin to develop personal connections with them.
Music is a part of everyday life. Listening to and performing music can be a social activity. The development of
listening skills, an important aspect of all learning, is constantly reinforced. Music also plays an important part in
the language learning process. Through songs and rhymes, students can hear patterns and develop a sense of the
rhythm that applies to languages. This can be especially apparent when learning a new language because the
meaning of the words is not necessarily understood, and so students concentrate on the rhythms and patterns
they hear.
Music is both an active and reflective process when making and listening to it. Students will draw on a wide range
of sources in their music learning: music composed by themselves and other students; music composed by
musicians; literature; paintings; dance; their own imagination; real-life experiences; feelings; values and beliefs.
They will be exposed to live performances as well as recordings. Additionally, opportunities to participate in live
performancesinformal as well as formal will allow students to work collaboratively and gain awareness of the
audience.
At RIS our PYP music classrooms provide an environment that stimulates and challenges students. They are well
resourced with an extensive range of music recordings, videos and instruments. Students have the opportunity to
explore home-made as well as manufactured instruments from a variety of countries and cultures.
54
Early Years Music Learning Outcomes
Responding:
Creating:
Singing
Singing
respond to singing through rote echo singing of a

variety of familiar song literature
use the voice to imitate vocal and environmental
sounds and communicate feelings
sing in unison simple songs of an appropriate
pitch range in their entirety and from memory
respond to vocally sung questions on pitches So,
La, Mi, and Do
responds to a system of moveable Do
responds to the sounds of ones own voice with
cupped hands on ears or with musical telephones
(made of PVC pipe)
with the understanding that singing is a learned
skill, students will respond to both verbal
instruction and proper modelling of correct
posture, preparation, and technique for singing
responds to pitch matching activities and games
explore vocal sounds through creative

imaginative play
develop language and speech through an inquirybased discovery of new vocabulary used in ageappropriate song literature
participate in a wide variety of singing games that
encourage solo singing; encourage the sharing of
songs in childrens heads
explores ways of matching pitch to human voice,
piano, and other instruments
Moving to Music
Moving to Music
respond to music through a variety of instructed

movement activities that will develop the skills of
marching, skipping, sliding, moving in different
directions, feeling space on different levels, using
left and right hands together and alternatively
(preparation for playing instruments)
become conditioned to stop and start on cue;
echoes rhythm patterns on cue with body
percussion; demonstrates an ability to perform
conducting patterns in duple meter while holding
a baton
demonstrates conducting patterns in 2s and 3s
with large body movements
create student-initiated movements based upon

the skills developed through instruction as
children move to a variety of styles, tempos, and
meters of music
explore body sounds through use of simple body
percussion
Listening
Listening
respond to music by identifying the speed of the

beat through movement
responds verbally and physically to aspects of
musical sounds
respond to the form of a piece of music by
distinguishing between similarity, contrast, and
repetition
identifies simple differences of timbre in
recorded and live music
dance freely to musical examples from a variety

of age-appropriate music literature
express the feelings that music creates in their
imaginations
55
Responding:
Creating:
Playing Instruments
Playing Instruments
echoes rhythm patterns on cue on non-pitched and

pitched percussion instruments
develops the skill of maintaining a steady beat
through non-locomotor and locomotor activities
through use of both body sounds and playing
instruments
develop the skill of starting and stopping together
and playing at moderate and soft dynamic levels;
responds to musical instructions that foster the
social skills of listening to ones peers and the
sharing of musical resources
respond to teachers instructions on how to keep
an instrument silent while it is still in ones hands
develop proper techniques for holding instruments,
mallets, and beaters and producing sound on each
instrument used in class
creates rhythm patterns for others to imitate on

non-pitched and pitched percussion instruments;
creates differences in timbres on simple percussion
instruments such as a drum, maraca, or triangle
explores a variety of percussion instruments in
order to develop fine motor control
perform for both peers and the outside community
numerous times during the year
create simple accompaniments to music using a
variety of sounds and instruments
use puppets/costumes/props to create a sound
piece or illustrate a work of childrens literature or
a song
Notating Music
Notating Music
follows directions individually and as a member of a

group by responding to Kodaly solfeggio hand signs
(So, Mi, La, Do), conducted hand signals, and simple
rhythmic notation (including Ta, Ti Ti, Rest, TiKi
TiKi)
recognizes that sound can be recorded using
notation or signs; works with the group by
responding to non-traditional musical notation
through body percussion, instrumental sound, and
movement.
creates simple rhythm patterns using simple

rhythmic notation of Ta, Ti Ti, Rest, and TiKi TiKi
(Quarter note, two eighth notes, quarter rest, and
four sixteenth notes)
creates notated patterns that are recorded and
reflected upon; creates non-traditional musical
notation (shapes, manipulatives such as popsicle
sticks, cups, beans, etc.,)
demonstrate understanding of melodic direction
through physical movement or artistic rendering
(crayons, yarn, or other creative devices)
56
Personal, Social and Physical Education

In the PYP, personal, social and physical education (PSPE) is concerned with the individuals well-being through the
promotion and development of concepts, knowledge, attitudes and skills that contribute to this well-being. Wellbeing is intrinsically linked to all aspects of a students experience at school and beyond. It encompasses physical,
emotional, cognitive, spiritual and social health and development, and contributes to an understanding of self, to
developing and maintaining relationships with others, and to participation in an active, healthy lifestyle.
PSPE is integral to teaching and learning in the PYP and is embodied in the IB learner profile that permeates the
programme and represents the qualities of internationally minded students and effective lifelong learners. The
development of a students well-being is addressed through all areas of the PYP curriculum. Therefore, all teachers
at RIS take on a shared responsibility for support each students personal, social and physical development.
The development of overall well-being in the PYP is defined through three common strands that have relevance to
all teachers: identity, active living and interactions). These strands are concept driven and have been designed to
interact with each other, working together to support the overall development of students.
Identity
Active Living
Interactions
An understanding of our own beliefs, values, attitudes, experiences and feelings and how they
shape us; the impact of cultural influences; the recognition of strengths, limitations and
challenges as well as the ability to cope successfully with situations of change and adversity; how
the learners concept of self and feelings of self-worth affect his or her approach to learning and
how he or she interacts with others.
An understanding of the factors that contribute to developing and maintaining a
balanced, healthy lifestyle; the importance of regular physical activity; the bodys
response to exercise; the importance of developing basic motor skills; understanding
and developing the bodys potential for movement and expression; the importance
of nutrition; understanding the causes and possible prevention of ill health; the
promotion of safety; rights and the responsibilities we have to ourselves and others
to promote well-being; making informed choices and evaluating consequences, and taking action
for healthy living now and in the future.
An understanding of how an individual interacts with other people, other living
things and the wider world; behaviours, rights and responsibilities of individuals in
their relationships with others, communities, society and the world around them;
the awareness and understanding of similarities and differences; an appreciation
of the environment and an understanding of, and commitment to, humankinds responsibility as
custodians of the Earth for future generations.
PSPE in Early Years

In EY2 students will be encouraged to develop a positive self concept while being introduced to attitudes and social
skills that will enable them to become confident and reflective lifelong learners. Health and safety awareness and
specific learning strategies will be incorporated into our daily routines and will be linked to our units of work and
our specialist classes. Students and teachers will work together to establish a caring, supportive and respectful
environment that will promote growth and validate each individual.
57
Physical Education
As part of our PSPE curriculum at RIS we have develop an ongoing, balanced physical education programme,
drawing on the conceptual understandings and learning outcomes from all three strands of PSPE to provide
meaningful, connected learning experiences for students.
Strands
Essential Understandings
Body Control & Spatial

Awareness
This focuses on exploring the human bodys capacity for movement, and how to move
around and in-between objects and other individuals safely.
Individual Pursuits
The development of basic motor skills and the bodys capacity for movement through
locomotor and manipulative skills and/or experiences; the techniques, rules and
purpose of a range of athletic activities.
Movement Composition
Recognizing that movements can be linked together and refined to create a sequence
of aesthetic movements. Movements can be in response to stimuli or performance
elements and/or criteria and can communicate feelings, emotions and ideas.
Games
Adventure Challenge
Health Related Fitness
Recognizing the challenges presented by games; the importance of manipulating

space; the categorizing of games; identifying and developing appropriate skills and
strategies; recognizing the importance of rules and how they define the nature of a
game; modifying existing games and creating new games; teamwork.
A variety of tasks requiring the use of physical and critical-thinking skills by individuals
and/or groups; challenges that require groups to work together collaboratively in order
to solve problems and accomplish a common goal; recognizing the role of the
individual in group problem solving.
Recognizing and appreciating the importance of maintaining a healthy lifestyle; the
bodys response to exercise including the interaction of body systems and the
development of physical fitness.
58
Early Years: Central Ideas for Physical Education
We can express ourselves through movement

It is fun to play games safely
Early Years: Concepts explored and Learning Outcomes in Physical Education

Body Control & Spatial Awareness
PYP Key Concepts:
Form, Reflection, Function
Movement Composition
PYP Key Concepts:
Form
Games
PYP Key Concepts:
Form, Function
Related PE Concepts:
Travelling, Balancing, Jumping,
Landing, Rolling, Throwing, Catching
Locomotion, Non-locomotor , Shape
Balancing
Safety, Games
Learning Outcomes
Engage in a variety of physical
activities.
Develop a range of fine and
gross motor skills
Enjoy interacting, playing and
engaging with others
Develop spatial awareness and
gross motor skills
Develop basic water
confidence
Explore submersion and
breath control in the water
Explore basic floatation and
propulsion
Learning Outcomes
Explore creative movements in
response to different stimuli
Talk about their interactions
with the environment
Explore movement skills
(travelling, changing direction)
using music as a stimulus
Use imagination and original
ideas to respond to a range of
stimuli to express feelings and
moods
Be introduced to short
sequences using basic step
patterns
Learning Outcomes
Willingly approach and
persevere with new situations
Engage in a variety of physical
activities
Develop a range of fine and
gross motor skills
Enjoy interacting, playing and
engaging with others
Explore coordination,
manipulation and balance
Travel in different ways and
change speed and direction of
movement maintaining body
control
Handle small equipment using
various body parts
Participate in, and follow
instructions for, simple games
requiring little or no
equipment
Body control and spatial

awareness activities will be
incorporated into other PE
content areas.
59

Raha International School, EY2 Curriculum Guide For Parents 2014 - 2015

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RIS Early Years 2 (EY2)

RIS Early Years 2 Curriculum Guide 2014-2015

RIS Early Years 2 Curriculum Guide 2014-2015

Developmental characteristics of an EY2 child

Growth is slowing down.

Actions and Reactions

RIS Early Years 2 Curriculum Guide 2014-2015

Encouragement and warmth

How Adults Can Help

Display a sense of humour and infinite patience.

RIS Early Years 2 Curriculum Guide 2014-2015

The IB Primary Years Programme (PYP)

RIS Early Years 2 Curriculum Guide 2014-2015

The 5 Essential Elements of the PYP

Knowledge: What do we want students to know?

Where we are in place and time

How we express ourselves

How the world works

How we organize ourselves

Sharing the planet

RIS Early Years 2 Curriculum Guide 2014-2015

Concepts: What do we want students to understand?

Form: What is it like? :

RIS Early Years 2 Curriculum Guide 2014-2015

Skills: What do we want students to be able to do?

Attitudes: What do we want students to feel, value and demonstrate?

Action: How do we want the students to act?

RIS Early Years 2 Curriculum Guide 2014-2015

To collect data that drives planning, instruction and reflection

Learning Goals and Reflection Journals

The Reporting Cycle

RIS Early Years 2 Curriculum Guide 2014-2015

Parent Teacher First Impressions Conferences

Programme of Inquiry (POI)

EY2 Units of Inquiry

An inquiry into the interconnectedness

An inquiry into the nature of the self;

HOW THE WORLD WORKS

Key Concepts: Connection, Form, Perspective

An inquiry into the natural world and

RIS Early Years 2 Curriculum Guide 2014-2015

HOW WE EXPRESS OURSELVES

How we express ourselves

WHERE WE ARE IN PLACE

Related Concepts: Identity, Imagination

An inquiry into orientation in place and

Related Concepts: Evidence, artifacts, history identity

RIS Early Years 2 Curriculum Guide 2014-2015

PYP Language Strands

Receptive receiving and

Expressive creating and

RIS Early Years 2 Curriculum Guide 2014-2015

EY2 Language Curriculum

Oral Language Listening and Speaking

RIS Early Years 2 Curriculum Guide 2014-2015

Visual Language Viewing and Presenting

Written Language Reading and Writing

RIS Early Years 2 Curriculum Guide 2014-2015

Overview of Reading Phase 1: Role Play

RIS Early Years 2 Curriculum Guide 2014-2015

Overview of Reading Phase 2: Experimental

RIS Early Years 2 Curriculum Guide 2014-2015

Overview of Reading Phase 3: Early