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Lower School Curriculum
Literacy
Our literacy programme provides and cultivates the skills of reading, writing, thinking, speaking and listening for all students while recognising and respecting their academic and linguistic diversity. The literacy programme includes a specific focus on phonemic awareness and phonics instruction in the early years, (and in later years where necessary), modelled reading and modelled writing, guided reading and guided writing and independent reading and independent writing. Spelling, grammar and handwriting are taught through direct instruction and in context.
Commercial texts are used to support the delivery of certain elements of the literacy programme: "Jolly Phonics" is the prime resource used to deliver phonemic awareness and phonics instruction, and Nelson "Spelling", "Grammar" and "Handwriting" texts are used to support specific elements of writing instruction.
Reading and writing are inextricably linked; to be effective readers and writers, students need to read and write on a daily basis. They need not only to be provided with the opportunity to read and write but to be systematically taught the skills, concepts and understandings necessary to become competent.
The Lower School is committed to the teaching and development of the core elements of reading: phonemic awareness, phonics, vocabulary, fluency and comprehension. In the early years direct phonemic awareness and phonics instruction is employed. Guided reading, at an individual and group level, forms the prime reading instructional approach. This is supplemented by such strategies as literacy circles, silent reading and home reading, discussion groups and book reports. Levelled reading materials are used as the basis of the reading programme; where students are provided with reading materials at an appropriate instructional level, based on 'running record' assessment. Children are regularly assessed to ensure that they are reading books at the correct instructional level and to determine when they are ready to move on to a more challenging level.
The Reading Specialist provides short-duration intervention support to children primarily in Grade 1 and Grade 2, who have been assessed as reading markedly below grade level expectations. Students who are struggling in the early stages of reading can make rapid gains through such intervention support. Support is primarily offered to younger students, either individually or in small groups.
Within the writing programme there are regular writing activities, where students write for different purposes, employing different text types and different genres. Students benefit from regular and systematic guided instruction in the fundamental skills of writing; including the writing process, directed writing and free writing, vocabulary, spelling, grammar, punctuation and handwriting and the use of word processors.
Ongoing class assessment, as well as standardised internal and external assessments (including the International Schools Assessment (ISA) and Writing Assessment Program (WrAP) in Grades 3-5) are used across the Lower School to monitor and track student progress in literacy.
Mathematics
In the Lower School we believe students should be able to appreciate the place of mathematics in any culture and its application to society. Students should be able to apply mathematical concepts in all areas of the curriculum and use those concepts in logical ways. In order to achieve those aims, students learn to think, reason and make sense of numbers, solve problems involving everyday situations and develop a range of skills related to mathematical processes. With persistence, accuracy and precision, they learn to understand and apply multiple strategies as well as communicate their mathematical knowledge and thinking.
Students learn to reason mathematically and to link concrete, visual, verbal and symbolic representations. At all grade levels, students will be provided with a variety of experiences in the areas of data handling, measurement, space and shape, pattern and function and number.
The textbook "Mathemagic" is used as the core resource for grades K1 through 5. This text compliments the LS Mathematics Standards and Benchmarks and is used to provide continuity across grades for the teaching of number processes and mathematical vocabulary.
The Lower School uses an Essential Skills document to outline the key number facts for each class K1 through Grade 5. This document is made available to parents at the start of the school year and we encourage home support in helping children learn the basic number facts for their child's appropriate grade level.
Ongoing class assessment, as well as standardised internal and external assessments (including the International Schools Assessment in Grades 3-5) are used across the Lower School to monitor and track student progress in mathematics.
Social Studies
The social studies curriculum reflects an international dimension and global perspective. Students study people in relation to their past, their environment and their society, subjects traditionally known as history, geography and the social sciences. Concepts, skills and attitudes are developed through active engagement with meaningful content.
Units in kindergarten include learning all about me, nationalities - how we are alike and different, holidays around the world, communities, occupations and characteristics of a neighbourhood. Interaction and interdependence, friendship, cooperation, community helpers and characteristics of place are all explored in grade one. Second graders compare and contrast a myriad of features and characteristics of communities around the world. One unit of this broad theme promotes the development of geography literacy. Third through fifth grade students study people in relation to their past, their environment and their society by exploring geographical regions and historical time periods.
Science
The primary goal of the science programme is to provide opportunities for students to explore the behaviour of and interrelationships among the natural, physical and material nature of the world around them, using the process of scientific inquiry. Scientific exploration leads students to an appreciation and awareness of the world as it is viewed through the eyes of the scientist. Students also develop an understanding of and competence in using the facilities of a rapidly changing scientific and technological world, while gaining a positive image of science and its contribution to the quality of life today. Through inquiry and hands on learning experiences, students learn to make informed and responsible decisions not only in the realm of science, but throughout all areas of learning.
French
The K1 through Grade 5 French language programme provides opportunities for children who are proficient in English to develop basic communication skills as well as sensitivity to another language and culture. While the programme is not designed to make students bilingual, students who enter the programme at a young age often acquire a high level of proficiency. Oral and aural competency is emphasized throughout the programme; the written language is formally introduced in grade two. There are generally three sections per grade level and proficiency grouping begins in K2.
At the beginning of each school year, students are assigned to groups on the basis of previous experience and assessments, feedback questionnaires and recommendations of the previous French teacher. Beginners who arrive late in the second semester may repeat the level the following year. The French programme attempts to meet the needs of French/English bilingual children whenever possible. This is achieved by placing students in advanced classes or, if numbers warrant, a separate bilingual class that operates at a mother tongue level.
Art
Art is an integral part of the Lower School curriculum. Students are introduced to and encouraged to experiment with a variety of media, techniques and processes in art and subject matter, symbols and meaningful images are used to teach the characteristics of the visual arts and to help the students reflect their ideas, feelings and emotions as well as to evaluate the merits of their efforts. The art programme leads increasingly to an interdisciplinary study where inquiry in art is woven, when applicable, into the class 'Units of Learning'. Our art programme aims to develop visual awareness and creative expression providing the students with an opportunity to talk and write about art in the manner of artists, art critics and art historians. Creativity is at the heart of our programme. Students learn to coordinate their hands and minds in explorations of the visual world. They learn to make choices that enhance communication of their ideas. Their natural inquisitiveness is promoted, and they learn the value of perseverance. Students are further encouraged to express their sense of joy and excitement as they make and share their artwork with others. Students from grade one to grade five attend art classes taught by specialist teachers. Art is integrated into the Early Years Programme by the classroom teachers.
Music
The aim of the music programme is to provide a balance of music involvement with music study. Music involvement is central to all music experience. In becoming involved, children respond to some aspect of the expressive quality of music by singing, moving, listening, playing instruments or creating. Music study includes defining, investigating, discriminating, analysing, evaluating, organising and associating. Music study results in the formation of concepts about music and in improved skills in listening, reading and performing. The elements of music: rhythm, melody, harmony, form and tone colour are sequentially taught throughout the programme. Tempo, dynamics, style and the expressive qualities of music are also explored at all levels.
Physical Education
The physical education programme is planned to accommodate the natural physical developmental stages of children from ages 3-11. The programme is divided into three stages. Stage one, for students in pre-school through grade two, includes units in body management with and without adaptation to objects, manipulation and object handling, body movement with expression, and games. Units in object handling, tumbling, creative dance, and general and specific games skills are included for third and fourth graders. Creative dance, tumbling, games, fitness development, athletic skills, and a limited number of outdoor education activities are all components of the fifth grade programme. Emphasis is placed on health related aspects of physical fitness for all ages and abilities. The skill related aspects of physical fitness are introduced through a variety of popular sports and games in an attempt to engender interest in an activity that will become a lifelong pastime.
