This document provides an overview of the Grade 5b curriculum taught by Joanne Boyle. The key points are: 1) She teaches using the Primary Years Programme (PYP), which is concept-based, inquiry-based, and integrated across disciplines. 2) There are 6 units of inquiry covering different themes and focusing on topics like communications technology and children's rights. 3) Learning uses an inquiry process where students explore, research, experiment, analyze data, and present their findings. 4) In the classroom, learning looks like exploring, questioning, experimenting, making predictions, collecting data, and defending positions.

1. Welcome
to
Curriculum Night
Grade 5b: Joanne Boyle

2. Overview
A little bit about me
Communication
Homework
My expectations
Curriculum
Mathematics
Literacy
Assessment at CDNIS
Film

3. Questions?

4. A little bit about me...
From Bsc in Applied
Liverpool in Zoology
the UK.
Spent 6 years in
London
Running,
skiing, hiking
Lived in Hong Taught for six
Kong for one year years

6. Communication

7. Communication
Weekly class updates

8. Communication
Weekly class updates
Email
joanneboyle@cdnis.edu.hk

9. Communication
Weekly class updates
Email
joanneboyle@cdnis.edu.hk
Flash

10. Communication
Weekly class updates
Email
joanneboyle@cdnis.edu.hk
Flash
Spotlight

11. Communication
Weekly class updates
Email
joanneboyle@cdnis.edu.hk
Flash
Spotlight
Student Diaries

12. Communication
Weekly class updates
Email
joanneboyle@cdnis.edu.hk
Flash
Spotlight
Student Diaries
Class Blog

13. Our Online Space
http://sites.cdnis.edu.hk/teachers/joanneboyle/

14. Curriculum

15. Curriculum
Primary Years Programme
(PYP)

16. Curriculum
Primary Years Programme
(PYP)
What is it?

17. Curriculum
Primary Years Programme
(PYP)
Concept-based
What is it?

18. Curriculum
Primary Years Programme Inquiry-based
(PYP)
Concept-based
What is it?

19. Curriculum
Primary Years Programme Inquiry-based
(PYP)
Concept-based
What is it?
Integrated -- Interdisciplinary

20. The 6 Units of Inquiry

21. The 6 Units of Inquiry
• Theme: How We Express Ourselves
• Focus: Communications Technology

22. The 6 Units of Inquiry
• Theme: How We Express Ourselves
• Focus: Communications Technology
• Theme: How The World Works
• Focus: The States of Matter

23. The 6 Units of Inquiry
• Theme: How We Express Ourselves
• Focus: Communications Technology
• Theme: How The World Works
• Focus: The States of Matter
• Theme: How we Organize Ourselves
• Focus: Solid Waste Management

24. The 6 Units of Inquiry
• Theme: How We Express Ourselves
• Focus: Communications Technology
• Theme: How The World Works
• Focus: The States of Matter
• Theme: How we Organize Ourselves
• Focus: Solid Waste Management
• Theme: Sharing the Planet
• Focus: Rights of Children Around the World

25. The 6 Units of Inquiry
• Theme: How We Express Ourselves
• Focus: Communications Technology
• Theme: How The World Works
• Focus: The States of Matter
• Theme: How we Organize Ourselves
• Focus: Solid Waste Management
• Theme: Sharing the Planet
• Focus: Rights of Children Around the World
• Theme: Where We Are In Place and Time
• Focus: How we Study the Past

26. The 6 Units of Inquiry
• Theme: How We Express Ourselves
• Focus: Communications Technology
• Theme: How The World Works
• Focus: The States of Matter
• Theme: How we Organize Ourselves
• Focus: Solid Waste Management
• Theme: Sharing the Planet
• Focus: Rights of Children Around the World
• Theme: Where We Are In Place and Time
• Focus: How we Study the Past
• Theme: Who We Are
• Focus: Changes in the Human Body

27. Inquiry-based learning

28. Inquiry-based learning
Tuning
In
Taking Finding
Action Out
Making
Connections Sorting
Out
Going
Further

29. Inquiry-based learning
Prior knowledge- What do I already
know?
Tuning
In
Taking Finding
Action Out
Making
Connections Sorting
Out
Going
Further

30. Inquiry-based learning
Prior knowledge- What do I already
know?
Tuning
In Gathering information,
researching,
Taking Finding experimenting
Action Out
Making
Connections Sorting
Out
Going
Further

31. Inquiry-based learning
Prior knowledge- What do I already
know?
Tuning
In Gathering information,
researching,
Taking Finding experimenting
Action Out
Making
Connections Sorting
Out
Organizing and
analyzing data
Going
Further

32. Inquiry-based learning
Prior knowledge- What do I already
know?
Tuning
In Gathering information,
researching,
Taking Finding experimenting
Action Out
Making
Connections Sorting
Out
Organizing and
analyzing data
Going
Further
Presenting findings

33. Inquiry-based learning
Prior knowledge- What do I already
know?
Tuning
In Gathering information,
researching,
Taking Finding experimenting
Action Out
Making
Reflecting- How did my Connections Sorting
Out
Organizing and
understanding change? analyzing data
Going
Further
Presenting findings

34. Inquiry-based learning
Prior knowledge- What do I already
know?
Tuning
In Gathering information,
How can I use what I have researching,
learnt in my life? Taking Finding experimenting
Action Out
Making
Reflecting- How did my Connections Sorting
Out
Organizing and
understanding change? analyzing data
Going
Further
Presenting findings

35. What does it look like in the classroom?

36. What does it look like in the classroom?
exploring, wondering and questioning

37. What does it look like in the classroom?
exploring, wondering and questioning
experimenting and playing with possibilities

38. What does it look like in the classroom?
exploring, wondering and questioning
experimenting and playing with possibilities
making connections between previous learning and current learning

39. What does it look like in the classroom?
exploring, wondering and questioning
experimenting and playing with possibilities
making connections between previous learning and current learning
making predictions and acting purposefully to see what happens

40. What does it look like in the classroom?
exploring, wondering and questioning
experimenting and playing with possibilities
making connections between previous learning and current learning
making predictions and acting purposefully to see what happens
taking and defending a position

41. What does it look like in the classroom?
exploring, wondering and questioning
experimenting and playing with possibilities
making connections between previous learning and current learning
making predictions and acting purposefully to see what happens
taking and defending a position collecting data and reporting findings

42. What does it look like in the classroom?
exploring, wondering and questioning
experimenting and playing with possibilities
making connections between previous learning and current learning
making predictions and acting purposefully to see what happens
taking and defending a position collecting data and reporting findings
making and testing theories

43. What does it look like in the classroom?
exploring, wondering and questioning
experimenting and playing with possibilities
making connections between previous learning and current learning
making predictions and acting purposefully to see what happens
taking and defending a position collecting data and reporting findings
making and testing theories researching and seeking information

44. What does it look like in the classroom?
exploring, wondering and questioning
experimenting and playing with possibilities
making connections between previous learning and current learning
making predictions and acting purposefully to see what happens
taking and defending a position collecting data and reporting findings
making and testing theories researching and seeking information
clarifying existing ideas and reappraising perceptions of events

45. What does it look like in the classroom?
exploring, wondering and questioning
experimenting and playing with possibilities
making connections between previous learning and current learning
making predictions and acting purposefully to see what happens
taking and defending a position collecting data and reporting findings
making and testing theories researching and seeking information
clarifying existing ideas and reappraising perceptions of events
solving problems in a variety of ways

46. What does it look like in the classroom?
exploring, wondering and questioning
experimenting and playing with possibilities
making connections between previous learning and current learning
making predictions and acting purposefully to see what happens
taking and defending a position collecting data and reporting findings
making and testing theories researching and seeking information
clarifying existing ideas and reappraising perceptions of events
solving problems in a variety of ways
deepening understanding through the application of a concept

47. Learning Intentions (Objectives)
a.
Know what assessment looks like in the Lower
School
b.
To provide a deeper understanding of our
achievement descriptors
c.
To discuss and build further understandings
about criteria-based assessment and how it
relates to assessment for learning as an ongoing
process

48. Success Criteria:
-
be able to discuss assessment in a way that is
mutually understood
-
focus on feedback as a means of learning for
success
- consider formative assessment and success
criteria as taking priority over summative
assessment and grades

49. Assessment
•
Assessment is not …
•
Assessment is …
•
When I was in school assessment looked like …
•
Questions I have about assessment are …
•
Assessment at CDNIS IS…
•
I would like assessment to be…

50. What final grades would
you give this student?

51. Volunteers
please?

52. How well did student number
1 clap?
Please give them a grade from
1-7.

53. How well did student number 2
clap?

54. How well did student number 3
clap?

55. How well did student number 4 clap?

56. ìWhen students are involved in their own assessment, mistakes
become feedback they can use to adjust what they are doing. When
students mistakes are identified by others and feedback is limited to
marks or letter grades, students are less likely to know what to do
differently next time.
Assessment and Classroom Learning, Black and William , 1998
Do not confine your children to your own learning for they were born
in another time.
Hebrew Proverb

57. Reporting and Assessment Timeline

58. Reporting and Assessment Timeline
October 14th
Portfolios go home
November 3rd and 4th
3- way learning review
April 18th
Student-Led Learning Reviews
April 8th
Student Portfolio & Progress Report are
sent home

59. Learner Profile
&
PYP Attitudes

60. Grade 5 Programme Overview
Located under the “Programme Overview”
tab on the class website

61. Mathematics in the PYP Classroom
Yesterday vs. Today

62. Literacy in the PYP Classroom
Written language Oral language
Visual literacy Digital literacy

63. Homework

64. Homework
Reading Expectations
Minimum 20-25 minutes each evening
50 min. Maximum/Night
Including Chinese
Weekends/Holidays
Always homework-free

65. My Expectations
Risk- taking

66. My Expectations
Maximum effort
Risk- taking

67. My Expectations
Maximum effort
Risk- taking
Respect (towards teachers, classmates and
themselves)

68. My Expectations
Maximum effort
Risk- taking
Respect (towards teachers, classmates and
themselves)
Care for each other

69. My Expectations
Maximum effort
Risk- taking
Respect (towards teachers, classmates and
themselves)
Care for each other
Honest

70. Film by Aloni Cahusac

72. Refreshments!