J2

 

 

 

 

Curriculum Guide

 


Contents

Mission and Guiding principles

2

Teaching and learning at UNIS

3

Home Study

4

Module 1 Language arts and Humanities

5

Module 1 Mathematics

6

Module 1 Specialists

7

Module 2 Language arts and Humanities

8

Module 2 Mathematics

9

Module 2 Specialists

10

Module 3 Language arts and Humanities

11

Module 3 Mathematics

12

Module 3 Specialists

13

Reading

14

Library Program

15

UNIS Benchmarks

16


Mission & Guiding Principles

                                                

Under the auspices of the United Nations and guided by its ideals, UNIS provides an inclusive and diverse learning environment in which rigorous international programs foster academic excellence, innovation, creativity and cross cultural communication to educate and inspire its students to become an active force in shaping a better world: peaceful, compassionate and sustainable.

                                                

Within this context we believe that:

UNIS students are committed to the spirit of the UN Charter by:                                                

●  Demonstrating respect for human rights

●  Demonstrating respect for the principle of equal rights irrespective of race, sex, language or religion

●  Developing skills for the peaceful resolution of conflict

●  Practicing tolerance and living together in peace

●  Understanding individual responsibilities within society

●  Understanding the relationship between rights and responsibilities

●  Acquiring knowledge of universal ethics

●  Providing leadership that demonstrates awareness of ethical and moral issues

UNIS students benefit from an international education whereby they:

●  Gain historic and contemporary knowledge and understanding of the world through intellectual endeavor

●  Acquire international understanding through interaction with the uniquely diverse school community and by studying and experiencing other cultures and belief systems

● Maintain the fluency of their mother tongue while valuing the acquisition of other languages

UNIS students strive for academic excellence by:

●  Learning how to learn

●  Discovering the joy of learning

●  Attaining depth and breadth of academic knowledge and understanding

●  Acquiring the skills that support intellectual endeavor and academic success

●  Solving problems independently and in cooperation with others

●  Acquiring aesthetic appreciation

●  Understanding modern technologies and using them wisely and effectively

●  Preparing themselves for the demands of higher education

UNIS students must be part of a caring community which encourages them by example to:

●  Share, cooperate, and contribute responsibly to a global society

●  Develop sensitivity to appropriate work and social relationships consistent with the principle of equal rights, including gender equality

●  Display sound decision ­making skills by reflecting on choices and consequences

●  Think and act critically, creatively, and independently

●  Lead a positive, healthy life

●  Care for others, as they would have others care for them

●  Share resources

●  Build understanding and trust

UNIS students, being individually and culturally diverse, appreciate the significance of

●  Developing personal values

●  Respecting the values of others

●  Valuing one’s own culture

●  Understanding and demonstrating respect for the culture of others

●  Understanding multi­culturalism within a global society

●  Being able to make a difference

Teaching and Learning at UNIS

Teaching and learning is at the heart of a school, and successful schools place the student at the heart of their learning environment.  Teachers systematically plan, use evidence to inform their practice and employ a range of teaching strategies and methods to support and improve student learning.  Learning involves students making sense of the world.  It is not simply about absorbing information, but it is an active process of constructing meaning.

At UNIS we recognize that students making sense of their learning will help them become independent learners.  UNIS’ learning targets and outcomes, and supportive inclusive environment, foster opportunities for students to develop a lifelong love of learning where skills in critical thinking, communication, collaboration, creativity, and adaptability, are developed and honed as our students move continuously and seamlessly from Junior A through Tutorial House graduation.

Moreover, teaching and learning is most effective when there is commitment to continuous improvement, collective responsibility, and goal alignment.  As such, we believe that the learning experience at UNIS offers a unique opportunity for each child to engage in a coherent curriculum that is developmentally appropriate and has clear learning outcomes for each stage of the learning experience. Through integration, innovative and research-proven teaching strategies, modern learning technologies, and real world resources and contexts, the UNIS curriculum goals help students understand their place and role in their learning. Moreover, timely informative feedback on their learning helps students develop the skills, attitudes, and dispositions necessary to systematically improve the quality and understanding of their learning experience in an international context.

Teaching and Learning in the Junior School

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

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


Home Study

In the Junior School home study is a tool and process used to reinforce skills and concepts learned in the classroom.  We use home study to consolidate and extend knowledge of a subject area.  home study provides an opportunity for students to share with their parents what they have learned in class.

Weekday work:

The duration of time spent on home study assignments increases as a child progresses through the Junior School and is incorporated into the daily time allowed to home study by each grade level.

Project work may be increasingly a part of children’s classroom work as they move through the Junior School.

Weekend work:

While we recognize that home study is a valuable tool to implement the UNIS curriculum, we are also committed to developing the whole child. We view weekends as important time for children to be with their families developing other areas of interest and solidifying social skills through play and interaction.    

Home study during absence from school:

At times children are out from school either for illness or due to family circumstances.  During these absences, students are expected to read daily and write a travel or daily journal. Teachers will not create make-up work or home study packets for these time periods.

 

What Does Home study in J2 look like?

Home study is focused primarily on literacy skill reinforcement in JA, with math and unit work added in Junior 1.  Junior 2 is an extension of the Junior 1 focus areas. Nightly home study will reference classroom activities in the areas of math, literacy and the interdisciplinary unit.  

J2 home study will take approximately 30 minutes daily.  

Students in J2 are given their home study on a weekly basis. The  J2 teachers use a home study menu which is designed to create higher level thinking opportunities at home.  The menu is carefully constructed to encourage the students to become independent learners and take responsibility for choosing their own home study.

The students are guided in selecting activities from 3 columns which focus separately on literacy, math, and the current interdisciplinary unit.

The students are expected to select 6 out of the 12 activities per week, 2 per column.  Activities are differentiated to address the different needs, goals, and learning styles of the students across homerooms and across the grade.  The students are encouraged to complete different types of activities each week.  Activities that require students to produce a piece of work are collected at the end of each week and written and / or verbal feedback is given to students in a timely manner.

In addition to the home study menu, J2 students are expected to read daily for 15 minutes. They may read from a just right (independent reading level) book chosen from the classroom, a library book, the RAZ Kids online reading program,  a book chosen from home, or other texts selected by their teacher.  

For J2 Mother Tongue French students there is an additional 10-15 minutes per day of assigned language home study.

Module 1 September - December

Language Arts & Humanities

The Rights of a Child

What are the rights and responsibilities students have as members of their communities, from families to school to larger groups? What roles do they have? How does this vary from student to student from place to place around the world?

As the students explore the UN’s convention on the rights of a child, they question what these mean to them. They explore whether all children in the world are afforded these rights and consider reasons why this is the case. This module gives large opportunities for the students to develop empathy by considering a range of perspectives of students around the world.

                                                                     

Language focus: Opinion

Specific UNIS focused benchmarks:

Know how to write opinion texts through teacher modeling and shared, guided, interactive, and independent writing

Write reasons to support an opinion and provide examples

Show an awareness of paragraphs

Begin to understand the importance of accurate punctuation and capitalization and how it influences their writing

Write sentences using correct capital letters and end punctuation

Use commas to separate items on a list

Maintain a first person point of view

Use common linking words

Use an increasing range of spelling patterns to guide their writing

Spell and use a bank of sight words correctly in standard American spelling

Write letters with no reversals

Begin to write in cursive handwriting

                                        

                                

                        

Module 1 September - December

Mathematics

Mathematics focus: Number Knowledge

Specific UNIS focused benchmarks:

Read, write, order and compare numbers to 1000

Recognize odd and even numbers to 1000

Identify ones, tens and hundreds, place and number value

Round numbers to nearest 100

Mathematics focus: Operations

Specific UNIS focused benchmarks:

Represent a quantity in a variety of ways (addition and subtraction)

Use the number line and hundred square to analyze the patterns

Perform addition and subtraction with coins and bills (makes change) up to and including ten dollars

Mathematics focus: Measurement

Specific UNIS focused benchmarks:

Tell the time to the hour, half hour, quarter hour, and five minutes

Calculate elapsed time in to the nearest quarter hour        

Identify patterns of dates in a calendar, including the number of days in each month

Read and interpret a simple schedule

The Concept of Linear Length

Measure, compare, and estimate lengths using inches and centimeters and weights in pounds using tools

Compare the relative lightness and heaviness of an object


Module 1 September - December

Specialists

Art

Understanding composition across a variety of media and formats, expressing personal narratives, imagining stability and movement while designing structures on paper, exploring ways to create the illusion of depth in a collage and in a drawing, and creating display models

Music

Expanding our repertoire of songs focus and tuneful voices and reviewing J1 music concepts as well as classroom percussion instruments.

Technology

Global Digital Citizenship, Scratch PSA and Coding/Programming

Science

Botany

P.E.

Invasion Games - Target Games / Swimming and Aquatic Activities

* Depending on the class section and the day of the week, the activity may change. However, all units will be covered throughout the year.

French

Body Parts – CLIL Claude Monet - Express emotions and feelings - Games during recess (in France) - The French traditional festivals (Part 1: Christmas, la Galette des Rois, le carnaval, le 1er Avril)

Spanish

Introducing  myself (greetings, birthday telephone number)  , Joan Miró: What do you see? ,CLIL Peace Day: classroom agreements, My classroom and my school, CLIL UN Day,  My family and their jobs, Fall festivities.

Module 2 January - March

Language Arts & Humanities

The Power of Storytelling

“I am a story. So are you. So is everyone.” - By Julius Lester

People communicate meaning about their lives through story.  As learners conduct this investigation they will consider themselves and the experiences they have had that have made them who they are today. They will think about their own personal identity and how this fits with their classmates, families and beyond. They will be encouraged to ask questions and conduct interviews in order to learn about others. Students will also be reflective as they explore, “What is my story and how do I want to tell it?”  

As learners investigate these ideas they will develop the skills of telling stories, emphasising their own personal narratives and how this has made them who they are. They will also develop their ability to use maps and locate key information in order to understand how cultural identity and location are connected. Learners will develop the competencies necessary to write in the small moment narrative genre, thus enabling them to  explain and present their experiences in an interesting and expressive way. This module will offer specific opportunities to consider other people's perspectives and to develop their listening skills.

                                                                     

Language focus: Narrative

Specific UNIS focused benchmarks:

Know how to write narrative through teacher modeling and shared, guided, interactive, and independent writing

Write sentences with increasing attention to sequence of events and relevant information

Compose a sentence independently, and write about imaginative events linked to story or character

Make a smooth connection of ideas with appropriate choice of vocabulary

Write to explain an idea or to tell a story

Explain why characters or events are represented in a certain way

Use sensory words to add detail    

Talk or draw to plan before writing and share ideas with a friend or teacher

Begin to understand the importance of editing and revising before publishing their work

Write sentences using correct capital letters and end punctuation

Apply letter patterns and identify the sounds they represent

Use an increasing range of strategies to spell unknown words

Begin to write in cursive handwriting

Use legible and neat handwriting more consistently

                                        

                                

                        

                

         

                                        

                                

                        

                

         

Module 2 January - March

Mathematics

Mathematics focus: Place Value

Specific UNIS focused benchmarks:

Read, write, order and compare numbers to 1000

Recognize odd and even numbers to 1000

Identify ones, tens and hundreds, place and number value

Round numbers to nearest 100

Mathematics focus: Geometry

Specific UNIS focused benchmarks:

Identity and sort geometric shapes and solids

Recognize and describe geometric shapes and solids in Modules of sides, vertices, faces, and edges

Recognize and complete shapes that have symmetry

Mathematics focus: Early Algebra

Specific UNIS focused benchmarks:

Identify, extend, and create patterns of objects, symbols and numbers using concrete, pictorial and verbal representations

Recognize patterns of multiples in a multiplication table (0, 1, 2, 5, and 10)

Identify terminology (addends, sums, differences, factors, products)

Find missing numbers (addends, sums, differences, factors, products) in simple equations


Module 2 January - March

Specialists

Art

The J2 students create small figures with armature wire, papier-mâché, and cloth. Students learn to thread a needle and sew by hand and to design clothes and accessories.

Music

Expand our repertoire of songs focus and tuneful voices and introducing music concepts as well as classroom percussion

instruments. We will work  as an ensemble on  a classroom musical play (international folktale)

Library

Introducing  myself (greetings, birthday telephone number)  , Joan Miró: What do you see? ,CLIL Peace Day: classroom agreements, My classroom and my school, CLIL UN Day,  My family and their jobs, Fall festivities.

Technology

Robotics, Design/Engineering

Science

Magnetism and Electricity

P.E.

Creative Movement -Dance,  Gymnastics, Acro Sport and Circus / Swimming and Aquatic Activities

* Depending on the class section and the day of the week, the activity may change. However, all units will be covered throughout the year.

French

Likes and dislikes - family and people description - clothes - CLIL Nutrition, Holidays - CLIL Claude Monet

Spanish

Toys and the Three Wise Men tradition, Shopping for cloths: cloths and weather, My body outside and inside. CLIL Experiment Digestive System.


Module 3 April - June

Language Arts & Humanities

People Who Make a Difference

Learners in J2 will consider a range of historical and modern-day figures through history who have made a difference. They will ask the same questions about each individual including considering which elements of the UN’s 17 Sustainable Development Goals this person's ideas may have supported. The students will identify their own interests, skills and talents and investigate how their own ideas can make a difference in their community.

The chosen people will represent global, gender and historical diversity. As this module progress students will develop their informational writing skills, including beginning skills of in depth research. To demonstrate their understanding students will work collaboratively to respond to a problem from their real life and consider how they can maintain this over a sustained period. Students will write biographies of historically significant people, considering the key moments in their lives and how this led to them making a difference.

                                                                     

Language focus:  Biography and Informational

Specific UNIS focused benchmarks:

Know how to write a range of informative texts through teacher modeling and shared, guided, interactive, and independent writing

Write sentences with increasing attention to sequence of events and relevant information

Make a smooth connection of ideas with appropriate choice of vocabulary

Write a brief informative passage based on a collection of facts

Write to explain an idea

Know they can use writing to share information 

Begin to write a series of related sentences to form a paragraph

Write sentences using correct capital letters and end punctuation

Become more familiar with other comma use

Demonstrate familiarity with the Modules and recognizes nouns, verbs, pronouns, and adjectives

Identify contractions and compound words

Use legible and neat handwriting more consistently

Identify possible spelling errors after completing writing

Spell words with common prefixes

                                

                        

Module 3 April - June

Mathematics

Mathematics focus: Fractions

Specific UNIS focused benchmarks:

Recognize, write, and describe unit and common fractions as parts of a whole or a set (1/2, 2/3, 4/5 etc.)

Add and subtract simple fractions with like denominators conceptually and algorithmically

Mathematics focus: Addition and Subtraction (introduction to the algorithms)

Specific UNIS focused benchmarks:

Add and subtract one and two digit numbers with and without regrouping using physical models and non-standard and standard algorithms

Mathematics focus: Statistics and Probability

Specific UNIS focused benchmarks:

Read, create, and analyze pictographs, tally charts, and bar graphs

Conduct and record simple experiments (spinners, coins, and dice), explains results and draws conclusions


Module 3 April - June

Specialists

Art

Developing observing, investigating and creating skills, exploration of a large variety of media such as fabric, wood, paper, clay, plastic, yarn and recycled items

Music

Expanding our repertoire of songs focus and tuneful voices and introducing music concepts as well as classroom percussion instruments. We will work  as an ensemble on  a classroom musical play ( international folktale)

Technology

Robotics, Design/Engineering

Science

Nutrition and the Digestive System

P.E.

Striking & Fielding Games / Outdoor and Adventure Activities / Swimming and Aquatic Activities

* Depending on the class section and the day of the week, the activity may change. However, all units will be covered throughout the year

French

Body Parts – CLIL Claude Monet - Express emotions and feelings - Games during recess (in France) - The French traditional festivals (Part 1: Christmas, la Galette des Rois, le carnaval, le 1er Avril)

Spanish

Feelings-Rights of the Children CLIL, How do I look? Physical description and personality


Reading

The philosophy of the reading program in the UNIS Junior schools begins with a belief that reading is a key foundation to accessing the curriculum. Teachers at UNIS are committed to delivering the best possible differentiated instruction in reading based on the individual needs of the learners in their classrooms.

A JS teacher’s work with reading begins with a commitment to giving students large chunks of time engaged in reading books of their own choosing, when possible, and always ones that they can read with fluency, accuracy and comprehension.

Teachers begin the year by assessing their students to learn the level of text complexity that each child can handle (on an A-Z scale) and then channeling kids towards texts they can read. Students are able to select these books from the leveled library; which is set out in each of the Junior School classrooms. Students read in school and continue reading at home, carrying books between home and school. Home reading expectations are laid out in the UNIS Junior School Home Study document.

Junior School teachers spend time in class providing explicit instruction in the skills and strategies of proficient reading, following the gradual release of responsibility model. Time is divided into small group instruction, whole group mini-lessons, one-on-one instruction and read-aloud time.


Library Program        

The Junior School Library fosters a community of learning and literacy that leads to high academic achievement, independent reading and learning, integration and collaboration.

                                        

The Library is a powerful intellectual and social space where students and teachers gather ideas, exchange points of view, and learn together. Under the guidance of certified school library media specialists, the Junior School Library promotes learning within and beyond the library walls by:

                                        

• provoking the intellectual, social and personal development of all students to become motivated and independent learners.

                                        

• providing physical and intellectual access to information, in a warm, stimulating, and safe environment.

• providing instruction, learning strategies, and practice in using ideas and information for effective learning. • integrating the library program throughout every student’s education through collaboration and advocacy.

                                        

Students from JA to J4 develop and employ information literacy, technology and critical thinking skills in integrated and collaboratively taught learning experiences. Students are engaged in independent reading and inquiry-based learning.

                        

                                                                                           

Junior 2

Students identify their personal reading preferences and continued practice using the online catalog consolidates their skills as independent users of the library. They recognize that questions can be answered by finding information. They are able to compare new ideas with what was known at the beginning of the inquiry.

                                                        

Ms. Iwasykiw, School Library Media Specialist Ms. Barrer, School Library Media Specialist