J1

 

 

 

 

Curriculum Guide

 


Contents

Mission and Guiding principles

2

Teaching and learning at UNIS

3

Home Study

4

Term 1 Language arts and Humanities

5

Term 1 Mathematics

6

Term 1 Specialists

7

Term 2 Language arts and Humanities

8

Term 2 Mathematics

9

Term 2 Specialists

10

Term 3 Language arts and Humanities

11

Term 3 Mathematics

12

Term 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 cross­cultural 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 J1 look like?  

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

 J1 home study will take a maximum of 20 minutes daily.

Students in J1 are given their  home study on a weekly basis.  

The  J1 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 4 columns, which focus separately on reading, writing, math, and humanities. Activities are designed to address the different needs, goals, and learning styles of the students across homerooms and across the grade. Some activities give the option for students to produce a written response which is recorded in the home study journal. Feedback is given weekly, in various forms, and helps guide students in their practice and reflection.    

In addition to the home study menu, the students are assigned daily reading which may be a book to support a humanities unit, a genre of writing as a mentor text, a ‘just right’ book from a leveled library to match individual student needs, or other text selected by their teacher.   Home study goes between school and home daily in their homestudy folder.  

For J1 Mother Tongue French students there is an additional:  7-10 minutes per day.  There is no home study for our other French and Spanish students in J1.

Module 1 September - December

Language Arts & Humanities

Peace begins with me

Students will explore the notion of peace during this module. They will consider what it means to act peacefully and how to resolve conflict in their own lives. Children will explore ideas in this unit by recognising and understanding their own feelings and being able to identify them in others. They will work to introspect so they can begin to understand that peace comes from within. Children will have multiple opportunities to develop empathy and respect throughout this unit.

During this module students will be introduced to the United Nations and its values and consider which of these values they can demonstrate in their everyday lives.

                                                                     

Language focus: Narrative

Specific UNIS focused benchmarks:

Continue to recount personal experiences through narrative writing

Begin to use appropriate style, vocabulary, and illustrations

Begin to understand the role of different words

Begin to understand it is necessary to plan a piece of writing

Draft and edit their own writing with adult guidance

Use a capital letter to begin and a period to end each sentence in their writing

Begin to recognize simple grammatical components in the English language

Use -ed to show past tense

Use -ing to show present tense

Sound out and represent all substantial sounds in a word

Produce consistent base shapes when writing

Produce letters of consistent size with few reversals

                                        

                                

                        

                

         

                                        

                                

                        

                

         

Module 1 September - December

Mathematics

Mathematics focus: Data and Probability

Specific UNIS focused benchmarks:

Read and interpret pictographs, tally charts and bar graphs

Draw simple conclusions about data on graphs

Mathematics focus: Number Knowledge

Specific UNIS focused benchmarks:

Count with 1-1 Correspondence

Read, write, order and compare numbers to 100

Recognize odd and even numbers to 100

Identify ones and tens places

Round numbers to nearest 10

Mathematics focus: Addition

Specific UNIS focused benchmarks:

Represent a quantity in a variety of way (addition)

Add 1 and 2 digit numbers without regrouping using physical models

Find missing addends in simple equations

Recognize and give an example of the commutative property of addition


Module 1 September - December

Specialists

Art

Investigating basic design elements: shape, color, pattern, structure and surface. Students use tempera paint to explore color and composition and clay to extend this thinking into form.

Music

Expand our repertoire of songs, singing games and  focus and tuneful voices and reviewing JA music concepts

Technology

Engineering: Simple Machines, Programming, and Robotics II with sensors (1)

Science

My five senses

P.E.

Core Movement Skills, Coordination & Balance, Body Expression and Awareness, Spatial Awareness, Motor Learning & Rhythm/Tempo. Invasion Games

French

Greetings/Name/Age - Numbers & colors; Animals; Senses: I hear, I touch; Holiday cards

Spanish

Greetings; introducing ourselves(countries); the garden of UNIS (Sustainability CLIL, colours, numbers 10-20); time (dates of the week, months of the year, date); what is in the classroom?; who’s in my family?; UN day CLIL; little red riding hood: body parts.

Module 2 January - March

Language Arts & Humanities

Where are we on the map?

People’s lives are influenced by where they live. As learners conduct this investigation they will consider the city in which they live (New York) and the surrounding area.  They will consider the differences between urban, rural and suburban places and reflect on the places in which they have lived their lives.

As learners investigate these ideas they will develop the their ability to use maps and locate key information. Learners will develop the competencies necessary to write in the information genre, thus enabling them to explain and present their ideas in clear and informative ways. This module will offer specific opportunities for students to consider a range of viewpoints and be open minded in considering the merits of living in different places.

                                                                     

Language focus: Informational

Specific UNIS focused benchmarks:

Write facts to teach about a topic

Write sentences with attention to sequence of events and relevant information

Make a smooth connection of ideas with appropriate choice of vocabulary

Think about and discuss what they intend to write, stating audience and purpose

Recognize that a writer goes through a process to produce a published piece of writing

Draft and edit their own writing with adult guidance

Use a capital letter to begin and a period to end each sentence in their writing

Use capital letters for names, days, and months

Demonstrate an awareness of nouns, verbs, and adjectives

Spell and use a bank of sight words correctly

Use a range of known letter patterns in words

Identify and use knowledge of similar sounding words to spell

Produce consistent base shapes when writing

Produce letters of consistent size with few reversals

                                

                        

                

         

                                        

                                

                        

                

         

Module 2 January - March

Mathematics

Mathematics focus: Measurement

Specific UNIS focused benchmarks:

Tell the time to the hour, half-hour and quarter hour

Identify dates on a calendar and identify days and months

Calculate elapsed time to the nearest hour

Measure and compare lengths in inches and centimeters

Make reasonable estimates

Mathematics focus: Geometry and Algebraic Patterns 

Specific UNIS focused benchmarks:

Identify and describe attributes of 2-dimensional shapes (square, circle, rectangle, triangle, rhombus, oval, trapezoid and parallelogram, and hexagon)

Compare similarities and differences in 2-dimensional shapes

Identify and sorts by attributes simple 3-dimensional shapes (sides, faces, vertices)

Identify and extends simple patterns of objects, symbols and numbers

Recognize, describe and record repeating patterns of 1, 2, 5 and 10


Module 2 January - March

Specialists

Art

The human figure and 2-D jointed self-portraits: attention to movement, gesture, scale, proportion, and character. Creating sculptures from recycled materials and papier-mache.

Music

Expand our repertoire of songs, singing games and  focus and tuneful voices and introducing new music concepts .All students will perform in an” end of year concert.”

Technology

Design: Introduction Technical Drawing and Product development, Robotics II with sensors (2)

Science

Weather

P.E.

Net & Wall Games

French

Winter activities - body parts and aches - clothing (uses of the verb to wear) - negative forms, farm animals (uses of simple adjectives)

Spanish

Experiment: sense of taste (CLIL); winter festivities (The Three Wise Men and toys); clothes (weather) Sustainability CLIL; the three little pigs: the house


Module 3 April - June

Language Arts & Humanities

Families

Learners in J1 will explore their lives by bringing in pictures of themselves from home at various stages of their life. They will consider the same set of questions at each stage of their life (birth, 1 year old, etc) and make comparisons. Learners will also be exposed to resources supporting the UN’s commitment to families and be introduced to some of the rights of a child - specifically how these relate to them and their families.

To assess students’  conceptual understanding they will create their own fictional family and describe the values and connections that exists within it. Within this unit there be opportunities for learners to develop their creative writing skills, exploring poetry as well as writing simple opinion pieces.

                                                    

Language focus:  Poetry  and Opinion

Specific UNIS focused benchmarks:

Write a reason to support an opinion

Write sentences giving indication of feelings or direct experiences

Write a small range of simple poems

Begin to understand the importance of showing an awareness of author’s voice and interesting word choice

Begin to understand the role of different words

Recognize that a writer goes through a process to produce a published piece of writing

Draft and edit their own writing with adult guidance

Recognize capitalization and punctuation are necessary to make meaning

Use a capital letter to begin and a period to end each sentence in their writing

Use capital letters for names, days, and months

Begin to recognize simple grammatical components in the English language

Use a capital letter to begin and a period to end each sentence in their writing

Use capital letters for names, days, and months

Demonstrate an awareness of nouns, verbs, and adjectives

Begin to match verbs to nouns and pronouns

Use phonetically plausible attempts, reflecting growing knowledge of whole word structures, together with an awareness of visual patterns and recall of letter strings

                        

                        

Module 3 April - June

Mathematics

Mathematics focus: Geometry and Algebraic Patterns (continued)

Specific UNIS focused benchmarks:

Identify and describe attributes of 2-dimensional shapes (square, circle, rectangle, triangle, rhombus, oval, trapezoid and parallelogram, and hexagon)

Compare similarities and differences in 2-dimensional shapes

Identify and sorts by attributes simple 3-dimensional shapes (sides, faces, vertices)

Identify and extends simple patterns of objects, symbols and numbers

Recognize, describe and record repeating patterns of 1, 2, 5 and 10

Mathematics focus: Addition and Subtraction 

Specific UNIS focused benchmarks:

 

Add 1 and 2 digit numbers without regrouping using physical models

Subtract 1 and 2 digit numbers without regrouping using physical models


Module 3 April - June

Specialists

Art

The human figure and 2-D jointed self-portraits: attention to movement, gesture, scale, proportion, and character. Creating sculptures from recycled materials and papier-mache.

Music

Expand our repertoire of songs, singing games and  focus and tuneful voices and introducing new music concepts .All students will perform in an” end of year concert.”

Technology

Design: Introduction Technical Drawing and Product development, Robotics II with sensors (2)

Science

Animals

P.E.

Creative Movement - Dance,  Gymnastics, Acro Sport and Circus

French

Wild Animals – Spring & Spring Activities – Means of transport – Summer & Places to go

Spanish

The very hungry caterpillar (fruits, vegetables, dairy); what are our favourite animals?; animals/flotundor (CLIL)


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 1                                

Students begin to use the Library’s online electronic catalog to find information to support classroom projects. They are introduced to the Library’s Homepage and its electronic resources. They continue to explore their personal interests in the library’s collection and with guidance are able to draw conclusions about the main idea in a story.