J3

 

 

 

 

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 J3 look like?

In Junior 3 home study is a consolidation of skills developed from JA-J2.  As a reminder, home study is focused primarily on literacy skill reinforcement in JA, with math and unit work added in Junior 1, and modern languages in Junior 2.  

J3 home study takes a maximum of 45 minutes daily which includes:

Monday-Thursday

Each night, one homework assignment is given and 2/4 nights it will be math. On the other two nights, it will be language arts or inquiry. J3 teachers will send home a piece of student work every week showing teacher comments.



Module 1 September - December

Language Arts & Humanities

Oral History:

Students in J3 will develop a multicultural awareness and respect for diversity by learning about indigenous peoples.  They will learn how indigenous knowledge is passed down through oral history, traditions and collective memory. Students will understand the importance of storytelling in Indigenous cultures, how traditional indigenous knowledge is shared and the clues artifacts give us about indigenous cultures and way of life. As a comparison, students will write their own stories and investigate their own cultural heritage in order to learn more about family traditions that are meaningful to them.


 
Language focus:  Narrative

Specific UNIS focused benchmarks:

Recognize that writing is a way to communicate and that different text forms convey different messages

Know the importance of their voice and their vocabulary choices

Use a wider range of rich and interesting vocabulary

Use dialogue to begin to improve writing

Know how to plan a draft and organize their thoughts before writing

Proofread and edit independently

Refine writing after a peer or teacher conference

Reorder text to clarify meaning and write fuller comprehensive description

Begin to assess if personal or character voice has been achieved

Begin to evaluate whether they have reached the intended audience and achieved their purpose

Use correct punctuation in a published version

Recognize grammatical features of various text forms

Talk about the use of tenses, past, present, future, and begin to apply their knowledge to writing

Recognize if a word doesn’t look right and think of alternative spellings

        

Module 1 September - December

Mathematics

Mathematics focus: Number Knowledge

Specific UNIS focused benchmarks:

Represent a quantity in a variety of ways (sums, differences, products, and quotients etc.)

Read, write, order and compare numbers

Recognize odd and even numbers

Compare and order quantities using language and symbols such as “more than”, “less than”, and “equal to”

Recognize place value of whole numbers up to hundred thousands

Round and estimate whole numbers up to hundred thousands

Mathematics focus: Multiplication

Specific UNIS focused benchmarks:

Identify, extend, and create patterns of objects, symbols and linear patterns using rules

Investigate patterns of multiples in a multiplication table 1-12

Multiply whole numbers from 0 to 12 conceptually and algorithmically (non-standard and standard)

Multiply two digit numbers by one digit number conceptually and algorithmically

Show the connection between repeated addition and multiplication for whole numbers 0 to 12


Module 1 September - December

Specialists

Art

Using curved and straight, hard and soft line to create the illusion of depth in an imaginary city, Inspired by observing nature the students create a drawing of a tree where the line varies from thick to thin as it goes from the trunk to the twigs.

Technology

Global Digital Citizenship, Programming Microworlds Logo and Turtle Art

Science

Biomes

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

Traveling, Europe's countries and capitals, descriptions, daily activities, counting up to 60 

Spanish

Introducing myself to my new class; Peace day: classroom agreements; What is in the classroom and where?; UN day CLIL; What do you like to do in the school?; Weather forecast.

Music / Theatre arts

J3 Students are helping to build a brand new music/theatre program.  Students will utilize musical skills as well as develop new methods to achieve performance based culminating tasks.  These tasks will include a fusion of both theatre and music with which students can compose, perform, act, and produce their own concerts.  Technology as well as cross curricular connections will be established to further enhance the inquiry cycle.

Module 2 January - March

Language Arts & Humanities

Global Connections

All across the world there are diverse ecosystems. These ecosystems are complex and interconnected systems of plants and animals. Why do they differ from place to place? How do humans shape and change them? As learners conduct this investigation they will consider the ecosystem of the city in which they live (New York) and how they can impact it. They will consider how this is different and similar to other places (for example the Rainforest) as well as considering the environmental impact of their and other people’s choices.

As learners investigate these ideas they will further develop the their ability to interpret and create maps considering key information such as title, legend, scale, compass rose, grid system, and date. They will identify appropriate sources and use these to compare specific places, question reliability and consider possible causes in which they can make a difference. 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 unit will offer specific opportunities for students to demonstrate the importance of being caring by providing opportunities for them to care for a range of plants and animals in ecosystems near and far.

Language focus: Informational

Specific UNIS focused benchmarks (informational):

Know how to compose informative texts with increasing control of some elements

Write facts, definitions, details, and observations with supportive explanations

Write conclusions with some attempts to summarize or provide a resolution in non-fiction writing

Use a wider range of language structures and begin to organize related sentences into a paragraph

Use a wider range of rich and interesting vocabulary

Use different sentence beginnings

Apply an increasing range of strategies to spell words

Spell a wide range of sight words correctly in standard American spelling

Use common letter patterns and critical features to spell

Maintain finger movements and arm slide during cursive script patterns

Write using consistent shape, size, slope, and formation when writing

Specific UNIS focused benchmarks (persuasive):

Know how to compose persuasive texts with increasing control of some elements

Write reasons to support an opinion and provide examples

Demonstrate knowledge of differences in organization, structure, and language features of persuasive texts when writing

Use a wider range of language structures and begin to organize related sentences into a paragraphs

                                                                     

 Module 2 January - March

Mathematics

Mathematics focus: Multiplication, Division and Fractions

Specific UNIS focused benchmarks:

Multiply whole numbers from 0 to 12 conceptually and algorithmically (non-standard and standard)

Multiply two digit numbers by one digit number conceptually and algorithmically

Show the connection between repeated addition and multiplication for whole numbers 0 to 12

Show the connection between repeated subtraction and division for whole numbers 0 to 12

Divide a two digit dividend by a one digit divisor with or without a remainder conceptually and algorithmically (non-standard and standard)

Recognize, write, and compare fractions using physical models and number line

Recognize and show concretely a whole and a fraction (mixed number) as an improper fraction

Recognize and write proper and improper fractions

Identify mixed numbers (e.g. 2 ½ is the same as two and a half)

Compare fractions, equivalent fractions, and mixed numbers

Add and subtract fractions with like denominators conceptually and algorithmically

Mathematics focus: 2D Geometry and Measurement

Specific UNIS focused benchmarks:

Identify plane and solid geometric shapes

Identify and draw lines, line segments, rays and angles            

Recognize parallel and perpendicular relationship

Module 2 January - March

Specialists

Art

Developing skills in drawing, painting and sculpting the students create both two and three-dimensional birds inspired by nature and the art of John James Audubon.  While using paper they create the illusion of 3 dimensions in an “Aquarium Pop-up” composition by drawing; cutting; folding; arranging; and attaching fish and other aquatic elements.

Technology

Robotics, Design/Engineering

Science

The Skeletal and Muscular System

P.E.

Net & Wall Games,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

Describe family members - negative forms - locate things in the house (ecology) - daily actions, pronominal verbs - CLIL nutrition

Spanish

Biomes CLIL; How to take care of the environment  everyday - sustainability CLIL.

Music / Theatre arts

Students will be developing aiding in developing a musical production for the spring.  Students will inquire about multiple roles involved in producing, directing, staging, sound, lights, rehearsals, and so much more involved in creating a show.  We will also be exploring how shows differ from around the world and how we can integrate global perspectives into our performances

Module 3 April - June

Language Arts & Humanities

Explorations

Through inquiring into exploration as it has occurred over time, students will develop an understanding of the nature of exploration, including the common causes (need, curiosity, commerce, self-expression)  and the impacts of exploration on people and societies. Through asking the question: “What are the impacts of exploration?”  and “What are the attributes of an explorer,” students will have opportunities to consider a range of perspectives, and reflect on the responsibilities of a global citizen to explore in responsible, sustainable ways.

Language focus: Persuasive

Specific UNIS focused benchmarks:

Know how to compose persuasive texts with increasing control of some elements

Write reasons to support an opinion and provide examples

Demonstrate knowledge of differences in organization, structure, and language features of persuasive texts when writing

Use a wider range of language structures and begin to organize related sentences into a paragraphs

Use different sentence beginnings

Know how to plan a draft and organize their thoughts before writing

Use an increasing range of editing strategies during the writing process

Begin to combine clauses by using a variety of conjunctions

Talk about the use of commas

Identify colons, semi-colons, and hyphens

Begin to combine clauses by using a variety of conjunctions

Draw on spelling generalizations to spell unknown words

Identify nouns, verbs, adjectives, and adverbs in their own writing

Maintain finger movements and arm slide during cursive script patterns

Write using consistent shape, size, slope, and formation when writing

        

         

                                        

                                

                        

                

         

Module 3 April - June

Mathematics

Mathematics focus: Multiplication, Division and Fractions

Specific UNIS focused benchmarks:

Multiply whole numbers from 0 to 12 conceptually and algorithmically (non-standard and standard)

Multiply two digit numbers by one digit number conceptually and algorithmically

Show the connection between repeated addition and multiplication for whole numbers 0 to 12

Show the connection between repeated subtraction and division for whole numbers 0 to 12

Divide a two digit dividend by a one digit divisor with or without a remainder conceptually and algorithmically (non-standard and standard)

Recognize, write, and compare fractions using physical models and number line

Recognize and show concretely a whole and a fraction (mixed number) as an improper fraction

Recognize and write proper and improper fractions

Identify mixed numbers (e.g. 2 ½ is the same as two and a half)

Compare fractions, equivalent fractions, and mixed numbers

Add and subtract fractions with like denominators conceptually and algorithmically

Mathematics focus: 3D Geometry and Measurement

Specific UNIS focused benchmarks:

Tell analog and digit time to one minute intervals in AM and PM formats

Calculate elapsed time

Read and interpret a complex schedule

Measure lengths to the nearest half-inch/foot and the nearest centimeter/meter

Convert inches/feet/yards/miles and centimeters/meters/kilometers

Find the perimeter in units

Find and draws the area of various shapes in square units (metric and customary)

Relate weight to objects in metric and customary units (measuring to the interval)

Module 3 April - June

Specialists

Art

Observation, investigation and creation. Scale and proportion is explored as they draw full length figures and expressive faces.

Science

Energy

Technology

Robotics, Design/Engineering

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

Stores and Town & CLIL technology (electronic game) – Asking and giving direction – Express the weather - Express the characteristics of each season – CLIL solidarity (Part 1) - The French traditional festivals (Part 2: 1er mai, la Fête de la Musique, le 14 juillet, les vacances)

Spanish

What do I do in a normal day?; Playing with words: Poetry CLIL.

Music / Theatre arts

Students will be developing aiding in developing a musical production for the spring.  Students will inquire about multiple roles involved in producing, directing, staging, sound, lights, rehearsals, and so much more involved in creating a show.  We will also be exploring how shows differ from around the world and how we can integrate global perspectives into our performances


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 3

                                        

Students use bookmarked websites to find appropriate information. They use key words to search effectively for research-based projects. Students begin to understand that authorship of information sources must be acknowledged. Students are able to identify and verbalize their personal preferences in literature and make recommendations through book talks and book reviews.

                                

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