In the International School of Lyon We Are Committed to Helping Our Students Fulfill Their

Our Mission

‘In the International School of Lyon we are committed to helping our students fulfill their personal and academic potential through the development of independence, a lifelong love of learning and a sense of intercultural understanding and respect.’

We aim to achieve this by:
Providing a safe, supportive and caring environment
Emphasizing the values of integrity, respect, tolerance and trust
Implementing internationally recognized and transferable curricula
Using a wide range of teaching and learning resources
Developing independent, creative and critical thinking
Preparing our students for higher education world-wide
Fostering active involvement in local, host country and international communities
Working collaboratively with parents, families and other partners
Promoting global awareness and the need to protect and preserve our planet
Encouraging a balanced and healthy lifestyle

Introduction

The Primary section of the International School of Lyon is dedicated to differentiated teaching which creates opportunities for all children to progress and to make use of their diverse social and cultural backgrounds.

The acquisition of knowledge is part of a larger framework designed to develop skills and attitudes and which drives an inquiry based approach to learning. We build on the children's natural curiosity and enthusiasm to develop their ability to think analytically, see connections among ideas and be imaginatively and creativelyengaged in their own learning process.

The curriculum follows the programmes and pedagogy of the International Baccalaureate Organisation’s Primary Years Programme (PYP). ISL was awarded the full authorisation to implement this programme in February 2008. Since then it has undergone re-evaluation in February 2011 and retaineditsstatus as an IB World School.

The Primary Years Programme (PYP)

The PYP of the International Baccalaureate Organisation focuses on the development of the whole child as an inquirer, both in the classroom and in the world outside. It is defined by six transdisciplinary themes of global significance, explored using knowledge and skills derived from six subject areas, with a powerful emphasis on inquiry-based learning.

The PYP is a comprehensive approach to teaching and learning with an international curriculum model that provides:

• Content guidelines and learning objectives
• A teaching methodology
• Assessment strategies

The PYP Curriculum

The PYP is based on a commitment to structured inquiry as a vehicle for learning. It is a student centred programme which promotes healthy relationships, ethical responsibility and personal challenge. With the Learner Profile at its core, it ensures effective approaches to teaching andlearning which help students develop the attitudes and skills they need for both academic and personal success.

The curriculum model below provides on its outside six Transdisciplinary Themes through which students explore and engage with the content in the six different subject areas. Over the course of the year all learning activities are integrated, whenever possible, into one of the six units of inquiry.

The Learner Profile

The aim of all International Baccalaureate (IB) programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

IB learners strive to be:

Inquirers / We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.
Knowledgeable / We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.
Thinkers / We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.
Communicators / We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefullyto the perspectives of other individuals and groups.
Principled / We act with integrity and honesty, with a strong sense of fairness, justice and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.
Open-minded / We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.
Caring / We show empathy, compassion and respect. Wehave a commitment to service, and we act to make a positive difference to the lives of others and in the world around us.
Courageous / We approach uncertainty with forethought and determination;We work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.
Balanced / We understand the importance of balancing different aspects of our lives – intellectual, physical and emotional – to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.
Reflective / We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

Concepts

The concepts that are central to the PYP curriculum are presented in the form of questions. These questions shape the units of inquiry giving them direction and purpose.

The Eight Concepts are:

Form: What is it like?

Function: How does it work?

Causation: Why is it like it is?

Change: How is it changing?

Connection: How is it connected to other things?

Perspective: What are the points of view?

Responsibility: What is our responsibility?

Reflection: How do we know?

Attitudes

The development of personal attitudes towards people, towards the environment, and towards learning are an essential part of the PYP programme. These attitudes contribute to the well being of the individual and of the group.

The attitudes are:

Appreciation Appreciating the wonder and beauty of the world and its people.

Commitment Being committed to their own learning, persevering and showing self-discipline

and responsibility.

Confidence Feeling confident in their ability as learners, having the courage to take

risks, applying what they have learned and making appropriate decisions and choices.

Cooperation Cooperating, collaborating, and leading or following as the situationdemands.

Creativity Being creative and imaginative in their thinking and in their approach to

problems and dilemmas.

Curiosity Being curious about the nature of learning, about the world, its people andcultures.

Empathy Imagining themselves in another’s situation in order to understand his orher reasoning and emotions, so as to be open-minded and reflective about the perspectives of others.

Enthusiasm Enjoying learning and willingly putting the effort into the process.

IndependenceThinking and acting independently, making their own judgments based on reasoned argument, and being able to defend their judgments.

Integrity Being honest and demonstrating a considered sense of fairness.

Respect Respecting themselves, others and the world around them.

Tolerance Being sensitive about differences and diversity in the world and being responsive to the needs of others.

A unit of inquiry covers several weeks. The units planned for the current academic year can be found at the end of this brochure. For more detailed information about the PYP curriculum, please see

Primary Curriculum Guide2014 - 2015

1

Mathematics

Mathematics

Introduction

Mathematics is viewed as a vehicle to support inquiry, providing a global language through which we make sense of the world around us. It is intended that students become competent users of the language of mathematics, and can begin to use it as a way of thinking, as opposed to seeing it as a series of facts and equations to be memorized.

Wherever possible, mathematics is taught through the relevant, realistic context of the units of

inquiry. The direct teaching of mathematics in a unit of inquiry may not always be feasible and there are occasions when it is preferable for the teacher to focus on a series of strategies for learning mathematical skills in order to help the children progress.

Curriculum Content

The study of maths is organised into five strands:

Number

Shape and space

Pattern and function

Data handling.

Measurement.

Learning mathematics is a developmental process and the phases a learner passes through are not always linear or age related. For this reason the content is presented in continuums for each of the five strands of mathematics.The content of each continuum has been organized into four phases of development, with each phase building upon and complementing the previous phase.

Mathematics is taught through a hands-on approach.

Children construct meaning based on their previous experiences and understanding, and by reflectingupon their interactions with objects and ideas. Planning reflects this process, providing opportunities for interaction with materials and to engage in conversationswith others

to transfer this understanding into symbols. Symbolic notation can take the form of pictures, diagrams,modelling with concrete objects and mathematical notation. Children are given the opportunity todescribe their understanding using their own method of symbolic notation, and then learn to transfer theminto conventional mathematical notation.

Practical hands-on problem-solving activities and realistic situations provide the opportunity for the children to demonstrate mathematical thinking through oral presentations or written formats.Through authentic activities, they can independently select and use appropriatesymbolic notation to process and record their thinking

Students work in cooperative groups, individually and /or as a whole class. To address the different learning preferences of all learners, selective use is made of games,problem solving scenarios and computer based learning such as Education City. Calculators feature from Grade 2 upwards as a method of demonstrating number patterns, including multiplication tables, and to check answers.

Learning continuum for data handling

Phase 1 / Phase2 / Phase 3 / Phase 4
Conceptual understandings
We collect information to make sense of the world around us.
Organizing objects and events helps us tosolve problems.
Events in daily life involve chance. / Conceptual understandings
Information can be expressed as organized and structured data.
Objects and events can be organized in different ways.
Some events in daily life are more likely to happen than others. / Conceptual understandings
Data can be collected, organized, displayed and analysed in different ways.
Different graph forms highlight different aspects of data more efficiently.
Probability can be based on experimental events in daily life.
Probability can be expressed in numerical notations. / Conceptual understandings
Data can be presented effectively for validinterpretation and communication.
Range, mode, median and mean can be used to analyse statistical data.
Probability can be represented on a scale between 0–1 or 0%–100%.
The probability of an event can be predicted theoretically
Learning outcomes
When constructing meaning learners:
• understand that sets can be organizedby different attributes
• understand that information about
themselves and their surroundingscan be obtained in different ways
• discuss chance in daily events(impossible, maybe, certain). / Learning outcomes
When constructing meaning learners:
• understand that sets can be organized by one or more attributes
• understand that information about themselves and their surroundings can be collected and recorded in different ways
• understand the concept of chance in daily events (impossible, less likely, maybe, most likely, certain). / Learning outcomes
When constructing meaning learners:
• understand that data can be collected, displayed and interpreted using simple graphs, for example, bar graphs, line graphs
• understand that scale can represent different quantities in graphs
• understand that the mode can beused to summarize a set of data
• understand that one of the purposes of a database is to answer questions and solve problems
• understand that probability is based on experimental events. / Learning outcomes
When constructing meaning learners:
• understand that different types of graphs have special purposes
• understand that the mode, median,mean and range can summarize a setof data
• understand that probability can beexpressed in scale (0–1) or per cent (0%–100%)
• understand the difference between experimental and theoretical probability.
When transferring meaning into
symbols learners:
• represent information through pictographs and tally marks
• sort and label real objects by attributes. / When transferring meaning into symbols learners:
• collect and represent data in different types of graphs, for example, tally marks, bar graphs
• represent the relationship between objects in sets using tree, Venn and Carroll diagrams
• express the chance of an event happening using words or phrases (impossible, less likely, maybe, most likely, certain). / When transferring meaning intosymbols learners:
• collect, display and interpret data using simple graphs, for example, bar graphs, line graphs
• identify, read and interpret range and scale on graphs identify the mode of a set of data
• use tree diagrams to express probability using simple fractions. / When transferring meaning into
symbols learners:
• collect, display and interpret data in circle graphs (pie charts) and line graphs
• identify, describe and explain therange, mode, median and mean in a set of data.
• set up a spreadsheet using simple formulas to manipulate data and to
create graphs
• express probabilities using scale (0–1)or per cent (0%–100%).
When applying with understandinglearners:
• create pictographs and tally marks
• create living graphs using real objects and people
• describe real objects and events by attributes. / When applying with understanding learners:
• collect, display and interpret data for the purpose of answering questions
• create a pictograph and sample bar graph of real objects and interpret data by comparing quantities (forexample, more, fewer, less than, greater than)
• use tree, Venn and Carroll diagrams to explore relationships between data
• identify and describe chance in daily events (impossible, less likely, maybe, most likely, certain). / When applying with understanding learners:
• design a survey and systematically collect, organize and display data in
pictographs and bar graphs
• select appropriate graph form(s) to display data
• interpret range and scale on graphs
• use probability to determine mathematically fair and unfair games and to explain possible outcomes
• express probability using simple fractions. / When applying with understanding learners:
• design a survey and systematically collect, record, organize and display the data in a bar graph, circle graph, line graph
• identify, describe and explain the range, mode, median and mean in a set of data
• create and manipulate an electronic database for their own purposes
• determine the theoretical probability of an event and explain why it might differ from experimental probability.

Learning continuum for measurement

Phase 1 / Phase2 / Phase 3 / Phase 4
Conceptual understandings
Measurement involves comparing objectsand events.
Objects have attributes that can bemeasured using non-standard units.
Events can be ordered and sequenced. / Conceptual understandings
Standard units allow us to have a commonlanguage to identify, compare, order andsequence objects and events.
We use tools to measure the attributes of objects and events.
Estimation allows us to measure withdifferent levels of accuracy. / Conceptual understandings
Objects and events have attributes that can be measured using appropriate tools.
Relationships exist between standardunits that measure the same attributes. / Conceptual understandings
Accuracy of measurements depends on the situation and the precision of the tool.
Conversion of units and measurements allows us to make sense of the world we
live in.
A range of procedures exists to measuredifferent attributes of objects and events.
Learning outcomes
When constructing meaning learners:
• understand that attributes of real objects can be compared anddescribed, for example, longer,shorter, heavier, empty, full, hotter,colder
• understand that events in dailyroutines can be described andsequenced, for example, before, after, bedtime, storytime, today, tomorrow. / Learning outcomes
When constructing meaning learners:
• understand the use of standard units to measure, for example, length, mass,money, time, temperature
• understand that tools can be used to measure
• understand that calendars can beused to determine the date, and toidentify and sequence days of theweek and months of the year
• understand that time is measured using universal units of measure, forexample, years, months, days, hours,minutes and seconds. / Learning outcomes
When constructing meaning learners:
• understand the use of standard units to measure perimeter, area andvolume
• understand that measures can fallbetween numbers on a measurement scale, for example, 3½ kg, between
4 cm and 5 cm
• understand relationships between units, for example, metres,centimetres and millimetres
• understand an angle as a measure ofrotation. / Learning outcomes
When constructing meaning learners:
• understand procedures for finding area, perimeter and volume
• understand the relationships betweenarea and perimeter, between area andvolume, and between volume andcapacity
• understand unit conversions withinmeasurement systems (metric orcustomary).
When transferring meaning intosymbols learners:
• identify, compare and describeattributes of real objects, for example, longer, shorter, heavier, empty, full,hotter, colder
compare the length, mass and capacity of objects using nonstandardunits
• identify, describe and sequenceevents in their daily routine, forexample, before, after, bedtime, storytime, today, tomorrow. / When transferring meaning intosymbols learners:
• estimate and measure objects using standard units of measurement:length, mass, capacity, money and
temperature
• read and write the time to the hour, half hour and quarter hour
• estimate and compare lengths of time: second, minute, hour, day, week andmonth. / When transferring meaning into symbols learners:
• estimate and measure using standardunits of measurement: perimeter, areaand volume
• describe measures that fall betweennumbers on a scale
• read and write digital and analogue time on 12-hour and 24-hour clocks. / When transferring meaning into symbols learners:
• develop and describe formulas forfinding perimeter, area and volume
• use decimal and fraction notation in measurement, for example, 3.2 cm,1.47 kg, 1½ miles
• read and interpret scales on a range ofmeasuring instruments
• measure and construct angles in degrees using a protractor
• carry out simple unit conversionswithin a system of measurement(metric or customary).
When applying with understanding learners:
• describe observations about eventsand objects in real-life situations
• use non-standard units ofmeasurement to solve problems inreal-life situations involving length,mass and capacity. / When applying with understandinglearners:
• use standard units of measurement to
solve problems in real-life situationsinvolving length, mass, capacity,money and temperature
• use measures of time to assist withproblem solving in real-life situations. / When applying with understandinglearners:
• use standard units of measurement tosolve problems in real-life situationsinvolving perimeter, area and volume
• select appropriate tools and units ofmeasurement
• use timelines in units of inquiry andother real-life situations. / When applying with understandinglearners:
• select and use appropriate unitsof measurement and tools to solveproblems in real-life situations
• determine and justify the level ofaccuracy required to solve real-lifeproblems involving measurement
• use decimal and fractional notationin measurement, for example, 3.2 cm,1.47 kg, 1½ miles
• use timetables and schedules (12-hour and 24-hour clocks) in real-lifesituations
• determine times worldwide.

Learning continuum for shape and space