PRE-K CURRICULUM INFORMATION PACK 2020-2021
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CURRICULUM INFORMATION PACK
PRE-K
2020-2021
INSPIRING
GLOBAL
MINDS
Curriculum Information Pack
Pre-K
2020 - 2021
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Pre-K Curriculum Information Pack 2020 – 2021
2 Pre-K Curriculum Information Pack 2020 – 2021
Learner Profile 国际文凭学习者培养目标
Principled 坚持原则
Risk-Taker 勇于尝试
Balanced 全面发展
Open-Minded 胸襟开阔
Thinker 勤于思考
Knowledgeable 知识渊博
Inquirer 积极探究
Caring 懂得关爱
Communicator 善于交流
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Pre-K Curriculum Information Pack 2020 – 2021IB Mission Statement
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world
through intercultural understanding and respect. To this end the organization works with school, governments and international organizations to develop
challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active,
compassionate and lifelong learners who understand that other people, with their differences, can also be right.
SWIS Mission Statement
Shen Wai International School develops confident, open-minded, lifelong learners and inspires students to take action as responsible global citizens.
IB Definition of Play Based Learning
Play is highly adaptive, involves choice, promotes agency and provides rigorous opportunities to inquire into important concepts and personal interests. Through
play, children actively construct meaning from their interactions with their physical and social worlds. These meanings, models or ideas are revisited and revised
in light of new experiences and further learning. In play, children construct, test, confirm or revise these ideas by themselves or with their peers, constantly
adapting their personal models of how the world works. Teachers interact with students while observing, monitoring and documenting their learning. During
uninterrupted time for play, teachers initiate a range of intentional learning experiences, offering support and feedback when needed.
IBO (2019) – The Learner – p9
SWIS PLAY BASED LEARNING:
SWIS students benefit from a multilayered play-based approach to learning. Our play-based program optimizes children’s natural state of curiosity to lay a solid
foundation for social, emotional, cognitive, physical and academic development. This encourages the children to become self-sufficient, lifelong learners who
have an active role in their own learning. We ensure that play is fun, inviting, open ended, stimulating and independent.
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Pre-K Curriculum Information Pack 2020 – 2021Play-based learning is distinct from the broader concept of play. Our program encompasses a varied, purposeful and meaningful mix of free play and guided
play facilitated by the teacher. SWIS integrates developmental and academic perspectives of play and ensures that the children retain their agency. This gives
the children a well-rounded, child-friendly, age-appropriate, fun education in which they can become lifelong, active learners.
Our play-based program works in tandem with our classroom routines, whole-class singing, focus groups and mini lessons. We limit whole-class lessons,
restrictive activities, worksheets, ‘sit down’ and teacher-directed lessons and rotations/stations.
A Note for Parents
The Primary Years Programme of study at SWIS immerses all students in a learning environment that is engaging, relevant to the 'real world', challenging and
significant. At its core is the commitment to a transdisciplinary model of themes, which are globally significant, where the learning is not confined within the
boundaries of traditional subject areas but is supported and enriched by them.
SWIS offers a developmentally appropriate programme of study and employs an inclusive approach to learning for all students. They are encouraged to be
curious about what they are learning, and differentiation allows students to demonstrate what they have learned using a variety of mediums or tools, at different
levels, appropriate to individual needs. Within the programme of study a balance is sought between the acquisition of essential knowledge (Knowledge), and
skills (Skills), development of conceptual understanding (Concepts), and taking responsible action (Action).
The following pages provide an overview of the programme of study for your child's grade level at SWIS. Please bear in mind that the overview is not prescriptive,
as units and areas of study may be revisited, reviewed, extended or adapted, taking into account what students should learn and be able to do on the basis of
what is best for their development in the long term.
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Pre-K Curriculum Information Pack 2020 – 2021Pre-K Programme of Inquiry 2020 - 2021
An inquiry into the nature of An inquiry into orientation An inquiry into the ways in An inquiry into the natural world An inquiry into the An inquiry into rights and
the self; beliefs and values; in place and time; which we discover and express and its laws; the interaction interconnectedness of responsibilities in the struggle to
personal, physical, mental, personal histories; homes ideas, feelings, nature, culture, between the natural world human-made systems share finite resources with other
social and spiritual health; and journeys; the beliefs and values; the ways in (physical and biological) and and communities; the people and with other living
human relationships including discoveries, explorations which we reflect on, extend human societies; how humans structure and things; communities and the
families, friends, communities and migrations of and enjoy our creativity; our use their understanding of function of relationships within and between
Pre-K and cultures; rights and
responsibilities; what it means
humankind; the
relationship between and
appreciation of the aesthetic. scientific principles; the impact of
scientific and technological
organizations;
societal decision-
them; access to equal
opportunities; peace and conflict
to be human. the interconnectedness of advances on society and on the making; economic resolution.
individuals and environment. activities and their
civilizations, from local impact on humankind
and global perspectives. and the environment.
Order of 1 3 2 4
UOIs
Central Our choices affect our Stories can be told in Senses help people Human actions affect
Idea relationships many different ways. explore and understand living things.
the world.
Key Form Form Form Causation
Concepts Perspective Perspective Function Change
Connection Change Connection Responsibility
Responsibility Perspective
Related well-being, cooperation, elements, imagination, safety, smell, sound, action, respect, growth,
Concepts safety, friendship, emotions, drama, colour, light, sight, texture, length, living things, non
belonging, choice, patterns, rhyme, songs, senses, properties, living things, life cycle,
conflict, problem character, traits, shadows, health, body, habitats, life/death,
solving, communication, community, graph, opinion/perspective, nature, unnatural,
action, self regulation, language, diversity interpretation, nature prediction, timeline
self control, self (environment), prediction,
awareness shape
Lines - How to learn together - How people tell stories - The different senses. - Living things and their
of - How to be caring and - Features of good - How senses help people needs.
Inquiry build good relationships stories explore. - Human’s impact on living
- How to fix a problem - Creating and - How our senses help us things.
expressing our own take care of our bodies - Our job in taking care of
stories living things.
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Pre-K Curriculum Information Pack 2020 – 2021Language
Strands and outcomes
Listening and speaking are natural, developmental processes that infants and young children are immersed in from their earliest experiences.
Almost all children arrive at school with an impressive command of their mother-tongue language. However, the expectations and approach to
language development in school is often very different from the learning environment the child has previously experienced.
Oral language encompasses all aspects of listening and speaking—skills that are essential for ongoing language development, for learning and for
relating to others. Listening involves more than just hearing sounds. It requires active and conscious attention in order to make sense of what is
Oral language -
heard. Purposeful talk enables learners to articulate thoughts as they construct and reconstruct meaning to understand the world around them.
Oral language involves recognizing and using certain types of language according to the audience and purposes.
Listening & Speaking
Students:
● show an understanding of the value of speaking and listening to communicate;
● recognize that sounds are associated with objects, or with symbolic representations of them;
● are using language to name their environment, to get to know each other, to initiate and explore relationships, to question and inquire.
The receptive processes (viewing) and expressive processes (presenting) are connected and allow for reciprocal growth in understanding; neither
process has meaning except in relation to the other. It is important to provide a balanced programme with opportunities for students to
experience both viewing and presenting. These processes involve interpreting, using and constructing visuals and multimedia in a variety of
situations and for a range of purposes and audiences. They allow students to understand the ways in which images and language interact to
convey ideas, values and beliefs. Visual texts may be paper, electronic or live, observable forms of communication that are consciously constructed
to convey meaning and immediately engage viewers, allowing them instant access to data. Learning to interpret this data, and to understand and
use different media, are invaluable life skills.
Visual language -
Acquiring skills related to information and communication technology (ICT) and visual texts is significant because of their persuasive influence in
society. It is important to learn how visual images influence meaning and produce powerful associations that shape the way we think and feel.
Viewing & Presenting Opportunities that invite students to explore the function and construction of images facilitate the process of critically analysing a range of visual
texts.
Students:
● show an understanding that the world around them is full of visual language that conveys meaning;
● are able to interpret and respond to visual texts.
● Although much of their own visual language is spontaneous, they are extending and using visual language in more purposeful ways.
Reading is a developmental process that involves constructing meaning from text. The process is interactive and involves the reader’s purpose for
Written language -
reading, the reader’s prior knowledge and experience, and the text itself. It begins to happen when the young learner realizes that print conveys
meaning and becomes concerned with trying to make sense of the marks on the page. The most significant contribution parents and teachers can
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Pre-K Curriculum Information Pack 2020 – 2021Reading make to success in reading is to provide a captivating range of picture books and other illustrated materials to share with beginning readers.
Enthusiasm and curiosity are essential ingredients in promoting the desire to read. Children of all ages need to experience and enjoy a wide variety
of interesting, informative, intriguing and creative reading materials.
Reading helps us to clarify our ideas, feelings, thoughts and opinions. Literature offers us a means of understanding ourselves and others, and has
the power to influence and structure thinking. The ability to read and comprehend nonfiction is essential for the process of inquiry. As inquirers,
learners need to be able to identify, synthesize and apply useful and relevant information from text.
Children learn to read by reading. In order to develop lifelong reading habits, learners need to have extended periods of time to read for pleasure,
interest, and information, experiencing an extensive range of quality fiction and non-fiction texts
Students:
● show an understanding that print represents the real or the imagined world;
● know that reading gives them knowledge and pleasure;
● know that it can be a social activity or an individual activity;
● have a concept of a “book”, and an awareness of some of its structural elements;
● use visual cues to recall sounds and the words they are “reading” to construct meaning.
Writing is a way of expressing ourselves. It is a personal act that grows and develops with the individual. From the earliest lines and marks of
young learners to the expression of mature writers, it allows us to organize and communicate thoughts, ideas and information in a visible and
tangible way. Writing is primarily concerned with communicating meaning and intention. If the writer has shared his or her message in such a way
that others can appreciate it, the writer’s intention has been achieved. Over time, writing involves developing a variety of structures, strategies
and literary techniques (spelling, grammar, plot, character, punctuation, voice) and applying them with increasing skill and effectiveness. However,
the writer’s ability to communicate his or her intention and share meaning takes precedence over accuracy and the application of skills. Accuracy
Written language -
and skills grow out of the process of producing meaningful communication. Children learn to write by writing. Acquiring a set of isolated skills will
not turn them into writers. It is only in the process of sharing their ideas in written form that skills are developed, applied and refined to produce
Writing increasingly effective written communication.
Students:
● show an understanding that writing is a form of expression to be enjoyed;
● know that how you write and what you write conveys meaning;
● know that writing is a purposeful act, with both individual and collaborative aspects.
SWIS has adopted the Common Core State Standards for Language outcomes. Pre-K outcomes are derived from Kindergarten outcomes, which can be found in the following links for your
reference.
Reading literature / Reading Informational texts / Reading: Foundational skills / Writing / Speaking and Listening / Language
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Pre-K Curriculum Information Pack 2020 – 2021Mathematics
Strands and outcomes
Data handling allows us to make a summary of what we know about the world and to make inferences about what we do not know. Data can be
collected, organized, represented and summarized in a variety of ways to highlight similarities, differences and trends; the chosen format should
illustrate the information without bias or distortion. Probability can be expressed qualitatively by using terms such as “unlikely”, “certain” or
“impossible”. It can be expressed quantitatively on a numerical scale.
Data Handling
Students will:
● develop an understanding of how the collection and organization of information helps to make sense of the world
● sort, describe and label objects by attributes and represent information in graphs including pictographs and tally marks
● discuss chance in daily events.
To measure is to attach a number to a quantity using a chosen unit. Since the attributes being measured are continuous, ways must be found to
deal with quantities that fall between numbers. It is important to know how accurate a measurement needs to be or can ever be.
Measurement Students will:
● develop an understanding of how measurement involves the comparison of objects and the ordering and sequencing of events;
● be able to identify, compare and describe attributes of real objects;
● be able to describe and sequence familiar events in their daily routine.
The regions, paths and boundaries of natural space can be described by shape. An understanding of the interrelationships of shape allows us to
interpret, understand and appreciate our two-dimensional (2D) and three-dimensional (3D) world.
Shape and Space
Students will:
● understand that shapes have characteristics that can be described and compared;
● understand and use common language to describe paths, regions and boundaries of their immediate environment.
To identify patterns is to begin to understand how mathematics applies to the world in which we live. The repetitive features of patterns can be
identified and described as generalized rules called “functions”. This builds a foundation for the later study of algebra.
Pattern and Function
Students will:
● understand that patterns and sequences occur in everyday situations;
● be able to identify, describe, extend and create patterns in various ways.
Our number system is a language for describing quantities and the relationships between quantities. For example, the value attributed to a digit
Number
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Pre-K Curriculum Information Pack 2020 – 2021depends on its place within a base system. Numbers are used to interpret information, make decisions and solve problems. For example, the
operations of addition, subtraction, multiplication and division are related to one another and are used to process information in order to solve
problems. The degree of precision needed in calculating depends on how the result will be used.
Students will:
● understand that numbers are used for many different purposes in the real world;
● develop an understanding of one-to-one correspondence and conservation of number;
● be able to count and use number words and numerals to represent quantities.
SWIS has adopted the Common Core State Standards for Mathematics outcomes. Pre-K outcomes are derived from Kindergarten outcomes, which can be found in the following links for your
reference.
Counting & Cardinality / Operations & Algebraic Thinking / Number & Operations in Base Ten / Measurement & Data / Geometry
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Pre-K Curriculum Information Pack 2020 – 2021Social Studies
Strands
Human systems and economic The study of how and why people construct organizations and systems; the ways in which people connect locally and globally; the distribution of
activity power and authority.
Social organization and culture The study of people, communities, cultures and societies; the ways in which individuals, groups and societies interact with each other.
Continuity and change through time The study of the relationships between people and events through time; the past, its influences on the present and its implications for the future;
people who have shaped the future through their actions.
Human and natural environments The study of the distinctive features that give a place its identity; how people adapt to and alter their environment; how people experience and
represent places; the impact of natural disasters on people and the built environment.
Resources and the environment The interaction between people and the environment; the study of how humans allocate and manage resources; the positive and negative effects
of this management; the impact of scientific and technological developments on the environment.
Overall expectations in social studies.
Students will:
● explore their understanding of people and their lives, focusing on themselves, their friends and families, and their immediate environment;
● practise applying rules and routines to work and play;
● gain an increasing awareness of themselves in relation to the various groups to which they belong and be conscious of systems by which they organize themselves;
● develop their sense of place, and the reasons why particular places are important to people;
● develop their sense of time, and recognize important events in their own lives, and how time and change affect people;
● explore the role of technology in their lives.
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Pre-K Curriculum Information Pack 2020 – 2021Social Studies Skills
Formulate and ask questions about For example, students will express wonderings, show curiosity or ask questions about a person or event of personal significance; express
the past, the future, places and wonderings, show curiosity or ask questions about the natural and physical environment; ask questions to extend understanding of how others
society. have constructed or represented the past, the human and natural environment and society; formulate questions and identify problems that will
enable them to make links between prior learning, new situations and further actions; formulate questions that promote the transfer of
knowledge and make connections across their learning.
Use and analyse evidence from a For example, students will draw information from, and respond to, stories about the past from geographical and societal sources; access a broad
variety of historical, geographical range of first- and second-hand sources of information such as people, maps, surveys, direct observation, books, museums and libraries; identify
and societal sources. appropriate information and communication technology (ICT) tools and sources of information to support research; predict future events by
analysing reasons for events in the past and present.
Orientate in relation to place and For example, students will explore and share instances of change and continuity in personal lives, family and local histories; investigate directions
time. and distances within the local environment; distinguish between past, present and future time; explore similarities and differences between the
past and the present; sequence events, routines, personal histories in chronological order; interpret place and time using tools such as maps and
timelines.
Identify roles, rights and For example, students will define own roles and responsibilities within the family, class or school; compare children’s and adults’ roles, rights and
responsibilities in society. responsibilities in society; reflect on the rights and responsibilities of children in other societies and make comparisons; examine how the rights of
a person directly affect their responsibilities; investigate how services and systems influence societal rights and responsibilities; examine the
responsibility of people towards the environment; reflect on opportunities to contribute actively to the community at a range of levels, from local
to global.
Assess the accuracy, validity and For example, students will examine and interpret simple evidence such as artifacts; compare the validity of statements from a variety of different
possible bias of sources. sources; distinguish between fact and opinion; piece together evidence to explain, report or persuade; analyse and synthesize information; make
predictions in order to test understanding; develop a critical perspective regarding information and the reliability of sources.
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Pre-K Curriculum Information Pack 2020 – 2021Science
Strands
Living things The study of the characteristics, systems and behaviours of humans and other animals, and of plants; the interactions and relationships between
and among them, and with their environment.
Earth and space The study of planet Earth and its position in the universe, particularly its relationship with the sun; the natural phenomena and systems that shape
the planet and the distinctive features that identify it; the infinite and finite resources of the planet.
Materials and matter The study of the properties, behaviours and uses of materials, both natural and human-made; the origins of human-made materials and how they
are manipulated to suit a purpose.
Forces and energy The study of energy, its origins, storage and transfer, and the work it can do; the study of forces; the application of scientific understanding
through inventions and machines.
Overall expectations in science
Students will:
● develop their observational skills by using their senses to gather and record information;
● use their observations to identify simple patterns, make predictions and discuss their ideas;
● explore the way objects and phenomena function;
● recognize basic cause and effect relationships;
● examine change over varying time periods and know that different variables and conditions may affect change;
● be aware of different perspectives;
● show care and respect for themselves, other living things and the environment;
● communicate their ideas or provide explanations using their own scientific experience and vocabulary.
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Pre-K Curriculum Information Pack 2020 – 2021Science Skills
Observe carefully in order to gather For example, students will examine objects and living things to find out more about them; observe and manipulate objects by using all their senses
data. as appropriate; observe changes in living things, objects and events over a period of time; distinguish between significant and less significant
observations; record observations in a systematic way.
Use a variety of instruments and For example, students will use a range of tools and techniques with increasing competency; use standard and non-standard units for
tools to measure data accurately. measurement; measure, compare and record data including mass, weight, time and temperature; select appropriate tools and measurement
units.
Use scientific vocabulary to explain For example, students will talk about what is observed; describe simple features of objects and events; describe what is happening using an
their observations and experiences. increasing scientific vocabulary; record and present findings and conclusions using a variety of strategies and appropriate scientific vocabulary.
Identify or generate a question or For example, students will ask questions or show curiosity about the natural and physical environment; ask questions or identify problems that
problem to be explored. may lead to investigations; pose questions and define problems that will facilitate effective investigations or inquiries.
Plan and carry out systematic For example, students will identify variables; collect information and data from a range of sources; suggest approaches and methods for solving
investigations, manipulating problems; identify one or two variables relevant to an investigation; recognize the way in which an experiment is unfair if the relevant variables
variables as necessary. are not controlled; reflect on methods used in investigations and their effectiveness.
Make and test predictions. For example, students will observe similarities and differences; guess and suggest what will happen next in structured situations; based on prior
learning and/or observations, suggest outcomes of an investigation; make justified predictions; propose ideas or simple theories that may be
explored or tested.
Interpret and evaluate data For example, students will sort and classify according to observable features or selected criteria; look for and recognize patterns in observations;
gathered in order to draw compare results of different investigations; interpret information and offer explanations.
conclusions.
Consider scientific models and For example, students will share findings with peers informally; represent findings using pictures and models; reflect on and build upon their own
applications of these models current scientific theories and applications; apply scientific knowledge to reconstruct or refine their understandings of the physical, chemical and
(including their limitations). biological worlds; assess their understanding in light of new data or reconsideration of existing data.
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Pre-K Curriculum Information Pack 2020 – 2021Personal, Social and Physical Education
Strands
An understanding of our own beliefs, values, attitudes, experiences and feelings and how they shape us; the impact of cultural influences; the
recognition of strengths, limitations and challenges as well as the ability to cope successfully with situations of change and adversity; how the
learner’s concept of self and feelings of self-worth
affect his or her approach to learning and how he or she interacts with others.
Identity Students:
● show an awareness of how daily practices, including exercise, can have an impact on well-being;
● understand that their bodies change as they grow;
● explore the body’s capacity for movement, including creative movement, through participating in a range of physical activities;
● recognize the need for safe participation when interacting in a range of physical contexts.
An understanding of the factors that contribute to developing and maintaining a balanced, healthy lifestyle; the importance of regular physical
activity; the body’s response to exercise; the importance of developing basic motor skills; understanding and developing the body’s potential for
movement and expression; the importance
of nutrition; understanding the causes and possible prevention of ill health; the promotion of safety; rights and the responsibilities we have to
ourselves and others to promote well-being; making informed choices and evaluating consequences, and taking action for healthy living now and in
Active living the future.
Students:
● show an awareness of how daily practices, including exercise, can have an impact on well-being;
● understand that their bodies change as they grow;
● explore the body’s capacity for movement, including creative movement, through participating in a range of physical activities;
● recognize the need for safe participation when interacting in a range of physical contexts.
An understanding of how an individual interacts with other people, other living things and the wider world; behaviours, rights and responsibilities of
individuals in their relationships with others, communities, society and the world around them; the awareness and understanding of similarities and
differences; an appreciation
of the environment and an understanding of, and commitment to, humankind’s responsibility as custodians of the Earth for future generations.
Interactions
Students:
● interact, play and engage with others, sharing ideas, cooperating and communicating feelings in developmentally appropriate ways;
● are aware that their behaviour affects others and identify when their actions have had an impact;
● interact with, and demonstrate care for, local environments.
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Pre-K Curriculum Information Pack 2020 – 2021The Arts (Music and Visual Arts)
Strands and outcomes
The process of responding provides students with opportunities to respond to their own and other artists’ works and processes, and in so doing
develop the skills of critical analysis, interpretation, evaluation, reflection and communication. Students will demonstrate knowledge and
understanding of the concepts, methods and elements of drama, dance, music and visual arts, including using specialized language. Students
consider their own and other artists’ works in context and from different perspectives in order to construct meaning and inform their own future
works and processes.
The responding strand is not simply about reflecting; responding may include creative acts, and encompasses presenting, sharing and
communicating one’s own understanding. By responding to their own artwork and that of others, students become more mindful of their own
Responding
artistic development and the role that arts play in the world around them.
Students:
● show an understanding that the different forms of arts are forms of expression to be enjoyed;
● know that dance, drama, music and visual arts use symbols and representations to convey meaning;
● have a concept of being an audience of different art forms and display awareness of sharing art with others;
● are able to interpret and respond to different art forms, including their own work and that of others.
The process of creating provides students with opportunities to communicate distinctive forms of meaning, develop their technical skills, take
creative risks, solve problems and visualize consequences. Students are encouraged to draw on their imagination, experiences and knowledge of
materials and processes as starting points for creative exploration. They can make connections between their work and that of other artists to
inform their thinking and to provide inspiration. Both independently and collaboratively, students participate in creative processes through which
they can communicate ideas and express feelings. The creating strand provides opportunities for students to explore their personal interests,
beliefs and values and to engage in a personal artistic journey.
Creating
Students:
● show an understanding that they can express themselves by creating artworks in dance, drama, music and visual arts;
● know that creating in arts can be done on their own or with others;
● are aware that inspiration to create in arts comes from their own experiences and imagination;
● recognize that they use symbols and representations to convey meaning in their work.
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Pre-K Curriculum Information Pack 2020 – 2021ICT
ICT in the PYP encompasses the use of a wide range of digital tools, media and learning environments for teaching, learning and assessing. ICT provides opportunities for the transformation of
teaching and learning and enables students to investigate, create, communicate, collaborate, organize and be responsible for their own learning and actions. ICT allows students to make
connections and reach a deeper understanding of its relevance and applicability to their everyday lives. Through the use of ICT, learners develop and apply strategies for critical and creative
thinking, engage in inquiry, make connections, and apply new understandings and skills in different contexts.
In the PYP, there will be opportunities to use ICT in the relevant, authentic context of the units of inquiry, as well as through teaching and learning experiences in other areas of the
curriculum. Teachers have a responsibility to help students to make explicit connections between different aspects of their learning. Students need opportunities to identify and reflect on
significant ideas within the different skills of ICT, the transdisciplinary themes, and other subject areas. The role of ICT to support inquiry
Strands - Approaches to Learning skills
Communication Students:
● Design or find images and edit them purposefully;
● Record and edit audio;
● Include multimedia;
● Take and edit photos/videos
Social Students:
● Share work;
● Use peer review/feedback to improve final product;
Self Management Students:
● Select and use technology effectively .
Research Students:
● Navigate a browser back, forward buttons, tab, search.
Thinking Students:
● Troubleshoot systems and applications;
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Pre-K Curriculum Information Pack 2020 – 2021INSPIRING GLOBAL MINDS
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