Grade 1
CURRICULUM GUIDE
2023 - 2024
As an International Baccalaureate (IB) World School, we at Bonn International School are
committed to the Primary Years Programme (PYP). This is the IB programme designed for
students aged 3–12 years. At BIS, students are in the PYP from Early Learning until Grade 5.
The PYP is the best preparation for the IB programmes that follow, the Middle Years
Programme (MYP) in Grades 6 - 10 and the Diploma Programme (DP) in Grades 11 and 12.
The PYP is an international curriculum framework, based on best practice and research from
around the world. The programme focuses on the development of the whole child, both in the
classroom and in the world outside. We challenge students to excel in their learning and in
their personal growth, and we aim to inspire in them a quest for learning throughout life.
Learning in the PYP is:
Inquiry-based: We believe children learn best through structured, purposeful inquiry. Students
are expected to play an active role in, and take responsibility for, their own learning. Students
are encouraged to ask questions, investigate and find ways to answer these questions, and to
sustain this enjoyment of learning throughout life.
Collaborative: Learning is a social endeavour, and there is great emphasis on sharing, group
work and collaboration at our school. Students learn to communicate well, to encourage each
other, and to develop an open mind so they can learn from each other.
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BIS Grade 1 Programme Information and Curriculum
Differentiated: The learner is at the heart of our curriculum framework. Children come to school
with a range of experiences, backgrounds and prior knowledge. Teachers in the PYP aim to
design learning to suit children at all different levels of competence or experience, providing
support for those who need it, and extensions for those who need more challenge.
Concept-driven: Students spend their time at school exploring and learning about important
concepts that have relevance in their own lives, and that they can transfer to other contexts.
Our aim is to develop students’ understanding of big ideas, not just their knowledge or skills.
The Learner Profile Attributes
International mindedness is defined by the IB in the attributes of the Learner Profile. The PYP
curriculum design supports students in developing these attributes, which are actively modeled
by all members of our learning community. The Learner Profile attributes help develop
internationally minded people. We want our learners to become:
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 analyze 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
forms. We collaborate effectively, listening carefully to the perspectives of other individuals and
groups.
Principled:
We act with integrity and honesty, with a strong sense of fairness and justice, and with respect
for the dignity and rights of people everywhere. We take responsibility for our actions and their
consequences.
Open-minded:
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BIS Grade 1 Programme Information and Curriculum
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. We have a commitment to service, and we act to
make a positive difference in the lives of others and in the world around us.
Risk-Takers:
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
Our aim is for students to develop an understanding of big concepts, to explore these concepts
in different ways, and to be able to apply their understanding of these concepts to new and
unfamiliar situations. Our Units of Inquiry are organized in such a way that they offer
opportunities for students to explore the PYP key concepts multiple times and in lots of ways
throughout the PYP. These key concepts are:
Form (what is it like?)
Function (how does it work?)
Change (how is it changing?)
Connection (how is it connected to other things?)
Causation (why is it like it is?)
Responsibility (what is our responsibility?)
Perspective (what are the points of view?)
Approaches to Learning
Students develop a range of transdisciplinary skills throughout the PYP. These skills are
divided into the following sets of skills:
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BIS Grade 1 Programme Information and Curriculum
Communication skills
Social skills
Self-management skills
Research skills
Thinking skills
Action
We believe that real learning will lead to some action or some change in attitude or thinking.
Once something is learned and fully understood, it will lead to action of some kind. Student
action in the PYP can be big or small, happen at school or at home, and will develop over time.
Examples of student action might be: including more people on the playground, choosing
healthy foods, trying a new activity, turning off the lights when leaving a room, and lots more.
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BIS Grade 1 Programme Information and Curriculum
The Programme of Inquiry In Grade 1
Each school year, students explore six different ‘Units of Inquiry’. Each unit of inquiry lasts for
approximately 6 weeks. The units are designed to be relevant, significant, engaging and
challenging, as well as developmentally appropriate. Our units provide the context for much of
the learning in Language and Mathematics, as well as all content within Science and Social
Studies.Units of Inquiry make connections to the single subjects Music, Visual Arts, German
and PE.
The Grade 1 Units of Inquiry
Who we are Where we are in place How we express ourselves
and time
An inquiry into the nature of An inquiry into the ways in which
the self; beliefs and values; An inquiry into orientation in place we discover and express ideas,
personal, physical, mental, and time; personal histories; feelings, nature, culture, beliefs
social and spiritual health; homes and journeys; the and values; the ways in which
human relationships including discoveries, explorations and we reflect on, extend and enjoy
families, friends, communities, migrations of humankind; the our creativity; our appreciation of
and cultures; rights and relationships between and the the aesthetic.
responsibilities; what it means interconnectedness of individuals
to be human. and civilizations, from local and
global perspectives.
Central idea Central idea Central idea
Understanding who we are as Geographical features and Imagination is a powerful tool for
individuals and as a climatic conditions can influence inspiring our ability to think,
community empowers us to homes. create and express ourselves.
grow as learners.
Lines of Inquiry: Lines of Inquiry:
● Myself as an individual ● Different art forms
● How I connect with ● What constitutes a
● How we communicate
others to develop a home
through the Arts
sense of belonging ● How our homes reflect
● How we reflect on and
● How my actions and our family appreciate different art
behaviour impact ● Homes reflect location forms/artists
different communities and climate
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BIS Grade 1 Programme Information and Curriculum
How the world works How we organize ourselves Sharing the planet
An inquiry into the natural An inquiry into the An inquiry into rights and
world and its laws; the interconnectedness of responsibilities in the struggle to
interaction between the natural human-made systems and share finite resources with other
world (physical and biological) communities; the structure and people and with other living
and human societies; how function of organizations; societal things; communities and the
humans use their decision-making; economic relationships within and between
understanding of scientific activities and their impact on them; access to equal
principles; the impact of humankind and the environment. opportunities; peace and conflict
scientific and technological resolution.
advances on society and on
the environment.
Central idea Central idea Central idea
Matter can be changed in Understanding food systems Living things are dependent on
different ways to suit the helps us to make informed their habitat and their
needs of people. choices. interactions with each other.
Lines of Inquiry: Lines of Inquiry: Lines of Inquiry:
● States and properties ● The components of a food ● Different habitats
of matter system ● How living things depend
● How matter can be ● The impact food systems on their environment
changed have on our environment ● How living things are
● Applications of ● Making good choices interdependent
changing the state of when buying food ● Human responsibility
matter in daily life towards habitats
Languages
Language
English is our shared language of instruction and communication. In a PYP school the focus is
not just on learning language in isolation, but also on the application of language skills across
the subject areas and throughout the Programme of Inquiry. Some language is taught as
‘stand-alone’, while other aspects of language are taught in the context of our Units of Inquiry.
We believe students learn best when they have opportunities to learn within meaningful
contexts, and when the teaching is in response to students’ needs, interests and previous
experiences. Students at BIS come from a wide range of language and cultural backgrounds,
which we view as a major asset to our learning community.
In a PYP language classroom:
- Students and teachers appreciate language diversity
- All students feel supported in taking risks in language learning
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BIS Grade 1 Programme Information and Curriculum
- There are close connections with the Media Centre, other classrooms and single
subject teachers
- Students connect to the broader world through technology
- Students have many opportunities to engage with high-quality literature
Students develop skills in the following strands of language learning:
- Written Language: Reading and Writing
- Oral Language: Listening and Speaking
Our English programme encompasses a readers’ and writers’ workshop model, as well as
offering opportunities to develop speaking and listening skills within an integrated programme.
Students develop skills and understandings across the four areas of language learning.
Reading ● People read for different purposes
● The sounds of spoken language can be represented visually
● Written language works differently from spoken language
● The words we see and hear enable us to visualize in our minds
● There are established ways for setting out print and organizing books
● Consistent ways of recording words or ideas enable members of a
community to communicate
Writing ● People write to communicate
● The sounds of spoken language can be represented visually (letters,
symbols, characters)
● Consistent ways of recording words or ideas enable members of a language
community to understand each other’s writing
● Written language works differently from spoken language
● We write in different ways for different purposes
● The structure of different types of texts includes identifiable features
● Applying a range of strategies helps us to express ourselves so that others
can enjoy our writing
Speaking and ● Sounds are a symbolic way of representing ideas and objects
Listening ● People communicate using different languages
● Everyone has the right to speak and be listened to
● There are different purposes for listening
● Spoken language varies according to the purpose and audience
Readers and Writers Workshop:
We work with the Readers and Writers Workshop model, based on the resources developed
by the Columbia University Teacher’s College Reading and Writing Project. The workshop
model consists of several components each day, allowing for teachers to teach specific skills
and for students to have lots of time to practice and apply the skills taught. The workshop
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BIS Grade 1 Programme Information and Curriculum
model also allows teachers to support and challenge all students, no matter their level of
competence. Each year, we teach four Writing Units of Study and four Reading Units of Study.
Writing Units of Study in Grade 1:
● ‘Small Moments ‘ - writing personal narratives
● ‘Non-Fiction Chapter Books’ - writing about what we know, learning about the elements
of informational text
● Writing Reviews - opinion writing
● ‘From Scenes to Series’- writing realistic fiction, developing characters, applying story
structure
Reading Units of Study in Grade 1:
● ‘Building Good Reading Habits’ - developing independent reading stamina
● ‘Word Detectives’ - focusing on strategies and decoding
● ‘Learning about the World’ - reading non-fiction
● ‘Readers have big jobs to do’ - focusing on accuracy, comprehension and fluency
● ‘Meeting Characters and Learning Lessons’ - character development and inference
Handwriting, Phonics and Spelling:
We work with the phonics programme ‘Letters and Sounds’ to help children develop their
phonetic awareness. Students in Grade 1 also develop a fluent and legible handwriting script
following the Nelson Handwriting programme.
German
All students at BIS study the German Language. Students enter either the German Language
and Literature programme (for students who speak German at a native language level) or the
German Language Acquisition programme (for students learning German as an additional
language). The German Language Acquisition programme is further divided into three phases
of language acquisition. Students are carefully assessed and monitored to ensure accurate
grouping of students. Students of all classes within the grade level have German at the same
time, as we have three different groups with three German teachers. As in the English
language, students work on written and oral communication skills in German.
Aspects of German culture are explored through our host country celebrations such as St.
Martin in November and Carnival in February. Students in the German programme also learn
other aspects about Germany within some topics/Units of Inquiry in their language programme.
Mathematics
We believe that students learn best through purposeful, structured inquiry. The aim of our
Mathematics programme is to develop students into confident mathematical thinkers, with a
sound knowledge of number and the creativity to apply this knowledge to solve problems in
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BIS Grade 1 Programme Information and Curriculum
many ways. Our main resource for teaching mathematics is the New Zealand Numeracy
Framework. This framework involves a clear outline of progression in number knowledge and
strategies, as well as rigorous assessment tools for tracking students’ development.
Mathematics lessons are usually differentiated, with students working on a variety of tasks in
various different flexible groupings, in order to challenge and support all students, regardless
their level of competency or experience. For more information on the NZ Numeracy
Framework, you can go to http://nzmaths.co.nz/families. Please note that Grade 1 at BIS is the
equivalent of Year 2 in New Zealand.
The different strands of Mathematics are:
- Number (addition and subtraction, multiplication and division, proportion and ratios)
- Geometry and Measurement
- Statistics and Probability
In Grade 1, students work within the number strand for about 80% of the Mathematics teaching
time. Students in Grade 1 typically work through Stage 4 of the Numeracy Framework. The
end of year expectation is that all students are secure in this stage.
Specific outcomes in Stage 4 are:
Number Knowledge
● Identify all of the numbers in the range 0-100, at least
● Say the forwards and backwards number word sequences in the range 0-100
● Order numbers in the range 0-100
● Say the forwards and backwards skip counting sequences in the range of 0-100 for
twos, fives and tens
● Recall the facts up to 10, and the teen facts (eg 10+4)
● Recall the number of 10’s within decades and decades that add to 100 (eg 40+60)
Number Strategies
● Solve addition problems to 100 by counting on in their heads
● Solve subtraction problems to 100 by counting back in their heads
● Solve addition and subtraction problems using groups of ten
● Solve multiplication problems using skip counting in twos, fives and tens
● Solve division problems by equal sharing in ones, twos and fives
● Find simple fractions of regions
● Find fractions of sets by sharing
Geometry
● Sort, compare and classify 2D and 3D objects
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BIS Grade 1 Programme Information and Curriculum
● Describe shape attributes in their own language
● Discuss similarities and differences between shapes
● Follow a sequence of directions
● Use the language of direction to describe routes
● Rotate their bodies and other objects through 1/4 and 1/2 turns
● Follow a sequence of directions, also involving 1/4 and 1/2 turns
● Describe the position of an object
● Show 1/4 and 1/2 turns in different situations
● Understand that two quarter turns equal one half turn
● Make patterns that involve translations, reflections and rotations
● Identify translations, reflections or rotations in patterns
Measurement
● Directly compare the area of 2 objects by superimposing
● Cover a shape with smaller shapes
● Compare and order areas of shapes using non-standard area units
● Use non-standard units to fill containers and count how many units used
● Compare and order volumes of containers using non-standard volume units
● Measure mass with non-standards units
● Compare a group of 3 or more objects by mass
● Directly compare the duration of two events
● Use non-standard units to compare the duration of two or more events
● Tell time to the hour and half hour using analogue clocks
Statistics and Probability
● Make a statement about a data display
● Decide if a statement about a data display is true or false
● Match a statement to the appropriate graph
● Use everyday language to talk about chance
● Classify events as certain, possible or impossible
Personal, Social and Physical Education (PSPE)
Personal and Social Education
The development of a student’s well-being is addressed through all areas of the PYP
curriculum. Therefore students’ social, personal and emotional development is the shared
responsibility of all teachers at BIS. Children are given guidance to help develop positive
attitudes and behaviours in order to meet challenges, make healthy lifestyle choices, and
become successful learners.
Physical Education
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BIS Grade 1 Programme Information and Curriculum
Physical Education is about more than just student participation in sports and games. Its
purpose is to develop a combination of transferable skills promoting physical, intellectual,
emotional and social development. During the PYP, we endeavor to provide meaningful
opportunities for learning about movement and through movement in a range of contexts.
Students in Grade 1 have PE lessons in the Sports Hall two periods per week. Depending on
the time of year, some lessons take place outside on our fields.
PE units in Grade 1 include:
● Playground and target games
● Team and invasion games: Capture the flag
● Movement to Music - Dance
● Parkour and Gymnastics
● Adventure Challenge – Team Building
● Health related activities
The Arts
Learning about and through the Arts is fundamental to the development of the whole child. It
promotes creativity, critical thinking, problem-solving skills and social interactions. Through our
Arts programme students develop attitudes such as appreciation, empathy and Learner Profile
attributes such as being a communicator and a risk-taker.
At BIS, students have three periods of Visual Arts and three periods of Music over a ten-day
cycle. Lessons take place in the Primary Art Room and the Primary Music Room.
Visual Art units in Grade 1 include:
● Colour theory and painting
● Exploring different art materials
● How we express ourselves in visual art
● Clay modelling
● Buildings, geometric & organic shapes, and collage techniques
● Observational drawing
Music units in Grade 1 include:
● Exploring percussion and string instruments
● Singing tunes in a five note range
● Music appreciation: Programme music
● Musical elements: Pitch and dynamics
● How we express ourselves through music
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BIS Grade 1 Programme Information and Curriculum
Seesaw
Students are involved in learning how to assess, and reflect on, their own and others’ work.
Seesaw is an online assessment, journal and portfolio tool. Seesaw is used to record student
progress, to plan for their next steps in learning and to document the learning journey. Parents
log on to see and respond to examples of their children’s learning.
Assessment and Reporting
In the PYP, assessment is integral to all teaching and learning. We use assessment data to
inform our planning. This enables us to differentiate our programme so that each student is
included, engaged and challenged at their own level.
Teachers use a range of assessment strategies and tools for formative (assessment FOR
learning) and summative (assessment OF learning) assessments.
We also use a range of standardized assessment tools to keep track of children’s progress, in
Grade 1 these include:
- Developmental Reading Assessment (DRA) - administered at least twice a year to give
an indication of reading level
- Spelling/Phonics assessments linked to our programmes
- On demand writing samples using the Lucy Calkins Scaled Score Rubric - administered
twice a year
- GloSS (Global Strategy Stage) Mathematics Assessment - administered at least twice
a year to track student progress through the New Zealand Numeracy Framework
- JAM (Junior Assessment for Mathematics) Assessment - formatively throughout the
year
Annual Reporting Cycle
There are several opportunities each year for parents to be informed about their child’s
progress at school. In addition to the scheduled conferences, parents are encouraged to
engage in open conversations with their child’s teachers throughout the year, and can make
appointments to speak with the teachers whenever they wish. Teachers may also request
additional meetings with parents if needed. Parents are also kept up to date through regular
posts on the digital portfolios, Seesaw and Tapestry.
Scheduled reporting times are:
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BIS Grade 1 Programme Information and Curriculum
October Students in Grade One - Grade Five will participate in a three-way meeting
with the teacher and parent to establish learning goals for the year.
January Parent/teacher conferences are scheduled where you can discuss the
progress your child is making.
March Parents are invited in for a student-led conference whereby each student
will talk through their learning progress with their parents.
June At the end of the year, parents receive a formal written report for the
academic year.
Student Support
BIS has a range of ways to support our students. We believe that sound relationships between
teachers, support staff and students, as well as between students, are vital to ensure a good
learning environment. Our aim is for all our students to feel safe, accepted, included and to feel
cared about. We have a Primary School Counselor, who works with those students who might
need some additional emotional or social support. She also works with whole classes on
issues that might impact all children, such as bullying or safety issues.
The Learning Support department aims to empower students with learning differences to
become confident, independent, well-balanced, responsible global citizens who can
self-advocate and find their own path to success. Our Learning Support programme is
designed for students with mild to moderate learning difficulties. The LS teachers work in
collaboration with homeroom teachers and parents to ensure that these students can make
progress and show academic growth.
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BIS Grade 1 Programme Information and Curriculum
