Island Academy



Island Academy Curriculum OverviewKindergartenPage NumberContent1Language Arts/ English2Mathematics3Science4Social Studies5Music6Spanish7PE8ArtInternational Baccalaureate Organization (IBO)Since 2009, IA has been proud to be part of a family of over 3500 schools globally that offer the International Baccalaureate Diploma Programme (IBDP). The IBDP is a post-16 course, but the knowledge and skills required to become an IBDP student starts from a strong elementary education. The IB Learner Profile aims to develop internationally minded junior scholars, who recognize our common humanity and shared guardianship of the planet from a young age. Teachers strive to plan lessons that incorporate the IB Learner Profile below:InquirersKnowledgeableThinkersCommunicatorsPrincipledOpen-mindedCaringRisk-takersBalancedReflectiveCurriculum PhilosophyAs an international school, with staff and students from all over the world, IA is proud to offer an academic programme that draws on aspects of IBO, European, North American and Caribbean Curriculums. Our aim is to create 21st century students who are able to adapt to any learning or employment institution they choose.Knowledge and SkillsAt IA, we believe knowledge is power! A student feeling knowledgeable is key to building life-long self-esteem and confidence. However, in a 21st century world where knowledge can be just a click away, skills are imperative. At IA, we pride ourselves on teaching our young people how to solve real-life challenges. We encourage our students to analyze and evaluate information from different perspectives and reach objective conclusions.Reading and Literacy LevelingIA follows the Jolly Phonics Programme. To track reading progress, the school has used the tried and tested Oxford Reading Scheme and a second programme named ‘PM Benchmarks.’ This year we are also piloting an American Benchmark Assessment System from Fountas & Pinnell; this scheme is advantageous as it tracks student reading progress from Kindergarten through Grade 8.Class TimeAt IA, we aim to plan our lessons backwards! Teachers plan learning activities based on the skills and knowledge the students should have acquired by the end of the class. Students are exposed to a wide variety of kinesthetic, visual and auditory activities. They have regular opportunities to work alone, in pairs and in groups. They are encouraged to present their work to their peers and to be proud of their achievements. HomeworkAt elementary level, students are expected to read every day and complete all of the tasks recorded in their agendas. They will be set homework several times a week. Subject: Language Arts / EnglishGrade: KindergartenTeacher: Samantha PayneEmail: sgonsalves@Term 1: Topics and Skills OverviewJolly Phonics / Reading – Jolly Phonics books through 7 both letter name, sounds and action and the songs for each letter. Introduction to word families (rhyming words) also digraphs. Introduction to Tricky words / sight words. Pre-Primer Dolch Words. Handwriting of their names, correct formation of letters using lines and spaces. Term 2: Topics and Skills OverviewContinue with Jolly Phonics books through term / Reading –Revision letter sounds (42) and Diagraphs. Spelling words, continuation of tricky words, introduction of consonant blends. Guided reading / shared reading. Handwriting, writing sentences within lines and spaces correctly. Copying of morning message.Term 3: Topics and Skills OverviewJolly Phonics alternative letter sounds and spellings. Continue with Tricky words. Alphabetical order. Dictation and spelling. Guided reading / shared reading. Student led morning message and corrections.Grammar: Introduction of Nouns and Verbs/Assessment CriteriaSight words check lists Pre-Primer and Primer. Jolly Phonics skills check list for each of the seven books. Jolly Phonics DVD and work booksJolly Phonics reading assessments.Guided reading worksheets.Reading Assessment program.Independent and Home LearningJolly Phonics “see and say” booksOxford leveled readersJolly Phonics software programsLetter sound cards, Tricky works and word box wordsJolly Phonics ReadersSubject: MathematicsGrade: KindergartenTeacher: Samantha PayneEmail: sgonsalves@Term 1: Topics and Skills Overview-Number Sense: identify, Sequence, write numbers from zero to twenty. Counting forwards and backwards. Before, Between and After. Number names to ten.-Calendar – Days of the week, Months of the year, Ordinal numbers-Patterns & 2 Dimensional Shapes-Measurement: Capacity (full, nearly full, half full, nearly empty, empty), Length (longer, shorter, taller, shorter)-Addition: adding sets up to 10 using pictures. Introduction of +, = signs.Term 2: Topics and Skills Overview-Number Sense: Counting, writing, Ordering Numbers up to 30.-Graphing – Interpreting and completing simple picture and bar graphs-Subtraction: Taking away from sets up to 10. Introduction of – sign.-3Dimensional Shapes: Cone, sphere, cube, cuboid, cylinder.-Number Facts up to 6-Money: introduction of coins. Making totals up to 10cents and giving change.Term 3: Topics and Skills Overview-Measurement: Mass- Heavier and Lighter. Use of the balance scale.-Skip counting in 2’s, 5’s, 10’s-Time: Reading time on the hour and half hour in digital and analog format. Understanding the passing time.-Revision of addition and subtraction – horizontal and vertical methods.-Fractions: Identification of a whole and half of an object. A half of a set. Introduction of 1/2sign.Assessment CriteriaAssessment Record SheetsSkills ChecklistGamesDiscussionsIndependent and Home LearningAssessment Record SheetsSkills ChecklistGamesDiscussionsSubject: ScienceGrade: KindergartenTeacher: Samantha PayneEmail: sgonsalves@Term 1: Topics and Skills Overview-External body parts – to know that there are different external parts of the human body. Name the body parts on a diagram. Students create a book – All about me booklet-Keeping Healthy – Keeping clean – importance of clean hands, teeth. Good food and bad food.-Weather – Investigate different kinds of weather, set up a chart to graph weather weekly.-Senses – to know of the human sense and their uses – five senses- Looking at color – identify colors – primary and secondaryTerm 2: Topics and Skills Overview-Shapes and structures – to recognize some simple shapes and structures. Begin to identify the properties of some shapes and structures.-Mechanism and Movement- Forces, Motion, structure (Push and Pull) to know that pushes and pulls are forces. To explore different ways of producing movement. Rollers and wheels – to investigate how wheels and rollers make movement easier- Electricity – to recognize electrical appliances, to identify some of the ways to use electrical energyTerm 3: Topics and Skills Overview-Living & Non-living – to know that plants need light, water and soil to grow- Classification of Animals – to name some common animals. To begin to recognize some characteristics of animal life. To describe some different ways in which animals move. To begin to identify animals habitats and homes- Sinking & Floating – to identify objects that sink or float.- Day/Night Light & Shadows – to identify the differences between day and night.Assessment CriteriaParticipating in discussions, Communicating, explainingProject – SensesModern Science Technology infant 1 – text and WorkbookBright Ideas Student’s book K – work sheetsIndependent and Home LearningActivity work sheetsDesigning and making senses projectSubject: Social StudiesGrade: KindergartenTeacher: Samantha PayneEmail: sgonsalves@Term 1: Topics and Skills Overview-All about me: myself, My family members, My Home-My Country (Independence): National Symbols, national Anthem, Places to visit in Antigua & Barbuda-Christmas: Ways we celebrate around the world.Term 2: Topics and Skills Overview-My School: Its location, inside our school, Having fun and the people at school-Black History Month-EasterTerm 3: Topics and Skills Overview-Safety and care: Rules, breaking Rules, Home and School Rules- My Neighbourhood: Community HelpersAssessment Criteria-Discussions and observations-Drawing -Projects – Community Helper-Activity WorksheetsIndependent and Home Learning-Designing and making Community Helper Project-Caribbean Social Studies Text Infant level 1 – Our Family, Home and School-Field trips-Activity worksheetsSubject: MusicGrade: KindergartenTeacher: Jocelyn BeldmanEamil: jbeldman@Term 1: Topics and Skills OverviewExperience & then label beat when marching, clapping or playing. Clap back rhythms. Recognize . Experience long and short rhythmic patterns, rest, accent, loud-soft, fast-slow, high-low, and timbre.Sing songs with steady beat in 2/4, ?, 4/4. Match pitch. Identify sound sources and instrumentation.Distinguish between different voices (speaking, whispering, singing, shouting).Sing in a group & alone in call & responses. Follow directions in a song.Perform in front of peers and a large group. Imitate (action songs), move freely and mime. Explore sounds that can be made with the body (e.g., body percussion, clapping). Create sound effects. Sing simple songs in a foreign language and from different cultures. Christmas carols.Term 2: Topics and Skills OverviewLabel loud-soft and fast-slow. Recognize sections that are repeated or different. Alternate left and right hands when playing marimba. Experience, then label octave (marimba). Correct mallet technique, rolling mallets. Sing simple songs in a foreign language and from a variety of cultures. Match pitch while singing in a group & alone in call & response, perform in front of peers and a large audience with confidence. Recognize that music may express our feelings (mood). Read patternsListen to music from a variety of historical periods.Experience form. Sing songs with sections that are repeated (same) or different (AB).Term 3: Topics and Skills OverviewBuild the range and capacity to move in a variety of ways. Perform basic locomotor skills (e.g., walk, run, gallop, jump, hop, and balance). Understand and respond to a wide range of opposites (e.g., high/low, forward/back ward, wiggle/freeze). Perform simple movements in response to oral instructions (e.g., walk, turn, reach). Create movements that reflect a variety of personal experiences (e.g., recall feeling happy, sad, angry, excited). Respond to a variety of stimuli (e.g., sounds, words, songs, props, and images) with original movements. Respond spontaneously to different types of music, rhythms, and sounds. Assessment CriteriaAbility to follow directions, work cooperatively, participate with energy, listen attentively and take risks.Pitch awareness, (echo teacher’s pitch in call and response and while singing a song).Clap rhythms, clap and step a steady beat.Mallet control.Performance etiquette and posture.Subject: SpanishGrade: KindergartenTeacher: Se?orita TraversEmail: jtravers@Term 1: Topics and Skills OverviewGreetings and farewell questions and statements. Example: Buenos días. ?Cómo te llamas?ColoursCalendar – days of the week, month, counting Start farm animal unitTerm 2: Topics and Skills OverviewContinue farm animal unitContinue to review and use vocabulary from term oneParts of the headIdentify numbers out of sequenceTerm 3: Topics and Skills OverviewImmediate family members TransportationAnswer simple question. Example: ?Qué animal es? Se?orita Assessment CriteriaOral only at the end of the unit – one on one – show the student a picture and they identify in SpanishParticipationIndependent and Home LearningClasswork coloring sheets will come home with vocabulary on each one. You could save them and practice the vocabulary, orally.Students who already know Spanish could practice writing the words and/or write sentences with an adult’s help.Online Subject: Physical EducationGrade: KTeacher: Mark MitchellEmail: mmitchell@Term 1: Topics and Skills OverviewActive listeningMovement in personals paceNon-locomotor movement skills including making shapes with bodyLocomotor movement skills including:-Running – Walking – Throwing – Catching 5. Safety and risk managementTerm 2: Topics and Skills OverviewActive ListeningNon-locomotor movement skills including body postureSpacial awarenessLocomotor movement skills including:-Running in increased increments – throwing at designated targets – catching from further distancesSafety and risk managementTerm 3: Topics and Skills OverviewActive ListeningNon-locomotor movement skills including proper stretching techniquesSpacial awareness in boundary consciousnessLocomotor movement skills including:-Running in increased increments – cooperative games – Catching from further distancesSportsmanshipAssessment CriteriaAttentive listening skillsFollowing instructionsEffortSportsmanshipIncreased coordinationIndependent and Home Learning30 minutes of physical activity dailyFree PlaySubject: ArtGrade: KindergartenTeacher: Sam PayneEmail: sgonsalves@Term 1: Topics and Skills OverviewThe first term students will cover a series of short projects based on individual artists and/or story booksStudents will be introduced to the formal elements of art that include line, tone, color, shape and form. Some artists include Hundertwasser, Henri Matisse, Gustav Klimt, Paul Klee and Georgia O’keeffe. Each project will focus on the style and technique of the artists and a final piece of work will be produced highlighting the theme in a particular media such as watercolor, wax resist, mixed media and collage.Term 2: Topics and Skills OverviewArt around the worldStudents will be introduced to technique, design, form and cultural influences form art around the world. With kindergarten and grade 1 in particular we will focus on Mexican and native American art and study the design of weaving, printmaking symbolic imagery. Students will be producing a varied selection of final pieces moving away from formal elements covered in term 1 and focus skills more on independent ideas and design process. Term 3: Topics and Skills OverviewSelf PortraitsIn the final term students will reflect on skills learnt in term 1& 2 to create a self-portrait. Using independent ideas and the technique of illustration we will be looking at the Cubism movement. Students will then implement the style of artists such as Pablo Picasso and Sandra Silberzweig to create their own unique self portraitsAssessment CriteriaArt production: Teacher Observations/ Skills Mastered. RubricsArt History: Discussion/QuizzesArt Criticism: Discussion (analyzing qualities and features of art)Aesthetics: Artistic Expression (thinking and making judgements about art)Independent and Home LearningResearch images/Artists/ CulturesCollect materials/ reusablesPractice skills and techniques ................
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