HomeMy WebLinkAboutIB PYP Application Part BI i l�� ! 1 1 1 i
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Primary Years Programme
Application Form Part B
Application,for Authorization
Jar?uary 2003
C ]nternational Baccalaureate Organization 2003
Organisation du Baccalaureat International
Route des Morillons 15
Grand-Saconnex, Geneve
CH -1218
SWITZERLAND
This PYP Application Torin Part B should be read in conjunction with:
• Application Procedure, for Candidate Schools
• Rules, for A,zahori. ed Schools
• PYP Guide to School ,4pplication
• PYP Guide to the Authorization Visit.
In addition, it is important that schools consult the following documents:
• Making the PYP happen
• PYP Coordinator's Handhook.
Further information can be found in School's Guide to the Primacy Fears Programme
svww.ibo.org .
I This application form requests information under the following headings.
1. Contact details
2. School information
3. PYP section
4. School's planning and support
5. School site and facilities
6. Teaching personnel
7. PYP coordinator
8. Finance and planning
9. Management of resources
10. Implementation of the programme
3. This document also includes the following additional information and requests for
information.
• Application Covelsheet
• IBO Regional Office Addresses
• Appendix 1 Classes in the PYP Section
Appendix 2 Organization of Teaching Time
• Appendix 3 PYP Staff Training
• Appendix 4 Transdisciplinar_v Units of Inquiry
• Appendix 5 PYP Teaching Staff and Qualifications
• Appendix 6 Proposed PYP Implementation Budget
Appendix 7 Action Plan for Implementing the PYP
4. This PYP Application Fornz Part B and supporting documentation should be sent at
the end of the school's second phase of the application process—sand' date phase: trial
implementation period (please refer to articles 9-10 of Application Procedurefol
Candidate Schools). This trial implementation period must last for at least one year.
5. This application form. and all supporting documentation, must be submitted in one of
the IBO official languages: English, French; Spanish. Translations of official
documents should be duly certified.
6. The PYP application forms and appendices should be completed electronically and
returned to the appropriate regional office. Please insert your response in the box
provided for each question. The box will expand as you type your response.
PYP Application Form Part B
In consultation with the regional office, any supporting documentation should be sent
on CD-Rom(s) wherever possible. Where this is not possible, hard copies of the
documents should be provided. Please ensure that the school is clearly identified in all
correspondence.
Note: Deadlines for submitting applications may vary frorn region to region.
Please check with your regional office for the application deadline that applies to
your school_ If you are unable or unwilling to provide information 5or any of the
items in this application, please provide an explanation.
PYP Application Form Part B
APPLICATION COVERSHEET—PART B
To the director general of the International Baccalaureate Organization (1130)
Geneva, for authorization to offer the Primary Years Programme (PYP)
Official name of PYP candidate school:
Westlake Academy
On behalf of the above-named school, I request official authorization to offer the curriculum
of the Primary Years Programme of the International Baccalaureate Organization.
Information about the school is supplied on the attached form and in the accompanying
documents. The relevant application fee is included.
I understand that this application is submitted after one full year of trial implementation of
the PYP in the school. If after careful review of this application and the accompanying
documentation, the appropriate regional director forms the opinion that the school is fully
prepared, an authorization visit will be arranged before a final decision on the application is
reached by the iBO director general.
i confirm that:
A. i have read the following documents and agree to abide by the regulations, criteria and
conditions stated therein:
• Rules, for- Authorifed Schools
PYP Guide to School Application
PYP School Guide to the Author -Lotion Visit.
B. the appropriate financial authorities of the school/public school district know of the
schedule of PYP fees and have agreed to their timely payment
C. the school will not advertise or otherwise imply that it is authorized to offer the
Primary Years Programme unless, and until such time as, the school receives
notification of authorization from the iBO director general, Geneva
D. authorized schools are entitled to advertise themselves as an "113 world school" only in
connection with the iB programme(s) they have been authorized to teach.
I agree that this electronic application form, whether signed electronically or not, will be
understood by the IBO to have been read and endorsed by the head of the candidate school,
without a signed hard copy being necessary.
i understand and accept that any dispute arising from, or in connection with, this application
or any other document relating to the authorization process shall be finally settled by three
arbitrators in accordance with the Rules of Arbitration of the Chamber of Commerce and
Industry of Geneva. The seat of the arbitration shall be Geneva, Switzerland. The
proceedings shall be confidential and the language of the arbitration shall be English.
i further declare that, to the best of my knowledge, the information given on this form is
correct.
Name and title of head of school: Date:
—=
Barbara Brizuela, Head of SchoolOS-25-O:S
i
PYP Application Form Part 6
A candidate school must implement the PYP for at least one year before submitting
an application for authorization.
When did your trial implementation phase begin? (day -month Meat) 03/01/2004
CONTACT DETAILS
la Name and title of head of school
I b Name and title of primary school principal
le Name and title of PYP coordinator:
Id Name of school:
'Barbara Brizuela, Head of School
j
Barbara Brizuela; 1 -lead of School
--1
Elizabeth Bowie (effective August 2005)
Westlake Acadeiny
Legal registered name of school: (Ifdifferent fioiat above)
Postal address:
2600 Ottinger Rd., Westlake, Texas 76262
Street address: (Ifdzffercnt from above)
Telephone:
(Include counhv and area
1-817-490-5757
codes)
i
Fax:
(Include country and area
1-815758
codes)
Web site:
wtivw.wrestlakeacademy.org
E-mail:
Head of school/primary
bbrizuela(ulwestlakeaeademy.org
school principal
General for the school
Barbara Brizuela
PYP coordinator
Barbara Brizuela
Elizabeth Bowie. Co -coordinator
Y r Hpp icanon corm Hart b
2 SCHOOL INFORMATION
2a Date school was founded: (State year- only)
EOO
1
2b Legal status of school: Government/state/national
C�
Private
E:1
Other (speczfy) Charter
7.06
I
C�31
2c Type of school: Boys'
❑
Girls'
Coeducational
XI
Boarding
®ay
Boarding and day
2d Academic structure: what divisions (eg pre-primary, primary, middle school
school) operate in the school, if any?
and high
Name of section Age range of students Number of students
Kindergarten
5-6
�28
i
Primary
Middle11
i
—�
6– 11
- 13
7.06
I
C�31
2e Total number of students in the PYP section:
2f Age range of students in the PYP section
2g Total size of whole school:
NYE' Application Form Part B
265
From ll ,years
Students 265 Staffs 31
f I
2h Is there entry selection into the school?
If `yes ", please explain.
Yes
No
As a state school there is no screening or academic testing required. Students from the town of
Westlake. Texas receive priority enrolment and remaining positions are open to the general public
:hrough a lottery.
2i Does the school offer other tB programmes?
If ' ` yes ", please specify 7130 school codes.
Westlake Academy submitted the MYP Application, Part A in April 2005,
Yes Ey
No I I
2j Does the school intend to offer other IB programmes? Yes I Y
�f "yes ", please spec{f , which proms~anarne(s) and planned dates
for inti-oduction. No F-�
Westlake Academy submitted the MYP Application, Part A in April 2005. We plan to offer 1B
Diploma Programme with students in 2008/09.
3 PYP SECTION
3a Number of classes in the PYP section: Please complete appendix 1.
3b Or of teaching time: Please complete appendix 2.
3c Nationalities/ethnicities of students: (optional)
Nationalities/ethnicities
Approximate numbers
White; Non-hispanicIF
212
Hispanic
Russian
2
Portuguese
2
Ukrainian
1
Asian/Pacific Islander
7
Native American
1
(add rows as necessary)
3d Is the school designated bilingual/trilingual? Yes
r r r Hpp ication corm cart 13
(i) If "yes ", 1Mat are the languages of instruction?
(ii) If "no ", what is the principal lan,Quage of instr-zrction?
tnglish
3e What are the additional languages introduced?
3f At what age is an additional language introduced?
3g What provisions are made for mother tongue classes?
We have no cases of non-Niolish speakers
311 When are mother tongue classes offered?
(i) During the school day
(ii) Before/after school
4 SCHOOL'S PLANNING AND SUPPORT
Yes�No
i I X�
Yes (--� No r -,X�
4a How did you first hear about the PYP? Please he as specific as possibie.
• January of 1999 from lien Ridley (UK) and Gabriela Benvenuti (Arg).
4b List the main reasons for wanting to introduce the PYP.
I- r r Hppncation corm Hart B
4c
4d
4e
I have been involved with PYA since 2000 when I became a trainer and introduced it to my Former
school, Northlands, in Argentina.
® 1 find the PYP addresses the whole child
s The profile embodies the mission of 1130 and should be the ideal to which all
schools aspire
® PYP is inquiry, concept based and learner centered
• PYP is a framework for curriculum
® PYP is a living program, it is evolving
® The charter of Westlake Academy calls For it
• Students in public (and all) schools deserve a better education than "teaching to the test",
that will allow thin to make sense of the world and become global citizens.
• PYP allows students and teachers to become actively involved in their own learning
Has the In body made a formai decision to adopt the Yes r- X
PYP? X—1
No FI
U
Has there been consultation with:
(i) appropriate IBS regional offices
Yes X No
(ii) teaching staff
Yes �� No
(iii) parents/parent-teacher association
Yes X No
I
(iv) local, regional or national educational
authorities, where applicable
X o
Yes N
F --I
(v) other PYP schools?
Yes No
F
Have PYP responsibilities been identified for:
(i) primary school principal
Yes ( X No
(ii) PYP coordinator
Yes ❑ No
(iii) year/grade-level coordinators, where
Yes No
�'
appropriate
L
(iv) subject coordinators, where appropriate
Yes No
x
(v) PYP teachers
Yes Fx INo
XX
(vi) library/resource centre staff? Yes I ^ I No j
rrrHppncation Form Part B
4f Please indicate the PYP training received by, and planned for:
(i) the head of school/primary school principal One day introduction course in
May of 1999, workshop trainers training: Cardiff. July 2001 & Advanced
workshop trainers training, Cardiff July 2003, Will be doing Mentoring course
offered by IBNR, New Orleans, June 2005
(ii) the PYP coordinator 3 day Introductory Workshop, Istanbul, Turkey 2001, 2
day Internationalism, Mexico City- Jan. 2004 3 day PYP Level 11 workshop,
Vancouver. BC — Feb. 2005
(iii) all other teaching staff. Entire staff attended 3 day on-site Introductory
Workshop led by Lorna Prado & Gabriela Benvenuti, August 13 — 15, 2003 or
Introductory Workshops in Austin. Texas in July of 2004 or 2005
Please complete ap/)endix 3.
4g Please indicate the organization of meetings of PYP teachers, including single -
subject teachers and library/resource centre staff, for horizontal and vertical
planning of the teaching of the programme.
4h
4i
Horizontal planning periods built into timetable. Vertical: carousel/timetable once per week to
allow for vertical planniib, Staff meeting once every 15 days, Extended staff meeting once every
six weeks
How will the school ensure that all new teaching staff are trained to deliver the
PYP?
As new, untrained staff are hired they will be sent to off-site workshops in IBNA.. IBEAM or IBLA
How does the school inform the support staff of the principles and practices of the
PYP?
School Counsellor has had 3 day Level 1 training. Special Ed. Teacher attends all staff meetings, is
privy to all documents and Academy has intention of sending her to training.
4j Please provide details about the transdisciplinary units of inquiry that have been
taught in the last school year.
Please comPlete appendix 4 of the application forrrr and submit at least three completed
planners (stages I--6, including the rgflection) for each age groin),
4k leo teachers use the PYP planner to document their teaching outside Yes 1 X
of the programme of inquiry?
No
41 Which scope and sequence documents are being used?
(i) Local/national
PYP Application Form Part B
Yes I X No
5
j(ii) PYP Yes ( Xi No��
(iii) Other (s/.)ecz& Yes No
i
Referencing: British National CUrriCUIUm, US National curriculum doctnnents for math i
SCHOOL SITE AND FACILITIES
5a
5b
Nature of school site: Please provide abrief descr•i/ tion including number of cant' -rises.
Purpose built Facility on 25.3 acres in semi -rural setting. Board members and planning team
visited IB schools in USA. UK and Netherlands to glean information on best designs before
agreeing on architectural plans. Master plan calls for playing fields and additional facilities to
house K-12.
Are there any of the following special facilities?
(i)
library/media/resource centre
Yes
X No
(ii)
computer laboratory/centre
Yes
No
i
' X
(iii)
language rooms/facilitiesYes
X No
f
I
science/tecbnology rooms
Yes
l(iv)
X No
(v)
art room
Yes
1
�� No
1
(vi)
music room
Yes
FX No
(vii)
theatre/drama studio
YesX
No
!�
(viii)
gallery/exhibition space
Yes
X No
(ix)
gymnasium
Yes
f
X j No
(x)
sports field
Yes
I X No
(xi)
outdoor education centre
yes
No
X
(xii)
other ("please describe)
yes
�' No
�� X
School has elected to have the more effective computers on wheels (2 cars w/18 wireless
laptop computers). All classrooms open to semi -circle outdoor classrooms.
PYP Application Form Part B
6 TEACHING PERSONNEL
6a (i) Number of full-time PYP teachers: 16
(ii) Number of part-time PYP teachers: ( 5
6b Number of support specialists: Please g ve details.
One Full time Special Ed Teacher and one full time Counsellor
6e Number of classroom assistants: i
6d Are there year/gracle-level coordinators? Yes F No X
6e Are there subject/language coordinators? Yes No 7XI
6f Are there single -subject teachers?
If "yes ",.for tivhich subjects? Yes X No
Spanish, PE, Music &, Art
6g What arrangements are made for student counselling/pastoral care?
We have a School Counsellor who deals with student,. teacher and parental issues. She also has
classes with the PYP groups to help build team skills and strategiesf for conflict resolution and
making good choices "teachers use a variety of methods within the classroom to deal with pastoral
care. Our continual focus on the Student Profile helps to guide our work with the students.
6h Please indicate qualifications of all teaching and support staff.
Please complete appendix 5.
6i Nationalities/ethnicities of the PYP staff: (optional)
r r r Hppncauon corm cart 8
Nationalities/ethnicities
Approximate numbers
Caucasian
Puerto Rican �F_
Cuban
13
1
Uruguayan
��
1
Canadian
1
British
I
Hispanic �
1
6j Are there currently regular staff meetings for PYP planning? Yes
If `);es ", holy often and.for hor,- long?
I
No
I�
l�
Once per week — vertical (2 hours) Once every 15 days for 90 minutes
Once per week — horizontal (I hour) Once every 6 weeks — 6 hours
6k Are PYP publications made available to staff? Yes
"yes ",
X
If please list those publications available.
No
® School Guide to PYP, PYP Coordinator's Handbook, Making the PYP Happen, PYP
Assessment Handbook, PYP Exhibition Guidelines, PYP in the Early Childhood Years. PYP
Sample Planners, PYP Presenter Pack, Scope & Sequence Documents (all), Sample Programme
of Inquiry
I
61 Do all teaching staff have access to the OCC? Yes No
6m Who is responsible for hiring staff in the PYP section?
Barbara Brizuela, I -lead of School and Elizabeth Bowie, PYP Coordinator
6n What is the averap percentage of new teachers in the school in any given ,year?
This is only our 2" year — out of 16 PYP teachers last year we had a turnover rate of
25%. We added 5 new teachers to our PYA staff for the 2004-05 school year. I
U- r r mppocanon rorm Hart b
7 PYP COORDINATOR
7a Name of PYA coordinator: y Barbara Brizuela
As of August. 2005: Elizabeth Bowie
7b Projected responsibilities of PYP coordinator:
(i) PYP coordination
Documentation, Professional development, Resource management & Coninjunication
(ii) other
Team teaching (50%) - Grade 4
7c Will non -teaching time be allocated for the position?
f/' " >>es ", how nruch will he allocated per week?
50% of time
7d Is PYP clerical support available?
ff ")VS ", how much is available per week?
i
As much as needed
8 FINANCE AND PLANNING
i
YesX No I
Yes ( X No j
i
8a Will all fees payable be covered by the school? Yes j X No
(i) If "no ", what proportion will be covered bl, the school? �
Y"'770 ", state the authority/institution responsible. Please provide written
confrrnation from the authority institution.
8b Is there a strategic development plan? Yes
LX
If `yes ", when is it due to he revietived?
No
We have 10 year plan that is reviewed annually. Three year PYP action plan, reviewed annually.
PYP Application Form Part B
8c What funding is available this year to enable staff to attend IBO-approved workshops?
Please complete appendix 6.
8d What amount of funding, per year, will be available to support the implementation of the
PYP including appropriate professional development?
Please complete appendix 6.
9 MANAGEMENT OF RESOURCES
9a (i) Number of full-time library/resource centre staff: 1
(ii) Number of part-time library/resource centre staff.,
Etminedr"
9b Qualifications of library/resource centre staff: Please give details on a,7pendix 5.
9c Is there an annual library/resource centre budget? 77
Yes
If yes ", how is it controlled?
r --INo
Head of School oversees acquisition requests. Librarian centralizes, prioritizes, and coordinates
requests from teachers, including resources to support the Programme of Inquiry.
9d Does the budget provide for additions as well as
maintenance of resources? Yes X No
9e Are books/related resources centrally held? Yes ( `C 1 No
9f Do the classrooms have libraries/resource centres? Yes j X No I
9a Give the approximate number of books in print/electronic form in the school
library/resource centre, by language. Please specify the languages and columns if
necessarv.•
NNiic:duon rotor cart b
9h
9i
9j
9k
R
Language l Language 2 Language 3 Other
I3nglish Spanish
— l�j
General reference 267 f�_
Non-fiction
Fiction
Periodicals
Videos/DVD-,"
1815
73
Internet access Yes X i
1-7
No
2490
1 269
14 different
titles
—
--
- 1
j �+
--
� 139
--
Are there newspapers/periodicals?
Yes X No ,
What are the library/resource centre loan arrangements?
Student check-out for a two week period
Total number of computers available to students in the PYP section: 78
Number of full-time IT staff: 0
int) Number of part-time IT staff:
Does the school have the following IT resources?
t--
CD-Roms Yes II x
No
Internet access Yes X i
1-7
No
Video
Yes X
I
No
Other (s/)eci&) Yes I X
No
Digital projectors (computer), overhead projectors. video streaming
Are there resources in the mother tongue languages of the PYP Yes X
J
r r r /Application corm Part B
students?
No
9m Is professional development for the library/resource centre staff yes
available?
If 'Yes ", please srapply details on appendix 3.
No
10 IMPLEMENTATION OF THE PROGRAMME
X
i
10a Please provide an updated three-year action plan for implementation of the PYP.
Please complete appendix 7.
l Ob Please indicate any major difficulties and/or concerns that you have encountered during
the trial implementation period and how you have, or intend to, overcome them.
1) Finding teachers with PYP experience or PYP profile — We plan on overcoming
this by hiring more teachers from outside the area, including from PYP
implementing or authorized schools abroad.
2) Library: start-up public school has little lunds — We will overco ne this problem
by continuing to apply for grants for this purpose, organizing book fairs and
using operation funds donated by WA Foundation
IOc Please consider the PYP programme standards below. Ali authorized schools are
expected to work towards achieving these standards as they fully implement and
develop the PYP. They form the basis of the regular programme evaluation self -
study, visit and subsequent visiting team report.
Please write a brief outline of your school's position as it prepares to further develop
the PYP according to these standards. This should be a reflection by the head of
school or the PYP coordinator. At the point of authorization, the standards will be
applied holistically; schools will not be assessed on each individual standard.
Standard Al
Standard A2
PYP Application Form Part B
Standards for the implementation of the PYP
There is close alignment between the educational beliefs and values of
the school and those of the PYP.
The school promotes international -mindedness on the pari of the
adults and children in the school community.
Standards for the implementation of the PYP
Brief outline: Westlake Academy was founded with the express intention of implementing
IBO programmes. Its Mission Statement includes that Westlake Academy "will prepare
students to be active participants and agents of change in a rapidly changing environment
that is global in scope" which mirrors closely the principles of IBO. The Charter holder
sought out candidates with IBO experience to ]lead the Academy.
We have spent a great deal of time trying to create an international aspect at the Academy,
knowing, as we do. that the community in which it is set is fairly parochial. Having said
that, we must also say that our school population is more international than we had
expected. We have over 20 nationalities represented. Parents actively sought admission to
a school that believes that diversity is a wonderful thing and not something that is only
'tolerated'. Thus we have many parents who are `mixed marriages' in terrns of
nationality. We also have many adopted children who were born in other countries..
We accomplished this in part by hiring international, IB trained staff who by their very
presence change the culture of the school and help students develop a curiosity about the
wider world. Not only is our programme of inquiry international but our co -curricular
activities also stress this fact. That the MYP students take part in MUN has sparked gre,,
interest in the PYP students. We hold an annual Celebrations Around the World Festival.
teach Spanish with an emphasis on understanding the culture and invite our international
staff and parents to share their cultures.
Standard 131 The governing body of the school has made a formal decision to adopt
the PYA and continues to support it.
Standard B2 The school management is fully committed to the continuous
implementation and further development of the programme.
Brief oulline: The Board of Education is comprised of the Founding Chatter signers who
made it clear in the Charter that they wished to implement IBO programmes.
The Head of School was hired because of her work in IB schools and her experience as an
IB workshop leader. She is fully committed to all of the IB programmes and their
implementation. The development of the programmes is an inherent part of the
development of the school.
Standard C There is a comprehensive, coherent, written curriculum
Brief outline: Westlake Academy combines the Texas State Standards (TEKS), the PYP
framework for the curriculum, the PYP Scope and Sequence. The Academy is still
developing its own Scope and Sequence documents.
Standard D The school has implemented a school -wide system through which
teachers plan and reflect in collaborative teams.
PYP Application Form Part B
Standards for the implementation of the PYP
Brief outline: The Academy has implemented a `Carousel' timetable which allows
teachers from 3 different grade levels to meet for nearly 3 hours one day a week to plan
as a team. This vertical planning provides an in-depth look at PYP issues and plans from
different perspectives.
Grade level colleagues have ample common planning times throughout the week.
Biweekly staff Meetings deal with PYP issues with all members of the PYP team. We
have Early Release Days on 4 -6 days/year and day long Staff Development days on at
least 8 days/year which give teachers additional 3 hour or 7 hour planning opportunities.;
Standard E Teachers use a range and balance of teaching strategies which are
selected appropriately to meet particular learning purposes.
Brief outline: Teachers are expected to be versed in Multiple Intelligences, Learning
Styles and Differentiation and their lesson plans should include this knowledge. Students
are encouraged to become independent learners and to pose questions not only answer
them.
Standard FI There is an agreed school -wide approach to the assessment of student
learning which recognizes that the fundamental purpose of assessment
is to acknowledge student learning.
Standard F2 There is an agreed school -wide approach to the recording and
reporting of assessment data.
Brief outline: As our planners indicate, we incorporate diagnostic, formative and
summative and self -assessments into our plans. We Know that assessment is not
something tacked on at the end of a unit, but rather something that, similar to Wiggin's
'Backward Design, must be planned before beginning a unit. To assure school -wide
agreement, rubrics are used. This practice has been most helpful not only for teachers but
for students: students know what is expected and can be relied upon to assess their own
work.
The Academy sends out very detailed report cards three times a year. Those reports
include lengthy narratives with strengths and targets for each area of the curricuhnn,
assessment of growth in developing the Student Profile from both the teacher and the
student, and growth in the transdisciplinary skills.
Standard G Students learn how to choose to act and how to reflect on their action,
which contribute to the well-being of the self, the community and the
environment.
Brief outline: We are very proud of our students' response to the Action component of
PYP. Starting early in our founding year, as part of a Unit of inquiry and as a result of the
student questions and inquiries, students took a special interest in extending their own
reflections to include the wider community. This set an example which has been a guiding
force for the students and the school.
PYP Application Form Part B
Standards for the implementation of the PYP
Standard H In the final year of the programme in the school, students will engage
(applicable after in a problem -solving project culminating in the PYP exhibition.
the point of
authorization)
Brief'outline: Our Grade 6 students are at the moment involved in the final stages of the
first PYP Exhibition at Westlake Academy. They have worked with the planner and
involved the whole school community in responding to and helping refine their Central
Idea. Different groups are investigating different aspects of the Central Idea which have
allowed them to also incorporate aspects of the six organizing themes.
As a final reflection, please consider the following:
What can the school's introduction of the PYP bring to the school community and to
the local community?
(Note: This does not represent an additional standard or criterion for authorization.)
Already the introduction of the PYP has opened minds and hearts, not only within the Academy
but within the surrounding area. It has shown the students and their families that if one delves
deeply into 'big ideas', state standards will be more than met and teachers will not be relegated to
`teaching to the test'. The students have received recognition in the local, state, national and
international communities for their problem solving, communication and persuasive speaking
skills, and for their original initiatives in community service actions.
We have planned national and international student exchanges with PYP schools, enabling our
students to gain a deeper understanding and respect for others. The hiring of international teachers
will continue as will plans for teacher exchange programmes.
Adult Spanish classes, taught by the same native speaker teachers who teach our students. have
been a great success and Nvill be continued. Local Rotarians, the Westlake Historical Society and
the entire management team of the Town of Westlake are highly involved in the international.
inquiry and concept -based curriculum and contribute to the growth of the Academy.
The person(s) who completed this form should sign below.
Name:
Position:
Date:
Barbara Brizuela
Head of School
PYP Coordinator
The completed application form, application fee and supporting documentation should be
sent to the regional director responsible for your area.
r 1 r mppitcauon rorm Parr b
Standards for the implementation of the PYP
Note: The PYP application forms and appendices should be completed electronically and
returned to the appropriate regional office. In consultation with the regional office, any
supporting documentation should be sent on CD-Rom(s) wherever possible. Where this is not
possible, hard copies of the documents should be provided. Please ensure that the school is
clearly identified in all correspondence.
PYP Application Form Part 8
AFRICA/EUROPE/
MIDDLE EAST
Code: IBAEM
Mrs N61ida Antuia Baragan°
Regional director
1130 Africa/Europe/Middle East Tel: +41 22 791 7740
Route des Morillons 15 Fax: +41 22 791 0277 I
Grand-Saconnex, Geneve E-mail: i :)aem c ibo.org
CH -1218
S1UI'f'7_,ERLAND
ASIA -PACIFIC
.1130 Asia-Pacific Tel: +65 6 776 0249
Code: IBAP
c/o United World College of• S.E. Asia Fax: +65 6 776 4369
Dr Helen Drennen
Pasir Panjang, PO BOX 15. Singapore E-mail: ibap,cr ibo.org
1 Regional director
S<' -9l 1 121 }
REPUBLIC OF SINGAPORE
LATIN AMERICA
IBO Latin America Tel: +54 1 14 794 6,330
Code: IBLA
Avenida del Libertador 2740. 1 st floor i Fax: +54 114 794 6330
Mrs Marfa Federico de Rodger
Olivos,_ Buenos Aires E-mail: iNa(a ibo.org
Regional director
AR -B 1636DSU
ARGENTINA
j
NORTH AMERICA
1130 North America Tel: +1 212 696 4464
CARIBBEAN
j Code: IBNA
475 Riverside Drive. 16th Floor Fax: +1 212 889 9242
New York. NY E-mail: ibna(�)ibo.orR
Mr Bradley W Richardson
US -101 15
Regional director
t1SA
Primary Years Programme documentation is available from the sales department of the
Curriculum and Assessment Centre (IBCA), Cardiff UK. The 1130 web site at www.ibo.org
provides a list of publications, along with information on how to order.
CURRICULUM AND
ASSESSMENT CENTRE
Code: IBCA
r r r Hppocanon rorm Hart b
International Baccalaureate
Organization
Peterson House, Malthouse Avenue
Cardiff Gatc
Cardiff. Wales
G13 CF23 8GL
I.INITED KINGDOM
General inquiries:
Tel: +44 29 2054 7777
Fax: +44 29 2054 7778
E-mail: ibcafuiibo.org
Sales department:
Tel: +44 29 2054 7746
Fax: +44 29 2054 7779
E-mail: sales(dibo.org
Name of teacher
Grade/year Age of students
Class name
Number of
students
i
Ms. Dee .Jammal
Kinder- aiten 5-6 years
Class KA
14
t Ms. Cyndie .lacks
Kindergarten j 5-6 years
Class KB
15
i Ms. Gina McNeely
151 grade 6-7 years
Class 1 A
16
! Ms. Julie McGough
i
1" grade 6-7 years
Class 1B
16
Ms. Jean Shivers
2°d °rade 7-8 years
I
Class 2A
! 16
Ms. Jill Riche2°
grade ( 7-8 years
Class 2B
16
Ms. Dana
3d grade 8-9 years
v
Class 3A
19
Guruprasad
Ms. Alison
Yd grade 8-9 years
Class 3B
18
Schneider
i
i
Ms. Amy Copeland
4"' grade 9-10 years
V
Class 4A
18
(Schulze)
I
'
i
vls. Elizabeth
411' grade 9-10 Years
Class 4B
17
Bowie
Ms..Tean f4lisner-
51 grade10-11 years
Class SA
17
Smith
Ms. Diane'Trahan
!
5`" grade I 10- 1 1 years
Class 5B
17
i
6" grade I 1-12 years
Class 6A
Ms. Peggy Schmitz
18
!
Ms. Claudia
6" grade 1 T-12 yews
Class 613
18
Ourthe-Cabale
I
!
I
i
Ms. Maritza
Spanish 5-12
Spanish
r ---1
Appox. 17 per
Jackson
Kindergarten — 6th
class
grade
I ls. Merina Amos
i
Music 5— 12
Music
App —ox. 17 per
Kindergarten —6th
class
grade I
I
PYP Application Form Part B
I Ms. Rosemary
Jawad & Ms. Gail
�- -- -.
Art Kindergarten —
6th grade
5 - 12
Art
Approx. 17 per
class
James
I
ivts. Marlo Karg
Special Ed
5— 12
Special Ed
1 Works individually
Kindergarten — 6th
wi:h students
i
-rade
j
(
I
r nNNncnuun rulm raft is
Appendix 2 Organization of Teaching Time
Year/grade Total teaching % of teaching time
i % of teaching
tither
time in hours
with classroom/
time with single-
(assemblies,
per week/cycle*
homeroom teacher
subject teachers
special events)
3-4 years
4-5 years
5-6 years
i 28 hours 10
80°l0
20%
50 min/day
minlweek
lunch, recess
6-7 years
29 hours 10
80%
20%
50 min-
min/week
1
j
assembly/week
50 min/day —
lunch, recess
7-8 years
29 hours 10
80%
20%
50 min-
min/week
assembly/week
50 min/day—
lunch, recess
8-9 years
29 hours 10
80°%
20%
50 min-
min/week 1
assembly /week
50 min/day —
lunch. recess
9-10 years
29 hours 10
80%
20%
50 min -
m i n'wee}c
assembly/week
50 min/day —
1
lunch, recess
10-11 years
i 29 hour } 0
80%
20%
50 min-
min/week
assembIy/week i
50 min/dav—
r
lunch, recess �
11-12 years
I
29 hours 10
80%
20%
50 min-
min/week
i
assembly/week
50 min/day — I
I
lunch, recess
* Please indicate length of cycle.
r 1 r rNpPlI atUUil roan rar[ 0
Please indicate what IBO-approved PYP professional development and training your tza.ching staff
have received. We are also interested in which teachers., if any, have visited PYP schools. Please
indicate this below.
PYP Application Form Part 6
Name Regional j In -school
School visits;
workshops: i workshops:
place/date
place/date/ date/number of
i
number of days days
Head of school/
j Barbara Brizuela ; IB PYP trainer: Introduction 1 day
-•Washin,ton
primary school
I Mexico City,.Ian & 3 day
School, Arg. 2000
principal
i 2001. Inquiry 2 day
-Anglo -
2002,2003.2004 Rubrics 2 day
Colombiano,
BsAs May Planners 2 day
Colombia 2003
2001.2002.2003
-La Maisonette.
Chile 2002
-Santiago College.
Chile 2002
j
-Olinca. Mexico i
2002
i
_Olin ca
Cuernavaca,
Mexico 2003
-Greengates,
Mexico 2003,
2004, 2005
i
-Gomez Palacio.
'Aexico 2003
i
Coordinator
4"' Elizabeth 3 day Introductory
Bwvie Workshop,
Istanbul, Turkey
Greengates
School, Mexico
City, 2004
2001
2 day
j
internationalism
Mexico City .ian.. i
2004
Year/grade
3-4 years
i i
Year/grade
4-5 years
PYP Application Form Part 6
Year/grade
5-6 years
Kinder - Cyndie 3 day Regional
Jacks Introductory
Workshop, Austin,
i
texas July 25 —
27, 2004
Kinder — Dee 3 day Regional
Jalnmal introductory i
Workshop, Austin.
Texas July 25 —
27, 2004
Year/grade
6-7 years
I" Julie McGough 3 day Regional
Introductory
Workshop, Austin,
Texas JUIV 25 —
27.2004
1" Gina McNeely j -3 day Regional
Introductory
Workshop, Austin,
i
Texas July 25 —
27. 2004
j
1
i
� R
Year/grade
7-8 years
2nd Jean Shivers 3 day Introductory
Workshop August
13-15,2003
2"d sill Riche 3 day Introductory
Workshop August
13— 15, 2003
Year/grade
8-9 yeaz•s
P Allison 3 day Introductory
Schneider I Workshop August
13 — 15. 2003
*3`d Dana 3 clay Regional
Guruprasad Introductory
workshop, Austin.
Texas July 25 -
27, 2004
PYP Application Form Part B
0" Aniv Schulze
Year/grade 3 day Introductory
9-10 years Workshop August
13— 15. 2003
r0' IElizabeth 3 day IntroductoryGreengates
3()Wic Workshop,
School, Mexico
Istanbul, Turkey City, 2004
2001
2 day
Internationalism
Mexico City Jan.,
2004
Year/grade ; {
10-11 years
5,h .lean
Smith 3 day I Introductory
Workshop August
13— 15. 2003
5"' Diane Trahall 3 day Regional
Introductory
Workshop, Austin.
Texas July 25 -
27,
27, 2004
Year/grade 6111 Peggy Schnnitz 3 day Introductory
11-12 years Workshop August
13- 15, 2003
6"' Claudia Ourthe- April 29 -30, 2002 Feb. 18-19, 2004 Jan. 2004,
Cabale Taller
workshop "PYP Westlake
IHLI-O(IUCtOriO para Planners-, Academy.
maestros PEP. St. St. Brendan'sT
Westlake,
'I George's College School, USA
North, BsAs. Montevideo-
Arp-entia
Uruguay Jan. 2004, EE
Churchill School,
May 8-9, 2003 Mexico DF.
;Inquiry in the i Mexico
PYP Planner -
I St. George's
Jan. 2004, Escuela
College North.
I Lomas Altas,
BsAs. Argentia
Mexico DF,
Me"ico
May 3-4.2004
Internationalism Jan. 2004,
in the PYP". St.
Colegio Stella
George's College j Maris-Christian
North, BsAs,
Brothers,
Argentina Montevideo -
Uruguay
PYP Application Form Part B
Arts (please
Rosemary .iawad
i3 day Introductory
specifi)
(Visual)
Workshop August
;
13— 15, 2003
I
Merina Amos 3 day Regional
j
(Music) ( Introductory
workshop, Austin,
1
Texas July 25 —
I
i
i
27, 2004
Physical
Mireida Rubayo
3 day Introductory
St. Brendan's
Education
Workshop August
School,
13 — 15, 2003
Montevideo,
Uruguay
i
E
Northlands Olivos
& Nordelta,
Buenos Aires,
)Library/resource
centre staff
i Carol Brown
I C
3 day Introductory
Workshop, August
Argentina
13— 15. 2003
Others
Maritsa Jackson i
3 day Introductory
St. Brendan's �
(nclsniiiistrators,
(Spanish)
Workshop August
School,
counsellors, etc)
13— 15, 2003
Montevideo,
Uruguay
Northlands Olivos
& Nordelta,
Buenos Aires, j
Argentina j
Sundi Halbert i 3 day Regional
(Counselor) Introductory
workshop, Austin, i
Texas July 25 —
27, 2004
Intended professional development over the nest year:
Introduction Workshop for new teachers and those hired after Aug. 13. 2004
Inquiry TTW (2-3 people) -
Coordinator Workshop
Advanced TTW (2-3 people)
The Academy also seeks to send teachers to non -113 courses that are aligned with 18, thus we have sent one
teacher to Reggio Emilia, three teacher to ASCD conferences, one to a CIS Science conference; one is
I enrolled at the Project Zero teacher workshop at Harvard for July 2005. Others have becrn sent to courses
that emphasize inquiry.
rrr Application Form Part B
PYP Application Form Part B
Age of students
3-4 years
4-5 years
Number and title of units of inquiry Teaching staff involved in
taught planning the units
5-6 years 6: Starting School D. Jammal/C. Jacks and Specialists
Expanding our Horizons
Tell Me A Story
I All About Matter
When I'm Big
The Circle of L.i fe
6-7 years 6: Circle of Friends .1. McGough/G. McNeely and
Oh. the Places We Vill Go Specialists
A is for Art. B is for Books! C is for Create
Let's Rock "n Roll
Going Places
Over in the Meadow
7-8 years 6: All about me .1. Shivers/J. Riche and Specialists
A Walk Through Time
Sing, .Swing
PYH Application Form Part B
Vvel, a mucr, /-lrounu anu 1 nrougn
Coming Together
Home Sweet Home
i
$-9 years
6: Family Ties
D. GuruprasadiA. Schneider and
Toys R Us
Specialists
I
Heroes
To Infinity and Beyond!
j
We the People
Where the Wild Things Are
9-10 years
6: A Body in Pieces
E. Bowie/A. Copeland and Specialists
Land Ahoy!
The Write Touch
L.,iving on the Brink
i
We are the Children
I
Living on the Brink
10-11 years
6. Exploring Human Rights
i L Misner-Smith/D. Trahan and
!
History and My Story
Specialists
What Did You Say?
The Webs We Weave
What Are You Planning To Do?
i
i
i
Do You Have Enough?
11-12 years
6: I llave the Power
C. Omthe-Cabaie/P. Schmitz and
Cultures on the Move
Specialists
The Stories We Tell
Amazing Machines
t
Give and Tale
I
Rights for All
PYH Application Form Part B
Appendix 5 PYP Teaching Staff and
Qualifications
Name
Year level(s)
taught (or
Qualifications
Teaching Number of
experience r this
]Full-time/
years at
part-time
single -
(number of school
subject
taught, if
years in
i
applicable)
total)
Carol Brown
Librarian
BS in Education
12 2
Full-time
.lean Shivers
Second Grade
Masters in Education
6 i 2
Full-time
JiII Riche
Second Grade
BS in Bus.
9 2 Full-time
Mgmt/Teaching
i
Certificate
j
Alison
Schneider
Third Grade
BS in Education
2 2 j Pull -time
Amy Schulze
Fourth Grade
BS in Instruction
i
7 2 Full-time
Elizabeth
Fourth Grade
Bachelor in
6 2 i Pull -time
Bowie
Development
i
Studies/Post
Graduate Certificate
.lean Smith
_
Fifth Grade
of Education
BA in Education
2 2 Full-time
i
I
Peggy Schmitz
Merina Amos
' Sixth Grade
Music
Masters in Education
Bachelors of Music
i
( 11.5 2 Full-time
5.5 2 Part-time
i
RosemaryArt
Jawad
Masters in Education i
10.5 2
Part-time
Mireida
pl-i
Bachelor in
10 2
Full-time
Rubayo
��
Maritza
Spanish
Education
i
Bachelor in
7 2
Fullt-time
.Jackson
Biology/Certification
in Elementary
Ed/Bilingual"
rESL-
Spanish
Cyndie Jacks
Kindergarten
Bachelor in
1 I 1
Full-time
Education and a I
minor in English
i
i
Dee .Fammal
Kindergarten
Bachelor in�^� I
$ 1
Full-time
Eleml entary
Education
II
I
w/certification in
elementary and early
{
childhood education
r r r Mppncaaon rorm cart is
Gina McNeely
First Grade
Bachelor with a
3 71
Full-time
double major in
English/Elementary
Education
Julie
First Grade
Bachelor in
7 1 t Full-time
I McGough
Education,
Montessori
Certification & in
process of obtaining
Masters in Gifted
and Talented
Dana
3`° Grade
Bachelor of
7 1 Full-time
Guruprasad
Education and Arts
i
and Masters in
Education
Diane Trahan
5" Grade
Bachelor of
15 I Full-time
Education w1
'specialization in
Reading & English
Gail .fames Art Bachelor of Art 8 I Part-time
Education, Masters
in Advertising
Design, Vocational
Industrial Arts
t
I
r I r r NNncauun rulm rar[ is
Appendix • Proposed
oaio' .1. ... ■. e •
Budget
'The above does not include free textbooks provided by the state of Texas for each
grade and each subject area.
PYP Application Form Part B
Consideration
Candidate
Post-
Post- post_
i
phase
phase (at least
authorization
authorization authorization
I
one year)
vear t
year 2 year 3
Application fee
$4.300 Part. A
54.500 Part B
Annual fee $3,100 $3,100 $3.100 plus
i
$3.500
(Evaluation
visit)
Resources:
LibrarvJ'$31,250
$30,190
$30,000
$20.000 $20.000
resource centre
�
Classrooms
$50,000
$26,896
$15.000
$10,000 $10,000
Other teaching $94,500 ([T') S45.000 (IT) $20.000 $30.000 $20,000
facilities
Professional development:
Regional $3,000 $5.000 $7.200 $8,400 1$9.600
workshops
In -school
1Y01'ILShOpS
$5.500
i
$2,000
$2,000
$2,000 $2,000
Visits to PYP
$2,000
$2,000
$2,000 1$2,000
schools
,
Other
53,000
$3_000 ;$3,000
$4.000 $5,000
O! expenses
SO% l teacher
$500
$1,000
x 1,000
$1,000 $1,000
;salary io
1 provide 50%
release time
$19,000
i
I.faJ
Coordinator
s
TOTAL (
$187,750 I
$142.886
$83.300 I
$80.500 I $78,200
4
'The above does not include free textbooks provided by the state of Texas for each
grade and each subject area.
PYP Application Form Part B
Nppendix 7 Action Plan for Implementing tht
PYP
(Updated April 2005)
Goal
j Strategies
I Date tobe
achieved
Person group
( responsible for
achieving the
goal
— Evidence of
achievement of,
or progress
towards, the goal
-Train all Staff'
On-site
August 2003
IB Trainers, f lead
All teachers hired
Introductory 3 day
of School
by l l August
Workshop
`
trained i
-Train all new PYP
Introductory TTW
July 2004
PYP Coordinator
-7 new teachers
staff at off site
Oft -site
Head of School
attend TTW in
;workshops
Austin TX, .Iuly
-Ill house
Head of
Throughout year
Experienced PYP
2004
-work on inquiry,
workshops
SchoollPY"I' Co-
staff
assessment,
coordinator
portfolios
I -TTW workshops
-as budget permits
HOS
- Future
2004-2005; 2005-6
coordinator attends
coordinator's
workshop in
Vancouver
-Improved
H
Have PYP teachers
-take advantage of I
-on-going
HOS
classroom practice
-two PYP bilingual
visit other
personal trips,other '
2004: 2 visit
teachers visit
authorized schools
conference sites
authorized PYP
authorized schools
and specially paid
schools in
in Latin America
for visits
Argentina and
two teachers wi[I
(Uruguay
be visiting other
2005: one visits
PYP schools before
school in Montreal
the end of the
2004-5 academic
Improve Inquiry
-share good
-.Ianuary 2005
HOS and PYP
year �
increased I
throughout the
I school
practice
onwards
Coordinator
awareness and
-expert reading
groups
-December 2004
onwards
evidence of inquiry
-focus on
-February 2005
assessment
onwards
make =inquirics
-December 2004
into:' less objective
onwards
oriented a.nd more
i
concept oriented
j
-practice sessions
II
March/April 2005
I
on `backward
onwards
design' applied to
the Central Idea, j
teacher questions I
j
and Inquiries Into
PYP Application Form Part A
Name PYP
1) Lisethe skills of 1) Aug. 2004
Coordinator-
experienced
different from
practitioners and
I-Iead of School
share tasks
2) Name
2) .tan. 2005
Coordinator with
(named; becomes
50% release time
effective August
2005)
Consultation visit
Follow IBO
'Nov. 22-23, 2004
i guidelines
Hire additional Advertise: March 30. 2005
overseas PYP 1) 1130jobs
practitioners1 2) FCIS
Improve library 1) More book fairs ( Feb. 2004 —
and resources 2) Spcnd budgeted onward
money according to
Program Of Inquiry I
tie ds
3) Write grants
4) Westlake
Academy
Foundation I
Submit Application Gather Information j May 31.. 2005
Part B i
Authorization 1) Follow all Autumn 2005
recommendations
in consultation
report
2) Complete
26/04/2005
PYP Application Form Part A
Head of School
HOS
[lead of
School/PYP
Coordinator
Head of School
Head of School
Head of School
Head of School/
PYP Coordinator
1) Tasks and in-
house training
shared
2) Coordinator
named and budget
approved
-Vsit held
-Progress report
scheduled signed
-first Progress
report due at end of
Feb 2005
-Second Progress
report due at end of
April 2005
-new goals set for
Academy
I) applications
received
2) 1 nterview short
list
3) Hire one new
experienced PYP
practitioner
1) An additional
$24,200 in books
and library
resources allotted
in Feb. 2005
2) Subscribed to
video streaming
services in 2005
3) Additional Book
Fair to be held in
Apri 1 2005.
4)Well stocked
libra,y including
nnilt'. media
resources
5) Irnproved units
of inquiry
6) Awarded
additional grants
Submitted &
approved
School authorized
5-6
Unit Title: Starting School
Unit Title: Expanding Our
knit Title: Tell Me A Story
Unit Title: All About Matter
Unit Title: When 1'nt Big
Unit Title: The Circle of
K
Subject Focus: Language Arts,
Horizons
Subject Focus: language
Subject Focus: Science, Math
Subject Focus: Social
Life
Social Studies
Subject Focus: Social Studies
.Arts, Social Studies
Central Idea: The world is made
Studies
Subject Focus: Science,
Central Idea: A formal
Central Idea: Our lives change
Central Idea: Societal values
of different forms of matter.
Central Idea: Communities
language Arts
education provides an
through experiences and time
and attitudes are reflected
need people to fulfil roles and
Central Idea: The cycles
opportunity to learn and share
through literature.
provide resources in our
and survival of living
information.
community.
things is affected by how
An Inquiry into:
q y
An Inquiry Into:
living things interact.
a. What school looks
a. How events change our
An Inquiry Into:
An Inquiry Into:
An Inquiry Into:
like and how school is
understandings
a. Flow PYP traits and
a. [low matter is
a. The types of jobs
An Inquiry Into:
organized
b. Similarities and
attitudes are
categorized: solid,
performed by
a. How similarities
b. Why, what and how
differences between
expressed through
liquid and gas
community workers
and differences
we learn about each
personal histories of
literature
b. Changes in matter to
b. The purpose and
of living things
other's differences
students in class
b. Fairy tales as a
another state
responsibility of
affect life cycles
C. What our
C. I -low time affects our
means of
C. I -low matter is measured
specific jobs
b. Our personal
responsibilities are as
growth.
understanding
C. Flow jobs are
responsibility to
learners
cultural lessons and
interconnected and
protect and
messages
cooperate within
preserve the
C. How parts of a
our community
environments of
fairytale are
animals around
designed to develop
the world
the message of the
story
4-5
3-4
I Dfl /l G'....,a,,..... 4__ Innn
7-8
Unit Title: All about Me
Unit Title A Walk through Time.
unit Title: Sing, Swing,
Unit Title: Over, Under, Around
Unit Title: Coming Together
unit Title: Home Sweet
Subject Focus: Social Studies,
Subject Focus: Social Studies,
Swish, and Smile
and Through
Subject Focus: Social
Ilome
Grade
llealth, Language Arts, PE
Language Arts
Subject Focus: Language
Subject Focus: Science, Math,
Studies, Language Arts
Subject Focus: Science,
Central Idea:
Central Idea: The events of the past
Arts, Music, PE, Social
Social Studies, Art, t9usic
Central Idea: Communities
Social Studies, Language
The study of my world begins
help prepare us to identify and solve
Studies
Central Idea: Patterns and cycles
emerge and exist as a result of
Arts
with me.
problems oftoday that will affect us
Central Idea: Communication
exist in our world as a result of
systems that interact with one
Central Idea: It is our
tomorrow.
is not limited to language alone.
natural and man-made occurrences,
another.
responsibility to take
An Inquiry Into:
ownership in protecting the
An Inquiry Into:
a. I -low timelines indicate
An Inquiry Into:
An Inquiry Into:
delicate balance existing on
a. What are healthy
significant events
a. Exploring and
An Inquiry Into:
a. Flow products are
our planet.
choices in diet,
b. flow and why historical
interpreting art,
a. What is a pattern or a
processed from
An Inquiry Into:
exercise, and hygiene
figures have helped to
music, poetry,
cycle.
natural resource to
a. What are finite
b. Flow the brain, lungs,
shape our world
photography,
b. Patterns in weather,
consumer
and infinite
and heart work
(biographies such as
dance and
math, season, art and
b. Flow providers of
natural
C. Flow to make personal
Columbus, 1-1. Keller, B.
movement as
music
goods and providers
resources
choices that impact
Franklin, MF, King, and
ways to express
of services differ
b. How we protect
our safety
others of student interest)
feelings, ideas
C. Flow jobs and
natural
C. I -low and why changes
and messages
careers interconnect
resources today
occur throughout history
b. How varying
and impact our
for tomorrow
out of necessity
abilities affect
communities.
(inventions)
communication
and
inter rotations
6-7
Unit Title: Circle of Friends
Unit Title: Oh, the Places We Will
Unit Title: A is for Art, 11 is
Unit Title: Let's Rock `n Roll
unit Title: Going Places
Unit Title: Over In The
i'
Subject Focus: Social Studies,
Go!
for Books, C is for Create
Subject Focus: Science
Subject Focus: Social
Meadow
Grade
Ilealth, Language Arts
Subject Focus: Social Studies,
Subject Focus: Language
Central Idea: Motion affects
Studies
Subject Focus: Science
Central Idea:
Language Arts
Arts, Social Studies, Art,
people and objects in our world
Central Idea: Various types
Central Idea: "]'here is a
Similarities and differences help
Central Idea: Exploring our heritage
Music
through balance and force.
of transportation provide ways
delicate balance between a
us understand our responsibility
allows us to be aware of global
Central Idea: Exchanging
for communities to connect
habitat and the species
to each other,
connections
information, ideas and feelings
locally and globally.
found in that habitat.
through literature helps us
better understand the diversity
of human character.
An Inquiry Into:
An Inquiry Into:
An Inquiry Into:
An Inquiry Into:
An Inquiry Into:
a. Strengths and
a. The symbolic
a. Art as a
a. What kinds of machines
An Inquiry Into:
a. What makes
weaknesses:
expressions of a
communication tool
use balance to work.
a. Different modes of
habitat unique
physical/academic
country's heritage
by the author and
b. What makes objects
transportation
b. What animals
b. Flow cooperation,
b. How our heritage
illustrator
move
b. Flow transportation
need in an
problem -solving, and
influences who we
b. Flow celebrations
C. How and where motion,
systems are
environment
conflict resolution
are as individuals
and traditions as
balance and force are
organized by
C. How people
affect our role in the
and families around
depicted through
present in our world
communities (signs,
affect animals
family, school,
the world.
literature show
d. The role of gravity as a
roads, airports,
and their
communities and
diversity of cultures
force and its effect on
symbols)
environments
world
and human
matter and balance.
C. The similarities and
d. Interdependence
character.
differences of the
e. Cohabitation
C. Variety of ways
purpose, role, and
among species
stories are presented
function of
( through dance,
transportation
music, puppetry and
d. The role of
various versions)
geography and
offer different views
climate in
of human character.
transportation
systems
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9 10
lfi
Unit Title: A Body in Pieces
Unit Title: Land Ahoy!
Unit Title: The Write Touch
Ilnit Title: Living on the. Brink
Unit Title: We are the
Unit Title: hiving oil the
Grade
Subject Focus: Science
Subject Focus: Social Studies,
Subject Focus: Language
Subject Focus: Social Studies,
Children
Brink
Central Idea:
Language Arts
Arts
Science, Math, Language Arts
Subject Focus: social Studies
Subject Focus: Social
Life is based on the
Central Idea: Exploration and
Central Idea: A way in which
Central Idea: Humans study
Central Idea: There are
Studies, Science, Math,
interrelationship of different
discovery have changed the way
communities are informed
natural disasters in order to modify
children in the world who face
Language Arts
systems.
people think about the world and have
about issues and events is
their environment, predict disasters
challenges that affect their
Central Idea: Pollution
stimulated migration and further
through the news they receive.
and to devise ways to respond to
freedom and opportunities.
can be far reaching and/or
exploration.
their impact.
long lasting.
An Inquiry Into:
An Inquiry Into:
An Inquiry Into:
An Inquiry Into:
An Inquiry Into:
An Inquiry into:
a. The function and
a. Reasons why people
a. Ways in which
a. Different types of
a. The social,
a. Causes and
importance of systems
explore
different types of
natural disasters and
economic and
effects of
of the body
b. Reasons why people
news are
their causes.
health challenges
pollution.
b. The consequences of
migrate
communicated
b. Flow natural elements
that children face
b. Responses to
losses or weaknesses
C. How explorations,
b. The process of
bring about physical
across the world
pollution and
in different systems
migrations and discoveries
turning events and
changes in the earth's
b. The responses
people's
have impacted the world
issues into news
structure
people and
responsibilities
C. How news can be
C. Flow we can prepare
organizations have
represented and
ourselves for and cope
made to these
what determines
with disaster
challenges
this.
d. How man has tried to
adapt and control the
environment
8-9
Unit Title: Family Ties
Unit Title: Toys R lis
Unit Title: Heroes
Unit Title: To Infinity and
Unit Title: We the People
Unit Title: Where the
Grade
Subject Focus: Social Studies,
Subject Focus: Social Studies,
Subject Focus: Science,
Beyond!
Subject Focus:
Wild Things Are
Science, Health, Math
Science, Math
Social Studies, Math
Subject Focus: Math, Science,
Central Idea: Civilizations
Subject Focus: Science
Central Idea:
Central Idea: Children's play in the
Central Idea: We express our
Social Studies
create systems to provide
Central idea: Organisms
Family structures influence who
past helps us understand children's
ideas, hopes and values through
Central Idea: Our curiosity drives
structure.
are influenced by structures
we are and who we will become.
play in the present.
our choice of heroes.
us to explore our universe.
of life and the environment
An Inquiry Into:
An Inquiry Into:
a. The role of the historian
An Inquiry Into:
An Inquiry Into:
An Inquiry Into:
An Inquiry Into:
a. Similarities and
b. How and why play has
a. Qualities that make
a. The process scientists
a. Understanding what
a. How organisms
differences between
changed
good heroes
use to prove their ideas
systems are needed
need to
different types of
C. Understanding the
b. Flow our choice of
b. Uncovering scientific
to support
maintain a
families: adoption,
similarities and differences
heroes reflects our
concepts leads to new
communities.
balance to
mixed families, multi-
between children of the
values
discoveries
b. How the structure
survive as a
generation, divorce
past and present.
C. Understanding the
of government
species
b. Economic impact on
difference between
provides services
b. Interdependency
families
'file
being a hero and
locally
oforganisms
C. role of family
being famous
C. Recognizing the
members
characteristics of
citizens of a global
community
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