Language is developed across all subjects and by all teachers at SSIS in either English or Japanese. It is through language that our thoughts and ideas can be communicated. It is through the language that we can show our understanding and create new knowledge. It is through language that we can express our feelings and emotions.
Therefore, it is the responsibility of all teachers and staff to facilitate communication with all students that we can show our understanding and create new knowledge. It is through language that we can express our feelings and emotions. Therefore, it is the responsibility of all teachers and staff to facilitate communication with all students.
SSIS has a set of curriculum standards for English which are taught within the PYP framework. Our standards are drawn from the US Common Core State Standards. (National Governors Association Center for Best Practices and Council of Chief State School Officers, 2010) These standards are taught in context within and outside of the units of inquiry. For language development, the PYP has identified three strands – oral language, visual language, written language – that are learned across and throughout the curriculum, with each strand being an integral component of language learning. Each strand is considered from both receptive and expressive aspects. (International Baccalaureate , 2009)
Written LanguageSSIS recognizes that there are various manuscript and cursive styles when it comes to handwriting. Manuscript and keyboarding are the two forms of expressive language taught at SSIS. Japanese is taught to students from grade 1. As Japan is the host country, it is vital that all students learn how to express themselves in Japanese. Japanese languag e instruction follows the same PYP strands as English, but at a slower pace. Curriculum is based on the Japanese learner’s outcomes developed by the Japan Foundation and further correlated to Common European Framework of Reference (CEFR).
SSIS has a set of curriculum standards for Science which are taught within the PYP framework. Our standards are drawn from the Next Generation Science Standards and the PYP Science Scope and Sequence. They are taught as part of integrated Units of Inquiry (UOI). Science does not appear as a ‘stand alone’ subject on student timetables – rather, it is embedded within units of inquiry throughout the year as well as in the literacy program. For more detai
ls on your child’s science outcomes, please refer to the written UOI curriculum in this booklet.
The PYP framework includes four strands of science for students to learn about every year. Each UOI details which strands of science a student will experience.\
Taking into consideration the structure of the PYP, SSIS has organized its classes and learning to give students the maximum benefit in their learning. The PYP is designed for students ages 3-12, or kindergarten through grade six. The SSIS kindergarten accepts students from 2 years 8 months into the pre-kindergarten program and from 3 years of age into the regular kindergarten program. The primary school program begins at grade one for students 6 years of age and currently enrolls students through grade five, with expansion plans to grade six in the 2020-21 academic year. The PYP curricular outcomes are organized in a learning continuum referred to as Phases. A Phase typically covers learning outcomes for more than one academic year, therefore, students are grouped into multi-age classrooms to take full advantage of the PYP framework.
SSIS adapts the PYP Social studies scope and sequence to the local Japanese context. Social Studies is embedded within units of inquiry each year. Social studies has five strands as detailed below and allows students to explore and develop a set of social studies skills and processes.
Each Unit of Inquiry (UOI) details which knowledge and skill sets will be covered and in which context.