CURRICULUM

OVERVIEW
PYP 5
 GLOBAL INDIAN
INTERNATIONAL SCHOOL
PYP GRADE 5
CURRICULUM OVERVIEW
IB Primary Years Program (IB PYP)
Global Indian International School is a candidate school for the
International Baccalaureate (IB) Primary Years Programme
(PYP) and pursuing authorization as an IB World School.
IB World Schools share a common philosophy- a commitment
to improve the teaching and learning of a diverse and inclusive
community of students by delivering challenging, high quality
programmes of international education that share a powerful
vision.
This programme is a transformative experience for students,
teachers and the entire learning community. While students
take control of their learning, teachers collaborate to deepen
the process and increase students’ confidence and self-
motivation. The school community, including parents, are
viewed as partners who actively contribute to the student’s
holistic education experience.
The IB PYP aims to create a curriculum framework that is
engaging, relevant, challenging and significant for learners in
the 3-12 age range. The curriculum framework is
transdisciplinary that focuses on issues that go across the
subject areas.
Through engaging in inquiry-based units throughout the year,
students become:
Inquirers Thinkers Knowledgeable Caring
Balanced Communicators Risk-takers Principled
Open-minded Reflective
The IB PYP aims to create international-minded individuals who are
open to others and the world and understands that other people, with
their differences, can also be right. In doing so, students contribute to
a better and more peaceful world.
PYP students explore all subject areas including Languages,
Mathematics, the Arts, Social Studies, Science, Information
Communication Technology, Personal, Social and Physical Education
through the 6 transdisciplinary themes that provide the framework for
the exploration of knowledge. Through the inquiry-based approach,
students develop an understanding of important concepts, acquire
essential skills and knowledge, develop particular attitudes and learn
to take socially responsible actions.
PYP GRADE 5 PROGRAMME OF INQUIRY
Transdisciplinary Theme Central Idea Lines of Inquiry Subject Focus

• Physical and emotional changes

As we mature, we
that occur as people mature
Who we are experience changes
• How we can look after ourselves
Science (Living Things);
which impact the Personal, Social and
during puberty
decisions we make and Physical Education
• How values and external
who we become. (PSPE) (Identity)
influences affect our opinion

Where we are Exploration can lead to • Reasons for explorations Social Studies
in place and discovery and new (Historical and personal) (Continuity and Change
understandings. • How explorations have taken through Time
time
place over time
• Consequences of explorations

How we Cultural expression can • The components of culture Social Studies

be used to • How rituals and traditions are (Social organization &
express
communicate identity connected to culture culture)
ourselves • How culture is connected to identity
and unify a people. PSPE (Identity, Interaction)

How the People apply scientific • Inventions in our everyday lives Science (Forces and
world works and technological • Simple machines and how they work Energy); Social studies
principles in order to together to create more complex (Resources and the
invent and innovate. machines environment)
• How deconstruction can deepen
understanding and inspire innovation
PYP GRADE 5 PROGRAMME OF INQUIRY
Transdisciplinary Theme Central Idea Lines of Inquiry Subject Focus

How we Government systems • How government systems function • Social Studies (Human
organise influence the lives of citizens. • How decision making practices systems and economic
reflect human rights activities, Social
ourselves
• Impact of government on citizens. organization and culture);
• The rights and responsibilities • Personal, Social and
of citizenship Physical Education (PSPE-
Interactions)

Sharing the People share responsibility for

the world by taking action on (The class writes own lines of inquiry
planet according to an area of interest.)
local and global issues.

This will be the EXHIBITION unit for PYP 5.

Through engaging in the units above, the students aim to acquire the transdisciplinary approaches to learning skills as they work towards
the learning outcomes detailed in each subject areas. The International Baccalaureate Primary Years Programme scope and sequence
outcomes, define the curriculum practices within the school.
ENGLISH LANGUAGE ORAL LANGUAGE- LISTENING
AND SPEAKING
Students learn to speak with confidence in a range of contexts,
English is the medium of communication and instruction in
adapting their speech for a range of purposes and audiences.
GIIS. Therefore, the programme’s English curriculum
They explore and communicate ideas in a clear, succinct
framework is implemented to develop communication skills
manner. Through relevant comments and questions, the
both orally and in writing effectively, and listening with
students demonstrate that they have listened carefully. They
understanding. It also encourages students to be
begin to modify what they say to the needs of the listener,
enthusiastic, responsive and knowledgeable readers. The
varying the use of the vocabulary and the level of detail.
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. WRITTEN LANGUAGE- READING
Students read a range of materials and use their knowledge of
words, sentences and texts to understand and respond to the
meaning. They increase their ability to read challenging and
longer texts with greater fluency and accuracy. Students learn to
read independently using a variety of strategies. In responding to
fiction and non-fiction texts they reflect an understanding of the
main points and express preferences. Both guided and shared
reading regularly takes place. During the shared reading, the
teacher reinforces skills in grammar, punctuation and vocabulary.
Guided reading allows the teacher to focus on the individual
progress of the students. Students usually work in small groups
with texts matched at their reading level. At every level the focus
is more on guided silent reading where the teacher questions the
students to determine their level of understanding of the text read.
 WRITTEN LANGUAGE- WRITING In PYP Grade 5 the genres covered include:

The emphasis during the writing activities is on the planning,

drafting, revising, editing and presentation of work depending FICTION AND POETRY:
on the competency level of a child. Sequences of sentences
extend ideas logically and words are selected for variety and • Narratives
interest. Punctuation to mark sentence full stops, capital • Myth and Legends
letters and question marks is used accurately. Students are • Poetry - Haiku and Sonnets
making logical attempts at spelling unfamiliar words based on • Descriptive writing
their knowledge of spelling patterns and word building. The
focus is on handwriting being neat and legible.
NON-FICTION:
VISUAL LANGUAGE-VIEWING • Non chronological reports
• Information texts
AND PRESENTING • Dictionaries, thesauruses
• Procedures
• Encyclopedias
Viewing and presenting involve interpreting, using and • Persuasive letter writing
constructing visuals and multimedia in a variety of situations and • Biographies
for a range of purposes and audiences. They allow students to
understand the ways in which images and language interact to
convey ideas, values and beliefs. Visual texts may be paper,
electronic or live, observable forms of communication that are
consciously constructed to convey meaning and immediately
engage viewers, allowing them instant access to data. Examples
of visual texts are: advertisements, brochures, computer games
and programs, websites, movies, posters, signs, logos, flags,
maps, charts, graphs, diagrams, illustrations, graphic organisers,
cartoons and comics. Learning to interpret this data, and to
understand and use different media, are invaluable life skills.
Learning to understand and use different visual texts expands
the sources of information and expressive abilities of students.
MATHEMATICS Key learning outcomes for PYP Grade 5:

Students begin to use the number system more confidently.

They move from counting reliably to calculating fluently with DATA HANDLING
all four number operations. They learn to try to tackle a
problem with mental methods before using any other
approach. Students explore features of shape and space and When constructing meaning learners:
develop their measuring skills in a range of contexts. They
discuss and present their methods and reasoning using a • Understand that different types of graphs have special
wider range of mathematical language, diagrams and charts. purposes
Students work on the following strands of Mathematics: • Understand that the mode, median, mean and range can
summarise a set of data
Numbers, Pattern and Function, Shape and Space, • Understand that probability can be expressed in scale (0–1)
Measurement and Data Handling. or per cent (0%–100%)

When transferring meaning into symbols learners:

• Collect, display and interpret data in circle graphs (pie charts)
and line graphs
• Identify, describe and explain the range, mode, median
and mean in a set of data
• Set up a spreadsheet using simple formulas to
manipulate data and to create graphs
• Express probabilities using scale (0–1) or per cent
(0%–100%).

When applying with understanding learners:

• Design a survey and systematically collect, record, organise
and display the data in a bar graph, circle graph, line graph
• Identify, describe and explain the range, mode, median and
mean in a set of data
 MEASUREMENT
When constructing meaning learners:
• Understand procedures for finding area, perimeter and
volume
• Understand the relationships between area and
perimeter, between area and volume, and between
volume and capacity
• Understand unit conversions within measurement
systems (metric or customary).
When transferring meaning into symbols learners:
• Develop and describe formulas for finding perimeter,
area and volume
• Use decimal and fraction notation in measurement, for
example, 3.2 cm,1.47 kg, 1½ miles
• Measure and construct angles in degrees using a
protractor
• Carry out simple unit conversions within a system of
measurement (metric or customary)
When applying with understanding learners:
• Delect and use appropriate units of measurement and
tools to solve problems in real-life situations
• Determine and justify the level of accuracy required to
solve real-life problems involving measurement
• Use decimal and fractional notation in measurement, for
example, 3.2 cm, 1.47 kg, 1½ miles
SHAPE AND SPACE
When constructing meaning learners:
• Understand the common language used to describe shapes
• Understand the properties of regular and irregular polyhedra
• Understand the properties of circles
• Understand how scale (ratios) is used to enlarge and reduce
shapes
• Understand systems for describing position and direction
• Understand that 2D representations of 3D objects can be used to
visualize and solve problems
• Understand that geometric ideas and relationships can be used to
solve problems in other areas of mathematics and in real life
• Understand how scale (ratios) is used to enlarge and reduce
shapes
When transferring meaning into symbols learners:
• Analyse, describe, classify and visualize 2D (including circles,
triangles and quadrilaterals) and 3D shapes, using geometric
vocabulary
• Describe lines and angles using geometric vocabulary
• Identify and use scale (ratios) to enlarge and reduce shapes
• Identify and use the language and notation of bearing to describe
direction and position
• Create and model how a 2D net converts into a 3D shape and vice
versa
• Explore the use of geometric ideas and relationships to solve
problems in other areas of mathematics.
When applying with understanding learners:
• Use geometric vocabulary when describing shape and space in
mathematical situations and beyond
• Use scale (ratios) to enlarge and reduce shapes
• Apply the language and notation of bearing to describe direction
and position
• Use 2D representations of 3D objects to visualize and solve
problems, for example using drawings or models.

PATTERN AND FUNCTION
When constructing meaning learners:
• Understand that patterns can be generalized by a rule
• Understand exponents as repeated multiplication
• Understand the inverse relationship between exponents
and roots
• Understand that patterns can be represented, analysed
and generalized using tables, graphs, words, and, when
possible, symbolic rules.
When transferring meaning into symbols learners:
• Represent the rule of a pattern by using a function
• Analyse pattern and function using words, tables and
graphs, and, when possible, symbolic rules.
When applying with understanding learners:
• Select appropriate methods to analyse patterns and
identify rules
• Use functions to solve problems
NUMBERS
When constructing meaning learners:
• Model numbers to millions or beyond using the base
10 place value system
• Model ratios
• Model integers in appropriate contexts
• Model exponents and square roots
• Model improper fractions and mixed numbers
• Simplify fractions using manipulatives
• Model decimal fractions to thousandths or beyond
• Model percentages
• Understand the relationship between fractions, decimals and
percentages
• Model addition, subtraction, multiplication and division of
• fractions
• Model addition, subtraction, multiplication and division of
• decimals.
When transferring meaning into symbols learners:
• Read, write, compare and order whole numbers up to millions or
beyond
• Read and write ratios
• Read and write integers in appropriate contexts
• Read and write exponents and square roots
• Convert improper fractions to mixed numbers and vice versa
• Simplify fractions in mental and written form
• Read, write, compare and order decimal fractions to thousandths
or beyond
• Read, write, compare and order percentages
• Convert between fractions, decimals and percentages.
When applying with understanding learners:
• Use whole numbers up to millions or beyond in real-life situations
• Use ratios in real-life situations
• Use integers in real-life situations convert improper fractions to mixed
• numbers and vice versa in real-life situations
• Simplify fractions in computation answers
•
•
Use fractions, decimals and percentages interchangeably in real life
situations
• Select and use an appropriate sequence of operations to solve word
• problems
• Select an efficient method for solving a problem: mental estimation,
mental computation, written algorithms, by using a calculator
• Use strategies to evaluate the reasonableness of answers
• Use mental and written strategies for adding, subtracting, multiplying
and dividing fractions and decimals in real-life situations
• Estimate and make approximations in real-life situations involving
fractions
* Should students master these concepts quickly they are provided with enrichment and extension activities
to consolidate and further develop their skills.
SOCIAL STUDIES
The Social Studies component of the Primary Years
Programme (PYP) is characterized by concepts and skills.
The knowledge component is divided into the following
Social Studies strands in the PYP:
Human systems and economic activities, Social
organisation and culture, Continuity and change
through time, Human and natural environments,
Resources and the environment
Human systems and economic activities
The study of how and why people construct organisations
and systems; the ways in which people connect locally and
globally; the distribution of power and authority.
Social organisation and culture
The study of people, communities, cultures and societies;
the ways in which individuals, groups and societies interact
with each other.
Continuity and change through time
The study of the relationships between people and events
through time; the past, its influences on the present and its
implications for the future; people who have shaped
the future through their actions.
Human and natural environments
The study of the distinctive features that give a place its
identity; how people adapt to and alter their environment;
how people experience and represent place; the impact of
natural disasters on people and the built environment.
Resources and the environment
The interaction between people and the environment;
the study of how humans allocate and manage resources;
the positive and negative effects of this management;
the impact of scientific and technological developments on
the environment.
Students are provided learning opportunities throughout
their learning in the Primary Years Programme to develop the
essential Social Studies skills detailed below:
Formulate and ask questions about the past,
the future, places and society
Use and analyse evidence from a variety of
historical, geographical and societal sources
Orientate in relation to place and time
Identify roles, rights and responsibilities
in society
Assess the accuracy, validity and possible
bias of sources
The Social Studies overall expectations in phases will be
addressed through the Units of Inquiry and will be
scaffolded to support and extend learning as students build
their understanding.
Overall expectations for 9–12 years
Students will recognise different aspects of human society,
focusing on themselves and others within their own
community as well as groups of people that are distant in time
and place. They will extend their understanding of how and
why groups are organised within communities, and how
participation within groups involves both rights and
responsibilities. They will understand the interdependency of
systems and their function within local and national
communities. Students will gain an appreciation of how
cultural groups may vary in their customs and practices but
reflect similar purposes. They will deepen their awareness of
how people influence, and are influenced by, places in the
environment. They will realise the significance of developing a
sense of belonging and stewardship towards the environment,
valuing and caring for it, in the interests of themselves and
future generations. Students will consolidate their
understanding of time, recognising how ideas and actions of
people in the past have changed the lives of others, and
appreciating how the past is recorded and remembered in
different ways. They will gain an understanding of how and
why people manage resources. They will understand the
impact of technological advances on their own lives, on
society and on the world, and will reflect on the need to make
responsible decisions concerning the use of technologies.
SCIENCE
The Science component of the Primary Years Programme
(PYP) is characterised by concepts and skills. The knowledge
component is divided into the following science strands in the
PYP:
Living things, Earth and Space, Materials and Matter and
Forces and Energy.
Living things
The study of the characteristics, systems and behaviours of
humans and other animals, and of plants; the interactions and
relationships between and among them, and with their
environment.
Earth and space
The study of planet Earth and its position in the universe,
particularly its relationship with the sun; the natural
phenomena and systems that shape the planet and the
distinctive features that identify it; the infinite and finite
resources of the planet.
Materials and matter
The study of the properties, behaviours and uses of materials,
both natural and human-made; the origins of human-made
materials and how they are manipulated to suit a purpose.
For
orces
ces and ener
energy
gy
The study of energy, its origins, storage and transfer, and the
work it can do; the study of forces; the application of scientific
understanding through inventions and machines.
Students are provided learning opportunities throughout
their learning in the Primary Years Programme to develop the
essential Science skills detailed below:
Observe carefully in order to
gather data
Use a variety of instruments and tools
to measure data accurately
Use scientific vocabulary to explain their
observations and experiences
Identify or generate a question or problem to
be explored
Plan and carry out systematic investigations,
manipulating variables as necessary
Make and test predictions
Interpret and evaluate data gathered in order
to draw conclusions
Consider scientific models and applications
of these models (including their limitations)
The Science overall expectations in phases will be addressed
through the Units of Inquiry and will be scaffolded to support
and extend learning as students build their understanding.
Overall expectations for 9-12 years
Students will develop their observational skills by using their
senses and selected observational tools. They will gather and
record observed information in a number of ways, and they
will reflect on these findings to identify patterns or
connections, make predictions, and test and refine their ideas
with increasing accuracy. Students will explore the way
objects and phenomena function, identify the parts of
a system, and gain an understanding of increasingly complex
cause and effect relationships. They will examine change over
time, and they will recognise that change may be affected by
one or more variables. Students will reflect on the impact that
the application of science, including advances in technology,
has had on themselves, society and the environment. They
will be aware of different perspectives and ways of organising
the world, and they will be able to consider how these views
and customs may have been formulated. Students will
examine ethical and social issues in science-related contexts
and express their responses appropriately. They will use their
learning in science to plan thoughtful and realistic action in
order to improve their welfare and that of other living things
and the environment. Students will communicate their ideas
or provide explanations using their own scientific experience
and that of others.
SPECIALISTS
The school offers specialist programmes in the following subjects:
Additonal Langauges, The Arts (Visual and Performing),
Physical Education and Library
ADDITIONAL LANGUAGES
Students participate in additional language sessions three
times each week for fifty minutes per session. Students
can choose to learn Mandarin, Hindi, Tamil or French
Language. For students who joined the school with limited
English Language skills, English as an additional language is
also offered daily as part of the Languages programme.
The additional language programme also use the same
framework as in English language following the same strands
namely:
Oral Language- Listening and Speaking
Visual Language- Viewing and Presenting
Written Language- Reading
Written Language- Writing
 VISUAL ARTS
The Arts scope and sequence at GIIS offers extended skills
development and opportunities for learners, who will be involved in
the programme through the two strands of creating and
responding. Learner will look into various art elements including
line, direction, shape, size, colour, tone and texture as they are
engaged in different art experiences. Students will develop a
better understanding of their art inquiry tasks and demonstrate
the skills required to operate effectively in the art room. The
students will exhibit greater control and purpose in their use of
media and respond reflectively to their own and other students’
artworks.The students will reflect on their prior knowledge of
drawn and painted works and express creatively understandings of
their inquiry units. They will concentrate on the correct use of
different media both effectively and efficiently. Connections with
the classroom Units of Inquiry will be made and students will be
encouraged to respond reflectively to the work of others.
Each week students have one 50- minute session for VA.
MUSIC, DANCE and MOVEMENT
Similarly, students also have opportunities to explore other forms of
expression like music, dance, movement and drama. With the
same strands: Creating and Responding, students explores
different concepts. In a week, they have music, dance
and movement lessons twice a week for 50-minutes per session.
These lessons are planned to be integrated with the Units of Inquiry
whenever possible. Students consolidate their rhythmic and aural
skills as they explore rhythm, pitch, patterns, form and
appropriate vocabulary through various genres of music. Students
sing rounds in large and small groups.
Students in the PYP learn to develop confidence in their personal
physicality through body awareness, balance, coordination,
flexibility and strength. Teachers offer students experiences that
may provoke and inspire them through exposing them to dance
and singing performance. By creating a safe environment for
students to express themselves, teachers draw on their students’
creativity with movement.
Students create music using simple tuned and un-
tuned percussion instruments while applying their knowledge of
solfage and formal notation. Students are given opportunities to
perform throughout the year.
Students will:
• use vocal sounds, rhythms and instruments to express
feelings or ideas
• Sing with accuracy and control focusing awareness on the
musical elements
• Analyse different compositions describing how the musical
elements enhance the message
• Deliver a musical message to different audiences
• Create and perform a movement sequence using known
musical elements
• Improvise upon a basic pattern to reinforce the importance of
the individual within the group
• Express themselves as individuals through musical
composition
• Describe the ideas and feelings communicated through body
movements
• Respond to word, rhythm and/or music through movements
• Communicate and express feelings through body movements
• Explore the dynamic flow of body movements such as fast,
slow, big, small, strong, smooth, sharp, tension and
relaxation
• Move freely through the space to show levels of low, medium
and high and change of direction

PHYSICAL EDUCATION
In the PYP, personal, social and physical education (PSPE) is
concerned with the individual's well-being through the
promotion and development of concepts, knowledge, attitudes
and skills that contribute to this well-being. The development
of a student's well-being can be implicitly and explicitly
addressed through all areas of the PYP curriculum. Therefore,
every teacher has a responsibility to support each student's
personal, social and physical development through all learning
engagements both within and outside of the programme of
inquiry.
However, in GIIS, in addition to the transdisciplinary
programme for the development of well-being, we also develop
an ongoing, balanced physical education
programme. Students have one 50-minute session of
Physical Education classes each week.
In PE, the learning strands are as follows:
Individual pursuits
The development of basic motor skills and the body’s capacity
for movement through locomotor and manipulative skills and/
or experiences; the techniques, rules and purpose of a range
of athletic activities; recognising a high level of achievement
and how to improve a performance.
Movement composition
Recognising that movements can be linked together
and refined to create a sequence of aesthetic movements.
Movements can be in response to stimuli or performance
elements and/or criteria and can communicate feelings,
emotions and ideas
Games
Recognising the challenges presented by games, the importance
of manipulating space; the categorising of games; identifying and
developing appropriate skills and strategies; recognising the
importance of rules and how they define the nature of a game;
modifying existing games and creating new games; teamwork.
Adventure challenges
A variety of tasks requiring the use of physical and critical
thinking skills by individuals and/or groups; challenges that
require groups to work together collaboratively in order to solve
problems and accomplish a common goal; recognizing the role of
the individual in group problem solving.
Health-related fitness
Recognising and appreciating the importance of maintaining a
healthy lifestyle; the body’s response to exercise, including the
interaction of body systems and the development of physical
fitness.
LIBRARY
The library plays a central role to the delivery of the PYP
Programme. Our librarian works closely with teachers and
students to give them support in their teaching and leaning
process. Students have one library session each week when
they may borrow one book at a time. Books may be exchanged
throughout the week as needed. Students will be taught library
etiquette and procedures using the IB Learner Profile Attributes
and PYP Attitudes. Story elements, author and illustrator studies,
and an inquiry into different genres of fiction will be explored.
Research skills for the Units of Inquiry are strengthened through
collaboration between the teacher librarian and classroom
teacher. Students will also be given specific sessions on topics
like Plagiarism, Primary and Secondary Sources and the like to
enhance their research skills.
 THANK YOU
Ms. Odaia Ranido
IB PYP Coordinator

GIIS East Coast Campus, 82 Cheviot Hill, Singapore - 459663

Phone no. +65 6442 6670