1. Our PYP Units of Inquiry
Our School
The Environment
Imagination
Families
Growing Things
Using Our Senses
2. What does inquiry look like?
Inquiry, interpreted in the broadest
sense, is the process initiated by the
students or the teacher that moves
the students from their current level
of understanding to a new and
deeper level of understanding.
3. This can mean:
• exploring, wondering and questioning
• experimenting and playing with possibilities
• making connections between previous
learning and current learning
• making predictions and experimenting to see
what happens
• collecting data and reporting findings
• clarifying existing ideas
• making and testing theories
• taking and defending a position
• solving problems in a variety of ways
4. Inquiry in Y1
Inquiry involves the synthesis, analysis and
manipulation of knowledge through play for
early childhood students.
In particular, the teachers of the younger
students need to be mindful of the role of the
learning environment when presenting
provocations to the students, for them to
wonder at, and be curious about, and to
stimulate purposeful play.
5. Forest School!
This year, students in Year 1 will regularly visit an
„outdoor classroom‟ area in the local forests, to
extend our inquiry studies in literacy, maths,
physical education, and PYP units. Our units
about the natural environment, imagination,
growing things, and our senses all benefit from
increased interaction with the natural world
outdoors.
6. Forest School Overview
In general, we will walk to the woods and hold
lessons at a „home base‟ for a period of an hour
and a half, every other week, allowing for fewer
visits during swimming and ice skating.
We will have three adults per class for each visit,
including one parent volunteer per visit.
There is no such thing as bad weather, only bad
clothing. Barring high winds in winter, we will go
to the forest on scheduled days, rain or shine.
7. Maths
By the end of Year 1, students should be able to…
Count by rote and count objects to 100
Recognise and write numbers to 100
Use 2- and 3- dimensional shapes to create pictures and
constructions
Recognize and extend 3-part patterns
Understand and construct simple addition and
subtraction stories
Understand place value with 10‟s and 1‟s
Estimate amounts strategically
Tell time to the hour
Measure using standard and non-standard units
Complete pencil and paper addition and subtraction
problems up to sums of 10
Skip-count by 10‟s to 100, by 5‟s to 50, and by 2‟s to 20
8. Literacy
Yearlong literacy development includes…
Self-selected independent reading and shared reading with a buddy
Shared reading with whole-class Big Books, songs and poetry
Reading and listening to audio books
Guided reading with multiple copies of texts in small groups
Reading with year 5 buddies
Writing workshop with genres including personal narrative, poetry,
instructional non-fiction and news
Practicing writing conventions such as capitalization, full stops,
question marks and exclamation points
Handwriting
Written and manipulative-based phonics instruction in CVC words,
long vowels, blends, and rhyming
Developing meaning-based reading strategies and comprehension
skills
Listening to, understanding, and responding to read-aloud children‟s
literature
9. YEAR 1 EQUIPMENT LIST
1 soft school backpack – not hard shell or wheelie bag
1 art portfolio (72 x 52 cm), labelled with name
To be kept in School:
2 erasers
1 pack of coloured pencils
1 pack of fine – tip markers
3 glue sticks
1 bottle of white glue, labelled with name
1 apron for painting, labelled with name
1 pair of indoor shoes
1 pair of gym shoes
1 pair each of trousers, underpants, socks, labelled with name
1 box of tissues
For sports:
1 School t-shirt and School shorts which can be purchased at the School Spirit Shop
For swimming:
1 swimming costume:
Boys: Tight fitting shorts or “S” NO baggy shorts!
Girls: One piece NO Bikinis.
1 towel
CLOTHING SHOULD BE CLEARLY LABELLED WITH YOUR CHILD’S NAME
Also, students should bring their own healthy snacks to class each day!!!
