PRESCHOOL–K
Early Learning Curriculum
OVERIVIEW
Discovery, Play, and Exploration
Early Learning at GEMS World Academy Chicago encompasses preschool, junior kindergarten, and kindergarten, the first three years of the Primary Years Program (PYP). These years offer a holistic education that integrates, in a dynamic classroom environment, all aspects of a child's development: social-emotional, cognitive, and physical.
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A Transdisciplinary Approach
The Primary Years Program
The Primary Years Program combines a thorough exploration of core academic subjects with a focus on developing an understanding of learning in real-world contexts. Learning is oriented around six transdisciplinary themes focusing on concepts that transcend a number disciplines. Teachers meet regularly to ensure lessons reinforce the authentic connections between subject areas and that those connections are transferable both in and out of school. This approach makes learning more relevant, resulting in deeper. Students consider alternate cultural perspectives, leading to a growing appreciation of diversity and global citizenship.
Transdisciplinary Learning
Curriculum Focus Areas
Mathematics
Literacy
World Languages
Science
Social Studies
Personal, Social & Physical Education
Visual Arts
Library
Music
Mathematics
Students become fluent in the language of mathematics, and they begin to view it as both a way of thinking and a tool for problem solving. We use the Singapore Math Primary Mathematics, U.S. Edition, as the foundation of our math instruction. Student learning progresses from the concrete to the symbolic, and then on to the abstract. As with all subject areas, mathematics is incorporated throughout our units of inquiry to reinforce the understanding that math is everywhere in the real world.
Literacy
The program of inquiry provides an authentic context for all aspects of language development and use. When language concepts like phonics are taught outside the program of inquiry, links are made to the learner profile, attitudes, central idea and key concepts of the unit. Students become skilled readers, writers, listeners and speakers. Our Reader’s Workshop/Writer’s Workshop model is based on Columbia University’s Teachers College Reading and Writing Project.
World Languages
Learning a second language is a key component of our curriculum. Students will develop the four core skills of reading, writing, listening and speaking in their choice of French, Mandarin, or Spanish. All of our students receive daily instruction in the world language of their choice. Our program approaches the study of world languages as a way to create and enhance intercultural connections. Students discover how their values, mores and behavior differ from those exhibited by people across the world. That awareness then fuels deeper respect, empathy and understanding.
Science
Our science program aims to enable children to acquire scientific skills and knowledge and to develop and use the scientific investigation skills to ask
questions and seek solutions. The science program engages students in the exploration of living things, Earth and space, materials and matter, forces and energy and the nature of science and its relationship to technology.
Social Studies
Students examine and think about human behavior realistically, objectively and with sensitivity. Social studies encourages curiosity and develops deep understanding of our rapidly changing world through the study of people in relation to their past, present, future, environment and society. Students explore how people think feel and act, as well as how they interact with others. Students learn about major elements of societies, communities, cultures, history, geography, civics and citizenship.
Personal, Social & Physical Education
Personal and Social Education (PSE) develops students’ understanding of communication, feelings, choices, health, and perspectives within society. Students develop strategies to resolve conflicts, recognize rights and responsibilities, and develop self-management strategies. Physical Education (PE) aims to promote a healthy, safe and active lifestyle among students. The physical education curriculum offers each child opportunities to gain competence in gross and fine motor skills and apply these skills in the context of games and activities.
Visual Arts
The visual arts curriculum promotes the artistic talents, skills and knowledge of each student. Students explore art history, art appreciation, design, influence and style through personal, historical, social and cultural perspectives. Whenever appropriate, visual art is incorporated into the program of inquiry. Our visual arts curriculum is enhanced and extended using resources in Chicago and around the world.
Library
The library faculty promotes a love of reading and literature for all learners, inviting students to investigate areas of interest, explore concepts and content in authentic ways, collaborate, create, present, model, reflect and provide feedback to other learners. The library, which is open to students throughout the school day, encourages them in their independent reading practice and supplies a wide range of media and content for exploration on an individual basis.
Music
In music, we build knowledge and skills with an emphasis on creating music using the voice. Students explore and utilize instruments, such as percussion, tambourines, bells, claves and rhythm sticks, while also engaging their bodies. Students are encouraged to appreciate music from other cultures and time periods while understanding the many purposes of music in everyday life. Throughout the year, students perform in concerts with varied repertoire, styles, accompaniment, and presentation. Students have the chance to participate in musical ensembles such as choir and musicals.
DEVELOPING YOUNG INQUIRERS
Program of Inquiry
Teachers collaborate to develop a program of inquiry oriented around six transdisciplinary themes which focus on concepts that cross subject areas. These themes help students gain an understanding of themselves and the world around them. For example: instead of just learning about the professions in students’ communities, our students explore how roles and responsibilities change from place to place and over time. Instead of learning about our bodies, we learn about how the health of our mind and body impacts how we act.
Who We Are
An inquiry into: the nature of the self, beliefs and values; personal, physical, mental and spiritual health; human relationships including families, friends, communities and cultures; rights and responsibilities; what it means to be human.
Roles and Responsibilities
- Central Idea: roles and responsibilities change from place to place and over time
- Key Concepts: responsibility, change
- Related Concepts: community, jobs, relationships, family
- Lines of Inquiry: our responsibilities toward ourselves, how roles and responsibilities change from place to place, roles and responsibilities change at different ages
An inquiry into: the nature of the self, beliefs and values; personal, physical, mental and spiritual health; human relationships including families, friends, communities and cultures; rights and responsibilities; what it means to be human.
Health
- Central Idea: the health of our mind and body impacts how we function
- Key Concepts: form, function, responsibility
- Related Concepts:body form, identity, senses, physical characteristics
- Lines of Inquiry: what my mind and body needs to stay healthy, personal choices about my health, results of our choices
An inquiry into: the nature of the self, beliefs and values; personal, physical, mental and spiritual health; human relationships including families, friends, communities and cultures; rights and responsibilities; what it means to be human.
Similarities and Differences
- Central Idea: there are some ways people are the same and some ways they are different.
- Key Concepts: perspective, form
- Related Concepts: diversity, comparisons, awareness
- Lines of Inquiry: physiological similarities and differences, similarities and differences in emotional reactions, how our similarities and differences make us unique
Where We Are in Place and Time
An inquiry into: orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations; from local and global perspectives.
Preschool students study 4 longer units per year.
An inquiry into: orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations; from local and global perspectives.
Junior Kindergarten students study 4 longer units per year.
An inquiry into: orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations; from local and global perspectives.
Cities
- Central Idea: the location and resources of a city impact its development.
- Key Concepts:connection, function
- Related Concepts:mapping, transportation, weather, climate, geography, landforms, structures
- Lines of Inquiry: the location of cities, available resources in a city, the impact on the development
How We Express Ourselves
An inquiry into: ways in which we discover and express ideas, feelings and nature, culture beliefs and values; the ways in which we reflect, extend and enjoy creativity; our appreciation of the aesthetic.
Junior Kindergarten students study 4 longer units per year.
An inquiry into: ways in which we discover and express ideas, feelings and nature, culture beliefs and values; the ways in which we reflect, extend and enjoy creativity; our appreciation of the aesthetic.
Music and Movement
- Central Idea: people can use music and movement to express themselves.
- Key Concepts: perspective, causation
- Related Concepts: rhythm, emotion, self-expression
- Lines of Inquiry: reasons to create music, connection between movement and music, reactions to music and movement
An inquiry into: ways in which we discover and express ideas, feelings and nature, culture beliefs and values; the ways in which we reflect, extend and enjoy creativity; our appreciation of the aesthetic.
Storytelling
- Central Idea: the arts can be used to enhance and tell stories.
- Key Concepts: form, connection
- Related Concepts: literary structures, audience, expression, emotion
- Lines of Inquiry: different ways we can tell stories, the kinds of stories people tell, the elements of stories used to convey ideas
How the World Works
An inquiry into: the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.
Transportation
- Central Idea: different modes of transportation serve different purposes
- Key Concepts: form, function
- Related Concepts: transportation, systems, force, motion, buoyancy, simple machines
- Lines of Inquiry: uses of transportation, how modes of transportation function, the systems needed for successful transportation
An inquiry into: the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.
Materials
- Central Idea: people manipulate and use the natural world and its materials for different purposes
- Key Concepts: function, connection, change
- Related Concepts: transportation, mechanics, history, weather
- Lines of Inquiry: properties of materials, uses of materials, designing and building structures based on the properties of materials
An inquiry into: the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.
Plants
- Central Idea: plants are necessary to life and an essential resource to human well-being.
- Key Concepts: form, function, change
- Related Concepts: growth, process, life cycles, interdependence
- Lines of Inquiry: what a plant is, how plants grow, the ways plants are necessary to support human life
How We Organize Ourselves
An inquiry into: the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.
Preschool students study 4 longer units per year.
An inquiry into: the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.
Communities
- Central Idea: people in communities work together to provide each other with what they need
- Key Concepts: function, connection, responsibility
- Related Concepts: communication, collaboration, cooperation, exploration
- Lines of Inquiry: components of a community, experience of different communities, how elements and resources of a community are influenced by the people who live there
An inquiry into: the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.
Farm to Table
- Central Idea: different systems are involved in getting food to people
- Key Concepts: function, connection, responsibility
- Related Concepts: systems, transportation, sustainability, equity
- Lines of Inquiry: what foods we put on our tables, what systems get the food to the table, the responsibility for sustaining access to healthy food
Sharing the Planet
An inquiry into: rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.
Symbiosis
- Central Idea: humans and animals rely on and impact each other
- Key Concepts: form, connection, responsibility
- Related Concepts: classification, traits
- Lines of Inquiry: ways of classifying animals, relationships between humans and animals, human responsibility toward animals
An inquiry into: rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.
Habitats
- Central Idea: living things are dependent on the world around them
- Key Concepts: Form, Function, Connection
- Related Concepts: Habitat, Systems, Living and Nonliving, Survival
- Lines of Inquiry: how living things survive, interconnectedness of living and nonliving things, how living things adapt to their environment
An inquiry into: rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.
Waste Management
- Central Idea: humans produce and dispose of waste in a variety of ways
- Key Concepts: function, responsibility
- Related Concepts: waste management, pollution, health
- Lines of Inquiry: the kinds of waste humans produce and how they produce it, the current ways in which humans deal with waste, how we can lessen the impact of waste
It’s an honor being a GEMS parent and seeing my son experience the world face-to-face in his education.
We put a lot of time and research into finding the best possible school environment for our daughter, and every day confirms that we made the right choice by choosing GEMS World Academy.