Curriculum

Maths

In the IB Primary Years Programme (PYP), Maths is viewed as a vehicle to support inquiry, providing a global language through which we make sense of the world around us. It is intended that students become competent users of the language of Maths, and can begin to use it as a way of thinking, as opposed to seeing it as a series of facts and equations to be memorised.

The teaching at Quarry Bay School reflects this vision. Maths coverage is outlined on year group Maths Overviews, which have been developed in line with both IB and ESF Scope and Sequence documents.

As per ESF guidelines, there is a minimum requirement of 5 hours of Maths per week. Maths is taught by class teachers and students learn through a range of practical activities, explorations and discussions. To ensure a balanced approach to Maths across the school, there is an expectation that students will take part in – daily Mental Maths practice, strategy lessons and problem-solving tasks. Learning in Maths should be focused on numbers with a balance across the other four strands: data handling, shape and space, measurement, pattern and function.

The students frequently engage in investigations and problem-solving tasks and are provided with the opportunity to apply their mathematical reasoning to a number of situations, linked to units of inquiry where appropriate.

Mental Maths at Quarry Bay is defined as:
– Revisiting areas that need consolidation
– Keeping learned concepts alert in the mind and skills sharp
– Rehearsing number facts
– Practising skills that will be needed in the main session

In order to demonstrate effective practice, Quarry Bay School recognises that students learn Maths through constructing meaning, transferring meaning and then applying it with understanding.

Constructing meaning
– Explicit use of manipulatives to make sense of numbers, and Maths concepts
– Engage in rich dialogue to unpack findings
– Reflect upon interactions between ideas and objects

Transferring meaning
– Symbolic notation in the form of pictures, diagrams, modelling with objects
– Describe understanding using their own understanding of symbolic notation
– Subsequent transfer into mathematical notation

Applying with Understanding
– Acting upon Mathematical understanding
– Use of symbolic notation to process and record thinking
– Practical hands-on problem-solving activities with realistic situations

Assessment of learning

Students are regularly assessed on their learning journey through a variety of formative and summative assessments. These day-to-day assessments allow teachers to understand what students are thinking, address any misconceptions that may arise, and plan for future learning. Self and peer assessment are also key components of Maths learning, providing students with opportunities to reflect and adjust accordingly.

English

At Quarry Bay School we recognise that language is our major means of thinking and communication. It is fundamental to learning and permeates the whole curriculum. It is not just learning a language but also learning about language and learning through language that we nurture a love of literature and an appreciation of its richness. English is our medium of instruction, but all languages are valued and students are encouraged to use their home languages.
Student language portraits are developed to help support lessons and appreciate diversity.

Opportunities for speaking and listening, reading, writing and viewing and presenting are outlined on Language Overviews. These ensure the coverage across English strands and are sequential throughout the school. These overviews are aligned with both IB and ESF English Scope and Sequence documents.

Assessment of learning

Students are regularly assessed on their learning journey through a variety of formative and summative assessments. These day-to-day assessments allow teachers to understand what students are thinking, address any misconceptions that may arise, and plan for future learning. Self and peer assessment are also key components of English learning, providing students with opportunities to reflect and adjust accordingly.

Chinese

In the world of the 21st Century, it is increasingly acknowledged that a complete education includes the study of at least one additional language. Proficiency in another language brings great cultural and intellectual benefits as well as promotes cognitive growth and facilitates international understanding. At Quarry Bay School, Chinese is taught as our additional language from Year 1 to Year 6.

Chinese teaching and learning offers opportunities for reading, writing, speaking and listening. Chinese is integrated into mainstream units of inquiry wherever possible. Chinese sessions offer opportunities for students to inquire into the language and through the language, with a focus on developing the student’s understanding of Chinese culture across the world. This is outlined in the Chinese Curriculum Overview.

Chinese provision caters for native and non-native speakers through class allocation and a differentiated curriculum. Further differentiation within individual classes ensures the achievement of students of all abilities.

The Chinese department has four full-time teachers and one part-time teacher. They are further supported by four Chinese Educational Assistants.

Chinese is taught four times a week, with each session lasting 50 minutes. In total, there is 3 hours and 20 minutes of Chinese learning time a week.

Visual and Performing Arts

Arts are viewed by the PYP as a form of expression that is inherent in all cultures. They are a powerful means to assist in the development of the whole child and are important for interpreting and understanding the world. Arts in the PYP promote imagination, communication, creativity, social development and original thinking. Through the arts, students gain confidence and competence in self-expression and collaborative learning, in both formal and informal settings.

At Quarry Bay School the Arts are identified as Performing Arts (drama, music and dance) and the Visual Arts. However, the transdisciplinary nature of the arts makes them an essential resource throughout the curriculum: through the arts, we learn to communicate, have exposure to other cultures and other times, and find out more about ourselves. The creative process is seen as a driving force in learning through inquiry.

Learners of the arts are both active and reflective. As well as being actively involved in creating and performing, students reflect on their work and on the work of others. Curriculum Overviews outline the experiences of students in each year group in creating the Performing and Visual Arts. It is an expectation that opportunities for reflecting on the arts are planned for within arts provision.

Performing Arts is a specialist lesson at Quarry Bay School although the learning is integrated in units of inquiry wherever possible. Learning within Performing Arts is consistent with conceptual understandings and learning outcomes as outlined in the ESF Scope and Sequence.

Visual Arts is integrated into units of inquiry wherever possible and lessons are delivered by the Art specialist teacher and/or class teachers. The QBS Progression of Art Skills provides guidance to ensure there is clear progression in the development of art skills across the school.

Science

In the PYP, Science is viewed as the exploration of the behaviours of, and the interrelationships among, the natural, physical and material worlds. Our understanding of science is constantly changing and evolving. The inclusion of science within the curriculum leads learners to an appreciation and awareness of the world as it is viewed from a scientific perspective. It encourages curiosity, develops an understanding of the world, and enables the individual to develop a sense of responsibility regarding the impact of their actions on themselves, others and their world.

Inquiry is central to scientific investigation and understanding. Students actively construct and challenge their understanding of the world around them by combining scientific knowledge with reasoning and thinking skills.

Science coverage is mapped across the school and in line with guidance in the ESF Science Scope and Sequence. Opportunities for students to learn across the four key areas: Living Things, Materials and Matter, Earth and Space, and Forces and Energy, have been considered when developing curriculum maps. As Science is relevant to the transdisciplinary themes, Science learning at Quarry Bay School takes place within the transdisciplinary units of the programme of inquiry wherever possible.

Social Studies

In the PYP, Social Studies is viewed as the study of people in relation to their past, their present and their future, their environment and their society. Social Studies encourages curiosity and develops an understanding of a rapidly changing world. Through Social Studies, students develop an understanding of their personal and cultural identities. They develop the skills and knowledge needed to participate actively in their classroom, their school, their community and the world: to understand themselves in relation to their communities.

The aim of Social Studies within the PYP is to promote intercultural understanding and respect for individuals and their values and traditions.

The school’s programme of inquiry supports a focus on Social Studies across year groups. Opportunities for students to learn across the five key areas: Human systems and economic activities, Continuity and change through time, Social organisation and culture, Resources and the environment, and Human and natural environments, have been carefully considered when mapping the units of inquiry.

PSPE

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, attributes and skills that contribute to this well-being. Well-being is intrinsically linked to all aspects of a student’s experience at school and beyond. It encompasses physical, emotional, cognitive, spiritual and social health and development, and contributes to an understanding of self, to developing and maintaining relationships with others, and to participation in an active, healthy lifestyle.

PSPE is integral to learning and teaching in the PYP and is embodied in the IB Learner Profile that permeates the programme and represents the qualities of internationally-minded students and effective lifelong learners.

At Quarry Bay School, student well-being is achieved through the learning and teaching of conceptual understandings and outcomes within the PSPE scope and sequence. The PSPE programme includes learning based on Interactions, Identity and Active Living.

Physical Education is taught twice a week: one session with a specialist teacher and the other session is class teacher-led. Class teachers are up-skilled and supported by the PE team through ongoing professional development to ensure effective lessons are delivered consistently across the school.

Physical Education at Quarry Bay School develops a combination of transferable skills promoting physical, intellectual, emotional and social development; encourages present and future choices that contribute to long-term healthy living; and supports the cultural significance of physical activities for individuals and communities. There are specific opportunities for learning about movement and through movement in a range of contexts. Students of all abilities are challenged to improve their movement skills and are supported and encouraged to enjoy physical activity and see it as part of a healthy and active lifestyle with connections to other areas of the curriculum and community where appropriate.

RSE

In addition to PSPE, all ESF schools introduced in 2019 an RSE (Relationships and Sexuality Education) curriculum. This curriculum focuses on Relationships, Gender, Values and Sexuality, Staying Safe and the Human Body. Both the PSPE and RSE documents underpin our Well-being provision across the school. The teaching and learning of wellbeing is progressional and age-appropriate. Well-being learning takes place throughout the academic year and weekly wellbeing sessions are carefully planned for.