In This Section

In This Section

Ages: 10 – 11 years

Grade 5 is 5 days a week from 8:00am to 3:00pm (snack and lunch included) with the option of After School Clubs. Grade 5 has one teacher and one co-teacher.

In the final year of primary school, Grade 5, students demonstrate their capabilities as PYP learners during the Exhibition. This is the culminating project of the Primary Years Program which asks students to use what they have learned throughout their elementary years as they research, explore, and take action on global issues. 
As they go through the PYP, students construct a worldview based on knowledge, concepts, attitudes, skills, and taking action. 

Grade 5 Curriculum:

In Grade 5 students continue to develop the skills of reading, writing, speaking and listening in order to aid them in their inquiries as they progress through the primary years.
 
The students are expected to work with increasing independence. They will have the opportunity to identify and reflect upon “big ideas” by making connections between the questions asked and the concepts that drive their own inquiries. During their time in the Primary School, they will become aware of the relevance these concepts have to all of their learning.
 
In Grade 5 we aim to:
  • Create a thoughtful, caring environment in which students and teachers work cooperatively, sharing ideas and experiences that reflect the attributes of the Primary Years Program (PYP) learner profile.
  • Provide a stimulating environment where students’ work is valued and their own evaluation of their work and that of their peers is an open and on-going process.
  •  Promote independent learning and to foster involvement and ownership of learning amongst the students.
  • Develop knowledge, concepts and skills for all students that reflect the philosophy of the Primary Years Program (PYP).
  • Liaise with families, providing accurate reports of student progress and to collaborate in setting new targets.

Who We Are

An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; rights and responsibilities; what it means to be human.

Central Idea: Belief and value systems offer explanations about the world around us.
Key Concepts: Connection, function, perspective
Related Concepts: Commonalities, behavior/tradition/rituals, tolerance/bias/open-mindedness
Lines of Inquiry:

  • Similarities and differences among belief systems
  • How beliefs influence the way we behave
  • How people deal with differences in beliefs

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.

Central Idea: People migrate as a response to challenges and opportunities
Key Concepts: Causation, perspective, change
Related Concepts: Diversity, prejudice, consequences
Lines of Inquiry:

  • Reasons for migrations
  • Effects of migration on cultures, communities and individuals
  • Migration throughout history

How We Express Ourselves

An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

Central Idea: Recognizing gender differences and stereotypes supports understanding and communication.
Key Concepts: Perspective, reflection, responsibility
Related Concepts: Gender roles, identity, leadership, message
Lines of Inquiry:

  • Stereotypes in messages
  • Differences in the way boys and girls think and communicate
  • Understanding each other’s perspectives

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 and technological advances on society and on the environment.

Central Idea: Understanding weather patterns allows people to plan, prepare, and deal with their impact.
Key Concepts: Form, causation, change
Related Concepts: cycles, forecasting, mitigation
Lines of Inquiry:

  • Weather patterns and their causes
  • Tracking and forecasting weather
  • Impact of weather patterns on people worldwide

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.

Central Idea: Communities have rules and laws, while people have rights and responsibilities
Key Concepts: Function, connection responsibility
Related Concepts: Systems, justice, rights, governance, citizenship
Lines of Inquiry:

  • Rights and responsibilities in various form of government
  • The relationship between governments and its citizens
  • How different governments are structured

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.

Central Idea: People can make choices to support the sustainability of Earth’s resources.
Key Concepts: Connection, causation, responsibility
Related Concepts: Equality, distribution, sustainability, systems
Lines of Inquiry:

  • Distribution of resource
  • Impact of people’s choices on the environment
  • Our responsibility towards local communities