Academic Program

Introduction

The AIS/D Elementary School is a Pre-Kindergarten through Grade 5 Program. The overall goal of the Elementary Program is to support all students in becoming successful and independent learners. The Elementary Program aims to be student-centered by addressing young people’s real interests over unrelated or arbitrarily selected content. It also needs to be experiential, providing concrete and active experiences so that students are engaged. We know that learning is socially constructed and our classrooms value the ongoing interactions that promote learning from one another. Students are also given opportunities to develop reflective skills, helping them to identify learning strengths and challenges and to set some of their own learning goals. Our classrooms aim to be democratic so that we model a real community, and students often have collaborative learning activities to help them understand the importance and power of sharing our knowledge and skills and learning from each other. As educators we know that children are continually constructing their knowledge and understanding and re-creating what they know in every cognitive system they encounter; students must constantly be given genuine challenges, choices and responsibility for their work.

Upper and lower elementary teachers often plan weekly activities for their students to participate in together. Younger and older students interact and work cooperatively in such activities as reading/language arts, arts and crafts and games. Often, elementary students will work on a project with middle school or high school students. These experiences give students opportunities to form positive relationships with each other. Small classes, averaging fifteen to eighteen students, supported by the Learning Center, ESL, the Literacy Support Teacher and the Counselor, enable teachers to provide individual attention to each student.

Pre-K Program

The Pre-K3 and Pre-K4 programs are both half day and full day. Professional early childhood educators who understand that the early years in a child’s life offer critical learning opportunities, teach the children. Children at this level need many opportunities to work together and develop important social skills as well as a sense of positive self worth and to begin to feel a sense of mastery over their world and a sense of belonging. Students express themselves through art, drama, play, literature, music and movement. They actively engage in activities that support these essential components of their early development.

Children also have many hands-on activities in early literacy and numeracy concepts and use them in authentic and real-life situations that help them build curiosity and a foundation for future learning. Musical and physical activities are integrated into the students’ daily routine. In addition, children have regular lessons with the performing arts and physical education teachers respectively. The children use the library to begin fostering their love of reading and books. During the course of the year, they begin basic swimming instruction at the American Club. Field trips are organized to coordinate with the units of study and to provide an opportunity for children to learn from the local community.

Our program enhances the parent/school relationship. Since parents play the most important role in their children’s life, we believe that it is important to communicate openly and regularly with parents. We encourage parents to become active participants in the program, attending activities and visiting the school when possible.

Language

Throughout the elementary curriculum, language beliefs and practices are guided by a shared philosophy. AIS/D believes that a balanced literacy program provides the best opportunity for students to learn effective language skills. A classroom demonstrating a balanced approach to literacy values the following approach:

• Skill and strategy instruction embedded in the context of meaningful text
• The use of authentic literature- both text and illustration
• Phonemic awareness instruction
• Strategy instruction in monitoring reading instruction
• Ongoing assessment and evaluation to monitor student progress

Shared teaching strategies are used across grade levels and in developmentally appropriate contexts; reading aloud, shared reading, guided reading, writing workshop, shared writing, independent reading and writing, listening and speaking activities and viewing and presentation activities all support children’s language development. All grade levels use a writing process and an identified writing skills continuum. The Elementary School has a range of reading resources to meet the diverse needs of students and these are housed in a Book Room so that they are readily available.

We believe that spelling is best taught within the context of reading and writing. It should be taught functionally through experiences with writing that are authentic and meaningful, and it should also be taught systematically through word lists of useful, patterned and developmentally appropriate words derived from familiar text. Young students move through the six levels of spelling from Pre-conventional to Conventional and are placed on a continuum and monitored consistently. Our goal is to promote neat and legible Handwriting and while we teach the D’Nealian approach, we accept previously learned styles.

Mathematics

The goal of the Elementary Mathematics Program is for all students to achieve mathematical proficiency by developing both conceptual understanding and procedural fluency. The end result is the ability to think and reason mathematically and to use math to solve problems. A balanced mathematics curriculum should incorporate the best math practices and promote conceptual, computational, and problem solving proficiency. The Elementary School has adopted as its conceptual foundation text Investigations in Number, Data and Space. This program consists of units at each grade level that involve students in the exploration of major mathematical ideas. Each grade level has resources to supplement the mathematics curriculum (outlined in a scope and sequence): Investigations Daily Practice Skills Workbook, Harcourt Brace, Mathland, Math by All Means and others.

Physical Education & Health

An important part of our school philosophy is the education of the whole child. As an integral part of this educational concept Physical Education is a part of the overall curriculum twice a week for all students. Students are taught by qualified physical education teachers who provide a well-rounded physical education program which includes fitness, motor skill development, movement and dance, games, gymnastics and health related activities as they relate to individual and team sports.

Teaching children how to swim is an important part of our elementary Physical Education program. A 25-meter pool is part of the AIS/D facilities. Physical Education swimming classes are held in the pool during school hours. Swim team practices and after school/weekend (children/adult) classes occupy the pool for a portion of the afternoon and early evening some days of the week. Open swimming hours for families are posted outside the pool and written in the school bulletin.

Social Studies and Science

In the Elementary School the Social Studies and Science programs from PreK through Grade 5 are developed around Organizing Themes. These Organizing Themes are the foundation of our curriculum design, ‘Education for Understanding’ and provide a context for looking at what we teach through significant themes and concepts. This allows the Elementary School to offer a program that is international in its scope and it also gives us a way to monitor where and what social studies and science is taught throughout the grades. These themes are taught over a six-week period and give opportunities for an in-depth exploration of the unit concepts, integrating language, research skills and dispositions as a part of the unit. The units are developed using a unit design that includes appropriate Standards and Benchmarks, essential questions that drive the unit, formative and summative assessments and learning activities that align with these significant unit components.

Art

Students in Grades K through grade five have Art instruction once a week. The Elementary Art Program provides experiences in Art in which the student will not only create art, but also will also know and understand art and be able to make artistic judgments. Through his/her participation in the enjoyment of the various art experiences, the learner will develop perceptual awareness and creativity. Pupils' art will reflect a freedom in the use of media and ideas. Through art the student will show thinking that demonstrates problem solving abilities and creativity. The Elementary Art Program provides opportunities for students to develop an understanding of artists, their art and human achievement. Art, by its nature, depends upon the individual's ability to express understanding, ideas, feelings and creativity in a personal way. As a result of the Elementary Art Program, it is believed that communication skills and self-confidence of students will increase. Art is often linked with grade-level units of study. For example, when students study Belief Systems in Grade 4, the Art teacher collaborates with the grade level teachers to help promote the significant understandings of that unit through applied artwork and study of art history.

Library

The purpose of the Elementary School Library program is to help children become lifelong readers and teach them how to locate and use information appropriately. All students make weekly visits to the Library for story time, book selection/check out, and Library skill development and enrichment. The emphasis in Pre-Kindergarten, Kindergarten and Grade One is on listening skills, appropriate library behavior, and the proper care of books. Beginning in Second Grade and continuing through Fifth Grade, selection techniques are refined and more detailed. Also location and interpretation skills are taught. Literature appreciation is stressed at all levels. A 21st century learner must be information literate.

Books can be checked out for one week at a time. Besides having the opportunity to check books out during their scheduled class library time, students may check books out during any time the library is open.

Library hours

7:00 a.m. to 5:00 p.m. Sunday, Monday, Tuesday, Thursday

7:00 a.m. to 7:00 p.m. Wednesday

10:00 a.m. to 2:00 p.m. Friday, Saturday

Information Technology

Our elementary computer program begins with a basic understanding of technology literacy at all grade levels. This is followed by a prescribed method of integrating the technology with student-produced artifacts to demonstrate learning. The IT facilitator collaborates with the classroom teachers on grade level curriculum goals to help students learn IT skills that are relevant to classroom projects and content.

There is a dedicated elementary computer lab, which is supported by wireless mobile laptop carts and “Alphasmart” word-processing sets. All classrooms have at least three wired computers linked to the school network. A flexible lab schedule is used with grades three through five, while kindergarten through second grade comes in the lab at least once per week. Formal keyboarding lessons are introduced and assessed at Grade Three and continue to be developed through to fifth grade. All students utilize age appropriate productivity software to enhance the production of curricular artifacts.

Performing Arts

Children in Kindergarten through Fifth Grade enjoy Performing Arts twice a week taught by specialist teachers. Pre-K students attend Performing Arts classes once per week.

The Elementary School Performing Arts program emphasizes auditory perception, oral expression, drama, creativity and the students appreciation of music. Singing, listening, playing, and movement provide children with an avenue for expressing their thoughts and feelings. Students are taught the basic elements of music. All students have the opportunity to perform in the areas of singing, dancing, drama, and playing a variety of classroom percussion instruments, including xylophones, drums, hand bells, and auxiliary percussion.

Students in fourth and fifth grades learn to play the recorder. Musical works from a variety of cultures and in a variety of forms and styles are learned, analyzed, performed, and enjoyed.

The Performing Arts teachers collaborate with classroom teachers on particular grade level units where the music curriculum can be used to reinforce the unit understandings, knowledge and skills.

MODERN LANGUAGES

In order for students to be international citizens equipped with the essential knowledge to succeed in the 21st century, they must speak multiple languages. The study of Modern Languages aims to develop students’ ability to communicate effectively in another language and encourages students to persevere with their language studies throughout their schooling so that they will be able to communicate with competence when interacting with native speakers. Language instruction is taught in context so that students develop cultural understanding that will enable them to be open and empathetic to other people’s perspectives and therefore interact successfully in the global community.

The modern language program for the Elementary School is based upon a set of principles governing language education. These tenets are anchored in language education research and supported by practice. They are as follows:

• All students can learn and experience success in a second language.
• Students learn in different ways.
• Language acquisition is a lifelong process. For optimum results, students should have the opportunity to engage in a long sequence of study.
• Students acquire proficiency at different rates.
• Learning a second language helps students develop the skills needed to be citizens of a global society.
• Students develop insights into other cultures, as well as their own, when learning a second language.
• Students are involved in interdisciplinary connections when learning a second language.

Learning is assessed and reflects the students' ability to interpret and/or communicate in the target language.

Bangla

In Grades K-2 students learn the host country language of Bangla. Students attend lessons two-three times per week. In Kindergarten and First Grade the emphasis is placed on very basic communication skills that help prepare students in Grade Two for learning the alphabet and sound system and also to begin learning more phrases and complex language structures. The program does not focus on the phonetics and structure of the language prior to Grade Two in order to allow the many second and third language speakers in English to develop these skills in English or in their native language first. A communicative approach is used where students interact with the language through games, songs, stories and dramas as much as possible.

In Grade Three, students have the option of continuing their study of Bangla. At this level, a greater emphasis will be put on the integration of the four literacy skills: reading, writing, speaking and listening and using these skills in engaging and authentic communication. As classes are small, the teacher is able to meet the needs of a diverse group of language learners in Bangla. Students who elect Bangla have classes three times a week.

Spanish

Commencing in Grade 3, students may elect to learn Spanish instead of Bangla if they prefer. Students who elect to learn Spanish have classes three times per week. The emphasis in the program is on communicative skills through active involvement of the students. Grammar, spelling and language structures are also taught but it is done within the context of authentic or real learning situations and for the major part, not taught as isolated skills. Students use games, stories, songs, role-play and drama to enjoy learning the Spanish language. Students also learn about particular cultural aspects such as celebrations, customs and important places and contributions that come from South America or Spain. While the focus is on communicating the language, all four language skills: reading, writing, speaking and listening are integrated and important in the learning activities. Students who remain at AIS/D for Middle School will have the opportunity to continue in their Spanish studies.

Host Country Studies (HSC)

In Grades 3-5 all students take Host Country Studies (HCS) for two, six-week periods during the course of the school year. HCS has the aim of providing learning opportunities for students to know and understand more about Bangladesh and the city of Dhaka in which they live. By knowing about the host county culture, it is hoped that students will gain a greater appreciation for its unique characteristics. The units that students study in this program are directly linked to their units in the grade level class. This gives students an opportunity to make real-life connections to the local community and provides authentic experiences to do it from. For example, when third graders are engaged in a unit of Ecosystems, in HCS the same students will do a case study on the Sunderbunds here in Bangladesh.

Service Learning

Each grade level makes links to the local community through Service Learning. Service Learning projects form an essential component of AIS/D’s curriculum by helping to develop international citizens, who are able to contribute to issues related to local and global communities through intercultural awareness and understanding. It is our belief that we share a responsibility for helping to make the world a better place for everyone to live in.
Service Learning in the Elementary school program:

• Has a learning component through active participation providing opportunities to use skills and knowledge in real-life situations
• Allows students to develop an awareness of local and global issues and to foster a sense of caring for others.
• Integrates and extends curriculum beyond the classroom
• Provides structured time for students to reflect.

The Elementary School strives to encourage students to value the host country through instruction in Bangla language, Host Country Studies linked to authentic student inquiry and through Service Learning projects that connect to the local environment and community.

Support Services

In the Elementary School, the classroom teacher is the adult with primary responsibility for his or her students. Small class sizes and relevant curriculum enable teachers to assess progress of each student and make modifications as needed. Nevertheless, in a school as diverse as AIS/D, at times the classroom teacher needs support.

One resource available to teachers, students, and parents, is our Elementary School Counselor. He conducts regular Life Skills classes, consults with teachers, meets with students both individually and in groups, and visits with parents to discuss their children's progress.

A second resource available is the Elementary School Learning Support Teacher. She serves the school community by diagnosing and in collaboration with class teachers, developing plans of action for students experiencing difficulty in the classroom. Providing one-on-one tutoring, small group instructional support, or in-the-classroom assistance, she is an expert in addressing learning difficulties, and she plays a critical role in our efforts to ensure all students learn.

Thirdly, the Elementary School has English as a Second Language (ESL) program to serve students needing extra support in learning English. The ESL teachers work with the classroom teacher and the student to provide the temporary language support he or she needs to be successful in the classroom.

Finally, a full-time nurse is on duty in the school's medical clinic to attend to children who fall ill during the school day.