The Primary Years Programme (PYP) AISB is a member of the International Baccalaureate (IB). Curriculum development in the school is aligned with the international curriculum framework developed by the IB for students in international schools. The Primary Years Programme (PYP) is an international curriculum framework designed for all children between the ages of 3 and 12 years. The program focuses on the total growth of the developing child, affecting hearts as well as minds, and addressing social, physical, emotional and cultural needs, in addition to holding a strong academic focus. The PYP combines the best research and practice from a range of national systems with a wealth of knowledge and experience from international schools to create a relevant and engaging educational program. The PYP offers a comprehensive, inquiry based approach to teaching and learning and provides an internationally designed model for concurrency in learning for mobile, transient students. It incorporates guidelines on student learning styles, teaching methodologies and approaches towards assessment. Programme of Inquiry At the core of the PYP s philosophy is a commitment to structured, transdisciplinary inquiry. Much of the content from the subject areas, particularly Science and Social Studies is taught through transdisciplinary Units of Inquiry where students are encouraged to make connections with their existing knowledge and between the traditional subject areas. Traditional subject areas are also used as lenses to explore big ideas that are of global significance. These Units of Inquiry are planned under the Transdisciplinary Themes: Who we are Where we are in time and place How we express ourselves How the world works How we organize ourselves Sharing the planet
AISB Early Learning Programme of Inquiry 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, and cultures; rights and responsibilities; what it means to be human An inquiry into: 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. 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. 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. How we organize ourselves An inquiry into the interconnectedness of human-made systems and ; the structure and function of organizations; Societal decision-making; economic activities and their impact on humankind and the environment. Sharing the planet An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; and the relationships within and between them; access to equal opportunities; peace and conflict resolution. EC3 Every day I learn about who I am and what I can do. Stories allow the expression of thoughts, feelings and ideas. Exploring materials allows us to observe their properties. In a classroom community our interactions and sharing of resources affects everyone. PSPE, Math Literacy Science PSPE, Social Studies connection, reflection identity, discovery who I am how we are the same and different how I feel discovering what we can do connection, perspective empathy Line of Inquiry: ideas come from many places acting out and creating ways to make stories more interesting expression through the hundred languages function, properties, transformation properties of materials how materials can be used how we can materials function, responsibility behaviour, relationship creating a classroom community appropriate choices responsibilities in the classroom EC4 People can have respectful relationships. PSPE function, connection, perspective relationships, ways people are similar and different with family, friends and others how we communicate respectfully with others We express ourselves in PSPE, Literacy, Arts function, perspective expression, creativity The' hundred languages' How we express ideas and feelings Creativity Change happens all around us and in Science, Math, causation, sequences, impact Changes Things we can and cannot Ways we respond to We build our community by working together. PSPE, Social Studies function, responsibility behavior, properties Our responsibilities in and to our Environments Relationships
Kinder People celebrate important events. Social Studies, Literacy causation, function, connection identity, culture why people celebrate how people celebrate celebrations and their similarities and differences Our families help us understand ourselves and the past. Subject Area Focus: Social Studies, Math perspective, traditions, history, time what a family is the ways a family can ways we can find out about our past People communicate and understand in Literacy, Math, PSPE, Arts function, perspective different ways we communicate ways we understand messages choosing forms of to express a message. Living things need certain conditions in order to grow and survive. Science, Social Studies connection function, responsibility habitat, adaptation, cycles features of living things needs of living things how living things survive in their habitats how humans are connected to other living things Transportation systems are designed with a purpose. Social Studies, Math function and connection systems transportation features of transportation systems decisions involved in using transportation transportation systems over time Communities build relationships within and between them. Social Studies, Science, PSPE connection, responsibility, relationships within between roles and responsibilities within a community Please note: While the PYP is a program for children aged 3-12 years old, our EC2 section draws inspiration from this curricular framework. Our team works to develop units of inquiries each year. Instead of being pre-determined, these units are developed throughout the year in response to the students interests. These units are planned to align with the transdisciplinary themes seen in the above Programme of Inquiry. The PYP Essential Elements The PYP curriculum incorporates 5 essential elements: knowledge, skills, concepts, attitudes and action. Knowledge Significant, relevant content that we wish the students to explore and know about, taking into consideration their prior experience and understanding. This knowledge is developed through the transdisciplinary units of inquiry as well as stand-alone, subject specific units. Concepts Skills Powerful ideas that have relevance within the subject areas but also transcend them and that students must explore and re-explore in order to develop a coherent, in-depth understanding. There are 8 key concepts that are explored each year: form, function,, causation, connection, perspective, responsibility, reflection. In addition to these important concepts, related concepts are explored through the central ideas of each unit. Those capabilities that the students need to demonstrate to succeed in a changing, challenging world, which may be disciplinary or transdisciplinary in
nature. These skills are organized in the following areas: Thinking, Social, Selfmanagement, Communication and Research. Subject specific skills are also mapped through our scope and sequence documents. Attitudes Action Dispositions that are expressions of fundamental values, beliefs and feelings about learning, the environment and people. These are needed to develop the attributes of the Learner Profile. Appreciation, Commitment, Confidence, Cooperation, Creativity, Curiosity, Empathy, Enthusiasm, Independence, Integrity, Respect, Tolerance Demonstrations of deeper learning in responsible behavior through responsible action; a manifestation in practice of the other essential elements. What will they do as a result of their learning? What action will they take now that they have a new understanding? This action will take many forms. Other Important Features of the PYP Curriculum Framework The following are important programmatic features of the PYP curriculum framework. International perspective A critical focus of the program to make the most of the multi-cultural background and diverse experience of our student population; the school curriculum synthesizes the best practice from education systems around the world, and aims to ease students transition between schools, on entering and leaving AISB. Inquiry-based Inquiry is the leading pedagogical approach of the PYP. Our teaching methods build on students knowledge and interests, and emphasize learning how to learn and how to find out. Students who engage in inquiry are active participants in their learning who: explore, wonder and question experiment and play with possibilities make connections and predictions collect data and report findings clarify existing ideas and reappraise perceptions make and test theories research and search information take and defend a position solve problems in a variety of ways Concept-driven Students work with universal, key concepts in order to provide a structure for exploring significant and authentic content; students interact with these key concepts in order to make more meaningful connections across all subject areas.
Transdisciplinary The subject areas of math, language, science and social studies are taught through transdisciplinary themes in order to help the students make meaningful connections between the subjects, thereby facilitating more effective learning and application of the learning. Differentiated The flexibility of the PYP framework allows us to customize a program that supports the individual learning needs of our students, reflects the multinational composition of our school population and celebrates the unique nature of our host country, Romania. Action We believe that we all have the power and responsibility to take action. Action begins at the most immediate and basic level; with the self; within the family and within the classroom, hallways and the playground. Please visit this link to find out further information about the IB and the PYP: http://www.ibo.org