The International Baccalaureate Programme
Learning At IPK
IPK students are at the center of our school. Our teachers are
internationally recruited and experienced professionals, committed
to the International Baccalaureate (IB) mission and learning –
as knowledgeable inquirers, critical thinkers, and caring educators.
As an IB School, our students are taught in a transdisciplinary subject
approach, challenged in their thinking through inquiry and assessed
for their understandings.
What is the International Baccalaureate programme?
Founded in 1968, the International Baccalaureate Organisation is a
the non-profit educational foundation that offers highly regarded
international educational programmes that develop the intellectual,
physical, emotional, and social domains needed to live, learn,
and work in a rapidly globalizing world. Schools must be authorized
by the IB organization to offer any of the four programmes – PYP, MYP, DP
and CP (www.iob.org).
The IB supports schools and teachers to provide a rigorous, challenging education, offering professional development that develops pedagogy and leadership.
IB students at university: Research from leading institutions shows that IB students are more likely than their peers to succeed in higher education.
Implementing the IB: The IB works closely with district, regional and national representatives to implement IB programs and professional development in countries all over the world.
Why is IB different? International Baccalaureate programs aim to do more than offering subject curricula only, by also developing inquiring, knowledgeable and caring young people who are motivated to succeed and further learn.
IB strives to develop students who will build a better world through intercultural understanding and respect.
IB program frameworks can operate effectively with national curricula at all ages; more than 50% of IB World Schools are state-funded.
The IB's programs are different from other curricula because they:
· encourage students of all ages to think critically and challenge assumptions
· develop independently of government and national systems, incorporating quality practice from research and our global community of schools
· encourage students of all ages to consider both local and global contexts
· to develop multilingual students.
The IB Mission Statement
The International Baccalaureate® aims to develop inquiring, knowledgeable, and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.
To this end, the organization works with schools, governments, and international organizations to develop challenging programs of international education and rigorous assessment.
These programs encourage students across the world to become active, compassionate, and lifelong learners who understand that other people, with their differences, can also be right.
The Early Learner
The IB PYP learner in the early years (3–6 years old)
Experiences during the early years lay the foundation for all future learning. A rapid rate of
development during the early years occurs in the physical, emotional, social and cognitive domains.
The brain and body develop faster than at any other point in a child’s life. Social development also
takes shape in these early years as children are naturally inclined to explore, to discover, to play
and to make connections between self, others and their entire surroundings. Through these
interactions, children form their perception of themselves and others in the world (Rushton,
Children are natural inquirers from birth; they have the capacity to learn about, interact with and
interpret the world around them. From birth, children possess all kinds of mental abilities uniquely
suited to these early phases of learning and development. They are curious and capable learners with
a sense of agency, rich in potential, bringing valid skills, preferences and understandings to the educational
Key Features of an Early Learner setting:
· Flexible timeframes and routines that are responsive to the needs of the students
· Play that is co-constructed between students and teachers
· Whole-group experiences at pertinent learning moments
· Literacy and numeracy experiences that develop a wide range of playful, inquiry-based explorations into symbolic and representational learning
· Development of self-regulation through play, modeling behaviors, language, group games, and music and movement
· Units of inquiry that are iterative and flexible, centering on concepts of significance in the lives of young students
· Learning spaces where play and choice are central features of everyday learning
· Flexible learning spaces that provide for many different learning experiences at all times
· Learning spaces where students have sustained time to select their learning experiences based on interests and social connections
· Assessment that monitors and documents students’ learning against individual developmental milestones and celebrates achievements at times that are pertinent to individuals
· Responding to the individual learning and development journey as well as valuing and recording the learning of the whole group.
The Primary Learner
Our IB PYP curriculum KG2 to Grade 5
The International Baccalaureate Primary Years Programme (IB PYP) provides a shared,
transdisciplinary subject curriculum for primary schools, with a balanced programme of concepts,
knowledge, skills and actions. The PYP transdisciplinary curriculum brings individual subject
disciplines together into a coherent holistic approach, whilst preserving the essence of every
The transdisciplinary model inherently promotes student agency – students taking responsibility
for their own learning journey. The approach to learning focuses on students developing skills
and acquiring knowledge that will assist them in becoming successful lifelong learners. Students
are encouraged to participate in the development of learning experiences and are challenged to
hypothesise, reflect, question and test to construct their understandings, and thus gain further
knowledge. Students are supported to become actively responsible for their own learning and
develop attitudes that allow for meaningful student service-learning action.
The six transdisciplinary themes surround six subject areas:
languages English and Arabic
arts (music and art)
personal, social and physical education
Your child will acquire and practice a wide range of essential skills in the six subject areas. We strive to enhance the educational and holistic development of our students, empowering them to be prepared for the next stage in their lifelong learning.
The PYP encourages international-mindedness, a positive attitude to learning and in-depth inquiry into real issues. Our teachers work towards preparing students to become internationally minded citizens with attributes outlined in the Learner Profile. The IB Learner Profile is a list of desired learning outcomes representing the curriculum’s aims and qualities that the programme will instill in the students.
IB Learner Strive to be
INQUIRERS- We nurture our curiosity, developing skills for inquiry and are actively engaged in research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.
KNOWLEDGEABLE- We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.
THINKERS- We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.
COMMUNICATORS- We express ourselves confidently and creatively in more than one language, and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.
PRINCIPLED- We act with integrity and honesty respect, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.
OPEN MINDED- We critically appreciate our own cultures and personal real world by taking past histories, as well as the values and traditions of others. We seek and evaluate a range of points of views, and we are willing to grow from the experience.
CARING- We show empathy, compassion and We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.
RISK TAKERS- We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.
BALANCED- We understand the importance of balancing different aspects of our lives intellectual, physical, and emotional to achieve well-being for ourselves and others. We recognise our interdependence with other people and with the world in which we live.
REFLECTIVE- We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.
The PYP Curriculum Model
The IB PYP curriculum model is illustrated by six interconnected circles with the IB Learner Profile at the centre
. The IB curriculum at RAK Academy PYP provides for the development of the whole child. The PYP is a uniquely
international programme focusing on the total growth of the developing child; encompassing social, physical,
emotional, and cultural needs in addition to academics.
Through an integrated approach to teaching and learning, we use a variety of differentiated teaching
methods are drawn from a range of exciting learning tasks and strategies applied to all key learning areas.
Specialist subject teachers plan and work collaboratively with classroom teachers to implement a
transdisciplinary programme of inquiry. This is achieved by integrating subject areas, so students can
make connections within the programme.
While the PYP acknowledges the importance of traditional subject areas (languages, mathematics, social studies, science, personal, social and physical education, and arts), it also recognises the importance of acquiring a set of skills in context and of exploring content which transcends the boundaries of the traditional subjects and is relevant to students. Our students conduct research into knowledge that has local and global significance.
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.
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 civilisations 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 ORGANISE OURSELVES - An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organisations; 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; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.
Assessment is an integral part of the teaching and learning cycle. It is central to supporting the School’s vision and mission, the PYP Learner Profile and five essential elements of learning: the acquisition of knowledge, the understanding of concepts, the mastering of skills, the development of attitudes and the decision to take action. The prime objective of assessment in the PYP is to provide feedback on the learning process to all stakeholders.
The children are assessed for their progress throughout the year in the six units of inquiry and subjects. Written reports are issued termly and will focus on student achievement and progress in learning. Teacher comments will focus on what has been taught, supported by specific evidence and will show strengths and areas to work on i.e. learning goals.
Additionally, parents are invited to student and teacher led-conferences throughout the year. Parents receive this information via newsletters, parent-teacher conferences, the sharing and displaying of student’s learning, student-led conferences and parent information sessions.
Better still, feel free to visit us and come see the PYP learning for yourself. Bring your son / daughter along as well.
Inclusion in an IB context
IB programmes encourage students worldwide to become active, compassionate, and lifelong learners who understand that other people, with their differences, can also be right.
Inclusion is an ongoing process that aims to increase access and engagement in learning for all students by identifying and removing barriers to learning.
Students are assessed on an individual basis whereby the school determines what resources are available to support access to learning or not. Students' special needs are met through individualized programmes and/or are offered a more personalised programme.