Kathryn Jane Allen

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

single subject.

 

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

• social studies

• mathematics

• arts (music and art)

• science

• 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. www.ibo.org

 

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.

 

Transdisciplinary Themes
 

1. 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.
    

2. 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.
    

3. 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.
    

4. 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.
    

5. 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.
    

6. 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.