The IB Primary Years Programme
Introduction
We are exceptionally proud of our curriculum at the International School of Hout Bay. We embrace the principles, values and guidelines of the IBO, International Baccalaureate Organization and the PYP, The Primary Years Programme. Our teachers are committed to engaging with the this programme, providing comprehensive holistic inquiry based education for all the pupils in order for them each to achieve the very best they can in all areas and to be prepared for High School and a full and successful life thereafter.
We have originally used the British National Curriculum, Numeracy and Literacy Strategies as a foundation for the benchmarking of these subject areas and have now drawn parallel lines to the local South African Curriculum in order to ensure that our pupils receive an education that is relevant and in line with the best practice in the country, based on the PYP Scope and Sequence.
The Learner Profile is the thread that consistently weaves its way through our daily teaching and the children use and understand the terminology and concepts, using this knowledge to self evaluate and to set goals for themselves along with learning and planning strategies to make these happen. The children play an active role in the reporting on their progress and are encouraged to give positive critical criticism and feedback to their peers and teacher in order to help all the individuals in the class to have a balance view of their work and behaviour.
We have found that our curriculum and style of learning encourages and results in the child taking responsibility for their learning and personal growth and as a result have seen more focused and diligent children, enjoying their learning experience and making the most of their talents and potential to become Internationally minded people who will go out and help to make the world we live in a better place.
IB World School
The International School of Hout Bay is an authorised IB World School. This authorisation was achieved in November 2009.
Are our teachers trained to teach the programme?
Teachers receive training before and after a school become authorized to teach the programme.
Before a school becomes authorized to teach the programme, the principal, coordinator and teachers involved are required to undergo training; either by attending IB workshops or by participating in school-based training organized by the IB.
Our staff has regular training workshops run by the PYP Coordinator and have had in house training by qualified IB trainers. The staff has risen to the challenge of the PYP, and totally believes in its principles and methodology.
What is the Primary Years Programme (PYP)?
It is a transdisciplinary programme of international education designed to foster the development of the whole child.
The International Baccalaureate Primary Years Programme (PYP) is designed for students aged 3 to 12. It focuses on the total growth of the developing child, touching hearts as well as minds and encompassing social, physical, emotional and cultural needs in addition to academic development.
The PYP draws on research and best practice from a range of national systems with a wealth of knowledge and experience from international schools to create a relevant, engaging, challenging and significant educational framework for all children.
The PYP is one of three programmes offered by the International Baccalaureate (IB).
Curriculum model
The curriculum is expressed in three interrelated ways:
• the written curriculum—what do we want to learn?
• the taught curriculum—how best will we learn?
• the learned curriculum—how will we know what we have learned?
What is the curriculum framework?
The curriculum framework consists of five essential elements: concepts, knowledge, skills, attitude and action. The knowledge component is developed through inquiries into six transdisciplinary themes of global significance, supported and balanced by six subject areas.
At the heart of the programme’s philosophy is a commitment to structured, purposeful inquiry as the leading vehicle for learning.
Six transdisciplinary themes.
Six transdisciplinary themes of global significance provide the framework for exploration and study:
• who we are
• where we are in place and time
• how we express ourselves
• how the world works
• how we organize ourselves
• sharing the planet.
Teachers are guided by these six transdisciplinary themes as they design units of inquiry that both transcend and articulate conventional subject boundaries.
The programme can be illustrated by six transdisciplinary themes surrounding six subject areas:
• language
• social studies
• mathematics
• arts
• science and technology
• personal, social and physical education.
The themes and subject areas outlined above form the knowledge element of the programme.
Five essential elements
The five essential elements listed above are incorporated into this framework, so that students are given the opportunity to:
• gain knowledge that is relevant and of global significance
• develop an understanding of concepts, allowing connections in their learning
• acquire transdisciplinary and disciplinary skills
• develop attitudes that will lead to international-mindedness
• take action as a consequence of their learning.
How are students assessed?
Teachers assess students by selecting or designing methods of assessment appropriate to the learning outcomes they intend to capture.
Teachers also take into account the diverse, complicated and sophisticated ways that individual students use to develop and demonstrate their understanding.
The prime objective of assessing students’ learning and performance is to give feedback to:
• students—to encourage the start of lifelong learning
• teachers—to support their reflection on what to teach and how to teach it
• parents—to highlight their child’s learning and development.