The IB Primary Years Programme at NISC

INTRODUCTION
The Elementary Curriculum (from EC to Grade Six) at NISC is structured around the IB Primary Years Programme (PYP), which is an international, transdisciplinary programme that fosters the development of the whole child. The PYP encourages a collaborative approach to teaching and learning, allowing educators to design learning experiences, lessons and programmes to meet children's individual academic, social, physical, emotional and cultural needs. These learning experiences transcend the classroom and engage students within communities of a local, national and global context. The PYP emphasizes a student-centered approach to learning, thus making it responsive to the needs of all students regardless of ability, nationality or educational background. Download a grade summary here: (PDF) Early Years  K/1  G2  G3  G4  G5  G6

 
INQUIRY BASED
PYP learning is inquiry-based. In the inquiry-based classroom there is increased emphasis on real life situations, decision-making, problem solving, research and action. Students are actively:
• exploring, wondering and questioning
• experimenting and playing with possibilities
• researching and seeking information
• collecting data and reporting findings
• clarifying existing ideas and reappraising events
• deepening understanding through the application of a concept or rule
• making and testing theories
• making predictions and acting purposefully to see what happens
• elaborating on solutions to problems.

UNITS OF INQUIRY
Throughout the year, students explore engaging, relevant, challenging and significant Units of Inquiry. These units inquire into six transdisciplinary themes

• 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

Units of Inquiry are developed as a focal point for transdisciplinary integration to occur across traditional subject areas (Social Studies, Science, Language, Mathematics, Personal Social and Physical Education, The Arts). Students acquire and apply transdisciplinary skills (skills that are embedded within all disciplines- social, thinking, communication, research, self management skills) as well as explicit attitudes and the expectation of socially responsible behaviour.
At NISC, specialist teachers strive to emphasize meaningful links to the classroom Units of Inquiry in Art, Performing Arts, Physical Education and Foreign Languages. It is also recognized that these areas are significant disciplines in their own right, and that when connections to the classroom units of inquiry aren’t possible, students will conduct inquiries in these subjects. As Information technology and literacy supports all units of inquiry, the librarian and ICT teacher work alongside teachers and students to develop information literacy skills.
The depth of our Programme of Inquiry (POI) will continue to evolve in terms of transdisciplinary integration and the authentic assessment for learning. The POI aims to provide students with increasing opportunities to take meaningful action in the world around them, now and in the future.

IB LEARNER PROFILE
At the heart of the IBPYP is the learner profile that defines student learning and encompasses the aims of the curriculum. The learner profile represents the qualities of internationalism and is a series of desired attributes and dispositions that characterize successful international students. These globally minded students are:
Inquirers, Knowledgeable, Thinkers, Communicators, Principled, Open-Minded, Caring, Risk-Takers, Balanced, Reflective

CURRICULUM FRAMEWORK

The PYP prescribes a curriculum framework of essential elements which includes:

• Knowledge
• Concepts
• Skills
• Attitudes
• Action

These essential elements form the basis for constructing the curriculum at NISC.