The Primary Years Programme (PYP) provides a curriculum framework which
strives to develop a truly international person, one who can confidently
approach the challenges of living and working in a constantly evolving,
exciting but complex world.
To better meet the needs of the international schools students, the curriculum
framework provides a transdisciplinary approach to learning. Rather than
designing a fixed syllabus, the PYP has identified themes, or areas of
knowledge, which have been seen as having significance for all students.
The six broad Transdiciplinary Themes address the fields of knowledge which
form the traditional disciplines, but presents them in a way which transcends
those disciplines. These Transdiciplinary Themes are re-visited throughout the
students' years of schooling to become an articulated curriculum content
from pre-kindergarten to secondary school.
within each of the six Transdiciplinary Themes, units of inquiry are identified
at each grade level and form the basis of the classroom instructional
program. Each unit embodies a concept-driven curriculum where students
learn best through a structured, purposeful inquiry. OFS have adopted
this approach as research has shown that this is the most powerful vehicle
available for real learning to occur.
| Programme
of Inquiry (POI) |
The 2006-2007 Programme of Inquiry (POI)
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The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.
Inquirers
They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.
Knowledgeable
They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.
thinkers
They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions
Communicators
They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.
Principled
They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.
Open-minded
They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.
Caring
They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.
Risk-takers
They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.
Balanced
They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.
Reflective
They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.
An important part of educating an international child is the development
of positive attitudes towards people, the environment, and learning. As
a Primary Years Programme school, we believe it is essential to address
attitudes consciously, professionally and explicitly within our curriculum.
Every classroom has the positive attitudes we aim for, displayed. Teachers
recognise these attitudes as they occur in daily routines by children
and adults. Class lessons and activities for the students are planned
on these attitudes.
We want students to develop :
| Appreciation |
appreciating the wonder and beauty of the world and
its people |
| Commitment |
being committed to their learning, persevering and showing self-discipline
and responsibility |
| Confidence |
feeling confident in their ability as learners, having the courage
to take risks, applying what they have learned and making appropriate
decisions and choices |
| Cooperation |
cooperating, collaborating and leading or following as the situation
demands |
| Creativity |
being creative and imaginative in their thinking and
in their approach to problems and dilemmas |
| Curiosity |
being curious about the nature of learning about the world, its
people and cultures |
| Empathy |
imagining themselves in another's situation in order to understand his or her reasoning and emotions, so as to be open-minded and reflective about the perspective of others |
| Enthusiasm |
enjoying learning and willingly putting the effort into the process |
| Independence |
thinking and acting independently, making their own judgments based on reasoned argument, and being able to defend their judgements |
| Integrity |
being honest and demonstrating a considered sense of fairness |
| Respect |
respecting themselves, others and the world around them |
| Tolerance |
being sensitive about differences and diversity in the world
and being responsive to the needs of others |
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