| Primary
Years Programme (PYP) |
The Kindergarten curriculum follows the philosophy and guidelines of
the Primary Years Programme (PYP) of the International Baccalaureate,
which is an inquiry-based approach to learning. The natural curiosity
of young children is stimulated as they take an active role in the educational
process by exploring their environment to make inquiries and discoveries.
Global concepts are explored through units of inquiry which are developmentally
appropriate, significant, challenging and engaging for the children. There
are also opportunities for parents to attend curriculum workshops throughout
the year. Further information about the PYP programme is available in
the Kindergarten office.
In Kindergarten the curriculum is organised into Units of Inquiry which
reflect global concepts. Daily activities are integrated into these units
to make them more meaningful. Units are chosen to be engaging, relevant,
challenging and developmentally appropriate for young children.
| Pre-K |
K1 |
K2 |
Who am I?
Water
Let's Play
Jobs People Do |
Me, My Family and Friends
The K1 Garden
We are Storytellers
things Matter |
Our School Community
We are the World
Toys in Time
Sensational Senses
Animal Parade
Creative Connections |
Learning Centres are one of the most effective ways to facilitate discovery
learning in young children. A Learning Centre is an area in the classroom
with a hands-on activity or materials designed to teach a specific skill
or concept. Children visit the centres individually or in small groups
to complete the activity.
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
based 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, expressive and imaginative in their thinking and
in their approach to problems and dilemmas through their day-to-day
experiences |
| Curiosity |
being curious about the nature of learning and of the world, its
people and cultures |
| Empathy |
imaginatively projecting themselves into another’s situation,
in order to understand his/her thoughts, reasoning and emotions |
| Enthusiasm |
enjoying learning |
| Independence |
thinking and acting independently, making their own judgements |
| Integrity |
having a firm sense of fairness and honesty |
| Respect |
respecting themselves, others and the world around them |
| Tolerance |
feeling sensitivity towards differences and diversity in the world
and being responsive to the needs of others |
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 doing so, 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. |
