The IB-PYP curriculum takes your child on an exciting voyage to a whole new world! It enables them to experience personal growth as they begin to model their skills, attitude, and profile that we want the students to develop. They will be on the road to becoming a World Citizen. Through its inquiry-led, transdisciplinary framework, it challenges students to think for themselves and take responsibility for their learning as they explore local and global issues and opportunities in real-life context
Program of Inquiry
The Program of Inquiry shows all the Units of Inquiry that each year level will cover during the year. It is designed to enable teachers to guide students through the five essential elements of learning:
In the PYP, students learn about significant concepts through units of inquiry. The six transdisciplinary themes that guide units of inquiry and compose a year of study are:
• 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 interweave subject areas such as mathematics, language arts, science and social studies. This approach encourages students to make their own connections between what they learn in core subject areas and how it relates to the world around them.
The school outlines its specific knowledge content and academic curriculum, guided by the following five essential elements:
• The knowledge content is organized under the transdisciplinary themes. Each school decides which specific topics to study under each theme.
• The learning skills aim to help students become independent, well-functioning, self-motivated learners. •
• The learning attitudes aim to develop a lifelong love of learning and nurture a child’s curiosity and confidence.
• The action component emphasizes the need to connect the student with his or her own potential and responsibility for using what was learned.
• The rigorous guidelines for classroom practices to match the educational philosophy and values of the IB are communicated through professional development and a school’s internal reflection process.
All PYP teachers receive professional development in IB’s approaches to teaching and approaches to learning from certified IB workshop leaders. This is a requirement for IB World Schools implementing the PYP.
The IB is committed to making sure that students in IB programs meet and exceed local or national standards. With the implementation of any IB program, schools are required to examine their curriculum carefully to ensure that there is alignment with local, state or national standards.
• IB World Schools (the only schools authorized to offer IB programs) are subject to a strict accreditation process monitored by the IB, ensuring that schools provide a high-quality education.
• IB teaching methods and curriculums are research-based and draw from the best educational practices from systems around the world.
• IB teachers are required to participate in many professional development opportunities to continually promote their awareness of current educational practices and new thinking.
• IB students develop a sense of the world around them and their responsibility to it. (See “What is an IB Education?”)
• IB programs are recognized internationally and ease the educational transitions of mobile students so that their education is not adversely affected if their families relocate.
The IB program is application-based and is highly practical. IB has a much broader learning spectrum that focusses on all-round development.
The pedagogy in an IB program is not about ‘what to learn’, but ‘how to learn’. The examinations conducted under IB test a students’ knowledge and not their speed or memory. Also, there are no externally evaluated examinations till the Middle Years Program.
The IB has received recognition of the IB Diploma (11 and 12) by the Association of Indian Universities since 1983, and IB courses in 2016 which is applicable to all universities in India. The number of students completing the IB and applying to higher education institutes in India has grown substantially in the past few years.
The IB places great value on external validation of its program, curriculums and professional development. A recent Global International Schools’ Assessment study found that PYP students outperformed non-IB students in mathematics, reading and writing. Additional studies on program impact, quality assurance, program development and assessment research are available at www.ibo.org/research
The PYP is designed for students aged 3–12 (preschool and primary grades).
• Attend school meetings and events
• Speak with your school’s PYP coordinator
• Speak with your child’s PYP classroom teacher
The IB curriculum equips students with the tools needed to succeed in higher education, such as self-confidence, preparedness, research skills, organizational skills and being actively engaged in self learning.
Yes, regular reinforcement, research-based, interesting homework will be given to the students.
There are no IB examinations in the PYP. All student assessment is organized and conducted by the teachers in the school.
For more information, please contact school’s IB Primary Years Program Coordinator or admissions department.
Assessment in the Primary Years Programme is developed by the classroom teacher, rather than by the IB. The IB encourages schools to employ a wide range of assessment strategies that are both formative and summative. Any standardized tests required by local or national authorities may form a part of the PYP school’s assessment strategy.
The IB views assessment as needing to be authentic, essential, rich, engaging and feasible, and incorporates students in the evaluative process. Formative assessment is interwoven within the daily learning and helps teachers and students find out what they already know in order to plan the next stage of learning. Formative assessment and teaching are directly linked; neither can function effectively or purposefully without the other. Summative assessment takes place at the end of the teaching and learning process and gives students the opportunity to demonstrate what has been learned. The IB provides guidance on appropriate assessment in the PYP Assessment Handbook.
Three language policies as prescribed by the State Government will be followed for PYP.
The school will suggest reference books for the students. The library will be stocked with sufficient books for PYP.
The PYP is designed for students aged 3–12 (preschool and primary grades) ie until grade 6. After PYP the student may opt for either the IGCSE curriculum or the CBSE program from grade 7 onwards.
IGCSE will be offered at Harvest in grade 7 checkpoints.