Curriculum

The IB Primary Years Programme, for students aged 3 to 12, focuses on the development of the whole child as an inquirer, both in the classroom and in the world outside.

The written curriculum The most significant and distinctive feature of the IB Primary Years Programme is the six transdisciplinary themes.

These themes are about issues that have meaning for, and are important to, all of us. The programme offers a balance between learning about or through the subject areas, and learning beyond them. The six themes of global significance create a transdisciplinary framework that allows students to "step up" beyond the confines of learning within subject areas.

The Taught Curriculum

The six transdisciplinary themes help teachers to develop a programme of inquiries–in-depth investigations into important ideas, identified by the teachers, and requiring a high level of involvement on the part of the students. These inquiries are substantial, in-depth and usually last for several weeks.

Curriculum framework

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.
SIS Teachers are guided by these six transdisciplinary themes as they design units of inquiry that both transcend and articulate conventional subject boundaries.

Five essential elements

The five essential elements—concepts, knowledge, skills, attitudes, action—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, which allows them to make connections throughout their learning
  • acquire transdisciplinary and disciplinary skills
  • develop attitudes that will lead to international-mindedness
  • develop attitudes that will lead to international-mindedness

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 assessed curriculum—how will we know what we have learned?

The assessed curriculum

Assessment is an important part of each unit of inquiry as it both enhances learning and provides opportunities for students to reflect on what they know, understand and can do. The teacher's feedback to the students provides the guidance, the tools and the incentive for them to become more competent, more skillful and better at understanding how to learn.

Subjects offered

Subjects offered

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

MATH

It is important that learners acquire mathematical understanding by constructing their own meaning through ever-increasing levels of abstraction, starting with exploring their own personal experiences, understandings and knowledge. Additionally, it is fundamental to the philosophy of the PYP that, since it is to be used in real-life situations, mathematics needs to be taught in relevant, realistic contexts, rather than by attempting to impart a fixed body of knowledge directly to students.

LANGUAGE ARTS (LA)

Structured, purposeful inquiry is the main approach to teaching and learning language in the PYP. However, it is recognized that many educational innovations (or, more accurately, educational reworkings) suffer from the advocacy of a narrow, exclusive approach. The PYP represents an approach to teaching that is broad and inclusive in that it provides a context within which a wide variety of teaching strategies and styles can be accommodated, provided that they are driven by a spirit of inquiry and a clear sense of purpose.

SECOND LANGUAGE - HINDI / FRENCH / ESL

FRENCH -

Knowing a Foreign Language is the requirement of today's world. In the International scenario, getting an opportunity to learn it at an early age is the most advantageous aspect for the students.

The main goal of this course is to introduce students to the French Language and culture with a communicative approach. Students will be able to use it effectively, in 3 main strands of the language i.e. Reading, Writing and Speaking. These strands are further extended into various sub strands as listening, viewing and presenting.

In order to include all the above strands, a trans – disciplinary approach is followed, wherein the language is integrated into all areas of the curriculum. This enriches student's personal knowledge with different perspectives and helps grow in today's global world.

HINDI -

The objectives of the course are not only to make students familiar with the language but also make the language integral part of their learning process. So, as students will be able to express themselves in the language, (and Hindi being the native language of India, it is really of a great importance) they will also be able to use it as their learning medium

ESL –

The ESL (English as a Second Language) Department supports the needs of non-native students who have limited skills in English

PHYSICAL EDUCATION (PE) -

Physical education is a part of the total educational program that contributes, through movement experiences, to the total growth and development of all children. Participation in physical education provides opportunities for self-expression, physical fitness and social interaction

MUSIC -

Music is so much part of everyday life that we never question its nature and purpose and existence in our life. As a universal part of all cultures, music exists in a great many forms, for a great many purposes and at many levels of complexity. It involves humans, both in making music and listening to music. Most importantly, music is an art that includes many concepts and techniques and uses them to inspire, imagine, invent and to express feeling. These are the features of listening and responding, performing and composing.

ICT -

The effective integration of ICT enhances the learner's opportunity to connect globally and to explore different perspectives in order to understand evolving cultural and social norms. The following list of ICT skills provides the whole school community with a structure for using ICT as a tool for learning. It has been designed in recognition of the fact that learning is a series of feedback loops involving the individual, the group and the local or global environment. All teachers working with PYP students will find that the ICT skills will be relevant to the transdisciplinary programme of inquiry as well as to subject-specific inquiries.

ICT includes a variety of approaches to help connect learners within both the local and global community in order to empower learning. Learners' awareness, use and appreciation of different ICT knowledge, skills and platforms should be developed. Furthermore, students should be encouraged to recognize that competency in ICT is a valuable life skill.

The following six ICT skills are relevant to all learners: investigating, creating, communicating, collaborating, organizing and becoming responsible digital citizens. Each skill is transdisciplinary and will support learning both within the transdisciplinary programme of inquiry and within the subject areas. These skills interact with each other to support the development of learners. Therefore, teachers should consider these skills when planning for teaching and should look for evidence of them in student learning.

VISUAL ARTS -

The visual arts scope and sequence framework identifies the major expectations considered essential in the PYP. These expectations are arranged into four strands: creative processes, elements of art and design, visual arts in society and reflection and appreciation. Each of the strands is addressed separately, although in practice they are interactive and interrelated elements.

DRAMA -

Drama, as a discipline includes the development of creative skills, verbal and non-verbal expressions with technical incorporations. It also emphasises the importance of working individually and as a member of an ensemble. It is a powerful way of communication and also helps to understand the society.