The International Baccalaureate Programme consists of three programmes: the Diploma Programme (DP), the Middle Years Programme (MYP) and the Primary Years Programme (PYP).

 

The aim of all IB programmes is to develop internationally minded people who, recognising their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

 

The guiding principles of the IB Programmes are that:
 

Students should develop a holistic attitude to knowledge; they should see the subjects they learn as an integrated whole.
 

Students' own cultural experiences and backgrounds, and those of our diverse teaching staff, are a valuable learning resource; we encourage understanding through intercultural awareness.

The ability to express ideas both reflects and deepens understanding; students' communication skills are central to their learning.
 

Primary Years Programme
 

The PYP promotes an international perspective which recognises and welcomes the diversity of student experiences and backgrounds. A PYP school strives towards developing an internationally-minded person who demonstrates the attributes of the IB Learner Profile.

 

The core curriculum is taught by the homeroom teacher while Art, Music, Chinese and Physical Education are taught by single-subject teachers. Information Communication Technology is integrated into all aspects of the curriculum.
 

 

The IB Learner Profile
 

The aim of all IB programmes is to develop internationally minded people who, recognising their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

 

Think International  School  learners, including all staff and parents, strive to be:

Inquirers:  We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others.  We learn with enthusiasm and sustain our love of learning throughout life.

 

Knowledgeable:  We develop and use conceptual understanding, exploring knowledge across a range of disciplines.  We engage with issues and ideas that have local and global significance.

 

Thinkers:  We use critical and creative thinking skills to analyze and take responsible action on complex problems.  We exercise initiative in making reasoned, ethical decisions.

 

Communicators:  We express ourselves confidently and creatively in more than one language and in many ways.  We collaborate effectively, listening to the perspectives of other individuals and groups.

 

Principled:  We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere.  We take responsibility for our actions and their consequences.

 

Open-Minded:  We critically appreciate our own cultures and personal histories, as well as the values and traditions of others.  We seek and evaluate a range of points of view, and we are willing to grow from the experience.

 

Caring:  We show empathy, compassion and respect.  We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

 

Risk-Takers / Courageous:  We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies.  We are resourceful and resilient in the face of challenges and change.

 

Balanced:  We understand the importance of balancing different aspects of our lives – intellectual, physical and emotional – to achieve well-being for ourselves and others.  We recognize our interdependence with other people and with the world in which we live.

 

Reflective:  We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

 

The IB Learner Profile represents 10 attributes valued by IB World Schools.  We believe these attributes, and others like them, can help individuals and groups become responsible members of local, national and global communities. International Baccalaureate Organization 2013

 

WHAT IS THE PYP?
 

The International Baccalaureate? (IB) Primary Years Programme is a curriculum framework designed for students aged 3 to 12.

 

The PYP transdisciplinary framework focuses on the development of the whole child as an inquirer, both at school and beyond.

 

Informed by research into how students learn, how educators teach, and the principles and practice of effective assessment, the programme places a powerful emphasis on inquiry-based learning.

 

HOW THE PYP WORKS
 

The International Baccalaureate? (IB) Primary Years Programme (PYP) is underpinned by six transdisciplinary themes around which learning is planned.

 

These are:

Who We Are

Where We Are In Place and Time

How We Express Ourselves

How the World Works

How We Organise Ourselves

Sharing the Planet

 

These themes are selected for their relevance to the real world. They are described as transdisciplinary because they focus on issues that go across subject areas.

 

The transdisciplinary themes help teachers to develop a programme of inquiry. Teachers work together to develop investigations into important ideas, which require a substantial and high level of involvement on the part of students.

 

BENEFITS OF THE PYP
 

The PYP benefits both learners and educators, and strengthens learning and international mindedness throughout the entire school community.

 

The PYP for Students
 

In the PYP, students learn how to think for themselves and take responsibility for their own learning through an inquiry-led approach.

 

By developing the attributes of the IB learner profile, students also learn how to demonstrate respect for themselves and others, developing international-mindedness by working with others for a shared purpose and taking positive action for change.

 

The PYP for Teachers
 

PYP practitioners are among the most passionate and dedicated educators in the world; supported by transformative professional development experiences that allow them to do the same for students.

 

The PYP for the School Community
 

In the PYP, parents and the wider school community are also considered learners and valued as essential partners in students’ learning