Introduction

The Primary Years Programme (PYP) focuses on the heart as well as the mind and addresses social, physical, emotional and cultural needs as well as academic ones. At the heart of the PYP is a commitment to structured inquiry as a vehicle for learning. Six organizing themes help teachers and children explore knowledge in the broadest sense of the word. Teachers and students use key questions that are concept based to structure the units of inquiry. They acquire and apply transdisciplinary skills while developing an understanding of these important concepts. The development of explicit attitudes and the expectation of socially responsible behavior are also essential elements of the program.

 

 

Developing the International Student

The cornerstone of the Primary Years Programme (PYP) is the Program’s Student Profile. These are the ten most important attributes of an international person and answer the question, What do we want the children to learn? At ISPS we want the students to learn to become inquirers, thinkers, communicators, risk-takers, knowledgeable, principled, caring, open-minded, well-balanced and reflective. The objective of our curriculum is the Student Profile. In the classroom the teachers model these attributes and intertwine the learning and fostering of ways to develop these characteristics in all areas, using a variety of strategies. The profile helps teachers and students establish goals, plan units of inquiry, and assess performance. While we strive to develop the international student as part of implementing the PYP, this does not mean that we have to study other nationalities and cultures to develop the profile. Wherever we are in the world and whatever we are learning, the characteristics of the student profile define us as the international person according to the International Baccalaureate Organization Primary Years Program.

The Five Essential Elements

At the center of the PYP curriculum are five essential elements: knowledge, concepts, skills, attitudes, and action. The aim of the program is to help students acquire a holistic understanding of six main themes.  The PYP assists students in becoming aware of and sensitive to the experiences of others. This creates a profile of the PYP student, which helps teachers and students to establish goals, plan units of inquiry, and assess performance.

The Learner Profile

IB learners strive to be:

Inquirers: They develop their natural curiosity has been nurtured. They have acquired the skills necessary to conduct purposeful, constructive research. They actively enjoy learning and their love of learning will be sustained throughout their lives.
*  asks a variety of good questions
*  does not give up easily
*  refers to other sources of information
*  seeks out new knowledge independently

Thinkers: They exercise initiative in applying thinking skills critically and creatively to make sound decisions and to solve complex problems.
*  links what they know with something new
*  builds on other people’s ideas
*  makes connections between new concepts
*  demonstrates original thinking

Communicators: They receive and express ideas and information confidently in more than one language, including the language of mathematical symbols.
*  follows directions
*  uses knowledge to solve problems
*  values knowledge

Risk takers: They approach unfamiliar situations without anxiety and have the confidence and independence of spirit to explore new roles, ideas and strategies. They are courageous and articulate in defending those things in which they believe.
*  is willing to make mistakes and try new things
*  tries to do things in unfamiliar ways
*  uses good judgment and act on their own initiative

Knowledgeable: They have spent time in school exploring themes which have global relevance and importance. In doing so, they have acquired a critical mass of significant knowledge
*  Explores themes of global significance
*  Seeks multicultural perspectives
*  Constructs meaning in different disciplines through active research/inquiry.

Principled: They have a sound grasp of the principles of moral reasoning. They have integrity, honesty and a sense of fairness and justice.
*  shows honesty
*  makes good decisions
*  accepts responsibility for their actions and views
*  stands up for what they know is right

Caring: They show sensitivity towards the needs and feelings of others. They have a sense of personal commitment to action and service.
*  is thoughtful
*  shows empathy towards other people and situations
*  is helpful towards others

Open-minded: They respect the views, values and traditions of other individuals and cultures, and they are accustomed to seeking and considering a range of points of view.
*  listens to other peoples thoughts and ideas
*  accepts more than one

Well-balanced: They understand the importance of physical and mental balance and personal well-being. 
*  learns about the importance of good health
*  uses time wisely and develop organizational skills
*  shows awareness of emotions and shows control of them
*  demonstrates good hygiene, eating habits and appears well rested

Reflective: They give thoughtful consideration to their own learning and analyze their personal strengths and weaknesses in a constructive manner.
*  thinks about what they do and say
*  thinks about what they are learning
*  learns from past mistakes
*  is aware of the effect of their actions and words on others

The Six Organizing Themes

*Who we are
An exploration of the nature of the self; of our beliefs and values; of personal, physical, mental, social and spiritual health; of our families, friends, communities and cultures; of our rights and responsibilities; of what it means to be human.

* Where we are in place and time
An exploration of our orientation in place and time; of our personal histories; of history and geography from local and global perspectives; of our homes and journeys; of the discoveries, explorations and migrations of humankind; of the contributions of individuals and civilizations. 

* How we express ourselves
An exploration of the ways in which we discover and express our nature, ideas, feelings, beliefs and values through language and the arts.

* How the world works
An exploration of the physical and material world; of natural and human-made phenomena; of the world of science and technology.

* How we organize ourselves
An exploration of human systems and communities; of the world of work, its nature and its value; of employment and unemployment and their impact.

* How we share the planet
An exploration of our rights and responsibilities as we try to share finite resources with other people, with other living things; of communities and of the relationships within and between them.

The Disciplines:

Languages

 

Fosters a love of language.  Language skills are essential for communication and self-expression, and the skills of reading, writing, listening and speaking are not treated as separate subjects.  They are recognized as interdependent parts of a whole and are developed in an integrated manner, both with each other and the rest of the curriculum.

 

Math

 

Students develop the skills necessary for problem solving with computation being one of the critical tools. Creative thinking skills are also developed as students learn to choose and apply appropriate rules, facts and procedures.  Math is also applied to other areas of the curriculum (language arts, music, physical education etc.). Students are given the opportunity to discuss their thinking, explain their reasoning in math journals and ask questions. In addition, students in grades 2-5 work on the Accelerated Math Program.

The mathematics expectations are organized into five strands:

Number Sense

Patterning and Algebra

Geometry

Measurement

Making Sense of Data

Social Studies

The social studies curriculum allows students to engage in real world activities through themes. They develop skills in decision making, in problem solving,  and in critical thinking, which are necessary in their daily lives.  This course of study helps to prepare students to become confident, knowledgeable individuals.

Science

At the core of the science curriculum is inquiry.  In the process of inquiry the students are led to observe, recognize and define problems, investigate, report and communicate their findings, analyze and draw conclusions from their results. Science is integrated with other subject areas. The students of Grades 4 and 5 take part in a community project where science, mathematics, language and technology are integrated.  Grade 4 students’ project involves growing and reproducing earth worms for Wildlife Orphanage and Rehabilitation Centre (WORC).  This registered non-profit organization assists local wildlife of Trinidad and Tobago. Grade 5 students have the opportunity to take part in the Roots and Shoots program that is affiliated with the Jane Goodall Institute.  Each year the students develop enrichment activities for the animals at the Emperor Valley Zoo.

SPECIALIST SUBJECTS

Art

The art program involves the student in learning about two and three-dimensional art forms.  The lessons, appropriate for the students' intellectual and physical maturity, expose the child to the basic elements of design as well as providing opportunities for creativity, original thinking and expression.  Good craftsmanship, doing one's best and completing the task at hand is always encouraged.

Exposure to art history and appreciation adds to the student's knowledge, expands his vision and increases his understanding of aesthetics across national and cultural boundaries.

Children's work is exhibited around the school.

Computer Technology

The Elementary School computer labs serve two objectives. The first is to enhance learning in all areas of the curriculum and to this end students use a variety of software to reinforce basic core skills in mathematics language Arts, science and social studies.

The second objective is to enable students to acquire and maintain a variety of computer skills.  These skills are introduced and reinforced through project-based learning. There are opportunities for students to publish their written work, analyze data, create newsletters and put multimedia presentations together incorporating content from their classrooms.

The multimedia computer lab has E-mail and Internet facilities that connect us to the World Wide Web.  We encourage any interested member of our educational community to visit our Technology Department to see first-hand, the exciting applications of technology in our educational program.  We are proud of our advancements and the school's commitment to preparing our international students to be successful in an information-rich future.

Library/Media

The Library/Media Center is used to teach students the skills necessary for information retrieval, adaptation and synthesis. Library skills are taught to give pupils the tools needed to locate, organize and use information. Lessons for Pre-Kindergarten through Grade 5 teach the basics of library usage; book care, behavior, location of materials, listening skills and literature appreciation. Students learn how to find their way through a book and understanding its parts and their uses. They are taught the differences between fiction and nonfiction, the Encyclopedia, the use of other reference materials, and the classification under which non-fiction are placed on the shelf.  Each grade level is allowed to check out several books based on the theme of study, and books for general enjoyment.  Grades 4 & 5 students are taught Bibliographic and Research skills.

The Library offers instruction to Kindergarten through grades three for one period per week. Browsing is included during the class lesson time and children are allowed to take out books and return them the following week. Students may also visit the library any time during the day to select an Accelerated Reading book of their choice. The library staff assists students with the selection of appropriate reading level books.  Grades four and five have an open door policy. Students may use the library for reading, research and study any time during the day. The library fully supports the Elementary Accelerated Reading Program through; the purchase of books at all reading levels, in both fiction and non-fiction, the purchase of AR tests for many of the titles, displays of new AR books, assisting students with selection of appropriate AR books, and assisting students with AR testing in the library. The AR Quiz/testing Program is set up on all the library computers for student/teacher convenience. AR lists of books is on the website.

There is an online catalogue, automated circulation,   CD-ROM databases and Internet workstations with subscriptions to online database resources to access information. Students may check out materials for one or two weeks depending on grade level, with the privilege of renewal if necessary. Overdue books must be returned before more books are checked out. Please help your child to remember to return library materials in a timely manner. Lost or damaged books must be paid for according to the cost of repair or replacement. Parents are encouraged to use the library with their children after school, and have lending privileges of their own. Please stop at the circulation desk any day to register as a library patron. Our library hours are Monday – Friday, 7:30 am to 4:00 pm.

Music

Music at the Elementary School is an important part of the total educational experience of the child.  Children participate in singing, listening, improvising, moving to music and playing pitched and unpitched instruments.  As children actively participate in these musical activities, they develop their innate creativity as well as discover the world of music that surrounds them. As students progress, they establish music reading skills that enable them to singing in unison and in two parts, along with playing instrumental melodies and playing accompaniments.  The recorder is incorporated throughout the Elementary School music experience. In addition, at the upper levels of the Elementary School, students have the opportunity to participate in the Elementary School choir, playing the keyboard, guitar, strings and steel pan.  Students will develop awareness and appreciation of music from a range of times, places and culture. They will have opportunities for practice, and consistent exposure to music in order to produce mastery and lifelong appreciation. A string program and steel pan are also offered as an after-school activity for those committed to this type of instrument.

School Instruments: School instruments are available to students who attend the strings music program. Students are responsible for the maintenance of his/her instrument.  In the event the instrument is damage, lost or requires repair, parents are expected to cover the cost of repair or replacement.  All instruments are to be returned to the School during the holiday periods (Easter/Summer)

Physical Education

The goal of the Physical Education program is to allow children to view themselves as fit, skillful and joyful participants who are not limited to their own cultural activities. The Physical Education program is designed to be holistic in that it will enable students to develop physical, intellectual, social and emotional abilities. The approach is also sequential. Objectives have been placed on a continuum in three areas of skill, knowledge, and affective behavior.

Within each of these domains, skills are identified for each grade level and grouped into three areas: physical fitness and conditioning, sports and games and rhythmic activities from different countries.

The Kindergarten curriculum also includes an introduction to games and play skills as described in lead-up games to various sports and in cooperative games and activities.  As an integral part of the physical education program, elementary students attend swimming classes for an eight-week period after the Christmas break, where they learn various strokes and water safety.

Physical Education Uniform

Students may wear their PE uniform to school on those particular days that they attend PE and swimming.

Spanish

The main goal of the Spanish as a second language program through the Elementary School is to develop a functional use of the language, which will enable students to communicate and interact in Spanish.  The functional use of the grammar is our short-term goal, which is achieved by the children through a hands-on approach and direct contact with the world.

The program integrates other subject areas such as music, math and technology.  Games and other activities are incorporated.  This method enables the children to develop an interest and therefore, learn the language as a parallel world of activities to their everyday routine.

The Five Essential Elements

To achieve a balance in learning, the PYP emphasizes the five parts of the written curriculum which are called the Essential Elements of the curriculum. These five elements are concepts, knowledge, skills, attitudes and action.

Concepts

The PYP has constructed a set of eight concepts which answer the question What do we want the students to learn? Questions in each unit of inquiry can fit into one of these concepts:

• Form
• Function
• Causation
• Change
• Connection
• Perspective
• Responsibility
• Reflection

Knowledge

What do we want the children to know? In answering this question, the program of inquiry is organized into six themed units under seven disciplines. The following provides the framework for the content of the program:

The Program Of Inquiry:

*Who we are
An inquiry into the nature of the self; beliefs and values; of personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; rights and responsibilities; what it means to be human.

*Where we are in place and time
An inquiry into our orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.

*How we express ourselves
An inquiry into the ways in which we discover and express our nature, ideas, feelings, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

*How the world works
An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies: how humans use their understanding of scientific principles: the impact of scientific and technological advances on society and on the environment.

*How we organize ourselves
An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.

*How we share the planet

An inquiry into rights and responsibilities in the struggle to share finite resources with other people, with other living things;  communities and  the relationships within and between them; access to equal opportunities; peace and conflict resolution.

 

*Skills

What do we want the students to be able to do is addressed in the element of learning skills within the units of inquiry. The construction of meaning and, therefore, understanding is complemented by the students’ acquiring and applying a range of skills.  

Transdisciplinary Skills

• Social skills
• Thinking skills
• Research skills
• Communication skills
• Self-management skills

Attitudes Count:

ATTITUDES COUNT! As part of the PYP we focus on the development of positive attitudes towards people, towards the environment and towards learning. At Mays Magnet, the Attitudes are addressed explicitly throughout every aspect of our curriculum.

Attitudes:

• Appreciation
• Commitment
• Confidence
• Cooperation
• Creativity
• Curiosity
• Empathy
• Enthusiasm
• Independence
• Integrity
• Respect
• Tolerance

 

Action

 

How do we want the students to act is answered in the action component of the essential elements. The International Student is challenged to choose his or her action based on the learning. This is a never ending cycle with includes choice, action and reflection.

• CHOOSE
• ACT
• REFLECT

For More Information On PYP Click The IB Logo To Visit The Website

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