Subject Areas
Students in grades K-5 receive instruction in the following areas:
Language (English - Primary, Spanish - Secondary)
Language is fundamental to learning and permeates the entire Primary Years Programme (PYP). By learning language as well as learning about and through language, we nurture an appreciation of the richness of language and a love of literature. Major language expectations considered essential in the PYP are arranged into three main strands: oral communication, written communication, and visual communication. These communication strands are organized into sub-strands which include listening, speaking, reading, writing, viewing and presenting. Each of the sub-strands is addressed separately, although in practice they are interactive and interrelated elements of the programme.
Mathematics
Expectations in Mathematics considered essential in the Primary Years Programme (PYP) are arranged in five interwoven strands of knowledge. In number, and pattern and function, students inquire into our number system and its operations, patterns and functions. This is where students become fluent users of the language of arithmetic, as they learn to understand its meanings, symbols and conventions. The remaining strands, data handling, measurement, and shape and space, are the areas of mathematics that other disciplines use to research, describe, represent and understand aspects of their domain. Mathematics in the PYP provides the models, systems and processes for handling data, making and comparing measurements, and solving spatial problems.
Science & Technology
The science and technology domain of the PYP encompasses science and its applications. Major expectations in science are arranged into four main strands: living things, earth and space, materials and matter, and forces and energy. In living things, students inquire into issues related to themselves and their environment, while in earth and space, students extend their inquiry to include the study of planet earth and its relationship to the universe. The remaining strands, material and matter, and forces and energy, focus on the study of the origins, properties and uses of solids, liquids, gases and energy sources. The science and
technology curriculum provides the experiences for making accurate observations, handling tools, recording and comparing data, and formulating explanations using their own scientific experiences and those of others. Students will gain experience in testing their own assumptions and thinking critically about the perspectives of others in order to further develop their own ideas.
Social Studies
Social Studies content in the IB PYP is arranged into three main strands: history, geography, and society.
History is the study of what we think is important about the human past. Through it, we develop an
understanding of the past, its influences on the present and its implications for the future. Geography
considers the relationship between people and their environment, both natural and built. Through it, we
develop a sense of place and an understanding of human interaction with the Earth’s surface and
resources. Society is the study of people and their relationships in society. Through it, we develop an
understanding of the ways in which individuals, groups and societies interact with each other and how
their values shape our social systems. It incorporates the disciplines of anthropology, economics,
ethics, politics, psychology and sociology.
Arts
The arts are important areas of learning in the Primary Years Programme (PYP). Students will learn
the disciplines of visual arts, music and drama, as well as learning about the arts (the skills and
processes involved) and through the arts (artists, perspectives, themes and ideas using the arts). In all
areas of learning, the PYP teacher values imagination, creativity and original thinking. This may be
especially evident through the arts. The creative disciplines of visual arts, music and drama are closely
connected to each other, as well as having strong links to other disciplines. The creative process is
seen as a driving force in learning through inquiry.
Physical Education
Major expectations in Physical Education are arranged into seven strands: body control and spatial awareness, adventure challenge, athletics, movement to music, games, gymnastics and health-related activities. Through PE, students are learning the “language” of physical movement, exploring the skills
associated with different strands of PE. They learn to understand what they can and cannot do physically and become aware of their own strengths and weaknesses in this discipline. Physical activity is an essential aspect of a well-balanced, healthy lifestyle and learning through PE helps to build self-esteem, confidence, cooperation and fitness.
Personal & Social Education
Content in this area is arranged into four main strands: self-concept, health and safety, interaction with others, and organization for learning. In self-concept, students develop an awareness of their feelings, beliefs and behaviour. They learn to recognize their own strengths and weaknesses. In health and safety, positive lifestyle choices to promote and maintain health are encouraged, and the development of safe behaviour practices at home, school and in the community are considered. In interaction with others, social norms and values are considered, including strategies for the management of conflict, as well as the study and tolerance of cultural, racial, and religious similarities and differences. In organization for learning,
strategies and choices in relation to becoming a successful learner are developed.
Leadership
Our leadership program will focus on four specific areas from Kindergarten to 12th grade. These four areas are (a) developing knowledge of self and others, (b) defining leadership, (c) developing leadership skills and practices, and (d) practicing leadership through service.
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