C2:Written Curriculum
C2:Written Curriculum
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Section C2: Written Curriculum
The school’s written curriculum reflects IB philosophy
C 2.1a: The Programme of Inquiry consists of six units of inquiry- one for each transdisciplinary theme- at each year/ grade level, with the exception of students who are 3-5 years, where the requirement is at least four units.
Strategies/Actions:
The school has designed a programme of Inquiry of 6 transdisciplinary units for each theme from G1 to G6 for early years 4 transdisciplinary units at each year/grade level, two of which must be under “Who we are” and “How we express ourselves”. The units are vertically & horizontally aligned & addresses the essential elements of PYP.
When strategy to be achieved by or progress towards: In place
Person/group responsible for achieving the goal: The Head of School, Vice Principal, PYPC, EYC and the team.
C 2.1 b: The school ensures that there is a coherent , horizontally and vertically articulated programme of inquiry.
Strategies/Actions:
The school has designed a Programme of Inquiry that has a horizontal and vertical articulation of the Knowledge, Concepts, Skills, Action and the Learner Profile. The unit planners are a record of the planning and implementation of student learning experiences and assessments that are challenging, engaging, relevant and significant.
When strategy to be achieved by or progress towards: In progress
Person/group responsible for achieving the goal: The Head of School, Vice Principal, PYPC, EYC and the team.
C 2.1 d: There is documented evidence that the curriculum developed addresses the five essential elements of the PYP.
Strategies/Actions:
The POI and the unit planners clearly indicate how Knowledge, Concepts, Skills, Action and the Learner Profile attributes are addressed through students’ learning engagements.
When strategy to be achieved by or progress towards: In place
Person/group responsible for achieving the goal: The Head of School, Vice Principal, PYPC, EYC and the team.
C 2.2: The written curriculum is available to the school community.
Strategies/Actions:
All the teachers have access to the POI and the planners. The POI has been shared on Toddle with the parent community. The POI is displayed in a clearly visible place in the school for the entire school community.
When strategy to be achieved by or progress towards: In place
Person/group responsible for achieving the goal: The Head of School, Vice Principal, PYPC, EYC and the team.
C 2.3: The written curriculum builds on students’ previous learning experiences.
Strategies/Actions:
Prior knowledge/pre-assessment is integral to planning meaningful, relevant, challenging and significant learning experiences for the students and are recorded and updated in the unit planners. The school has developed scope and sequence documents that describe learning expectations in phases acknowledging students varying previous learning experiences.
When strategy to be achieved by or progress towards: In progress
Person/group responsible for achieving the goal: PYPC, EYC and the team.
C 2.4: The written curriculum identifies the knowledge, concepts, skills and attitudes to be developed over time.
Strategies/Actions:
The POI and the unit planners show progression of relevant knowledge, concepts, skills, action and the learner profile attributes that will be developed over the duration of the program.
When strategy to be achieved by or progress towards: In place
Person/group responsible for achieving the goal: The Head of School, Vice Principal, PYPC, EYC and the team.
C 2.4 a: The school has scope and sequence documents that indicate the development of conceptual understanding, knowledge and skills for each PYP subject area.
Strategies/Actions:
The school has developed the scope and sequence documents for language, Maths , science, social, PSPE and the arts. The scope and sequence documents are based on the development of conceptual understanding, knowledge and skills of these subject areas.
When strategy to be achieved by or progress towards: In place
Person/group responsible for achieving the goal: The Head of School, Vice Principal, PYPC, EYC and the team.
Evidences
C 2.4 b: The overall expectations of student achievement in the school’s scope and sequence documents are aligned with those expressed in the PYP scope and sequence documents.
Strategies/Actions:
The scope and sequence documents developed are based on the strands described in the subject areas of language, maths , science, social, PSPE and the arts.
When strategy to be achieved by or progress towards: In place
Person/group responsible for achieving the goal: The Head of School, Vice Principal, PYPC, EYC and the team.
Evidences
C 2.5: The written curriculum allows for meaningful student action in response to students’ own needs and the needs of others.
Strategies/Actions:
The teachers collaboratively plan and design relevant learning experiences and opportunities that allow for meaningful student action.
When strategy to be achieved by or progress towards: In progress
Person/group responsible for achieving the goal: The Head of School, Vice Principal, PYPC, EYC and the team.
C 2.6: The written curriculum incorporates relevant experiences for students.
Strategies/Actions:
All the PYP teachers plan and design learning engagements like field trips, experimentation, guest lectures and different hands-on activities to give authentic learning experiences to the students.
When strategy to be achieved by or progress towards: In progress
Person/group responsible for achieving the goal: The Head of School, Vice Principal, PYPC, EYC and the team.
C 2.6 a: The written curriculum provides opportunities for student learning that is significant, relevant, engaging and challenging.
Strategies/Actions:
The POI clearly outlines the central ideas that are related to concepts that are relevant, significant, engaging and challenging. The PYP teachers plan, design and record learning opportunities for students learning that are significant, relevant, engaging and challenging in the unit planners on Toddle.
When strategy to be achieved by or progress towards: In progress
Person/group responsible for achieving the goal: The Head of School, Vice Principal, PYPC, EYC and the team.
C 2.7: The written curriculum promotes students’ awareness of individual, local, national and world issues.
Strategies/Actions:
The PYP teachers plan and design learning experiences that promote students’ awareness of individual, local, national and world issues and record them in the unit planners on Toddle.
When strategy to be achieved by or progress towards: In progress
Person/group responsible for achieving the goal: The Head of School, Vice Principal, PYPC, EYC and the team.
Evidences
C 2.7 a: The programme of inquiry includes the study of the host or home country, the culture of individual students and the culture of others, including their belief systems.
Strategies/Actions:
The POI includes units that allow the students to study the home country, culture of individual students and the culture of others, including their belief systems. The upcoming unit on How We Express Ourselves includes the study of home country and culture.
When strategy to be achieved by or progress towards: In progress
Person/group responsible for achieving the goal: The Head of School, Vice Principal, PYPC, EYC and the team.
Evidences
C 2.8 The written curriculum provides opportunities for reflection on human commonality, diversity and multiple perspectives.
Strategies/Actions:
The units are planned collaboratively with learning engagements to give students opportunities to reflect on human commonality, diversity and multiple perspectives. All the teachers use the PZ Thinking Routines to elicit multiple perspectives.
When strategy to be achieved by or progress towards: In progress
Person/group responsible for achieving the goal: The Head of School, Vice Principal, PYPC, EYC and the team.
C 2.9: The written curriculum is informed by current IB publications and is reviewed regularly to incorporate developments in the programme(s).
Strategies/Actions:
The unit planners and the POI are based on the current IB publications. Teachers and the leadership team regularly update themselves with the current IB publications, ideas of ongoing assessments, evidencing learning, change of terminology from key concepts to specified concepts are some examples of the same. All the teachers and the PLT are registered in MY IB and have access to PRC.
When strategy to be achieved by or progress towards: In progress
Person/group responsible for achieving the goal: The Head of School, Vice Principal, PYPC, EYC and the team.
C 2.9 a: There is a system for regular review and refinement of the programme of inquiry, individual units of inquiry and the subject-specific scope and sequences.
Strategies/Actions:
All the PYP teachers record their reflection in the unit planners on Toddle. Annually, the curriculum documents are reviewed collaboratively by the whole school.
When strategy to be achieved by or progress towards: In progress
Person/group responsible for achieving the goal: The Head of School, Vice Principal, PYPC, EYC and the team.
Evidences
C 2.10: The written curriculum integrates the policies developed by the school to support the programme(s).
Strategies/Actions:
The Scope and Sequence document is prepared based on the subject strands of LSRW as mentioned in the language policy.
The assessments are also planned based on the policy.
When strategy to be achieved by or progress towards: In progress
Person/group responsible for achieving the goal: The Head of School, Vice Principal, PYPC, EYC and the team.
C 2.11: The written curriculum fosters development of the IB learner profile attributes.
Strategies/Actions:
With each unit, attributes of the learner profile are identified, honed and assessed.
When strategy to be achieved by or progress towards: In progress
Person/group responsible for achieving the goal: The Head of School, Vice Principal, PYPC, EYC and the team.
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