Primary School Curriculum

The vision of the International School of Belgrade is to develop responsible and productive citizens by offering a comprehensive and cohesive program based on academic rigor, a safe and positive learning environment, and a curriculum that is holistic, student-centered, and inquiry and performance based.

At ISB, we believe curricula should:

• Promote intercultural awareness

• Include varied approaches for teaching and learning

• Foster the development of critical and compassionate thinking

• Guide students in making connections and constructing meaning

• Be differentiated to meet individual learning needs

• Be evaluated on a regular cycle

Toward this end, we are proud to offer the International Baccalaureate Primary Years Program (PYP) as the framework for our curriculum. As part of the taught curriculum within the PYP, the Primary School uses a wide variety of curricular resources to develop the necessary skills and knowledge within specific content areas. For more information regarding the IBO and PYP, please visit the following website: http://www.ibo.org/informationfor/parents/.

International Baccalaureate Programme – The Primary Years Programme

The PYP curriculum framework is designed for students between the ages of 3 and 12 years. It is an inquiry-based transdisciplinary programme that focuses on the whole child including the social, physical, emotional and cultural welfare as well as their academic needs.

PYP aims to develop internationally-minded students who, with encouragement, care and opportunities, can create a better and more peaceful world. The PYP (as well as the MYP and DP), describe an internationally minded-person through the attributes expressed in the IB Learner Profile. These attributes describe what we want our students to become. We want our students to be inquirers, thinkers, communicators, risk-takers, knowledgeable, principled, caring, open-minded, balanced and reflective.

At ISB, we believe that learners construct meaning through planned, purposeful, concept-driven inquiries where skills, knowledge and understanding are embedded in authentic and meaningful contexts. We strive to develop students who take ownership over their learning. This is accomplished by providing a learning environment where students are encouraged to set learning goals, take action and explore their interests. We want to equip our students with the academic and life skills to make them responsible members of a rapidly changing global society.

World Languages

Learning an additional language is a requirement of a PYP school and this starts from Grade 1 at ISB.

Serbian students who are proficient in English further develop their skills in Serbian language and take Serbian Mother Tongue as their additional language. This programme is based on the Serbian national curriculum through the PYP teaching methodologies and adapted according to student need. Serbian students who are learning English will learn English as their additional language. When they become proficient in English, they will then join the Serbian Mother Tongue programme.

Non-Serbian children who are proficient in English can choose either French or Spanish. Children who are learning English have English language lessons during World Languages time.

English as an Additional Language Program (EAL)

Students who are learning English will take English as their foreign language. Assessments take place to ascertain students’ abilities in English and whether the student needs additional English language support. These students follow the same curriculum as their peers and are given differentiated tasks and learning opportunities to ensure they are achieving success.

EAL teachers are involved in planning units and designing assessment tasks and tools in collaboration with the classroom teachers.

Specialized instruction enables the full range of learners from non-English speaking backgrounds (from beginners to high-intermediate levels) to receive English language instruction in EAL classes.

All teachers work together to support EAL students and to help them integrate successfully into the academic and social life of the school. Students exit the program based on the following criteria:

Mainstream classroom performance

EAL assessment

Teacher recommendations

Social-cultural adjustment

Written Reports

Comprehensive written reports are given at the end of each semester of the academic school year. In January, parents can access their child’s report online and in June students are given a hard copy. If there is a concern regarding academic progress or anything that might be affecting a child’s ability to learn, the teacher will contact the parent directly to arrange a meeting.

Parent/Teacher and Student Conferences

Parent, teacher and student conferences are held in October to give an opportunity to report face-to-face on progress and goals. Student Led Conferences are held in March which allow the child to demonstrate their learning and understanding to their parents. There are no classes for students for the day when these are taking place.

Please note that parents are always welcome, and encouraged, to communicate with their child’s teacher at any time. If you would like to meet with the teacher outside of the scheduled conference times, please contact the teacher directly to arrange an appointment.

Mother Tongue

Whilst the language of instruction at ISB is English, it is important for parents to recognize the necessity of maintaining their child’s mother tongue. This is crucial for preserving the child’s cultural background and ensuring easier repatriation to their home country and educational system. Through the after school Mother Tongue Program, ISB assists families in arranging outside tutors. The cost of instruction for the after-school Mother Tongue Program is not included in the tuition fee.

Nine Mother Tongue languages are currently offered at the Primary School. These change each year according to need. If you are interested in finding out more about this, please contact our Mother Tongue Coordinator, Ms Divna Stakic, dstakic@isb.rs

Measure of Academic Progress (MAP) Testing

The MAP assessment is designed by the Northwest Evaluation Association. All students from G2-10, except EAL beginners in their first year of learning English, participate in the MAP assessments which take place twice per year in the fall and spring. An optional testing week will take place in January for new students and students who are being monitored more closely. Results are sent home to parents and information sessions for parents are held to help interpret the results. More information about MAP can be found at the ISB website under the ‘Academics’ tab.

The key purposes of testing include:

• providing measures of group and individual strengths and weaknesses to inform the planning of instructional programs;

• providing information about individuals and groups for guidance and counseling programs;

• providing measures of the effect of instructional programs for program evaluation;

• aiding in placing students in appropriate groups; and

• comparing school results with international norms.

Tutoring

Most learning needs of students are met within the school environment. However, in rare cases, teachers may recommend to parents that a student receive academic tutorial help outside school hours. The arrangement of this, including payment, will be the responsibility of the parents. The child's class teacher is not permitted to take on this role.

Before finding a tutor, we recommend making an appointment with the teacher, in order to give the opportunity to examine the concerns and determine how support can be given within the classroom environment.

Private tutoring of students must be carried out outside regular school hours. School materials or equipment may be used with prior approval from the Principal.

If requested, the teacher or Principal may recommend possible tutors. Open communication between the tutor and the teacher is expected and will be beneficial for the student.

Field Trips, Expeditions and Excursions

ISB recognizes the value of out-of-classroom experiential learning, which enhances and strengthens curriculum objectives that could not otherwise be achieved within the school context. Consideration is always based upon safety, educational value and cost.

Students in the Primary School take part in field trips related to their learning. Thoughtful consideration is given to the planning and preparation of these trips to ensure that they are educationally beneficial, relevant and engaging. Because we see field trips as a valuable part of our educational programme, there is no charge to families for these trips.