What Is Learning And How Do We Do It?
Our School Vision
MZS is an innovative school and community that exhibits continuous growth in response to current and future developments in education.
Our School Mission
We ensure an environment of critical thinking, collaboration, and creativity that empowers all students to achieve their potential as lifelong learners in a global society.
Our Schoolwide Learner Outcomes
THINKERS who are nimble of thought, resourceful, and creative.
SOCIAL AGENTS who are respectful global citizens focused on innovation and sustainable actions.
COMMUNICATORS who are knowledgeable and exchange ideas and information through a range of modalities at an interpersonal and global level.
SELF-MANAGERS who are resilient, balanced, mindful, and act ethically.
RESEARCHERS who inquire and seek practical solutions to global issues through experimentation and investigation.
The IB Learner Profile and MZS Core Values permeate all aspects of teaching and learning at MZS, and nurture internationally-minded learners.
We believe these attributes, and others alike , can help individuals and groups become responsible members of local, national and global communities.
Reflective Open-Minded Caring Risk-Takers
The Learner Profile
The Enhanced PYP Oct 2018
IB LP Poster
Our Definition Of Learning
Learning leads to sustained and demonstrable consolidation and extension of conceptual understanding, universal competencies and fundamental human values-commonalities.
SCHOOL-WIDE learning framework
Our Learning Framework
We design and co-create engaging learning that is connected, rigorous and relevant. The Framework is built on three principles: Concepts, Competencies and Character.
We define three kinds of learning:
CONCEPTUAL learning that is learned through inquiry. Concepts drawn from our learning standards.
COMPETENCY learning that is learned through formative and metacognitive processes toward mastery. Competencies expressed as School-Wide Learner Outcomes (Approaches to Learning)
CHARACTER learning that is acquired and demonstrated through action, empathy and reflection. Characteristics and values are embedded in the School-Wide Learner Outcomes (Approaches to Learning), Learner Profile and our Core Values.
While defined separately, in reality the 3 C’s interact continuously, forming the iconic ‘triple helix’ of our design, the DNA of our Learning Ecosystem.
The Primary Years Program (PYP) in Early Years & Elementary
What is IB Education?
10 Reasons for PYP
PYP Standards & Practices
The PYP Programme standards and practices document provides a set of criteria against which both MZS and the IB can evaluate success in the implementation of the Primary Years Programme (PYP). This document contains programme standards (common to all programmes), practices (common to all programmes) and requirements (specific to an individual programme).
The IB PYP standards & practices are the main driver for decision making at MZS.
The Primary Years Program (PYP) guides teaching and learning in the Early Years and Elementary sections.
The International Baccalaureate (IB) aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the IB works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. The PYP programme encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
The PYP curriculum framework emphasises the central principle of agency that is threaded throughout the three pillars of the curriculum: the learner, learning and teaching and the learning community. Augmenting the focus of the “written, taught, and assessed” curriculum with the human elements-—the learner and the learning community—underlines that everyone connected to the school community has voice, choice and ownership to impact learning and teaching. These holistic components complement and reinforce each other to form a coherent whole.
The PYP curriculum framework centres on transdisciplinary learning as the curriculum organiser for students to experience learning between, across and beyond traditional subject boundaries. It is an in depth guide to authentic inquiry-based learning and teaching that is engaging, significant, challenging and relevant. The curriculum framework reflects a combination of wide-ranging research, educational thought leadership and experiences derived from IB World Schools. This resource presents all aspects of learning and teaching through illustrations of theories and quality practices along with teacher support materials developed collaboratively with our global learning community. It also connects to Programme standards and practices (PSP) to support quality implementation in PYP schools.
The PYP curriculum framework begins with the premise that PYP students are agents of their own learning and partners in the learning process. They have innate potential to inquire, question, wonder and theorise about themselves, others, and the world around them. We recognise children’s emergent identities and competencies, and create an educational context that values children both for who they are in the present and who they will become in the future. This understanding of how students learn is foundational to the inquiry-based and concept-driven transdisciplinary model of learning and teaching. Through engaging with the programme of inquiry and reflecting on their learning, PYP students develop knowledge, conceptual understandings, skills and the attributes of the IB Learner profile to make a difference in their own lives, their communities, and beyond. They demonstrate the agility and imagination to respond to new and unexpected challenges and opportunities and to take actions for a better and more peaceful world.
Learning and Teaching
Learning and teaching in the PYP curriculum framework is simultaneously an articulation of what is worth knowing, the theory and supporting practice, and an interpretation of the PYP in action. It reflects the dynamic interplay between how students learn best, what has been learned, and what are the next steps in learning. Informed by constructivist and social-constructivist learning theories, the emphasis on collaborative inquiry and integrative learning honours the curiosity, voice, and contribution of the students, for whom the curriculum is intended. The approaches to learning and approaches to teaching articulated in What is an IB education? play a crucial role in the inquiries into the six transdisciplinary themes aimed at promoting understandings about human commonalities of local, national and global significance. Using these approaches, students draw knowledge from subjects, enduring concepts, and skills to actively connect prior and new experiences to broaden their understandings about the world. The intentional integration of language and technology and the design of the learning environment invite and promote collaboration throughout the inquiry process. These serve as a resource to access learning, and a tool or platform to connect, communicate and share learning. Underpinned by a culture of collaboration and assessment capability, learning and teaching demonstrate a commitment to the common goal of supporting and reflecting on a transdisciplinary learning experience and improving student outcomes. Working together, collaboration and assessment capability provide valuable feedback to students on where they are in their learning journey to inform the next steps in learning.
The Learning Community
The MZS learning community brings to life learning and teaching practices that support students in pursuit of a significant, relevant, engaging and challenging learning experience. Members of the learning community form the bridge that connects learning and teaching. The PYP learning community includes classrooms and schools, extending to the whole IB community and to the world as the broadest context for learning. It is inclusive of everyone involved in the life of the school: students and their families, school faculty and staff members, and other significant adults in students’ lives. This reflects the IB’s belief that educational outcomes are shaped by strong relationships amongst members of the learning community. The inherent flexibility in the PYP acknowledges that everyone in the learning community has agency to influence and to transform learning. Agency encourages all members of IB World Schools to consider the key roles they have in learning and teaching, and how these key roles inform the choices made and the actions taken. The impact of agency on students and the wider community in becoming internationally-minded is also important to consider. School leaders, teachers, students and parents/caregivers contribute to and enrich the learning experience by designing, implementing and supporting a transdisciplinary curriculum that is meaningful to their local context and their collective goals. Collaborative partnerships recognize what each member independently and collectively brings to the learning community. Members are encouraged to see themselves as leaders and contributors to building an inclusive culture that supports a shared vision and mission, beliefs and values. The MZS community sustains a positive school culture by committing to continuous school improvement, well-being and a safe and engaging environment that nurtures resilient, optimistic and lifelong learners.