PYP (Candidate)
DOMAIN C
The Curriculum
Embedded Files
Standard C1 (Core). The curriculum as a whole, offers access, engagement and challenge to support the intellectual, physical, social and emotional needs of all students.
EXCEEDED
PYP 1_UOI Planner #3_ HOW WE ORGANIZE OURSELVES (1).pdfThe undergoing process of candidacy for the IB PYP continues to build a robust curriculum for holistic development of all students. One major change in this area is the shift from the subject-based curriculum to the transdisciplinary one as shown in the Programme of Inquiry (POI) document, in which the 6 transdisciplinary themes guide the class inquiry over one school year. Emphasis on inquiry and themes that cross and go beyond subjects as reflected in the Unit of Inquiry (UOI) offer high engagement and challenge for students. This change makes further impact on the allotment of teaching and learning time for each subject to ensure balance in transdisciplinary approach of the curriculum. C1
Standard C2 (Core). The document curriculum determines the development of knowledge, understanding, skills and attributes, including well-being and intercultural competencies relevant to the students' current and future development.
MET
C1 - PYP POI.pdfThe POI and UOI ensure that students cover the 6 transdisciplinary themes and the 7 key concepts over a year of inquiry and that this inquiry increases in engagement and challenge as students move up from their current grade level to the next. The curriculum itself, in its focus on transdisciplinary themes and the agency of learners in the inquiry process, allows the development of students wellbeing and intercultural competencies within it. The example UOI shows the natural inclusions of wellbeing and intercultural competencies. The on-going trial implementation of the PYP curriculum and the PYP team’s reflections on this process demonstrate continuous improvement in this area and thus in ensuring the high quality of learning. C2
Standard C3 (Core). Global citizenship, intercultural learning and digital citizenship are intentionally planned for within the curriculum to ensure students are well prepared for life beyond school.
MET
C3_Definition of GC, IL, DC.docxThe intentional planning of global citizenship, intercultural learning, and digital citizenship is reflected in the POI and UOI. As the school is in the trial implementation of this curriculum, it has given opportunities for the PYP team to review and improve on their plans and implementations. This planning, implementation, and reflection process informs the appropriate applications of the definitions of global citizenship, intercultural learning, and digital citizenship in the PYP context. The adoption of the Toddle learning platform instead of ManageBac is one example of this appropriation. C3
Domain C-PYP Summary
What are we doing well?
Developing POI and UOI.
Trial implementation of POI and UOI.
Continuous training and reflections on the implementation of POI and UOI.
What recent improvements have taken place in this domain?
Transition from national to IB PYP curriculum.
Moving from consultancy to application for authorization phase in the IB PYP authorization process.
Adoption of Toddle learning platform.
What are our plans for further development?
Apply for authorization and schedule for verification visit.
Prepare full documentation of PYP curriculum through compilation of POI and UOI from PYP 1 to PYP5.
Modify definitions of global citizenships, intercultural learning, and digital citizenship using insights from the trial implementation of the PYP curriculum.
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