A Better World Through Education
A Better World Through EducationITN Productions documentary style film shares how IB programmes and educators have developing students who reflect the IB Mission.
International Baccalaureate Mission
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 organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.
These programmes 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 Primary Years Programme (PYP)
What is the IBPYP?
International School Suva implements the International Baccalaureate Primary Years Programme (IBPYP) which is an international curriculum framework that aims to provide a holistic education from Early Childhood (3 years) to Year 5 (11 years). As a result, we hope to develop students who are caring and actively participate in their learning journey.
The Primary Years Programme is an international transdisciplinary, inquiry based and student centered programme.
The IBPYP offers
- opportunities and learning experiences that encourages student agency and develop internationally minded students.
- a transdisciplinary approach to learning through active inquiry which aims to develop the whole child to meet the competencies and attributes outlined in the Learner Profile.
- a curriculum framework that builds conceptual understanding with the belief that students can take ownership of their learning and be partners in learning.
THE PYP CURRICULUM FRAMEWORK
The PYP curriculum framework is made up of the
Learn more about The PYP Curriculum Framework
THE IB LEARNER PROFILE
At the heart of the IB is the “learner profile”, a long-term, holistic vision of education that underpins the PYP curriculum and puts the student at the center of everything we do. The learner profile is the IB mission statement translated into a set of learning outcomes for the 21st century. The ten aspirational qualities of the learner profile inspire and motivate the work of teachers, students and schools, providing a statement of the aims and values of the IB and a definition of what we mean by “international-mindedness”.
The learner profile unites us all with a common focus: on the whole person, as a lifelong learner. It applies to us all – student, teacher, parent or administrator – for we are all continually learning. Below are our learner outcomes for International School Suva, inclusive of the IB Learner Profile.
A parent 'what does it look like' information leaflet is sent home at the beginning of each focus attribute telling them all about the attribute and how everyone can demonstrate it at home.
ISS LEARNER OUTCOMES
The IB Learner Profile is incorporated in the ISS Learner Outcomes.
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Risk-Takers: We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life. |
Knowledgeable: We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance. |
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Principled: We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences. |
Reflective: We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development. |
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Communicators: We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups. |
Inquirers: We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life. |
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Open-minded: We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience. |
Caring: We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us. |
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Balanced: We understand the importance of balancing different aspects of our lives intellectual, physical, and emotional to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live. |
Thinkers: We use critical and creative thinking skills to analyze and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions. |
| Visionary: They are forward thinking individuals who act with purpose, direction and a vision for life that creates positive focus. They are able to anticipate future problems or obstacles to achieving their goals and identify the necessary skills tools and assets needed to overcome them. They move forward with judgement, wisdom, integrity, perseverance and a good work ethic. |
ELEMENTS OF THE PYP: TRANSDISCIPLINARY LEARNING
Transdisciplinary learning in the PYP organizes elements of the PYP into the Programme of inquiry. All units are mapped under the following six transdisciplinary themes which focus on developing enduring understandings;
TRANSDISCIPLINARY THEMES:
Who we are: Inquiry into the nature of the self; beliefs and values; person, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.
Where we are in place and time: Inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationship between and the interconnectedness of individuals and civilizations, from local and global perspectives.
How we express ourselves: Inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.
How the world works: Inquiry into the natural world and its laws, the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.
How we organize ourselves: Inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.
Sharing the planet: Inquiry into rights and responsibilities in the struggle to share finite resources with other people and other living things; communities and the relationship within and between them; access to equal opportunities; peace and conflict resolution.
SUBJECTS:
The knowledge component of the PYP includes the following subjects; language; mathematics; science; social studies; arts; physical, social and personal education. Subjects can be taught as a stand-alone or integrated through the units of inquiry (UOI).
SKILLS:
In order for students to learn the above subjects and conduct purposeful inquiry the PYP have developed the Approaches to Learning (ATL) skills.
CONCEPTS:
Concepts are used to link subjects provoke thinking and develop new knowledge. There are 7 key concepts which are very broad that are explored in depth by related concepts.
ACTION:
Action supports agency, which is an opportunity for students to have choice, voice and take ownership of their learning. Action can be individual or collective, giving students an opportunity to work towards a shared purpose. This allows students to take responsibility and develop an understanding of international mindedness.
Year 2s donating sandwich bags to the coordinators of the Love Kitchen. They designed the bags with special messages for kids in the neighbouring local school for whom our CAS students organise lunch 3 days a week.
ASSESSMENT:
Assessment plays a vital role in learning and teaching at ISS. It informs teachers planning and student learning. Assessments are authentic, clear and specific, varied, developmental, collaborative and interactive. It is used to feedback and feed forward to students allowing them to develop goals to work towards.
