Did you know that we’re the first school in Warangal to offer the IB curriculum?
About IB PYP
Founded in 1968, the International Baccalaureate (IB) is a non-profit educational foundation offering four highly respected programmes of international education that develop the intellectual, personal, emotional and social skills needed to live, learn and work in a rapidly globalizing world. The IB has a hard-earned reputation for high standards of teaching, pedagogical leadership and student achievement.
IBO Mission Statement
The International Baccalaureate 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.
IB PYP Schools
IB PYP schools strive to develop internationally-minded persons in line with the mission of the IBO:
- To develop inquiring, knowledgeable, and caring young people.
- To create a better and more peaceful world through intercultural understanding and respect.
- To work with schools, governments, and international organizations to develop challenging programs of international education and rigorous assessment
- To encourage students worldwide to become active, compassionate, and lifelong learners who understand that other people, with their differences, can also be right.
The IB Learner Profile
The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. IB Learners strive to be:
|Inquirers||They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.|
|Knowledgeable||They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.|
|Thinkers||They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.|
|Communicators||They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others|
|Principled||They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.|
|Open-minded||They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.|
|Caring||They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.|
|Risk-takers||They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.|
|Balanced||They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.|
|Reflective||They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.|
PYP @ Skill Stork
SIS is a candidate IB World School and it follows the IB Primary Years Programme till grade 5. The program focuses on helping students become problem solvers and inquirers by letting them take ownership of their own learning. We strive to help every student think independently and come up with their own answers. The learning benchmarks adopted by the school are in line with those defined by the NCERT.
Learning to learn
The focus of our primary years program is to help children develop further on their natural curiosity. We encourage our students to apply their thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions. They acquire the skills to conduct research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.
Inquiry based learning
Our primary years program views the child as an explorer and an inquirer. We believe that asking the right questions is more important than knowing the answers - the why is more important than the what. Our teachers work hard to provide students an environment that makes them comfortable to ask all types of questions. The classes at SIS are student-led and are driven by questions asked by students.
At SIS, we do not compartmentalize learning by subjects, but rather explore content within the context of inquiry. Our students understand the interconnectedness of subject areas through exploring concepts, ideas, and issues of local and global significance. In doing so, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines
We encourage our students to understand and appreciate their own cultures and histories, and to be open to the perspectives, values, and traditions of other individuals and communities. Our students are accustomed to seeking and evaluating a range of points of view, before forming their opinion about a particular topic. We encourage them to approach uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas, and strategies.
- Visible thinking routines are practiced at Skill Stork to promote and enhance student’s learning. These routines enrich the classroom environment and foster student’s intellectual development. It helps students to reflect on their thinking about a topic or issue and explore how and why that thinking has changed.
- Classroom routines for developing language, mathematical concepts and a sense of belongingness, ensure that you get through things that need to be done daily or weekly. With these routines in place the students are aware what is expected from them.
- Learning by doing – Students are given various opportunities to explore, investigate and find out answers to their queries. Virtual and in-house field trips give prospects to their learning.
- Parent involvement in their children’s learning, not only improves a child’s morale, attitude, and academic achievement across all subject areas but it also promotes better behaviour and social adjustment. At Skill Stork, parents are involved openly in all major activities.
- Reflection is an integral part of IBPYP: Teacher’s reflect on his/her teaching style and strategies while students reflect on what, why and how the learning has changed their views.
Assessment is an essential part of the teaching and learning process. It provides information about student learning and development, as well as a framework for planning, self-reflection, and collaboration. Formative and Summative assessments are done for each unit followed by Student led conferences, this helps teachers in understanding students’ strengths and challenges. These are reflected in a report and is shared with parents periodically.
In the final year of the PYP, students, carry out an extended, in-depth, collaborative project known as the PYP exhibition. This involves students working collaboratively to conduct an in-depth inquiry into real life issues or problems. Students collectively synthesise all of the essential elements of the PYP in ways that can be shared with the whole school community. They identify, investigate and find solutions to real life problems. It also provides teachers with a powerful and authentic process for assessing student understanding. The exhibition represents a unique and significant opportunity for students to exhibit the attributes of the IB learner profile developed throughout their engagement with the PYP. It also provides schools and students with a wonderful opportunity to celebrate the transition of learners to the next phase of their education.
Student Led Conference (SLC)
At the end of an academic year, students demonstrate their knowledge in learning through a formal SLC. In addition to the concepts learnt, various skills like communication skills, social skills, attitudes like confidence, respect and time management, collaboration is presented by students to parents, peers and teachers. This assessment gives an in-person experience to parents on their child’s overall development.
The PYP curriculum
The Primary Years Program (PYP) is an international curriculum that fosters creativity, critical thinking, and communication skills. It focuses on the development of the whole child as an inquirer, both in the classroom and in the world outside. In the primary school, SIS uses a Scope and Sequence of learning expectations aligned with the National Curriculum Framework i.e. the NCERT standards. These standards also align with the Common Core curriculum used in the U.S. and many international schools. In this way, we offer a consolidated curriculum that ensures all students are able to adapt quickly to the multiple school system changes that are a part of living in a transient world.
At SIS, we are committed to structured inquiry as the vehicle for learning. Six transdisciplinary themes provide the framework for exploration and construction of knowledge. Teachers and students are guided by these transdisciplinary themes—as they design units of inquiry for exploration and study. Through this process, students develop an understanding of important concepts, acquire essential skills and knowledge, develop particular attitudes and learn to take socially responsible action.
The IB PYP Curriculum Framework
The IBO curriculum framework consists of 5 essential elements that are all transdisciplinary.
Transdisciplinary is the word that IB uses to describe a discipline that applies across all disciplines—it is interconnected and can be applied across all subjects and applied to real life. A transdisciplinary concept stretches across math, science, english, geography and ties it all together; it is not isolated to one subject. For example, the idea of change affects math, science, English, geography—the IB PYP strives to demonstrate this through learning, giving understanding to a real life world.
IB PYP Curriculum
The 5 Essential elements of PYP are: Knowledge, Concept, Skills, Attitudes and Action
The PYP recognizes that it is inappropriate to dictate what every child should know in an international community. The PYP has identified themes, or areas of knowledge, which are used to organize the 6 Units of Inquiry, taught from early childhood through grade 7. These Units of Inquiry provide the framework (as opposed to a text book curriculum) for a wide variety of resources to be explored in order to accomplish the objectives within each Unit of Inquiry:
- Who we are: An inquiry into the nature of the self; beliefs and values; personal, 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: An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.
- How We Express Ourselves: An 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: An 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: An 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: An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.
A Unit of Inquiry usually lasts for 4-6 weeks. The objective is to cover all 6 themes throughout the year. For example, during the Unit of Inquiry “Sharing the Planet” students may spend 6 weeks looking at the resources we have in the world and how various countries use, share and dispose of these resources. Students will answer questions like: How do these resources connect people around the world? Or, how are these resources changing and what does that mean for people? These concepts and questions move across all school subjects (i.e. math, English, geography, etc.) and apply to real life and the world around us.
There are 8 fundamental concepts expressed as key questions, to propel the process of inquiry. These universal concepts drive the Units of Inquiry but they also have relevance within and across all subject areas (transdisciplinary).
The 8 fundamental concepts are
- Form: What is it like?
- Function: How does it work?
- Causation: Why is it like it is?
- Change: How is it changing?
- Connection: How is it connected to other things?
- Perspective: What are the points of view? Reflection: How do we know?
- Responsibility: What is our responsibility?
- Reflection: How do we know?
There are 5 sets of transdisciplinary skills acquired in the process of structured inquiry. These are:
The PYP promotes 12 attitudes that we want our SIS students to feel, value, and demonstrate. They are the daily expressions of the “Learner Profile” used by teachers in teaching and by students in their learning. We feel that these are the keys to happiness and success as a person.
- Appreciation: Seeing and being thankful for the wonder and beauty of our world.
- Commitment: Being responsible for my learning, showing self-discipline, and perseverance. Sticking with a difficult task until it is completed.
- Confidence: Knowing I can do it! Having courage to take risks, using what I have learned, and making good choices.
- Cooperation: Working with others and being willing to lead or follow as needed.
- Creativity: Using my imagination while thinking and doing things.
- Curiosity: Being curious about the nature of learning, about the world, its people and cultures.
- Curiosity: Being curious about the nature of learning, about the world, its people and cultures.
- Empathy: Being able to put myself in someone else’s place in order to understand her or him.
- Enthusiasm: Being excited about learning and life.
- Independence: Thinking and acting on my own.
- Integrity: Being fair and honest.
- Respect: Showing that I can for others, our world, and myself.
- Tolerance: Understanding, appreciating, and celebrating differences in each other.
SIS students are encouraged to reflect, to make informed choices and to take action that will help their peers, school staff, and the wider community. This is how our students demonstrate a deeper sense of learning, by applying their knowledge to service and positive action.