The IB PYP is designed for students aged 3 to 12. It focuses on the development of the whole child as an inquirer, both in the classroom and in the world outside. It is a framework guided by six transdisciplinary themes of global significance, explored using knowledge and skills derived from six subjects areas, as well as transdisciplinary skills, with a powerful emphasis on inquiry. The PYP is flexible enough to accommodate the demands of most national or local curriculums and provides the best preparation for students to engage in the IB Primary Years Programme.
The IB Primary Years Programme
- Addresses students academic, social and emotional well-being
- Encourages students to develop independence and to take responsibility for their own learning
- Supports students efforts to gain understanding of the world and to function comfortably within it
- Helps students establish personal values as a foundation upon which international-mindedness will develop and flourish
The six subject areas identified within the IB Primary Years Programme:
The programme is designed to equip students with the basic academic skills needed for university study, further education and their chosen profession, as well as developing the values and life skills needed to live a fulfilled and purposeful life.
- Social studies
- Science Personal
- Social and Physical Education
The most significant and distinctive feature of the IB Primary Years Programme are the six transdisciplinary themes
- Who we are
- Where we are in place and time
- How we express ourselves
- How the world works
- How we organize ourselves
- Sharing the planet
Each theme is addressed each year by all students. (Students aged 3 to 5 engage with four of the themes each year.) These transdisciplinary themes help teachers to develop a program of inquiries investigations into important ideas, identified by the schools, and requiring a high level of involvement on the part of the students. These inquiries are substantial, in-depth and usually last for several weeks. Since these ideas relate to the world beyond the school, students see their relevance and connect with it in an engaging and challenging way. Students who learn in this way begin to reflect on their roles and responsibilities as learners and become actively involved with their education. All students will come to realize that a unit of inquiry involves them in an in-depth exploration of an important idea and that the teacher will collect evidence of how well they understand that idea. They will expect to be able to work in a variety of ways, on their own and in groups, to allow them to learn to their best advantage.
These themes provide IB World Schools with the opportunity to incorporate local and global issues into the curriculum and effectively allow students to step up beyond the confines of learning within subject areas.
The Concepts are the 'Big Ideas' that will drive Unit of Inquiry. The curriculum framework has been structured around these 'Big Ideas'. The PYP is structured around 8 key concepts extended by other related concepts, but the following have been identified as the major concepts
The 8 key concepts and key questions 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?
- Responsibility - What is our responsibility?
- Reflection - How do we know?
- Transdisciplinary Skills
The IB has identified these essential skills as the broad capabilities students develop and apply during learning and in life beyond the classroom.
The five broad skills are broken down into specific skills and developed throughout the learning journey. They are:
- Thinking Skills
- Social Skills
- Communication Skills
- Self Management Skills
- Research Skills
Our school encourages attitudes that contribute to the well being of the individual and the group. The attitudes that the students develop to their learning is probably the most important factor indicating future achievement. Students also develop personal attitudes towards people and the environment, and this helps them to take their place as global citizens and contributes hugely to their future well-being.
IB students are encouraged to take action as a result of their learning. Action can be a demonstration of a sense of responsibility and respect for themselves, others and the environment. The action usually begins in a small way but arises from genuine concern and commitment. Action should often happen beyond the classroom.
RIS IB PYP Theory
IBPYP at RIS was the first IB program in Chhattisgarh with a vision to provide a beacon of excellence, offering the finest international platform with a harmonious blend of technology, pedagogy, values, and innovation. It aims to cater to the need of the hour of grooming future global citizens wherever they belong. The essence of education derived from the Rungta Legacy continues to blossom at RIS where the community of learners are life-long learners capable of creating a better and more peaceful world.
At RIS students are well placed in the pastoral care of Home room teachers along with specialized teachers to provide them a comfortable and holistic learning environment. The teachers not only cater to their educational needs but also are responsible for grooming their life-skills.
Students from nursery to grade 5 at RIS are a part of IBPYP imbibing concept driven and skill based international curriculum. They do this efficiently using the following subject areas:
- Language A ( English)
- Language B ( Hindi )
- Social Studies
- Arts ( Visual arts, Music & Dance)
- Physical, Social and Personal Education
RIS IB PYP Practice
The program of inquiry is devised based on IB theams consisting of six units throughout the year. collaborative approach is followed to develop central ideas for each theme. The exploration of the central idea takes place through the lines of inquiry making effective transdisciplinary approach of various subjects mapped according to the national curriculum.
The assessments reflects the five essential elements of PYP and provide a authentic evaluation of students learning using various strategies and tools.
The unit planners of each theme are based on the key concepts and structured using the inquiry cycle based on Kath Murdoch model. Consolidation of students understanding is reflected during meaningful actions at various phases throughout the year.
Having said that life long learners are being nurtured at RIS, we ensure that our curriculum has the scope of their holistic development. Students are regularly a part of extra curricular activities conducted in the school to encourage skill development via healthy competitiveness.
PYP exhibition, the culmination of IBPYP years, is all about celebrating learning where students of grade 5 explore topics connected to them in a realistic way and benefit immensely from the entire process of inquiry. Other than this, the entire neighboring and extended community is involved in shaping the minds of these young learners through field trips and interaction with experts. This practice helps students to connect classroom learning to the outside world providing them an opportunity to apply their understanding as problem solvers.
At RIS, we thrive on adopting innovative ideas as a whole school. The institution itself is involved in many powerful and meaningful initiative, as a small part of which always encourages our students to get inspired and drive their passion to a different level. Our school assemblies and annual day celebrations 'Mimansa' are reflectors of this philosophy.