Early Years (Nursery / Junior KG / Senior KG)
The PYP inquiry-based approach to learning encourages young children to become active participants in the educational process as they ask questions and then find the answers through guided explorations.
The integration of all subjects within PYP units gives young children a solid background in readiness and pre-academic skills. Children are encouraged to think independently, make choices, become problem-solvers, express themselves creatively and work cooperatively with others.
Hands-on activities allow children to construct personal meaning from their discoveries. This hands-on discovery approach to learning is well suited to the natural curiosity and inquisitive nature of young children.
Learning Centres are the most effective way to facilitate discovery learning in young children. Children develop independence and responsibility as they work cooperatively with one another. The teacher works with children individually or in small groups to meet the individual needs of all students.
Elementary School (Grades 1 to 5)
The Primary Years Programme is an Inquiry-based curriculum which encourages students to develop the conceptual understanding, knowledge and skills they need, to become life long learners.
The skill areas of thinking, communication, self-management, social skills and research are developed in the context of meaningful situations. Equally important is the emphasis on the development of positive attitudes and the ability to take responsible action when and if required.
Through a structured Integrated Studies program, the students learn higher level questioning skills. The topics studied have been carefully selected, based on their relevance and significance.
The Primary Years Programme (PYP) delivers curriculum holistically encompassing the academic, social, emotional, and physical breadth of learning. Learning through the PYP is collaborative, hands-on, integrated, purposeful and action-oriented. Learning is organised into six major Units of Inquiry. Through these units the classroom teachers integrate Language Arts, Mathematics, Science, Personal Social Education, Social Studies and ICT while single-subject teachers integrate Music, Art, Drama, Physical Education French and Hindi Language.
Central to the development of an internationally-minded student are the attributes of the IB Learner Profile and IB Attitudes. These characteristics are woven into the fabric of life at DYPIS; in the classroom, the hallways, the sports field, the playground and the lunchroom. The vocabulary of the Learner Profile and Attitudes is an integral to the interactions between students, teachers and parents.
An important part of educating an international child is the development of positive attitudes towards people, the environment, and learning. We believe it is essential to address attitudes consciously, professionally and explicitly within our curriculum. Every classroom has the positive attitudes we aim for, displayed. Teachers recognise these attitudes as they occur in daily routines by children and adults. Class lessons and activities for the students are planned based on these attitudes.
We want students to develop:
Appreciation---appreciating the wonder and beauty of the world and its people
Commitment---being committed to their learning, persevering and showing self-discipline and responsibility
Confidence---feeling confident in their ability as learners, having the courage to take risks, applying what they have learned and making appropriate decisions and choices
Cooperation---cooperating, collaborating and leading or following as the situation demands
Creativity---being creative, expressive and imaginative in their thinking and in their approach to problems and dilemmas through their day-to-day experiences
Curiosity---being curious about the nature of learning and of the world, its people and cultures
Empathy---imaginatively projecting themselves into another's situation, in order to understand his/her thoughts, reasoning and emotions
Independence---thinking and acting independently, making their own judgements
Integrity---having a firm sense of fairness and honesty
Respect---respecting themselves, others and the world around them
Tolerance---feeling sensitivity towards differences and diversity in the world and being responsive to the needs of others.
The Early years curriculum follows the philosophy and guidelines of the Primary Years Programme (PYP) of the International Baccalaureate, which is an inquiry-based approach to learning. The natural curiosity of young children is stimulated as they take an active role in the educational process by exploring their environment to make inquiries and discoveries. Global concepts are explored through units of inquiry which are developmentally appropriate, significant, challenging and engaging for the children. There are also opportunities for parents to be partners in the learning through classroom parent days and inquiry fairs, student led conferences.
Students learn through transdiciplinary units at each grade level called Units of Inquiry (UOI). Each of these units:
1. Is a significant, relevant challenging learning experience
2. Builds on the prior knowledge of the students
3. Involves students in a range of learning activities
4.Integrates diverse subject areas whenever meaningful and appropriate
An important part of the Early years programme is a focus on the many pre-writing activities which develop the fine motor-skills and hand-eye coordination required for handwriting. Activities such as stringing beads, lacing cards, finger painting, modelling clay and playdough, sewing, weaving, placing pegs in pegboards, repeating fingerplays and manipulating a variety of writing tools, all help develop the muscles and coordination required before a child begins formal handwriting instruction. As the children's fine motor skills strengthen, they will be given opportunities to develop early writing skills by engaging in a variety of writing activities e.g : tracking, tracing and writing independently using their knowledge of letter-sound relationships.
Early years classrooms are print-rich environments where sharing books is a special part of each day. The primary goal of the reading programme in Early years is to instill a love of books and support the idea that reading is a fun and exciting experience. By providing a strong foundation in pre-reading and reading readiness skills through creative and open-ended activities, the Early years programme provides children with the tools to become confident and successful readers. Parent support in this Reading Programme is encouraged through the home reading.
Speaking and listening are an integral part of the Early years programme. Young children are developing the abilities to express thoughts and opinions clearly and fluently, to speak confidently in front of peers, to participate in small group and large group discussions and to ask and answer relevant questions. As children mature, they learn to listen for different purposes, to wait their turn to speak and to follow increasingly complex instructions. Spelling activities are a natural consequence of reading and writing, and therefore much of the spelling instruction takes place in the context of daily experiences.
It is developmentally important for young children to explore mathematical concepts in a concrete way before they begin working with abstract numerical symbols. In Early years, children have daily practice using manipulatives to sort, classify, count, compare, estimate, graph, create patterns, make sets, add and subtract.
Opportunities are provided for children to think logically, perceive relationships, make predictions, solve problems, record findings and show an understanding of mathematical relationships in a concrete way. These opportunities provide a solid foundation and understanding of basic mathematical concepts.
In the Primary Years Programme (PYP), science is viewed as the exploration of the biological, chemical and physical aspects of the natural world, and the relationships between them. Our understanding of science is constantly changing and evolving. The inclusion of science within the PYP leads learners to an appreciation and awareness of the world as it is viewed from a scientific perspective. It encourages curiosity and ingenuity and enables the student to develop an understanding of the world. Reflection on scientific knowledge also helps students to develop a sense of responsibility regarding the impact of their actions on themselves, others and their world.
1. Observe carefully in order to gather data
2. Use a variety of instruments and tools to measure data accurately
3. Use scientific vocabulary to explain their observations and experiences
4. Identify or generate a question or problem to be explored
5. Plan and carry out systematic investigations, manipulating variables as necessary
6. Make and test predictions
7. Interpret and evaluate data gathered in order to draw conclusions
The skills described here will be learned through Units of Inquiry with scientific content across four major strands :
The study of the characteristics, systems and behaviours of humans and other animals, and of plants; the interactions and relationships between and amongst them, and with their environment.
Earth and space
The study of planet Earth and its position in the universe, particularly its relationship with the sun; the natural phenomena and systems that shape the planet and the distinctive features that identify it; the infinite and finite resources of the planet.
Materials and matter
The study of the properties, behaviours and uses of materials, both natural and human-made; the origins of human-made materials and how they are manipulated to suit a purpose.
Forces and energy
The study of energy, its origins, storage and transfer, and the work it can do; the study of forces; the application of scientific understanding through inventions and machines.
Social Studies as part of the PYP curriculum is an inquiry-based approach to learning and teaching about History, Geography and Society. In the PYP, Social Studies is viewed as the study of people in relation to their past, their present and their future, their environment and their society. Inquiry-based units are the focus for learning.
Students will experience what it is like to think and act like a historian, a geographer or a social scientist. Students and teachers identify together what they want to know, what they already know, what they need to know and how best they might find that out.
1. Formulate and ask questions about the past, the future, places and society
2. Use and analyse evidence from a variety of historical, geographical and societal sources
3. Orientate in relation to place and time
4. Identify roles, rights and responsibilities in society
5. Assess the accuracy, validity and possible bias of sources
The skills described here will be learned through Units of Inquiry with social studies content across five major strands :
Social studies strands
Human systems and economic activities
The study of how and why people construct organizations and systems; the ways in which people connect locally and globally; the distribution of power and authority.
Social organization and culture
The study of people, communities, cultures and societies; the ways in which individuals, groups and societies interact with each other.
Continuity and change through time
The study of the relationships between people and events through time; the past, its influences on the present and its implications for the future; people who have shaped the future through their actions.
Human and natural environments
The study of the distinctive features that give a place its identity; how people adapt to and alter their environment; how people experience and represent place; the impact of natural disasters on people and the built environment.
Resources and the environment
The interaction between people and the environment; the study of how humans allocate and manage resources; the positive and negative effects of this management; the impact of scientific and technological developments on the environment.
Emphasis is placed upon: Real life situations, Decision making, Problem solving and Research
The Information Technology curriculum provides instruction in basic computer skills integrating classroom units into the programme. The children are encouraged to communicate ideas and information in a variety of forms, where appropriate, using equipment and computer software to enhance their learning. Children will have opportunities to interact with the Internet and other visual media under teacher supervision.
Music and Movement
Music and Movement provides instruction in singing, listening, playing instruments and moving in response to music. The learning experiences enhance creativity, confidence and self-expression. Through recitals, concerts and presentations, the children are encouraged to demonstrate these musical and rhythmic skills.
Physical Education classes include gym and PE classes. PE sessions are outdoor games and sports activities that promote the development of ball skills, running, jumping and good sportsmanship. Yoga sessions will be held indoors and follow a Perceptual Motor Programme aimed at developing spatial awareness, balance and coordination skills. The children are encouraged to demonstrate these skills during our annual Sports Day and inter house and school events.
Students have weekly library sessions to explore and enjoy the wide range of literature available, in addition to being taught basic library and research skills.
Child-friendly recipes encourage children to be involved in developing cooking skills and will be integrated with the units of inquiry. Art and Craft
Art and craft activities are an integral part of the day. Emphasis is on having fun and expressing creativity through art. The children are provided with a wonderful array of creative materials for self expression.
Class excursions and field trips are planned throughout the year to make learning authentic and enable children to apply their learning and knowledge to real world situations.
Arts scope and sequence
Language scope and sequence
Making the PYP happen
Mathematics scope and sequence
Personal, social and physical education scope
The role of ICT in the PYP
Science scope and sequence
Social studies scope and sequence
Assessment in the PYP is integral to all teaching and learning. It is central to thoughtfully and effectively guide students through the five essential elements of learning.
1. the understanding of concepts
2. the acquisition of knowledge
3. the mastering of skills
4. the development of attitudes
5. the decision to take action
Student learning is promoted through formative and summative assessments :
1. assessing the student's prior knowledge and experience of the topic or task in order to plan and/or refine the teaching and learning programme or to meet individual or group needs
2. building a profile of students' understanding
3. engaging students in reflection on their learning and assessment of the work produced by themselves and by others
Information about student learning is provided by a combination of :
1. Representative examples of students' work including:
reading and/or writing logs
2. Records of test results
unit summative assessments
criterion referenced tests
3. Teacher observations
4. Performance-based examples
5. Peer and self assessment