The IB Programmes
The International Baccalaureate Programme consist of three programmes; the Diploma Programme (DP), the Middle Years Programme (MYP) and the Primary Years Programme (PYP).
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.
The guiding principals of the IB Programmes are that:
- students should develop a holistic attitude to knowledge; they should see the subjects they learn as an integrated whole.
- students' own cultural experiences and backgrounds, and those of our diverse teaching staff, are a valuable learning resource; we encourage understanding through intercultural awareness.
- the ability to express ideas both reflects and deepens understanding; students' communication skills are central to their learning.
At Emirates International School – Meadows, we began the Diploma Programme in ... and recognizing the need for a continuum of education for our students, applied for and were granted status to become an IB candidate school in September 2010. The Primary section of the school appointed a PYP Coordinator, began to undertake training for staff and work with the Primary Years Programme.
The PYP promotes an international perspective which recognizes and welcomes the diversity of student experiences and backgrounds. A PYP school strives towards developing an internationally-minded person who demonstrates the attributes of the IB learner profile.
The core curriculum is taught by the class teacher while art, music, French and physical education are taught by specialist teachers. Information Communication Technology is integrated into all aspects of the curriculum.
The IB Learner Profile
The learner profile describes a list of attributes that promotes academic rigour and the establishing of a personal value system leading to international-mindedness. This is such an integral part of the programme that this academic year teachers will assess and report on individual student development regarding each of these attributes.
The programme encourages students to become:
- 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.
Units of Inquiry
An inquiry-based approach to teaching means that students build upon individual understandings, knowledge and interests, emphasizing how to learn and how to delve deeper, while developing critical thinking skills. The units of inquiry (UOI) make up the programme of inquiry (POI) and are developed under the IB's transdisciplinary themes, making learning for understanding more effective.
Each unit of inquiry allows the students to explore key concepts such as:
- Form: What is it like?
- Function: How does it work? and
- Reflection: How do we know?
Concepts are big ideas that children inquire into to ensure that they understand what they are learning. Concepts such as change, migration and survival drive units of inquiry, while concepts such as motion, rhythm and pattern drive single subject teaching
Essential Elements
The PYP curriculum gives students the opportunity to take an active role in their learning and is based on five essential elements:
- concepts,
- skills,
- knowledge,
- attitudes and
- action
ISP also recognizes that knowledge is an important part of the curriculum. Students will gain knowledge of the transdisciplinary themes outlined above as well as the single subjects described on this page.
The PYP also requires the development of transdisciplinary themes which transcend the individual subject areas. These include thinking, communication, social, research and self-management skills.
We also aim to develop appropriate attitudes, including appreciation, commitment, confidence, cooperation, creativity, curiosity, empathy, enthusiasm, independence, integrity, respect and tolerance.
Finally, students are encouraged to apply all that they have learned by taking action, not only in the School community, but also in the wider world. Effective action is voluntary and involves the students in exercising their own initiatives and taking on responsibilities.
Transdisciplinary Themes
The PYP has six transdisciplinary themes that provide the framework for learning. These themes are globally significant and support the acquisition of knowledge, concepts and skills of the traditional subjects. They are revisited throughout the students' time in the PYP.
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; and what it means to be human.
Where we are in time and place
An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; and 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; and 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.
