Overview

The PYP is an international curriculum framework designed for all children between the ages of 3 and 12 years. The programme focuses on the total growth of the developing child, affecting hearts as well as minds and addressing social, physical, emotional and cultural needs in addition to academic welfare. The PYP combines the best research and practice from a range of national systems with a wealth of knowledge and experience from international schools to create a relevant and engaging educational programme.

Education for a better world: the IB Primary Years Programme. Please click on the following link: http://blogs.ibo.org/ibtv/2010/05/28/education-for-a-better-world-the-ib-primary-years-programme/


Primary Years Program Curriculum
It offers a comprehensive, inquiry – based approach to teaching and learning and provides an internationally designed model for concurrency in learning for transient students. It incorporates guidelines on student learning styles, teaching methodologies and assessment strategies. The curriculum framework is an expression and extension of three inter-related questions: What do we want to learn? How best will we learn? How will we know what we have learned?



The Essential Elements of the PYP
Within the PYP there are 5 Essential Elements: Knowledge, Skills, Attitudes, Concepts and Action.

Here at ISHCMC we:
Encourage students to become more Knowledgeable about the world. Our curriculum is in line with international expectations and catered to meet individual needs.

Focus upon conceptual understanding through inquiry in our challenging, relevant and engaging units.

Teach the skills to be lifelong learners in all subject areas. Students will develop communication, research, thinking, social and self-management skills.

Develop positive attitudes to learning. We encourage students to show the following attitudes: appreciation, commitment, curiosity, confidence, cooperation, creativity, empathy, enthusiasm, independence, integrity, respect and tolerance.

Expect students to take positive action to make a positive impact. We expect students to take positive action in their daily lives and we provide opportunities for students to take action to impact the wider community.

IB Learner Profile
Through the process of inquiry based learning and the application of the transdisciplinary skills and attitudes students will become:

  • Inquirers
  • Thinkers
  • Communicators
  • Risk-takers
  • Knowledgeable
  • Principled
  • Caring
  • Open-minded
  • Balanced
  • Reflective
The Conceptual Framework of the IBPYP

In the PYP we believe that learning takes place best when it is connected to the world around the student and that the search for meaning and understanding is best done in the context of relevant content. We provide students with learning experiences that are engaging, relevant, challenging and significant.

At ISHCMC we offer the subjects:
• Maths
• Language
• Social Studies
• Science
• Personal and Social Education
• Technology
• Vietnamese Social Studies & Language
• Art
• Physical Education
• Music

Units of Inquiry
At the heart of the PYP are six transdisciplinary units, which serve as the key organisers for the selection of the units of learning through an enquiry method of teaching. The transdisciplinary units cover Social Studies, Science, Health and Personal Development. They are cross-curricular and may cover elements of Mathematics, English, the Arts, Physical Education and Music.

PYP Exhibition
The PYP Exhibition represents a significant event in the life of a PYP school and student, synthesizing the essential elements of the PYP and sharing them with the whole school community. As a culminating experience it is an opportunity for students to exhibit the attributes of the student profile that have been developing throughout their engagement with the PYP.
In the students' Grade 5 and final year of the PYP, there are five units of inquiry and the Exhibition. The Exhibition unit takes place under any organizing theme at the discretion of the school. Students are required to engage in a collaborative, transdisciplinary inquiry process that involves them in identifying, investigating and offering solutions to real-life issues or problems. The central idea selected must be of sufficient scope and significance to warrant a detailed investigation by all students.
Assessment
Assessment is seen as an integral element in the teaching/learning process. It is not an end in itself. The assessment procedures are based upon current educational philosophy and are directly related to the school curriculum. Assessment and grading practices aim to be consistent, based on published criteria and are designed to give realistic and positive feedback on student academic progress to parents and students.

The assessment of students and their work will involve:
• the daily observation of their work in class
• performance on revision tests and tasks
• project and assignment activities
• discussion with teachers and students
• peer and self - assessment tasks
• common assessment tasks that ensure equity across grades. These tasks will have clearly stated criteria to enable students to understand expectations.

Reporting
Formal narrative reports are sent home twice yearly in December and June. These written reports contain assessments by the staff, including descriptions of academic progress and social adjustment in the school environment generally. Formal Parent/Teacher Conferences are held in October at which progress reports are provided in conjunction with assessments of student portfolios. Children in Early Explorers receive written reports once a year. In March students and parents are involved in a Learning Journey or Student Led Conference at which work, daily activities and assessments are explained by the student.
When any cause for concern arises, individual Parent/Teacher Conferences may be arranged at any time to discuss how best to address a student's needs.