British International Academy

PYP Handbook 2017-2018

British International Academy

PYP Guide for Parents

2017-2018

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TABLE OF CONTENTS

THE MISSION STATEMENT OF THE INTERNATIONAL BACCALAUREATE ORGANISATION 3

MISSION OF BRITISH INTERNATIONAL ACADEMY 3

VISION OF BRITISH INTERNATIONAL ACADEMY 3

THE IB PRIMARY YEARS PROGRAMME 4

THE PRIMARY YEAR PROGRAMME 5

WHAT DO WE WANT STUDENTS TO KNOW? 7

AT BIA THERE ARE SIX MAJOR LEARNING AREAS 7

LANGUAGE 7

MATHEMATICS 8

HUMANITIES AND SOCIAL SCIENCES 8

SCIENCE 8

THE ARTS: 9

SOCIAL, EMOTIONAL AND PHYSICAL EDUCATION (PSE) 9

PHYSICAL EDUCATION (PE) 10

LIBRARY 10

INFORMATION COMMUNICATION TECHNOLOGY (ICT) 11

HOW DO WE ORGANISE OUR KNOWLEDGE 11

WHAT ARE THE CONCEPTS AND SKILLS WE WANT CHILDREN TO DEVELOP? 12

WHAT ATTITUDES AND ACTION DO WE WANT OUR CHILDREN TO DEVELOP? 13

HOW DOES THIS EDUCATION EQUIP OUR CHILDREN FOR A FUTURE IN THE GLOBAL COMMUNITY?_________________13

ACTION 13

HOW DO WE SHARE THE LEARNING 14

PORTFOLIOS 14

THE YEAR 5 EXHIBITION 15

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Mission Statement of The International Baccalaureate Organization

The International Baccalaureate Organisation aims to develop inquiring, knowledgeable and caring

young people to help create a better, more peaceful world through intercultural understanding and

respect. To this end it works with schools, governments and international organisations 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.

Mission of British International Academy

British International Academy aspires to foster ethical women of action through engaging the mind,

motivating the spirit, and solidifying values and self-confidence. We guide our students to become vital

contributors to our complex global society, whilst maintaining pride in their beliefs and sustaining

tolerance of diversity.

Vision of British International Academy

British International Academy strives to position itself among the country’s leading girl’s schools, through

quality education, a nurturing learning environment and embracing talents and creativity, by

implementing an international inquiry based curriculum.

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The IB Primary Years Programme The International Baccalaureate Organization provides a comprehensive curriculum framework

for teaching and learning in the elementary years, entitled, IB Primary Years Programme (PYP).

The BIA written curriculum has been designed in accordance to this framework, aligning with

the Ministry of Education National Curriculum but also ensuring a truly international context for

learning.

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The Primary Year Programme

INTRODUCTION_________________________________________________________________

BIA has become a candidate school in June 2016. BIA will be offering the Primary Years

Programme (IB PYP) as our curriculum framework for all children from KG to grade 5. It focuses

on the development of the whole child, offering a framework to meet the academic, cultural,

physical, social and spiritual development of each person. At the heart of the PYP is structured,

purposeful and planned inquiry that actively engages children. Learners are an integral part of

the learning process and are encouraged to become independent learners. We aim to develop

children’s intercultural understanding and promote global citizenship. The Program of Inquiry

(POI) incorporates all areas of learning. Homeroom and subject teachers work together to plan

rich programs. All teachers from KG to grade 5 are involved in developing the POI and reviewing

it annually.

HOW THE IB PYP SUPPORTS THE BIA________________________________________________

It supports our Purpose and Concerns and aims to develop learners who are internationally

minded.

It encourages children to integrate ideas and make connections across subject areas.

It uses the Ministry of Education and internationally recognized standards as the basis for

curriculum design and implementation.

TEACHING THROUGH INQUIRY ______________________________________________________

Inquiry, as the leading pedagogical approach of the PYP, is recognised as allowing learners to be

actively involved in their own learning and to take responsibility for that learning. Inquiry allows

each learner understands of the world to develop in a manner and at a rate that is unique to

that learner. It is recognised that there is a role for drill and practice in the classroom. Yet it is

felt that teaching to the fullest extent possible about central ideas, that are concept based,

leads to the most substantial and enduring learning.

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LEARNER PROFILE ______________________________________________________________

As an IB PYP candidate school, we work to develop the attributes of the learner profile. The

learner profile describes a list of attributes that promote academic rigor and the establishing of

a personal value system leading to international-mindedness

PROFILE What will our children do as they build on these qualities?

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

Principled They act with integrity and honesty, with a strong sense of

fairness, justice and respect for the dignity of individuals, groups

and communities. They take responsibility for their own actions

and the consequences that accompany them.

Thinkers They exercise initiative in applying thinking skills critically and

creatively to recognise 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

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.

Balanced They understand the importance of intellectual, physical, spiritual

and emotional balance to achieve personal wellbeing for

themselves and others.

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.

Open- minded They understand and appreciate their own cultures and personal

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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.

Courageous/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.

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

What Do We Want Learners To Know?

At BIA there are six major learning areas

Language

Language is at the heart of learning and is taught across the curriculum as well as in specific

language oriented sessions. Language is fundamental to the curriculum as a basic tool of

communication that crosses the boundaries of the traditional disciplines. Language provides

access to literature and it is a key means of assimilating our own culture and learning about the

cultures of others. Structured, purposeful inquiry is the main approach to teaching and learning

in the PYP. Wherever possible; language is also taught through the relevant and authentic

context of our programme of inquiry.

The Language Programme is divided into three sections:

Oral Language: Listening and Speaking.

Visual language: Viewing and Presenting.

Written language: Reading and Writing.

The two languages English and Arabic are taught as a first language, Students learn both

English and Arabic from KG to Grade 5, French is introduced as a second language at the age of

8 in grade 3.

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Mathematics

Mathematics allows us to describe and analyse the world around us. It is an effective tool for

solving problems. In the IB Primary Years Programme, mathematics is viewed as a vehicle to

support inquiry, providing a global language through which we make sense of the world around

us. It is intended that learners become competent users of the language of mathematics, and

can begin to use it as a way of thinking, as opposed to seeing it as a series of facts and

equations to be memorized. (International Baccalaureate Organisation, 2009). Our

mathematics curriculum provides learners with the opportunity to enjoy and be enthusiastic

when exploring and learning about mathematics. Learners develop an understanding of

mathematics by constructing their own meaning. The basis of this construction begins with

applying prior experiences and knowledge and reflecting on interactions with objects, concepts

and ideas. Our mathematics curriculum allows learners to actively interact with props and other

mathematical learners.

Humanities and Social Sciences

All of the History, Geography curriculum is incorporated into the Program of Inquiry, and often

sits in the “Where we are in place and time”, “Who we are”, and “How we organize ourselves”

units. We will introduce the MOE social studies in Arabic classes and integrate where and

whenever it is authentic and can support the POI.

Science

Similarly, the entire Science curriculum sits within the Program of Inquiry. The knowledge and

skills of science are addressed mostly in the “How the world works”, “Sharing the planet”, and

“How we organise ourselves” units.

The Arts:

Music

Our Music Programme aims to implement the IB philosophy of education and working with

other subject areas as much as possible to provide a holistic musical experience for learners.

Learners are provided with a range of individual, group, performance based and theoretical

learning opportunities in which to practice, apply, and master these components. In each year

level, learners are challenged and engaged as the concepts and skills are taught with increasing

complexity and depth.

Some of the units are linked to the Programme of Inquiry taught by the Homeroom teacher.

While this will be done under the trans-disciplinary theme of ‘How we express ourselves’, other

opportunities will also be used for learners to explore their musical talents. Learners have one

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period of Music per week up to grade 2; starting from grade3 to grade 5 they have one class

every two weeks.

Visual Arts

Kindergarteners love to express themselves and their ideas using crayons, paints, play dough,

clay, scissors, glue and paper. Learners begin making basic shapes, and experiment with

texture, space and colours in pieces of art. The school provides a wide range of materials for

the learners to explore and express their creativity.

In Junior school, Learners will be exposed to a wide range of experiences that will illustrate the

creative process of Visual Arts. Paralleling the creating aspects of these units will be the

responding theoretical component of the program. The responding elements will look at art in

society with learners responding and reflecting on their art processes and theoretical

understandings through self-reflection, peer discussion, interview, review, art interpretation

and art history. Through a balance of Creating and Responding experiences, the learners will

begin to appreciate the depth and breadth of Visual Arts – locally and globally, now and in the

past, by women and men, and by people of different background.

Drama

Drama is incorporated into the POI for KG 1 and KG 2, and it is taught by homeroom teachers.

As for Grade 1 to Grade 5 it is given by a specialist Drama teacher, and integrated within the

units of inquiry.

Social, Emotional and Physical Education (PSE)

PSE has taken a more inclusive role at BIA. Pastoral Care programme is a support curriculum for the emotional, social, physical and spiritual well-being of learners along with the academic part. Its policy and practices are deeply integrated within the curriculum through the quality of teaching and learning; through the nature of relationships amongst learners, teachers, and even parents. Pastoral Care was incorporated into the curriculum here at BIA as we believe that the elements of a student’s life (physical, emotional, social, academic and spiritual well-being) are all interconnected; therefore, when one domain is affected all the others are inevitably affected as well. As Sheila Bethel said in her book Making a difference that learners “don’t care how much you know, until they know how much you care” which proves that successful academic learning within a school context can’t be estranged from the application of successful pastoral care programme.

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A constructive curriculum where bases are built upon from KG to grade 9, through in depth lessons 1-3 times a week specifically made in order to prepare our learners with the necessary skills and attitudes to face the challenges in today’s dynamic world. PS is integrated, when appropriate, within the units of inquiry where lessons focus on accepting responsibility, respecting others, cooperating, resolving conflicts, group decision making, adopting a variety of group roles, time management, organization, spatial awareness, safety, healthy lifestyle, codes of behavior and making informed choices. Learners develop their social, emotional, and self-management skills while fostering positive attitudes of appreciation, confidence, empathy, tolerance and respect.

Physical Education (PE)

All learners participate in a specialist Physical Education program. The overall goal of the

Physical Education program is to promote growth and development. The program focuses on

the mastery and use of gross motor skills in games and modified sports as well as attitudes and

behaviors that are conducive to a healthy lifestyle.

Learners will:

Learn about body control and spatial awareness.

Master new skills and techniques in a variety of physical activities.

Manipulate equipment or apparatus.

Recognise the importance of fair play.

Understand how strategies can assist when participating in physical activities.

Use co-operative behaviours in order to function as part of a group or team.

Use proper safety precautions when engaging in physical activities.

Library

The Library plays a central role in the implementation of the school program, promoting and

facilitating teaching and learning across the curriculum. We encourage learners’ reading and

language development, which becomes an important means of personal, social, cultural and

historical expression and understanding. The library also provides access to relevant and

stimulating resources both in print and online, in fictional and multilingual literature,

information literature and for inquiry. Collaborative planning and teaching between the

classromm teacher and the teacher librarian support the learning and aims to meet the diverse

needs of the learners. We have one main library used by all grades. Classrooms are equipped

with a reading corner to support inquiry and encourage reading.

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Information Communication Technology (ICT)

At BIA, learners are encouraged to be ICT users who investigate, create, communicate,

collaborate, organise and be responsible for their own learning and actions. ICT is a powerful

tool for learning and, as we are living in a digital age, it is important to prepare learners to be

life-long learners who are responsible digital citizens of the future.

‘Through the use of ICT, learners develop and apply strategies for critical and creative

thinking, engage in inquiry, make connections and apply new understandings and skills in

different contexts’ The Role of ICT in the PYP

In the Primary, we develop the six ICT skills through all forms of learning:

1. We encourage learners to use ICT to investigate and carry out purposeful inquiry and

research.

2. We encourage learners to create using ICT and we provide them with the opportunity to

innovate.

3. Learners are encouraged to communicate and exchange information using a range of media

and formats.

4. Collaboration is emphasized through active participation in creating and sharing knowledge

using ICT.

5. Learners are encouraged to organise and they understand that ICT systems can be used to

inform, adapt, manage and problem-solve.

6. We encourage learners to be responsible digital citizens while using ICT and make informed

and ethical choices while acting with integrity and honesty.

How Do We Organise Our Knowledge?

To ensure that we offer a balanced curriculum and to encourage links across the curriculum,

much of this knowledge is organized into six trans-disciplinary themes. Each trans-disciplinary

theme is explored across six units of inquiry in every year group. The six trans-disciplinary

themes investigate:

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

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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.

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.

How we organize ourselves: An inquiry into the interconnectedness of human-made

systems and communities; the structure and function of organisations; societal decision-

making; economic activities and their impact on humankind and the environment.

What are the concepts and ATL skills we want learners to develop?

Each year, as learners explore different subject matter they regularly revisit eight key questions.

These conceptual questions help them to focus their inquiries and also to make connections

across subjects and year levels.

What is it like? (Form)

How does it work? (Function)

How is it changing? (Change)

Why is it like this? (Causation)

How is it connected to other things? (Connection)

What are the points of view? (Perspective)

What is our responsibility? (Responsibility)

How do we know? (Reflection)

Within their learning throughout the program, students acquire and apply a set of trans-

disciplinary ATL skills:

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Social skills, communication skills, thinking skills, research skills and self-management skills;

these skills are valuable, not only in the units of inquiry but also for any teaching and learning

that goes on within the classroom and in life outside the school.

What attitudes and action do we want our learners to develop?

We want learners at BIA to be tolerant, creative, curious, appreciative, enthusiastic, confident,

respectful, committed, cooperative, independent, and to be people of integrity and empathy.

Learners and teachers deliberately reflect on the development of these attitudes during class,

gatherings and in the playground.

In addition to developing knowledge, concepts, skills and attitudes, we want learners to take

thoughtful and appropriate action. We offer all learners the opportunity and power to choose

their actions, to act and to reflect on these actions in order to make a difference to the world.

Learners take action in many forms both at School and at home. These actions range from

sharing resources they find, inviting parents and other guests to contribute their expertise,

conducting independent inquiries and sharing their findings, reaching out to others within the

class and school, making environmentally responsible changes at school and at home, through

initiating, promoting and supporting a wide range of service activities within the school and

wider community.

How does this education equip our learners for a future in the global

community?

At BIA you will see a strong focus on developing the values that will enable our learners to think

clearly, act with integrity, make decisions for themselves, be sensitive to the needs of others

and the environment, be strong in service and hold a global perspective.

The IB Learner Profile provides us with a common language for inspiring, motivating and

teaching our learners. Reflection on ongoing development of these attributes occurs regularly

in all parts of the program and provides a foundation for ongoing global citizenship.

Action

We encourage learners to see their learning as a series of valuable experiences that, as well as

forming their intellectual development, should guide them how they act. Successful inquiry

should lead to responsible action, which should be initiated by the learners as a result of their

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learning process. This action may extend the learner’s learning or have a wider social impact,

depending on the age of the learner. Some of their learning should be demonstrated by positive

action and service. Therefore, learners are encouraged to reflect, choose wisely and to act

responsibly towards their peers, school staff and the wider community.

How do we share the learning?

Assessment is integral to the learning and teaching cycle. Our assessment procedures and

methods of reporting to learners and parents support the Purpose and Concerns, recognising

the intrinsic worth of each person and their academic, cultural, physical, social and spiritual

development. We aim to involve the learner, the parent and the teacher in the assessment and

reporting process throughout each developmental year of a learner’s learning. In this process

we reflect the philosophy and objectives of the International Baccalaureate Primary Years

Programme (PYP) and meet the requirements of the MOE Curriculum. We aim to include the

five Essential Elements of the PYP in our reporting process including:

The acquisition of knowledge.

The understanding of concepts.

The mastering of skills.

The development of attitudes.

The decision to take action.

The aim of assessment at BIA is to provide feedback and to inform the teaching and learning

cycle. Our approach recognizes the importance of learners constructing meaning through the

assessment of prior knowledge, formative assessment (during the learning process) and the

summative assessment of the learning.

Portfolios

Portfolios are purposeful collections of learners’ work. Throughout the year, learners regularly

look back at their work, select products that show progress and reflect on them. This assists the

learners in becoming self-assessors. The teacher will offer advice regarding the selection of

learner products following a Portfolio agreement drawn by the teachers themselves and PYP

coordinator, whereby the teacher may select some products. The teacher will add descriptions

of the context in which the learner product was generated, an explanation of the task, the link

to the curriculum as well as their own comments on the product. In addition, general

reflections, photographs illustrating processes and other evidence of learner progress may be

included.

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Parents – Teacher Conference

Parents will be invited to meet with the class teacher to discuss their child’s progress. The

conference using learners’ work and /or the learners’ portfolio will be led by the teacher.

Teacher – Student Conference

Such conferences are designed to give learners feedback so they can reflect on their work and

further refine and develop their skills.

Written Report

Parents receive a written report of their child’s progress three times a year, in November,

March and June.

Student-Led Conference

The Student-Led Conference is a meeting in which the learners use their portfolio as a basis for

discussion about their learning with their parents. The conferences allow learners to play an

active role in the reporting process and communicate their progress to their parents. The

teacher is present as a facilitator, if necessary, but the conferences are centered on the learners

and their own understanding of their learning, together with the work in the portfolio

demonstrating their learning.

The Grade 5 Exhibition

In the final year of the Primary Years Programme, the learners are involved in an extended unit

of inquiry, entitled The Exhibition. This unit is designed for learners to identify, investigate and

suggest solutions for real life issues. The learners work in small groups, developing their own

inquiries, framed by one trans-disciplinary theme, and the unit culminates in a celebration of

learning shared with the school and wider communities. This exhibition will be implemented

with our learners starting 2018-2019 after being an IBPYP authorized School.

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