Introduction

The curriculum design will follow the principles of the International Baccalaureate Primary Years Programme. The framework will be thematic in nature based on the units of inquiry and trans-disciplinary themes. It is imperative that the student is at the centre of the learning process. This process will guide classroom practice through the written, taught and assessed curriculum.

We believe that all students should develop the Learner Profile attributes as indicated in Making the PYP Happen guide (page 4).

We encourage a learning-centred approach whereby the teacher is a guide or facilitator.

It is imperative that the written, taught and assessed curriculum are established as the nucleus of the curriculum, thus supporting the development of the child in the process of becoming life-long learners. As a ‘school without walls’ – the curriculum will maintain students’ holistic development by nurturing their experiences, values and opinions.

The written curriculum establishes content linked to subject-specific knowledge, skills and concepts. It will reflect cultural diversity, global context/significance and international-mindedness, allowing students to explore themes linked to real-life human experiences. The written curriculum provides opportunities for students to inquire, reflect and take action on local, national and world issues through the units of inquiry.

The written curriculum will be designed to develop deep and meaningful understanding through an aligned programme of inquiry that is developed collaboratively by all members of the school community. The programme of inquiry consists of six units of inquiry at each grade level. For ages 3-5 at least four units will be covered, two of which will be ‘Who we are’ and ‘How we express ourselves’. The trans-disciplinary programme of inquiry will ensure that students use a range of subject-specific knowledge, concepts and skills in order to develop a deeper understanding of trans-disciplinary themes.

The six themes run vertically across all year groups. The themes contextualise learning for students, whilst reinforcing the significance of the central idea in the unit. All trans-disciplinary themes will be explored at least once in the programme of inquiry.