IB – Primary Years Programme

 

 

 

International Baccalaureate – Primary Years Programme merupakan program pendidikan yang mengacu untuk murid berusia 3-12 tahun. Nassa (Nasional Satu) School mengadopsi Program tersebut dikarenakan Fokus program adalah untuk membentuk anak-anak yang aktif, peduli terhadap sekitarnya, serta menanam bibit kesukaan pada pembelajaran. Murid-murid diajarkan untuk berpartisipasi secara aktif dalam proses belajar-mengajar.

Kerangka PYP terdiri dari lima faktor: Pengetahuan, Konsep, Keterampilan, Perilaku, dan Tindakan. Semua faktor ini diajarkan kepada para murid melalui partisipasi pembelajaran aktif serta memakai topik-topik relevan yang diajarkan secara trans-disiplin ilmu dari enam area pengetahuan: Bahasa, Kajian Sosial, Matematika, Seni, Sains, dan Pendidikan Kepribadian, Sosial, dan Jasmani.

Website Resmi: IB PYP

 

CURRICULUM FRAMEWORK

The framework of PYP curriculum emphasizes the central principle of agency, which underpins the three pillars of school life:

  • The learner:describes the outcomes for individual students and the outcomes they seek for themselves (what is learning?)
  • Learning and teaching:articulates the distinctive features of learning and teaching (how best to support learners?)
  • The learning community:emphasizes the importance of the social outcomes of learning and the role that IB communities play in achieving these outcomes (who facilitates learning and teaching?)

The framework serves as a curriculum organizer and provides a step-by-step approach to achieving authentic conceptual inquiry-based learning for PYP students that is engaging, meaningful, challenging, and relevant. The framework necessity of nurturing an individual’s self-efficacy so students that have a high sense of self-efficacy to be engaged in their own learning and take action in their classroom.

 

HOW THE PYP WORKS

The Primary Years Programme (PYP) is a transdisciplinary curriculum framework that offers authentic learning experiences. The PYP encourages students to learn to appreciate knowledge, conceptual understandings, skills and personal attributes as a connected whole.

THE WRITTEN CURRICULUM  

We collaboratively develop a Programme of Inquiry (PoI) to reflect the unique aspects of our school’s community that is organized and framed by six transdisciplinary themes:

 

 

These transdisciplinary themes together provide our students with authentic learning experiences that are not confined to the boundaries of traditional subjects. Although subjects play an important role in learning

These transdisciplinary themes together provide our students with authentic learning experiences that are not confined to the boundaries of traditional subjects. Although subjects play an important role in learning

THE TAUGHT CURRICULUM

Inquiry learning is the core methodology used in PYP schools. The taught curriculum considers what is significant, relevant and engaging for the students. In the PYP it is believed that students learn best when they are actively engaged in their own learning by investigating issues after formulating their own questions and then proceeding with research, experimentation, observation and analysis that will help them to find solutions. This does not mean that the skills of literacy and numeracy are not considered, as these are required to support ongoing inquiry, but these skills are developed within the context of the units of inquiry.

THE ASSESSED CURRICULUM

Assessment is an important part of our student’s development. It is embedded in each unit of inquiry to inform learning and teaching and provide opportunities for students to reflect on what they know, understand, and can do. The assessment is ongoing. The progress is reported to parents through:

3 Way Conference. In the first semester where students, parents and teachers sit together to plan individual goals and strategies for each child for the forthcoming year.

Written Report Card; at the end of each semester.

  • Parents Teacher Conference; designed to give the parents information about the student’s progress development and needs after written report sent home.
  • Student Led Conference;during the second semester where students share their learning and experiences with parents in the authentic setting of the classrooms and specialist areas.
  • Portfolio Home Conference;at the end of each semester, where students reflect on their progress through work samples in the student portfolio.

THE IB LEARNER PROFILES

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

 

 

PYP EXHIBITION

For our Grade 6 students, the IB PYP Exhibition the culmination of their learning experiences in the final year as Primary School students at Nassa. The IB PYP exhibition provides students with an opportunity to demonstrate agency and responsibility for their learning, to demonstrate the attributes of the learner profile in authentic contexts, to synthesizes and apply their learning for students to take action as a result of their learning. Students explore global issues through the lenses of the United Nations Sustainable Development Goals and are supported by teachers, mentors, parents, and other Nassa community members to inquire, analyze, evaluate and taking action in personally relevant ways for the community needs and development. All students take active role in all aspects of planning, inquiring, investigating, communicating and assessing their learning in the exhibition.

In the PYP, learning is viewed as a continuous journey, where assessment data is used to plan the next stage of their learning. The exhibition, represents a unique and significant opportunity for students to exhibit the attributes of the IB learner profile developed throughout their engagement with the PYP.

 

SCHOOL RULES AND REGULATION

All students are expected to read and learn the School Rules. Nassa school establish rules and regulations to guide acceptable behavior and ensure that the school environment is safe for students, teachers, and staff. School policies also help create a productive learning environment. The school’s approach towards discipline is for every student to be responsible conduct so as to contribute to the overall well-being of all in the school. Our rules and policies are designed to protect and staff and to optimize school performance which include:

· Nassa school profile

  • Anti-bullying-policy
  • Assessment policy
  • Attendance and punctuality policy
  • Behaviour policy
  • Social media and e-safety policy
  • Equality, diversity and inclusion
  • Risk assessment policy
  • Code of conduct policy