Enishi International School offers International Baccalaureate Primary Years Programme ( IB PYP) from grade 1 to grade 5.
What is the IB (PYP) Primary Years Programme ?
The PYP is designed for students aged 3 to 12. It focuses on the development of the whole child as an inquirer, both in the classroom and in the world outside. It is a framework guided by six transdisciplinary themes of global significance, explored using knowledge and skills derived from six subjects areas, as well as transdisciplinary skills, with a powerful emphasis on inquiry.
The PYP prepares students to become active, caring, lifelong learners who demonstrate respect for themselves and others and have the capacity to participate in the world around them. It focuses on the development of the whole child.
Through its inquiry-led, transdisciplinary framework, the PYP challenges students to think for themselves and take responsibility for their learning as they explore local and global issues and opportunities in real-life contexts.
Benefits of the PYP
The PYP benefits both learners and strengthens learning and international mindedness throughout the entire school community.
Benefits for Students
In the PYP, students learn how to think for themselves and take responsibility for their own learning through an inquiry-led approach.
By developing the attributes of the IB learner profile, students also learn how to demonstrate respect for themselves and others, developing international-mindedness by working with others for a shared purpose and taking positive action for change.
Benefits for the School Community
In the PYP, parents and the wider school community are also considered learners and valued as essential partners in students’ learning.
Benefits for Teachers
PYP practitioners are among the most passionate and dedicated educators in the world; supported by transformative professional development experiences that allow them to do the same for students.
Becoming an IB World School takes dedication and commitment on the part of the school, parents, and learning community to meet rigorous quality assurance requirements.
The IB Primary Years Programme
- addresses students’ academic, social and emotional well-being
- encourages students to develop independence and to take responsibility for their own learning
- supports students’ efforts to gain understanding of the world and to function comfortably within it
- helps students establish personal values as a foundation upon which international-mindedness will develop and flourish.
IB PYP Curriculum Framework
The Primary Years Programme (PYP) presents schools with a comprehensive plan for high quality, international education.
It provides schools with a curriculum framework of essential elements — the knowledge, concepts, skills, attitudes, and action that young students need to equip them for successful lives, both now and in the future.
Schools work with the five elements to construct a rigorous and challenging primary curriculum for international education.
The PYP aims to create a curriculum that is engaging, relevant, challenging and significant for learners in the 3–12 age range. The curriculum is transdisciplinary, meaning that it focuses on issues that go across subject areas.
The PYP is organized according to:
- The written curriculum, which explains what PYP students will learn (What do we want to learn?)
- The taught curriculum, which sets out how educators teach the PYP (How best will we learn?)
- The assessed curriculum, which details the principles and practice of effective assessment in the PYP (How will we know what we have learned?
The written curriculum is made up of five essential elements and details what students will learn.
Five Essential Elements in the PYP
1.Knowledge (what do we want students to know about?)
Knowledge in the PYP is developed through six Units of Inquiry in each grade level under the headings of six transdisciplinary themes. These themes are used to integrate subject knowledge across the main curriculum areas of:
- social studies
- personal, physical and social education
Through its inquiry-led, transdisciplinary framework, the PYP challenges students to think for themselves and take responsibility for their learning as they explore local and global issues and opportunities in real-life contexts. These six transdisciplinary themes are;
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 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
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.
2. Concepts (what do we want students to understand?)
Central to the philosophy of the PYP is the principle that purposeful, structured inquiry is a powerful vehicle for learning that promotes meaning and understanding, and challenges students to engage with significant ideas. Hence in the PYP there is also a commitment to a concept-driven curriculum as a meansof supporting that inquiry.
PYP provides a framework for the curriculum, including key concepts as one of the essential elements. It is accepted that these are not, in any sense, the only concepts worth exploring. Taken together, they form a powerful curriculum component that drives the teacher- and/or student constructed inquiries that lie at the heart of the PYP curriculum.
The key concepts, also expressed as key questions, help teachers and students to consider ways of thinking and learning about the world, and act as a provocation to extend and deepen student inquiries.
A set of eight concepts was drawn up, each of which, it is felt, is of major importance in the design of a transdisciplinary curriculum. These concepts are:
Key question : What is it like?
Definition : The understanding that everything has a form with recognizable features that can be observed, identified, described and categorized.
Key question : How does it work?
Definition :The understanding that everything has a purpose, a role or a way of behaving that can be investigated.
Key question : Why is it like it is?
Definition : The understanding that things do not just happen, that there are causal relationships at work, and that actions have consequences.
Key question : How is it changing?
Definition : The understanding that change is the process of movement from one state to another. It is universal and inevitable.
Key question: How is it connected to other things?
Definition: The understanding that we live in a world of interacting systems in which the actions of any individual element affect others.
Key question: What are the points of view?
Definition: The understanding that knowledge is moderated by perspectives; different perspectives lead to different interpretations, understandings and findings; perspectives may be individual, group, cultural or disciplinary.
Key question: What is our responsibility?
Definition: The understanding that people make choices based on their understandings, and the actions they take as a result do make a difference.
Key question:How do we know?
Definition: The understanding that there are different ways of knowing, and that it is important to reflect on our conclusions, to consider our methods of reasoning, and the quality and the reliability of the evidence we have considered.
3. Skills (What do we want the students to be able to do?)
Skills are the broad capabilities students develop and apply during learning and in life beyond the classroom. Within their learning throughout the PYP, students acquire and apply a set of transdisciplinary skills:
- social skills,
- communication skills,
- thinking skills,
- research skills
- 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.
4. Attitudes (What do we want students to feel, value and demonstrate?)
While recognizing the importance of knowledge, concepts and skills, these alone do not make an internationally minded person. It is vital that there is also focus on the development of personal attitudes towards people, towards the environment and towards learning, attitudes that contribute to the well-being of the individual and of the group. By deciding that attitudes need to be an essential element of the programme, the PYP is making a commitment to a values-laden curriculum. In PYP schools, students should demonstrate: tolerance, respect, integrity, independence, enthusiasm, empathy, curiosity, creativity, co-operation, confidence, commitment and appreciation. These contribute to international-mindedness and the wellbeing of individuals and learning communities, and connect directly to the IB learner profile. These IB learner profiles are;
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.
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
They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.
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.
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.
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.
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.
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.
They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.
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.
5. Action (How do we want students to act?)
In the PYP, it is believed that education must extend beyond the intellectual to include not only socially responsible attitudes but also thoughtful and appropriate action. An explicit expectation of the PYP is that successful inquiry will lead to responsible action, initiated by the student as a result of the learning process. This action will extend the student’s learning, or it may have a wider social impact, and will clearly look different within each age range. PYP schools can and should meet the challenge of offering all learners the opportunity and the power to choose to act; to decide on their actions; and to reflect on these actions in order to make a difference in and to the world.
THE PYP EXHIBITION
In the final year of the PYP, students participate in a culminating project, the PYP exhibition. This requires that each student demonstrates engagement with the five essential elements of the programme: knowledge, concepts, skills, attitudes and action. It is a transdisciplinary inquiry conducted in the spirit of personal and shared responsibility, as well as a summative assessment activity that is a celebration as students move from the PYP into the middle years of schooling.
The 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. It is an opportunity for students to exhibit the attributes of the learner profile that have been developing throughout their engagement withthe PYP.
We strive to deliver a Japanese curriculum that supports and challenges students of all levels of ability by differentiating our lesson activities and individualising the tasks. We offer two Japanese language learning groups: the Kokugo Group, for students who are native speakers of Japanese, and the JAL (Japanese as an Additional Language) Group. The Kokugo Group follows the exact national curriculum and learning objectives that are utilized in Japanese public schools. Instruction for JAL students is flexible. Parents of JAL students may discuss with our Japanese specialist on specific learning goals that they would like for their child to achieve by the end of the school year.
English as an Additional Language (EAL)
The objective of the EAL program is to facilitate the inclusion of non-native English speaking students in their mainstream classes.
We strive to provide quality EAL support for our students. We work with our EAL team and homeroom teachers to enable the EAL students’ transition into the mainstream class.
There are mainly two types of EAL support provided at EIS:
- Pull-out Support
Pull-out support is for students who feel more comfortable receiving instruction at their level of proficiency. They are withdrawn from their classes by an EAL teacher and English is taught at a lower level until they gain confidence in entering the regular classes.
- In-class Support
In-class support is provided to students who feel comfortable being instructed at the school level, but need assistance accomplishing tasks assigned during English Language Arts classes. The Homeroom teacher provide additional support inside the classroom and they work together on the language activities, allowing the student to be supported as they become an independent learner.
Japanese as an Additional Language (JAL)
The objective of the JAL program is to enable the inclusion of students in Kokugo classes. With JAL, students are provided with lower level tasks, receive in-class support with an assistant teacher, or are pulled out of the classroom so that their needs are catered to.