Enishi International School is authorized to offer International Baccalaureate Primary Years Programme (IB PYP)
What is the IB 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.
How the PYP works
The International Baccalaureate® (IB) Primary Years Programme (PYP) is underpinned by six transdisciplinary themes around which learning is planned.
・Who we are.
・Where we are in place and time.
・How we express ourselves.
・How the world works.
・How we organize ourselves.
・Sharing the planet.
These themes are selected for their relevance to the real world. They are described as transdisciplinary because they focus on issues that go across subject areas.
The transdisciplinary themes help teachers to develop a programme of inquiry. Teachers work together to develop investigations into important ideas, which require a substantial and high level of involvement on the part of students.
Through the PYP curriculum framework, schools ensure that students examine each theme.
Please click here to view the Program of Inquiry (PoI) of Enishi International School.
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.
Benefits of the PYP
The PYP benefits both learners and strengthens learning and international mindedness throughout the entire school community.
The PYP 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.
The PYP 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.
The six subject areas identified within the IB Primary Years Programme:
・Language ・Social studies
・Science ・Personal, social and physical education
The most significant and distinctive feature of the IB Primary Years Programme are the six transdisciplinary themes
These themes provide IB World Schools with the opportunity to incorporate local and global issues into the curriculum and effectively allow students to “step up” beyond the confines of learning within subject areas.
・Who we are
Inquiry into the nature of the self; beliefs and values; person, 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
Inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationship between and the interconnectedness of individuals and civilizations, from local and global perspectives.
・How we express ourselves
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
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
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
Inquiry into rights and responsibilities in the struggle to share finite resources with other people and other living things; communities and the relationship within and between them; access to equal opportunities; peace and conflict resolution.
Each theme is addressed each year by all students. (Students aged 3 to 5 engage with four of the themes each year.)
In addition all PYP students have the opportunity to learn more than one language from the age of seven.
These transdisciplinary themes help teachers to develop a programme of inquiries–investigations into important ideas, identified by the schools, and requiring a high level of involvement on the part of the students. These inquiries are substantial, in-depth and usually last for several weeks.
Since these ideas relate to the world beyond the school, students see their relevance and connect with it in an engaging and challenging way. Students who learn in this way begin to reflect on their roles and responsibilities as learners and become actively involved with their education. All students will come to realize that a unit of inquiry involves them in in-depth exploration of an important idea, and that the teacher will collect evidence of how well they understand that idea. They will expect to be able to work in a variety of ways, on their own and in groups, to allow them to learn to their best advantage.
The Exhibition is an important part of the PYP for all students. In the final year of the programme, students undertake a collaborative, transdisciplinary inquiry process that involves them in identifying, investigating and offering solutions to real-life issues or problems. As the culminating experience of the PYP, the Exhibition offers students an exciting opportunity to demonstrate independence and responsibility for their own learning.
The PYP Curriculum
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.
We 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
・ The taught curriculum, which sets out how educators teach the PYP
・ The assessed curriculum, which details the principles and practice of effective assessment in the 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 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 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.