Primary Years Programme Early Years (PYP EY) for Ages 3-6 Years at CISB

At CISB, our Primary Years Programme Early Years (PYP EY) is designed for children aged 3 to 6 years, providing a rich and engaging learning environment that nurtures curiosity, creativity, and critical thinking. Our facilities include a light room, maker space, sensory room, baby gym and outdoor learning areas, all of which enhance our inquiry and play-based learning approach. The PYP framework fosters a holistic approach to education, preparing young learners for future academic success and personal development.

Key Features of Our PYP Early Years Programme:

1.  Inquiry and Play-Based Learning:

We believe that inquiry and play are fundamental to learning at this age. Our programme encourages children to ask questions and explore topics through hands-on, play-based activities that stimulate imagination, creativity, and social skills. This integrated approach allows children to engage deeply with concepts while having fun, fostering a love for learning.

2.Transdisciplinary Themes:

The curriculum is organized around six transdisciplinary themes:

• 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 connect various subjects, helping children see relationships between different areas of knowledge and fostering a comprehensive understanding of the world around them. Four transdisciplinary themes be implemented in each grade level include Who We Are and How We Express Ourselves:

3. Learner Profile:

We promote the development of the PYP Learner Profile attributes, which include being inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, and reflective. These attributes guide children in becoming responsible global citizens.

4. Approaches to Learning (ATL) Skills

Opportunities for ATL development are frequent in early years learning communities. Students develop a range of skills through support from adult-facilitated inquiries.

• For example, a walk through a local park or nature reserve provides students with a chance to demonstrate:
• Thinking Skills: Observing and identifying unique characteristics of their surroundings.
• Research Skills: Gathering data and recording observations through drawing or tallying.
• Through their self-initiated play, students enhance their:
• Communication Skills: Listening to peers and taking on pretend roles during imaginative play.
• Social Skills: Playing cooperatively and helping others as they interact in group settings.
• Engaging in physical activities also allows students to develop their: Self-Management Skills: Demonstrating perseverance and learning to work through setbacks.

These experiences are vital for fostering essential skills that contribute to lifelong learning and personal development.

5. Student Action and Agency

We believe in empowering children to take action based on their learning. Students are encouraged to express their ideas, make choices, and engage in projects that resonate with their interests and passions.

• In the learning process, student action and agency manifest through active participation and exploration. Young children are given the freedom to choose activities that intrigue them, which fosters a sense of curiosity and excitement. By selecting their learning paths, they develop foundational skills and take ownership of their experiences. Collaborative play and group activities enhance this process, allowing children to work together, share ideas, and reflect on their learning in a supportive environment. This collaboration builds confidence and helps them understand the value of teamwork.
• The showcase of learning provides a special opportunity for young learners to demonstrate their understanding and creativity. Through simple presentations, art displays, or storytelling, children can share their projects with peers and educators. This not only reinforces their sense of agency but also encourages them to take pride in their achievements. By talking about their work, they practice communication skills and reflect on their learning journey, identifying what they enjoyed and learned.

Preparing for the PYP Learning Stages:

As students transition from the Early Years to the Primary Years Programme, they are well-prepared to engage with more complex concepts and deepen their learning experiences. The foundation built during the Early Years supports their journey into the PYP, equipping them with essential skills and attitudes. This preparation ensures that students are ready to embrace the challenges and opportunities that await them in their PYP learning journey.

At CISB, our Primary Years Programme (PYP) is designed for children aged 6 to 12 years, providing a rich and engaging learning environment that nurtures curiosity, creativity, and critical thinking. Building on the foundational skills developed in Early Years, our PYP framework fosters a holistic approach to education, preparing students for academic success and personal growth.

Key Features of Our PYP Programme:

1. Concept-Based Inquiry Learning:

Concept-based inquiry learning is at the heart of our curriculum. It is a powerful vehicle for learning that promotes meaning and understanding, and challenges learners to engage with significant ideas that drive their inquiries, allowing them to make connections across various subjects. Students are prompted to ask questions and investigate topics deeply, facilitating critical thinking and encouraging them to relate their learning to real-world contexts. This method fosters a love for exploration and helps students understand the relevance of their learning experiences.

2. Transdisciplinary Themes:

Transdisciplinary learning in the PYP refers to learning that is not confined within the boundaries of traditional subjects but is enriched and supported by them. The curriculum is organized around six transdisciplinary themes:

• 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 provide learners with authentic, relevant, and transformative learning experiences that extend beyond subject boundaries. By addressing personal, local, global, and planetary issues, students engage in collaborative exploration with their peers and teachers.

3. Learner Profile:

We promote the development of the PYP Learner Profile attributes, including being inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, and reflective. These attributes guide students in becoming responsible global citizens and lifelong learners.

4. Approaches to Learning (ATL) Skills:

Opportunities for ATL development are prevalent in our PYP classrooms. Students enhance a variety of skills through adult-facilitated inquiries and collaborative projects. For example:

• Thinking Skills: Analyzing and evaluating information to solve problems.
• Research Skills: Conducting investigations and gathering data effectively.
• Communication Skills: Articulating thoughts and ideas clearly in discussions and presentations.
• Social Skills: Collaborating with peers and developing empathy.
• Self-Management Skills: Demonstrating resilience and managing emotions during challenges.

5. Student Action and Agency:

We empower students to take action based on their learning. They are encouraged to express their ideas, make choices, and engage in projects that reflect their interests and passions. As an integral part of the learning process, action can be embarked upon at any point and can take many forms, depending on individual development, learning, and experiences. Students take responsibility for their learning and collaborate with teachers and other students to plan, present, and assess learning needs.

• Student action and agency are evident through active participation and exploration. Students select activities that intrigue them, fostering curiosity and excitement. Collaborative projects enable them to work together, share ideas, and reflect on their learning experiences in a supportive environment.
• The learning showcase provides students with opportunities to demonstrate their understanding and creativity. Through presentations, exhibitions, and storytelling, they share their projects with peers and educators, reinforcing their sense of agency and pride in their achievements.
• The PYP Exhibition serves as a culminating demonstration of student action and agency to end up the PYP learning journey. During this exhibition, students engage in individual or collaborative project that integrates their learning across various subjects and themes. They take the initiative to choose a topic of personal interest, conduct in-depth research, and chose various ways to showcase their findings. This process allows them to demonstrate their understanding, creativity, apply essential skills and ability to work as a team. The exhibition not only reinforces their sense of agency but also provides a platform for them to reflect on their learning journey and celebrate their achievements.

Preparing for the MYP Learning Stages

As students transition from the PYP to the Middle Years Programme (MYP), they are well-prepared to embrace new challenges and deepen their learning experiences. The PYP equips students with essential skills and attitudes that serve as a solid foundation for their continued education. This preparatory phase ensures that students are not only ready for the academic demands of the MYP but also equipped with the social and emotional skills necessary for personal development in an increasingly interconnected world.

Alongside Social Studies and Science, we offer a comprehensive curriculum that includes English Language, Math, Mandarin Language, Visual Arts, Music, and Physical Education. Each of these subjects has its own dedicated curriculum, ensuring that students receive a well-rounded education.

The integration of these subject-based curricula into the POI is designed to create meaningful connections between disciplines. Subject teachers collaborate with homeroom teachers whenever there is an authentic connection for a unit, allowing for a more cohesive learning experience. This collaboration enhances students’ understanding and helps them apply their knowledge across various subjects.

Our commitment to an integrated curriculum prepares students to engage with the world in a thoughtful and informed manner, equipping them with the skills necessary for future success.