Vosiq International School and Kindergarten is an authorized IB Primary Years Programme (PYP) school. These are schools that share a common philosophy—a commitment to high-quality, challenging, international education that Vosiq International believes is important for our students. *Only schools authorized by the IB Organization can offer any of its four academic programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), the Diploma Programme, or the Career-related Programme (CP). Candidate status gives no guarantee that authorization will be granted. For further information about the IB and its programmes, visit www.ibo.org Our school was authorized in spring 2023. This is an exciting step for our school as we work towards enhancing our implementation of the IB PYP programm as an official IB World School. The International Baccalaureate (IB) Primary Years Programme (PYP) is an inquiry-based learning approach designed for students aged 3 to 12 years old. The PYP aims to develop the whole child by focusing on their academic, social, and emotional growth. At the heart of the PYP is inquiry-based learning, which encourages students to ask questions, explore, discover, and construct their own understanding of the world around them. The program is designed to foster student curiosity, creativity, and critical thinking skills while promoting intercultural understanding and respect. The PYP framework is organized around six transdisciplinary themes that help students make connections between different subject areas and their own lives: 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. We decided to associate ourselves with this program because, through these themes, students engage in a range of learning experiences that are designed to develop their knowledge, skills, and attitudes. The PYP emphasizes the development of key skills such as communication, thinking, research, social, and self-management skills. It also encourages students to develop attitudes such as respect, empathy, and responsibility. Assessment in the PYP is designed to be authentic and ongoing, with a focus on formative and assessment to support student learning. Student progress is assessed against the PYP’s learning outcomes, which are organized into five essential elements: We are dedicated to following the PYP framework and upholding the strict criteria established by the IB organization as a candidate school. This entails giving our teachers opportunities for professional growth, integrating our curriculum with the PYP framework, and going through a thorough evaluation procedure. We are confident that the PYP will support our pupils in developing the abilities necessary to thrive in a world that is becoming more complicated and interconnected. We are excited to start this journey toward becoming an IB World School and look forward to informing our school community about our progress. KEY METHODS OF INSTRUCTION Inquiry-based learning: The PYP encourages students to ask questions and explore topics of interest through inquiry-based learning. This involves students investigating topics through research, experimentation, and hands-on activities. Collaborative learning: Collaboration is a key component of the PYP, students at our school enjoy working together in small groups to solve problems, share ideas, and learn from each other. This enables the development of communication and collaborative skills among our students and respect for others who have differing views and perspectives. Transdisciplinary learning: The PYP curriculum is organized around six transdisciplinary themes that connect different subject areas and encourage students to make connections between different areas of knowledge. Transdisciplinary learning enables our teachers to collaborate; they share ideas with others in order to integrate learning experiences. Differentiated instruction: The PYP recognizes that each student has unique learning needs and styles. Teachers use a range of instructional strategies to meet the needs of all learners, such as providing differentiated tasks, using technology to support learning, and providing opportunities for student choice. Differentiation is also a key strategy for ensuring inclusive education at our school. Formative assessment: The PYP emphasizes ongoing formative assessment, where teachers assess student learning throughout a unit of inquiry to provide feedback and adjust instruction accordingly. Reflection: Reflection: is a key part of the PYP, with students encouraged to reflect on their learning and the learning process. This helps students develop metacognitive skills and become more self-directed learners. The PYP uses a holistic approach to education that focuses on developing the whole child and promoting lifelong learning. STUDENT AGENCY Student agency is a key concept that we prioritize in our implementation of the International Baccalaureate (IB) Primary Years Programme (PYP). We ensure that students at our school take an active role in their own learning and be in control of their own thinking and actions. In the PYP, student agency is promoted through a variety of strategies and practices that encourage students to take ownership of their learning, make decisions, and take responsibility for their own progress. We promote student agency in the PYP through inquiry-based learning. By engaging in inquiry, students are encouraged to ask questions, make connections, and take action. They are given the freedom to direct their own learning, choose topics that interest them, and pursue their own lines of inquiry. We also promote agency through the use of student-led conferences. These conferences provide an opportunity for students to reflect on their learning, share their progress with their teachers and parents, and take responsibility for their own learning. At our school, a student council was established to ensure greater voice and active involvement of students in matters that affect their learning. The PYP encourages teachers to provide students with opportunities to make choices, take risks, and learn from their mistakes. Teachers are encouraged to give students a voice in the classroom, to involve them in decision-making, and to create a safe and supportive learning environment where students feel empowered to take risks and try new things. Overall, the promotion of student agency is a key component of the PYP philosophy and is seen as an essential aspect of developing students who are lifelong learners, critical thinkers, and responsible global citizens.
