What the PYP offers students
King Heights Academy will develop students’ academic, social and emotional well being, focusing on international-mindedness and strong personal values. The PYP nurtures independent learning skills, encouraging every student to take responsibility for their learning.The program incorporates local and global issues into the curriculum, asking students to look at six related, transdisciplinary themes and to consider the links between them. The themes include ‘who we are’, ‘where we are in place and time’ , ‘how the world works’, ‘how we express ourselves’, ‘how we organize ourselves’ and ‘sharing the planet’
The Primary Years curriculum framework consists of five 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.
King Heights Academy works 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 International Baccalaureate Primary Years Program (PYP) balances the acquisition of significant and relevant knowledge and skills, the development of conceptual understanding, the formation of personal, positive attitudes and the capacity to take responsible actions.
• addresses students’ academic needs and their social and emotional well-being
• encourages students to develop independence and to take responsibility for their own learning
• supports students’ effort to gain understanding of the world and to function effectively within it
• helps students to establish personal values as a foundation on which international-mindedness will flourish.
The written curriculum, is made up of five essential elements and details what students will learn.
The five essential elements of the PYP are:
• knowledge, which is both disciplinary, represented by traditional subject areas (language, maths, science, social studies, arts, PSPE) and transdisciplinary
• concepts, which students explore through structured inquiry in order to develop coherent, in-depth understanding, and which have relevance both within and beyond subject areas
• skills, which are the broad capabilities students develop and apply during learning and in life beyond the classroom
• attitudes, which contribute to international-mindedness and the wellbeing of individuals and learning communities, and connect directly to the IB learner profile
• action, which is an expectation in the PYP that successful inquiry leads to responsible, thoughtful and appropriate action.
King Heights Academy is committed to structured, purposeful inquiry that engages students actively in their own learning. The program supports students’ efforts to construct meaning from the world around them by:
• drawing on their prior knowledge
• providing provocation through new experiences
• providing opportunities for reflection and consolidation.
This approach respects students’ developing ideas about how the world works. It encourages them to question, consider and refine their understanding of the social and natural world.
Collaboration is a key part of planning for schools implementing the PYP. All teachers are engaged in the planning process, defining the curriculum’s central ideas, discussing how best to bring inquiry into those ideas in the classroom, and finding ways to meet the needs and interests of every student.
The purposes of assessment are to:
• promote student learning
• provide information about student learning
• contribute to the successful implementation of the program.
In the PYP, learning is viewed as a continuous journey, where teachers identify students’ needs and use assessment data to plan the next stage of their learning.
Through assessment, teachers identify what students know, understand, can do and value at different stages in the teaching and learning process.
Teachers use a wide range of assessment strategies to collect information on each of the elements represented in the written curriculum: the understanding of concepts, the acquisition of knowledge, the mastering of skills, the development of positive attitudes and the ability to take responsible action.
King Heights Academy addresses differentiation within the written, taught and assessed curriculum.
This is demonstrated in the unit planner and in the teaching environment, both of which are reviewed during program authorization and evaluation.
King Heights Academy has created and implemented an inclusion/special educational needs (SEN) policy that explains assessment access arrangements, classroom accommodations and curriculum modification that meet individual student learning needs.
Now accepting registrations for 2017 - 2018 school year and Summer Camp 2018.