小学课程

的 小学课程 (PYP) at Saint Andrew’s spans the seven years of 较低的学校. 的 PYP provides a framework to help students develop the knowledge, 理解, 的态度, and skills necessary to participate actively and responsibly in a changing world.

IB学习者简介

As with the Middle Years and 文凭课程s, the IB学习者简介 defines the type of lifelong learner that the PYP strives to develop. 的 IB learner profile represents 10 attributes valued by IB World Schools. 我们相信这些属性, 以及其他类似的人, can help individuals and groups become responsible members of local, 国家, 以及全球社区. (伊博人,2013年). 的 profile aims to develop learners who are:

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知识渊博的
思想家
传播者
有原则的
开放的
有爱心的
冒险者
平衡的反光

国际化思维

Inter国家-mindedness is a core component of the PYP curriculum through which students are challenged to think analytically and creatively about global topics in order to be best prepared for 21st century challenges, learn to value their own 文化 and those of others, build awareness that the world is much larger than the local community in which they live, and gain the ability to see themselves as responsible global citizens.

调查单位

的 国际学士学位 (IB) curriculum is ‘broad and balanced,’ addressing all disciplines through IB programme specific frameworks. 的 IB 小学课程 (PYP) has a transdisciplinary framework addressing content between, 在, and beyond the different disciplines. 的se connections support students as they move into interdisciplinary work in the IB 中学课程 (MYP) and multidisciplinary work in the IB 文凭课程.

的 Programme of Inquiry (POI) is the organizing tool for transdisciplinary learning in the PYP. It comprises the six transdisciplinary themes under which units of inquiry (UOI) for all grades are developed. 的se six themes are founded on curriculum research into human commonalities 在 the globe. 的 descriptors for each of these themes provide the powerful organizing ideas that are relevant in and 在 subject areas. 的se promote conceptual 理解s and the development and authentic application of content knowledge and skills. 的y ensure vertical alignment which connects your child’s learning through their time in 较低的学校. 的 descriptors are as follows:

我们如何表达自己

An inquiry into the ways in which we discover and express ideas, 感情, 自然, 文化, 信仰, and values; the ways in which we reflect on, 扩展, and enjoy our creativity; our appreciation of the aesthetic.

我们是谁

An inquiry into the 自然 of the self; 信仰 and values; personal, 物理, 精神, 社会, and spiritual health; human relationships including families, 朋友, 社区, and 文化s; rights and responsibilities; what it means to be human.

WHERE WE ARE IN PLACE AND TME

An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, 探索, and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspective.

世界是如何运转的

An inquiry into the natural world and its laws; the interaction between the natural world (物理 and biological) and human societies; how humans use their 理解 of scientific principles; the impact of scientific and technological advances on society and on the environment.

我们如何组织自己

An inquiry into the interconnectedness of human-made systems and 社区; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.

共享地球

An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; 社区 and the relationships within and between them; access to equal opportunities; peace and conflict resolution.