PRIMARY YEARS PROGRAMME

Ecole Ruban Vert is a fully accredited International Baccalaureate (IB) World School. The IB Primary Years Programme (PYP) is a curriculum framework designed for students aged 3 to 12, and provides the curricular foundation for our Early Years (Pre-Nursery – Year 1), and Primary School.

The IB PYP programme draws on research and best practices from a range of national educational systems, and has been informed by a wealth of knowledge and experience from international schools around the world. The result is a relevant, engaging and challenging curriculum with a global perspective for all students. The PYP provides the ideal foundation for students progressing in an IB school all the way to the IB Diploma – and equally provides a flexible and thorough programme from which to transfer into any other school system, as we recognise that some of our students may only be with us for a period of time before moving to another country.
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The IB Learner Profile

The IB Learner Profile is the International Baccalaureate (IB) mission statement translated into a set of learning outcomes for the 21st century.

The Learner Profile runs across all IB programmes. It promotes attitudes and characteristics in students that develop international-mindedness. Students are encouraged to recognize their common humanity and shared guardianship and to help create a better and more peaceful world.

The Learner Profile provides a long-term vision for education and is a set of ideals that can inspire, motivate and focus the work of the entire school community-students, teachers, administrators and parents, uniting them for a common purpose.

The curriculum of the PYP is organised around six transdisciplinary themes:
Who we are
Where we are in time and place
How we express ourselves
How the world works
How we organise ourselves
Sharing the planet
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Transdisciplinary

The PYP is a transdisciplinary programme, providing interconnectedness between subjects and disciplines wherever possible. It is also connected through core elements:
Approaches to Teaching
Knowledge
Concepts
Approaches to Learning
Agency & Action
Learner Profile

PYP Key Concepts

The key concepts are central to the curriculum and are presented in the form of key questions. It is these questions that shape each unit of inquiry giving it direction and purpose. The concepts have been carefully developed to encourage students to develop further open-ended questions and think more broadly and deeply as they foster their inquiries and understandings.
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The IB Approaches to learning (ATL)

The ATL connects the PYP vertically through all programmes. They also connect through all the subject disciplines, and are important in supporting children to transfer learning from one area to another. The ATL are a set of 5 skill groups  which are unpacked into more specific sub skills

PYP Action

Student action is a core component of the programme. Students apply their knowledge to the real world and further develop their sense of commitment, demonstrating they have the power to affect change. Student action can manifest itself in many ways.
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PYP Subjects

For more information, click on:

Languages

Mathematics

Science

Social Studies

Physical, Social & Personal Education

Arts

Information Communication Technology (ICT)

Exhibition

In the final year of the PYP (Year 6 at ERV), students participate in a culminating project, the PYP exhibition. This requires that each student demonstrates engagement with the essential elements of the programme: knowledge, concepts, skills, and action. It is a transdisciplinary inquiry conducted in the spirit of personal and shared responsibility, as well as a summative assessment activity that is a celebration as students move from the PYP into Secondary and the ‘middle’ years of schooling.

The exhibition unit takes place under any transdisciplinary theme at the discretion of the school. Year 6 students are required to engage in a collaborative, transdisciplinary inquiry process that involves them in identifying, investigating and offering solutions to real-life issues or problems. The central idea selected must be of sufficient scope and significance to warrant a detailed investigation by all students.