Campus International School
A partnership between Cleveland State University and the Cleveland Metropolitan School District
Introduction to the Primary Years Programme (PYP)
The Primary Years Programme (PYP) focuses on the heart as well as the mind and addresses social, physical, emotional and cultural needs as well as academic ones. At the heart of the PYP is a commitment to structured inquiry as a vehicle for learning. Six transdisciplinary themes help teachers and children explore knowledge in the broadest sense of the word. Teachers and students use key questions that are concept based to structure the units of inquiry. They acquire and apply transdisciplinary skills while developing an understanding of these important concepts. The development of explicit attitudes and the expectation of socially responsible behavior are also essential elements of the program.
Developing the International Student (PYP)
The cornerstone of the Primary Years Programme (PYP) is the Programme's Learner Profile (see below). These are the ten most important attributes of an international person and answers the question: What kind of person do we want our students to be? The aim of the PYP is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. At Campus International School we want the students to learn to become inquirers, thinkers, communicators, risk-takers, knowledgeable, principled, caring, open-minded, balanced and reflective. In all areas of the school, the teachers and staff model these attributes. Learning experiences are created so that the students are able to develop these characteristics. The profile helps teachers and students establish goals, plan units of inquiry, and assess performance.
CIS Assessment Policy Manual
Downloadable MS Word version of Assessment Policy
Primary Years Programme Learners Profile
- develop natural curiosity
- are independent learners
- acquire skills necessary for inquiry and research
- actively enjoys learning
- exercise initiative in applying thinking skills
- approaches complex problems
- critically and with creativity
- makes reasoned and ethical decisions
- understand and express ideas with confidence and creativity
- express ideas in more than one language
- work effectively and willingly in collaboration with others
- act with integrity and honesty
- have a strong sense of justice and fairness
- respects the dignity of the individual, groups and communities
- allows empathy, compassion and respect towards others
- have a personal commitment to service
- acts to make a positive difference in others and the environment
- understands and appreciates their own cultures and personal histories
- are open to the perspective, values and traditions of others
- seeks and evaluates a range of points of view
- are willing to grow from the experience of evaluating different points of view
- understands the importance of intellectual, physical and emotional balance
- understands balance in these areas is important to achieve personal well-being
- gives thoughtful consideration to their own learning and experience
- are able to assess and understand their strengths and limitations
- understands reflection is needed to support their learning and personal development
The Five Essential Elements of the Primary Years Program
To achieve a balance in learning, the PYP emphasizes the five parts of the curriculum which are called the Essential Elements of the curriculum. These five elements are concepts, knowledge, skills, attitudes and action.
The PYP has constructed a set of eight key concepts which answer the question- What do we want the students to learn? Questions in each unit of inquiry can fit into one of these key concepts:
What do we want the children to know? In answering this question, the program of inquiry is organized into six theme units. The following transdisciplinary themes provide the framework for the content of the program:
PYP Transdisciplinary Themes
Who we are
An inquiry into the nature of the self; beliefs and values; personal, 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
An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.
How we express ourselves
An inquiry into the ways 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
An 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
An 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./p>
Sharing the planet
An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.
What we want the students to be able to do is addressed in the transdisciplinary skills within the units of inquiry. The construction of meaning and, therefore, understanding is complemented by the students' acquiring and applying a range of skills.
These skills are:
- Social skills
- Thinking skills
- Research skills
- Communication skills
- Self-management skills