Primary Years Program 2021
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Primary Years Program 2021 International School Nadi
Transcript of Primary Years Program 2021
Primary Years Program
2021 International School Nadi
Welcome to the IB PYP Programme at International School Nadi
Dear Parents,
At ISN, we are proud to educate a truly international body of over 100 students from around 20
different nationalities and cultures.
Our school is committed to academic excellence and to supporting each child in reaching their
full potential; while engendering independent learners and caring, globally-minded citizens. The
PYP School promotes a dynamic environment and our teachers are committed to effective
teaching and learning for 3 to 11 year olds and the provision of wide-ranging opportunities and
supportive relationships that allow every student to achieve his or her best.
Our school's student body is international and multicultural in character. We believe
passionately in the value of a global education and accept the responsibility to teach our
students how to develop skills which enable them to inquire, to question, to solve problems in
constructive ways and to develop an appreciation for their own and other cultures and
languages different from their own.
The following pages provide key information about our programme and procedures and will
assist you and your child/ren in settling into/back into the school. Please read the booklet
carefully and do not hesitate to contact us if you have any questions or concerns. We look
forward to working with you.
Belinda Lalor
PYP Coordinator
International School Nadi
International School Nadi provides a quality education with high academic standards and an
international focus. We value the diverse multicultural make-up of our school community and
encourage tolerance and acceptance of all cultures. Essential school aims include:
o Promoting intellectual curiosity and an interest in learning
o Developing high achievement in reading, writing and mathematical skills
o Nurturing students to become effective, independent learners
o Using modern, progressive teaching and assessment methods
o Involving parents in the process of student learning
o Tailoring the learning process to individual students’ needs
o Establishing a safe and supportive learning environment where the rights of all are respected.
School History
International School Nadi owes its foundation to a small group of dedicated parents who
wanted an international standard of education for their children. It has served the Nadi and
Lautoka communities since 1992 as an independent international school.
The school was officially opened on its present site in October 1996. MYP3 was added in 2002,
and MYP4 in 2003. By 2004, we had a fully functioning Middle School from Years 1-5. The
school was authorised as an International Baccalaureate (IB) Primary Years Programme (PYP)
and Middle Years Programme (MYP) school in December 2004. In September 2005, the school
was authorised to offer the Diploma Programme (DP). Managed by a School Committee, and
governed by a Board of Trustees, there is stable and competent governance with
opportunities for representatives of the school community to take part in decision making.
School Mission
To educate, nurture and empower students to be well-rounded enquiring individuals able to
reach their full potential and contribute as global citizens.
School Vision Statement
To deliver a world class international education through a dynamic learning environment that
encourages and fosters the intellectual, social and physical development of our students.
To cultivate an inclusive community that celebrates diversity and is dedicated to each
individual’s achievement of their highest-level of academic and personal potential
To develop our students into resilient, empathetic and inquisitive individuals who think
critically and creatively, with the courage and conviction to take positive action locally and
globally.
The IB Mission Statement
“The International Baccalaureate aims to develop inquiring, knowledgeable and caring
young people who help to create a better and more peaceful world through
intercultural understanding and respect.
To this end the organization works with schools, governments and
international organizations to develop challenging programmes of
international education and rigorous assessment.
These programmes encourage students across the world to become active,
compassionate and lifelong learners who understand that other people, with
their differences, can also be right.”
The IB Programmes
Founded in 1968, the International Baccalaureate Organisation (IB) is a recognised leader in
the field of international education, encouraging students to be active learners, well-rounded
individuals and engaged world citizens. The IB currently works with 3,294 schools in 141
countries to develop and offers four challenging programmes to over 972,000 students aged 3
to 19 years. International School of Nadi (ISN) is one of the few schools worldwide that
exclusively offers the IB programme continuum:
∙ The Primary Years Programme (IB PYP) provides a coherent educational framework for
students aged 3 to 12 that focuses on the development of the whole child in the classroom
and in the world outside.
∙ The Middle Years Programme (IB MYP) is an international concept-based curriculum for
students aged 11 to 16. It provides a framework of academic challenges that encourage
students to become critical, reflective inquirers.
∙ The Diploma Programme (IB DP) is a rigorous, academically challenging and balanced
programme of education designed to prepare students aged 16 to 19 for success at university
and life beyond.
The IB Programmes focus holistically on the developing child, encompassing ethical, social,
physical, emotional and cultural growth in addition to academic development. The
programmes are designed to develop the knowledge, attitudes and skills necessary for
students to become independent life-long learners able to participate actively and responsibly
in a rapidly changing and increasingly interconnected world. Students are encouraged to
celebrate and respect other cultures with the goal of promoting international mindedness.
The IB Learner Profile
Informed by the IB mission to develop active, compassionate and lifelong learners, all of the
IB programmes foster a distinctive set of attributes.
The Primary Years Programme (PYP)
The PYP is a curriculum framework; it brings with it a clear educational philosophy and a methodology
for young learners. The IB PYP was developed by member schools around the world and is administered
by the International Baccalaureate according to whom: The Primary Years Programme (PYP) is designed
for students between the ages of 3 and 12. It is an international, transdisciplinary programme designed
to foster the development of the whole child, not just in the classroom but also through other means of
learning. The PYP focuses on the total growth of the developing child, touching hearts as well as minds
and encompassing social, physical, emotional and cultural needs in addition to academic welfare. The
PYP combines the best research and practice from a range of national systems with a wealth of
knowledge and experience from international schools to create a relevant and engaging educational
framework for all children. You can find the Schools Guide to the Primary Years Programme, IB, at the
following website address www.ibo.org.
The PYP places structured inquiry at the heart of the learning process. Children are encouraged to
develop, through the learning process, those attributes and traits that will enable them to become
expert learners. The PYP curriculum model is built from a framework of transdisciplinary themes that
help teachers and students to explore and acquire essential knowledge and skills and to take socially
responsible action. The PYP sets out six such transdisciplinary themes to offer continuity and progression
of learning:
● Who we are
● Where we are in place and time
● How we express ourselves
● How the world works
● How we organise ourselves
● Sharing the planet
In our Early Years classes (ECH) each child will inquire into four of the above transdisciplinary themes
through units developed around these themes. PYP 1-6 will inquire into all six. Our teachers devote a
great deal of time and thought curriculum planning, which is the essential prerequisite for the PYP
programme. The teacher will integrate the many subjects that connect naturally into units of inquiry,
ensuring that students can see both the connections between subjects and the relevance of each subject
to their lives. Students learn how to take risks, ask questions, plan investigations, solve problems and
find the answers to their questions.
Within each transdisciplinary theme, the PYP’s written curriculum emerges out of a series of essential
elements, which are in part planning guidelines and in part desired learning outcomes.
Knowledge
The PYP identifies a “body of significant knowledge” for all students in all cultures in the following
subject areas:
● Language
● Social studies
● Mathematics
● Science
● Information Technology
● Art
● Music
● Personal, social and physical education (PE)
Concepts
Seven fundamental concepts, expressed as questions, provide the structure for inquiry:
● Form: what is it like?
● Function: how does it work?
● Causation: why is it like it is?
● Change: how is it changing?
● Connection: how is it connected to other things?
● Perspective: what are the points of view?
● Responsibility: what is our responsibility?
Skills
Five transdisciplinary skills are acquired in the process of structured inquiry:
● Thinking
● Communication
● Social
● Research
● Self-management
Action
Every opportunity is taken to encourage and empower students to take socially responsible action and
contribute to the immediate and wider community. Community service is an important element of this,
and it forms part of the PYP profile. Students are encouraged to take initiative and seek out community
service opportunities on their own accord.
Assessing Student Progress
Assessment is central to the PYP goal of thoughtfully and effectively guiding students through the five
essential elements of learning:
1. The acquisition of knowledge
2. The understanding of concepts
3. The mastering of skills
4. The development of attitudes
5. The decisions to take action
Students and teachers are actively engaged in assessing and evidencing student progress as part of the
development of their thinking, communication, social, research and self-management skills. The
assessment component in the school's curriculum can itself be subdivided into four closely related areas.
Learning and Teaching in thePYP 2018 p76
1. Monitoring Learning - Evaluating the progression of learning against established learning goals
and success criteria. Occurs daily through observation, questioning, reflection, discussion and
providing feedback.
2. Documenting learning - A compilation of the evidence of learning including learning logs or
journals, portfolios and learning stories. Documentation should reveal insights into learning and
provide opportunities to reconnect with learning goals and success criteria.
3. Measuring Learning - Measurement tools are designed to capture what a student has learned at
a particular point of time. Not all learning can be, or needs to be, measured. Teachers must use
multiple data points to make evaluations of student progress and also need to account for
diverse learners. ISN also utilizes standardized tests when appropriate to measure student
learning. An assessment schedule has been developed across the PYP that ensures appropriate
balance and frequency of assessments. Measures of Academic Progress (MAP) Growth online
assessment periods are also scheduled at least twice a year.
4. Reporting – Describes the progress and achievement of student learning and identifies areas for
growth for the student, teacher and the school community.
Adapted from: The Enhanced PYP - Teaching and Learning Page 75
Reporting Student Progress
Reporting periods are dispersed throughout the year so that you are kept informed of your child’s
progress. In addition to receiving a Progress Report at the end of Term 1 and End of Semester 1 and 2
Reports, parents also have access to the following reporting procedures.
Portfolio
The portfolio is an important part of the school’s reporting program. We currently use Seesaw to keep
an e-portfolio for each student. Seesaw ensures dynamic three-way communication between parents,
students and teachers. E-portfolios provide a record of student effort and achievement in all areas of
school curriculum and life.
Student-Led Conferences
Student-Led Conferences are formal reporting sessions to parents, led by the students themselves. The
teacher's role in this process is to guide and prepare the students to present their evidence and to help
facilitate the discussion.
Three -Way Conferences
Three Way Conferences are formal reporting sessions with both parents and students and are led by the
teacher with the contribution of the students.
MAP Growth Family Reports
Students who sit for MAP Growth online assessments will receive a family report at the end of the
assessment period, outlining student progress in Math, Reading and Language Usage.
Parent / Teacher Communication
All teachers are responsible for informing parents about the PYP and their program of inquiry units for
the year using the following forms of communication:
● Parent Information Nights at the beginning of the year
● Class Newsletters and emails
● The School Website
● Inserts in the School Newsletter
● Inviting parents to view the learning of their children formally (mini-‘exhibition’, SLC or
celebration of learning events) or informally (when parents visit classes or student learning is
sent home to share)
● Seesaw Portfolios
● Student-Led Conferences
Informal Parent Conference
Parents and Teachers are able to meet and converse on the progress of their child/ren throughout the
year. It is important that parents see the homeroom teacher as the first point of contact for
communicating grievances or concerns. This should be arranged by appointment. If the teacher is unable
to address the issue then the parents may contact the PYP Coordinator. The Principal may be asked to
get involved at the request of the PYP Coordinator if the issue remains on-going or unresolved.
The Exhibition
Students in the final year of the PYP carry out an extended, collaborative inquiry – the PYP Exhibition. At
International School Nadi this takes place in Term 3 or 4 of each year. The key purposes of the exhibition
include the following:
● For students to engage and report on an in-depth, collaborative inquiry
● To provide students with an opportunity to demonstrate independence and responsibility for
their learning
● For students to synthesize and apply their learning of previous years, and to reflect on their
journey through the PYP
● To provide an authentic process of assessing student understanding and to demonstrate how
students can take action as a result of their learning
● To unite the students, teachers, parents and other members of the school community in a
collaborative experience that incorporates the essential elements of the PYP
● To celebrate the transition of learners from PYP to MYP education and to complete the first of
the three culminating projects in the IB Continuum.
DAILY PROCEDURES
7:45am-8am - Morning Drop Off
The school gates open at 7:45am each day. Lessons begin promptly at 8am. Please ensure that your
child arrives at school on time as latecomers miss out on valuable learning time and orientation to the
day ahead.
14:30pm - End of the school day
Under no circumstances will a child be allowed to depart from the premises unless he/she is with a
previously identified person. A staff member must always acknowledge the dismissal of a child so please
let your child’s teacher know you are collecting them. In the event that you will be sending a third party
to collect your child, please let us know in advance, in writing (email to your child’s class teacher and
reception [email protected]). Please ensure that your child is collected on time as there is no aftercare
facility. We ask parents to collect their children from the front pick-up area when leaving at the end of
the day.
After school
Teachers do not supervise any inside or outside play areas as they are preparing for the next day.
Therefore, for health and safety reasons students must be picked up on time or wait in the front office if
you are running late. Students are not permitted to play after school unless their parent or guardian is
present and actively supervising.
After-school Activities
ISN offers a range of after-school activities through-out the year. At the beginning of each term your
child will bring home a list of activities that are available to them. Please note that many activities have
age and capacity restrictions so check the form carefully to avoid any disappointment.
Student Absence from School and Illness
We ask parents to complete a Student Medical Record form prior to admission and to update it annually
and as required. It is vital that we are made aware of any medical conditions for the safety and care of
your child.
If your child is absent from school, please email the classroom teacher and cc Ada in the school office.
For extended absences where your child is away for more than 2 days, due to illness, the school will
require a medical certificate.
Lateness
In the event that your child arrives after 8:15am, please ensure they visit Reception to receive a late slip.
Leaving Early
If you need to collect your child prior to the end of the school day, please inform the Office. Once at
school, you will be required to sign them out at Reception.
Snack and Lunch Breaks
At ISN we encourage our students to develop healthy eating habits. As part of our daily routine, students
are encouraged to bring a fruit/vegetable snack for brainfood around 9am. At morning tea and lunch,
students may purchase food from the school canteen. Canteen menus are available in the school
newsletter.
Nuts
Several members of the ISN community have severe nut allergies and as such ISN is a nut aware school.
We ask that there is no sharing of food. When we have shared food, we will do our best to ensure that
all food is nut-free and that the students with allergies are made aware and supervised.
Sun Protection
Hats must be worn by students when outside the PYP has a ‘No hat, no play’ policy. Sunscreen and
mosquito protection is recommended. Students are educated about the importance of drinking water
throughout the day. Please ensure your child has their own labeled water bottle in school every day.
Camps and Excursions
Camps and excursions are an important way for learning to extend outside the classroom. Our camps
and excursions are used as a way to connect what is being learnt in the classroom to the outside world.
Camps are also an important way for students to step outside their comfort zone and try new
adventures with their peers and teachers. All camps are planned and prepared in guidance with our
Camp and Excursion Policy as well as our Water Safety Policy.
Normally, camp dates are entered on the school calendar at the beginning of each year. Because of the
challenging nature of trying to secure accommodation and transportation early, we have to be flexible
with the final dates and details until closer to the camp. Two weeks prior to the camp we will host a
parent information meeting after school. Teachers will inform parents or guardians about the camp
details and be available for questions.
Depending on the number of students and teachers going we may ask for parent volunteers. Parent
helpers on excursions will be open to any parent or guardian, however, for camp we invite fathers only.
Since term 2 of 2020, camps and excursions have been subject to Ministry guidelines in relation to Covid
19.
Programme of Inquiry 2021
ECH
How We Organise Ourselves Who We Are How the World Works How We Express Ourselves
Term 1 Term 2 Term 3 Term 4 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
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.
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.
An 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.
CENTRAL IDEA Communities work when members follow shared rules and routines LINES OF INQUIRY 1. Purpose of rules 2. The need for rules and routines 3. Our school rules KEY CONCEPTS Function, Causation, Responsibility APPROACHES TO LEARNING: Research Skills, Self-management Skills LEARNER PROFILES: Caring Principled
CENTRAL IDEA Our senses help us to explore the world LINES OF INQUIRY 1. Exploring each sense 2. Connection between senses and body parts 3. Learning through our senses KEY CONCEPTS Connection, Function, Causation APPROACHES TO LEARNING: Communication Skills, Self Management Skills, LEARNER PROFILES: Inquirer, Knowledgeable
CENTRAL IDEA All living things go through a process of change LINES OF INQUIRY 1. Living and nonliving things 2. Differences of living and nonliving things 3. Life cycles KEY CONCEPTS Form, Change, Connection APPROACHES TO LEARNING: Thinking Skills, Research Skills LEARNER PROFILES: Thinker, Reflective
CENTRAL IDEA Tradition and celebrations provide insight into different beliefs and cultures LINES OF INQUIRY 1. Tractions and celebrations 2. Significance of traditions and celebrations 3. Symbols KEY CONCEPTS Form, Perspective, Connection APPROACHES TO LEARNING: Research Skills, Social Skills LEARNER PROFILES: Open-minded, Balanced
PYP 1 and 2
Where We Are In Place and Time
How We Express Ourselves
Who We Are Sharing the Planet How We Organise Ourselves
How the World Works
T1 Wk 1-6 T1 Wk 7-T2 Wk 3 T2 Wk 4-Wk 10 T3 Wk 1-6 T3 Wk7-T4 Wk 3 T4 Wk 4-Wk 10
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
An 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.
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.
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 resolutions
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
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.
CENTRAL IDEA My personal history makes me a unique individual LINES OF INQUIRY 1. Important events in my life 2. My relationship with others 3. Things that make me unique KEY CONCEPTS change, connection, causation ATTITUDES TO LEARNING: Social Skills, LEARNER PROFILES: Caring, Balanced
CENTRAL IDEA Stories can take on different forms LINES OF INQUIRY 1. The purpose of stories 2. Story structure and elements 3. Stories through different forms of art KEY CONCEPTS function, perspective, connection ATTITUDES TO LEARNING: Communication Skills LEARNER PROFILES: Communicator
CENTRAL IDEA Exploring our heroes and role models deepens our understanding of ourselves LINES OF INQUIRY 1. Characteristics of heroes and role models 2. The way we can be role models 3. Influence of role models on our actions KEY CONCEPTS perspective, causation, change ATTITUDES TO LEARNING: Self-management Skills LEARNER PROFILES: Principled, Open-minded
CENTRAL IDEA Weather patterns affect our daily lives LINES OF INQUIRY 1. Different climates and weather patterns 2. People's need change depending on the weather 3. How living things adapt the changing weather KEY CONCEPTS form, causation, responsibility ATTITUDES TO LEARNING: Thinking Skills LEARNER PROFILES: Inquirer, Thinker
CENTRAL IDEA People choose jobs to meet their needs and wants LINES OF INQUIRY 1. Different jobs people have 2. Why people have jobs 3. The difference between needs and wants KEY CONCEPTS form, causation, responsibility ATTITUDES TO LEARNING: Thinking Skills LEARNER PROFILES: Knowledgeable, Open-minded
CENTRAL IDEA Light and sound travel in a predictable way and objects placed in their path affect their movement. LINES OF INQUIRY 1. Properties of light 2. How light can be used 3. Phases of the sun and moon KEY CONCEPTS form, function, connection ATTITUDES TO LEARNING: Research Skills LEARNER PROFILES: Courageous, Inquirer
PYP 3 and 4
How We Organise Ourselves
Who We Are How We Express Ourselves
How the World Works
Where We Are In Place and Time
Sharing the Planet
T1 Wk 2 -7 and Term 2 Week 10
T1 Wk 8-T2 Wk 3 T2 Wk 4 -Wk 10
T3 Wk 1-6 T3 Wk7-T4 Wk 3 T4 Wk 4-Wk 10
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
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.
An 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.
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.
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
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 resolutions
CENTRAL IDEA Food comes from plants and animals and may be processed to create different products to eat LINES OF INQUIRY 1. The food we eat 2. How food is grown 3. How food is processed KEY CONCEPTS form, function, change APPROACHES TO LEARNING: Self-management Skills, Social Skills, Thinking Skills LEARNER PROFILES: Balanced, Open-minded, Principled, Courageous
CENTRAL IDEA People's cultural background has an impact on their beliefs, values, and actions LINES OF INQUIRY 1. How culture shapes personal identity 2. How beliefs and values impact culture 3. Individual background and its influence on behaviour KEY CONCEPTS causation, perspective, connection APPROACHES TO LEARNING: Self-management Skills, Social Skills LEARNER PROFILES: Open-minded, Caring, Reflective
CENTRAL IDEA Our voice is an important form of expression to communicate ideas, emotions and feelings LINES OF INQUIRY 1. Our body creates our voice 2. Using your voice 3. Communicating without a voice KEY CONCEPTS form, change, connection APPROACHES TO LEARNING: Social skills, Communication Skills, Thinking Skills LEARNER PROFILES: Principled, Communicator, Courageous
CENTRAL IDEA The Earth's structure is constantly changing and it can impact society LINES OF INQUIRY 1. Plate tectonics 2. How landforms are created 3. Impacts on society KEY CONCEPTS function causation, responsibility APPROACHES TO LEARNING: Thinking Skills, Research Skills LEARNER PROFILES: Thinker, Inquirer, Knowledgeable
CENTRAL IDEA Exploration can lead to new discoveries, opportunities and new understandings LINES OF INQUIRY 1. Reasons for exploration 2. Methods of exploration 3. Discoveries through exploration KEY CONCEPTS perspective, causation, change APPROACHES TO LEARNING: Research Skills, Thinking Skills LEARNER PROFILES: Inquirer, Knowledgeable, Communicator
CENTRAL IDEA Human choices lead to the uneven distribution of resources LINES OF INQUIRY 1. Types of resources 2. How choices impact resources 3. The Importance of sustainability KEY CONCEPTS form, connection, responsibility APPROACHES TO LEARNING: Thinking Skills, Social Skills LEARNER PROFILES: Open-minded, Principled, Inquirer, Caring
PYP 5 and 6
How We Organise Ourselves
Sharing the Planet Who We Are Where We Are In Place and Time
How We Express Ourselves
How the World Works
T1 Wk 1-8 T1 Wk 7-9, T2 Wk 1-4
T2 Wk 3-9 T3 Wk1-5/6 T3 Wk 5-9, T4 1-4 T4 Wk 5-10
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
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 resolutions
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.
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
An 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.
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. CENTRAL IDEA Economic activity relies on systems of production, exchange, and consumption of goods and services LINES OF INQUIRY 1. The role of supply and demand 2. The distribution of goods and services 3. The responsibility of consumers KEY CONCEPTS Causation, Connection, Responsibility APPROACHES TO LEARNING: Communication Skills, Research Skills LEARNER PROFILES: Knowledgeable, Principled, Balanced
CENTRAL IDEA Energy exists in different forms and is for different purposes LINES OF INQUIRY 1. Forms and sources of energy 2. How energy works in everyday life 3. Conservation of energy KEY CONCEPTS form, function, responsibility APPROACHES TO LEARNING: Research Skills, Thinking Skills LEARNER PROFILES: Communicator, Open-minded, Inquirer
CENTRAL IDEA Understanding our rights and responsibilities can help us live together peacefully LINES OF INQUIRY 1. rights and responsibilities of individuals 2. how perception influences conflict 3. justice and conflict resolution KEY CONCEPTS connection, perspective, responsibility APPROACHES TO LEARNING: Social Skills, Self-management Skills LEARNER PROFILES: Caring, Reflective, Balanced
CENTRAL IDEA Revolutions from the past influence and affect society today LINES OF INQUIRY 1. Revolutions through history 2. Past revolutionaries 3. Impacts on today's society KEY CONCEPTS Connection, causation, change APPROACHES TO LEARNING: Research Skills, Communication Skills LEARNER PROFILES: Knowledgeable, Courageous, Thinker
CENTRAL IDEA Media impacts our thinking and decision making LINES OF INQUIRY 1. Forms of media 2. Influence of media 3. Role of influence in marketing KEY CONCEPTS form, causation, perspective APPROACHES TO LEARNING: Social Skills, Self-management Skills LEARNER PROFILES: Principled, Communicator, Caring
CENTRAL IDEA The Earth and its atmosphere are surrounded by space and are part of a complex universe. LINES OF INQUIRY 1. The characteristics of planets, moons, stars, solar systems and galaxies 3. Space exploration 4. The impact of space technology on the world KEY CONCEPTS Form, Connection, Change, Responsibility APPROACHES TO LEARNING: Thinking Skills, Research Skills LEARNER PROFILES: Inquirer, Open-minded, Thinker
Links to Useful Information:
School Website:
https://isn.school.fj/
IB Resources:
https://www.ibo.org/information-for-parents/
https://s3-eu-west-1.amazonaws.com/international-baccalaureate/PYP+Playlist/index.html#/menu/5c5
d69f2ec43cb21c923380a
https://www.ibo.org/news/podcasts/?utm_medium=email&utm_campaign=May%20PD%20Digest&utm
_content=May%20PD%20Digest+CID_94586a6c91b591946c88c4ba6aa63ed5&utm_source=IBA%20PD%
20Email%20marketing%20software&utm_term=here
PYP information for Parents:
https://makinggoodhumans.wordpress.com/2020/05/30/pedagogy-101-for-pyp-parents/
Key Staff Contacts
Please see below for a list of key people you may need to contact at different times
throughout the year.
Belinda Lalor PYP Coordinator
Sofina Bibi ECH Teacher
Aseri Ratu PYP 1 Teacher
Parneel Chand PYP 2 Teacher
Sheetal Prasad PYP 3 Teacher
Jytoika Sen PYP 4 Teacher
Cathy Wadsworth PYP 5 Teacher
Dasha Tanoa PYP 6 Co-teacher
Iliesa Lacanivalu PYP 6 co-teacher
Josephine Dass Music teacher PYP 3-6
Ashika Prasad Art teacher
Isikeli Toutou PE Teacher
Taito Lawakele Fijian Teacher Music ECH-PYP 2
Shayal Singh Hindi Teacher
Ada Smith Receptionist
