PRESCHOOL TO GRADE 6

The PYP curriculum

The Primary Years Programme (PYP) is for scholars age 3 to 12, and covers Preschool to Grade 6. This inquiry-led program has been designed to enhance and develop the academic, social and emotional well-being of each child by teaching skills that encourage students to gain an understanding of the world and to function comfortably within it, to think for themselves and to ask questions. The PYP also encourages students to make connections between what they learn in the classroom and the world around them.

Instead of focusing on individual subjects, the PYP takes an integrated approach to education.

There are six subject areas (language, mathematics, science, social studies, arts and personal, social and physical education) that are explored throughout each year via six interdisciplinary themes. 

The themes extend into life beyond the classroom, so students learn to recognize the relevance of what they learn – and thus they begin to engage with process of their education. Understanding the relevance of what they are learning and implementing it into their young lives is an exceptionally valuable tool, and an integral part of each student’s development.

 
 

The Early Years in PYP

The PYP is designed to be responsive to young children's ways of knowing. The curriculum at YIS is thoughtfully tailored to provide 3- to 5-year-olds a stimulating, dynamic environment that promotes play, discovery and exploration, as well as supportive interactions with teachers and peers. 


Themes of the PYP

Throughout the Primary Years Programme there are six transdisciplinary themes. The themes, which integrate the subject areas (language, mathematics, science, social studies, arts and personal, social and physical education) along with local and global issues, are:

Who we are

Inquiry into the nature of the self; beliefs and values; person, 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

Inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationship between and the interconnectedness of individuals and civilizations, from local and global perspectives

How we express ourselves

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

How the world works

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

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

Sharing the planet

Inquiry into rights and responsibilities in the struggle to share finite resources with other people and living things; communities and the relationship within and between them; access to equal opportunities; peace and conflict resolution


Assessment

In the PYP learning is viewed as a continuous journey. Through assessment YIS teachers identify what students know, understand, can do and value at different stages in the learning process – and teachers use this data to plan the next stage of students’ learning.

We use a wide range of assessment strategies to collect information on each student’s: 

  • Understanding of concepts

  • Acquisition of knowledge

  • Mastering of skills

  • Development of positive attitudes 

  • Ability to take responsible action


The Exhibition

In the final year of the PYP students prepare for the Exhibition, the culmination of their learning and development in this program. The Exhibition encourages students to develop confidence and independence as they draw on their transdisciplinary knowledge to identify, investigate and offer solutions to real-life issues or problems. It is a very fitting finale to a program that encourages students to take responsibility for their own learning, to gain an understanding of the world and to establish personal values upon which international-mindedness will develop and flourish.


Afternoon Enrichment Program

The afternoon activities, which take place between 14h10 and 15h00 every day except Wednesdays, have been designed to give students the opportunity to try new things and learn new skills. Students choose from a variety of creative, athletic or mind-challenging activities, which include creative crafts, soccer training, international cooking club, ballet, taekwondo, music club, games and quizzes, and book club.


 

For further information on the Primary Years Programme please click here

 
 

GRADE 7 TO GRADE 10

The MYP curriculum

The Middle Years Programme (MYP), for scholars aged 11 to 16 (Grade 7 to Grade 10), aims to help students develop their own personal understanding, their sense of self and their responsibility in their community. With a focus on specific subjects as well as interdisciplinary learning, students learn to inquire deeper, to draw on their creativity to interpret their findings, and to become reflective thinkers who are very conscious of the world around them.

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There are eight subject groups within the MYP framework: 

  • Language and Literature

  • Language Acquisition

  • Individuals and Societies

  • Mathematics

  • Sciences

  • Physical and Health Education

  • Design

  • Arts

 
 

Approaches to learning

There are eight subject groups within the MYP framework: Language Acquisition, Language and Literature, Individuals and Societies, Sciences, Mathematics, Arts, Physical and Health Education, and Design. Unifying these subject groups is a thread we call “Approaches to Learning” (ATL) which, by encouraging students to apply their social, thinking, research, communication and self-management skills, provides a solid foundation for independent learning.


global contexts

Students learn best when they make practical connections between their studies and the real world, so the MYP focuses on encouraging students to make these connections. The program uses Global Contexts to help students develop an understanding of their common humanity and shared guardianship of the planet through explorations of:

  • Identities and relationships

  • Personal and cultural identity

  • Orientations in space and time

  • Scientific technical innovation

  • Fairness and development

  • Globalization and sustainability

By encouraging students to inquire into local and global issues, the MYP aims to develop internationally-minded young people who are creative, critical and reflective thinkers.


Assessment

Assessment in the MYP is criterion based, meaning that students are measured against criteria prescribed by the IB for each of the subject groups. Tasks are then designed by teachers and internally assessed according to the criteria. Teachers provide students with tasks and task-specific clarifications to help them to understand the requirements of the task.

For students, there are many advantages of criteria-based assessment:

  • By reading the descriptors and clarifications, the students can focus on what is expected of them.

  • When students have a more detailed understanding of what is expected of them, their performance improves.

  • When a task is assessed using a rubric (a written description of what is expected of a student in order to get a specific grade), students get more specific feedback acknowledging the aspects of the task they did well on, and giving guidance for how to reach the next level.

  • Criterion-based assessment acknowledges that learning is a dynamic, ongoing process and that grades reflect what students know, understand and are able to do at that specific point in time.

  • Students are able to reflect more knowledgeably and set specific action goals to further their own learning.


personal project

The culminating Personal Project, which is required of all Grade 10 students at YIS, gives students an opportunity to explore a topic of personal interest. This infuses passion and genuine inquiry into their learning within the framework of an independent project, under the guidance of a supervising teacher. 


MYP e-assessment

Students in Grade 10 are required to take externally moderated exams in order to be eligible for the MYP certificate, issued by the IB. These exams are conducted in April of each academic year and cover a range of subjects, including interdisciplinary understanding. 


afternoon enrichment program

Our afternoon program of creative, athletic and mind-challenging activities has been designed to enhance an engaging and well-rounded education for students. Offerings (which are subject to change based on student interest and instructor availability) include basketball, traditional archery, debate club, yoga, Dutch language, computer programming, writing lab, visual arts club, ballet, football, community service activities and international cooking classes. The Afternoon Enrichment Programme is mandatory, and begins early in Term 1 of each academic year. 


 

For further information on the Middle Years Programme please click here

 
 

GRADE 11 & GRADE 12

The DP curriculum

The Diploma Programme (DP), for students aged 16 to 19 (Grade 11 and Grade 12), is an academically challenging and balanced program that has gained recognition and respect from the world’s leading universities. The DP has been devised to prepare students for success in higher education, and to be active participants in a rapidly changing global society. The program also addresses the intellectual, social, emotional and physical well-being of the students.

The DP has six subject groups and students must choose one subject from each group: studies in language and literature, language acquisition, individuals and societies, sciences, mathematics, and the arts.

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These subjects are taught in conjunction with the DP’s three core elements, which encourage students to reflect on the nature of knowledge, complete independent research and to apply their knowledge and skills as they undertake an Extended Essay research project.

Analysis has shown that the Extended Essay improves students’ approaches to learning in higher education, and one study has shown that compared with their peers, DP students are better at coping effectively with demanding workloads, time management and at meeting the expectations placed on them.

 

diploma programme core

Theory of Knowledge (ToK)

The TOK course develops a coherent approach to learning that unifies the academic disciplines. In this course on critical thinking, students inquire into the nature of knowing and deepen their understanding of knowledge as a human construction.

Creativity, Action, Service (CAS)

CAS involves students in a range of activities alongside their academic studies throughout the DP. Creativity encourages students to engage in the arts and creative thinking. Action seeks to develop a healthy lifestyle through physical activity. Service in the community offers a vehicle for new learning with academic value. The three strands of CAS enhance students’ personal and interpersonal development through experiential learning and enable journeys of self-discovery.

Extended Essay

The Extended Essay asks students to engage in independent research through an in-depth study of questioning relating to one of the DP subjects they are studying. The World Studies Extended Essay option allows students to focus on a topic of global significance which they examine through the lens of at least two DP subjects.


Assessment

At the end of the program students are required to take written examinations, which are marked by external IB examiners. These examinations form the basis of the assessment and have high levels of objectivity and reliability. In addition to the examinations students also complete assessment tasks in school. These are either marked initially by teachers and then moderated externally by the IB, or else sent directly to the external examiners. 

Student performance is measured against pre-specified assessment criteria based on the aims and objectives of each subject. The marks awarded for each course range from 1 (lowest) to 7 (highest). Students can also be awarded up to three additional points for their combined results in Theory of Knowledge (ToK) and the Extended Essay. 

The diploma is awarded to students who gain at least 24 points, subject to certain minimum levels of performance across the whole program and to satisfactory participation in the Creativity, Action, Service (CAS) requirement. The highest total that a Diploma Programme student can be awarded is 45 points. Universities value the rigor and consistency of the Diploma Programme assessment practice. 

Open this link for an overview of the DP Internal Assessment calendar at YIS for the Academic Year 2018-2019. 


afternoon enrichment program

Our afternoon program of creative, athletic and mind-challenging activities has been designed to enhance an engaging and well-rounded education for students. The offerings (which are subject to change based on student interest and instructor availability) often include basketball, traditional archery, debate club, yoga, Dutch language, computer programming, writing lab, visual arts club, ballet, football, community service activities and international cooking classes. The Afternoon Enrichment Programme is mandatory, and begins early in Term 1 of each academic year. 


 

For further information on the DIPLOMA Programme please click here