Primary School

The design of the PYP is sufficiently flexible to accommodate the demands of national or local curriculums.(1) AISL is not required to follow a designed national curriculum, as such, we aim to develop curriculum that meets the diverse needs of our international learners. In 2015 we adopted the Common Core State Standards (CCSS) in Mathematics(2) and made some revisions and additions to support the learning of our students, learners in Zambia. Additionally, we included standards for the Early Learning Center (3) and related the CCSS to the overall expectations of the PYP mathematics scope and sequence. In March 2019 we reviewed the conceptual understandings as well as the validity of the standards in place.

To reflect the unique learning journey of each of our students, we support each child through a developmental approach. In 2018, we modified our Math standards to better meet the varied developmental needs of our students. The PYP states, "it is necessary to identify the learners current developmental phase in order to plan learning experiences that will build on existing capability and understanding as to support the learner's progression on the next developmental phase." The standards define expectations of students to meet by the end of each learning phase within each Math strand. With this in mind, AISL understands that each learner is on a developmental continuum and that a student will be working towards an appropriately challenging goal within a variety of phases. Students build upon a strong foundation of previously mastered standards. A progression of knowledge and skills can be viewed in the Early Years Phase 0A to Upper Primary Phase 5 domains. The standards define what students should understand and be able to do by the end of each phase. The standards are divided into domains which are larger groups of related standards identified as Number & Place Value, Measurement & Data, Geometry, and Operations & Algebraic Thinking.

The standards begin with eight Standards for Mathematical Practice. The Standards for Mathematical Practices describe ways in which students may engage with the subject matter as they grow in mathematical maturity and expertise throughout the primary and secondary school. The Standards for Mathematical Practices are a balanced combination of procedure and understanding. ​

Our Mathematics continuum can be viewed through the parent portal.

The design of the PYP is sufficiently flexible to accommodate the demands of national and local curriculums. AISL is not required to follow a designed national curriculum, as such, we aim to develop curriculum that meets the diverse needs of our international learners. In 2015 we adapted the Common Core State Standards in English Language Arts ensuring that standards were applicable to the learning of our students. Additionally, we included standards for the Early Years based primarily on the Creative Curriculum  as well as supplemental standards from New York Standards. The IB Language Scope and Sequence is reflected through the conceptual understandings as a base for language learning. The standards are research and evidence based, rigorous, and internationally benchmarked. 

 

To reflect the unique learning journey of each of our students, we support each child through a developmental approach.  The PYP states, "In all language learning situations, it is necessary to identify the learners current developmental phase in order to plan learning experiences that will build on existing capability and understanding as to support the learner's progression on the next developmental phase." The standards define expectations of students to meet by the end of each learning phase within each Language strand. With this in mind, AISL understands that each learner is on a developmental continuum and that a student will be working towards an appropriately challenging goal within a variety of phases. Students build upon a strong foundation of previously mastered standards. A progression of knowledge and skills can be viewed in the Early Years Phase 0A to Upper Primary Phase 5 domains.

 

 

AISL’s Language standards are divided into domains which are larger groups of related standards identified as Reading Literature, Reading Informational, Reading Skills, Writing Content, Conventions, and Speaking & Listening. These learning strands are both student and teacher assessed and progress is documented on the report card. The standards provide the framework to plan and develop learning activities in literacy and across the disciplines of social studies, science, visual arts, performing arts, physical education, mathematics and information technology. Just as students must learn to read, write, speak, listen, and use language

 

effectively in a variety of content areas and in multiple disciplines, instruction in Language is a shared responsibility throughout the school. The PYP, with its inquiry-based pedagogy, provides an effective framework for teaching and learning the Language standards throughout the disciplines.

Multilingualism is a distinctive trait within our international learning community. Each community member has a unique language profile including the languages through which they learned as children and the countries that they have lived. Many students speak multiple languages stemming from the language modelled by their families or caregivers as a 'mother tongue'. AISL harnesses multilingualism to facilitate learning of concepts throughout the curriculum, encouraging students to speak in their 'mother tongue' during lessons, when applicable, with their peers and to engage in home language conversations with caregivers based on their understanding of vocabulary and learning objectives. This language continuum forms the basis of instruction for both the language learning in the classroom as well as a resource for language instruction in our multilingual program.

Our continuum can be viewed through the parent portal.

Multilingualism is a distinctive trait within our international learning community. Each community member has a unique language profile including the languages through which they learned as children and the countries that they have lived. Many students speak multiple languages stemming from the language modelled by their families or caregivers as a 'mother tongue'. AISL harnesses multilingualism to facilitate learning of concepts throughout the curriculum, encouraging students to speak in their 'mother tongue' during lessons, when applicable, with their peers and to engage in home language conversations with caregivers based on their understanding of vocabulary and learning objectives. This language continuum forms the basis of instruction for both the language learning in the classroom as well as a resource for language instruction in our multilingual program.

Our continuum can be viewed through the parent portal.

In the PYP, science is viewed as the exploration of the biological, chemical and physical aspects of the natural world, and the relationships between them. Our understanding of science is constantly changing and evolving. The inclusion of science within the PYP leads learners to an appreciation and awareness of the world as it is viewed from a scientific perspective. It encourages curiosity and ingenuity and enables the student to develop an understanding of the world. Reflection on scientific knowledge also helps students to develop a sense of responsibility regarding the impact of their actions on themselves and others and their world. Inquiry is central to scientific investigation and understanding. Students actively construct and challenge their understanding of the world around them by combining scientific knowledge with reasoning and thinking skills. Scientific knowledge is made relevant through its innumerable applications in the real world. The science process, by encouraging hands-on experience and inquiry, enables the individual to make informed and responsible decisions, not only in science but also in other areas of life.

AISL has adopted the Next Generation Science standards from the United States (https://www.nextgenscience.org/) to guide and ensure balance in our science curriculum. These standards provide the framework of our science focused units of inquiry while specific skills and content are developed during unit planning and demonstrated during classroom learning engagements

The Primary Years Program (PYP) is designed for students aged 3 to 12. It focuses on the development of the whole child as an inquirer, both in the classroom and in the world outside. It is a curriculum framework guided by six transdisciplinary themes of global significance, explored using knowledge and skills derived from six subject areas, as well as approaches to learning, with an emphasis on inquiry. 

In the PYP, social studies learning guides students towards a deeper understanding of themselves, others, and of their place in their local and global community. It provides opportunities for students to look at and think about human behaviour and the place humans have had in society both in the past and the present. Exposure to social studies piques students’ interests and extends students’ thinking through open-ended questions. It is important to note that social studies learning is explored in context and relevant to the transdisciplinary themes. It is worthwhile to note that there will be occasions for student-initiated, spontaneous, social studies inquiries that are not directly related to any planned units of inquiry. These are valuable teaching and learning experiences in themselves and they provide teachers and students with the opportunity to apply the pedagogy of the PYP to authentic, real-life situations.

The knowledge component of social studies in the PYP is arranged into five strands: human systems and economic activities, social organization and culture, continuity and change through time, human and natural environments, and resources and the environment. These strands are concept-driven and are inextricably linked to each other. They also provide links to other subject areas of the PYP curriculum model. AISL has used the Aero Common Core Plus Social Studies standards to provide a framework and balance for which to connect units of inquiry.