Primary school follows the integration of the primary years programme along with the enrichment programme of BIS. A strong emphasis on honesty, pride, integrity, and kindness is tied in with the school Learner Profile attributes. With our well-defined curriculum, students grow into happy and responsible individuals. Students in the Primary Years Program are encouraged to learn through a sense of Inquiry to develop into independent, reflective learners. The focus here is to provide continuity and progression in learning for all students as they move on to the rigour of MYP.
Students graduating from PYP 5 and moving to other international schools have an easy transition with the demands of the curriculum. We believe that all students should benefit from the rich life India has to offer. Language Art and Maths are vital and are combined with cross-curricular integrations established through the areas of UOI, sciences, dance, drama, music, vocals, instrumental, visual art, community service, personal and social education, and physical and health education. The skills of independent learning, behavioral reflection, and collaboration with others are also developed along with attitudes and values to ensure progression in the development of essential life skills at this young age. The formal subjects and areas of learning are as follows:
Ethos of education in Class for PYP – Class may begin with questions by the facilitator and responses from the students are guided to allow them to think beyond the apparent. Morning sessions begin with academic work on the unit of study and this unit will last for about 4 to 6 weeks. The activities of sports, art, music, community work , sciences , math are all integrated with this main subject and this method of learning will facilitate a deep understanding and engagement with this subject. All classroom engagements allow children to make interdisciplinary connections with the main subject and the things around them.
Children in Primary years are now ready to learn about the outside world and are in the process of becoming self aware. They experience a new sense of self and begin to question who they are in relation to their environment. As new capacities emerge in their thinking the children begin to develop a more realistic view of everyone and everything around them.
The curriculum of grade 1 is implemented in a way to bring awareness of letters, language, addition and subtraction, multiplication, Phonics and sight vocabulary, fairy tales and nature stories. Handiwork could include basic toys, moulding, sandplay, pretend and play, drawing and painting. Community environments are introduced to first graders to help them connect with people who they see almost daily around them apart from their parents and teachers. Pyp 2 the students progress to larger numbers division, subtraction, addition and multiplication in language they progress to grammar and fables and stories of Saintly leaders and biographies. Mathematics brings in place values and times tables, with expanded writing and reading. Community introductions are made through homes, buildings, shelters and habitats around them. Pyp 3 the children are introduced to complicated numbers, time, measurement. Language arts will introduce composition, parts of speech. Building projects, creating stories, introducing professions. Study of the human body. PYP 4 is the appropriate grade to introduce fractions, LCM, HCF, local geography, more parts of speech, reading and writing musical notes. Fourth graders are developing self confidence that are breaking away from their surroundings and developing an adventurous spirit. Students of PYP 5 are developing an order of sense of space and time. They develop a deeper understanding of personal responsibility and ethics of right and wrong. It’s an apt moment to introduce more grammar, indian geography, music in harmony with instruments and vocals sung in different elements. Dictation and writing, decimals, percentage, elocution, Fun versions of B-CAN elements are included in engagements for each age group along with artistic expressions, physical development.
Learning environments in PYP are personalised and learning goals are evaluated by observing
Parental Communication – At BIS the learning outcome of each student is shared with their parents four times a year. Three times in a PFSC – Parent Facilitator Student Conference and once with a Student Led Conference where the students themselves will demonstrate their learning graph and lead the conference and assume ownership of the whole process. We celebrate their learning, and provide them with multiple opportunities to self-reflect and assess. Newsletters, Parent-Facilitator – Student Conferences, notes in the school handbook and school reports are used for communication between teachers, students and parents.
Do visit the school and meet with our PYP Coordinator for any queries regarding the programme.
BLISS International School, Pune is a candidate school* for International Baccalaureate (IB) Primary Years Programme and pursuing authorization as an IB World School. IB World Schools share a common philosophy—a commitment to improve the teaching and learning of a diverse and inclusive community of students by delivering challenging, high quality programmes of international education that share a powerful vision.
*Only schools authorized by the International Baccalaureate can offer any of its four academic programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), the Diploma Programme or the IB Career-related Certificate (IBCC).Candidate status gives no guarantee that authorization will be granted. For further information about the IB and its programmes, visit www.ibo.org.
**Mission Statement from the IB 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.