In the quest for a holistic and globally recognised education for their children, many parents consider the International Baccalaureate (IB) programme. Apeejay School International (ASI), Panchsheel Park as an IB world school, exemplifies the programme’s principles by fostering academic excellence, cultural understanding, and personal development. Here’s an in-depth look at why the IB programme – Primary Years Programme (PYP) – at ASI is a superior choice for shaping young minds.
The IB PYP was introduced in 1997. It was developed by the International Baccalaureate Organization (IBO), which was founded in 1968. The PYP was created to offer high-quality international education to children aged three to 12. The aim was to develop young students into active, caring, lifelong learners who demonstrate respect for themselves and others and can participate in the world around them.
The programme aims to create a stimulating and challenging learning environment that encourages children to become active, compassionate, and lifelong learners. It emphasises the development of the whole child, not just in terms of academic achievement but also in terms of personal growth, social responsibility, and an understanding of global issues.
Meanwhile, the IB Early Years programme provides a robust foundation for lifelong learning, catering to children aged three to six. These programmes emphasise holistic development, focusing on intellectual, emotional, and social growth. Central to the IB philosophy is nurturing curiosity and creativity, encouraging young learners to explore and inquire about the world around them.
Play-Based and Inquiry-Led Approaches
Through play-based and inquiry-led approaches, the Early Years programmes foster critical thinking and problem-solving skills. The curriculum is designed to be flexible, allowing educators to adapt to each child’s needs and interests, and promoting a love for learning from an early age. This adaptability ensures that each child receives personalized attention, fostering a supportive and engaging learning environment.
The IB Early Years programs emphasise the importance of cultural understanding and respect, preparing children to become open-minded and compassionate global citizens. By integrating these elements, the IB ensures that young learners are well-prepared for future educational stages, setting a strong foundation for their academic and personal growth.
Building Agency: Voice, Choice, and Ownership
Agency is a key part of the PYP, empowering children with voice, choice, and ownership in their learning journey. Developing agency in a child involves:
• Fostering their ability to initiate actions and make decisions.
• Encouraging them to take responsibility for their learning and actions.
• Empowering them to set goals and solve problems.
• Providing opportunities for autonomy and self-advocacy.
• Creating a supportive environment for exploration and growth.
Another important aspect of the IB curriculum at ASI is the academic excellence it provides. ASI’s PYP curriculum is academically rigorous, laying a strong foundation for future success. The curriculum features the best of all the curricula in the world like Singapore, Cambridge, and the NCERT to name a few.
Ms Shalini Fate, PYP Coordinator, Apeejay School International, Panchsheel Park opined that children are born curious, and the IB curriculum is exceptional in sustaining their curiosity and love of learning.
“Here all students are valued for who they are, where they come from and what prior knowledge and skills they bring with them to the classroom. They feel safe making mistakes and learn from those mistakes. The educators motivate them to identify their strengths and stretches and to set new and challenging goals for themselves while imparting knowledge, skills and values necessary to achieve these goals.
“This learning process helps students to become active, compassionate and lifelong learners who will help to make this world a better place to live in,” she shared and added that the IB PYP is carefully designed to encourage students to become independent learners.
The students take charge of their learning by exploring the world actively, thinking creatively and critically, solving problems, and confidently expressing their thoughts and opinions, she said.
“Units and learning engagements are crafted to bring real-life issues to the forefront, provoking students’ thinking. They are invited to ask questions, reflect, and make connections to build a deep understanding of concepts,” Ms Fate explained.
According to Simran Soni, mother of a student, Vedant, studying in PYP-5, at ASI, the IB curriculum is very pragmatic and inquiry-based. “It gives a lot of scope for creative intellect, introspection, and intrinsic motivation. The curriculum does not pressurise the child, even during exam times or assessments. This lack of pressure motivates kids to do better and to improve all their skills,” the mother said and shared an example.
Recently, her son did a project on economic activities. “The students learnt about how markets function, including aspects like production, consumption, and distribution. For fourth graders, this is quite an advanced concept. The projects are very intelligent; for example, linking economic activities to entrepreneurial studies. They had a Shark Tank-style presentation where they built a product or prototype and pitched it to seek investments,” Simran said.
Vedant’s learning curve has had significant changes. He is more confident in his quantitative abilities and can reason logically and present arguments concisely and clearly. His presentation skills and grasp of subjects are impressive.
“For instance, he once asked an ENT doctor about his semicircular canals when he had an earache. The doctor and his juniors were impressed with his knowledge, leading to a detailed discussion about the ear and sound. These real-world applications reflect the IB curriculum’s emphasis on interconnectedness, which I have noticed in Vedant’s ability to link his learning to daily occurrences around him,” Simran said.
Seconds, Ms Fate. “Authentic understanding leads to meaningful action motivating students to apply their learning and bring about a positive change in the world around them. The curriculum fosters self-efficacy, honouring students’ voices and choices while encouraging them to take ownership of their learning. Throughout this process, students not only acquire knowledge but also develop human values and hone skills,” the coordinator stated.
These values and skills guide students and prepare them for the next steps in their educational journey in the Middle Years Programme (MYP) and the Diploma Programme (DP).