Nursery, Reception & PYP 1-6

1. How do we Organise our School?
2. What is our Curriculum?
3. How do we Promote Inquiry-based Learning?
4. How do we Assess Learning?
5. How do we Individualise Learning?
6. How do we Instil International Mindedness and the Learner Profile?

1. How do we Organise our School?

The Primary School provides a curriculum for children aged 3-11 years old. We have one class in each year group and there is a maximum of 18 students in each class. The core curriculum is taught by the Class Teacher, while music, Italian and physical education are taught by specialist teachers.

The School Day

Nursery and Reception
Morning Session: 9:00 am - 11:55am
Afternoon Session: 1:30 pm - 3:20pm

Years 1 and 2
Morning Session: 9:00 am - 12:00pm
Afternoon Session: 1:30 pm - 3:20pm

Years 3, 4, 5, 6, PYF1 and PYF2
Morning Session: 9:00 am - 12:15pm     
Afternoon Session: 1:30 am - 3:20pm

Assemblies

We meet as a whole school twice a week. On Mondays one class in the school has responsibility for preparing a presentation. On Fridays we hold an achievement assembly, where the positive work from the week can be acknowledged and rewarded. We also recognise examples of good citizenship and good sportsmanship. This contributes to our ethos of appreciation for the efforts and achievements of others. In addition we have music assemblies for upper and lower Primary. These are opportunities for the children to learn and practice songs with our music teacher accompanied by one or more instruments. Assemblies foster and encourage good communication skills and teach the children to be an attentive and appreciative audience while offering a sense of community. 

*Subject areas such as science, social studies, PSE, and visual arts are taught within the Unit of Inquiry.

2. What is our Curriculum?

The International Baccalaureate Primary Years Programme (IB PYP) is a student centred, inquiry based programme. It engages students in the learning process since it acknowledges the understanding and skills that individuals bring and invites them to help shape classroom inquiries.

During the year children follow six units of inquiry, which are developed under transdisciplinary themes of global significance, making learning for understanding more effective:

• 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

Different subjects are integrated through the Units of Inquiry, but subjects may also be taught as distinct learning areas, as appropriate:

• Language
• Social studies
• Mathematics
• Arts
• Science
• Personal, social and physical education

While knowledge is a key component, our curriculum also focuses on skills, concepts, attitudes and action, which are integrated and transferable across curriculum areas. Together they make up five essential elements of the PYP.

PYP - 5 Essential Elements:

1. CONCEPTS – "What do we want students to understand?"

Eight broad concepts act as the powerful ideas to drive the Units of 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 are our responsibilities?
• REFLECTION - How do we know?

All points of view are encouraged and perspectives are challenged

2. KNOWLEDGE: “What do we want the students to know about?”

In each year group, students explore knowledge which is of genuine importance in understanding the human condition and has significance for all students of all cultures. The topics studied are engaging and challenging.

• Who We Are
• Where We Are in Time & Place
• How We Express Ourselves
• How the World Works
• How We Organize Ourselves
• How We Share the Planet

Students in Year 6 conduct research

3. SKILLS: “What do we want students to be able to do?”

There are five sets of skills which are the focus across the disciplines in the PYP:

• Thinking Skills
• Communication Skills
• Social Skills
• Research Skills
• Self-Management Skills

All ICS students learn how to use our school library

4. ATTITUDES: “What do we want students to value?”

The Primary Years Programme encourages a set of attitudes in students including:

• Tolerance
• Respect
• Integrity
• Independence
• Enthusiasm
• Empathy       
• Curiosity
• Creativity
• Co-operation
• Confidence
• Commitment
• Appreciation

Creativity expressed through composition in music  

5. ACTION: “How do we want students to act?”

Enabling students to take action is an important aspect of the PYP. International Community School students are taught to reflect, choose and act responsibly at ICS, with their friends and in the community.

Finally, students are encouraged to apply all that they have learned through practice, not only in the School community, but also in the wider world. Effective action is voluntary and involves the students in exercising their own initiatives and taking on responsibilities.

Example of a Unit of Inquiry

Transdisciplinary Theme: Where we are in place and time

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.

Central Idea (The main understanding we want the students to learn):
We can learn to develop our own potential by looking at the lives of influential people

Key concepts emphasized within this inquiry: Form, connection, perspective

During this unit students research leaders from different walks of life to make comparisons enabling them to analyse what, in their opinion, constitutes an effective leader. 
They then use the information gathered, analyse it and create a plan to develop their own potential.

The lines of inquiry to ‘drive’ the inquiry are:

• Leadership qualities
• Contributions of leaders in our community and throughout history
• How we can develop our potential
• How can you emulate these leaders?

Traditional subject areas are integrated into the unit of inquiry to encourage students to apply skills in a context.  This unit of inquiry integrated social studies (continuity and change through time); mathematics (timelines and data handling); language (biographies and report writing); PSE (organisation for learning); the arts (visual arts and music in society).

3. How do we Promote Inquiry-based Learning? 

Children are at the heart of learning at ICS. Our teachers create an environment where children  are able to actively discover new skills, knowledge and understanding. We take an inquiry-based approach, where our teaching methods build upon individual understandings, knowledge and interests, emphasising how to learn and how to delve deeper, while developing critical thinking skills.

Key questions are the foundation of the inquiry-based learning in our classrooms. Together, our teachers and students generate these questions to guide their inquiries into a variety of significant topics of study.
Through inquiry based learning our students:

• look at the ‘big ideas’ which drive their learning,  so they can make connections between life in school, at home and in the world
• conduct research that has local and global significance
• interpret what they discover and explain their findings to others
• practise problem solving, make decisions and take action
• develop an understanding of important concepts and knowledge
• acquire a range of essential skills

develop positive attitudes towards learning, the environment and other people.

Conducting research is fundamental to all learning at ICS

4. How do we Assess Learning?

A culture of reflection and self assessment is embedded in teaching and learning at ICS

Assessment is an ongoing process at the International Community School. Teachers use a variety of assessment tasks to evaluate student understandings and performance to plan for further student learning. Feedback from assessment allows for the improvement of our overall programme at ICS. Assessment activities may differ to support the variety of learning styles of our students, and individual learning needs such as students who are beginning to learn English. As an example, some students may be asked to create a 3D model to demonstrate their learning, while others may be asked to write a report.

At ICS, both students and teachers are actively involved in assessing progress and understanding. The reason for the assessment, as well as the criteria for assessment, is often collaboratively considered and designed, by both students and teachers, creating meaningful tasks to enhance knowledge and understanding of the process of learning. Our students are central to this process and they frequently engage in self and peer assessment activities, including setting personal goals encouraging responsibility for learning.

All students at the International Community School keep individualised portfolios. This is an important way for students to document and reflect on their progress throughout the year. Portfolios are central to our Student Led Conferences which take place at the end of the school year. These conferences are a celebration of learning where students share their achievements and understanding with their parents.

5. How do we Individualise Learning?

The International Community School was founded in 1979 as an inclusive learning community, and our entire staff is committed to providing the best possible educational opportunities for all children. We value each student’s background, culture and experience, and welcome uniqueness and diversity. As school with an inclusive ethos, we individualise our approach to teaching and learning to best support and challenge every student.

We recognise that children develop in different ways at different rates, and that each individual has a unique learning style. Through getting to know their children intimately, teachers build on their capacity to develop individual talents, skills, abilities and attitudes. They use a broad range of teaching methods and assessment styles to support individual needs and personalised learning goals are set by teachers and students collaboratively.

Children may have special educational needs at any time during or throughout their school years. We are unique among other international and independent schools in London in that we have a highly developed and specialised Student Support programme. We believe that with the right training, strategies and support, children with mild to moderate special educational needs can be successfully included in our mainstream education. Our inclusive approach to education offers excellence and choice, and incorporates the views of all professionals who work in the multi-disciplinary team, including parents and children. Having SEN specialists on site enhances the education of all our students.

We actively support the needs of students with English as an additional language (EAL), at all stages of development. Our younger students who are new to the English Language are immediately integrated into the mainstream class. They are supported in English language learning by their class teacher and our EAL specialist, both individually in class and during carefully planned small group lessons. The aim of this programme is to facilitate the acquisition of the language skills necessary for children to fully participate in their school day.

Students aged 7 and above who are new to the English language join our Primary Years Foundation (PYF) classes, where their language is developed in the context of a wider curriculum. PYF classes investigate their own units of inquiry, which are specially tailored with a heavier concentration of communication and language skills. They join in with their age equivalent mainstream class for maths, music and sports. The final step, when both student and family feel ready, is full integration into the mainstream class.

6. How do we Instil International Mindedness and the Learner Profile?

At the International Community School it is our goal to develop internationally-minded citizens with an understanding of their responsibility to contribute to a better and more peaceful world. Our learning environment fosters an understanding and appreciation of world wide cultural differences and similarities, where students are open and empathetic to the perspectives of others. It emphasises the importance of working together, and creates opportunities for students to take responsibility for their own learning. We celebrate the immense diversity within our student body, which enhances learning throughout our school.

The Learner Profile is central to the IB PYP definition of what it means to be internationally minded. Through the Learner Profile we aim to lay down the foundations upon which international mindedness will develop and flourish. All members of our community seek opportunities to reinforce these attributes throughout the school day and beyond.

IB learners strive to be:

Inquirers Their natural curiosity has been nurtured. They have acquired the skills necessary to conduct purposeful, constructive research. They actively enjoy learning and their love of learning will be sustained throughout their lives.

Knowledgeable They have spent time in our school exploring ideas which have global relevance and importance. In doing so they have acquired a critical mass of significant knowledge.

Thinkers They exercise initiative in applying thinking skills critically and creatively to make sound decisions and to solve complex problems.

Communicators They receive and express ideas and information confidently in more than one language, including the language of mathematical symbols.

Principled They have a sound grasp of the principles of moral reasoning. They have integrity, honesty, and a sense of fairness and justice.

Open-minded They respect the views, values and traditions of other individuals and cultures and are accustomed to seeking and considering a range of points of view.

Caring They show sensitivity towards the needs and feelings of others. They have a sense of personal commitment to action and service.

Risk-takers They approach unfamiliar situations without anxiety and have the confidence and independence of spirit to explore new roles, ideas and strategies. They are courageous and articulate in defending those things in which they believe.

Balanced They understand the importance of intellectual, physical and emotional balance
to achieve personal well-being for themselves and others.

Reflective They give thoughtful consideration to their own learning and analyse their personal strengths and weaknesses in a constructive manner.