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Our Services :: Curriculum
GET is highly recommended schools to acquire the International Baccalaureate Program
The IB learner profile represents 10 attributes valued by IB World Schools.
We believe these attributes, and others like them, can help individuals and groups become responsible members of local, national and global communities.
We nurture our curiosity, developing skills for inquiry and research.
We know how to learn independently and with others.
We learn with enthusiasm and sustain our love of learning throughout life.
We develop and use conceptual understanding, exploring knowledge across a range of disciplines.
We engage with issues and ideas that have local and global significance.
We use critical and creative thinking skills to analyse and take responsible action on complex problems.
We exercise initiative in making reasoned, ethical decisions.
We express ourselves confidently and creatively in more than one language and in many ways.
We collaborate effectively, listening carefully to the perspectives of other individuals and groups.
We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.
We critically appreciate our own cultures and personal histories, as well as the values and traditions of others.
We seek and evaluate a range of points of view, and we are willing to grow from the experience.
We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.
We understand the importance of balancing different aspects of our lives—intellectual, physical, and emotional—to achieve well-being for ourselves and others.
We recognize our interdependence with other people and with the world in which we live.
We thoughtfully consider the world and our own ideas and experience.
We work to understand our strengths and weaknesses in order to support our learning and personal development.
We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.
· Individual
teachers’ beliefs and experiences related to teaching affect the way they
perform
· International-mindedness
is encompassed in the IB Learner Profile.
It is further developed by practices under PYP standards.
· In the
PYP, the school’s curriculum includes all those student activities, academic
and non-academic, for which the school takes responsibility, since they all
have an impact on student learning
· At the
heart of the curriculum cycle is the learner constructing meaning.
· The five
essential elements resonate throughout the entire curriculum
· The PYP
curriculum is concept-driven and transdisciplinary
· Teaching
and learning takes place when a range and balance of teaching strategies are
selected appropriately to meet particular learning needs.
· Assessment
is integral to planning, teaching and learning, and needs to be varied and
purposeful.
· Responsibility
for learning is shared within a learning community through collaborative and
reflective planning
· The
programme of inquiry and the subject scope and sequences are components of the
curriculum, which when used together, define a coherent curriculum.
· Units of
inquiry must illuminate the transdisciplinary theme under which they are
placed.
· There is a range of IB professional development available to support
the implementation of the PYP
Transdisciplinary Learning
· The PYP
provides an extensive framework for designing and achieving transdisciplinary
teaching and learning
· Concepts
are the key element around which a coherent transdisciplinary curriculum connects
· State and
national standards can be mapped against the concept based PYP scope and
sequence documents
· Students
learn about and learn through disciplines
· The
transdisciplinary themes require learning about what is ‘real in the world’ and
indicate the complexity and connectedness of the human condition
· A
coherent, TD curriculum is based on collaboration between and across the
subjects and teachers in a school
