The IB is a non-profit educational foundation based in Geneva, Switzerland which offers four high-quality and challenging educational programmes for a worldwide community of schools:
the IB Career-related Certificate, the Diploma Program (final 2 years of school), the Middle Years Program (11- 16 years of age) and the Primary Years Program (3 – 12 years of age). In 2012 ANI became accredited as an IB world school. We receive regular Professional Development from IB facilitators and have scheduled review visits every four years. Our latest report following the 2016 review can be found here.
At ANI we use the Primary Years Programme (PYP) which is a curriculum framework designed for students aged 3–12. It focuses on the development of the whole child as an inquirer, both in the classroom and in the world outside. It provides an educational framework based upon what is currently known about how young students learn and draws on best practice in primary schools worldwide.
The PYP framework is guided by six Transdisciplinary Themes of global significance, explored using knowledge and skills with a powerful emphasis on inquiry-based learning. In this context the meaning of the word ‘transdisciplinary’ means across all subject areas and connecting learning to the world around us.
The six Transdisciplinary Themes that are covered in a year are: Who we are; Where we are in place and time; How we express ourselves; How the world works; How we organise ourselves and Sharing the planet.
All areas of learning at ANI will be integrated into the Transdisciplinary Themes including the Specialist subjects.
The reasons we have adopted the IB framework are because:
- students gain a global view on the world
- it parallels the New Zealand Curriculum
- our staff are provided with world renowned Professional Development
- IB combines the best research and practice from around the world
- innovative curriculum resources are readily available
- it provides another quality control mechanism
- there is an emphasis on global networking for teachers and students.
In Year 8 all students participate in the Primary Years Programme Exhibition. This is a consolidation of what the students have learnt during their time in the programme, and shows their understanding of five essential elements: knowledge, skills, concepts, attitudes, and action. It is a collaborative inquiry that gives the students an opportunity to identify a real life issue, investigate this, and offer solutions. Although it is conducted by the students, the whole school community, and some of the local community, are involved in varying aspects.
The Exhibition is a very exciting and challenging time for the Year 8 students. Every year they manage to astound the teachers and the community with what they have learnt, and the high quality of their exhibits.
International Baccalaureate Terminology
What is a Transdisciplinary Theme?
Within the International Baccalaureate Programme there are six overarching themes. The themes are: Who we are; Where we are in place and time; How we express ourselves; How the world works; How we organise ourselves and Sharing the planet.
These themes help guide teachers as they plan and design transdisciplinary (combining two or more subject areas) units of inquiry. Within these units, children are encouraged to ask questions, are taught how to use a variety of resources to seek answers and led to a deeper understanding of the theme being studied. The Primary Years Programme seeks to create students who are not bound by the physical borders of their community. Instead it works to study broad topics that can have an application in any part of our world.
Click here to view our 2018 School Wide IB Transdisciplinary Theme Overview and Programme of Inquiry.
What is a Central Idea?
Each Unit of Inquiry has a Central Idea. A Central Idea is a statement which supports students’ understanding of the particular Transdisciplinary Theme it is connected to, and should challenge and extend students prior knowledge.
What are Concepts?
The Primary Years Programme (PYP) has a set of eight Key Concepts which answer the question, “What do we want the students to learn?” Two Key Concepts will be selected for each Unit of Inquiry to help drive the curriculum:
Form – What is it like?
Function – How does it work?
Causation – Why is it like this?
Change – How is it changing?
Connection – How is it connected to other things?
Perspective – What are the points of view?
Responsibility – What is our responsibility?
Reflection – How do we know?
These eight fundamental concepts, expressed as key questions, fuel the process of inquiry.
What is a Line of Inquiry?
The Lines of Inquiry clarify the Central Idea and the scope of the inquiry. These should focus student research, and deepen students understanding. Connections are made between the Lines of Inquiry as well as with the Central Idea.
|IBO||International Baccalaureate Organisation|
|PYP||Primary Years Programme|
|POI||Programme of Inquiry|
|UOI||Unit of Inquiry|
Glossary of Terms
An explicit expectation of the PYP is that successful inquiry will lead to responsible action, initiated by the student as a result of the learning process.
The attitudes PYP planning aims to develop are; appreciation, commitment, confidence, cooperation, creativity, curiosity, empathy, enthusiasm, independence, integrity, respect and tolerance.
The central idea should be written as one sentence that expresses concisely an enduring understanding. It should be substantial enough to generate in-depth inquiries, be concept driven and promote the ability to think critically. It is the core of the unit of inquiry.
The PYP curriculum is divided into three components; the written curriculum, the taught curriculum and the assessed curriculum.
Is an overall heading for the concepts, knowledge, skills, attitudes, and action.
Refers to the important ideas that are central to a unit that can be transferred to different situations often beyond the classroom. In thinking about enduring understanding for a unit, teachers are encouraged to ask ‘What do we want students to understand and be able to use several years from now, after they have forgotten the details.’
An organisation promoting and developing programmes of international education. There are three programmes. The Primary Years Programme, Middle Years Programme, and Diploma Programme.
Key concepts are selected to focus each unit of inquiry. They include form, function, causation, change, connection, perspective, responsibility and reflection.
The aim of all IB programmes is to develop internationally minded people who strive to be inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced and reflective.
Lines of Inquiry
These define the scope of the central idea for each unit.
Primary Years Programme
The IB primary years programme is aimed at children from age 3-12.
Programme of Inquiry
The units of inquiry collectively constitute the schools programme of inquiry. It is an overall picture of the units covered at each year level within that school.
Teacher questionsThe teachers have the responsibility to frame the inquiry at the beginning of the unit, through the questions that they ask.
Within their learning and throughout the programme students acquire and apply a set of transdisciplinary skills. These include social skills, communication skills, thinking skills, research skills, and self-management skills. These skills are valuable, not only in the unit of inquiry, but also for any teaching and learning that goes on in the classroom and in life outside the school.
Unit of Inquiry
Developed from the schools programme of inquiry and encompasses the planning, teaching and learning that takes place in a unit. Six units of inquiry are covered each year.
Integrated learning through Specialist Programmes
Students participate in a number of learning areas where the programme is facilitated by a specialist teacher:
- Digital, Technology and The Arts (Visual Art, Music and Performing Arts)
- Languages (Japanese, French and Te Reo Maori)
- Physical Education
Technology and The Arts
ANI offers a unique learning environment for students to explore their ideas in Technology and The Arts.
Practical projects are integrated with what the students are learning. Classroom teachers join students in the specialist areas and have an active and collaborative role in their learning. The specialist programme allows students to choose which area they would like to work within to develop their idea and demonstrate their understanding of the central idea. They have full control of how they will undertake answering inquiry questions. Teachers are facilitators within these spaces moving through the process with them.
Students will cover each of the six areas of Technology and the Arts over their two years at ANI.
During the two years at ANI students have the experience of learning Japanese, French and Te Reo Maori, each with its own specialist trained language teacher. This involves learning the language, being able to communicate and fully immersing the students in cultural practices. The language programme is integrated with the International Baccalaureate programme, creating connections with the student inquiries that are happening within the classroom.
Twice a year students get the chance to work through two integrated inquiries linked to the classroom programme with our specialised science teacher. The science programme is designed to initially build student’s knowledge and skills before they investigate the science of their personal inquiry. During the year, students have two lessons (1.5 hours) per week for twelve weeks in our science lab. Throughout the two years, students will cover all four science themes: Planet Earth and Beyond, Physics, Chemistry and Biology. This ensures that they have a broad foundation in all realms of science.
Students have the opportunity to experience Physical Education, taught by our specialist P.E. teacher once a week for their two years at ANI. This curriculum area fosters critical thinking and action that enables students to understand the role of physical activity for individuals and society. The programme is integrated with the International Baccalaureate programme and focuses on the development of the whole child as an inquirer, both in the classroom and in the world outside. The emphasis is on:
- Learning through and about movement
- Learning to understand, appreciate and move their bodies
- Relating to others and demonstrating constructive attitudes and values
- Learning through play, games, sport, exercise, recreation, adventure and expressive movement
- Promotion and development of physical and social skills
- Participation in diverse physical and social skills