IB Primary Years Programme

The Primary Years curriculum promotes the idea that students and teachers are partners in the learning process of discovery, connection and achievement. Students are led to become active agents of their own learning, and in collaboration with others.

Inquiry-based learning encourages students and teachers to grapple with conceptual understandings, to reflect on their work and develop their skills and the attributes of the IB Learner profile.

A typical day at TOIS Primary might look like this:

• 8:20 Arrival at School
• 8:30 Period 1
• 9:15 Break 1
• 9:25 Period 2
• 10:10 Break 2
• 10:30 Period 3
• 11:15 Lunch and Recess
• 12:15 Period 4
• 13:00 Break 4
• 13:05 Period 5
• 13:50 Break 5
• 14:00 Period 6
• 14:45 End of Day
• 15:00 Clubs

A Unit of Inquiry is a 6-8 week in-depth exploration of a concept. Students inquire into a central idea or a main understanding by being guided through lines of inquiry and teacher questions.

Mathematics at TOIS is looked at as a way of thinking, a tool for solving problems, and support for inquiry. TOIS Maths program leads young learners to use patterns, models, facts but furthermore, it encourages them to make their own idea to solve a problem situation and evaluate it and explain the way of thinking. While applying their mathematical reasoning to solve a real-life problem students investigate, research, discuss and justify. The whole program builds a foundation for later study of algebra. Whenever possible, the Mathematics is taught in the context of the units of inquiry.

• authentic, real-life problems
• investigation and exploration (inquiry)
• purpose and WHY
• problem solving skills

Children develop language skills ​​and at the same time deepen intercultural understanding, learn about the differences in the way of life of people from other countries and their different cultural traditions. The program helps create preconditions for effective interpersonal communication, either oral or written. It develops strategic skills: formulate ideas orally and in writing, understand spoken and written language.

This program focuses on the physical, intellectual, emotional and social development of each child. Learners are encouraged to make choices that contribute to long-term healthy living.

Well-being is supported through three interactive strands:

• Identity: developing an understanding of one’s own beliefs and values, in order to successfully cope with situations of change
• Active living: understanding the attributes of a balanced, healthy lifestyle, the body’s potential for movement and expression, prevention of illness, making healthy choices, and evaluating consequences
• Interactions: appreciating the environment

PYP 1 to PYP 5 students participate in PSPE lessons twice a week for 45 minutes. Lessons take place in the gym or outside.

Guides the student through vocal, instrumental, musical movement and listening activities to understand the art of music, to actively perceive music and singing and their use as an independent means of communication. There is a strong emphasis on creative process and exploration of music in connection with individual interest and focus.

The program reflects the strands of performance, music literacy, improvising and creating, instrumentation and appreciation.

PYP 1 to PYP 5 students participate in Music lessons twice a week for 45 minutes. Lessons take place in the Music Room.

Art education is based on creative activities – creation, perception and interpretation. These activities make it possible to develop and apply one’s own perception, feeling, imagination, fantasy, and invention. Students work not only with traditional and verified visual images, but also newly emerging in the current fine arts and visual media. Creative activities are based on experimentation, which leads students to the courage and desire to personally apply unique feelings and experiences and to engage in the process of creation and communication at their appropriate level.

At the same time visual art gives students opportunities to experience, broaden, deepen their knowledge and skills gained in the units of inquiry.

PYP 1 to PYP 5 students participate in Visual Art lessons once a week for 90 minutes (block lessons). Lessons take place in the Art Room.

Many students who join TOIS speak little or no English. Our English as an Additional Language (EAL) Programme helps students new to the English language become confident and proficient users of the language, with the aim of supporting academic progress and integrating students into the daily social life of the school as quickly as possible. EAL specialists and teachers work closely together to support language development of EAL students, focusing on cultivating the four language strands of reading, writing, speaking and listening.

Student well-being is an absolute priority. Learners are supported when adapting to a new class environment. The SWB Coordinator and Special Educational Needs (SEN) specialists provide pedagogical counselling if needed and perform screening and diagnostics of specific learning disabilities. A team is created of the student, parents and teachers to support and maximise potential.

Students from PYP1 to PYP5 participate in the Library Lessons once a week, for 45 minutes. The lessons take place in the Primary Library.

LIbrary lessons are focused on:

• mother tongue support with multilingual resources
• fostering passion for reading, research and inquiry
• development of information literacy
• utilising library as a resource centre

PYP Librarian supports homeroom teachers in tracking student reading progress using PM Benchmark kit, twice a year.

As ICT is taking an increasingly more important role in the world, it is an integral part of teaching and learning at our school as well. It is used purposefully and meangingfully across all subjects, enhancing inquiry, student cooperation and organisation. At the same time, the students are taking first steps in becoming responsible and knowledgeable digital citizens with the support of our ICT curriculum.