The Primary Years Program (PYP) is an international curriculum that fosters creativity, critical thinking, and communication skills. It focuses on the development of the whole child as an inquirer, both in the classroom and in the world outside. In the primary school, Lord Shiva School uses a Scope and Sequence of learning expectations aligned with the National Curriculum Framework i.e. the NCERT standards. These standards also align with the Common Core curriculum used in the U.S. and many international schools. In this way, we offer a consolidated curriculum that ensures all students are able to adapt quickly to the multiple school system changes that are a part of living in a transient world. At Lord Shiva School, we are committed to structured inquiry as the vehicle for learning. Six transdisciplinary themes provide the framework for exploration and construction of knowledge. Teachers and students are guided by these transdisciplinary themes—as they design units of inquiry for exploration and study. Through this process, students develop an understanding of important concepts, acquire essential skills and knowledge, develop particular attitudes and learn to take socially responsible action.

The IB PYP Curriculum Framework

The IBO curriculum framework consists of 5 essential elements that are all transdisciplinary. Transdisciplinary is the word that IB uses to describe a discipline that applies across all disciplines—it is interconnected and can be applied across all subjects and applied to real life. A transdisciplinary concept stretches across math, science, English, geography and ties it all together; it is not isolated to one subject. For example, the idea of change affects math, science, English, geography—the IB PYP strives to demonstrate this through learning, giving understanding to a real life world.

KNOWLEDGE

The PYP recognizes that it is inappropriate to dictate what every child should know in an international community. The PYP has identified themes, or areas of knowledge, which are used to organize the 6 Units of Inquiry, taught from early childhood through grade 7. These Units of Inquiry provide the framework (as opposed to a text book curriculum) for a wide variety of resources to be explored in order to accomplish the objectives within each Unit of Inquiry:

• Who we are: An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.
• 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.
• How We Express Ourselves: An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.
• How the World Works: An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.
• How We Organize Ourselves: An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.
• Sharing the Planet: An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.

SKILLS

There are 5 sets of transdisciplinary skills acquired in the process of structured inquiry. These are:

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

Lord Shiva School is a recognised IB World School and is the only school in the world to follow the IB Primary Years Program till grade 7. The program focuses on helping students become problem solvers and inquirers by letting them take ownership of their own learning. We strive to help every student think independently and come up with their own answers. The learning benchmarks adopted by the school are in line with those defined by the NCERT.

Learning to learn

The focus of our primary years program is to help children develop further on their natural curiosity. We encourage our students to apply their thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions. They acquire the skills to conduct research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

Inquiry based learning

Our primary years program views the child as an explorer and an inquirer. We believe that asking the right questions is more important than knowing the answers - the why is more important than the what. Our teachers work hard to provide students an environment that makes them comfortable to ask all types of questions. The classes at Lord Shiva School are student-led and are driven by questions asked by students.

Transdisciplinary learning

At Lord Shiva School, we do not compartmentalize learning by subjects, but rather explore content within the context of inquiry. Our students understand the interconnectedness of subject areas through exploring concepts, ideas, and issues of local and global significance. In doing so, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines

Open-mindedness

We encourage our students to understand and appreciate their own cultures and histories, and to be open to the perspectives, values, and traditions of other individuals and communities. Our students are accustomed to seeking and evaluating a range of points of view, before forming their opinion about a particular topic. We encourage them to approach uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas, and strategies.

Founded in 1968, the International Baccalaureate (IB) is a non-profit educational foundation offering four highly respected programmes of international education that develop the intellectual, personal, emotional and social skills needed to live, learn and work in a rapidly globalizing world. The IB has a hard-earned reputation for high standards of teaching, pedagogical leadership and student achievement.

IBO Mission Statement

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

IB PYP Schools

IB PYP schools strive to develop internationally-minded persons in line with the mission of the IBO:

• To develop inquiring, knowledgeable, and caring young people.
• To create a better and more peaceful world through intercultural understanding and respect.
• To work with schools, governments, and international organizations to develop challenging programs of international education and rigorous assessment
• To encourage students worldwide to become active, compassionate, and lifelong learners who understand that other people, with their differences, can also be right.