Elementary School
The IB PYP enables our students to learn WHY they should know something and how it connects to other subjects and the world around them.
Welcome to the OIS Elementary School. From ages four to eleven, the students develop both social and academic skills within seven classes of active inquiry as they study the International Baccalaureate Primary Years Programme. The IB PYP enables our students to learn WHY they should know something and how it connects to other subjects and the world around them. Group engagements are planned by a team of sixteen teachers who bring expertise from a number of countries including America, Australia, Brazil, Canada, Japan, Sweden, Trinidad and Tobago, and the UK. They plan together each week to ensure students learn in varied and effective ways and can share their thinking in a supportive environment. There are lots of opportunities throughout the year for the students to demonstrate their learning, these include assemblies, class displays and concerts. I hope you will take this opportunity to learn more about the Elementary school through this website and of course to see firsthand with a visit to our school. We hope you will be able to join us.
Stephen Frater
K-12 Principal for Student Learning
Elementary School Curriculum
- What do students learn at OIS?
- How are students assessed at OIS?
- Why do we have student-led conferences?
- What is the exhibition?
- After-school activities
What do students learn at OIS?
Six broad transdisciplinary themes provide the framework around which our curriculum is organized to ensure structured inquiry and the construction of knowledge. The six themes are part of the common ground that unifies the curriculums in all PYP schools across the world. These themes are:
- Who We Are (WWA)
- Where We Are in Place and Time (WWAIPT)
- How We Express Ourselves (HWEO)
- How the World Works (HWW)
- How We Organize Ourselves (HWOO)
- Sharing the Planet (STP)
All six themes are covered in each grade level from grade 1 to grade 5. In KA and KB, four themes are covered including Who We Are and How We Express Ourselves. Teachers collaboratively design units of inquiry for each theme. 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. ‘Transdisciplinary’ refers to each theme’s application across subject areas. In this way learning is realistic and authentic.
Teachers use IB curriculum documents called ‘Scope and Sequences’ which outline expectations for students at different stages of development in each of the following subjects taught at OIS: maths, language, science, social studies, PSPE (personal, social and physical education), and the arts (music and art).
In the spirit of internationalism, students are required to learn a second language in addition to the language of instruction of the school.
For more information about the PYP, please see the section 'OIS Curriculum Framework' here.
Early Years Programme (PYP KA/KB)
Experiences during the early years lay the foundation for all future learning. A rapid rate of development during the early years occurs in the physical, emotional, social and cognitive domains. The brain and body develop faster than at any other point in a child’s life.’‘Inquiry in the early years looks, sounds and feels exciting, with children actively engaged in questioning, wondering and theorising through play.’
‘Inquiry in the Early Years’, IB (2019)
Early Years education at OIS begins in our mixed-age Kindergarten A & B grade class. We believe that these years of education are amongst the most crucial in a child’s overall development. Following the IB Primary Years Programme framework, our Early Years programme is wholly child centred, and driven by the needs of our young learner.
By combining our 4 and 5 year olds into one class with a teacher and two assistants, we are able to meet the needs of the individual students. Children develop at different rates and having the two age groups together allows for flexible grouping and support based on the individuals development needs rather than just their age. This allows each child to access the key features described below in a way suitable to their development.
Key Features of the Early Years Programme
Learning Through Play
In the early years program, play is the primary driver of inquiry and it is through play that children learn about themselves and the world around them. In all its forms play allows young learners to naturally and actively explore their interests and wonderings, and construct meaning from their interactions by making a personal connection to their own experiences. These meanings are continuously built upon and revisited as experiences grow. We provide time and space for our students to enjoy authentic, engaging and varied types of play.
Developing Agency
Children learn best when they find value in what they are doing, and value is best discovered in something that is meaningful and authentic. By giving children choice in pursuing that which they find interesting, intriguing and worth pursuing, we communicate that we trust and respect them as individuals and that their voice matters. We believe that it is important for children to feel a sense of ownership over their learning, in order to become active and empowered learners. By promoting agency at a young age we can encourage our early learners to become more at ease with being independent, confident in asserting themselves, and comfortable at negotiating and compromising together in play.
Environment
A well designed learning environment can support and enhance development and learning by inspiring excitement for exploration, encouraging independence and responsibility, and providing a nurturing space for self-expression and individuality. Our purpose-built early childhood area provides a safe and welcoming home for our youngest learners, as they explore new relationships and experiences. Learners have access to the larger campus, and regularly use the library, music room, art studio, gyms, sports field and swimming pool. The range of experiences offered to our youngest learners, supports our belief in the importance of developing the whole child.
Specialist Teachers
Art
Art classes are based on creative activities which develop and apply each child's own perceptions, feelings, and imagination.
Creative activities encourage students to take risks in expressing their ideas. At the same time, visual art classes give students the opportunity to experience, broaden, and deepen their knowledge and skills gained in the units of inquiry.
Visual arts classes are scheduled twice a week, in 50-minutes blocks.
Japanese Language
Music
Our music lessons with the school's experienced PYP music teacher offer children a wide range of music influences and experiences. From listening to music from around the world, to singing, playing instruments, drama and dance, music classes are both active and reflective.
Music classes are scheduled three times a week, in 50-minute blocks.
Physical Education
Physical Education lessons develop each student's physical coordination skills through movement and activities in a range of environments. Classes also teach intellectual, emotional and social development, and encourage long-term healthy living.
Physical education classes, taught by our PE specialist teachers, are scheduled for 55 minutes every day.
Elementary (PYP Grades 1-5)
Inquiry, as the leading pedagogical approach of the Primary Years Programme (PYP) recognizes students as being actively involved in their own learning and as taking responsibility for that learning. PYP learning is approached with a spirit of inquiry. Drawing from the transdisciplinary themes and students’ interests, inquiry is an authentic way for students to relate to, explore and understand the world around them.
‘Inquiry in the Early Years’, IB (2019)
Key Features of the Lower and Upper PYP Programme
Learning Through Inquiry
Inquiry, as the leading pedagogical approach of the Primary Years Programme (PYP), recognizes students as being actively involved in their own learning and as taking responsibility for that learning. PYP learning is approached with a spirit of inquiry. Drawing from the transdisciplinary themes and students’ interests, inquiry is an authentic way for students to relate to, explore and understand the world around them.
Inquiry is purposeful and authentic. It incorporates problem solving and supports students in achieving personal and shared goals. Inquiry extends students’ learning when the exploration of initial curiosity generates new questions and wonderings. By situating inquiry in meaningful contexts, connections are made between personal experiences to local and global opportunities and challenges.
Through the inquiry process, students move from current understandings to new and deeper understandings. This process involves:
- exploring, wondering and questioning
- experimenting and playing with possibilities
- making connections between previous learning and current learning
- making predictions and acting purposefully to see what happens
- collecting data and reporting findings
- clarifying existing ideas and reappraising perceptions of events
- applying concepts to deepen conceptual understandings
- researching and seeking information
- establishing and testing theories
- solving problems in a variety of ways
- taking and defending a position.
Developing Agency
PYP Students take initiative, express interest and wonderings, make choices and are aware of their learning goals. They are actively engaged, and monitor and adjust their learning as needed. Students offer feedback to others and consult on decisions that affect them. In school, students take responsibility for their learning and collaborate with teachers and other students to plan, present and assess learning needs.
- Students have voice, choice and ownership for their own learning.
- When students’ have agency, the relationship between the teacher and students becomes a partnership.
- Students with a strong sense of self-efficacy bring a stronger sense of agency to the learning community.
- The learning community supports agency and fosters self-efficacy.
Teachers recognize students’ capabilities through listening, respecting and responding to their ideas. They make thoughtful considerations and decisions with an emphasis on relationships, dialogue and respect for one another.
Examples of student agency at OIS:
- G3-G5 Actioneers; 2 elected students from G3, G4 and G5 meet with the Elementary Principal to organise different events and activities as well as bringing up suggestions to make OIS a better place
- Student-led rotations: G5 students plan and lead a variety of sessions for the younger students (eg sewing, Scratch, games, sports activities).
- Student choice: Students have a variety of choices in sharing their learning and understanding through different media.
- Student voice: student questions and suggestions are valued and pursued in the units of inquiry.
Environment
At OIS, the Elementary students have access to a variety of different areas. Our purpose-built early childhood area provides a safe and welcoming home for our youngest learners, and is available for G1 and G2 during recess and snack time.
All students have access to the larger campus, and regularly use the library, music room, art studio, gyms, sports field and swimming pool.
In G1-G5 all students have access to their own Chromebook (provided by the school) and learn how to be responsible users.
Specialist Teachers
Art
Art classes are based on creative activities which develop and apply each child's own perceptions, feelings, and imagination.
Creative activities encourage students to take risks in expressing their ideas. At the same time, visual art classes give students the opportunity to experience, broaden, and deepen their knowledge and skills gained in the units of inquiry.
Visual arts classes are scheduled three times per week, in 50-minutes blocks.
Japanese Language
Music
Our music lessons with the school's experienced PYP music teacher offer children a wide range of music influences and experiences. From listening to music from around the world, to singing, playing instruments, drama and dance, music classes are both active and reflective.
Music classes are scheduled three times a week, in 50-minute blocks.
Physical Education
The primary objective of the Elementary Physical Education program is to provide positive opportunities for the development of fundamental motor skills and physical fitness, through a variety of activities aimed at encouraging movement and the enjoyment of activity -to become physically literate.
The PYP P.E. Scope and Sequence Framework, especially the Active Living continuum, is the basis for this program and our program utilizes units and a spiral curriculum, where skills, especially in the early years, are revisited throughout the school year, built upon, revised and refined in the following years.
Five strands adopted from the PYP Scope and Sequence are followed: Individual Pursuits, Adventure Challenge, Movement Composition, Games and Health Related Fitness. Also, due to our excellent facilities, we are able to offer a comprehensive Aquatics / Swimming and Water Safety program.
Becoming physical educated is a developmental process that begins in early childhood and continues throughout life. The Physical Education program at O.I.S. involves the total child and includes physical, social and emotional growth experiences. It is our aim that the children will acquire sufficient fundamental skills to enable them to be confident and capable in a wide variety of situations, so as to enjoy and continue to be active throughout their lives.
PYP in the library
How are students assessed at OIS?
Students are assessed in a variety of ways, including tests, projects and oral presentations. Assessment is integral to the learning process, and students are made aware of expectations from the initial stages of each unit of inquiry.
In grades 1 to 5, the students take Measures of Academic Progress (MAP) assessments twice a year. These externally marked tests assess their skills in comparison with those of other international school students. The results provide useful feedback for curriculum development.
The IB believes assessment should be authentic, essential, rich and engaging—it should incorporate students in the process of evaluating their learning. Formative assessment is part of daily learning, an ongoing process of ‘checking in’ between teachers and students, helping each find out what is already known in order to plan for the next stage of learning. Summative assessment takes place at the end of the teaching and learning process—this is when students have the opportunity to demonstrate their understanding and apply what has been learned.
Formal reports are written about student progress twice a year in January and June. These are a combination of narrative comments and a measurement of each student’s progress against a set of indicators defining expected outcomes for each grade level.
Why do we have student-led conferences?
What is the exhibition?
It is a requirement of the PYP that students in their final year of elementary school engage in an exhibition where all their skills, knowledge, understanding of concepts and ability to take ‘action’ are used in a unit of inquiry. It is the culmination and public celebration of their development through the programme.
After-school activities
Elementary students can choose to participate in a range of activities run by teachers in the hour after class learning ends from 3:30 to 4:30pm. This programme runs as four sessions of six weeks over the year and enables students to extend their skills or learn new ones with a wider range of peers. Activities are diverse and complement the PYP curriculum. They include:
- physical activity clubs such as futsal (culminating in an elementary school futsal tournament in Kobe), basketball, swimming, rhythmic mindfulness, and cheerleading dance (culminating in a performance at the school's International Fair);
- arts clubs such as drama, sewing club, seasonal crafts, and rehearsing/performing in the SOIS All School Production in February;
- collaborative challenges such as Lego club and constructors club;
- academic clubs including Japanese reading club, Science club (performing experiments in the Biology lab), Scratch club (learning to code and create games and simulations);
- competitive clubs including the Sakura Bowl club (culminating in a national competition in Tokyo for the most successful participants);
- community welfare clubs such as the school-wide Student Advocacy committee (open to G5 students).
Information and sign-up links for each upcoming selection of after school activities is sent to parents through our community SOISmail system.