International Baccalaureate Program

Welcome to Roots IVY International Flagship Campus

 

International Baccalaureate Primary Years Program at Roots IVY:
Roots IVY International School offers International Baccalaureate Primary Years Program in its exclusive IB campuses. The PYP prepares students to become active, caring, lifelong learners who demonstrate respect for themselves and others and have the capacity to participate in the world around them. It focuses on the development of the whole child as an inquirer, both within and beyond the classroom.
About the Curriculum:
The PYP curriculum contains three key components, which explain how students learn, how educators teach, and the principles and practice of effective assessment within the program. The PYP Curriculum:

  • addresses students’ academic needs and their social and emotional well-being
  • encourages students to develop independence and to take responsibility for their own learning
  • supports students’ effort to gain understanding of the world and to function effectively within it
  • helps students to establish personal values as a foundation on which international-mindedness will flourish.

Assessment Practice:
Student learning is promoted through planning and refining the teaching and learning process to meet individual or group needs.
Diagnostic or Pre- Assessment:
Assessing the students’ prior knowledge uncovers their prior experiences. It happens at the stage of tuning in, while unpacking new unit of inquiry.
Formative Assessment:
It provides information that is used in order to plan next stage in learning. It is interwoven with learning, and helps teachers and students to find out what the students already know and can do. Formative assessment and teaching are directly linked and function purposefully together. It aims to promote learning by giving regular and frequent feedback.  This helps learners to improve knowledge and understanding, to foster enthusiasm for learning, to engage in thoughtful reflection, to develop the capacity for self assessment, and to recognize the criteria for success. There is evidence that increased use of formative assessment particularly helps those students who are low achievers to make significant improvements in their understanding.
Assessment in the classroom will include:

  • Using representative examples of students’ work performance to provide information about student learning
  • Collecting evidence of students’ understanding and thinking
  • Documenting learning processes of groups and individuals
  • Engaging students in reflecting  on their learning
  • Students assessing work produced by themselves and others
  • Developing clear rubrics
  • Identifying exemplar student work
  • Keeping record of test/task results.

Summative Assessment:

These aim to give teachers and students a clear insight into students’ understanding.  It is the culmination of the teaching and learning process, and gives the students opportunities to demonstrate what has been learned. It can assess several elements simultaneously; it informs and improves student learning and teaching process; it measures understanding of the central idea and prompts students towards action.