IB at St. Paul’s

The International Baccalaureate provides a framework for our curriculum at St. Paul’s. This framework flows through all aspects of our written, taught, and assessed curriculum.

Written Curriculum

The written curriculum is everything we propose to teach students at St. Paul’s School. There are five areas where we want our students to improve.

Knowledge ~ Knowledge is the content we want to introduce to our children. At St. Paul’s, we want our children to explore concepts that are true in any time and any place. Our students are exploring information about who we are, where we are in place and time, how we express ourselves, how the world works, how we organize ourselves, and sharing the planet. As students move through the program, they explore various aspects of these transdisciplinary themes. All of that information is written into our Programme of Inquiry (POI). Click here to view our  POI-2014-2015.

Concepts ~ There are eight key concepts that allow students to dive deeper into the big ideas we are studying. Each key concept has an associated question that students work to answer.

  • Form – What is it like?
  • Function – How does it work?
  • Causation – Why is it like it is?
  • 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?

Transdisciplinary Skills ~ There are five skill areas we address throughout our school. Students develop research, thinking, communication, self-management, and social skills in all classes. Various activities are designed to build these skills in our students while other activities give students the opportunity to demonstrate their use of the skills.

Attitudes ~ There are twelve attitudes that we are working to instill in our students. Students have opportunities to practice these attitudes in their interactions with others and are recognized in a variety of ways when they demonstrate them.

  • Appreciation ~ To value the world and the people in it.
  • Commitment ~ To work hard and show self-discipline and responsibility.
  • Confidence ~ To be certain you can learn and make good choices.
  • Cooperation ~ To work together and know that not everyone can be the leader.
  • Creativity ~ To use your imagination in solving problems and presenting information.
  • Empathy ~ To try to understand the thoughts, actions, and emotions of your peers.
  • Enthusiasm ~ To enjoy learning and participate eagerly in learning experiences.
  • Independence ~ To make your own decisions and to be able to defend what you do or say.
  • Respect ~ To show respect for yourself and for the people and things around you.
  • Tolerance ~ To not allow differences to stand in the way of working together.
  • Integrity ~ To make choices that are fair and honest.
  • Curiosity ~ To wonder about things that are outside of your own life.

Action ~ Action based on learning is encouraged. Teachers model this and have conversations with their students about what action might look like. Parents are encouraged to share ways their students extend their learning at home with the classroom teacher.

Taught Curriculum

The IB model encourages teaching through inquiry. Inquiry involves students in the following:  

  • 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
  • deepening understanding through the application of a concept
  • making and testing theories
  • researching and seeking information
  • taking and defending a position
  • solving problems in a variety of ways

Assessed Curriculum

The prime objective of assessment in the PYP is to provide feedback on the learning process. Assessment involves the gathering and analysis of information about student performance and is designed to inform practice. It identifies what students know, understand, can do, and feel at different stages in the learning process.

Formative Assessment ~ Formative assessment provides information that is used in order to plan the next stage in learning. Teachers assess throughout a unit of study in a variety of ways. Teachers might observe students during an activity or ask them to complete a task and grade them on a rubric.

Summative Assessment ~ Summative assessment is the culmination of the teaching and learning process, and gives the students opportunities to demonstrate what has been learned.