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Primary Years

Ryan Global School is currently running classes from Nursery to Grade 12. Ryan Global School is an authorized* school for the Primary Years Programme (PYP) and the CIE. These are schools that share a common philosophy and commitment to high quality, challenging, international education that the school believes is important for our students.

What is IB 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.

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

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Ryan Global School offers the Primary Years Programme from Nursery to Grade 5. The International Baccalaureate Primary Years Programme (PYP) is designed for students aged 3 to 10 and emphasizes on the development of the whole child through focus on the cultural, emotional, intellectual, physical, and social needs.

At the heart of the PYP’s philosophy is a commitment to using guided, purposeful inquiry as the primary vehicle for learning. The programme actively engages students in their own learning and encourages them to develop a lifelong curiosity about the world. Students are encouraged to ask questions and reason things to develop a sound method for evaluating information and building knowledge.

  • What is IB PYP

The IB Primary Years Programme (PYP) is a curriculum defined by six transdisciplinary themes of global significance, explored using knowledge and skills derived from six subject areas, with a powerful emphasis on inquiry-based learning.

The program is flexible to accommodate the demands of national & local curriculums & engages students in the learning and growing process.

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The PYP program is flexible to accommodate the demands of national & local curriculums & engages students in the learning and growing process.

The IB Primary Years Programme

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

PYP aims to create a transdisciplinary curriculum that is engaging, relevant, challenging and significant for young learners.

  • The Written Curriculum

The programme seeks balance between acquisition of knowledge, social skills, understanding, attitude development and taking responsibility.

A distinctive feature of the IB Primary Years Programme is the six transdisciplinary themes. These themes incorporate local and global issues into the curriculum.

  • Who we are – an inquiry into the nature of the self; what it means to be human.
  • Where we are in place and time – an inquiry into orientation in place and time; the interconnectedness of individuals and civilizations.
  • How we express ourselves – the ways in which we reflect on and express ideas, feelings, nature, culture, beliefs and values; & appreciation of an aesthetic.
  • How the world works – an inquiry into the natural world and its laws, the impact of the scientific principles and technological advances on society and the environment.
  • How we organize ourselves – 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 other living things.

An inclusive learning process makes students reflect on their roles and responsibilities as learners and become actively involved with their education. They will expect to be able to work in a variety of ways, on their own and in groups, to allow them to learn to their best advantage.

The programme offers a balance between learning about subject areas, and learning beyond them. There are six subject areas in the PYP-arts; language; mathematics; physical, social and personal education; science; and, social studies.

  • The Taught Curriculum

The PYP curriculum includes an approach to teaching and learning, in practice, the two are linked. The taught curriculum is part of what the continuum of IB programmes calls the approaches to teaching (ATT). It reinforces the pedagogy of authentic learning that is inquiry-based and conceptually driven. The programme is committed to structured, purposeful inquiry that engages students actively in their own learning.

It also touches on the approaches to learning (ATL). The ultimate intention of ATL across the IB continuum is to develop self-managed, self directed, independent learners through skill based teaching.

The deliberate use of ATT strategies and ATL reinforces a holistic experience that not only addresses students’ cognitive development, but their social, emotional and physical well being.

  • The Assessed Curriculum

Assessment in the Primary Years Programme identifies what students know, understand, can do and value at different stages in the teaching and learning process. Assessing the result as well as the process are important objectives of the programme.

The principal purposes of assessment in the PYP are to:

  • provide feedback to students, parents and teachers
  • determine what the student knows and understands about the world
  • inform and differentiate teaching and learning
  • monitor student progress in the development of the IB learner profile attributes
  • monitor the effectiveness of the programme.

Types of PYP assessments and their specific functions:

  • Formative assessment is embedded in the teaching and learning process, it occurs in the daily routine of a classroom. It aims to support students to become better learners and helps teachers to plan the next stage of learning.
  • Summative assessment occurs at the end of the teaching and learning process and provides students with opportunities to demonstrate what they have learned. It aims to give a clear, evidence-based insight into students’ understanding at a particular moment in time.

All assessment in the Primary Years Programme is carried out internally by teachers within the school. The IB does not set examinations nor does it moderate grades in the PYP.

When assessing the process of inquiry, teachers consider whether:

  • the nature of the students’ inquiries develop over time; whether they are, in fact, asking questions of more depth, which are likely to enhance their learning substantially
  • the students are becoming aware that real problems require solutions based on the integration of knowledge that spans and connects several subject areas
  • the students are mastering skills and accumulating a comprehensive knowledge base in order to conduct their inquiries successfully and find solutions to problems
  • the students demonstrate both independence and an ability to work collaboratively.

Consideration of these points allows teachers to plan for effective teaching and learning opportunities.

  • The IB Learner Profile

PRINCIPLED

Our students act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

COMMUNICATORS

Our students understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

RISK TAKER

Our students approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

CARING

Our students show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

INQUIRER

Our students develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

OPEN MINDED

Our students understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

KNOWLEDGEABLE

Our students explore concepts, ideas and issues that have local and global significance. In doing so, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

THINKERS

Our students exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

BALANCED

Our students understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

REFLECTIVE

Our students give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

  • IB PYP Subjects

Mathematics

In the IB Primary Years Programme (PYP), mathematics is viewed as a vehicle to support inquiry, providing a global language through which we intend that students become competent users of the language of mathematics, and can begin to use it as a way of thinking, as opposed to seeing it as a series of facts and equations to be memorized.

Mathematical Strands have been designed in recognition that learning mathematics is a developmental process. The content is organised into five strands of mathematics, which are:

  • Data handling
  • Measurement
  • Shape and space
  • Pattern and function
  • Number

Language

Language supports and enhances our thinking and understanding. Language penetrates the world; it is socially constructed and dependent on the nature of our social interactions and relationships.

The learning process involves

  • learning language - listening and using language with others in their everyday lives
  • learning about language - growing their understanding of how language works
  • learning through language - using language as a tool to listen, think, discuss and reflect

Language empowers and provides an intellectual framework to support conceptual development and critical thinking.

Learners' needs are best served when they have opportunities to engage in learning within meaningful contexts, rather than being presented with the learning of language as an incremental series of skills to be acquired.

At Ryan Global School Andheri, the language profiles of students are complex and diverse. Development of mother-tongue language is crucial for cognitive development, and in maintaining cultural identity. Success in mother-tongue development is a strong predictor of long-term academic achievement, including acquisition of other language

Science

In this programme, science is viewed as the exploration of biological, chemical and physical aspects, and the relationships between them. It encourages curiosity and enables the student to develop a scientific understanding of the world. It also helps students to develop a sense of responsibility regarding the impact of their actions on the world.

Of equal importance is the need to learn science in context, exploring content relevant to students, beyond the boundaries of the traditional subjects.

Science Strands
There are 4 major components of science in the PYP programme: living things, Earth and space, materials and matter, and forces and energy.

Living things
The study of the characteristics, systems and behaviors of humans and other animals, and of plants; the interactions and relationships between and among them, and with their environment.

Earth and space
The study of planet Earth and its position in the universe, particularly its relationship with the sun; the natural phenomena and systems that shape the planet and the distinctive features that identify it; the infinite and finite resources of the planet.

Materials and matter
The study of the properties, behaviors and uses of materials, both natural and human-made; the origins of human-made materials and how they are manipulated to suit a purpose.

Forces and energy
The study of energy, its origins, storage and transfer, and the work it can do; the study of forces; the application of scientific understanding through inventions and machines.

Social Studies (SST)

In the Primary Years Programme (PYP), learning social studies provides opportunities for students to look at and think about human behaviour and activity realistically, objectively, and with sensitivity. Exposure to and experience with social studies therefore opens doors to key questions about life and learning.

Social studies strands: The knowledge component of social studies is arranged into five strands: human systems and economic activities, social organization and culture, continuity and change through time, human and natural environments, and resources and the environment, and are closely linked with one another.

Human systems and economic activities: The study of how and why people construct organizations and systems; the ways in which people connect locally and globally; the distribution of power and authority.

Social organization and culture: The study of people, communities, cultures and societies; the ways in which individuals, groups and societies interact with each other.

Continuity and change through time: The study of the relationships between people and events through time; the past, its influences on the present and its implications for the future; people who have shaped the future through their actions.

Human and natural environments: The study of the distinctive features that give a place its identity; how people adapt to and alter their environment; how people experience and represent places; the impact of natural disasters on people and the built environment.

Resources and the environment: The interaction between people and the environment; the study of how humans allocate and manage resources; the positive and negative effects of this management; the impact of scientific and technological developments on the environment.

Personal, Social and Physical Education - (PSPE)

In the PYP, Personal, Social and Physical Education (PSPE) is concerned with the well-being of the student through the promotion and development of concepts, knowledge, attitudes and skills.

To develop the well-being of each student, we inquire into the big ideas embedded in the following three strands:

Identity, Active Living and Interactions.

In addition, Physical Education (PE) is taught by a specialist group of teachers. The PE curriculum is embedded within the curriculum through games, athletics, swimming, gymnastics and adventure challenges.

Identity: An understanding of beliefs, values, attitudes, experiences and feelings and how they shape us; the impact of cultural influences; the recognition of strengths, limitations and challenges as well as the ability to cope successfully with situations of change and adversity; how the learner's concept of self and feelings of self-worth affect his or her approach to learning and how he or she interacts with others.

Active Living: An understanding of what factors contribute to developing and maintaining a balanced, healthy lifestyle; the importance of regular physical activity; the importance of nutrition; the importance of making informed choices and evaluating consequences, and taking action for healthy living now and in the future.

Interactions: An understanding of how an individual interacts with other people, other living things and the wider world; behaviors, rights and responsibilities of individuals in their relationships with others; the awareness and understanding of similarities and differences; an appreciation of the environment and an understanding of, and commitment to, humankind's responsibility as custodians of the Earth for future generations.

Arts

Visual Arts

Students are encouraged to choose from a vast variety of materials and learn to explore art.

Students from all grade levels are encouraged to explore and share interesting experiences both in class and out of class. In addition, students develop awareness of their art works and the works of others. The art works of the students are displayed regularly and appreciated through discussion, thus strengthening the child's self-expression in a unique and varied way. Such activities give an opportunity and an outlet for students to self discover and self reflect on their skills. It is also a great opportunity for students to express themselves through different art forms.

Music

At Ryan Global School Andheri the PYP music classroom provides an environment that stimulates and challenges students. It is well resourced with an extensive range of music recordings, videos and instruments. Students have the opportunity to explore home-made as well as manufactured instruments from a variety of countries and cultures.

By exposing students to a wide and varied repertoire of musical styles, they begin to construct an understanding of their environment, their surroundings and structures, and begin to develop personal connections with them.

Additionally, the opportunity to participate in live performances-informal as well as formal-allows students to work collaboratively and gain awareness of the audience.

Dance

Students need opportunities to view a wide variety of dance from various sources, such as live performance, peer choreography, guest dance artists, and recordings. To understand and respond to dance, students need to understand how dance is used in cultural, ritual and social contexts.

Creating dance involves inquiring into the rhythm of music, the natural rhythms of our bodies and the environment around us.

The Dance facilitators at RGS offer students experiences that provoke and inspire them to respond to a variety of performances and eventually create their own music or generate and record sounds and words, choreograph movements, design, lighting, etc.

By providing a safe environment, we provide opportunities for students to express and engage themselves fully with their minds and bodies.

  • PYP Exhibition

Students who are in their final year of the programme are expected to carry out an extended, collaborative inquiry project, known as the exhibition.

The exhibition represents a significant event in the life of both the school and student. It is an opportunity for students to exhibit the attributes of the lessons they have been taught over the years and to showcase their learnings from the same. It is a stepping stone for students transitioning from PYP to the higher grades.

Schools are given considerable flexibility in their choice of real-life issues or problems to be explored or investigated in the exhibition.

What do we want students to achieve?

  • To engage in an in- depth, collaborative inquiry.
  • To provide an opportunity to demonstrate independence and responsibility for their own learning.
  • To explore multiple perspectives for students to synthesize and apply their learning of previous years and to reflect upon their journey through the PYP.
  • To provide an authentic process for assessing student understanding to demonstrate how students can take action as a result of their learning.
  • To unite the students, teachers, parents and other members of the school community in a collaborative experience that incorporates the essential elements of the PYP.

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  • RGS Andheri’s Program of Inquiry

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