 |
Perspectives
Social studies perspectiveSocial studies is viewed by the PYP as the study of people in relation to their past, their environment and their society. Social studies helps students to develop their personal, family, ethnic and cultural identities; to make informed and reasoned decisions about their classroom, the school and the world; and to understand themselves in relation to the past, the environment and society. Social studies in the international school is international. It teaches tolerance of diversity, social diversity and diversity of gender. It actively values all cultures and peoples. Emphasis is placed on the reduction of prejudice and discrimination within the classroom, the school and the world. Social studies in the international school goes beyond respecting and valuing people’s right to be different. It is grounded in a strong and unequivocal stand for universal human rights, justice and equality. If a difference occurs between the values of a specific culture and universal human rights, social studies in the international school leads students to value the universal, while respecting the perspective of the specific culture. The pluralistic nature of communities within and among nations, and the relationships between local and global concerns and issues, are addressed through the study of the host society, the students’ own cultures and the cultures of peoples not directly represented in the school’s community. When social studies in the international school asks: “What history?”, “What geography?” and “What social framework?”, it leads a diverse student body to a wide understanding of humankind. Social studies examines human diversity and human commonalities, using the perspectives and experiences of the school’s families, staff and host society. Social studies does all this best through a questioning approach in which students create their own knowledge and understanding. Students and teachers exploring, investigating and searching for answers together, develop historical, geographical and social concepts which are important in understanding today’s social world. Social studies is an integrated area of inquiry. The unique perspectives of a number of disciplines contribute to our understanding of human activity. For the purpose of this curriculum these disciplines have been grouped as follows: History is the study of what we think is important about the human past. Students need to develop an understanding of themselves and their society in relation to the past, its influences on the present and its implications for the future. Geography is the study of the relationship between people and their created and natural environment. Students need to develop a sense of the physical reality of the world, where they are in it and the variety of human activity. Society is the study of people and their relationships. It draws on the disciplines of anthropology, economics, ethics, politics, psychology and sociology. Students need to develop an understanding of how human values shape social systems. Science and technology perspectiveScience is viewed by the PYP as the exploration of behavior and the interrelationships among the natural, physical and material worlds using the rational process of scientific inquiry; technology is viewed as the application of the principles of science. The PYP recognizes the importance of science in an international curriculum as science is universal and cuts across gender, cultural, linguistic and national bias and transcends boundaries. The inclusion of science and technology within the curriculum leads students to an appreciation and awareness of the world as it is viewed through the eyes of the scientist. It develops an understanding of, and competence in using, the facilities of a rapidly changing scientific and technological world, while gaining a positive image of science and technology and its contribution to the quality of life today. The science and technology process, by encouraging hands-on experience and inquiry learning, enables the individual to make informed and responsible decisions, not only in science and technology but also in other areas of life. Mathematics perspectiveOur rapidly changing technological world is placing ever increasing demands on the mathematical skills and understanding of its citizens. As the PYP has considered how it could help students meet these demands, it has become clear that the place of mathematics in the curriculum is as a service discipline, providing a global language through which we make sense of the world around us. Such is the power of mathematics in describing and analysing that it has become a highly effective tool for solving problems. The PYP wants students to become fluent users of this language and look on mathematics as a way of thinking rather than as a fixed body of knowledge. Much of the failure of traditional mathematics curriculums to teach the discipline well derives, in the PYP’s view, from the attempt to impart a body of knowledge directly to students. It is our conviction that students acquire mathematical understanding by constructing their own meaning, concept by concept, through ever increasing levels of abstraction. Moreover, it is fundamental to the PYP’s philosophy that, since it is to be used in context, mathematics needs to be taught in relevant, realistic contexts. Beyond this, however, the PYP believes that students can appreciate the intrinsic fascination of mathematics and explore the world through its unique perceptions. Language perspectiveThe PYP recognizes that language, our major means of thinking and communicating, is fundamental to learning, underpinning and permeating the whole curriculum. It is not only learning language but also learning about language and through language and we should nurture an appreciation of the richness of language, including a love of literature. Traditionally language has been treated in a fragmented way, with separation of the strands within language and of language from other areas of the curriculum. The PYP’s approach to language seeks to lessen this fragmentation. While the four communication strands of listening, speaking, writing and reading can be observed separately, they are interrelated and interactive, with learning in one supporting learning in another. This is of particular relevance for international schools, where every teacher is a language teacher. The PYP considers language from the points of view of homeroom teachers, teachers of the language of instruction (often ESL), teachers of other languages (often the host country language) and teachers of mother tongue languages. The student profile identified applies to each student in every language taught, although the means and pace of teaching them may, and will, differ in different contexts. Language does much more than promote cognitive growth: the PYP believes that mother tongue language development is crucial for maintaining cultural identity and emotional stability and that acquisition of more than one language enriches personal growth and helps facilitate international understanding. International schools have a special responsibility to recognize and support each and every aspect of language development. |
