IB-EYP: Home Away from Home
Our Full Day Program
Our full-day schedule is designed to provide a nurturing and enriching experience for children aged 2 to 6 years.
We offer a bagless, boxless, and homework-free environment, promoting a healthy balance between school and family life.
Age-Specific Learning
Our program is carefully structured to meet the unique needs of children at different stages of early development:
- Pre-Nursery (2 to 3 years): Our youngest learners enjoy a stimulating environment that fosters language development, social skills, and a love of learning.
- Nursery (3 to 4 years): Children in this age group engage in a variety of hands-on activities that promote cognitive, physical, and emotional development.
- PP1 (4 to 5 years): This stage focuses on building a strong foundation for future learning, with a focus on literacy, numeracy, and scientific inquiry.
- PP2 (5 to 6 years): Our oldest early years learners delve deeper into subjects such as language, mathematics, and the arts, preparing them for their transition to primary school.
Day in the life
Day in the Life : Monday – Friday | Timings: 8:15 a.m. – 3:15 p.m.
8:15 AM – 8:40 AM
(25 minutes)
Check-in Time & Wake and Shake Children arrive and participate in light physical
activities
to energize for the day.
8:40 AM – 9:20 AM
(25 minutes)
Circle Time A time for students to come together, share thoughts, and prepare for the
day’s
learning.
9:20 AM – 9:50 AM
(30 minutes)
Breakfast Nutritious meals are provided, encouraging healthy eating habits.
9:50 AM – 10:30 AM
(40 minutes)
Special Assembly / UOI – Goal Setting Children gather for special assemblies or engage
in
the Unit of Inquiry (UOI) to explore goals for the week.
10:30 AM – 11:10 AM
(40 minutes)
Literacy Circle – Phonics & Writing Practice Guided and independent phonics and writing
activities that build early literacy skills.
11:10 AM – 11:50 AM
(40 minutes)
UOI – Investigation Students explore topics of inquiry, fostering curiosity and critical
thinking.
11:50 AM – 12:30 PM
(40 minutes)
Numeracy Circle – Number System Introduction to numbers and basic mathematical concepts
through fun, interactive methods.
12:30 PM – 1:10 PM
(40 minutes)
Lunch A balanced meal followed by some free play.
1:10 PM – 1:50 PM
(40 minutes)
Hindi (PP 2 & EY2; exclusively orals) / Nap Time (EY0, EY1 & EY2; Weekly thrice) Students
in
PP 2 & EY2 explore their second language, while younger children rest and recharge.
1:50 PM – 2:30 PM
(40 minutes)
Visual Arts/Music/Dance Creative expression through drawing, painting, and other art
forms.
2:30 PM – 3:10 PM
(40 minutes)
PSPE/Free Play/Swimming A time for free play, allowing children to develop social skills
and
unwind.
3:10 PM – 3:20 PM
(10 minutes)
Good Bye Circle Reflecting on the day, sharing highlights, and preparing for dismissal.
3:20 PM – 3:30 PM
(10 minutes)
Check-out Time & Home Dispersal Children pack up and head home after a day full of
exploration and learning.
The Day Schedule ends
Heart of Early Years Programme
Our IB Early Years Program is a child-centered, play-based journey where learning unfolds through transdisciplinary themes. With an inquiry-based foundation from the IB, we integrate the best of traditional and modern practices from across the world to cater to the unique needs of our early learners. Inspired by Reggio Emilia’s collaborative, self-directed approach and Montessori’s uninterrupted play, we ensure that each child is at the heart of their own learning experience.
A significant aspect of our program is the evolving roles of both student
and teacher. Students are no longer passive listeners but active participants, taking the
lead in shaping their learning. Similarly, the role of the teacher has transformed from
being a mere provider of knowledge to an active guide and collaborator, engaging with
students in meaningful and thought-provoking ways. This paradigm shift in early childhood
education replaces rote memorization with an interactive, child-led approach, fostering
creativity, critical thinking, and a deep, enduring love for learning.
Trajectory Schema: – Force and Direction
Children engage in profound exploration of force, momentum, and movement through activities such as mark making in art, sand play, and constructing intricate designs with building blocks. These experiences significantly enhance their spatial awareness and fine motor skills.
Connecting Schema: – Connection and Separation
Through stimulating activities like navigating tracks and trains, participating in role play
while pegging clothes, and creatively constructing with Lego and magnets, children cultivate
problem-solving abilities and logical reasoning while refining their coordination and
collaborative skills.
Positioning Schema: – Intentional Placement
In the process of creating captivating artworks, setting up imaginative role-play scenarios
like home environments, and meticulously organizing their tables, children develop essential
teamwork and organizational skills, thereby enhancing their dexterity and spatial reasoning.
Transforming Schema: – Change and Exploration
Through dynamic experiences in music and movement, engaging in scientific experimentation
such as mixing ingredients in the science lab, and exploring various textures and tempos,
children investigate the concept of change, nurturing their creativity, adaptability, and a
profound understanding of transformation.
Rotational Schema: – Turning and Spinning
Engaging in activities that involve swirling with a spoon in cooking sessions, playing with
tops, and expressing themselves through dance forms like ballet and salsa enhances
children’s physical coordination and deepens their comprehension of movement dynamics.
Orientation Schema: – Perspective and Viewpoints
Utilizing tools such as magnifying glasses, binoculars, and kaleidoscopes, children explore
varied perspectives and ideas, cultivating critical thinking, self-awareness, and spatial
reasoning, which are pivotal for their cognitive development.
Transporting Schema: – Movement and Transfer
Through purposeful activities like relocating books, toys, and furniture during clean-up
sessions, children enhance their physical strength, coordination, and strategic planning
skills, while fostering a sense of responsibility for their learning environment.
Enclosing and Enveloping Schema: – Boundaries and Covering
Through engaging in activities like sorting articles, participating in treasure hunts, and
crafting shakers and puzzles, children develop essential cognitive and fine motor skills,
fostering creativity and imaginative play as they learn to create and define boundaries.
Incorporating these schema plays in the early years enriches overall development, enhancing
intellectual, social, and physical abilities while encouraging innovation, decision-making,
and adaptability in children.
Learning Spaces that support Learning
Theme-Based Classrooms
Create immersive learning environments that engage children’s curiosity and imagination.
Spacious and Well-Lit Areas
Foster a positive atmosphere conducive to exploration, creativity, and collaborative play.
Flexible Seating Arrangements
Encourage autonomy and choice, allowing children to select their learning spaces and styles.
Reading Corners
Support early literacy development, promoting a love for reading and storytelling in a cozy
setting.
Interactive Learning Tools
Enhance hands-on learning experiences, stimulating critical thinking and problem-solving
skills.
Outdoor Spaces
Provide opportunities for gross motor activities, promoting physical health and well-being.
Collaborative Play Areas
Facilitate social interaction, teamwork, and communication skills through structured and
unstructured play.
Resource Accessibility
Ensure children have easy access to a variety of learning materials, promoting independent
exploration and inquiry.
Safe and Nurturing Environment
Create a space where children feel secure, fostering emotional and social development.
Integration of Nature
Incorporate natural elements that enhance sensory experiences and environmental awareness.
Visit of the Month
Organize monthly visits where students explore spaces from the local community, enriching
their learning experience through real-world engagement and discovery.
Nurturing Relationships through Engaging Learning Experiences
At Skill Stork International School, fostering relationships is integral to our academic
programs, events, and classroom interactions.
- Teachers build meaningful connections with students, valuing their individual strengths,
needs, and evolving curiosities. - Regular dialogues with parents create a supportive bridge between home and school,
ensuring a cohesive learning experience. - Signature events like the Activity of the Month, Celebration of the Month, Interaction
of the Month, Unit Celebrations, and various school events offer enriching opportunities
for students to cultivate relationships with peers, family members, and the broader
community. - The Academic Fest empowers parents to evaluate their child’s progress while observing
their growth and development in a dynamic learning environment.
Cultivating Symbolic Literacy and Expression in Young Learners
- Imitative Learning: Children predominantly learn through imitation and symbolic
exploration, assigning meaning to the symbols and signs in their surroundings. - Early Symbol Assignment: From the age of two, children instinctively begin to assign
symbols (such as letters) to represent concepts and objects, laying the groundwork for
future learning. - Emotional Expression: Students articulate their emotions and thoughts through symbols,
fostering emotional literacy and self-awareness. - Literacy and Numeracy through Symbolism: The foundations of reading and writing are
rooted in understanding symbols, underscoring the intrinsic connection between literacy,
numeracy, and symbolic exploration. - Skill Expansion and Transfer: Expanding these skills through the transfer of learning
experiences across various contexts enables students to revisit their thinking,
cultivate symbolic competency, forge new connections, and solidify their understanding. - Unit Integration: Each Early Years unit is meticulously crafted to facilitate students’
exploration of symbols, encompassing arts, emotions, celebrations, and monthly events.
Assessment in Early Years
The Early Years program focuses on building the foundational skills that serve as the groundwork for future learning. Assessments, primarily observational, are designed to track children’s progress in essential areas like language, literacy, numeracy, and social development. By observing children’s interactions and engagement, educators gain insights into their skill development, ensuring that each child’s learning journey is supported and guided effectively. These assessments help identify strengths and areas for growth, fostering a solid foundation for the transition to primary education.
Skill Stork Reading Program’ – An Indicator of Early Years Learning
At Skill Stork International School, the Early Years Reading Program, supported by the Oxford
Reading Tree, lays a strong foundation for literacy. It helps children decipher words by
recognizing the correlation between letters and sounds, while expanding their vocabulary
through engaging and level-appropriate texts. The program also promotes fluent text
recognition, enabling children to improve reading comprehension, boosting their thinking and
writing abilities, and fostering a deep love for reading. Through phonological awareness,
print awareness, and letter knowledge, children develop early literacy skills, preparing
them for a successful academic journey.
- Helps Children Decipher Words: Children learn to decode letters and sounds, building the
foundation for word recognition, phonemic awareness, and independent reading. - Expands a Child’s Vocabulary: Exposure to varied texts enriches vocabulary, helping
children understand word meanings, synonyms, and language nuances for effective
communication. - Encourages Children to Recognize Text Fluently: Repetition of sight words and structured
texts allows children to read more confidently, developing fluency and ease with words. - Enables Stronger Reading Comprehension: As children practice reading, they build their
understanding of sentence structure, story sequencing, and context, leading to deeper
comprehension. - Learning Phonics Boosts Writing Ability: By associating sounds with letters, children
not only enhance their reading skills but also improve their spelling and writing
accuracy. - Helps Kids Develop Strong Thinking Skills: Reading fosters critical thinking as children
infer, predict, and analyze, enhancing problem-solving abilities and reasoning skills
from an early age. - Print Motivation: The joy of reading is nurtured through engaging stories and
characters, motivating children to read for pleasure and discovery. - Develops Early Literacy Skills: Exposure to books strengthens early literacy by
familiarizing children with the alphabet, narrative structures, and essential
pre-reading skills. - Print Awareness: Children learn how to handle books, recognize print direction, and
differentiate between pictures and text, laying the groundwork for reading. - Phonological Awareness and Letter Knowledge: Children grasp that letters and sounds
correspond in systematic ways, enhancing their ability to decode unfamiliar words and
read independently
What, How and Why of Assessments in Early Years
The Early Years program focuses on building the foundational skills that serve as the groundwork for future learning. Assessments, primarily observational, are designed to track children’s progress in essential areas like language, literacy, numeracy, and social development. By observing children’s interactions and engagement, educators gain insights into their skill development, ensuring that each child’s learning journey is supported and guided effectively. These assessments help identify strengths and areas for growth, fostering a solid foundation for the transition to primary education.
- What: Engagement and Participation
- How: Assessment Type: Observational Assessment
- Why: To assess how children interact with stories, books, and illustrations, fostering
curiosity and a growing love for learning. As they progress, children begin to engage
more actively, asking questions and contributing to discussions. - Example: Teachers observe how children participate in group storytime, noting their
engagement levels and interactions with the material.
- What: Motivation and Choice
- How: Assessment Type: Learning Logs/Journals
- Why: Tracking how children choose books and engage with them helps reveal their
interests and supports independent exploration. Over time, children make more deliberate
and confident choices, reflecting their growing autonomy. - Example: Children document their favorite books in a journal, while teachers track their
evolving preferences during library or reading sessions.
- What: Phonological and Phonemic Awareness
- How: Assessment Type: Informal Testing
- Why: Assessing children’s ability to recognize sounds, rhyme, and blend phonemes is
essential in building foundational reading skills. As children progress, their ability
to blend sounds into words strengthens. - Example: Teachers use rhyming games, sound-matching activities, and blending tasks to
assess phonemic awareness.
- What: Word Recognition and Vocabulary
- How: Assessment Type: Running Records/Checklists
- Why: Monitoring children’s recognition of letters, sounds, and familiar words helps
track their progress in reading fluency and vocabulary development. As they advance,
children become more proficient at recognizing high-frequency words and simple phrases. - Example: Teachers assess children’s ability to recognize sight words and letters through
reading exercises, noting their improvement in word recognition.
Comprehension and Sequencing
- Assessment Type: Story Retelling
- Why: Evaluating how children retell stories and predict outcomes shows their
understanding of narratives and language. As their comprehension deepens, children
become more skilled at retelling stories with accurate sequencing and detail. - Example: After a story, students retell the events in order or arrange picture cards to
reflect the story’s sequence.
- What: Reading Fluency
- How: Assessment Type: Reading Aloud
- Why: Fluency is essential for developing confidence in reading, as it reflects a child’s
ability to read smoothly with appropriate expression. As children develop, they begin to
read with more accuracy, speed, and expression. - Example: Teachers assess children by having them read aloud short passages, focusing on
their ability to read with pace, intonation, and comprehension.
- What: Symbolic Expression
- How: Assessment Type: Portfolio Assessment
- Why: Assessing how children use symbols to represent their thoughts and ideas through
early literacy and numeracy activities helps build their symbolic understanding. As they
progress, children express themselves more clearly through written symbols, drawings,
and numbers. - Example: Portfolios include children’s writing samples, drawings, and number activities
that demonstrate how they use symbols to communicate their thoughts.
Attributes of IB Learner Profiles
At Skill Stork International School, the development of IB Learner Profiles in our Early
Years Program is integrated into every aspect of play, inquiry, and interaction, fostering a
well-rounded growth experience for children aged 2 to 6.
| IB Learner Profile | Schema Play Contribution | Reading Program Contribution |
|---|---|---|
| Inquirers | Transforming Schema encourages inquiry as children explore changes in materials, fostering curiosity and experimentation. | Reading stories sparks curiosity, prompting children to ask questions, explore meanings, and seek answers. |
| Thinkers | Connecting Schema promotes logical thinking and problem-solving as children link blocks or magnetic pieces. | Reading comprehension builds critical thinking, as children reflect on plots, predict outcomes, and solve narrative challenges. |
| Communicators | Positioning Schema helps children express ideas while setting up play spaces and engaging in role-play scenarios. | Storytelling and reading discussions enhance verbal and non-verbal communication skills, as children share thoughts about characters and events. |
| Principled | Enclosing Schema teaches responsibility as children participate in group activities, organizing spaces with respect for others. | Structured routines like reading time develop a sense of integrity, responsibility, and respect for rules and fairness. |
| Open-Minded | Orientation Schema encourages children to explore multiple perspectives, fostering cultural awareness and open-mindedness. | Reading diverse stories helps children appreciate different cultures and viewpoints, broadening their understanding of the world. |
| Caring | Transporting Schema nurtures empathy as children help peers move objects and set up collaborative play areas. | Reading stories with themes of kindness and cooperation reinforces empathy and caring behaviors in social interactions. |
| Risk-Takers | Rotational Schema allows children to explore new movements and ideas, fostering confidence to take risks in a safe environment. | Reading unfamiliar words encourages intellectual risk-taking, as children attempt to decode and understand new concepts. |
| Balanced | Trajectory Schema through park play and physical movement balances physical activity with cognitive tasks. | Reading activities develop cognitive skills, while allowing children to manage their time and emotions through a balanced approach to learning. |
| Reflective | Positioning Schema prompts reflection as children evaluate their setups and creations, considering improvements. | After reading, children reflect on story themes, characters, and outcomes, enhancing their ability to think critically about their own learning. |
| Knowledgeable | Schema play fosters knowledge across multiple domains through hands-on exploration, enhancing conceptual understanding. | The Reading Program expands vocabulary and comprehension, contributing to children’s growing knowledge of language and the world. |
Importance and Development of IB Elements in Early Years- Specified
Concepts and Approaches to Learning Skills
| Skills | Sub-Skills | Integration Across Subjects | Examples | Specified Concepts | Leading Questions |
|---|---|---|---|---|---|
| Thinking Skills Example: Concept Senses | 1a. Critical Thinking: Analyzing, Evaluating, Forming Decisions | Science, PSPE, Art, Music | Students observe different objects during a sensory walk (science), evaluate textures using their sense of touch (art), and make decisions on grouping objects by feel. | Form- What is it like? Connection- How are they connected? | What are the five senses? How do different objects feel, sound, or taste? How does smell connect to our sense of taste? How do our senses help us connect with the environment? |
| 1b. Creative Thinking: Generating Novel Ideas, Considering New Perspectives | Math, Language, Visual Arts, Science | Students brainstorm new ways to classify sounds they hear during music class, then use different materials in visual arts to represent sound patterns creatively. | Perspective- What are the points of view? Function- How does it work? | How do people experience the world differently through their senses? How do animals experience their senses differently from humans? How does each of our senses work? How do our senses help us make sense of the world? | |
| 2. Information Transfer Using skills and knowledge in multiple contexts | Math, Science, Language | Students explore how sensory experiences can change depending on the environment (e.g., light and sound), then transfer this knowledge to solve new problems in different scenarios. | Causation- Why is it like this? Change- How is it transforming? | Why do certain smells remind us of things we’ve experienced before? Why do we hear some sounds louder than others? How do our senses change as we grow older? How does the sensation of touch change when you dip your hand in cold water compared to warm water? | |
| 3. Reflection and Metacognition Reflecting on learning, Identifying strengths and areas for improvement | PSPE, Language, Science | Students reflect on their sensory experiences by discussing what they learned about their bodies (PSPE) and how senses help them in daily tasks (language). | Responsibility- What is our responsibility? | How can we take care of our sensory organs, like our eyes and ears? How should we behave when someone has a sensory impairment (e.g., being respectful when talking to someone who is hard of hearing)?How can we help others who may not be able to use all their senses? | |
| Research Skills Example: Concept Climate/Weather | Informational Literacy 1a. Formulating and Planning: Identifying questions and outlining research plans | Science, Math, Geography | Students brainstorm questions about weather (e.g., What makes rain?), create a daily weather chart, and plan to gather data on temperature and precipitation. | Form: What is it like? Function: How does it work? | What does weather look like today? How can we describe the weather outside? How does rain happen? How does the sun help us stay warm? |
| 1b. Data Gathering and Recording: Collecting, organizing, and documenting data | Math, Science | Students gather weather data (temperature, rainfall) over a week, organize it in tables and graphs, and explore the connection between weather and seasons. | Causation: Why is it like this? Connection: How is it connected to other things? | Why does it rain?we wear different clothes in different kinds of weather? Why do leaves fall off trees in certain seasons? | |
| 1c. Synthesizing and Interpreting: Combining information and making sense of data | Science, Language, Math | Students interpret weather patterns by comparing data collected over a month and discuss how the weather differs between various climates around the world. | Change: How is it changing? Perspective: What are the points of view? | How does the weather change during the day? How does the weather change across seasons (summer, winter, etc.)?What is your favorite type of weather, and why? How do animals feel when it’s cold or hot outside? | |
| Communication Skills Example: Concept Celebrations | 1. Exchanging Information | Science, PSPE, Social Studies | Students engage in circle time, discussing family celebrations and sharing different traditions (PSPE), listening to one another and interpreting different perspectives on how celebrations are practiced. | Form: What is it like? | What are celebrations? What do people wear, eat, and do during celebrations? How do different celebrations look in different cultures? What are some of the main elements of celebrations? |
| 1a. Listening attentively to interpret messages | Language, PSPE, Music | Students listen to traditional songs played during celebrations and discuss their significance. | Connection: How is it connected to other things? | How do songs during celebrations connect to the culture? How do celebrations help people feel connected to their culture and family? | |
| 1b. Interpreting Making sense of what others communicate | Language, Social Studies | Students interpret images, videos, or stories related to celebrations from different countries, discussing similarities and differences. | Perspective: What are the points of view? | How do people in different countries celebrate the same holiday in different ways? How do celebrations look to someone from another culture? Why do some people celebrate in smaller groups and others in larger ones? | |
| 1c. Speaking – Communicating ideas effectively | Language, Art | Students describe their favorite celebration using details such as food, clothing, and traditions, then share with classmates in a presentation or discussion. | Responsibility: What is our responsibility? | How can we be respectful of others’ celebrations? How do we help each other during celebrations? Why is it important to include everyone in celebrations? | |
| 2. Symbolic Exploration 2a. Reading, Writing, and Mathematics | Language, Math, Visual Arts, Social Studies | Students read picture books about celebrations, create artwork to represent them, and use graphs to compare how many students celebrate each event, interpreting the data to find common celebrations. | Change: How is it changing? | How have celebrations changed over time? How have celebrations changed from the past to now? How do celebrations differ across seasons (summer, winter, etc.)? How do our celebrations change as we grow older? | |
| 2b. Writing – Expressing information clearly through written language | Language, Art | Students write invitations for a mock celebration or create a simple poster about a cultural event, describing key features (clothing, food, etc.). | Function: How does it work? | What do we do during celebrations to make them special? How do we prepare for a celebration? Why are they important? Why do we celebrate birthdays and festivals? Why do different people celebrate different things? Why do some celebrations happen every year? | |
| 2c. Mathematics Using mathematical symbols and concepts to represent and interpret information | Math, Social Studies | Students create simple bar charts to compare different types of celebrations in their community, analyze how they occur, and use basic math to compare patterns (e.g., number of guests, budget for gifts, etc.). | Connection: How is it connected to other things? | How do celebrations involve counting, planning, or managing resources (money, time, food, etc.)? How do celebrations connect to our families, friends, and culture? How do different celebrations around the world relate to each other? | |
| 1d. Evaluating and Communicating: Assessing reliability and presenting findings | Language, Art, Math | Students assess the reliability of their recorded weather data and present their findings through charts and a weather presentation using digital tools like slideshows. | Responsibility: What is our responsibility? | What can we do to stay safe in bad weather (rainstorms, heat, etc.)? How can we make sure that we are prepared for all kinds of weather? | |
| 2. Media Literacy – Interacting with Media: Using and creating ideas and information through various media | ICT, Language, Geography | Students watch weather forecasts online, gather information, and create their own weather reports using video or digital posters to demonstrate understanding of weather. | Connection: How is it connected to other things? | How are clouds, rain, and wind connected? How does the weather affect the plants and animals? How does the weather help us decide what to wear? | |
| Social Skills Example: Concept Transport System | 1a. Interpersonal Relationships: Building relationships through communication and cooperation | PSPE, Language, Geography | Students work in groups to discuss how they travel to school and share stories about different modes of transport. | Form: What is it like? Connection: How are they connected? Function: How does it work? Change: How is it changing? | What kinds of transport do we use? How do transport systems connect people across cities and countries? How do transport systems help us move from place to place? How do trains, buses, and cars help us get around? How has transportation changed over time? How do our feelings about traveling change in different situations (e.g., excitement, frustration)? |
| 1b. Social and Emotional Intelligence: Understanding emotions and recognizing the feelings of others | PSPE, Language, Math | Students role-play different scenarios where they help someone at a bus stop or talk about waiting in line for a bus. | Causation: Why is it like this? Responsibility: What is our responsibility? Perspective: What are the points of view? | Why do we need to follow rules in transport systems? Why is it important to be polite and kind when using public transport? How should we behave when using transport? What can we do to keep ourselves and others safe while traveling? How do different people feel about using different types of transport (e.g., public transport vs. private cars)? How do drivers, passengers, and pedestrians experience the transport system differently? | |
| SelfManagement Skills Example: Concept Plants | 1. Organization: Managing time and tasks effectively | Science, Math, Language | Students organize their time to plant seeds, water plants daily, and track plant growth in a journal. | Form: What is it like? Function: How does it work? Responsibility: What is our responsibility? | What do plants need to grow? How do we organize our time to take care of plants? What happens if we forget to water a plant? What responsibilities do we have when taking care of plants? How can we take care of plants at home or school? |
| 2a. Mindfulness: Awareness of body and mind, staying present | Science, PSPE, Art | Students practice mindfulness by observing plants closely, noticing details such as leaf color and shape, and feeling the soil. | Connection: How are they connected? Form: What is it like? | How do plants make us feel calm or focused? How does taking care of plants help us feel connected to nature? What does a plant feel like when we touch it? What changes do we notice in the plant each day? | |
| 2b. Perseverance: Keeping on despite difficulties | Science, Math, PSPE | Students continue to care for a plant even when it takes time to grow or when faced with challenges like dry soil. | Causation: Why is it like this? Change: How is it changing? | Why do plants take time to grow? Why do some plants grow faster than others? How do plants change over time? How can we help a plant grow even when it faces challenges (e.g., poor weather or pests)? | |
| 2c. Resilience: Bouncing back from setbacks | Science, PSPE, Language | Students reflect on how they feel when their plant doesn’t grow as expected and discuss ways to improve plant care for better results. | Responsibility: What is our responsibility? Change: How is it changing? | What can we do to help a plant recover if it’s not growing well? How can we keep trying, even if the plant doesn’t grow as we expected? How do plants recover and grow again after facing challenges like lack of water or sunlight? How do we feel when the plant starts to grow again after a difficult period? |
PP 2 Graduation Ceremony: A Milestone in Transition
Our Early Years Programme (EYP) concludes with a Graduation Ceremony for PP 2 learners, marking their achievements and helping them understand that they are ready to transition to the Primary Years Programme (PYP).