The aim of all International Baccalaureate (IB) programmes is to develop internationally minded people who, recognising their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.
Our Junior School is an authorised International Baccalaureate World School using the Primary Years Programme (PYP) curriculum framework to guide our approach to teaching and learning. The programme promotes global mindedness and a focus on students being the centre of their own learning through a guided inquiry approach.
One of the most significant and distinctive feature of the IB Primary Years Programme is the six Transdisciplinary Themes.
These themes are about issues that have meaning for, and are important to, all of us. The programme offers a balance between learning about or through the subject areas, and learning beyond them. The six themes of global significance create a Transdisciplinary framework that allows students to “step up” beyond the confines of learning within subject areas.
The programme focuses on the development of the whole child as an inquirer, both in the classroom and in the world outside.
• Who we are
• Where we are in place and time
• How we express ourselves
• How the world works
• How we organize ourselves
• Sharing the planet
The six transdisciplinary themes help teachers to develop a programme of inquiries–in-depth investigations into important ideas, identified by the teachers, and requiring a high level of involvement on the part of the students. These inquiries are substantial, in-depth and usually last for several weeks.
The Learner Profile
The attributes of the Learner Profile describe the qualities of an internationally-minded person and are developed through and by every aspect of the Primary Years Programme. At Barker College we want our students to be;
They 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.
They 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.
They 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.
They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.
They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.
They 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.
They 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.
They 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.
They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.
They 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.