Curriculum/Approaches to Learning/POI

Curriculum

Self Photos / Files - PYP logo

Learning and Teaching at Kennedy School

At Kennedy School, we use the International Baccalaureate, Primary Years Programme (IB PYP) framework to shape our learning.

Our commitments to our students are:

Fostering Well-being

We foster an environment where everyone feels included and connected while celebrating what makes each person unique.
We ensure safety and well-being, engaging with empathy, kindness, and understanding.
We learn from mistakes, build resilience and develop skills to adapt.

Inspiring Learning, Growth & Innovation

We inspire a love of active learning, creativity, and curiosity, where personalised experiences encourage questions and exploration
We face our challenges and embrace change.
We use innovative and effective ways of teaching and learning, integrating technology, to develop future-focused learners.

Taking Action & Making a Difference

We help students lead their own learning, giving them voice and choice.
We guide learners to make responsible choices through informed decision-making.
We inspire young people to create positive change in their world.

Learning at Kennedy School is:

Student-centred
Life long
Inclusive
Meaningful and Deep

Student-Centred

Students are learning at their own pace and in ways that best suit their unique interests, empowering them to set and reflect on their own learning goals.
Educators are designing flexible learning spaces, modelling reflective practices, and creating engaging, adaptable tasks that cater to every student.

Life long

Students are actively asking questions and seeking out new knowledge, demonstrating a genuine desire to understand the world around them.
Students are collaborating effectively in groups, valuing diverse perspectives, and learning from their peers.
Educators are encouraging exploration and critical thinking, guiding students to discover answers rather than simply providing them.
Educators are fostering independence by providing students with choices in resources, flexible learning spaces, and collaborative groupings.

Inclusive

Students are describing their strengths and stretches, and actively using tools and strategies to support their learning journey.
Students are exploring their identity and sharing how the people in their classroom and school provide them with safety, support, and a sense of belonging.
Educators are creating a welcoming and inclusive space where every student feels a sense of belonging by modelling respect, celebrating achievements, and building positive relationships.

Educators use data from various sources, such as teacher assessments, student voice, and parent feedback, to inform their planning and decision-making.

Meaningful and Deep

Students are moving beyond simple answers to explain the "why" and "how" behind their ideas.
Students are making connections to prior learning, across different subjects, and applying their understanding to new, real-world contexts.

Educators are prompting for justification with questions like, "What makes you say that?" or "Tell me more," encouraging students to articulate their reasoning.
Educators are connecting learning across disciplines and modelling opportunities for students to transfer concepts and skills to real-world settings.

Programme of Inquiry

The best learning happens when we make connections. In our programme, subjects are connected through our "Programme of Inquiry" (POI). We can imagine this as a big puzzle with different pieces that all fit together. Here are the main themes your child will explore throughout their years at Kennedy School:

Who We Are: Learning about themselves, their identity, well-being and belonging
Where We Are in Place and Time: Understanding place, space and time - our history, heritage, culture and environment
How We Express Ourselves: Discovering different ways to communicate and be creative
How the World Works: Uncovering the secrets of the natural world and how we discover, design and innovate
How We Organise Ourselves: Learning about systems and structures in the world
Sharing the Planet: Understanding how the human and natural world co-exist

Each year, your child will explore these themes in engaging Units of Inquiry. You can find more details about what they will learn by clicking the link below:

Kennedy School Programme of Inquiry

In Summary:

At Kennedy School, we use the International Baccalaureate (IB) framework to inspire a love for learning. We focus on student well-being, encourage them to take action, and foster a student-centred environment. Our curriculum helps students think critically and connect what they learn to the world around them, all through our "Programme of Inquiry" that ties subjects together.

Want to learn more?

You can find more information about the IB PYP programme here: http://ibo.org/programmes/primary-years-programme/
For details about the IB PYP at Kennedy School, contact our Vice Principal, Catherine Carter at ccarter@kennedy.edu.hk

Core Disciplines

As an International Baccalaureate Primary Years Programme (PYP) school, we address core disciplines through both integrated units of inquiry and discrete subject instruction.

Here is the PYP Curriculum Model:

Integrated Chinese

Integrated Chinese

Learning Chinese at Kennedy School (IB PYP)

At Kennedy School, we have a diverse student body with students who are native or near-native Chinese speakers and students who are learning Chinese as a second, third, or even fourth language.

We tailor our Chinese language programme to meet the needs of all learners. Our approach focuses on:

Catering to different learning styles: We understand that every child learns differently.
Inquiry-based learning: We encourage students to explore and discover through inquiry.
Learning within cultural contexts: We incorporate Chinese culture into the learning experience.

Catering to Different Learning Styles

We ensure every child is supported and challenged. We have created a model using different pathways to cater to the differing needs of each learner. We have three pathway groups: CNN - Chinese as Native or near native, CSL- Chinese as a second language and CAL- Chinese as an additional language.

Within these pathways, students receive additional support to help them build a strong foundation. We also provide opportunities for advanced learners to further develop their skills.

Integration with the Programme of Inquiry

Language is a key tool for inquiry and communication in all subjects. The Programme of Inquiry helps students connect different subjects and explore big ideas. Where possible, we link Chinese language lessons to what students are learning in their home rooms. This helps them see how Chinese connects to other topics, such as a unit on "Sharing the Planet" by exploring environmental issues. Additionally, we have specific units designed to teach the Chinese language on its own, which helps students understand its structure.

Learning in Cultural Contexts

We believe that learning a language is more than just memorising words. It's also about understanding the culture. We incorporate Chinese culture into our lessons in several ways:

Exploring Festivals: We explore popular Chinese festivals and celebrate them as a school community.

Cultural Immersion: By blending in cultural elements, the broadened Chinese curriculum provides students with a good opportunity to learn the target language in an authentic way. An example of this is the Year 6 week-long excursion to Beijing.

This approach helps students connect with the language on a deeper level and motivates them to use Chinese in a meaningful way.

Language

We believe that strong communication skills are essential for success in all areas of life. We encourage students to express themselves creatively and confidently and to appreciate the power of language in all its forms. We explore different types of texts for different audiences and encourage a love of reading and writing. In addition to developing English language skills, our students also learn Chinese. This allows them to develop an understanding of another language and culture, broadening their global perspective and enhancing their communication skills. We also celebrate and encourage the languages of our diverse Kennedy community.

The Kennedy School language curriculum is structured around three interconnected strands:

Oral language: This encompasses both listening and speaking. Students develop skills in understanding spoken language, expressing their own ideas verbally, participating in discussions, and presenting information to others.
Written language: This includes both reading and writing. Students learn to decode written text, comprehend different types of texts, and express themselves effectively through writing in various forms.
Visual language: This involves both viewing and presenting. Students develop skills in interpreting and analysing visual information (such as images, symbols, and media) and creating their own visual presentations to communicate ideas.

These strands are integrated to provide a holistic approach to language learning, emphasising the interconnectedness of different modes of communication.

Mathematics

We want our students to see mathematics as more than just numbers and equations. We help them develop a deep understanding of mathematical concepts and how they apply to the real world. Through hands-on activities and problem-solving, students learn to think critically and logically, developing skills they can use in everyday life. The mathematics curriculum is organised into five interconnected strands:

Number: Understanding numbers, number systems, operations (addition, subtraction, multiplication, division), fractions, decimals, percentages, and number patterns.
Pattern and Function: Exploring patterns, relationships between numbers and variables, algebraic thinking, and using symbols.
Measurement: Using units to describe and compare attributes like length, mass, capacity, time, and temperature; estimating and comparing measurements.
Shape and Space: Investigating 2D and 3D shapes, spatial reasoning, location, and transformations.
Data Handling: Collecting, organizing, representing, and interpreting data using tables, charts, and graphs; understanding basic statistical concepts.

Science

We encourage our students to be curious about the world around them. Our science programme fosters a spirit of inquiry, where students explore scientific concepts through experiments, observations, and research. We want them to develop a scientific mindset, asking questions and seeking answers. The Kennedy School science curriculum is organised into four key strands:

Living things: This strand focuses on the study of the characteristics, systems, and behaviors of humans, other animals, and plants. It also explores the interactions and relationships between and among them, and with their environment.
Earth and space: This strand involves the study of Earth's systems, its place in the solar system and the universe, and the dynamic processes that shape it.
Materials and matter: This strand explores the properties, changes, and uses of various materials and matter in different states.
Forces and energy: This strand focuses on the study of forces (pushes and pulls) and different forms of energy (e.g., light, heat, sound, electricity) and their effects on objects and systems.

These strands are often explored through hands-on investigations and inquiry-based learning within transdisciplinary units of inquiry.

Social Studies

We help students understand their place in the world and their connection to others. Through exploring history, geography, and culture, students develop empathy, respect for different perspectives, and a sense of global citizenship. We want them to become informed and responsible members of their communities.

The social studies curriculum has five interconnected strands:

Human Systems and Economic Activities: How people organize themselves and their economies locally and globally, including power and authority.
Social Organization and Culture: Studying people, communities, cultures, and how societies interact and evolve.
Continuity and Change Through Time: How societies and cultures change over time, examining historical influences.
Human and Natural Environments: The relationship between humans and their environment, including human impact and environmental influences.
Resources and the Environment: The use, distribution, and management of resources and their environmental impact, including sustainability.

These strands are often explored through inquiry-based learning within transdisciplinary units of inquiry. They encourage students to develop an understanding of themselves, their communities, and the world around them, fostering a sense of global citizenship and social responsibility.

Expressive Arts

We believe that the arts are an essential part of a well-rounded education. Our arts programme includes visual arts, music, drama, and dance. We encourage students to express themselves creatively, develop their aesthetic appreciation, and explore different forms of artistic expression. Through the arts, students develop confidence, collaboration skills, and a deeper understanding of themselves and the world. The Expressive Arts curriculum focuses on learning through and about four key art forms:

Visual Arts: Creating visual representations using various media and techniques (e.g., drawing, painting, sculpting).
Music: Listening to, performing, and creating music (e.g., singing, playing instruments, composing).
Drama: Expressing ideas and emotions through dramatic forms (e.g., role-play, improvisation, theatre).
Dance: Expressing ideas and emotions through movement and physical expression.

These art forms are often integrated into units of inquiry, emphasising creative exploration, skill development, and responding to and appreciating diverse artistic expressions. Above all, we strive to instill a lifelong love and appreciation for the arts.

Learning at Kennedy