Primary Schooling At The Gaudium

Primary Schooling At The Gaudium

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The Gaudium School is an authorised IB World School, offering the Primary Years Program (PYP) of the International Baccalaureate (IB). This is an international curriculum framework designed for all children between the ages of 3 and 11 years (Grades 1-5). The program focuses on the total growth of the developing child, affecting hearts as well as minds and addressing social, physical, emotional and cultural needs in addition to academic growth. The PYP combines the best research and practice from a range of national systems with a wealth of knowledge and experience from international schools to create a relevant and engaging educational program.

The Primary Years Programme (PYP) is a transdisciplinary curriculum framework that goes beyond traditional subject areas so students can see the bigger picture surrounding topics of global significance.

It is intrinsically intertwined with The Gaudium Happy Minds’ Model, which rests on the five developmental pillars – holistic excellence, mindfulness and well-being, core values, stakeholder connect, and global leadership.

The Primary Years Programme (PYP) at The Gaudium School believes in unlocking every child’s potential by giving each one time and opportunity to reflect and identify their goals and destination of happiness, through developing an understanding of as well as demonstrating the following:

  1. Approaches to learning – (thinking, social, communication, self-management, and research skills)
  2. Concepts (form, function, causation, connection and change, perspective and responsibility)
  3. Knowledge
  4. Demonstrate attributes of IB Learner Profile (Inquirers, Open Minded, Knowledgeable, Caring, Thinkers, Risk Takers, Communicators, Balanced, Principled, Reflective)

Special Features of PYP @ The Gaudium:

Design thinking approach starts as early as Grade PP1 at The Gaudium, where students look at identifying real life problems as a result of their learning in the classroom. They apply their learning and analyse information to frame problem statements, ideate, prototype and test. PYP students collaborate as well as work individually using a range of resources to implement this in their learning.

Social-emotional learning (SEL) is the process of developing the self-awareness, self-control, and interpersonal skills that are vital for work, and life success. Regular morning mindful sessions in class, discussions about real life issues by school counsellors and celebrations of international days ensure that everyone’s well-being is important and valued. Teachers, counsellors, parents and students are collaborators and partners in the well-defined mindfulness and well- being curriculum and give regular feedback to ensure that this aspect of our philosophy is deeply imbibed in our lives. A well equipped inclusion department looks at our students range of needs.

PYP students at The Gaudium are encouraged to reflect on where they are in their learning journey and then set goals for – concepts / topics they would like to learn, ATLs that they would like to excel in and the attribute of the Learner Profile that they would like to further develop. Students may choose to have goals for themselves in single subjects of their choice. Goals are set at the start of the academic year and reviewed at the end of each term. These are shared with the learning community during the conferences.

Language learning includes development of home and family languages, medium of instruction and additional languages Language is a tool to express oneself, displays cultural identity, develop international mindedness, inquire and communicate. The Gaudium provides students with opportunities to learn language, learn about language and learn through language. Language learning primarily revolves around the following four strands-Listening and speaking, reading, writing and viewing and presenting. Wherever possible, language is taught through the relevant, authentic context of the units of inquiry. At the PYP, students from grades 1 have a choice of any one of the additional/ second languages –French, Spanish, Telugu and Hindi.

At The Gaudium we believe in inculcating love for reading from an early age as it results in expanding knowledge and vocabulary which in turn helps in enhancing communication skills and improving attention span and concentration. Students of Grades Nursery to 2 have a well-defined Oxford Reading Tree Programme (ORT) followed by novel study for students of grades 3-5, where they read 3 novels each year.

At The Gaudium PYP students engage in a range of hands-on problem-solving tasks and realistic situations that provide opportunity to demonstrate mathematical thinking and apply their understanding of mathematical concepts, skills and knowledge. In their journey of learning they inquire into five mathematics strands – data handling, numbers, measurement, shape and space and pattern and function. These strands are taught inside as well as outside the programme of inquiry.

Students demonstrate agency when they: influence and direct their own learning, make choices, voice opinions, ask questions and express wonderings, communicate understandings, construct new meanings, participate in and contribute to the learning community. Self development, self renewal, and self efficacy are demonstrated through voice – choice – ownership. At The Gaudium, PYP students engage in co-constructing tasks and assessments, set their goals and essential agreements as well as co-design their learning spaces in their classrooms. They further look at sharing strategies and tools for grouping and regrouping, choice of assessment tool and ways to reorganize their classrooms schedules in both the physical school setting and on the virtual platform. Teachers recognize students’ capabilities through listening, respecting and responding to their ideas.

Action is connected to agency, the learner profile and international mindedness. It is student-initiated and can be individual and collective. Action is demonstrated in any one category- participation, advocacy, social justice, social entrepreneurship, or lifestyle.

At The Gaudium, all stakeholders are aware of what, why, how and when of the assessments. Students along with their teachers co- construct the assessment tasks as well as their success criteria. The PYP team ensures that a balance of assessment tools and strategies are used across the grades and curriculum. Examples- checklists, rubrics, anecdotal records, MCQ, open ended task to name a few. Peer, teacher and self-assessments are a part of the learning- teaching journey.The ongoing assessments further focus on providing authentic, specific and timely feedback and feedforward, which in turn gives opportunity for reflection, goal setting and action.

Portfolio is a collection of a student’s work, reflection and assessments specific to the subject. It is a tool for meta-cognition, self-management, goal setting, self-regulation and celebration. The students choose a piece of work that best demonstrates their progression in learning. They reflect on the attributes of the learner profile and ATLs built in each term. The portfolio also contains images / photographs/ audio as evidence of the process of learning, constructing meaning and goal setting sheets. The portfolio contains both student and teacher reflection related to their choice of work.

The PYP exhibition is the culminating, collaborative experience in the final year of the PYP. It is an authentic process for students to explore, document and share their understanding of an issue or opportunity of personal significance. It is student-initiated, designed and collaborative. Students identify issues at the start of the year and decide on the transdisciplinary theme they would like to work under. This is led by forming interest groups and further collaboration, research and taking action, which could be individual or group.

The Gaudium School is an authorised IB World School, offering the Primary Years Program (PYP) of the International Baccalaureate (IB). This is an international curriculum framework designed for all children between the ages of 3 and 11 years (Grades 1-5). The program focuses on the total growth of the developing child, affecting hearts as well as minds and addressing social, physical, emotional and cultural needs in addition to academic growth. The PYP combines the best research and practice from a range of national systems with a wealth of knowledge and experience from international schools to create a relevant and engaging educational program.

The Primary Years Programme (PYP) is a transdisciplinary curriculum framework that goes beyond traditional subject areas so students can see the bigger picture surrounding topics of global significance.

It is intrinsically intertwined with The Gaudium Happy Minds’ Model, which rests on the five developmental pillars – holistic excellence, mindfulness and well-being, core values, stakeholder connect, and global leadership.

The Primary Years Programme (PYP) at The Gaudium School believes in unlocking every child’s potential by giving each one time and opportunity to reflect and identify their goals and destination of happiness, through developing an understanding of as well as demonstrating the following:

  1. Approaches to learning – (thinking, social, communication, self-management, and research skills)
  2. Concepts (form, function, causation, connection and change, perspective and responsibility)
  3. Knowledge
  4. Demonstrate attributes of IB Learner Profile (Inquirers, Open Minded, Knowledgeable, Caring, Thinkers, Risk Takers, Communicators, Balanced, Principled, Reflective)

Special Features of PYP @ The Gaudium:

Design thinking approach starts as early as Grade PP1 at The Gaudium, where students look at identifying real life problems as a result of their learning in the classroom. They apply their learning and analyse information to frame problem statements, ideate, prototype and test. PYP students collaborate as well as work individually using a range of resources to implement this in their learning.

Social-emotional learning (SEL) is the process of developing the self-awareness, self-control, and interpersonal skills that are vital for work, and life success. Regular morning mindful sessions in class, discussions about real life issues by school counsellors and celebrations of international days ensure that everyone’s well-being is important and valued. Teachers, counsellors, parents and students are collaborators and partners in the well-defined mindfulness and well- being curriculum and give regular feedback to ensure that this aspect of our philosophy is deeply imbibed in our lives. A well equipped inclusion department looks at our students range of needs.

PYP students at The Gaudium are encouraged to reflect on where they are in their learning journey and then set goals for – concepts / topics they would like to learn, ATLs that they would like to excel in and the attribute of the Learner Profile that they would like to further develop. Students may choose to have goals for themselves in single subjects of their choice. Goals are set at the start of the academic year and reviewed at the end of each term. These are shared with the learning community during the conferences.

Language learning includes development of home and family languages, medium of instruction and additional languages Language is a tool to express oneself, displays cultural identity, develop international mindedness, inquire and communicate. The Gaudium provides students with opportunities to learn language, learn about language and learn through language. Language learning primarily revolves around the following four strands-Listening and speaking, reading, writing and viewing and presenting. Wherever possible, language is taught through the relevant, authentic context of the units of inquiry. At the PYP, students from grades 1 have a choice of any one of the additional/ second languages –French, Spanish, Telugu and Hindi.

At The Gaudium we believe in inculcating love for reading from an early age as it results in expanding knowledge and vocabulary which in turn helps in enhancing communication skills and improving attention span and concentration. Students of Grades Nursery to 2 have a well-defined Oxford Reading Tree Programme (ORT) followed by novel study for students of grades 3-5, where they read 3 novels each year.

At The Gaudium PYP students engage in a range of hands-on problem-solving tasks and realistic situations that provide opportunity to demonstrate mathematical thinking and apply their understanding of mathematical concepts, skills and knowledge. In their journey of learning they inquire into five mathematics strands – data handling, numbers, measurement, shape and space and pattern and function. These strands are taught inside as well as outside the programme of inquiry.

Students demonstrate agency when they: influence and direct their own learning, make choices, voice opinions, ask questions and express wonderings, communicate understandings, construct new meanings, participate in and contribute to the learning community. Self development, self renewal, and self efficacy are demonstrated through voice – choice – ownership. At The Gaudium, PYP students engage in co-constructing tasks and assessments, set their goals and essential agreements as well as co-design their learning spaces in their classrooms. They further look at sharing strategies and tools for grouping and regrouping, choice of assessment tool and ways to reorganize their classrooms schedules in both the physical school setting and on the virtual platform. Teachers recognize students’ capabilities through listening, respecting and responding to their ideas.

Action is connected to agency, the learner profile and international mindedness. It is student-initiated and can be individual and collective. Action is demonstrated in any one category- participation, advocacy, social justice, social entrepreneurship, or lifestyle.

At The Gaudium, all stakeholders are aware of what, why, how and when of the assessments. Students along with their teachers co- construct the assessment tasks as well as their success criteria. The PYP team ensures that a balance of assessment tools and strategies are used across the grades and curriculum. Examples- checklists, rubrics, anecdotal records, MCQ, open ended task to name a few. Peer, teacher and self-assessments are a part of the learning- teaching journey.The ongoing assessments further focus on providing authentic, specific and timely feedback and feedforward, which in turn gives opportunity for reflection, goal setting and action.

Portfolio is a collection of a student’s work, reflection and assessments specific to the subject. It is a tool for meta-cognition, self-management, goal setting, self-regulation and celebration. The students choose a piece of work that best demonstrates their progression in learning. They reflect on the attributes of the learner profile and ATLs built in each term. The portfolio also contains images / photographs/ audio as evidence of the process of learning, constructing meaning and goal setting sheets. The portfolio contains both student and teacher reflection related to their choice of work.

The PYP exhibition is the culminating, collaborative experience in the final year of the PYP. It is an authentic process for students to explore, document and share their understanding of an issue or opportunity of personal significance. It is student-initiated, designed and collaborative. Students identify issues at the start of the year and decide on the transdisciplinary theme they would like to work under. This is led by forming interest groups and further collaboration, research and taking action, which could be individual or group.

1 Step 1



Excited about the school? Contact us and we will tell you how we fill happiness in your child:


keyboard_arrow_leftPrevious
Nextkeyboard_arrow_right