Elementary School

The aim of all IB programmes is for students to develop and demonstrate international-mindedness. It is a multifaceted concept that captures a way of thinking, being and acting. Internationally minded students are open to others and to the work and are cognizant of our deep interconnectedness (IB 2017) ‚ÄčAt Daystar you may find 2ns grade students interviewing Daystar staff members to learn about how their work impacts the community or you may see 5th grade students writing or performing an original skit about courageous people around the world.

Each of these activities demonstrates how as an IB (International Baccalaureate) candidate program, each day Kindergarten through 5th grade students are practicing how to be global learners. Teachers use the IB framework to develop learning experiences, ensuring the development of each student at the level they need. What makes Daystar Kindergarten through fifth grade students different, is that the lens of faith, through which students learn to view the world around them. This results in global citizens with a distinct purpose of caring for the people and communities around them. 

How To ApplY


PYP Resources:

 Primary Years Program Student Handbook

Primary Years Program Units of inquiry overview

 

 


 

About the IB Primary years program

‚ÄčThe IB Primary Years Programme (PYP) for children aged 3 - 12 nurtures and develops young students as caring, active participants in a lifelong journey of learning.

Through its inquiry-led, transdisciplinary framework, the PYP challenges students to think for themselves and take responsibility for their learning as they explore local and global issues and opportunities in real-life contexts.

Taken from the International Baccalaureate website. 

More about pyp

About the PYP Program

Primary Years Program Topics of Inquiry

In Daystar's Primary Years Program, learning is broken up into topics of inquiry. Beginning in Pre-K and continuing until 5th grade, all units of study fall under these six topics, creating a cohesive framework that builds each academic year. 

Who We Are

Who we are:
 

An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.

Where We Are In Place And Time

Where we are in place and time:

An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.

How We Express Ourselves

How We express ourselves:

An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

How The World Works

How The world works:

An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.

How We Organize Ourselves

how we organize ourselves:

An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.

Sharing The Planet

Sharing The planet:

An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.

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