Oakridge International School

Einstein Campus

IB Primary Years Programme

Handbook - Grade 1 (2019-20)

1|Page
 Contents
Topics Pg. no.

Contents 2

IB PYP, IB Mission, Oakridge Motto 3

Oakridge Vision , Oakridge Mission, IB PYP
4
Transdisciplinary Model
Attributes of Learner’s Profile, Essential Elements of PYP 5

Programme of Inquiry 6

Policies-Language 6-9

Policies-Homework 9-12

Policies-Assessment 12-14

Classroom Routines 14

PYP Hyderabad Network Events 14

Student Leadership 14

Student Development Program 15

Community Service 15

Parental Involvement 15

Pedagogical Leadership 15

2|Page
 Welcome
Congratulations for choosing Oakridge International School and the International
Baccalaureate Primary Years Programme! Oakridge International School is an IB World School
offering the Primary Years Programme of the International Baccalaureate.

Primary Years Programme

The IB Primary Years Programme (PYP) at OIS is for students aged 3 to 11 and focuses on the
development of the whole child as an inquirer, both in the classroom and in the world outside.
The Primary Years Programme is structured differently from most national curricula and
emphasizes conditions for learning over prescribed and rigid content. Conditions for learning
include using inquiry as the main but not exclusive vehicle for learning, embracing the individual
phase of development of each child in their learning styles, linguistic background and educational
history. Students are expected to become self-directed learners where the content of study is
partly determined by the questions, wonderings and curiosity raised in the classroom.

PYP is a concept driven curriculum that focuses on developing the knowledge and skills, globally
identified in primary school education. Learning engagements and assessment practices focus on the
understanding and causality of globally transferable concepts as well as the development of
important skills and gaining important knowledge.

The PYP is a framework guided by six transdisciplinary themes of global significance with a powerful
emphasis on inquiry based learning.

IB Mission:
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young
people who help to create a better and more peaceful world through intercultural understanding
and respect. To this end, the organization works with schools, government and international
organizations to develop challenging programmes of international education and rigorous
assessment.
These programmes encourage students across the world to become active, compassionate and
lifelong learners who understand that other people, with their differences, can also be right.

Oakridge Motto:

3|Page
 The motto – Learning the treasure within – reflects the conviction of Oakridge International
School that every child has unlimited capabilities, talents and potential. The School aspires to
make it possible for its students to realize their true worth and potential through the year.

Oakridge Mission
Oakridge, a centre for excellence in education, believes that every child has a treasure within. The
school kindles in children intellectual, emotional, physical and spiritual development. It aims to
produce successful, responsible, creative, global citizens striving for excellence and committed to
nature and progress of society. It envisions a stimulating learning environment by providing highly
motivated facilitators, innovative educational methods and quality infrastructure that will help to
discover, nurture and bring to fruition the treasure within.

Oakridge Vision
Oakridge International School will be a center for excellence in education. In keeping with the rich
heritage of India, it will stress the simultaneous development of the Spirit, the Mind and the Body
and endeavour to send out compassionate, responsible and innovative students committed to
change and progress in the development of India and the global environment.

IB PYP Transdisciplinary Model

4|Page
 IB learner profile
The attributes of the learner profile express the values inherent to the IB continuum of
international education and are considered of fundamental importance when educators at OIS
seek 'to develop the potential of each student in a stimulating environment of cultural diversity,
academic excellence and mutual respect'. These values infuse all elements of the three IB
programmes and, therefore, the culture and ethos of all IB World Schools. IB learners strive to be:

Essential Elements of PYP

Knowledge Concepts Skills Action

5|Page
 What do we want the What do we want the What do we want the How do we want the
learners to know about? learners to understand? learners to be able to do? learners to act?

Programme of Inquiry

Where we How we How the How we

are in place and express world organize Sharing the
Who we are time ourselves works ourselves planet
An inquiry into
rights and
An inquiry
responsibilities
into the ways in the struggle
An inquiry into in which we An inquiry into the to share finite
the nature of discover and natural world and resources with
the self; beliefs An inquiry into express ideas, its laws; the other people
and values; orientation in place feelings, interaction and with other
personal, and time; personal nature, between the living things;
physical, histories; homes and natural world An inquiry into the
culture, communities
mental, social journeys; the (physical and interconnectedness
beliefs and and the
and spiritual discoveries, biological) and of human-made
health; human values; the human societies; relationships
explorations and systems and
relationships ways in how humans use communities; the within and
migrations of which we between them;
including humankind; the their structure and
families, reflect on, understanding function of access to equal
relationships
friends, extend and of scientific organizations; opportunities;
between and the
communities, inter-connectedness enjoy our principles; the societal decision peace and
and cultures; of individuals and creativity; impact of scientific making; economic conflict
rights and civilizations, from our and technological activities and their resolution.
responsibilities; local and appreciation advances on impact on
what it means to global of the society and on the humankind and the
be human. perspectives. aesthetic. environment. environment.

POLICIES
LANGUAGE POLICY:
School Language Philosophy:

We believe that every teacher at Oakridge International School (OIS) is a teacher of language.
Therefore, every teacher and parent plays a significant role in the language development and
learning of each student. Through language development, students are given the tools they need to
interpret the world around them. Language is also a major component in encouraging
understanding and tolerance of other culture groups and perspectives. Language is taught in
context and addresses the following modalities:

• listening,

6|Page
 • speaking,
• reading,
• writing,
• viewing and presenting.

Instruction is differentiated to meet the needs of individuals. Language teaching occurs with the
understanding that students bring their own unique cultural backgrounds to any new situation.

School Language Practices that reflect our beliefs:

• As a school we work on providing a wider range of books, including a selection from the library,
to make them available in every classroom
• Teachers and students use the language software LEAP OFFICE to work on the Indian languages
• The classroom environment is rich in print with labels, signs, explanations, teacher and student
writing
• Reading is taught using both anthologies as well as fiction and non-fiction books.
• Children are given plenty of experience accessing information from books, reference materials
and multimedia resources with the goal of developing independent learners.
• Children write for authentic purposes. Students are given the experience of using a variety of
media, drama, oral presentations, exhibitions and multimedia presentations
• Books in different languages are available and students are encouraged to read for pleasure in
their home language and in other languages during sustained Silent reading time
• Reading at home is promoted through the use of reading logs or other schemes which contain an
accountability component.
• Teachers read frequently from both fiction and non-fiction books
• Children are engaged in subject discussions as well as social conversations as appropriate
• Children communicate their understandings and learning both in writing and orally
• Children are given opportunity to express opinions and feelings and explicitly taught to use
language responsibly and respectfully.
• Provisions are made for sharing reading and writing.
• A variety of approaches and teaching styles are employed to cater to individual needs.
• Children are involved in a variety of reading texts and exploring different genres and styles of
writing.
• Teachers model writing, reading strategies, listening skills, appropriate speech.
• Teachers actively foster respect for and interest in other languages. They acknowledge and build
on the knowledge of languages of their students.
• Language A, the language of instruction, is English.

7|Page
 • Language B (Second and Third Language) is Spanish, French –Foreign languages and Hindi,
Telugu
are the national and regional languages.
• Language is taught in all subject areas of the curriculum.
• In the elementary school, students are also taught additional languages from the age of four i.e.
grade EY2 onwards besides English being the language of instruction.

ELEMENTARY SCHOOL:

• Grade EY2 (Age 4-5 years)-Student chooses one additional language other than English from
Hindi, Telugu, French and Spanish
• Grade IV (Age 8-10 years) onwards student chooses two additional languages (Telugu, Hindi,
French and Spanish) besides English being the main language of instruction.
• The additional languages are termed as Second Language and Third language and one of them
needs to be Hindi-National language of India or Telugu – State language.
• Language is taught in the context of their inquiry units. Language Arts units enhance and enrich
the program of inquiry, making all students active participants in the learning process.
• English is also offered as a Language II course for students having learning difficulty.
• English as a Second Language Learners (ESLs) and students with disabilities receive modified
instruction. This is differentiated to meet their needs, allowing them to be valued participants in
the classroom.
• Students are assessed using the formative and summative assessments and also the term end
tests
in elementary school. Using the assessment parameters, students are identified and given
assistance, including differentiation, to meet their academic needs.
• All classroom teachers develop a language scope and sequence to use and adapt content to meet
the needs of every learner in the classroom.
• OIS is very proactive in providing opportunities for teachers to meet their set goals; teachers are
enrolled for quality professional development. Teachers work collaboratively to keep themselves
updated on best practices.
• The school librarian is constantly updating the resources in the library to meet the needs of all
students and cultures represented in the school. Teachers, students, and parents assist the
librarian with recommendations and finding these materials.
• ESLs and students with learning difficulties are placed in an English-speaking classroom with
support from the ESL (English as a Second Language) teacher or are given support in their
regular classroom. Students attend these classes three times a week and the missed classes are
supported
by the written material from the class teacher, wherever necessary required additional support is
given to the students.

8|Page
 • Students are expected to grow in their level of conversational and academic English, eventually
being able to work within the classroom without the support of the ESL teacher. The goal is to
exit students from the ESL program after three years of entering it, according to
recommendations by NCERT.

Language weeks:

The language weeks are celebrated throughout the school. Students celebrate the language and
present its history and significance through reading sessions, role plays, songs, stories and many
other activities.

Mother-tongue support:

OIS provides support to students whose mother tongue is other national and International language
through the use of ESL instruction, additional language classes, translated materials sent home to
parents, and translation at conferences and parent meetings. The library and media center contains
books in many of our students’ native languages, including books about their culture and heritage.

Parents are encouraged to read, write, and speak with their children, especially in their native
language,
as these skills will transfer over to their development in English.

Roles and responsibilities:

• Teachers participate in professional development in a variety of ways: pursuing higher degrees

and endorsements, official IB trainings, and in-service days. In these venues, teachers stay informed
of current research and best practices regarding language learning and share these ideas with one
another.
• Staff members often work collaboratively with our media specialist to develop the resources
needed for units of inquiry in the PYP, student research at all levels, and language support.
• Language B teachers are included in collaborative meetings with all grade levels in the elementary
school to incorporate content from inquiry units into their teaching.
• The language document will be approved by the school board, and will be communicated to the
entire school community, including staff, teachers, students, parents, board, and administrators by
means of school website.
• The PYP coordinator will ensure that the document is reviewed and revised on an annual basis,
with recommendations. The committee will meet to discuss the proposed changes, draft the changes
into the existing language document, and submit such changes to the community for approval.

Admissions Procedure and Assessment:

OIS assesses students through the use of formal assessments. When students enter the elementary
school, they are screened using the school formal test to determine reading ability and

9|Page
 comprehension. Elementary students, who require support in language skills, as determined by
formal assessments, receive additional instruction with in-school specialists. Students are tested
regularly during the year in elementary, running records, and ongoing writing analysis. Teachers in
the elementary school will keep anonymous language samples in order to have a benchmark
against which to assess incoming work and maintain a level of consistency in grading and assessing
from year to year. These benchmarks will be determined by staff at each grade level, after
collaborating with teachers at grade levels above and below.

Elementary students will keep language samples in their student portfolio, which demonstrates
ongoing progress. Formative and summative assessments are used to evaluate language learning
in PYP. All students receive feedback from their teachers and peers through conferences,
individual assignments, rubrics, formal assessment results, and peer coaching and editing.

We, the teachers, staff, students, and community of OIS, are committed to fostering quality language
opportunities by upholding the practices and procedures in this document.

HOMEWORK POLICY:
Homework enables learners to practice the skills taught and process the information learnt, resulting
in better understanding and retention of learning. Through homework assignments, learners have the
opportunity to learn outside the classroom and nurture greater self-discipline, time management and
a sense of independence. In the process, learners cultivate good study habits and positive work ethics.

Homework is to support a learner’s progress and at the same time, it is not a statutory requirement.
Homework means any learning activity that learners are asked to do outside a normal lesson time.
It is related to the work that learners are doing in school at different stages like preparation stage,
consolidation, follow up and application. It is given to practice newly acquired skills, review
previously-mastered skills, develop independent study habits, or to extend and enrich the curriculum.
There should always be a purpose to homework and it is never given out as a ‘time-filler’.

Objectives:

➢ Ensure that parents are clear about what their child is expected to do.
➢ Ensure consistency of approach throughout the school.
➢ Use homework as a tool to help continue to raise standards of attainment.
➢ Improve the quality of the learning experience offered to the learners and to extend it beyond
the classroom environment.
➢ Provide opportunities for parents, children and the school to work together in partnership to
children’s learning.
➢ Encourage learners and their parents to share and enjoy learning experiences.
➢ Reinforce work covered in class by providing further opportunities for individual learning.
➢ To practice or consolidate basic skills and knowledge.
➢ Encourage children to develop the responsibility, confidence and self-discipline needed to
study independently.

10 | P a g e
 The school will endeavour to:

➢ Provide opportunities to develop skills outside school through a range of stimulating tasks.
➢ Develop creativity in homework.
➢ Ensure there is sensible progression in tasks from one-year group to the next, as well as the
time expected to be spent on homework.
➢ Ensure that children of all abilities are set appropriate homework.
➢ Weekly homework activities differentiated according to children’s ability or tasks may be set
for children to complete at their own level of understanding.
➢ Ensure that there is a wide variety of tasks that will be of interest and will be seen as an
enjoyable complement to what happens at school.
➢ Ensure to extend learning beyond the classroom and make connections with ‘real life’ contexts.

General guidelines on daily homework

The school seeks to ensure learners’ wellness by not overloading learners with homework assignments.

It adopts the following guidelines to manage the workload of learners.

The school and teachers have worked out an estimated amount of time that learners would spend to
complete their homework assignments daily.

Actual time required to complete assignments will vary with learner’s study habits, academic skills, and
selected curriculum.

EY1, EY2 15-20 minutes per day

Grade 1,2 20-30 minutes per day

Grade 3,4,5 45mins -1 hour per day

➢ Learners who are not able to finish the work set in class will also need to complete it at home.
➢ In addition, learners may be asked to read some materials or write a journal at home as a part
of research work.
➢ This should not be more than twice a week.

The school leadership will ensure that homework is:

➢ An integral part of the curriculum and is planned and prepared alongside all other
programmes of learning.
➢ Appropriate to the age, ability and circumstances of the learners.
➢ Coordinated in order to be manageable for children on a daily basis.
The school leaders regularly review the management of homework in the curriculum.

11 | P a g e
 Homework policy is promoted throughout the school, and its implementation and effectiveness is
reviewed every year. This is to ensure that teachers and parents are completely clear about what is
expected of learners in terms of homework and how it should be organized and managed.

HOMEWORK SCHEDULE:
PRIMARY YEARS PROGRAM (PYP)

Day EY 1 EY 2 Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Mon NA Reading- Mind Spark, Mind Reading, Reading- Reading-

English Spell Bee Spark, English/Mind English/ English/
Spell Bee spark Mind spark Mind spark

Tue Speaking/ Speaking/ Math, Spell Math, Spell Math/II Lang Math/ II- Math/ II-Lang
Math Math Bee, II Lang Bee, II Lang reading Lang reading
Reading Reading reading
Wed NA Writing, English English English English English
English(Term writing, Spell writing, writing writing writing
2 onwards) Bee Spell Bee

Thu Reading Spell Bee & Spell Bee, II- Spell Bee, II II- II- language II-
II- language language language writing language
language(Te writing writing writing writing
rm 2
onwards)
Fri Written Written task- Written Written Written Written Written
task- Worksheets Task Task- Task Task Task
Worksheets Worksheets, Worksheets, Worksheets, Worksheets, Worksheets,
Literacy Literacy Literacy Literacy Literacy
Planet, Planet, Planet Planet Planet

Apart from these everyday 3 – 5 questions for Math practice will be given for grades 3 – 5.

ROLE OF TEACHERS
Teachers will ensure that:

➢ An explanation of homework task is given to children.

➢ There is regular homework set up in an easily followed routine.
➢ Any homework is purposeful and links directly to the curriculum being taught.
➢ Children who regularly complete homework tasks are rewarded and praised.

12 | P a g e
 ➢ Learners are given a timetable for homework at the start of each term.
➢ Homework is corrected and a feedback is given wherever required.
The parents are informed and involved if a pattern of late or incomplete homework is observed
in any learner.

ROLE OF LEARNERS
Learners will:

➢ Complete their homework to the best of their ability in a well presented manner.
➢ Set aside a regular time for studying.
➢ Demonstrate a commitment to spending an allocated time completing the tasks set.
➢ Make sure assignments are done according to the given instructions and completed and
submitted on time.

ROLE OF PARENTS

➢ Support the school by ensuring that their child attempts/complete the homework.
➢ Provide a suitable place for their child to carry out their homework.
➢ Encourage and praise their child when they have completed their homework.
➢ Get actively involved and support their child with homework activities giving signed or written
feedback when appropriate.
➢ Make it clear that they value homework and they support the school by explaining how it can
help learning.
➢ Check the school diary, weekly transactions regularly and monitor learner’s work.
➢ Be supportive when the learners get frustrated with difficult assignments.
➢ Contact teacher to stay well informed about the learner’s learning process.

ASSESSMENT POLICY
 Assessment is the gathering and analysis of information about student performance. It identifies
what students know, understand, can do and feel at different stages in the learning process.
 Assessment is integral to all teaching and learning. It is central to the International Baccalaureate
Primary Years Program’s goal of thoughtfully and effectively guiding children through the
essential elements of learning and the decision to take responsible action.
 Assessment is an essential part of the instructional cycle. It provides information about student
learning and development, as well as a framework for planning, self-reflection, and collaboration.

When and How Do We Assess?

13 | P a g e
➢ Assessment is an ongoing process that occurs every day in some fashion. A variety of assessments
demonstrates our belief that children learn in different ways, at different rates, and at different
times. The result of assessment is considered as a critical element that influences teacher’s planning
and guides student learning.

Types of Assessments

Pre-assessment

➢ Pre-assessment occurs before embarking on new learning to uncover prior knowledge and
experiences.
Formative Assessment

➢ Formative assessment is woven into the daily learning process. It provides teachers and students with
information about how the learning is developing. It helps the teacher to plan the next stage of learning.

Summative Assessment

Summative assessment occurs at the end of a teaching and learning cycle. Students are given the
opportunity to demonstrate what they have learned by applying their knowledge in new and
authentic contexts. After completion of each unit, assessment for the topics covered during the
period of Inquiry will be conducted.

How Do We Report?

Reporting is a means of giving feedback from assessment. Effective reporting should:

➢ involve parents, students, and teachers as partners

➢ reflect what the school community values
➢ be comprehensive, honest, fair, and credible
➢ be clear and understandable to all parties
➢ allow teachers to incorporate what they learn during the reporting process into their future
teaching and assessment practice
Parents, students, and teachers are all valued partners in the reporting process and in sharing the
responsibility both for learning and for accounting student progress. Pathways for communication
need to be open and reciprocal.
Oakridge International School builds into the school calendar an annual Student Led Conference and
Parent Presentations wherein the student’s learning journey is shared with the parents.
The Student Portfolio contains different samples of learning areas along with the IB Profile reflections.
In addition, we provide many opportunities throughout the school year for conferencing. Parents,
teachers, and/or students may participate, depending upon the purpose.

14 | P a g e
 Touchstone
Touch stone, the report card is generated thrice annually. It is an online document reflecting on the
skills and concepts developed by learners during their inquiry.
Performance Standards Colour rating areas level
 Red Advanced: The student demonstrates outstanding competence beyond what expected
for the class level at this time of the year. The child can perform independently and apply
his/her learning to new and different situations.
 Yellow Proficient: The student is competent and performs slightly above expected class level.
The child exhibits higher levels of skill and effort.
 Blue Standard: The student is competent and performs to the expected class level. The child
can maintain his/her performance with little assistance from the teacher.
 Green Emerging: The student demonstrates limited ability and understanding of the
concept/skill. The child is dependent on the teacher and needs direct instructions.

 CLASSROOM ROUTINES

➢ MINDSPARK (Math e-learning)

➢ LITERACY PLANET (English e-learning)
➢ R.E.A.D(Readers Enjoy Author’s Dream) (Grade level prescribed English books)
➢ AWARENESS SESSIONS
➢ SPELL BEE
➢ LITERARY CLUB

PYP Hyderabad Network Events

Grade III –V students get an opportunity to learn and perform in various IB world schools in
Hyderabad for activities like

 Swimming
 Basketball
 Cricket
 Athletics
 Visual art
 Music and
 Performing art
that helps them develop the skills like communication skill, social skill, self-management skill.
Student leadership
All the students of Grade V nominate themselves and go through the various levels of screening and
interviews to get elected as the members of the Prefect Council. Once the nomination process is
done, a written assessment is conducted, followed by an interview with Coordinator, Headmistress
and Principal to check their understanding of the Role and Responsibility.

15 | P a g e
 Student Development Program
The student development section is committed to developing students into global citizens and
socially responsible leaders by engaging them in vibrant, innovative and stimulating co-curricular
programmes and offering relevant resources and advice.
Community Service
Serving the community teaches children to be compassionate and understanding. Whether it is
sports, community organizations, encouraging the child’s participation is an important part of
development. Being involved and committed to such activities helps with identity exploration while
also creating an opportunity for acceptance from peers who have common interests. Students are
involved in various ways to serve the society by raising funds through tuck shops and participating
in social awareness programs.
Parental Involvement
Parental Involvements lead to a Systemic, Holistic, and Collaborative Process. Parent, family, and
community involvement in education correlates with higher academic performance and school
improvement. When schools, parents, families, and communities work together to support
learning, students tend to earn higher grades, attend school more regularly. These interactions
provide opportunity for parents to get associated with child’s learning.
 AEM (Annual Expectation Meet)
 Event celebrations
 Orientations
 Guest Lecture/Field Trips
 Parent Mentor
 Parent Resource Centre
Pedagogical Leadership

Ms. Hemalatha Sanjay Ms. Satyavani Penmatsa Ms. Nandini Mathur

Principal Head - Primary Head – Early Years

16 | P a g e