Inquirers – 

We nurture our curiosity, developing skills for enquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

Principled – 

We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

Knowledgeable – 

We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.

Thinkers – 

We use critical and creative thinking skills and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

Risk-takers – 

We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

Balanced – 

We understand the importance of balancing different aspects of our lives—intellectual, physical, and emotional to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.

Open-minded – 

We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

Communicators – 

We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

Reflective – 

We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

Caring – 

We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

The Key elements of PYP are: Knowledge, Skills, Concept, and Attitudes and Action

Knowledge: Six transdisciplinary themes provide the framework for the exploration and construction of knowledge. Teachers and students are guided by these transdisciplinary themes — as they design units of Inquiry for exploration and study. Through this process, students develop an understanding of important concepts, acquire essential skills and knowledge, develop particular attitudes and learn to take socially responsible action. The programme supports the holistic development of children, tapping their potential curiosity and innate talents to bring out balanced, confident individuals, and lifelong independent learners. The programme incorporates the local and global issues into the curriculum asking students to look at six related, transdisciplinary themes and to consider the links between them. The learning is planned around the trans-disciplinary themes.

These are:

• 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

Approaches to Learning (Skills): What do we want students to be able to do? 

There are five sets of transdisciplinary skills acquired in the process of structured inquiry which is the broad capabilities students develop and apply during learning and in life beyond the classroom. These are –

• Thinking skills
• Communication skills
• Social skills
• Research skills
• Self-management skills

Concepts: What do we want students to understand? 

Seven fundamental concepts expressed as key questions, propel the process of inquiry and encourage a transdisciplinary perspective. These universal concepts drive the research units called Units of Inquiry, but they also have relevance within and across all subject areas.

These concepts are:

1. Form: What is it like?
2. Function: How does it work?
3. Causation: Why is it like it is?
4. Change: How is it changing?
5. Connection: How is it connected to other things?
6. Perspective: What are the points of view?
7. Responsibility: What is our responsibility?

Action: How do we want students to act?

The students are encouraged to reflect, to make informed choices and to take action that will help their peers, school staff and the wider community. In this way, the students demonstrate deeper learning through service and positive action.

The Learner – 

PYP students are agents of their own learning and partners in the learning process. Through engaging with the programme of inquiry and reflecting on their learning, PYP students develop knowledge, conceptual understandings, skills and the attributes of the IB Learner Profile to make a difference in their own lives, their communities, and beyond. They demonstrate the agility and imagination to respond to new and unexpected challenges and opportunities and to take actions for a better and more peaceful world.

Learning and teaching – 

Learningandteachingisan interpretation of the PYP in action, the dynamic interplay be- tween how students learn best, what has been learned, and what the next steps in learning are. The emphasis on collaborative inquiry and integrative language and technology learning honors the curiosity, voice, and contribution of the students.

Learning Community – 

The PYP learning community brings to life learning and teaching practices that support students in pursuit of a significant, relevant, engaging and challenging learning experience. The PYP learning community includes classrooms and schools, extending to the whole IB community, students and their families, school faculty and staff members, and other significant adults in students’ lives and to the world as the broadest context for learning. Thus, educational outcomes are shaped by strong relationships amongst members of the learning community

• Visible thinking routines are practiced at Oakridge to promote and enhance student’s learning. These routines enrich the classroom environment and foster a student’s intellectual development. It helps students to reflect on their thinking about a topic or issue and explore how and why that thinking has changed.
• Classroom routines for developing language, mathematical concepts and a sense of belongingness, ensure that you get through things that need to be done daily or weekly. With these routines in place, the students are aware of what is expected from them.
• Learning by doing – Students are given various opportunities to explore, investigate and find out answers to their queries. Virtual and in-house field trips give prospects to their learning.
• Parent involvement in their children’s learning, not only improves a child’s morale, attitude, and academic achievement across all subject areas but it also promotes better behaviour and social adjustment. At Oakridge, parents are involved openly in all major activities.
• Reflection is an integral part of IBPYP: Teacher’s reflect on his/her teaching style and strategies while students reflect on what, why and how the learning has changed their views.

Assessment is an essential part of the teaching and learning process. It provides information about student learning and development, as well as a framework for planning, self-reflection, and collaboration. Pre, Formative and Summative assessments are done for each unit followed by Student-led conferences, this helps teachers in understanding students’ strengths and challenges. These are reflected in a report called “The Touch stone report” and is shared with parents periodically.

PYP Exhibition – What is it all about?

The exhibition is a culminating experience which reflects all the major features of the PYP. It offers the students the opportunity to explore knowledge conceptually, which is significant and relevant, to reflect on and apply their learning, to choose an appropriate course of action and to display attitudes. The PYP student is required to engage in a collaborative, transdisciplinary inquiry process that involves identifying, investigating and offering solutions to real-life issues or problems. The PYP exhibition has a number of key purposes:

• To provide students with an opportunity to demonstrate independence and responsibility for their own learning
• To provide the students with an opportunity to explore multiple perspectives
• Application and Reflection of learning through the PYP program
• To demonstrate how one can take action as a result of his/her learning
• To unite the teachers, parents and other members of the school community in a collaborative experience that incorporates the essential elements of the PYP.
• To celebrate the transition from primary to middle school.

Student Led Conference (SLC)

At the end of an academic year, students demonstrate their knowledge in learning through a formal SLC. In addition to the concepts learnt, various skills like communication skills, social skills, attitudes like confidence, respect and time management, collaboration is presented by students to parents, peers and teachers. This assessment gives an in-person experience to parents on their child’s overall development.