The need to communicate is instinctive. The development of language is fundamental to that need to communicate; it supports and enhances our thinking and understanding. Language permeates the world in which we live; it is socially constructed and dependent on the number and nature of our social interactions and relationships. Language learning includes the development of the home and family languages, the languages of the school, additional languages and the development of literacy. We are all language learners, and language learning happens in all subjects.

At PSI learners build a solid literacy foundation that is essential for them to succeed in all areas of their lives. It allows learners to advocate for themselves and others, deepen their knowledge, and develop an understanding of the world they live in.  Developmentally appropriate literacy skills and strategies are taught, practiced and applied daily in authentic contexts. PSI provides literacy instruction that empowers children to effectively read, write, listen, speak and think critically. In Literacy, learners focus on the three strands identified by the PYP including oral language, visual language, and written language. Oral language includes knowledge and skills in listening and speaking; visual language in viewing and presenting; and, written language in reading and writing. Through the exploration and use of multiple strategies, perspectives and cultural experiences learners are supported in developing into lifelong learners both academically and socially. 

At PSI, we use a set of curriculum standards that are influenced by the PYP and the Common Core  State Standards (CCSS). Together, these standards guide our thinking, planning, teaching, learning and assessing.

As part of our balanced literacy programme teachers:

• Strive to create a lifelong love and appreciation for literacy;

• Gather multiple assessments to establish a learner’s developmental levels;

• Use a workshop approach and inquiry-rich, flexible, and personalized instruction;

• Deliver differentiated instruction based on learner needs, learning outcomes and progressions;

• Meet individually with learners to provide constructive feedback that helps them know their next steps.

Through literacy classes at PSI our learners:

• Learn language, learn through language and learn about language;

• Engage in reading, writing, and viewing fiction and nonfiction texts;

• Develop an identity as a reader and a writer; a speaker and a listener;

• Explore books at instructional and independent levels;

• Think, reason and communicate effectively in multi-modalities;

• Become more internationally minded as they explore the world, past, present, and future, through the ideas explored in a variety of texts and their own writing.

PSI is committed to multilingualism as a way to affirm cultural identity and develop international-mindedness. We believe that language development flourishes in a positive and motivational environment where mistakes are viewed as part of the learning process. 

At PSI, English is the academic language of instruction. This may be the first time a child is immersed in such an environment. Learning additional languages means simultaneously processing more than one language and this extra work for the brain is tiring. Where the learner is immersed in a language environment unfamiliar to them, there is an enormous amount of cultural information to be absorbed alongside the language, including unfamiliar patterns of social interaction. 

We are concerned with the well-being of all learners and are aware of the needs of additional language learners. The English as an Additional Language (EAL) teachers provide appropriate, structured support and explicit teaching of language for learners who are new to English so they are included and able to engage meaningfully in their lessons.

An important aspect of learning English for those who speak two or more languages is the continuation of a strong foundation in the home language. PSI believes that supporting the development of a learner's home language and literacy skills supports the development of their self esteem, cultural identity and English language skills.  For this reason, teachers encourage discussion among peers with the same language to deepen understanding of ideas before sharing out in English. Learners might also write in their home language before writing in English. Independent reading in English and a learner's home language is also promoted by teachers. We create multilingual environments where learners see and hear their own languages. They are encouraged to make connections in their own languages so they can connect more quickly to the community and their own learning.

Learners who are multilingual have an improved capacity to think, talk and reflect on how languages work. Through learning additional languages, learners become more flexible, creative thinkers. 

At PSI, we offer a choice of two additional languages for learners in the PYP: French and Polish are offered to learners in grades K-G5 who are integrated into the ASW classes. For learners in G1-G4 we offer French as a globally used language and Ukrainian which is the official language of Ukraine, our host country. Languages are taught to gain an ability to communicate and whenever possible, support the unit of inquiry.  A variety of levels of language are offered, both through in-class differentiation and / or through classes split by competency level.  

As the purpose of gaining an additional language is to gain proficiency and be able to communicate, learners are strongly encouraged to stay within their chosen language.  It is understood that children and family circumstances change.  Therefore learners will be allowed to switch languages on a case-by-case basis at the beginning of the school year, with the approval of the Language teacher and the principal.

PSI also offers  the Ukrainian Externum programme for those wishing to receive a Ukrainian diploma. These classes are available to learners from Grade 1 and are currently being facilitated online on Saturdays.

Mathematics is a true global language. Because of this, it can be a unifying force among our international community that come together from diverse backgrounds and languages as they make sense of the world around them. Mathematics helps learners to understand and engage with the world around them. The conceptual framework of the PYP promotes an understanding of the concepts foundational to higher levels of mathematics which learners encounter later in their educational journey. PSI uses a set of curriculum standards that are taught within the PYP framework with attention to constructing meaning, applying with understanding, and transferring meaning. Our standards are drawn from the Common Core Standards for Mathematics. 

As we recognize that learners are all different, we differentiate our teaching so that each learner's individual needs are met. In mathematics, this can include varying the type of manipulatives used in an effort to help them move their thinking from the concrete to the abstract and towards efficient, accurate, and generalizable methods of solving problems.

As part of our mathematics programme teachers:

• Use a differentiated approach to deliver inquiry-based, concept-driven instruction;

• Use authentic contexts for learners to apply their mathematical knowledge to solve unique problems;

• Support learners to develop efficient and accurate use of mathematical skills;

• Utilize a variety of investigations, hands-on activities, mathematical models and manipulatives to represent mathematical concepts and practices;

• Provide instruction in the shape and space; number; measurement; handling data and patterns; and functions;

• Gather evidence of learning to inform instruction;

• Develop the learners’ understanding of mathematical operations and concepts.

In mathematics at PSI our learners:

• Discover the beauty and power of mathematics;

• Work both independently and cooperatively;

• Solve mathematical problems and recognise patterns;

• Become flexible, fluent and accurate in using multiple strategies;

• Explore their own personal experiences, understandings and knowledge;

• Construct their own meaning through ever-increasing levels of abstraction;

• Demonstrate and act on their understanding;

• Reason, explain and justify their thinking;

• Communicate their thinking orally, in writing and using models;

• Apply their mathematical understandings to find solutions to real-life problems.

In the Primary Years Programme (PYP), science is viewed as the exploration of living things, earth and space, materials and matter, and forces and energy and the relationships between them. Our understanding of science is constantly changing and evolving and is increasingly important to help learners explain the world around them. The study of science cultivates an appreciation and awareness of the world as it is viewed from a scientific perspective. It promotes curiosity and ingenuity and through it’s study, learners develop a sense of responsibility regarding the impact of their actions on themselves, others and their world.

PSI has a set of curriculum standards that are drawn from the PYP Scope and Sequence for Science. Meaningful science is explored within integrated units of inquiry; through guided, structured or independent inquiry or at times as a stand alone science subject.

 The strands within the PYP science curriculum are:  

• Living things: The study of the characteristics, systems and behaviours of humans and other animals, and of plants; the interactions and relationships between and among them, and with their environment;
• Earth and space: The study of planet Earth and its position in the universe, particularly its relationship with the sun; the natural phenomena and systems that shape the planet and the distinctive features that identify it; the infinite and finite resources of the planet;
• Materials and matter: The study of the properties, behaviors and uses of materials, both natural and human-made; the origins of human-made materials and how they are manipulated to suit a purpose;
• Forces and energy: The study of energy, its origins, storage and transfer, and the work it can do; the study of forces; the application of scientific understanding through inventions and machines.

As part of our science programme teachers:

• Provide engaging, hands-on learning experiences to develop science skills;

• Include science investigations in the programme of inquiry;

• Offer opportunities for learners to questions, investigate, observe, measure, experiment, interpret, explain and draw conclusions;

• Involve more than one approach, model or process;

• Use a wide variety of materials and manipulatives;

• Recognize that process and content are interdependent.

In science our learners: 

• Observe carefully in order to gather data;

• Use a variety of instruments and tools to measure data accurately;

• Use scientific vocabulary to explain their observations and experiences;

• Identify or generate a question or problem to be explored;

• Plan and carry out systematic investigations manipulating variables as necessary;

• Make and test predictions;

• Interpret and evaluate data gathered in order to draw conclusions;

• Consider scientific models and applications of these models (including their limitations).

In PSI social studies helps learners to understand themselves and others in relation to their past, present and future; their environment and the world around them. It encourages curiosity and provides opportunities for learners to look at and think about human behaviour, culture, identity and activity realistically, objectively, and with sensitivity. Learners develop the skills and knowledge needed to participate actively in their classroom, their school, their community and the world: to understand themselves in relation to their communities. 

We encourage learners to understand that other people, with their differences, can also be right. Therefore, there is a strong emphasis on the reduction of prejudice and discrimination within the classroom, the school, the community and the world. The aim of social studies within the PYP is to promote intercultural understanding and respect for individuals and their values and traditions. Exposure to and experience with social studies therefore opens doors to key questions about life and learning. 

PSI has a set of curriculum standards that are drawn from the PYP Scope and Sequence for social studies. Meaningful social studies is explored within integrated units of inquiry; through guided, structured or independent inquiry. It does not appear as a stand alone subject nor is it reported on separately. Learners demonstrate their understanding, knowledge and skills through the learner profile attributes and the approaches to learning. 

The strands of the social studies curriculum are:

• Human systems and economic activities: The study of how and why people construct organizations and systems; the ways in which people connect locally and globally; the distribution of power and authority;

• Social organisation and culture: The study of people, communities, cultures and societies; the ways in which individuals, groups and societies interact with each other;

• Continuity and change through time: The study of the relationships between people and events through time; the past, its influences on the present and its implications for the future; people who have shaped the future through their actions;

• Human and natural environments: The study of the distinctive features that give a place its identity; how people adapt to and alter their environment; how people experience and represent place; the impact of natural disasters on people and the built environment;

• Resources and the environment: The interaction between people and the environment; the study of how humans allocate and manage resources; the positive and negative effects of this management; the impact of scientific and technological developments on the environment.

As part of our social studies programme teachers:

• Provide coherent, articulated, significant and relevant content;

• Use multiple sources and present multiple perspectives (global, social, cultural and gender);

• Plan transdisciplinary investigations that include local, multicultural and global dimensions;

• Encourage the use of a variety of sources and documentation for research;

• Include opportunities for learners to construct meaning, expand and deepen their knowledge and understanding of the world;

• Support learners to be responsible and to take action in our world today.

In social studies our learners:

• Formulate and ask compelling and relevant questions about the past, the future, places and society;

• Use and analyse evidence from a variety of historical, geographical and societal sources;

• Orientate in relation to place and time;

• Identify roles, rights, and responsibilities in society;

• Assess the accuracy, validity and possible bias of sources;

• Show willingness and ability to take socially responsible action.

PSPE (personal, social and physical education) at PSI is concerned with the learner's well-being and is intrinsically linked to all aspects of their experience at school and beyond. It contributes to an understanding of self, to developing relationships with others, and to participation in an active, healthy lifestyle. learners learn how to demonstrate basic skills and concepts, and then successfully apply them in more complex and realistic contexts. Therefore, every teacher has a responsibility to support each learner’s personal, social and physical development through all learning engagements both within and outside the programme of inquiry.

PSPE is a combination of two curricular areas: Physical Education (PE) and Social Emotional Learning (SEL) defined through three interacting strands: Identity, Active Living, and Interactions. In addition to providing authentic learning experiences through the transdisciplinary programme of inquiry, PSI provides an ongoing, balanced physical education programme. These learning experiences include Games (e.g., soccer, basketball, badminton, evasive games), Individual Pursuits (e.g., swimming, athletics), Movement Composition (e.g., gymnastics, movement to music), Adventure Challenges and Health-Related Fitness.  The focus areas of the SEL experiences at PSI support the development of learners' self- awareness, self management, social awareness, relationship skills and responsible decision making. 

At PSI our PSPE programme is informed by the PYP Scope and Sequence for PSPE, the CASEL framework and Shape standards. Meaningful social emotional learning is explored within integrated units of inquiry; through guided, structured or independent inquiry. 

As part of our PSPE programme teachers:

• Model appropriate attitudes and behaviours within the school and community;

• Provide opportunities for learners to achieve their personal goals;

• Plan learning experiences that enable learners to develop personally, socially and physically;

• Support and encourage learners to enjoy physical activity and see it as part of a healthy and active lifestyle;

• Encourage present and future choices that contribute to long term healthy living;

• Ensure learners develop healthy identities, manage emotions and engage in positive interactions;

• Create an ethos where empathy, supportive relationships, and responsible and caring decision-making flourish.

In PSPE our learners: 

• Reflect on the development of their own personal, social and physical well-being;

• Develop and apply strategies to help manage situations of change and adversity; 

• Work towards achieving personal goals;

• Develop skills and strategies to improve individual and team performance;

• Understand the factors that contribute to a healthy lifestyle;

• Use cooperative behaviours in order to function as part of a group or team;

• Reflect on interactions with other people, other living things and the wider world;

• Appreciate the interdependent relationships between humans, other living things and the environment.

At PSI providing opportunities for learners to communicate, explore and construct a sense of self and their world through the Arts is fundamental to the development of the whole child. Through a variety of media and technologies in art, music, design and drama learners are provided a powerful communication tool to create and respond to their experiences and explore different perspectives as they make sense of their world. Learning about and through arts is fundamental and promotes creativity, critical thinking, innovation, problem-solving skills and social interactions. 

Our music programme provides learners an opportunity to sing, play instruments individually and as part of an ensemble, create and compose music, learn traditional and non-traditional notation, listen to, describe and appreciate music from different sources and cultures.  Learning about visual art and art in society occurs in an inquiry-based studio approach where learners see themselves as artists. They develop as artists through developing skills, engaging with art, observing, gaining confidence, expressing their ideas confidently, persevering with problems, reflecting and re-creating. Learners develop their intellectual and emotional abilities, as well as fine motor skills; they make choices and develop an appreciation of the world, cultures, traditions and religions.

At PSI our Arts programme is informed by the PYP Scope and Sequence for the Arts and IB Approaches to Learning as well as the Teaching Artistic Behaviours programme. Where appropriate, the Arts units support the homeroom Unit of Inquiry. The content in the Arts is presented in the context of two distinct and dynamically linked strands, responding and creating.

When responding learners:

• Develop the skills of critical analysis, interpretation, evaluation, reflection and communication to respond to their own and other artists’ works and processes;

• Enhance their knowledge and understanding of the concepts, methods and elements of drama, dance, music and visual arts, including using specialised language;

• Consider their own and other artists’ works in context and from different perspective;

• Construct meaning and inform their own future works and processes;

• Present, share and communicate their own understanding through creative acts;

• Become more mindful of their own artistic development and the role that arts play in the world around them.

When creating learners:

• Communicate distinctive forms of meaning;

• Develop their technical skills, take creative risks, solve problems and visualise consequences;

• Draw on their imagination, experiences and knowledge of materials and processes as starting points for creative exploration;

• Make connections between their work and that of other artists to inform their thinking and to provide inspiration;

• Participate in creative processes through which they can communicate ideas and express feelings;

• Explore their personal interests, beliefs and values and to engage in a personal artistic journey.

Library and IT skills are provided to learners through integrated projects and lessons.