Hands-on experiment activities provide an opportunity for scholars to engage in the learning process actively. By doing so, they can become the inquirer, thinker, risk-taker, and reflective. This is because hands-on activities allow them to explore and investigate concepts, analyze data, and draw conclusions based on their observations. In Mr. Ishmael's 6th grade class, the scholars were learning about energy, magnetism, and lighting. Through a STEAM approach, they participate in activities that integrate science, technology, engineering, art, and mathematics. For instance, they are coiling wire on a nail following the teacher's model while looking at the picture in a booklet. This activity allows them to learn about magnetism and electricity while engaging in a practical and interactive way. The International Baccalaureate Primary Years Programme (IB PYP) framework is designed to provide a transdisciplinary curriculum that supports students' holistic development. The IB PYP emphasizes inquiry-based learning, where students take an active role in their learning process. Through hands-on activities, scholars can investigate and explore real-world problems, develop critical thinking skills, and collaborate with their peers. Hands-on experiment activities are aligned with the IB PYP framework as they provide opportunities for scholars to be the inquirer, thinker, risk-taker, and reflective. They allow scholars to explore concepts in depth, make connections across disciplines, and develop essential skills, such as problem-solving, communication, and collaboration. Furthermore, hands-on activities help scholars to see the relevance and applicability of what they are learning, making it more meaningful and engaging for them.

Las actividades de experimentos prácticos brindan una oportunidad para que los académicos participen activamente en el proceso de aprendizaje. Al hacerlo, pueden convertirse en indagadores, pensadores, arriesgados y reflexivos. Esto se debe a que las actividades prácticas les permiten explorar e investigar conceptos, analizar datos y sacar conclusiones basadas en sus observaciones. En la clase de sexto grado del Sr. Ishmael, los alumnos estaban aprendiendo sobre energía, magnetismo e iluminación. A través de un enfoque STEAM, participan en actividades que integran ciencia, tecnología, ingeniería, arte y matemáticas. Por ejemplo, están enrollando alambre en un clavo siguiendo el modelo del maestro mientras miran la imagen en un folleto. Esta actividad les permite aprender sobre magnetismo y electricidad mientras se involucran de una manera práctica e interactiva. El marco del Programa de la Escuela Primaria del Bachillerato Internacional (IB PYP, por sus siglas en inglés) está diseñado para proporcionar un plan de estudios transdisciplinario que apoye el desarrollo holístico de los estudiantes. El IB PYP enfatiza el aprendizaje basado en la indagación, donde los estudiantes toman un papel activo en su proceso de aprendizaje. A través de actividades prácticas, los estudiantes pueden investigar y explorar problemas del mundo real, desarrollar habilidades de pensamiento crítico y colaborar con sus compañeros. Las actividades de experimentos prácticos están alineadas con el marco IB PYP, ya que brindan oportunidades para que los estudiantes sean indagadores, pensadores, audaces y reflexivos. Permiten a los académicos explorar conceptos en profundidad, hacer conexiones entre disciplinas y desarrollar habilidades esenciales, como la resolución de problemas, la comunicación y la colaboración. Además, las actividades prácticas ayudan a los estudiantes a ver la relevancia y aplicabilidad de lo que están aprendiendo, haciéndolo más significativo y atractivo para ellos.

SMART GOALS for Year No. 5 (2022-2023)

The Learner: 

• SMART Goal: Students will create voice, choice, and agency by reflecting, self-assessment and establishing self-learning goals. 
• Action: Students will use Approach to Learning (ATL) skills and Learners Profile Attributes (LPA) to manage one’s independent learning. 

 Learning and Teaching: 

• SMART Goal: Using the newly written unit of inquiry to design a transdisciplinary curriculum which supports PYP elements. 
• Action: Design and implement assessments reflecting new units of inquiry to support scholars' learning.
• SMART Goal: Students will be exposed to different languages to be global thinkers with international mindfulness.
• Action: Grades 1 and 2 will learn Greek and Spanish through FLES and One-Way Dual Language.  

Learning Community: 

• SMART Goal: All members of the school community will create an engaging learning community to support scholars and staff to become global lifelong learners. 
• Action: 

1. Create a student council (Grades 3 to 6) to support the student’s voice, choice, and agency and for leadership. Provide on-going professional development to support staff’s learning and teaching. 
2. Provide parents with support through Parent Teacher Organization (PTO) and provide the opportunity to establish school and home connections and scholars’ learning. 

 Social Emotional Learning (SEL): 

• SMART Goal: Using the “7 Mindsets” curriculum (an evidence-based program promotes and develops shifting school culture with positivity), develop Social Emotional Learning (SEL) curriculum to support scholars and staff’s well-being and mindfulness. 
• Action: Implement the “7 Mindsets” program for engaging in learning, improvement of attendance, reduce behavior issues, and improve student academic skills with needed professional development.  

Program Development Plan (PDP): 

• SMART Goal: With collaboration, design a school-wide Program Development Plan connecting the scholars, staff and the learning community. 
• Action: Begin to explore the IB Program Development Plan (PDP), support staff with needed professional development.