Ages 4 to 12 PYP stands for Primary Years program and is one of the three programs offered by the IB organization. The PYP focuses on the growth and development of the whole child. This means that importance is placed on the physical, emotional, social and cultural needs of the child in a safe and secure academic environment. It is an International programme that has been built on best practices that offers a challenging and engaging curriculum for children. The students in the PYP programme are taught to ask challenging questions, critically reflect, develop research skills, learn how to learn, and participate in their community. Teachers work with students through guided inquiry to help them understand the connections and take responsibility towards with what they are learning. 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. 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. 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 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 understandings of scientific principles; the impact of scientific and technological advances on society and on the environment. 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 ad their impact on humankind and the environment. Sharing the planet An inquiry into the 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. Each transdisciplinary theme is valued because of its global significance. Each theme is also supported by the five essential elements of the Primary Years Programme: Knowledge Concepts Attitudes Skills Action These five essential elements are the heart of the Primary Years Programme and are used to guide our planning, teaching, and assessment practices. CISH sponsors information sessions for parents throughout the year about the IB Primary Years Programme (PYP). Some sessions will be offered during the school day and others in the evening or after school.  Parents are welcome and encouraged to attend these sessions as an understanding of the Primary Years Programme will enable them to support the Units of Inquiry and help their child develop the five elements essential to the programme. Information about these sessions will be on the school website as well as sent home through various means, electronic and otherwise.  

Ages 11 to 16 The Canadian International School of Hefei is an authorized school for the Middle Years Programme. IB authorized schools share a common philosophy – a commitment to high quality, challenging, international education that Canadian International School of Hefei believes is important for our students. Only schools authorized by the IB Organization can offer any of its three academic programmes: The Primary Years Programme (PYP), the Middle Years Programme (MYP), or the Diploma Programme (and in addition the IB Career-related Certificate). For further information about the IB and its programmes, visit http://www.ibo.org IB education is an interaction between who to teach, how and why to teach and what to teach by using global context in teaching and learning to make it meaningful for students also making connections between the content of the subjects and the context of the real world surrounding them. Providing them with the learning skills through ATLs, help them become lifelong learners. The programme enables students to gain those implicitly or explicitly throughout their journey at school encouraging them to use these in real life situations, become responsible citizens and reflect on their learning so that they are independent learners. In CISH the teaching practices are planned and applied accordingly. At CISH, MYP is owned by our teachers and students and is a part of our teaching and learning experiences in our daily routine. The aim of making it happen as part of our students’ daily lives is to help students understand and embrace the principles and the expectations of the programme. Students are provided the opportunity to gain the skills that help them ‘learn how to learn’ independently and with others. Besides that, in all subject areas, teachers focus on helping students succeed in the MYP by reinforcing MYP elements such as: · Learning through Inquiry - Key Concepts - Approaches to Learning (ATL skills) · Global Contexts · Service as Action - Personal Project. MYP is a framework not a curriculum. The curriculum used is Canadian from the province of New Brunswick. A link to the New Brunswick Curriculum Documents can be found on our school’s website. By following Curriculum Documents, we can provide not just an IB Education but a Canadian one and therefore be able to offer Canadian High School Diplomas to our students in grade 12. The Structure of MYP IB education centres on our learners, making sure they take ownership in the learning process and we give them this opportunity. It is not just the situation that the teacher is sharing information but that the students are seeking out that information and looking for that knowledge. This is how we go through the teaching process as well as showing our students how to learn and what to do with that learning when they have it. Curriculum in the MYP consists of eight subject groups integrated through the areas of interaction which provide a framework for learning within and across the subjects which enables them to make connections between the subjects and the real world. Assessment is criterion based and the students are measured against specific criteria for each subject group. We plan our teaching practices horizontally and vertically to enable us to ensure the curriculum reaches its objectives. Our planning articulates the timelines, topics, concepts, contexts, assessment tasks, and assessment criteria that will be covered within each subject and grade level. Collaboratively planned curriculum is revised every year according to the students’ needs and the MYP requirements. Students are exposed to conceptualized inquiry that targets the learner profiles We provide a rich, inquiry-based environment We help prepare them for academic study and to be life-long learners Students are becoming aware and responsible for their own learning We promote higher order thinking skills and advanced comprehension strategies We are developing intercultural awareness Students have the ability to study additional languages Students are involved in service and action opportunities in and outside the school community Assessment is based on a demanding set of criterion and specific to each of the subject groups. Those subject groups include: Language and Literature (English and Mandarin) Language Acquisition (English, Mandarin, French) Individuals and Societies Sciences Mathematics Arts (Music, Visual) Physical and Health Education Design At CISH, we are proud of our wide subject range, offering a comprehensive and deep exploration of different fields through inquiry. All students in the MYP are involved in service and action opportunities throughout the middle years. ?In Grade 10, each student will engage in a personal project that allows them to demonstrate the understandings and skills they have developed throughout the programme.

Ages 16 to 19 The Diploma Programme is a two year course of study for grade 11 and 12 students. It stresses academic rigour and life skills, while promoting international mindedness and the IB learner profile attributes.  Along with the challenging content, the importance of effective study skills and work habits is reinforced.  These skills and habits are crucial for success at the post-secondary level. High school is a critical phase of personal and intellectual development and the DP helps students participate actively and responsibly in a changing and increasingly interrelated world.  Through the unique CAS, TOK, and EE core courses, students gain valuable experience with academic writing along with real-life experience helping others locally, nationally, and globally. CISH is proud to offer a wide selection of courses to meet the needs of our diverse student population.  The following courses are available for study: Group 1:  Language A in English, Mandarin, and Korean Group 2:  Language B in English and Mandarin, and Mandarin ab initio Group 3:  Business Management, Global Politics, and Environmental Systems and Societies Group 4:  Biology, Chemistry, Physics, and Computer Science Group 5:  Mathematics Group 6:  Music and Visual Arts The Structure of DP The focus of the DP is to allow students to explore their interests in an in-depth and challenging manner. To facilitate this process, students will complete essays, reflections, commentaries, and experiments that contribute to their overall understanding of their courses. As a result of this programme, our students emerge as well spoken, compassionate, and insightful individuals who are active and life-long learners in our intercultural community. At CISH, we offer a wide variety of DP courses to suit students of all backgrounds. In order to achieve the prestigious IB diploma, a few requirements are necessary. Students must take six courses in different subjects over two years, of which three must be at a higher level.  In addition, students must also take three required core courses. These three courses, Theory of Knowledge, the Extended Essay, and CAS (creativity, activity, and service) allow students to balance their intensive academic workload with real world issues. Theory of Knowledge challenges the students to examine their own perspective and its influence on their world. The Extended Essay is an independent research essays that allows students to explore real world topics that interest them. Finally, CAS allows the students to give back to the community by moving their education outside of the classroom and into world. By following this well-rounded framework, centered on the IB mission in the form of the IB learner profile and enhanced by CISH's own programmes, our graduates are fully prepared for further studies at the best universities in the world.