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Primary Years Program – Yayasan Lembaga Pendidikan Al Firdaus

Al Firdaus Primary Years Program

What is the PYP?
The International Baccalaureate® (IB) Primary Years Programme is a curriculum framework designed for students aged 3 to 12.
The PYP transdisciplinary framework focuses on the development of the whole child as an inquirer, both at school and beyond.
Informed by research into how students learn, how educators teach, and the principles and practice of effective assessment, the programme places a powerful emphasis on inquiry-based learning.
What the PYP offers students
PYP will develop students’ academic, social and emotional wellbeing, focusing on international-mindedness and strong personal values. The PYP nurtures independent learning skills, encouraging every student to take responsibility for their learning.
The programme incorporates local and global issues into the curriculum, asking students to look at six related, transdisciplinary themes and to consider the links between them. The themes include ‘who we are’, ‘where we are in place and time’ and ‘how the world works’. (Ibo.org)

The IB Primary Years Programme i.e. Curriculum Framework

The IB curriculum framework at Al Firdaus PYP provides for the development of the whole child. The PYP is a uniquely international programme focusing on the total growth of the developing child; encompassing social, physical, emotional and cultural needs in addition to academics.

The PYP provides a shared, transdisciplinary curriculum for primary schools, with a balanced programme of concepts, knowledge, skills, attitudes and actions. The PYP transdisciplinary curriculum brings individual disciplines together into a coherent whole, while preserving the essence of each single subject.

The approach to learning focuses on children developing skills and acquiring knowledge that will assist them in becoming successful lifelong learners. Children are encouraged to participate in the development of learning experiences and are challenged to hypothesize, reflect, question and test in order to construct their own understandings and thus gain further knowledge.

At Al Firdaus PYP, we set high standards and high expectations, as teachers collaboratively plan the curriculum to ensure coherent education. Our curriculum incorporates a range of assessment, reporting and recording strategies in order to give parents clear information about their children’s progress. Al Firdaus parents receive this information via newsletters, parent-teacher conferences, the sharing and displaying of student’s learning, parent orientation and parent workshop.

At AL Firdaus your child will develop, acquire and practice a range of essential skills and be encouraged to develop positive attitudes towards their own learning, the environment and others. Students at Al Firdaus will also have the opportunity to be involved in responsible action and service learning e.g. charity fund raising.

Primary Years Program

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Assessment & Academic Honesty Policy

ASSESSMENT POLICY – PYP

 

Common Practices

Formative Assessment

  1. Formative assessment is assessment for learning and plays an integral part in the teaching and learning cycle to find out what the students already know and can do.
  2. Most of the ongoing assessment in the PYP is formative in nature, meant to inform planning and instruction.
  3. They are designed for teachers to gather, analyze, interpret using a variety of evidence to improve student learning and to help students to achieve their potential.
  4. All assessment activities must be kept a clear and accurate record. Evidence of formative assessment in preparation for summative assessment should also relate to Central Idea in PYP
  5. Regular and frequent feedback should be given during formative assessment.

Summative Assessment

  1. Summative assessment tasks are designed to give information on what students can do, know and understand at the end of a Unit of Inquiry (UoI).
  2. Summative assessment informs and improves student learning and the teaching process which measure understanding of the Central Idea, and prompts students towards action.
  3. The summative assessment material for each Unit of Inquiry (UoI) will be informed to parents as it may needs parent support or collaboration in preparing summative assessment material.
  4. Regular and frequent feedback regarding summative assessment should be given during Parents & Teachers Conference (PTC) before entering new Unit of Inquiry (UoI).

General Test

  1. General Test (GT) are designed to give information on what students know and understand on each subject knowledge at the end of semester to support National Curriculum.
  2. The General Test (GT) is conducted twice in one semester which are midterm and end of semester assessment in line with a schedule from Government.
  3. General Test should be designed and developed by teachers of Al Firdaus WCIS.
  4. General Test content could be open-ended-task or multiple choice form with High Order Thinking Skill adjusted to the year level of the students.

Peer – and self – assessment

Students are given regular opportunities to assess their own and each other’s work, stressing the importance of reflection in the learning process. When appropriate, students may also be actively involved in the setting criteria for work to be assessed against.

 

Assessment Tools and Strategies

                        Tools

Strategies

Rubrics Exemplars Checklists Anecdotal records Continuum
Observations
Performance assessments
Process – focused
Selected responses
Open – ended – tasks

 

PYP Exhibition

  1. In Grade 6, students participate in a culminating project called an Exhibition. Students will demonstrate their engagement with the essential elements: knowledge, concepts, skills, and action.
  2. The exhibition required students to engage in a collaborative, trans-disciplinary inquiry process that involves them identifying, investigating and offering solutions to real-life issues or problems.
  3. Teacher will assess each individual student’s contribution to and understanding of the exhibition as well as a summative assessment and reflection on the event.

Approach to Learning (ATL) Skills

  1. ATL in IB programs help students develop skills “learn how to learn” that have relevance across the curriculum.
  2. ATL skills support students prepare for, and demonstrate learning through, meaningful assessment.
  3. Students are given opportunity to do self-assessment.

Feedback

  1. Constructive feedback is provided for students after the assessment done. The feedback focuses on the assessment criteria and rubrics and annotated accordingly on student’s work
  2. Feedback will be provided for the redone work but the first achievement level will not be changed.

Enrichment and Remedial class

  1. Enrichment is given to specific student(s) for specific subject. Time designated by the teacher.
  2. Remedial class provides opportunity for students to work in a quiet designated study time supervised by the respected subject teacher.
  3. Enrichment and Remedial class will be conduct during school day, after school hour or in the other day depend on teacher’s availability.
  4. Teachers may request students who have not completed their work or students who are underperforming to attend remedial class.

Plagiarism, Underperforming, and Late submission

  1. If a teacher or another member of staff suspects that a student is guilty of malpractice, he/she should not award a level of achievement and refer to the school’s Academic Honesty Policy for further guidance.
  2. Students who are receiving achievement levels lower than their potential are considered underperforming students. Teacher will contact parents for further intervention and will be expected to attend remedial class to complete the work to their potential.
  3. Adequate time deadline for assessment are given accordingly, if a student is not able to submit the task on time, he/she will have to inform the teacher and consul the agreed time for submitting the task.

Assessment Criteria and Assessment Descriptor

  1. Assessment in the PYP uses distinct schemes and subject specific criteria.
  2. Criteria are designed appropriately for the age group and reflect the development of the students.
  3. Each assessment criterion has a maximum possible achievement.

Teacher’s professional judgment

  1. At the end of each semester teachers make professional judgment to award a level of achievement for each individual criterion through analyses of evidence gathered throughout the assessment period.
  2. The criterion levels in each subject are then added together to give total criterion level. This total is then converted to school grade boundary tables from the IB.
  3. Across a variety of assessment tasks, teachers uses descriptors to identify student’ achievement levels against established assessment criteria.

 

STANDARIZED ASSESSMENT

National Examination

  1. Al Firdaus World Class Islamic School is also accredited by the Indonesia Ministry of Education (MoE) therefore all students of Grade 6 are enrolled to the National Examination as the standardized assessment.
  2. The National Examination is one of the tools to help school and teachers plan for learning and to measure progress made.
  3. Teachers use this information alongside the many other ways they collect data about children’s learning.
  4. The examination is held on the 2nd semester at approximately April and May.

Initial Assessment

  1. PYP – Al Firdaus World Class Islamic School will hold initial observation and assessment as the standardized test for candidates.
  2. The initial assessment and parent’s interview for PYP is held upon candidate(s) enroll to Al Firdaus World Class Islamic School.
  3. Candidates will be considered as accepted if they met the School Assessment Criteria as well as parents interview.

 

ACADEMIC HONESTY POLICY – PYP

 

Standard B1.5.D IB defines academic violations as behaviors that produce, or can result in, students or other students obtaining unfair benefits in one or more assessment components. Academic errors include:

  1.  Plagiarism: representation, intentional or not, of other people’s ideas, words or works without proper, clear and explicit recognition.
  2. Collusion: supports academic violations by other students, such as allowing someone’s work to be copied or submitted for assessment by others.
  3. Duplication of work: for presentation of the same work for different assessment components.
  4. Any other behavior that provides unfair benefits to students or that affects the results of other students (falsifying data, making mistakes during exams, making false reflections)

 

The difference between legitimate collaboration and unacceptable collusion.

While having legitimate collaboration in groups, students must take part individually so that it can be clearly seen how the ideas and contributions differ from other group members. This also applies to written works. One student cannot write for another student. One student also cannot copy from another without his consent. One student cannot do work for another. All of these actions are called unacceptable collusion which will have consequences as written above.

Consequences:

  1. Students will be reprimanded by the teacher, and asked to do the work again
  2. PYP tutors and coordinators are informed
  3. Meet with the vice principal
  4. Parents will be notified

 

The Roles
TEACHER

The teacher is responsible for carrying out the assessment and for detecting and reporting academic dishonesty. When academic dishonesty is detected by a teacher, he must report the matter to the PYP coordinator and provide evidence of malpractice

PARENTS

It is important that parents are aware and familiar with Al Firdaus’s Academic Honesty Policy and the consequences that are applied, including interviewing parents, losing points, re-carrying out assignments, detention. Parents are expected to attend a parent meeting to discuss the Academic Honesty Policy and support the Academic Honesty Policy by modeling integrity, respecting originality and helping students to understand these expectations.

STUDENT

· Be honest in presenting all their work

• Be principled by saying “no” to students who want to copy their work and remind others to do the same

• Understand that teachers value original ideas and voices

• Follow the guidelines given

• Use resources correctly

• Use the quoted bibliography

• Use the MLA format for reference

·    Be Principled, as a tough and dignified learner.

 

Students must acknowledge, all ideas and works of others. The rendition of other people’s words is presented in a new style and is grammatically integrated into CD ROM writing, e-mail messages, websites, electronic media, sources of all photos, maps, illustrations, computer programs, data, graphics, audio-visuals, quotations verb (word for word) Artwork includes music and visual arts.