Curriculum

Primary Years Program at GGLPS

GGLPS teaches the Australian curriculum using the Primary Years Program (PYP) of the International Baccalaureate as a framework to impart this. There are many different aspects to the Teaching and Learning program of the school and these are some of the rich learning experiences in which the students are involved.

Approaches to Learning

Approaches to learning (ATL) are an integral part of an IB education and complement the learner profile, knowledge, conceptual understanding, and inquiry. The ATLs are skills that are grounded in the belief that learning how to learn is fundamental to a student’s education. These skills aim to support students of all ages to become self-regulated learners who know how to:

• ask good questions
• set effective goals
• pursue their aspirations with the determination to achieve them.

There are 5 categories of skills that are developed as learners learn the craft of learning. They are:

• communication skills
• thinking skills
• social skills
• research skills
• self-management skills

In each unit of inquiry, at least one category of skills is selected for development. Within each category are sub-skills that can focus on goal setting and allow students to work with teachers in developing goals that are age-appropriate. 

To understand this, let’s look at the sub-skills within self-management skills. 

Organization

Managing time and tasks effectively

• Plan short- and long-term tasks.
• Set goals that are challenging and realistic.
• Use time effectively and appropriately.
• Bring necessary equipment and supplies to class.
• Keep an organized and logical system to document learning.
• Understand and use learning preferences.
• Use technology effectively and productively.
• Take on and complete tasks as agreed.
• Delegate and share responsibility for decision-making.

States of mind - Using strategies that manage the state of mind

Mindfulness

• Use strategies to support concentration and overcome distractions.
• Be aware of body-mind connections.

Perseverance

• Demonstrate persistence.
• Use strategies to remove barriers.

Emotional management

• Take responsibility for one’s own actions.
• Use strategies to prevent and eliminate bullying.
• Use strategies to reduce stress and anxiety.
• Manage anger and resolve conflict.

Self-motivation

• Practice positive thinking and language that reinforces self-motivation.

Resilience

• Manage setbacks.
• Work through adversity.
• Work through disappointment.
• Work through change.

Of course, there are age-appropriate expectations within skills and subskills. Currently, the teachers are working on progressions of these skills and will continue to work with students to set goals against the progressions so that the development of skills can be mapped. In this way, students will be able to reflect on what they can do and aim for what comes next. 

Through work such as this, we continue to support students to become independent learners as they approach learning with skills that they can apply to a variety of challenges. The inclusion of social and self-management skills in the approaches to learning acknowledges the important relationship between wellbeing and learning. 

Jayne Zadow

PYP Coordinator