MISSION STATEMENT at Spojená škola, Pankúchova
We aim to share and apply a common philosophy – a commitment to a high quality, challenging, international education founded in the principle of linking theory, practice, and real-life situations. We promote international mindedness whilst respecting and supporting the development of students’ needs and their unique personalities and supporting them to become multi-lingual lifelong learners who help to create peaceful and better world.
Is for children aged 3 – 12, it prepares students to become active, caring, lifelong learners who demonstrate respect for themselves and other. Transdisciplinary framework focuses on the development of the child as an inquirer, at school and at home. PYP places a powerful emphasis on inquiry-based learning. The PYP challenges students to think for themselves and take responsibility for their learning.
The most significant and distinctive feature of the PYP are the six transdisciplinary themes. The curriculum is transdisciplinary, meaning that it focuses on issues that go across 6 subject areas:
- Social studies
- Personal,social and physical education
Learning through the transdisciplinary themes
The transdisciplinary themes mark the starting point of student inquiries. It is within the context of each theme that students explore related central ideas and assimilate knowledge. These themes engage the learning community in rich dialogues and ongoing collaboration to build an understanding of themselves, their wider community and the world. Designed to have enduring value regardless of the geography or background of IB World Schools and students, the six themes provide guidance for what students will inquire into. They:
- encapsulate our shared commonalities,
- indicate the complexity and the connectedness of the human condition globally,
- invite students to engage in dialogues about real issues in the world,
- allow for authentic embeddedness of subject areas,
- contribute to the uniqueness of the PYP.
Each school’s programme of inquiry reflects the unique aspects of that school community—from its geography, to the needs and experience of its members and associated local/national education requirements. Through the programme of inquiry, all learners—students, teachers, and members of the community—are researchers. They move from what they know through personal experience and prior knowledge into ways of seeing and knowing that may be new or unfamiliar to them. They locate and work with subject-specific knowledge and skills in relation to the themes. They compare and contrast the subjects’ respective methods, tools and approaches to generate theories that support their conceptual understandings of the transdisciplinary themes. Through the programme of inquiry, they understand the essential interconnectedness and interdependence of themselves, other people and the planet.
|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.
|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 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.
|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 understanding 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 decisionmaking; economic activities and their impact on humankind and the environment.
|Sharing the planet
|An inquiry into 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.
List of supplies for grade 1 students you can find here (2023/2024)