Inquirers
We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others.
Curriculum Overview
Explore how Datus International School structures learning through the IB Primary Years Programme, curriculum stages, and the learner profile that shapes student growth.
Datus International School
A structured view of the current international curriculum
This section currently reflects the Datus International School curriculum. Senior and Basic pathways can be added into the same structure once their material is ready.
Datus International School
Our Curriculum Overview
Datus International School, as an IB World School, implements the International Baccalaureate Primary Years Programme (PYP) for students aged 3 to 11 years. The PYP focuses on the development of the whole child by addressing social, physical, emotional, and cultural needs while giving students a strong foundation in all the major areas of knowledge. From Sunflower through the end of Year 6, the curriculum at Datus International School is based on the framework of the International Baccalaureate Primary Years Programme.
Whole-child developmentInternational-mindednessSocial, physical, emotional, and cultural growthStrong foundations across core areas of knowledge
Major Areas of Knowledge
Core learning areas
Languages
Mathematics
Science
Social Studies
Visual Arts
Music
Personal and Social Education
Physical Education
International Perspective
The PYP helps children become aware of and sensitive to the points of view of people in other parts of the world while building strong foundations in knowledge, understanding, and character.
From Early Years to Advanced Level
Curriculum stages across IB World and Cambridge pathways
Curriculum Stages
IB World
| Phase | Year Group | Age |
|---|---|---|
| Early Years | Sunflower (Nursery) | 3-4 |
| Early Years | Cherry (Kindergarten 1) | 4-5 |
| Primary | Year 1 | 5-6 |
| Primary | Year 2 | 6-7 |
| Primary | Year 3 | 7-8 |
| Primary | Year 4 | 8-9 |
| Primary | Year 5 | 9-10 |
| Primary | Year 6 | 10-11 |
Curriculum Stages
Cambridge
| Phase | Year Group | Age |
|---|---|---|
| Lower Secondary | Year 7 | 11-12 |
| Lower Secondary | Year 8 | 12-13 |
| Lower Secondary | Year 9 | 13-14 |
| Upper Secondary (IGCSE) | Year 10 | 14-15 |
| Upper Secondary (IGCSE) | Year 11 | 15-16 |
| Advanced Level | Year 12 | 16-17 |
| Advanced Level | Year 13 | 17-18 |
IB Learner Profile
At the heart of the PYP
At the heart of the PYP is the IB Learner Profile. The aim of all IB programmes is to develop internationally minded people who recognize their common humanity and shared guardianship of the planet, and who help create a better and more peaceful world.
Knowledgeable
We develop and use conceptual understanding, exploring knowledge across a range of disciplines and engaging with ideas of local and global significance.
Thinkers
We use critical and creative thinking skills to analyze complex problems and take responsible, ethical action.
Communicators
We express ourselves confidently and creatively in more than one language and in many ways, while listening carefully to others.
Principled
We act with integrity and honesty, with fairness, justice, and respect for the dignity and rights of people everywhere.
Open-minded
We appreciate our own cultures and personal histories, while seeking and evaluating a range of points of view.
Caring
We show empathy, compassion, and respect, and we act to make a positive difference in the lives of others.
Risk Takers
We approach uncertainty with forethought and determination, exploring new ideas with resourcefulness and resilience.
Balanced
We understand the importance of balancing intellectual, physical, and emotional aspects of life to achieve well-being.
Reflective
We thoughtfully consider the world and our own ideas and experiences in order to support learning and personal development.
Essential Elements
The PYP framework consists of five essential elements
Knowledge
Significant, relevant content that students explore and understand in light of their prior experience.
Concepts
Powerful ideas that work across subject areas and help students build coherent, in-depth understanding.
Skills
Capabilities students need in a changing world, whether disciplinary or transdisciplinary in nature.
Attitudes
Dispositions that express values, beliefs, and feelings about learning, the environment, and people.
Action
Responsible behavior and action that demonstrate deeper learning in practice.
Curriculum Assessment
Assessment as part of the learning process
Assessment at Datus International School identifies what students know, understand, can do, and feel at different stages in the learning process. Its purpose is to promote student learning, to inform about student learning, and to evaluate the effectiveness of the programme.
Assessment in practice
Philosophy
Assessment identifies what students know, understand, can do, and feel at different stages in the learning process.
Purpose of Assessment
Assessment is used to promote student learning, inform about student learning, and evaluate programme effectiveness.
Portfolios
Portfolios collect children's work to demonstrate success, growth, higher-order thinking, and reflection over the school year.
Documentation
Teachers document student learning using methods such as video, audio, photographs, and graphic representations.
Year 6 Exhibition
The Exhibition is the culmination of learning throughout the PYP and is built around student-selected real-world problems that require extended investigation.
Principles of Assessment
What effective assessment should allow students to do
- Know and understand in advance the criteria for producing a quality product or performance
- Synthesize and apply learning, not merely recall facts
- Participate in reflection, self-assessment, and peer-assessment
- Demonstrate a range of knowledge, conceptual understanding, attitudes, and skills
- Share learning with others and highlight strengths
- Express different points of view and interpretations
- Use different learning styles, multiple intelligences, and interests to show understanding
- Produce evidence of growth that can be clearly understood by children, parents, teachers, administrators, and school management
Student reflection and reporting
Types of Assessment
Diagnostic, formative, and summative
Diagnostic / Pre-Unit Assessment
Provides information on what is already known and understood by a student before new learning begins.
Formative Assessment
Provides information that shapes the next stage in learning and is interwoven with teaching through regular feedback.
Summative Assessment
Provides teachers and students with clear insight into understanding and gives students opportunities to demonstrate what has been learned.
Reporting
How progress is shared with families
At Datus International School, student progress is measured against the expected learning outcomes for each age group. Parents receive feedback both verbally through conferences and in written form.
Parent / Teacher Conferences
Held each term, these meetings give parents time with the class teacher to discuss academic progress together with social and emotional development, with opportunities to meet single-subject teachers as well.
Student Led Conferences
Held each term, these conferences allow students to share selected work, reflect on their successes and challenges, and guide parents through learning experiences with teacher support as needed.
Written Reports
Written reports are sent at the end of each academic term and provide an overview of progress, learning behaviours, social interaction, and contribution to the wider school community.
Written reports include progress in
EnglishMathematicsScienceUnit of InquiryFrenchMandarinVisual ArtsMusicPhysical Education
Sunflower and Cherry reports contain narrative comments on each student's academic, developmental, and social progress.
Discuss the Right Curriculum Pathway
If you need more detail on the international curriculum, IB progression, or placement fit, contact the school team for guidance.