IB Elementary School Program

How do children learn differently with
the IB-PYP at our school in Beirut?

Our primary work is to teach children how to teach themselves; to teach them how to learn and think and do without us; how to reflect on themselves as learners, as individuals, and as members of multiple, interconnected communities. And so, at our Beirut elementary school, learning is very practical, applicable and enjoyable. The PYP engages the student in the following ways, which are considered modern in thought, practice and focus when compared to traditional teaching goals:

Self-directed learning
The IB-PYP encourages self-directed learning, based on student interests, in collaboration with the teacher. We recognize that each child comes with a unique set of hopes, dreams, passions, backgrounds, talents, needs, knowledge, and experiences. Their entire makeup can contribute to their individual advancements, without having to wait for others to catch up to them, or vise versa. In other words, the child is seen as competent and capable of investigation and problem solving, as long as they are driven and motivated to do so. In our curriculum, students are thus often the creators of their own projects, and not the executors on a task that is given to them. Teachers and students construct their studies together, then reflect on the process and direction of their learning along the way. This fosters independence, and a sense of taking responsibility for their own work.

Transdisciplinary studies
The PYP is also is heavily focused on transdisciplinary studies, where the lines between subject areas are dissolved, just as they are in the real world. For example, students may be exploring the concept of businesses being human ventures that can bring profit or loss. In this overall scheme, the following disciplines are taught:

• Math and coding: students learn how data is handled, and how money is transacted.

• Language Arts: students practice their writing by articulating business plans.

• Social Studies: students learn about the economical activities of businesses, the types of businesses, and the concepts of supply and demand in economics.

• Science: students learn about the use of natural resources in making products.

• Performing Arts: students may look into the movie production industry as a business.

• French and Arabic: students learn the importance of acquiring the knowledge of customers and suppliers.

• Physical Education: students learn about sports-related businesses, such as how sports equipment is bought and sold.

In order to mimic the ‘real world’ as much as possible, students at our elementary school in Beirut are involved in their community for much of their learning. Their learning experiences draw on all disciplines to address, investigate, or solve actual issues in the school, or in their local or global community.

Their “community,” at this age, can be the school, their neighborhood, their group of friends, their extracurricular organizations or other places where their own actions make an impact on others. We believe our children are not citizens-in-waiting. They can use their learning - today - to participate in meaningful action within these communities.

To that end, students in our elementary school program regularly go ‘out into the field’ to study ideas or topics as they truly are. For example, they go to fossil quarries, museums, ancient ruins, airfields, mountains, rivers, and government buildings; anywhere that will further their understanding of a unit they are exploring. We aim to provide for the acquisition of meaningful, applicable knowledge.

Students also meet with professionals in various fields. These can be pilots, water treatment experts, mountain climbing teams, architects, authors, firefighters or government officials. We engage with these professionals so that students can conduct interviews, or seek advice on how to take action on a particular issue.

There are no limits on the number of field trips our students take each year. However, on average, we take one trip per unit, which can be at least six field outings per year.

In their final year of the PYP, our Grade 5 students bring their learning together through the PYP Exhibition. They investigate a real-life issue, develop questions, research as a team and decide how to respond to what they learn. Teachers support the process as mentors.

Students draw on several subjects and share their work with parents and the school community. The Exhibition gives you an opportunity to see how your child thinks, collaborates and communicates, not just the finished project.

The “unit of inquiry” is a learning experience where children decide on a research project they will do as a team, and with their teachers acting as mentors. The children are encouraged to inquire into real-life matters in local and international communities. They design their approach, the concepts they will explore, the central ideas of the unit, and the action they will take as a result of their research.

This approach and these explorations, quite naturally, are trans-disciplinary in nature.

Through powerful integration and an emphasis on inquiry, the boundaries between subject areas become bridged again. Children use knowledge beyond, and between, those boundaries to solve problems. They answer the questions they themselves have developed - the very questions that drove their inquiry. At the end of it all, the children then present their projects to parents, and the school community, in a celebratory event.

Before implementing the IB program for our high school students (our first phase in becoming a full IB school), Eastwood already embodied many of the values, concepts and ‘ways’ of the IB approach to education. This was noted in our week-long appraisal process, in which we received excellent commendations for our efforts and existing frame work

However, each organization - and even an individual teacher - is able to apply the core principles of elementary school curriculum in their own way. With that said, below are some of the ways in which we stand out as a school in Beirut:

Continuous teacher training and development It goes without saying that the professional training of a school’s teachers, as well as its leadership and culture, can undoubtedly have an impact on students’ experiences. Our own faculty receive up to 110 hours of professional development a year. They also participate in a ‘flat’ hierarchical management structure. This allows for idea-sharing and collaboration, which is also greatly encouraged. That is, teachers in the classroom have a ‘seat at the table’ when deciding on school policies.
Innovative school-wide teaching method, and a ‘think tank’ approach to education Eastwood International School has not only always been progressive in its ideology towards educational standards. It has also actively sought ways to bring its classrooms up-to-speed with the rest of the world. We do this beyond the requirements set forth by the International Baccalaureate Organization.

As an organization, we are not afraid of change. Yes, frequent change can disrupt the ‘norm.’ But without experimentation, and constant curiosity on the part of leadership, where would any school be today, or in the future? How can we remain effective when teaching our young children for tomorrow? We always keep the following thought in mind: we will be ‘releasing’ students into a world we’ll barely recognize 10 years from now. So, we have to stay ahead.