The Delhi Public School Ghaziabad International always has a vision to impart global education of international standards. The school is an authorized IB World school for the International Baccalaureate Primary Years Program.
You can find us on the IB site at http://www.ibo.org/en/school/051172/
Schools Mission Statement
DPSGI aims to create global citizens by establishing systems to enable life long learning, self development and improved performance for continuous excellence. We also believe in making learning a joyful experience in a stimulating and intellectually challenging environment and ensure students develop intercultural respect and understanding.
IB PYP Mission Statement
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.
To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.
These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
This inquiry based programme revolves around the six transdisciplinary themes surrounding the six subject areas. Teachers are guided by these six transdisciplinary themes as they design units of inquiry that both transcend and articulate conventional subject boundaries.
PYP Transdisciplinary Themes
The PYP has six trans disciplinary themes that provide the framework for learning. These themes are globally significant and support the acquisition of knowledge, concepts and skills of the traditional subjects. They are revisited throughout the students’ time in the PYP.
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; and 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; and 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; and 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 decision-making; 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.
Five essential elements
The five essential elements—concepts, knowledge, skills, attitudes, action—are incorporated into this framework, so that students are given the opportunity to:
- Gain knowledge that is relevant and of global significance
- Develop an understanding of concepts, which allows them to make connections throughout their learning
- Acquire transdisciplinary and disciplinary skills
- Develop attitudes that will lead to international-mindedness
- Take action as a consequence of their learning.
ATTITUDES: What do we want students to feel value and demonstrate?
“While recognizing the importance of knowledge, concepts and skills, these alone do not make an internationally minded person. It is vital that there is also focus on the development of personal attitudes towards people, towards the environment and towards learning, attitudes that contribute to the well-being of the individual and of the group.”
All units are based on teaching through
- Emphasis on meaning and understanding