PRIMARY YEARS PROGRAMME (PYP)
TIMETABLE HANDBOOK
April 2024
Introduction
I am pleased to share an important update regarding our Junior School’s daily schedule. After careful consideration of current research and close collaboration with our teachers, we have revised our daily timetable. This revision is not merely a change in schedule but a strategic enhancement of our educational approach, specifically tailored to align more closely with the Primary Years Programme (PYP) philosophy that we embrace.
As we adopt these changes, I’d like to share some uplifting insights from our teachers on the positive effects of the new timetable:
“This new schedule allows for longer blocks of time, enabling deeper inquiries for students and more robust differentiation in the classroom.”
“With fewer transitions and a longer lunch break, we anticipate that students will feel more regulated, which is essential for effective learning.”
“Increased team-teaching not only enhances our professional development but also improves our students' learning environment by providing varied perspectives and expertise.”
Optimizing Learning through Extended Blocks: In our commitment to provide an exemplary educational experience, we have shifted from a schedule of eight shorter blocks to five longer blocks each day. This change is designed to decrease the number of transitions within the school day, thereby providing our students with prolonged periods for deeper inquiry and sustained focus on their learning activities. Extended blocks allow for a more immersive educational experience, giving both teachers and students the time needed to engage thoroughly in each subject or interdisciplinary project.
Enhancing Transdisciplinary Learning: Our school is richly resourced, and we aim to utilize these resources to fully revive and embody the framework of the PYP with a focus on transdisciplinary learning. This approach is fundamental to the PYP, where learning extends beyond the confines of traditional subjects and is interwoven with real-world contexts. It encourages students to make connections between different areas of knowledge, enhancing their understanding and application of what they learn in a holistic manner.
Extended Lunch Period: Recognizing the importance of social and downtime for our students, we have increased the lunch period by an additional 10 minutes. This adjustment not only allows for more relaxed eating times, fostering better dietary habits and social interactions but also supports smoother transitions between lunch and subsequent learning activities.
A Commitment to Continuous Improvement: As we implement this new timetable, we are guided by the core principles of the PYP which emphasize the importance of connecting learning experiences to develop a broad, balanced, and interconnected curriculum. The PYP framework is designed to support not only academic development but also personal and emotional growth, preparing students to become active, caring, and lifelong learners who contribute positively to the world.
We believe that these changes will bring about a significant enhancement in the educational journey of all our students. By reducing the frequency of transitions and lengthening learning blocks, we are setting the stage for more meaningful engagement and deeper understanding of the curriculum. Our approach respects and supports the natural curiosity and extensive capabilities of our young learners, fostering an environment where they can thrive and excel.
Innovative Teaching Methods
As part of our enhanced educational strategy, we are excited to introduce a more collaborative and dynamic teaching approach in our revised timetable. These methods not only foster a deeper connection between different areas of learning but also utilize the unique strengths of our faculty to enrich the educational experience for every student.
In this new framework, while it may appear that students have specialist courses less often, there is actually a more meaningful integration of these subjects into the core areas of Literacy, Numeracy, and Units of Inquiry. Specialist teachers will not only conduct stand-alone classes but will also actively collaborate within these core disciplines. This integration facilitates a more holistic learning experience that allows students to see the connections across different fields of study, enhancing their understanding and application of knowledge.
By blending the expertise of our specialist teachers with our core curriculum, we are creating a richer, more interconnected learning environment. This approach ensures that every learning opportunity is maximized, providing our students with the skills and knowledge they need to thrive in an ever-changing world.
Specialist Teacher Lead: In this model, specialist teachers, who bring deep subject-matter expertise, take the lead in delivering classes that revolve around specific concepts or projects. They work in collaboration with the homeroom teachers to ensure a seamless integration of the curriculum. While the specialist teacher directs the learning activities, the homeroom teacher provides support, assisting with individual student needs and managing classroom dynamics. This allows for a focused exploration of subjects with expert guidance, enhancing the depth of learning.
Center-Based Teaching: To promote interactive and personalized learning environments, our specialist and homeroom teachers collaboratively design various centers within the classroom. Each center is geared towards different aspects of the subject matter, allowing students to engage with content in multiple ways. The specialist teacher manages one of these centers and rotates through all students in the classroom over the course of the week. This setup ensures that every student receives attention and instruction from the specialist, enriching their understanding through small-group or individual learning experiences.
Co-Teaching: In this collaborative approach, specialist and homeroom teachers co-plan and co-deliver lessons. This method leverages the strengths and expertise of both teachers, providing a rich, multidimensional learning experience for students. Coteaching allows for more dynamic, flexible, and responsive teaching, where teachers can model teamwork and problem-solving in real-time, catering to a wider range of learning styles and needs.
These innovative teaching methods are integral to our new timetable, designed to maximize educational outcomes and cater to the diverse learning preferences of our students. By implementing these strategies, we aim to create a more engaging, effective, and inclusive learning environment that prepares our students not just academically but also socially and emotionally for the challenges of the future.
We are confident that this collaborative approach to teaching will foster greater creativity, deeper understanding, and a more cohesive learning community. We look forward to seeing our students thrive under this new system and appreciate your support as we implement these exciting changes.
Educational Enhancements
With the new timetable, we are pleased to introduce several key enhancements that significantly increase educational time while decreasing the frequency and duration of transitions. These changes are meticulously designed to maximize learning opportunities and foster a more cohesive school community.
Increased Educational Time: By reducing the number of transitions during the day, we have effectively gained an additional 20 minutes of instructional time daily. This allows for more sustained periods of learning and decreases the disruption that can occur with frequent changes in activity or location.
Strategic Use of Time Blocks: We have made thoughtful adjustments to how time is structured throughout the week to support our educational goals:
• Monday Mornings: The first block on Monday mornings will not include specialist classes. This time is reserved for classes to settle into the week, participate in assemblies, and engage in cross-class buddy connections. It provides an opportunity for students to regulate and prepare for the week ahead in a calm and structured environment.
• Wednesday Afternoons: Similarly, the last block on Wednesday afternoons is set aside for activities that do not involve specialists. This may include school-wide initiatives, project work, or continued buddy connections, allowing for a reflective and collaborative close to the mid-week.
• Community Blocks on Thursdays: Aligning with the senior school, Thursday will continue to feature community blocks. These blocks are dedicated to connecting with the wider school community or delving into school-wide programming and initiatives. This alignment not only fosters a sense of unity across different age groups but also enhances the educational experience through shared activities and learning opportunities.
• Specialist Teacher Collaboration: The new schedule also provides increased opportunities for specialist teachers to collaborate more effectively. With the strategic placement of non-specialist blocks, these teachers can dedicate time to planning and improving their transdisciplinary teaching approaches, ensuring that learning is interconnected and enriched across different subjects.
End-of-Day Homeroom Time: Each school day will conclude with homeroom time. This important period allows students to reconnect with their homeroom teacher, discuss the day's learning, address any concerns, and plan for the following day. It is also a crucial time for teaching and reinforcing executive functioning skills, such as organization, planning, and problem-solving.
These enhancements to our timetable are designed to create a more effective, engaging, and empathetic learning environment. By optimizing how time is used throughout the school day, we are better equipped to meet the diverse needs of our students and enrich their educational experiences. We believe these changes will significantly benefit our students' academic and personal development, and we are excited to see the positive impacts of our new approach.
Prototype Period
To ensure the effectiveness of our new timetable and the implementation of our innovative teaching methods, we have planned a prototype period running from April 29 to the end of June. This trial phase is crucial as it will allow us to observe the impact of the changes in real-time and make adjustments as necessary. In shaping this revised schedule, we employed the design thinking process, which mirrors the creative problem-solving approach our students use in the Idea Lab during their Design classes. This method ensures that our modifications are not only thoughtfully considered but also dynamically adaptable to enhance educational outcomes.
Purpose of the Prototype Period: The prototype period serves as a transitional phase to test and refine our new scheduling and teaching strategies. This approach allows us to gather feedback from students, teachers, and parents alike, ensuring that any challenges are addressed promptly and efficiently.
Continuous Evaluation and Feedback: Throughout the prototype period, we will be closely monitoring the outcomes and experiences associated with the new timetable. Teachers will be encouraged to share their observations and experiences during regular meetings, and we will actively seek input from students and parents to understand the changes from their perspective.
Addressing Challenges: As we settle into the new timetable, we anticipate encountering some challenges. These may include adjustments in time management, transitions between activities, or the integration of new teaching methods. By identifying these issues early, we can work collaboratively to find solutions and make necessary revisions to our approach. Our goal is to ensure that the timetable not only meets the logistical needs of our school day but also enhances the learning environment for our students.
Revision and Optimization: At the end of the prototype period, we will carefully review all feedback and findings to make informed decisions about any changes needed. We are committed to making the new timetable as effective and supportive as possible for our entire school community. We believe this prototype period is a vital step in our journey towards a more engaging and effective educational framework. We appreciate your support and patience as we navigate these changes and look forward to working together to optimize our school's daily schedule.
Thank you for your continued support and collaboration as we move forward with this exciting development in our school’s educational framework. We are eager to see the positive impacts this new timetable will have on our students' learning experiences and overall school life.
Junior School Weekly Schedule
