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Teaching and Learning at KEIS

Kosice International School (KEIS) is committed to high-quality, challenging, international education. Our pedagogy brings together the latest international research, 21st-century teaching techniques and technology-enhanced learning (TEL). 

The IB PYP is based on inquiry-based learning and student-led action (agency). The curriculum is a student-centred programme that provides a foundation to educate children as internationally-minded, global citizens who strive to make the world a better place.

Inquiry-based learning

KEIS children ‘inquire, question, wonder and theorise about themselves, others and the world around them’ (International Baccalaureate Organisation, 2018, p. 1, 2018). They are keen and inspired to observe and explore. 

Inquiry in teaching and learning is a process and structure that is designed by the educator to facilitate learners’ access to knowledge, facts, information about a wide range of ideas and opinions, which are discovered and investigated by students in a collaborative environment. A simplified, continual process of reflect-choose-act is a cycle that helps structure learning that is meaningful, motivating, relevant and useful for the 21st century.

Ridgewood PYP (nodate)

Student agency

Across all aspects of the PYP at Kosice International School, children learn through the concept of learner agency:

‘PYP students with agency use their own initiative and will, and take responsibility and ownership of their learning. They direct their learning with a strong sense of identity and self-belief, and in conjunction with others, thereby building a sense of community and awareness of the opinions, values and needs of others’ (p. 1, 2018)

In supporting the Learner, the Learning Community at KEIS promotes agency that helps children to develop important skills and attributes (in particular the IB Learner Profile). Some examples of these skills and attributes are: critical and creative thinking, independence, confidence, perseverance, self-management and organisational skills. 

With a supportive Learning Community, students gain a stronger sense of self-efficacy and deepen their learning through the relationships built within the classroom and broader community.

References:

International Baccalaureate Organisation (2018) ‘The Learner’, Petersen House, Cardiff, UK.

Ridgewood Primary Years Programme (nodate) ‘The Action Cycle’, Ridgewood Primary School, USA [image], Available at: http://p2cdn4static.sharpschool.com/UserFiles/Servers/Server_2947159/Image/Action_Cycle.jpg Accessed on 23 March 2020