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IB Asia Pacific Newsletter

Quarter Four, 2006

Focus on Yokohama International School

Founded in 1924, YIS is proud to be the first school in Japan to be authorised to offer the IB PYP. With a student body in excess of 700 students from more than forty-five countries, and a teaching staff from fourteen countries, YIS is a dynamic melting pot of cultures and languages. Interestingly, YIS was the second school in the world to use the word ‘international’ in its title (with Geneva International School being first by just a matter of days.)

If we were to attempt to choose just three words to summarise who we are, and who we want to be as a school, we could perhaps select: student-centred, community-minded and international. Our school’s mission statement says, Yokohama International School believes that a fundamental purpose of formal education is to provide people with the skills necessary to maximise their potential, thereby enabling them to lead quality lives. These skills are best developed within a cohesive and supportive community, and, through a curriculum of opportunity, where each student is able to experience physical, creative and aesthetic expression within a strong academic framework.

It is to this end that we, in the Early Learning Center and Elementary School, aspire as we implement our Primary Years Programme. We were fortunate this year to have had our Evaluation visit. Reflecting on our PYP journey has enabled us to acknowledge our many achievements since 2001, and subsequently set goals for the years ahead. It has also enabled us to recognise our uniqueness, in both the breadth of experiences we present to our students, and the commitment of our staff to provide for excellence.

We believe our uniqueness begins in our Early Learning Center (ages 3 and 4) where the PYP is enhanced by the way we have incorporated the Reggio Emilia principles into the framework of the PYP. This is not to suggest that we have blended the two, but rather, the thinking of the Reggio educators has informed and enriched our way of working with the children in the PYP school context.  As students embark on their PYP Units of Inquiry, and in fact, in their daily and ongoing inquiries, the Reggio methodology of documenting the process of learning guides us to focus on the potential of the learner and to observe closely the strategies children employ in the process of meaning-making. The concept of the ‘hundred languages of children’ offers us a special way to listen to and respect children.

Our Kindergarten (age 5) has undertaken an enriching change over the past year. The teachers have been dedicated to developing the smooth transition from ELC to Kindergarten. Uniquely, they have made one of their six PYP units into a year long unit in which students develop a project of their interest. Inquiry abounds through the addition to the daily routine of a morning meeting followed by free exploration. Students are encouraged to pursue their own inquiry facilitated by teachers who listen carefully and respectfully to each individual.

PYP has brought great developments to the Elementary School in many areas including: staff collaboration, specialist integration, portfolios and student-led conferences, the Exhibition, the development of concepts, and the review of the Programme of Inquiry just to name a few.

Additionally, some areas deserve special mention. The Japanese Language department has been enriched and expanded by the PYP with its links to Units of Inquiry. The Japanese team have worked tirelessly to find meaningful opportunities to actively use Japanese in the context of units. One highlight is during the Exhibition when all students use Japanese for some part of their research process or presentation.

The Mother Tongue programme is another well developed aspect of our programme. Mother Tongue language instruction is currently offered in three languages, with significant input from parents who provide much of the instruction. Our Mother Tongue Week is a much enjoyed cultural event on our school calendar.

Involvement of the parent community in the PYP is well developed at YIS. Parents have regular opportunities to attend workshops provided by the school and are welcomed frequently into our classrooms and on field trips. They are an integral part of our classroom communities in the way they share cultural celebrations with us. One highlight of our year is the 3 day workshop ‘Bridging the Gap’, open to parents, teachers and other community members. Parents at YIS are encouraged to live the Learner Profile along with their children. As a result, they express opinions and ask questions about our programme, and together we strive to create an excellent learning environment for the students.

And what about the teachers, you ask? We are extremely fortunate at YIS to attract very talented, motivated and well-trained PYP professionals. Our staff are open-minded ‘PYP-ers’ who embrace collaboration warmly. Through our professional development planning, we strive to provide staff with ongoing PYP training and in-school support. We have conducted two in-school PYP workshops in the past 3 years, as well as send teachers to regional conferences abroad. We are currently preparing to host regional PYP workshops in November 2007 and look forward to welcoming some of you!

We think YIS is wonderful place to work and to learn. Personally speaking, it is a pleasure and professionally rewarding to work in such a dynamic environment.

Toni Bell

PYP Coordinator


Snapshots

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Grade 4 students brainstorming for their Unit of Inquiry 'Two Sides to Every Story'

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Early Learning Centre children expressing their thoughts through graphic representation

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Early Learning Centre children using natural materials to collage

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Grade 4 students researching

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Oral Presentations

fieldtrip

Students on a field trip - sweet potato picking