The International Community School is an authorized IB Primary Years Programme (PYP). Through its inquiry-led, transdisciplinary framework, the PYP challenges students to think for themselves and take responsibility for their learning as they explore local and global issues and opportunities in real-life contexts.
At ICS, grade level teams collaboratively design an IB Program of Inquiry each year that encompasses all 6 PYP transdisciplinary themes, the Georgia Standards of Excellence, lines of inquiry, learner profile, and key concepts to be taught throughout the year. This plan is revisited throughout the year to ensure each teaching team is on track in supporting student learning. Click on the links below to learn about the Program of Inquiry at each grade level.
IB POI Kindergarten- IB POI First Grade
- IB POI Second Grade
- IB POI Third Grade
- IB POI Fourth Grade
- IB POI Fifth Grade
IB Exhibition: In the final year of the PYP, students, carry out an extended, in-depth, collaborative project known as the PYP exhibition. This involves students working collaboratively to conduct an in-depth inquiry into real-life issues or problems. Students collectively synthesize all of the essential elements of the PYP in ways that can be shared with the whole school community.
It also provides teachers with a powerful and authentic process for assessing student understanding.
The exhibition represents a unique and significant opportunity for students to exhibit the attributes of the IB learner profile developed throughout their engagement with the PYP.
It also provides schools and students with a wonderful opportunity to celebrate the transition of learners to the next phase of their education.
Student-led Conferences: At ICS while parents and teachers can request a conference at any mutually convenient time; we have two official conferences scheduled for the academic year. In fall, teachers report to parents on student progress, while in spring we utilize the IB model of student-led conferences. The students are responsible for leading the conference as they take responsibility for their learning by sharing the process with their parents. The students discuss and reflect upon samples of work that they have previously chosen with guidance and support from the teacher, often from their portfolio. The students identify strengths and areas for improvement, enabling parents to gain a clear insight into the kind of work their child is doing and offering an opportunity for them to discuss it with their child. There may be several student-led conferences taking place simultaneously.
