Ips International Classes
Level 1 (ages 8 months – 2 years)
There are many physical, emotional, and social skills that can be gained from baby group activities. The baby group introduces a whole new world of adventure for babies from 8 months and up. Trained caregivers provide a secure and nurturing atmosphere as they care for babies in our program. The activities in this group are based on playing and exploring in a safe area with good range of toys, including larger equipment. Songs and finger plays are wonderful activities for baby groups. We use silly songs, nursery rhymes, and finger plays. In addition to being fun and gaining smiles, babies gain fine motor skills from hand motions, vocal skills through singing, and positive brain stimulation through music. Even young babies that cannot physically participate gain positive effects by seeing and hearing the interactions. Baby group is a great way for babies to learn social skills. During group activities and games where caregivers are interacting, babies can watch one another introduce socialization. Every day walks in the park, or by the river side, can help the babies learn and explore nature and outside world.
Level 2 (age 2-3 years)
In the youngest group, children learn a variety of important cognitive, social and motor skills that are continually reinforced throughout the school day. Through much play, both structured and unstructured, these young children are given ample opportunity to explore the world around them and learn to get along with others. During free play time, the teachers actively encourage the children to play with the wide variety of toys, puzzles and games in the room either on their own or in pairs or small groups, all the while the teaching such basic concepts as sharing and turn- taking. At project time, children experiment with paper, paint, glue, and other materials to create their own works of art. At the same time they begin to learn about such concepts as shapes, colours, animals and people, among other things. During story time, children learn about the joy of reading while developing good listening skills. At music time, children learn to sing songs and express themselves through dance. In general, all activities are tailored to the particular needs of every young child.
Level 3 (age 3-4 years)
Children in the middle group participate in many of the same activities as those in the youngest group but at a more challenge level to further stimulate the development of their cognitive, social and motor skills. The curriculum is organized around themes which are integrated into all program arias—early literacy and language arts, music and arts and crafts. For example, when learning about animals, the children may listen to stories about see creatures, act out a role of various jungle creatures, memorize rhymes about dogs, sing about tigers, and make masks about farm animals. At this level the children are introduced to the letters of the alphabet and the numbers from 1 to12, learning not only to recognize them but also to write them. They also strengthen their social skills through games as they learn how to win and lose with grace and during snack time when they learn basic rules of etiquette. Like the younger children, the children in the middle group have ample opportunity for free play in both the indoor and outdoor play area. The second semester will introduce the Beka Book curriculum.
Level 4 (age 4-5 years)
The curriculum for the older children is based on the Advanced Beka Book Series, a home schooling literacy program from the United States. Under the guidance of our most experienced teacher, children work through a sequentially organized program in phonics, reading and writing, in which thy learn the names, sounds and pictures all the letters and letter blends in the English alphabet, the basics of reading, and how to write lower and upper-case letters to form simple words. For children over the age of five, IPS offers another program focusing on the continued development of literacy, mathematics, and foreign language skills. In addition, like the younger groups, children in the older group have many opportunities to express themselves creatively in dramatic play, music class and a variety of art projects.
Level 5/ Kindergarten
IPS level 5/ kindergarten program provides opportunities for learning, self-expression and self-discovery in a variety of areas, that will prepare the students for school. We emphasize academic, social, emotional, physical and cultural growth through a foundation of international study.
Curriculum is developed through the framework of IB Primary Years Programme (PYP).
The natural curiosity of young children is nurtured through Units of Inquiry. The teaching is conducted in English language but the students are encouraged to communicate in Macedonian when they fell comfortable, which will foster the development of the mother tongue.
The Organizing Themes and Units of Inquiry offer learners the opportunity to explore and acquire essential knowledge and skills, allows children to learn about the world and themselves, to test new ideas, and master their bodies.
Our goal is for the students to develop positive attitudes. towards self, towards people, towards the environment and towards life-long learning.
Level 6/ Grade 1
First grade is an exciting time for children as they move past the basics and begin to be introduced to reading & writing, science, and social studies, art, music, Macedonian and English language. The lessons in our school are conducted in English language but Mother tongue is also being used whenever needed for further discussions and explanations. IPS is stimulating first grade lesson plans outline instructions and provide teachers a wide assortment of materials that can be used to tackle every subject to trigger students’ learning.
IPS is implementing the IB Primary Years Programme (PYP) for children aged 6 and 7 (level 6/ grade 1) and nurtures and develops young students as caring, active participants in a lifelong journey of learning. 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.
The IPS curriculum framework is uniquely adaptable to state and national standards. Guided by six transdisciplinary themes of global significance, students deepen their learning by developing their conceptual understandings; strengthening their knowledge and skills across and beyond subject areas. The whole school community, including parents, are viewed as partners in learning, and actively contribute to a holistic educational experience
Level 7/ Grade 2
Our program provides a stable base for further upgrading of knowledge. The learning is based on research, analysis, experiments, skills mastering, developing critical thinking and communication that has been developing since the youngest age. The individual approach to teaching in our school ensures that each child has a sense of self-esteem, emphasizing the personality and upgrading it. The lessons in our school are conducted in English language. Nevertheless, mother tongue is also being used whenever needed for further discussions and explanations. Students will be and are encouraged to communicate in the language that is comfortable to them
The PYP is a transformative experience for students, teachers and whole school communities. PYP students learn how to take control of their learning, teachers collaborate to deepen student- learning and increase their confidence and self-motivation. Guided by six transdisciplinary themes of global significance, students deepen their learning by developing their conceptual understandings; strengthening their knowledge and skills across and beyond subject areas.
Level 8/ Grade 3
Primary age is a special time in a child’s lifetime, when they are growing, changing and learning about themselves with each new experience brings imagination, creativity, exploration, discoveries and wonderings. These moments come together to shape your child’s understanding of the world around them and all the questions that follow are a way for children to express their natural curiosity. By working together in a close partnership with parents, we are able to develop the foundations for a lifetime of learning that are just the beginning of a very exciting journey. The PYP encourages this natural curiosity and inspires children to be knowledgeable and caring young people and have the skills to inquire into and shape the world around them.
Level 9/ Grade 4
The PYP years are an exciting time for students as they learn who they are as learners and as people. As a PYP School, we strive to facilitate each student into becoming active, caring, lifelong learners who respect and contribute to the world. In the primary school, students learn through an inquiry-based curriculum which integrates traditional subjects like English, Mathematics, Macedonian, Social Studies, and Science as well as subjects taught by specialist teachers to include Art, Music and PE. Students attend lessons in beautiful facilities to include our science room, but the absolute best part of the Primary School is our warm and caring community. Our very talented teachers and staff, enthusiastic students, and supportive parents form a community worth being part of. We invite you to learn more about the PYP at IPS and to come by for a visit to see how we approach learning.
Level 10/ Grade 5
The children we teach today will shape the world of tomorrow. Their values, motivation and love for learning are all influenced by their education. As educators we have a duty to our students to teach and model good character, provide them with a strong set of life-skills, and ensure that they are informed about the world and all its wonders. The Primary Years Programme provides a framework for teaching this and IPS allows for it to all happen in an authentic and engaging learning environment. The units of inquiry encourage students to examine the world with a critical eye and take action to make it a better place. Throughout each unit, students develop skills that help them learn how to learn. Through the development of research skills they inquire into local and global issues connected to their unit of inquiry. With their social skills they work collaboratively in groups to discuss issues and make connections. Their thinking skills help them creatively think of solutions to problems they have discovered. Finally, the PYP Action Cycle encourages them to transform their thoughts into action. IPS has a unique culture of action. Students are encouraged to take their knowledge and do something with it. Throughout the year we hear stories of children donating their birthday money, holding lemonade stands to raise money for other children, donating books they don’t read anymore and working together as a class to create care packages that are given out. We encourage parents to support their child’s learning by engaging in conversation with them asking them questions about what they are learning and how it affects our local and global community thus helping them think of the implications and challenge them to come up with solutions.
Level 11/ Grade 6
The IB goal is to provide students with the values and opportunities that will enable them to develop sound judgments, make wise choices and respect others in the global community. It builds upon the skills and learning developed in the previous years. The teaching and learning “focuses on the development of the whole child as an inquirer, both in the classroom and in the world outside”(IB). It also relies on connecting classroom pedagogical practices and content to the world outside and prepares students for further developing their skills. Here in IPS, we emphasize holistic learning and expose students to as many different subjects, skills and experiences as possible so that students will learn to see knowledge as an interrelated whole. Students should have the opportunity to show their various strengths while being rewarded for them and gaining a sense of personal achievement. We also emphasize intercultural awareness and communication. In our community, it is essential that the curriculum reflects and is responsive to the different perspectives of all our students. It should also guide them in forming their own, international, outlook. This implies an emphasis on communication skills, both in the languages and in other subjects.
Level 12/ Grade 7
The teaching at IPS is student-centered. It is vital that students develop an awareness of their own learning process and the necessary skills to continue learning throughout life. The curriculum seeks to shift the emphasis from teacher-led instruction to student-led learning. As this is the final year of the PYP, students participate in a culminating project known as the Exhibition. Students are required to engage in a collaborative transdisciplinary inquiry process that involves them in identifying, investigating and offering solutions to real life issues or problems. The central idea must be of sufficient scope and significance to warrant a detailed investigation by all students. The PYP exhibition has a number of key purposes: For students to engage in an in depth, collaborative inquiry• To provide students an opportunity to demonstrate independence and responsibility for their own• learning To provide students with an opportunity to explore multiple perspectives• For students to synthesize and apply learning of previous years and to reflect upon their journey• through the PYP To provide an authentic process for assessing student understanding• To demonstrate how students can take action as a result of their learning• To unite the students, teachers, parents and other members of the school community in a• collaborative experience that incorporates the essential elements of the PYP To celebrate the transition of learners in the primary to middle/secondary education.•
Level 13 / Grade 8
Here in IPS, we focus on how best to meet the needs of adolescents, who are confronted with a vast and often bewildering array of choices in a complex and rapidly changing world. A focus on higher-order thinking skills gives students opportunities to develop a growing awareness of themselves and others, as they explore real-world issues through concepts. A concept is a big idea—a principle that is enduring, the significance of which goes beyond aspects such as particular origins, subject matter or place in time. Concepts represent the vehicle for students’ inquiry into issues and ideas of personal, local and global significance, providing the means by which the essence of a subject can be explored. These concepts ensure the development of a rigorous curriculum and promote a shared community of practice among our educators. A concept-based model is used in IPS because it encourages students to process factual knowledge at a deeper intellectual level as they relate the facts to concepts and essential conceptual understandings, create personal relevance, relate new knowledge to prior knowledge, and encourage understanding of cultures and environments across global contexts through the transfer of knowledge, bring their personal intellect to the study, increase fluency as students use a common language to articulate their deeper learning, achieve higher levels of critical, creative and conceptual thinking as students analyze complex global challenges through the study of discipline-specific related concepts.
Level 14/ Grade 9
At IPS, we encourage learners to respect and understand the world around them and equip them with a skills base appropriate for a learner in the 21st century. That involves inquiring into historical, contemporary, geographical, political, social, economic, religious, technological and cultural contexts that influence and have an impact on individuals, societies and environments. This encourages learners, both students and teachers, to consider varied local and global contexts and through exploring knowledge and conceptual understanding, as well as thinking critically and communication, contribute to the development of the student as a whole. At IPS we strive to educate students for life in the twenty-first century through inquiry that can contribute to the development of an analytical and critical way of thinking. We emphasize the role of inquiry and encourage the development of inquiry and transferable thinking skills. Teaching and learning at IPS contribute to helping students broaden their understanding of themselves as individuals and as collective members of society and the natural environment.
What makes IB different?
An IB classroom differs greatly in both appearance and function when compared to what we remember from our own school days. Students are not sitting rows, but in cooperative, constructivist groups. Collaborative learning is common, as it is in our own lives. After all, when was the last time you made an important decision in your life, personal or professional, without consulting with someone first? IB does not emphasize the use of textbooks, but fosters creation and innovation as well. Traditional education primarily focuses on content (the memorization of facts and processes), develops some skills and uses direct teacher instruction. Keeping in mind the best practices of other successful national education systems, the IB uses inquiry to engage students in their learning. This method teaches your child how to ask questions that support their investigations and is taught in a student-centered manner. Content and the pre-existing curriculum will always be an important factor, however with IB we will see the blossoming of meaningful skills, such as the ability to reason deeply and with complexity (critical thinking), the ability to see more than one solution to a problem or to frame a question in more than one way (divergent thinking). The IB emphasizes learning concepts rather than topics and aids the student in learning how they apply across all humanity in various ways. Extended Mathematics, Standard Mathematics MYP Mathematics sets out to give students an appreciation of the usefulness, power and beauty of mathematics. Mathematics is considered both as a means of modeling systems using a universal language and in exploring that language for its own sake. Mathematics places emphasis on understanding and it is expected that skills will be developed and attitudes fostered, wherever possible, in the context of inquiry and interest. This necessitates flexibility in methodology and so different approaches are adopted where appropriate, for example: practical work, projects, investigations, graphical calculator and computer work. Students are encouraged to investigate mathematics independently, to explore relationships within the subject and to recognise and exploit the interaction between mathematics and other subjects.
Visual Art, Drama, Music
Involvement with the arts can contribute to an inquiring and empathetic world view, stimulate imaginations, challenge perceptions, develop thinking and analytical skills, enrich emotional, cultural and spiritual lives, uplift and entertain: this is the goal of Arts. The arts are a universal form of human expression and a unique way of knowing that engage us in affective, imaginative and productive activity. Learning through the arts helps us to explore, shape and communicate our sense of identity and understanding of the world, while providing opportunities to develop self- confidence, resilience and adaptability. Arts value the process of creating artwork as much as the finished product. Arts is motivated by the belief that individual creativity is an essential, central and vital part of education. To this end we embrace enthusiasm and excellence, independent thinking, and inclusive participation. In addition to the curricular opportunities offered, the many clubs available give students freedom to explore their own Arts interests. Whatever their age or ability, there is always space for the student to explore and extend projects independently. Students and teachers alike find joy and fulfillment in the very process of learning. Physical and Health Education is concerned with more than just participating in sports and games. Its primary aims are to encourage the development of “intelligent performers” and to encourage students to understand the importance of a balanced, healthy lifestyle. Throughout the five years at IPS, students should develop knowledge, critical thinking and reflection skills, and a sense of responsibility, as well as interpersonal and self-motivational skills. This in turn should encourage choices that will contribute to long term healthy living. The aim of assessment at IPS is to support and encourage student learning. It is a collaborative process, which is varied and continuous. Assessment is used to provide feedback on the learning process and evaluate the effectiveness of both learning and teaching. Teachers organize continuous assessment over the course of the programme according to specified assessment criteria that correspond to the objectives of each subject.
Ips Bilingual (macedonian/english) Classes
- Level 2 (2-3 years)
- Level 3 (3-4 years)
- Level 4 (4-5 years)
- Level 5 (5-6 years)