Primary (PYP)

Overview

Nido Verde Di Reggio Emilia aims to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.
Our curriculum enfaces in Reggio Emilia though play-based curriculum that supports our children’s natural play. Our learning environments are set up for play, and resources for our students to engage in both, child-directed free play and integrated play learning experiences in our units of inquiry.
The vision of our curriculum is the integration of as many disciplines as possible into the transdisciplinary theme. The curriculum overlaps in the three main areas of instruction, Literacy, Numeracy and the Program of Inquiry. The greater the overlap with contextual learning, the greater the ability of the learner to make sense of the studies.
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The founder of the Reggio Emilia approach, Loris Malaguzzi, reflects social constructivism in this approach.This holistic approach see our students as a researcher’s and use their scientific process skills. Nido Verde Di Reggio Emilia uses the fusion of Reggio Emilia and the PYP program, as together empowers our students to be strong future world leaders. Where our students gain the most important skills in this century to express themselves at a high level by using many ways of symbolic expression.
OUR programs provide a stimulating and supportive environment with a balance between learning and fun, structure and choice, along with group and individual exploration. Our students are given opportunities which promote social, emotional, physical and language development.
are active learners and inquirers. They learn to think, reason, question, experiment, solve problems and work collaboratively as they participate in a variety of open-ended and teacher guided tasks.
In preparation for the International Baccalaureate Primary Years Programme which runs through NVRE from the age of 3 to 6 years, the children in Kindergarten through Kinder-First are gradually encouraged towards an inquiry-based curriculum. This is age appropriate for the class and is by way of an introduction to the Programme used throughout the rest of the school.During the year, the children will be learning about different colors, smells, tastes, clothes and cultures from around the world. The exploration will follow many different strands and will be visited at various points during the year.
NVRE strongly believes that our students are constructors of their own learning. Language is developed, math and science is explored, creativity and art go hand in hand, nature finds its way into many play scenarios and explorations, and the culture of others in discovered in meaningful ways. Children are truly engaged in their inquiry base though play base learning. NVRE considersthat your child is part of our kindergarten family! We look forward to getting to know each child as we grow together this school year. Our preschool class will provide each child with a safe and loving learning environment. Each day will be filled with fun and exciting adventures to help your child develop spiritually, academically and socially. The class will be learning and exploring many concepts and thematic units throughout this year and we are excited to begin our journey together. To ensure that you and your child have a great preschool experience while at NVRE, it is always crucial to have an open communication with your child’s teacher.
IB learners strive to become inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, and reflective. These attributes represent a broad range of human capacities and responsibilities that go beyond intellectual development and academic success.
Our teachers in this age promotes inquiry base through play base learning. Using the Reggio Emilia approach more holistically to empowering our students in their natural learning process.Our teachers guide the child’s learning through nurturing their curiosity, providing a hypothesis, and solving problems. They are trained to set up the classrooms with many provocations, after observation of our students, to encourage discussion, exploration, experimentation, interest, and thinking. Provocations may be based on a topic of interest that the children are studying. Once children initiate a study or project, teachers can add to the play and exploration on the topic by planning and preparing meaning set-ups in different areas of the classroom.
Provocations could be:
  • A problem
  • A concept map
  • Nature items
  • A question from the teacher
  • Questions from the children
  • Song lyrics
  • An event
  • A book
  • An object
  • An artefact
  • An interest that a child or group of children have
  • A requirement i.e. the school show
  • A concept i.e. change
The Primary Years Programme (PYP) presents schools with a comprehensive plan for high quality, international education.
NERE follows the curriculum as candidate school. The PYP provides schools with a curriculum framework of essential elements — the knowledge, concepts, skills, attitudes, and action that young students need to equip them for successful lives, both now and in the future.
Schools work with the five elements to construct a rigorous and challenging primary curriculum for international education.
The PYP aims to create a curriculum that is engaging, relevant, challenging and significant for learners in the 3–12 age range. The curriculum is transdisciplinary, meaning that it focuses on issues that go across subject areas.
The PYP is organized according to:
three inter-related questions:
  • What do we want to learn?
  • How do we learn best?
  • How will be know what we have learned?
The five essential elements of the curriculum are concepts, knowledge, skills, attitudes, and action. The learning model is constructivist and based on the belief that students come into any learning situation with prior knowledge which can be built upon. This is the starting point for our learning.
At NVRE our students from Preschool thought Kinder-First Grade. We will explore Six Units of Inquiry this year. Each unit has a science and/or social studies focus with Language Arts and Math infused throughout.
In broad terms the curriculum areas at NVRE consists of the following:
  • Language
  • Mathematics
  • Personal, social and physical education (PSPE)
  • Social studies
  • Science
  • The Arts (dance, drama, music, visual art)
Personal, Social and Emotional Development
This comes about mainly through play. Play contributes to the development of the child, cognitively, physically and emotionally.
Physical Development
Movement, and learning to move helps children think and socialize and it supports their physical development. Physical development is about the change in size of the body, how various parts of the body work together and about strengthening the body and all its parts. It is about developing more control, coordination and balance and is about the refinement of gross and fine motor skills. The children learn to move to music, work on small and large apparatus’s and learn simple ball skills.
Creative and Aesthetic Development
This means offering opportunities to develop and express their fine and gross motor skills, together with their artistic, musical and kinesthetic abilities, encouraging different modes of expression, verbal, non-verbal and most importantly offering opportunities to make informed choices.
Language Development
Children’s learning and communication skills are fostered as they talk with adults and as they play with their peers. By using carefully chosen comments and open questions, adults can assist children in their thinking and help build their confidence in the use of language. Children have access to a wide variety of play activities and are encouraged to talk about their experiences, ideas, feelings and achievements to one another and to adults.
Early Mathematical Experiences
This is the foundation for mathematics. Children are encouraged to be active mathematicians, expressing mathematical ideas, making mathematical discoveries and solving practical problems. They are provided with a range of stimulating and interesting experiences.
Knowledge and Understanding of the World
Children are encouraged to explore materials and find out how it can change. We provide opportunities for children to explore and experiment, also allowing them to practice new skills developing an awareness and understanding of early science concepts. Children need opportunities to gather information and satisfy their curiosity, explore, discover and solve problems. This is encouraged by hands-on IT in daily experience and eventually the use of the computer.
1. Who We Are
An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.
2. Where We Are in Place And Time
An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnections of individuals and civilizations, from local and global perspectives.
3. How We Express Ourselves
An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.
4. How the World Works
An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.
5. How We Organize Ourselves
An inquiry into the interconnections of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.
6. Sharing the Planet
An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.
Nido Verde Di Reggio Emilia will be implementing a new program that will develop good practices in terms of learning and service.

 

Teachers will focus on how to incorporate curricular content and collaborative practices into a school project. To ensure success, NVRE will be collaborating with the programs. We will be working with Margaret on 15 days of Caring TIPS to contribute to the growth of a fraternal and cooperative culture in Latin American through the development of service-learning projects.

 

These projects will equip each child with roots and wings to thrive in a global world. Our students grow roots through celebration of the diverse cultural and linguistic heritages and traditions at NVRE.


Learners Constructing Meaning: The PYP Definition of Curriculum Framework
One of the aims of the PYP is to create a transdisciplinary curriculum that is engaging, relevant, challenging and significant for learners. The PYP definition of curriculum is broad and inclusive. Our IB School believes that:
  • all students should be supported to participate in the progamme to the fullest extent possible
  • the school’s curriculum includes all those student activities, academic and non-academic, for which the school takes responsibility, since they all have an impact on student learning.
Our definition of curriculum is comprised of three interrelated components. In keeping with the PYP commitment to inquiry immerse with Reggio Emilia approach. These components are expressed in the form of the following three open-ended questions, each of which compels teachers to think deeply about their own practice and the most creative way of learning.
Contact Number
512-202-8295