Private Şahinkaya Kindergarten ad Primary School have the title of 'International Baccalaureate (IB) Primary Years Programme (PYP) Candidate School'.

At Private Şahinkaya Kindergarten, which provides education in compliance with international standards with 'International Baccalaureate (IB), Primary Years Programme (PYP)', students are raised as questioning and thinking individuals who are sensitive to differences, aware of the value of humanity, informed on local and global issues, aiming at lifelong learning.

Primary Years Programme prepares students as active participants in the journey of lifelong learning.

IB mission: The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. The organization, therefore, works with schools, governments and international organizations in order to develop compelling international education programs and rigorous assessments. These programs encourage students across the world to become active and loving individuals who understand that other people can have their own rights along with their differences and believe in lifelong learning.

What is IB Education?

The IB international education scale is for students aged 3 to 19, and it is unique in terms of academic and personal discipline. It encourages students to achieve outstanding success in their work as well as in their personal development. It aims to inspire the quest for lifelong learning shaped by eagerness and empathy. IB helps schools educate characterful and multi-faceted students who respond to challenges with positivity and open-mindedness, believe in their own identities, make ethical decisions, embrace our common human condition with others, and are ready to apply what they have learned in the real world is complicated and unpredictable situations. IB offers high-quality international education programs that share a strong vision.

IB Learner Profile: IB learners strive to become principled, open-minded and balanced individuals who are open to communication and able to take risks. These characteristics represent a wide range of human competence and responsibilities that go beyond intellectual development and academic achievement.

Defined in the learner profile and identified with values, IB education:

• Focuses on learners. IB's student-centered programs emphasise healthy relationships, ethical responsibility and personal challenge.

• Develops effective approaches to teaching and learning. IB programs help students develop the approaches and skills they need for both academic and personal success.

• Functions in global contexts. IB programs increase understanding of languages and cultures and explore ideas and problems that are important to the world.

• Provides a wide range of content. IB programs offer a broad and balanced, conceptual and connected curriculum.

What is the Primary Years Programme (PYP)?

PYP is designed for students aged 3 to 12. It focuses on the development of children as investigative-questioning individuals both in the classroom and in the outside world. It is a framework that has been explored by using the knowledge and skills underpinned by the six fields steered by the use of six globally important transdisciplinary themes as well as by using the transdisciplinary skills underlining the importance of questioning. The PYP is flexible to comply with the requirements of most national and local curricula.

IB Primary Years Programme (PYP)

• Aims to provide students academic, social and emotional well-being.

• Encourages students to develop their independence and take responsibility for their own learning.

• Supports students' endeavours to understand and be in harmony with the world.

• Helps students create personal values that will serve as a basis for the development and enrichment of international consciousness.

The most crucial and distinctive feature of the IB Primary Years Programme is that it has six supra-disciplinary themes. These themes, IB World Schools, local and global issues curriculum students as well as provide the opportunity to integrate lessons learning boundaries and within the scope of ' open out ' gives way.

'Who we are' theme: inquiries for the self-nature, beliefs and values, personal, physical, mental, social and spiritual health, families, friends, communities and cultures, including human relations, rights and responsibilities, includes issues of what it means to be human.

Locations and time theme: Space and time within the inquiries for our place, personal history, homes and journeys, human inventions, discoveries and migration, local and global aspects, between individuals and civilizations contain the relationships and connections.

Express Ourselves our theme: ideas, feelings, nature, culture, beliefs and values that we discover how expression queries, we increase our creativity alternately thinking, creativity and enjoy our paths, we gave in and appreciate the aesthetics.

• The world of Natural World and functioning theme: inquiries, the laws of the natural world (physical and biological) and the interaction between human communities, their understanding of scientific principles of human-oriented forms of useful,

The theme of 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.

The theme of 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 interconnectedness of individuals and civilizations, from local and global perspectives.

The theme of 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.

The theme of 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.

The theme of how we organise ourselves: An inquiry into the interconnectedness 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.

The theme of 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.

Each theme is handled by all students every year. (3 to 5-year old students study four themes per year) The transdisciplinary themes help teachers to develop a programme of inquiry to develop investigations into important ideas, which require a substantial and high level of involvement on the part of students. These inquiries are substantial, in-depth, and usually last a few weeks. Because these ideas are related to the real world beyond school, students see their relevance and connect with them in an engaging and challenging way. Students learning in this way begin to think alternately about their roles and responsibilities as learners and concentrate on their education effectively. All students will realise that an inquiry unit is pushing them to conduct an in-depth study of an important idea, and the teacher will gather evidence of how well they understand their ideas. They will be able to work in a way that is most beneficial to them during learning, either individually or in groups.