PRIMARY SCHOOL

As part of the International Baccalaureate (IB) program, preschool and elementary students participate in the Primary Years Programme (PYP). The PYP represents an approach to transdisciplinary teaching and learning that is broad and inclusive. It allows for a wide variety of teaching strategies and styles. Our teachers take on many roles and identities. Through these flexible lenses they plan, facilitate, and scaffold to meet the needs of each of our students. 

Academic excellence is promoting a passion for lifelong learning, nurturing learners as they strive for high standards, both in intellectual and interpersonal pursuits. At the Pan American School, we believe that academic excellence is achieved through educating the whole child, facilitating high-quality learning both inside and outside the classroom, and developing teachers as learners. Our beliefs regarding each area of academic excellence guide our priorities as a learning community and shape our students for a successful future.

Student as Learner

We believe ...

• in honoring and developing the whole child, preparing them both intellectually and emotionally to be successful and autonomous in a diverse, global society. 
• goal setting and reflection require students to carefully self-examine their own skills and knowledge, preparing them to become their best selves and achieve their fullest potential. 
• students should be taught communication, research, problem-solving, thinking, and self-management skills that are transferable across subject areas and situational contexts. 
• that children learn to value the dignity and worth of others by engaging in collaboration.

Learning in the Classroom

We believe ...

• students learn best when actively engaged in open-ended inquiry experiences that build from the known. 
• each student begins their learning journey at a different place and should be provided multiple avenues by which they can pursue and demonstrate their learning.
• formative data is integral to the teaching process and should be gathered and utilized to determine each student’s readiness for learning, both in foundational skills and conceptual understandings. 
• classroom instruction should involve a variety of teaching strategies, tools, resources, and opportunities for feedback that invite and challenge individuals to meet and exceed the desired learning objectives. 
• student growth is fostered by honoring individual strengths, encouraging creativity and risk-taking, and valuing the process of learning.
• learning is moved from theory to practice when students engage in meaningful action and application of skills beyond the classroom.

Teacher as Learner

We believe ... 

• in collaboration and sharing best practices with others. 
• in modeling personal and professional lifelong learning for our students; demonstrating that learning is ongoing and should push us outside of our comfort zone and keep us in the learning zone.  
• that classrooms are places of learning, both for students and teachers. Therefore, we constantly strive to build upon and improve our instructional practices in order to provide quality, meaningful, and authentic learning experiences for our students.
• that reflection deepens professional practice and positively impacts student learning.
   

Morning Meeting is an engaging way to start each day, build a strong sense of community, and set children up for success socially and academically. Each morning, after the teachers greet the students by the door they gather together for approximately fifteen minutes and interact with one another during four purposeful components.

1. Greeting: Students and teachers greet one another by name.
2. Sharing: Students share information about important events in their lives. Listeners often offer empathetic comments or ask clarifying questions.
3. Group Activity: Everyone participates in a brief, lively activity that fosters group cohesion and helps students practice social and academic skills 
4. Message: Students read and interact with a short message written by their teacher. The teacher crafts the message to help students focus on the work they’ll do in school that day.

Morning Meetings at PAS set the tone for respectful and engaged learning in a climate of trust. It also builds a positive community by fulfilling students’ need to belong, feel significant, and have fun. It is an opportunity to model and practice social-emotional skills and review or practice academic skills or content in a way that gets students interested in the learning to come.
 

Once a week, our Primary students have a period led by our Counselor and the homeroom teachers to learn more about life skills. Our Counselors are qualified psychologists who support our students during the school routine, but separate one intentional period a week to be inside the classroom and, in collaboration with the homeroom teachers, address various situations already prescribed in our program or that have arisen during the previous week. Sometimes it is a new challenge our students are facing. During Counselor’s Corner, the students learn about respect, identity, empathy, tolerance, how to manage their emotions, and build strategies to navigate during difficult times.

Our Math Specialist Teacher and Math Assistant are the driving force behind our enriched math program. The Math Specialist collaborates with homeroom teachers, co-planning to elevate our math curriculum and integrating mathematical concepts into our PYP Units of Inquiry. Their expertise extends to data analysis and assessment creation, providing invaluable support to our teaching staff.

Working in tandem, the Math Assistant is strategically positioned within classrooms, offering direct support to homeroom teachers. This intentional use of our assistants ensures a hands-on, personalized approach to math education. Beyond the classroom, both the Math Specialist and Assistant play pivotal roles in facilitating Agency Time groups, fostering a collaborative and engaging learning environment. Together, they embody our commitment to excellence in mathematics education, empowering both students and teachers alike.