Your children will love learning at our school because we understand that children come to us with their own learning styles, strengths and challenges. They have different combinations of unique and shared patterns of values, knowledge and experience of the world and their place in it. Recognising each child as an individual, we can help them develop a love of learning by facilitating a culture of collaboration, mutual respect, support and problem-solving that involves the whole school community.

Within our Primary School Programme, it is necessary to achieve a balance between the programme of inquiry and single-subject teaching. The relationship between the subject areas and the units of inquiry will change from one unit to the next. However, in order to support transdisciplinary teaching and learning, the homeroom teacher takes responsibility for the main language of instruction (English), mathematics, social studies, and science.

The importance of traditional subject areas, or disciplines, is acknowledged: language (both English and Mandarin); mathematics; science; social studies; the arts; and personal, social and physical education (PSPE): and these are specified as components of the Primary School curriculum model. Overall expectations for each subject, within each age range, are specified in detailed scope and sequence documents. In general:

Teaching focuses on oral communication (listening and speaking), written communication (reading and writing) and visual communication (viewing and presenting). Students receive direct instruction in literacy skills such as phonemic awareness, spelling, grammar, and reading strategies, and units of inquiry provide meaningful contexts where children can practice and apply their learning.
is taught using traditional characters in an environment that is rich in integrated and meaningful language learning experiences. We provide age appropriate engagements in listening, speaking, reading and writing, nurturing an appreciation of the richness of Chinese language and culture. Learning takes place through a combination of direct instruction, and integration into units of inquiry.
teaching focuses on five key areas: data handling; measurement; shape and space; pattern and function; and number. Learning takes place through a combination of direct instruction, which is differentiated to meet individual student learning needs, and units of inquiry, where mathematical skills and concepts are used in authentic, real life situation. E.g. creating graphs to record information, and measuring materials that will be used to build structures.
teaching focuses on four key areas: earth and space; materials and matter; forces and energy: and living things; which are all taught within units of inquiry.
teaching focuses on five key areas: human systems and economic activities; social organisation and culture; continuity and change through time; human and natural environments; and resources and the environment: which are all taught within units of inquiry.
are taught by specialist teachers, who focuses on two key areas: responding; and creating. Students will demonstrate knowledge and understanding of the concepts, methods and elements of dance, drama, music and visual art. Students will consider their own and other artists’ works in context and from different perspectives in order to construct meaning and inform their own future works and processes. The creating aspect of the Arts provides opportunities for students to explore their personal interests, beliefs and values, and engage in a personal artistic journey. Learning takes place through a combination of direct instruction and integration into units of inquiry.
is taught by specialist as well as class teachers, who focus on three key areas: identity; active living; and interactions. Learning takes place through a combination of direct instruction, and integration into units of inquiry, where PSPE skills and concepts are used to solve real life problems and issues, and prepare children to lead a balanced, wholesome life.

Assessment, Recording & Reporting

The assessment component in our curriculum can be divided into three closely related areas:

  • Assessing – how we identify the learning needs of students and get feedback on the learning process
  • Recording – how we collect and analyse assessment data
  • Reporting – how we communicate information

Teachers assess student learning in a variety of ways using a range of assessment tools, and the students themselves are expected to be reflective and think about their own learning.

Evidence of student learning is collected and feedback is given to students regularly and frequently: individualised, immediate feedback has been proven to make the most significant improvements in student learning. Students and teachers work together to create a ‘portfolio’ for each student. This portfolio is used as a reference during the Student-Led Conferences held at the end of Term 2.

Teachers also communicate regularly with parents so they can support and celebrate their child’s learning, as well as understand their progress and development. The School uses a digital platform called Seesaw, which facilitates daily communication between the teacher, parents and students, in addition to being a great way to digitally share learning activities. Formal reports are sent home at the end of Term 1 and Term 3.

Students share their learning journey with their parents during the Parent-Student-Teacher Conferences held at the end of the first and third terms, and at the Student-Led Conferences, held just after the end of Term 2.

HKCA PLK School Scope & Sequence Documents

In order to create a Programme of Inquiry (POI) each school needs to ensure it addresses the essential conceptual understandings and learner outcomes within all subject areas. HKCA PLK School uses the IB Scope & Sequence documents in order to facilitate a well-designed, inquiry-based transdisciplinary programme. In line with the school’s Vision and Mission, the programme is designed to create a balanced curriculum where all subject areas play an important role in guiding the students’ interests, talents and essential learning.

The following IB PYP documents are used to guide the school’s planning process:


The school has developed its own scope & sequence continuum documents for the following subject areas, which are based on the IB Science and IB Social Studies Scope and Sequence documents but have been adapted for the school’s POI using various international school conceptual understandings and learner outcomes:

The purposes of these PYP scope and sequence documents are to:

  • Provide a way to inform the whole school community about teaching and learning in each subject area
  • Make transparent the essential elements of the PYP in the context of the subject areas
  • Clarify the role of the subject areas in a transdisciplinary programme

The scope and sequence documents have been organized around “phases” rather than age-band stages. This is in recognition of the fact that learning is a developmental process whereby the learner does not always progress through age-related stages in a strictly linear fashion. The resulting continuums are organized in such a way as to place primary importance on the construction of meaning, leading to deep understanding of concepts. The continuums make explicit the conceptual understandings that need to be developed at each phase. Evidence of these understandings is described in the learning outcomes associated with each phase. The programme of inquiry provides opportunity for learning both about and through the subject areas. The documents also provide guidance to ensure an interactive and ongoing process of curriculum development.

Reference: Introduction to the PYP scope and sequences (International Baccalaureate Organization 2009)

HKCA PLK School Transdisciplinary units of inquiry

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