IB International School
Curriculum
At LAMIS, we encourage all our students to develop through learning and an inquiry-based process, attributes and traits that will enable them to become lifelong learners.
We believe that curriculum is, in its broadest sense, each and every learning opportunity that a child experiences in a day, both planned and incidental.
This belief is influenced by:
➢ Recent developments in brain research, supporting the benefits of early stimulation and the significance of supported play as a medium for learning
➢ Socio-cultural theories outlining the importance of learning with and from others, both peers and adults, as well as attributing significance to the context in which learning occurs
➢ The development of the whole child and the associated significance of integrated learning, ie. that children are social, physical and cognitive beings who learn in holistic ways – not through segmented subject knowledge, but rather a trans-disciplinary approach to learning, spanning the subject areas.
➢ A world-wide concern as to the loss of childhood as valued and essential time in our human development.
International Baccalaureate (IB)
International Baccalaureate (IB) programmes develop both the academic and personal skills of
students while engaging their intellectual curiosity, knowledge, international awareness
and determination.
The IB is arguably the finest international education program in the world. More than 4,000 educational establishments offer IB programmes and the IB Diploma is recognised by more than 2,000 universities in 75 countries.
Students holding IB diplomas have high admission rates to the best universities and study prove that are better prepared to succeed in higher education.
Learn more about International Baccalaureate (IB) programmes
Early Years (Kindergarten - PYP)
Young students learn life through life experiences. They learn through play and interactions with each other as well as the environments that surround them. Early Years students construct meaning through testing and interacting, with people and things, and this is how they make sense of the world around them.
At Leading Asia Myanmar International School we see play as essential in supporting children learning and development. Play, can of course occur in an indoor or outdoor environment and provides a context for them to feel comfortable and express themselves as well as a way to satisfy their natural curiosity. Through play, children can learn in a variety of ways as they engage socially, emotionally, physically and intellectually with other students, children, adults and the environment. Play that occurs in a safe and secure environment allows children to try new
things, take risks, solve problems and master learning situations. Teachers use these
opportunities to reinforce social aspects such as character, caring for others, fairness and personal responsibility.
Primary School (PYP)
The Leading Asia Myanmar International School primary school programme includes both homeroom teachers and a range of specialist learning programs to provide a holistic learning experience for all students.
Specialist learning includes: Music, Art, PE, IT, Burmese and Mandarin.
Our philosophy reflects Understanding by Design UbD theories that focus on “beginning with an end in mind”. We know that to maximise a students achievement, it is essential that we drive all planning towards common goals. Learning needs to be shaped within real life contexts and it needs to be meaningful and engaging for young adolescents.
Lower Secondary (Middle Years - Grades 6-9)
At Leading Asia Myanmar International School, we deliver a rigorous and highly focussed curriculum that builds a large breadth of life skills in preparation for the adult world ahead. Students begin secondary by following a conceptually based middle school curriculum that prepares students for the IB Diploma.
At Leading Asia Myanmar International School, we deliver a rigorous and highly focussed curriculum that builds a large breadth of life skills in preparation for the adult world ahead. Students begin secondary by following a conceptually based middle school curriculum that prepares students for the IB Diploma.
Upper Secondary (IB Diploma - Grades 10-13)
Students in Upper Secondary will follow the IB Diploma Program that is an academically rigorous but also broad curriculum, allowing students to develop their strengths in preparation for University.
Key subjects:
Students will complete one course in each of six subject areas: English Literature; World Languages; Social Science; Experimental Science; Mathematics; and The Arts.
They will also complete:
Theory of Knowledge (TOK) which aims to make students aware of the interpretative nature of knowledge, including personal ideological biases – whether these biases are retained, revised or rejected. It offers students and their teachers the opportunity to: reflect critically on diverse ways of knowing and on areas of knowledge.
The Creativity, Activity, and Service (CAS) component engages students in different types of learning experiences.All IB students must complete a CAS program which can be documented as early as the first day of junior year and continues throughout senior year (lasts a minimum of 18 months). The CAS program includes documented evidence of participating in various experiences and at least one CAS project (minimum of one month’s duration) with a reasonable balance between creativity, activity, and service.
The Extended Essay (EE) asks students to write a 4,000 word research paper. The aim of the EE is to provide students with the opportunity to research a topic of their interest, and showcase their knowledge and reading beyond the classroom syllabus. The essay also enables students to acquire some of the skills that are essential for researching and writing university Bachelor and Master theses.
Students usually start working on their essay in the second term of the first year of their IB Diploma Programme, around January time. They will need a supervisor (one of the teachers at their school). They will meet regularly with them to help structure their research questions and guide them in writing the paper. The programme allows for one draft to be handed in to the supervisor for feedback, and then the second version is the final version. The Essay should be no longer than 4000 words, with a short viva voce at the end. The process takes around a year.
Languages
Leading Asia Myanmar believes that language is fundamental to learning, communication, and inquiry; these values help develop international mindedness. All teachers at LAMIS are language teachers, and promote language and literacy through inquiries that relate to all subject areas. In our constructivist classrooms, students develop their language while exploring concepts across all of the subjects taught.
Languages of Instruction
At LAMIS, English is the primary language of communication within the community. This includes all formal school communications, and the majority of interactions between teachers, students and parents. English is the language of instruction for all classes with the exception of Burmese classes. In Burmese classes, teachers and students use a combination of English and Burmese. Use of Burmese, the target language, increases and becomes more complex as student’s progress in their proficiency.
Burmese
At LAMIS, Burmese is taught to all students, either as an Additional Language or as a Mother Tongue, according to the needs of each student. Students in Nursery and Pre K learn Burmese within the main classroom, in a bilingual model, from co-teachers fluent in both English and Burmese. Students in Kindergarten and above receive timetabled lessons in Burmese.
Mandarin
At LAMIS, Mandarin is taught to all students at levels adjusted for different abilities. Our teachers are bilingual Mandarin/English speakers and focus on both oral and written forms of the language.
English as an Additional Language (EAL)
LAMIS offers English as an Additional Language (EAL) support according to students’ needs, ensuring equal access to the curriculum and other aspects of school life. The program provides support in listening, speaking, reading and writing, and is based on an inclusive model.
Mother Tongue
For students with Mother Tongues other than English and Burmese, LAMIS provides philosophical and logistical support. Philosophical support comes through the recognition that Mother Tongue development is important, and through communicating this idea with all families. Logistical support for Mother Tongue development is offered by helping families find appropriate Mother Tongue teachers, providing classroom space for after-school classes, providing technology for after-school classes, to name a few.
