Science and Technology


ICT plays an important role in the PYP learning process. Technology provides opportunities for the enhancement of learning, and may significantly support students in their inquiries, and in developing their conceptual understanding. ICT is considered as a tool for learning, albeit with its own set of skills, as opposed to an additional subject area.
ICT skills are developed in order to support the needs of individual learners in their inquiries.

  • Many students will bring previous experience and knowledge that can be drawn upon to enhance the learning of others, including that of the teacher.
  • ICT tools are used critically, with integrity, and there is specific attention given to the validity and reliability of information gained through their use.
  • The use of ICT can provide opportunities to enhance authentic learning while providing students with a range of tools to store, organise, present and reflect on their learning.
  • Throughout the year we study the safety issues associated with information systems and electronic communications.
  • To facilitate access to computers children all have a weekly session in the ICT room and all classrooms have a set of laptops. Many other peripherals such as digital cameras, video cameras and scanners are available to enhance learning.

Scientific inquiry is an essential tool for learning about ourselves and the world around us; technology the perfect vehicle with which to develop curious, inquisitive minds and to apply knowledge.

At Kennedy, scientific and technological skills and knowledge are embedded in each Unit of Inquiry so that students are able to develop a fuller understanding of the four Science Strands: Livings Things, Earth and Space, Materials and Matter and Forces and Energy (as set out in the ESF Scope and Sequence Document, incorporating the IBO curriculum) and apply this understanding to technology, through designing and making, in realistic contexts.

Scientific inquiry allows children to build up a repertoire of key skills, for example, communication - through participation in group discussion, understanding and responding appropriately to others’ ideas and reflecting critically on what is said or read. Development of keen reasoning skills enables pupils to give reasons for opinions and actions, to draw inferences and make deductions, to use precise scientific and technical language to explain what they think, and to make judgements and decisions informed by reason or evidence. Through Science and Technology pupils are taught to ask relevant questions, to pose and define problems, to plan what to do and how to research, to predict outcomes and anticipate consequences, and to test conclusions and improve ideas.

Utilising scientific understanding practically, in designing and making, encourages creativity, enabling pupils to generate and extend ideas, apply imagination, and look for alternative, innovative outcomes. Technology can also be an instrument of inquiry, allowing children to locate, collect and store relevant information, to sort, classify, sequence, compare and contrast, and to analyse relationships.

Through evaluation of their work, children learn to develop criteria for assessment and are provided with opportunities for reflection and review, allowing them to improve and extend their learning.

Integrated within the PYP curriculum, Science and Technology, driven by skills and concepts, helps students to acquire a knowledge and understanding of, and competence in using, methods of practical inquiry in the real world.