Grand Montessori School – An IB World School (Primary Years Program)

Welcome! Bienvenue! Willkommen! Bienvenido! 欢迎

Message from Principal

Welcome to our Grand Montessori of Datus International School, an IB World School – (PYP). We are excited that you have chosen to visit our school. Joining the family of Datus in 2010, (DGMIS) has been very rewarding with the privilege to experience the growth of our children and most importantly the attention and care given to each child by our skilled staff and faculty.

At DGMIS our focus for our teachers is based on a fun but rigorous student-centered learning platform. With a culture that believes in “knowledge is power”, we create a ripe environment for exploration and wonder, one in which all students learn to be all they can be.

Learning at DGMIS, whether onsite, during a field trip or within a web-based environment, incorporates a variety of strategies and perspectives. Our strong internationally recognized curriculum is prepared and implemented by a talented group of teachers who are able to develop the knowledge, skills, values and understandings required by today’s global citizens.

This website has information on who we are and how the school operates on a daily basis. Our various sections invite you to visit their pages and learn why Datus International School continues to excel since 1962.

As an accredited school, we are confident that this is a place to learn. Walking through our hallways and visiting our classrooms, I am convinced that every effort has been put into ensuring a safe and caring environment for our children.

Everyone at DGMIS is a learner and each learner values the independent, creative experiences at this community of learners.

We encourage you to explore each page and hope you enjoy a fun filled virtual journey through our school.


Mrs. Christine A-Ansah,

Principal (DGMIS)

Dear Families,
Happy New Year!! We are glad to have you visit our school virtually. Datus International School is a vibrant learning environment,
purposefully designed to enhance children’s curiosity and creativity as mentioned in our Mission Statement. As an IB PYP Candidate school, we meet students’ learning needs through innovative methods for teaching and learning. Our Units of Inquiry are carefully crafted, and reviewed periodically to expand opportunities for inquiry, personal growth and academic development and to promote International Mindedness. We support students as they grow in terms of the Learner Profile, ensuring that your children will be well rounded and well- prepared for life and learning in the modern world. Our doors at DATUS are always opened to both the new and the old.
Johnson Selorm Abayi
IB PYP Coordinator (DGMIS)


The Datus Curriculum Overview

Datus International School implements the International Baccalaureate Primary Years Programme, known as the PYP as an IB World School. The PYP is an International Curriculum for students aged 3 – 11 years. It focuses on the development of the whole child, addressing social, physical, emotional and cultural needs. At the same time, it gives children a strong foundation in all the major areas of knowledge: Languages, Mathematics, Science, Social Studies, Visual Arts, Music, Personal and Social Education and Physical Education. The PYP strives to help children develop an international perspective – to become aware of and sensitive to the points of view of people in other parts of the world.

From Sunflower (3 years group) up to the end of Year 6 the curriculum at Datus International School (DIS) is based upon the framework of the International Baccalaureate Primary Years Programme (PYP).

Phases Year Group Age
Early Years  Sunflower (Nursery)  3-4
Cherry (Kindergarten 1) 4-5
Olive (Kindergarten 2) 5-6
Primary  Year 1 6-7
Year 2 7-8
Year 3 8-9
Year 4 9-10
Year 5 10-11
Year 6  11-12

The IB Learner Profile –

At the heart of the PYP is the IB Learner Profile.





Datus School Brochure

Teaching and learning in Early Years and Primary School is based around the Programme of Inquiry (POI). This is made up of Units of Inquiry, which give the children significant, engaging, and relevant and challenging learning experiences, driven by a set of key questions, which are conceptually based. Children are involved in a range of learning activities, planned in response to the key questions. 

The Programme of Inquiry draws together elements of different disciplines into a meaningful whole. Children in Sunflower and Cherry undertake four (4) units of inquiry per year while Olive and Year 1-6 undertake six (6) units of inquiry per year.

For further information on the Programme of Inquiry for the current school year, please see the Programme of Inquiry document displayed at the reception of the Primary School section of our school and the Early Years reception or contact the PYP Coordinator. The POI is also available on this website for download. 

The International Baccalaureate® (IB) Primary Years Programme is a curriculum framework designed for students aged 3 to 12.

The PYP transdisciplinary framework focuses on the development of the whole child as an inquirer, both at school and beyond.

Informed by research into how students learn, how educators teach, and the principles and practice of effective assessment, the programme places a powerful emphasis on inquiry-based learning.

Find out how to become an IB World School, in order to implement the programme, and read about the benefits of the PYP curriculum below.

What the PYP offers students

By choosing to implement the PYP, schools will develop students’ academic, social and emotional wellbeing, focusing on international-mindedness and strong personal values. The PYP nurtures independent learning skills, encouraging every student to take responsibility for their learning.

The programme incorporates local and global issues into the curriculum, asking students to look at six related, transdisciplinary themes and to consider the links between them. The themes include ‘who we are’, ‘where we are in place and time’ and ‘how the world works’.

Read about the content of the PYP in more detail.

Why offer the PYP?

The PYP delivers excellent results for students aged 3 to 12. For example:

Taking on the PYP is a path of discovery for schools. The PYP invigorates learning and teaching, and transforms school community and culture. Watch this video to see two schools on their journey, and read more key facts about the PYP. .

The International Baccalaureate® (IB) Primary Years Programme (PYP) was introduced in 1997.

It followed the introduction of the Middle Years Programme (MYP) and the Diploma Programme (DP) – established respectively in 1994 and 1968.

The PYP is taught to students aged 3-12.

As of 3 September 2019, there are 1,782 schools offering the PYP, in 109 different countries worldwide.

Learn about the PYP curriculum and becoming authorized to implement the PYP.

Origin of the PYP

The PYP was developed through the vision and effort, sustained over ten years, of the former International Schools Curriculum Project (ISCP).

Their goal was to produce a common curriculum, for students in the 3-12 age range, which would provide continuity of learning within each school and ensure that the curriculum developed international-mindedness on the part of learners.

Since being introduced by the IB, the PYP continues to meet these initial aims of providing a curriculum that brings international-mindedness to the school community.

The International Baccalaureate® (IB) Primary Years Programme (PYP) is underpinned by six transdisciplinary themes around which learning is planned.

These are:

  • Who we are.
  • Where we are in place and time.
  • How we express ourselves.
  • How the world works.
  • How we organize ourselves.
  • Sharing the planet.

These themes are selected for their relevance to the real world. They are described as transdisciplinary because they focus on issues that go across subject areas.

The transdisciplinary themes help teachers to develop a programme of inquiry. Teachers work together to develop investigations into important ideas, which require a substantial and high level of involvement on the part of students.

Through the PYP curriculum framework, schools ensure that students examine each theme.

Read about the PYP curriculum framework.

PYP in an early years setting

The PYP is designed to be responsive to young children’s ways of knowing. It provides schools with a thoughtfully designed way to give 3-to-5-year-olds stimulating, supportive interactions with their teachers and the effective use of curricula.

Watch this video to see more about early learning in the PYP.

The IB knows that young learners are intelligent, resourceful and creative individuals who grow, develop and learn at different rates. They explore their environment and learn about their world through play and relationships with peers, teachers, family and community members.

Early learning in the PYP is a holistic learning experience that integrates socio-emotional, physical and cognitive development. In the PYP classroom, it takes place in dynamic environments that promote play, discovery and exploration.

Parents whose children have experienced the PYP in an early years setting like how the programme acknowledges that each child is unique.

And teachers appreciate the opportunities for professional development that the IB offers them. Online and face-to-face workshops are available year-round, including ones such as “Making the PYP happen in the classroom in the early years” and “Play-based learning.”

Both practitioners who have no formal qualifications in education or child services and those with such qualifications find workshops designed for them.

The Primary Years Programme (PYP) is offered by many types of schools around the world, including state schools, private schools and international schools.

As a flexible curriculum framework, the PYP is able to accommodate the demands of most national or local curriculums.

Curriculum content can be taught very successfully through the programme’s inquiry and concept driven approach to learning. Schools that are required to meet national standards can do so through the PYP.

Find further information on how the IB’s programmes have been used as national or district curricula, or alongside them.

The PYP in practice

Hear from students and teachers at Sreenidhi International School, Hyderabad, about how taking on the PYP transformed their learning community.

What’s the process for implementing the PYP?

Any school teaching students aged 3 to 12 can apply to implement the Primary Years Programme and become an IB World School.

Interested schools must successfully complete an authorization process. During this process, the IB supports schools in building the understanding and organizational structures it will need to implement IB’s internationally minded programmes.

Reach out to the development team for more information about becoming an IB World School.

Must a school be fully authorized to implement the PYP?

In order to implement the PYP, a school must have begun the process of authorization as an IB World School.

A school can begin to implement the PYP before it is fully authorized – but it must have completed the initial application process.

Once the first part of a school’s application has been accepted, the school is awarded candidate status.

At this point, it can begin to implement the PYP. The school will then work towards becoming an authorized IB World School, according to the steps outlined in the PYP authorization process.

Read about the benefits of becoming authorized as an IB World School.

From at least the age of 7, all students in the International Baccalaureate® (IB) Primary Years Programme (PYP) have the opportunity to learn more than one language.

This can happen in different ways, depending on the context of the school. For example, students might be learning in:

  • a programme with one dominant language of instruction, which may be the student’s mother tongue or an additional language
  • a bilingual programme where, most often, one of the languages of instruction is the student’s mother tongue
  • a programme that offers support for students who are new to the language(s) of instruction, as well as additional mother-tongue support.

The PYP acknowledges that development of mother-tongue language is crucial for both cognitive development and maintaining cultural identity.

Teaching languages in the PYP

Language is involved in all learning and is an essential vehicle for inquiry and the construction of meaning. It provides an intellectual framework to support conceptual development and critical thinking.

All PYP teachers have a responsibility to address the language needs of their students in the language of instruction. When teachers plan learning experiences that enable students to develop language within meaningful and enjoyable contexts, students are able to make connections, apply their learning, and transfer their conceptual understanding to new situations.

In many schools, students are learning in a language other than their mother tongue. This means that schools pay close attention to students’ language needs and abilities to ensure they participate fully in the programme and are able to reach their full potential.

Further guidance for PYP teachers

Learn more about language development in a PYP workshop for teachers.

The International Baccalaureate® (IB) Primary Years Programme (PYP) aims to help students develop the skills, knowledge and attitudes they need to excel not only in their studies, but also in their personal growth.

PYP students are well prepared for the next stage of education, including participation in the IB Middle Years Programme (MYP). The MYP is taught to 11-16 year olds.

Going from PYP to MYP

The PYP prepares students for the MYP through its concept-driven, transdisciplinary approach. PYP students spend most of their time with one classroom teacher, exploring the connections between academic subjects.

In the MYP, students begin the study of distinct disciplines; however, the PYP’s transdisciplinary themes–along with the programme’s strong commitment to collaborative teaching– provides a strong foundation for interdisciplinary study in the MYP. Both programmes reflect the depth, breadth and balance that characterizes the IB continuum of international education.

As students move from primary to middle level education, they benefit from the IB’s consistent educational philosophy. The MYP shares the PYP’s commitment to learning through inquiry and continues to develop attributes of the IB learner profile. Careful alignment between the programmes helps students flourish personally and academically as they enter the world of early adolescence.

Learn more about the MYP and how to implement the programme at your school.


The International Baccalaureate® (IB) Primary Years Programme (PYP) balances the acquisition of significant and relevant knowledge and skills, the development of conceptual understanding, the formation of personal, positive attitudes and the capacity to take responsible actions.

The PYP:

  • addresses students’ academic needs and their social and emotional well-being
  • encourages students to develop independence and to take responsibility for their own learning
  • supports students’ effort to gain understanding of the world and to function effectively within it
  • helps students to establish personal values as a foundation on which international-mindedness will flourish.

The written curriculum, outlined below, is made up of five essential elements and details what students will learn.

Essential elements in the PYP

The five essential elements of the PYP are:

  • knowledge, which is both disciplinary, represented by traditional subject areas (language, maths, science, social studies, arts, PSPE) and transdisciplinary
  • concepts, which students explore through structured inquiry in order to develop coherent, in-depth understanding, and which have relevance both within and beyond subject areas
  • skills, which are the broad capabilities students develop and apply during learning and in life beyond the classroom
  • attitudes, which contribute to international-mindedness and the wellbeing of individuals and learning communities,  and connect directly to the IB learner profile
  • action, which is an expectation in the PYP that successful inquiry leads to responsible, thoughtful and appropriate action.

In order to implement the PYP, schools must have begun the process of becoming an IB World School. You can find information on how to do this on our website.

Learn more about written curriculum in a PYP workshop for teachers.

The taught curriculum is the part of the International Baccalaureate© (IB) Primary Years Programme (PYP) that sets out its pedagogical approach.

It identifies how schools should teach the PYP written curriculum.

The PYP is committed to structured, purposeful inquiry that engages students actively in their own learning. The programme supports students’ efforts to construct meaning from the world around them by:

  • drawing on their prior knowledge
  • providing provocation through new experiences
  • providing opportunities for reflection and consolidation.

This approach respects students’ developing ideas about how the world works. It encourages them to question, consider and refine their understanding of the social and natural world.

How do IB educators plan for learning in the PYP?

Collaboration is a key part of planning for schools implementing the PYP. All teachers are engaged in the planning process, defining the curriculum’s central ideas, discussing how best to bring inquiry into those ideas in the classroom, and finding ways to meet the needs and interests of every student.

Teachers must attend training in order to implement the PYP. The IB offers a wide range of professional development to support educators in gaining a deeper understanding of the programme.

You can find out more about professional development on our website

The unique approaches to teaching and learning in the International Baccalaureate® (IB) Primary Years Programme (PYP) can be explained through the taught, written and assessed curriculum.

The assessed curriculum explains how teachers go about gathering and analysing information about student performance. The IB does not set examinations or moderate grades in the PYP.

What are the purposes of assessment in the Primary Years Programme?

The purposes of assessment are to:

  • promote student learning
  • provide information about student learning
  • contribute to the successful implementation of the programme.

Through assessment, the IB helps schools teaching the Primary Years Programme (PYP) to identify what students know, understand, can do and value at different stages in the teaching and learning process.

In the PYP, learning is viewed as a continuous journey, where teachers identify students’ needs and use assessment data to plan the next stage of their learning.

Teachers use a wide range of assessment strategies to collect information on each of the elements represented in the written curriculum: the understanding of concepts, the acquisition of knowledge, the mastering of skills, the development of positive attitudes and the ability to take responsible action.

The PYP Exhibition: encouraging in-depth, collaborative inquiry

In the final year of the PYP, students, carry out an extended, in-depth, collaborative project known as the PYP exhibition.

This involves students working collaboratively to conduct an in-depth inquiry into real life issues or problems.  Students collectively synthesise all of the essential elements of the PYP in ways that can be shared with the whole school community.

It also provides teachers with a powerful and authentic process for assessing student understanding.

The exhibition represents a unique and significant opportunity for students to exhibit the attributes of the IB learner profile developed throughout their engagement with the PYP.

It also provides schools and students with a wonderful opportunity to celebrate the transition of learners to the next phase of their education.