The IB Primary Years Programme (PYP) is designed to foster the development of the whole child, between the ages of three and twelve. The curriculum framework consists of six transdisciplinary themes: “Who we are?”, “Where we are in place and time?”, “How we express ourselves?”, “How the world works?”, “How we organize ourselves?”, and “How do we share the planet?”

The essential questions of teaching and learning are expressed through three interrelated questions: “What do we want to learn?”, “How best will we learn?”, “How will we know what we have learned?”

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The philosophy of the Primary Years Program, as it directly affects the child, is expressed in a series of desired attributes and traits that characterize students with an international perspective. With a global prospective, they create a profile of PYP students.

Inquirers

Their natural curiosity has been nurtured. They have acquired the skills necessary to conduct purposeful, constructive research. They actively enjoy learning, and their love of learning will be sustained throughout their lives.

Thinkers

They exercise initiative in applying thinking skills critically and creatively to make sound decisions and to solve complex problems.

Communicators

They receive and express ideas and information confidently in more than one language, including the language of mathematical symbols.

Risk-takers

They approach unfamiliar situations without anxiety and have the confidence and independence of spirit to explore new roles, ideas and strategies. They are courageous and articulate in defending those things in which they believe.

Knowledgeable

They have spent time in our schools exploring themes which have global relevance and importance. In doing so, they have acquired a critical mass of significant knowledge.

Principled

They have a sound grasp of the principles of moral reasoning. They have integrity, honesty and a sense of fairness and justice.

Caring

They show sensitivity towards the needs and feelings of others. They have a sense of personal commitment to action and service.

Open-minded

They respect the views, values and traditions of other individuals and cultures, and are accustomed to seeking and considering a range of points of view.

Balanced

They understand the importance of physical and mental balance and personal well-being.

Reflective

They give thoughtful consideration to their own learning and analyze their personal strengths and weaknesses in a constructive manner.

With these character traits, they will be successful in relationships, careers, as well as personal happiness. They will be well prepared for the rapidly changing global work place.

PYP Written curriculum

What do we want to learn?

The written curriculum incorporates five essential elements: Concepts, Skills, Attitudes, Action, Knowledge.

Knowledge

The Primary Years Program identifies a body of significant knowledge for all students in all cultures, in six principal subject areas: language; social studies; mathematics, science and technology; the arts; personal, social and physical education.

PYP Taught Curriculum

How best will we learn?
The Primary Years Program offers specific guidelines and support for teachers:

Professional development

Through IBO sponsored or approved workshops, teachers are provided with the opportunity to work collaboratively on exemplar sample material pertaining to planning, teaching and assessing. In their schools, they are encouraged to use a diversity of strategies appropriate to the needs of their students.

Unit planner

The IBO provides a structured approach to collaborative planning in the form of a unit planner designed to assist teachers in planning effectively for inquiry. The unit planner is designed around seven open-ended questions:

• What is our purpose?
• What resources will we use?
• What do we want to learn?
• How best will we learn?
• How will we know what we have learned?
• How will we take action?
• To what extent did we achieve our purpose?

PYP Learned curriculum

How will we know what we have learned?

Assessment

All assessment of student work in the Primary Years Program is carried out by teachers in participating schools; there are no externally set examinations or externally moderated work. Assessment in the PYP is of two types, each of which has a specific function:

Formative assessment is interwoven with daily learning and helps teachers and students find out what the students already know in order to plan the next stage in learning. Formative assessment and teaching are directly linked; neither can function effectively or purposefully without the other.

Summative assessment happens at the end of the teaching and learning process and gives the students opportunities to demonstrate what they have learned. The Primary Years Program promotes the use of a range and balance of school-based assessment and feedback techniques, including student/teacher/parent conferences, writing samples, structured observations, and performance tasks assessed by teachers and by the students themselves.

The PYP’s holistic approach focuses on the total growth of children, encompassing social, emotional, physical, and cultural needs in addition to academic rigor. As a result, students have the necessary tools to be successful as an independent person. As they enter the preadolescent age with the Middle Years Program, students develop the capacity to be lifelong learners, problem-solvers and ethical citizens of the world.