FAQ

The Primary Years Program (PYP) provides an international educational framework based upon what is current research-based knowledge about how young children learn. 

The curriculum framework consists of: 

The written curriculum: What do we want learners to learn? 

The taught curriculum: How best will learners learn?

The assessed curriculum: How will we know what learners have learned?

IBPYP draws on research-based best practices of effective elementary school instruction: Authentic formative and summative assessment, including student self-assessment and reflective practice:

Collaborative planning among teachers 

Collaborative reflection by all teachers and staff 

Creating a concept-driven curriculum that teaches learners six concepts per grade level that are based on age appropriate essential understandings 

Constructivism: learners are guided to construct their own meaning in order to acquire knowledge. 

The International Baccalaureate® (IB) Primary Years Programme (PYP) was introduced in 1997.The PYP was developed through the vision and effort, sustained over ten years, of the former International Schools Curriculum Project (ISCP).The goal was to produce a common curriculum framework, for learners 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.The PYP followed the introduction of the Middle Years Programme (MYP) and the Diploma Programme (DP)—established respectively in 1994 and 1968. The Career-related Programme (CP) was introduced in 2014. 

In response to the challenges and opportunities found in our rapidly changing complex world, and in line with movements in global education to develop lifelong learners, a future-focused PYP has evolved. The PYP curriculum framework emphasises the central principle of agency that is threaded throughout three pillars of the curriculum: the learner, learning and teaching and the learning community. Through this evolution, the PYP provides a framework that is transformational and continues to meet the initial aims of developing internationally-minded people who recognise their common humanity and shared guardianship of the planet. 

The PYP is offered by many schools in over 109 countries, including state, private and international schools. Any school educating learners aged 3 to 12 can apply to implement the Primary Years Programme. 

The IBPYP program acknowledges and values the multicultural diversity of the school community by emphasizing human commonalities and celebrating the uniqueness of its cultures. The end result is an internationally-minded person with 21st century skills:

• Learners who can use critical thinking skills 

• Learners with effective communication skills 

• Learners who have multicultural perspectives 

• Learners who are creative and innovative 

Learners are taught to understand that learning is about asking higher order questions to find answers, which in turn may generate new, and perhaps more complex questions in need of answers. Learners are encouraged to make connections to their prior knowledge and their personal experiences. As teachers work with learners, they also help learners understand what their relationship and responsibility is towards what they are learning. 

The learner profile traits and character-building attitudes share a prominent place alongside learning. All IBPYP teachers and staff model the learner traits and attitudes. Learners recognise the learner traits and attitudes in themselves and in their peers. Learners are expected to make good choices. Learners are expected to reflect on their learning, take action as a result of what they have learned and reflect on the actions they take.The IBPYP requires all teachers in the school to plan units of instruction and lessons collaboratively around six important themes.The units in the themes provide both learners and teachers a rich and inviting learning environment. The school wide articulation and collaboration facilitates a carefully thought-out and sequential development of skills, knowledge and attitudes. The school provides IBPYP professional development opportunities for teachers that support the pedagogy of the programme. 

Concepts and related questions: 

•  Form: What is it like?

 • Function: How does it work?

 • Causation: Why is it like it is?

 • Change: How is it changing?

 • Connection: How is it connected to other things?

 • Perspectives: What are the points of view?

 • Responsibility: What is our responsibility? 

The six transdisciplinary themes that integrate essential knowledge from all content areas

• Who we are

• Where we are in place and time

• How we express ourselves

 • How the world works

• How we organise ourselves

• Sharing the planet 

Transdisciplinary skills that all learners need to have for the 21st century 

Communication skills 

Critical thinking skills 

Research skills 

Self-management skills

Social skills