Primary Years Programme (PYP)
The International Baccalaureate Primary Years Program (IBPYP) is a trans-disciplinary curriculum that is relevant, challenging and engaging for learners in the 3-11 age range.
It is a process-led, inquiry based curriculum that encourages students to ask questions and seek answers about the world around them.
There are three interrelated components to the curriculum; these are expressed in the form of three open-ended questions, each of which compels us to think deeply about teaching practice and student learning.
What do we want to learn? – The written curriculum
How will we best learn? – The taught curriculum
How will we know what we have learned? – The learned curriculum
The Framework of the IBPYP
The IBPYP incorporates five essential elements: concepts, skills, attitudes, actions and knowledge by means of:
- A process-led, inquiry based curriculum that encourages students to ask questions and seek answers about the world around them.
- Broad, trans-disciplinary topics based on a framework that is an expression and extension of three inter-related questions: What do we want to learn? How best will we learn? How will we know what we have learnt?
- An integration of Science as means of exploring how the world works, Social Studies as a way of examining and understanding how human beings live and interact with each other and the earth, and Personal, Social and Physical Education (PSPE) to consider the well-being of ourselves and others.
- A further integration of Maths, Language and the Arts in order to reinforce concepts and help students make greater connections.
- Learning opportunities outside of the classroom through field trips and from guest speakers.
- Collaboration and communication between grade level and specialist teachers to ensure continuity and coverage of the entire UNIS Elementary curriculum.
The Aims of the IBPYP
At the heart of the IBPYP is the learner profile that defines student learning and encompasses the aims of the curriculum. The learner profile represents the qualities of internationalism and are a series of desired attributes and dispositions that characterise successful international students.
These globally minded students are:
They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.
They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.
They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.
They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.
They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.
They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.
They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.
They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.
They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.
They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.