The IB Primary Years Programme® is a curriculum framework, focused on the development of the whole child as an inquirer and life-long learner, both in school and in the real world.
International students attending the PYP are also encouraged to embody the attributes of the IB Learner Profile®, which have been conceived to build multicultural understanding and appreciation. The PYP is structured by Five Essential Elements, as key components of the curriculum: Attitudes, Knowledge, Key Concepts, Skills, and Action.
IB students are requested to value and exhibit 12 attitudes, which are interwoven throughout every aspect of the curriculum:
There are six trans-disciplinary themes of global significance that students will investigate throughout each academic year. These cover concepts that are interconnected, can be delivered in all disciplines, and can be transferred to real life.
- 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
Inquiry is driven by seven key concepts that help students consider topics and issues trough different points of observation:
- 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?
- Perspective – What are the points of view?
- Responsibility – What is our responsibility?
Students’ learning and personal growth are optimized by the continuous development of five trans-disciplinary skills – “Approaches to Learning” – whose application is requested in each unit of inquiry.
These skills are:
- Thinking Skills – Critical-thinking, Creative-thinking, Transfer and Reflection/Metacognitive skills
- Research Skills – Information-literacy and Media-literacy skills – Ethical use of media/information
- Self-management Skills – Organization skills – States of mind
- Communication Skills – Exchanging-information, Literacy and ICT skills
- Social Skills – Developing positive interpersonal relationships and collaboration skills – Developing social-emotional intelligence
Students are encouraged to consider and apply their knowledge through positive action and service, whose benefits are not only for the self but addressed to their peers, the school staff, their family and the wider community.