The IB Primary Years Programme (PYP), is the first curriculum framework for international primary schools, designed for students ages three to ten (grades preschool through five). Through both the curriculum and teaching it aims to develop the intellectual, emotional and physical potential of each child, in a secure and stimulating environment.
International perspective: A driving force behind the PYP is the philosophy of international mindedness. The IB’s mission statement strives to nurture young people who recognize that they are global citizens and who are motivated to make changes to and in the world.
Integrated: the subject areas of maths, language, science, social studies, information technology, the arts, physical education and library are taught through transdisciplinary themes in order to help students make connections between the subjects, thereby facilitating more effective learning.
Individualised: Teaching and Learning is differentiated for students needs. Students are asked to make connections between life in school, life at home and life in the world. These connections contribute to the development of the attitudes that contribute to international mindedness.
The PYP fosters the development of thinking, communication, socializing, research and self-management skills. Students are encouraged to put what they have learned into practice through service to the school community, the local community and the global community.
International perspective: A driving force behind the PYP is the philosophy of international mindedness. The IB’s mission statement strives to nurture young people who recognize that they are global citizens and who are motivated to make changes to and in the world.
Integrated: the subject areas of maths, language, science, social studies, information technology, the arts, physical education and library are taught through transdisciplinary themes in order to help students make connections between the subjects, thereby facilitating more effective learning.
Individualised: Teaching and Learning is differentiated for students needs. Students are asked to make connections between life in school, life at home and life in the world. These connections contribute to the development of the attitudes that contribute to international mindedness.
The PYP fosters the development of thinking, communication, socializing, research and self-management skills. Students are encouraged to put what they have learned into practice through service to the school community, the local community and the global community.
CONCEPT BASED LEARNING
- The world is changing. Knowledge is changing. The ability to view the world with a more flexible mind is invaluable.
- Concept based learning is about big transferable ideas that transcend time, place, situation.
- Content just focuses on facts while concept focuses on making sense of those facts and the world around us.
- Content based teaching may not get beyond information transmission/superficial learning.
- Concepts are a way to organize and make sense of learning.
- We can’t possibly teach everything that is important, but we can teach the big ideas.
- Concept based learning is a framework to study everything. -So much information. Content can change, concepts stay the same.
- Information is useless unless you can do something with it.
How is Thematic Learning different from a Transdisciplinary Approach?
A Transdisplinary approach refers to learning that is authentic and relevant to the real world. Learning is not confined by traditional subjects but is supported and enriched by them. Each Transdisciplinary Theme encompasses a vast swath of universal understandings common to all of humanity and open enough to embrace a variety of content areas. For example the theme; Who we are, explores the nature of self, our personal beliefs and values, our personal, physical, mental, social and spiritual health, human relationships, our rights and responsibilities and what it is to be human. This Transdisciplinary Theme is deeply investigated through different questions and explorations throughout the students learning journey, leaving them with a layered understanding of themselves and the connections they have with the rest of humanity.
Teachers, when effectively using this approach, do not compartmentalize learning, but rather explore content within the context of inquiry. For instance, in a non-PYP school children who are learning about the math strand Data Handling may take a 40 minute lesson to have tally marks and graphs explained and then practice on their own through worksheets or extension activities. Children in a PYP context would explore the same content but within a different modality. While inquiring into themselves in the theme, Who we are, the students may notice that they all come from different countries. Teachers would grasp that moment and investigate Data Handling by helping the students create a survey in order to observe, collect and record data about the nationalities represented within in their community.
Teachers, when effectively using this approach, do not compartmentalize learning, but rather explore content within the context of inquiry. For instance, in a non-PYP school children who are learning about the math strand Data Handling may take a 40 minute lesson to have tally marks and graphs explained and then practice on their own through worksheets or extension activities. Children in a PYP context would explore the same content but within a different modality. While inquiring into themselves in the theme, Who we are, the students may notice that they all come from different countries. Teachers would grasp that moment and investigate Data Handling by helping the students create a survey in order to observe, collect and record data about the nationalities represented within in their community.
What is the PYP Exhibition?
- Culmination of PYP
- A rite of passage from the PYP to the MYP
- A celebration of learning
- A demonstration of what it means to be a PYP student, applying what they have learned and who they have become throughout their journey in the PYP (essential elements)
- Individual and group inquiry
- Student centered