The IB Curriculum

The PYP identifies a body of knowledge for all students in all cultures, in six principal subject areas: language, humanities, mathematics, science and technology, the arts, personal, social and physical education. Wherever possible they are taught within the context of the six trans-disciplinary themes, which are:

Who we are: an exploration of the nature of the self; of our beliefs and values; of personal, physical, mental, social and spiritual health; and of our families.

Where we are in place and time: an exploration of our orientation in place and time; of our personal histories; of the discoveries, explorations and migrations of humankind.

How we express ourselves: an exploration of the way the way we discover and express our nature, ideas, feelings, beliefs and values through language and the arts.

How we organise ourselves: an exploration of human systems and communities; of the structure and function of organisations; of societal decision-making; and of economic activities and their impacts.

How the world works: an exploration of the physical and material world; of natural and human-made phenomena; and of the world of science and technology

Sharing the planet: an exploration of rights and responsibilities in the struggle to share finite resources with other people; and of access to equal opportunities, peace and conflict resolution.

The PYP curriculum is structured around eight key concepts which enable students to inquire and explore powerful ideas:

The construction of meaning is complemented by students acquiring and applying a range of trans-disciplinary skills (Thinking Skills, Social Skills, Communication Skills, Self-management Skills, Research Skills), which are valuable not only in the units of inquiry but also for any teaching and learning that goes on within the classroom and in life outside the school.

While recognising the importance of knowledge, concepts and skills, these alone do not make a well-rounded, internationally-minded person. It is vital that there is also focus on the development of attitudes towards people, towards the environment and towards learning — attitudes that contribute to the well-being of the individual and of the group.

An explicit expectation of the PYP is that successful inquiry will lead to responsible action, initiated by the student as a result of the learning process. This action will extend the student’s learning, or it may have a wider social impact, and will vary within each age range. PYP schools can and should meet the challenge of offering all learners the opportunity and the power to choose to act, to decide on their actions and to reflect on these actions in order to make a difference in and to the world.