International Baccalaureate

In 1990, international educators developed the PYP with inspiration from a host of constructivist learning models, like Montessori and Reggio Emilia. Then, as now, these models were considered global best practices for children ages 2-10.

Constructivism has been around since the first Montessori school opened in 1907. Then, in the 1930s, Jean Piaget came out with his revolutionary theory of learning and officially labeled it constructivist theory.

Constructivism is a learning theory based on the belief that we all learn by constructing our own knowledge of the world through experiences and reflection, rather than by simply absorbing knowledge shared by someone else. In essence, constructivism argues that we gradually build (and revise) our own unique understanding of how things work and relate as we conduct observations, ask questions, and interact.

So, when you walk through a Montessori classroom or a Reggio Emilia classroom, you will see children investigating and building knowledge by interacting with materials, tools, the environment and each other. You will not see teachers directing students or insisting that they memorize facts. In these environments, all knowledge is constructed by each student in a highly individualized way, thus no two experiences are alike.

In 1990, the founders of the PYP were inspired by these early constructivist models and strove to find ways to expand on them and connect them to the powerful IB model of global relevancy, rigorous inquiry, and peer-to-peer collaboration.

The IB Primary Years Program (PYP) is the first ever curriculum framework for international primary schools, designed for students ages three to ten (Preschool through 5th Grade). Through both a unique curriculum approach and unique teaching methods, it develops the intellectual, emotional, and physical potential of each child.

At the heart of the PYP is a commitment to structured inquiry as the best approach to learning. Giving more ownership to the children in planning and assessing their learning, providing time, space, resources and support, integrating subjects, exploring big themes, we have moved toward more authentic learning.

Throughout the program, students acquire and apply a set of transdisciplinary skills: social skills, communication skills, thinking skills, research skills, and self-management skills. These skills are valuable for any learning that goes on within the classroom, and in life outside the school.

Confidence, caring, and curiosity are the key words for the early years (3-5 year olds) classroom. Through play and exploration children learn about themselves, others and the world.

The PYP recognizes the importance of traditional subjects but even more it emphasizes the need for using the knowledge and skills of these subjects to explore significant concepts that are global and common for all humans. Therefore, the PYP has identified six transdisciplinary themes that are explored through four units of inquiry in each grade PreK and Kindergarten level. Together, all four units make up the “Program of Inquiry”.  In grades beyond kindergarten, students embark on all six units of inquiry each year.

The transdisciplinary themes are:

• 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

At the ECEC, each unit lasts about eight weeks giving ample time for the students to demonstrate their prior knowledge and understanding, explore, wonder, experiment, solve problems, question, research, read, view, visit places, interview people, make connections, make meaning, and construct new knowledge and understanding. The students may work individually, with partners, in a small group or as a whole class.

Not everything can be integrated, so there is time for subject specific learning. In teaching subject specific content, educators encourage students to learn by acting and thinking as musicians, artists, sports people, mathematicians, readers, and writers.

To celebrate and demonstrate what the children have learned we have class gatherings, put work out on the walls, invite parents and peers for presentations, showcase work in many forms during regular gatherings, dramatic plays, and creative arts. Children are encouraged to reflect, to make informed choices and to take action that will help their peers, school staff and the wider community.

As IB learners we strive to be:

Caring
We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

Knowledgeable
We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.

Communicators
We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

Reflective
We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

Inquirer
We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

Open-Minded
We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

Principled
We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

Risk-Taker
We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

Thinker
We use critical and creative thinking skills to analyze and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

Balanced
We understand the importance of balancing different aspects of our lives—intellectual, physical, and emotional—to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.