The PYP – the Primary Years Programme – is a dynamic, rigorous and effective way of guiding young learners through the teaching and learning process using inquiry-based learning engagements. Students are challenged to both answer and ask relevant questions that allow them to discover more about the world around them and to learn about the inter-connectedness of our world. Click here to view an IB video introducing the PYP. (File size: 30MB)

Students learn through six transdisciplinary themes that focus on globally significant issues, namely: Who we are, Where we are in place and time, How we express ourselves, How the world works, How we organize ourselves and Sharing the planet. These transdisciplinary themes are inquired into, and learned about, in units of inquiry.

The English language teaching focuses on Oral communication – listening and speaking; Written communication – reading and writing and Visual communiciaton – viewing and presenting. Where appropriate English writing is taught with units of inquiry, but other parts of English such as spelling and grammar are taught as stand alone areas.

The different strands of maths – number, shape and space, data handling, measurement and pattern and function – are usually taught as stand alone areas. Some parts of maths may be taught within the context of units of inquiry as well.

Other subject areas – such as P.E., Music and Art – teach skills as part of their subject and also make links to units of inquiry when these are relevant and meaningful.

Teachers assess student learning in a range of ways and the students themselves are expected to be self-reflective and to think about their own learning. Evidence of student learning is collected and feedback is given to students regularly and to parents through interim and end of semester reports, and Parent Teacher Conferences. Parents and students share the learning journey through Student Portfolios at Student Led Conferences towards the end of the year.

The IB Learner Profile - Click here to view an IB video highlighting the learner profile. (File size: 130MB)

The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

IB learners strive to be:

	Inquirers 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.
	Knowledgeable 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.
	Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.
	Communicators 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.
	Principled 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.
	Open-minded 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.
	Caring 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.
	Risk-takers 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.
	Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.
	Reflective 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.

PYP Attitudes

The PYP attitudes are what we want members of our school to feel, value and demonstrate towards people, towards the environment and towards learning.  They are:

	Appreciation - appreciating the wonder and beauty of the world and its people.
	Commitment - being committed to their own learning, persevering and showing self-discipline and responsibility.
	Confidence - feeling confident in their ability as learners, having the courage to take risks, applying what they have learned and making appropriate decisions and choices.
	Cooperation - cooperating, collaborating and leading or following as the situation demands.
	Creativity - being creative and imaginative in their thinking and in their approach to problems and dilemmas.
	Curiosity - being curious about the nature of learning, about the world, its people and cultures.
	Empathy – imagining themselves in another's situation, in order to understand his or her reasoning and emotions, so as to be open-minded and reflective about the perspectives of others.
	Enthusiasm - enjoy learning and willingly putting effort into the process.
	Independence - thinking and acting independently, making their own judgements based on reasoned argument, and being able to defend their judgements.
	Integrity – being honest and demonstrating a considered sense of fairness.
	Respect - respecting themselves, others and the world around them.
	Tolerance - being sensitive about differences and diversity in the world and being responsive to the needs of others.

Transdisciplinary themes

	Who we are
	An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.
	Where we are in place and time
	An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.
	How we express ourselves
	An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.
	How the world works
	An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.
	How we organise ourselves
	An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.
	Sharing the planet
	An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.

 

Students inquire into, and learn about, these globally significant issues in the context of units of inquiry, each of which addresses a central idea relevant to a particular transdisciplinary theme. Lines of inquiry are identified in order to explore the scope of the central idea for each unit.

 

Primary Years Programme model

Assessment

Assessment in the PYP

The prime objective of assessment in the PYP is to provide feedback on the learning process. Assessment is carried out entirely by PYP teachers; the IB provides overall expectations for each subject area but does not provide external moderation or examinations.

PYP teachers employ techniques for assessing students’ work that take into account the diverse, complicated and sophisticated ways that individual students use to make sense of their experiences. The assessment strategies and tools proposed by the PYP—rubrics, exemplars, anecdotal records, checklists, continuums, portfolios of work—are designed to accommodate a variety of intelligences and ways of knowing. Where possible, they provide an effective means of recording students’ responses and performances in real life situations that present real problems to solve. These authentic assessment strategies may be used in conjunction with other forms of assessment, which may include standardized tests, in order to assess student performance, basic skills levels and the efficacy of the programme. In the final year of the PYP, students participate in a culminating inquiry, the PYP exhibition. It is both a transdisciplinary inquiry conducted in a spirit of personal and shared responsibility, as well as a summative assessment activity that is a celebration and rite of passage, symbolic and actual, from the PYP into the middle years of schooling.

IBO 2008, Towards a continuum of international education pp 19

Reporting

There are three written reports each year. In autumn students will be issued with interim reports. At the end of each semester they will receive a comprehensive report that informs on all areas of teaching and learning.
The students maintain portfolios of work throughout the year and these are added to by students and by their teachers. Towards the end of the year the students share these portfolios with their parents at Student Led Conferences.

Further information

More information is available through this PYP powerpoint presentation.

Please visit www.ibo.org/ibap/pyp/ or email the school’s PYP Coordinator Dom Thomas at dominicthomas@ssis-suzhou.net