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Primary Years Programme PYP

The PYP transdisciplinary framework focuses on the development of the whole child as an inquirer, both at school and beyond.

Inquiry-based learning and Constructivism 
The PYP has been developed through decades of research into how students learn, how educators teach, and the principles and practice of effective assessment, the programme places a powerful emphasis on inquiry-based learning.

The International Baccalaureate® (IB) Primary Years Programme is a curriculum framework designed for students aged 3 to 12.

Through the PYP, CAIS develops students’ academic, social and emotional wellbeing, focusing on international-mindedness and strong personal values.

The PYP nurtures independent learning skills, encouraging every student to take responsibility for their learning.

Transdisciplinary themes

The programme incorporates local and global issues into the curriculum, asking students to look at six related, transdisciplinary themes and to consider the links between them. The themes include ‘who we are’, ‘where we are in place and time’, ‘sharing the planet’, ‘how we express ourselves’, ‘how we organize ourselves’ and ‘how the world works’.  (www.ibo.org)

Approaches to Learning

The PYP develops five areas of personal skills:
 Research Skills, Thinking Skills, Communication Skills, Social Skills, Self-Management Skills

PYP Exhibition

The PYP culminates in a celebration of student learning with The Exhibition.  The Exhibition is a student-led inquiry in which students may select and explore an area of personal interest.  Students take meaningful action through The Exhibition to benefit the local and/or global community.

Agency

Conceptualized by Bandura in social cognitive theory, agency “enable[s] people to play a part in their self-development, adaptation, and self-renewal with changing times” (Bandura 2001).

PYP students with agency use their own initiative and will, and take responsibility and ownership of their learning. They direct their learning with a strong sense of identity and self-belief, and in conjunction with others, thereby building a sense of community and awareness of the opinions, values and needs of others.

When learners have agency, the role of the teacher and student changes; the relationship between a teacher and a student is viewed as a partnership.

Students take initiative, express interest and wonderings, make choices and are aware of their learning goals. They are actively engaged, and monitor and adjust their learning as needed. Students offer feedback to others and consult on decisions that affect them. In school, students take responsibility for their learning and collaborate with teachers and other students to plan, present and assess learning needs.

Teachers recognize students’ capabilities through listening, respecting and responding to their ideas. They make thoughtful considerations and decisions with an emphasis on relationships, dialogue and respect for one another.

Primary Years Programme, “The Learner”, 2018

CHINESE