Primary Years Program

Primary Years Program

The IB Primary Years Programme (IB-PYP), for students aged 3 to 11, focuses on the development of the whole child as an inquirer, both in the classroom and in the outside world.

The program:

  • Encourages international‐mindedness in IB students.
  • Encourages a positive attitude to learning by engaging students in inquiries and developing their awareness of the process of learning so that they become lifelong learners.
  • Reflects real life by encouraging learning beyond traditional subjects with meaningful, in‐depth inquiries into real issues.
  • Emphasizes, through the learner profile, the development of the whole student – physically, intellectually, emotionally and ethically.

Our learners become communicators, inquirers, and thinkers who are principled, open-minded and reflective.

To achieve these goals, AIS teachers select the best practice, supported by the best and latest research, from a range of systems to create a curriculum that is relevant, challenging and engaging. This happens within a structure provided by the International Baccalaureate Primary Years Programme (PYP). The Primary Years Programme effectively prepares Kindergarten and Primary learners for the IB Middle Years (Grades 6-8) and the IB Diploma (Grades 9-12) Programmes.

In the Primary Years Programme (PYP) all learning is inquiry-based. Research activities – individual and group – are a notable feature of the PYP classroom, and help students from an early age to become independent, confident and critical thinkers as learners.

THE TAUGHT CURRICULUM

The six trans-disciplinary themes help teachers develop inquiry units which are in-depth investigations into important ideas that require a high level of involvement on the part of the students. These inquiries are substantial, in‐depth and usually last for several weeks.

For example, in an inquiry about ‘Sharing the planet’, we might look at ‘finite resources and infinite demands’. In order to understand better the central idea that ‘our planet has limited resources that are unevenly distributed and needs to be conserved’ and using water as an example, we would inquire into where water comes from, how different people and countries use water, how much water we use, what happens after we have used it, the distribution of usable water around the world, how human activity has affected the availability of water, and our responsibility for water conservation. To support this inquiry, students would gain knowledge and acquire skills derived from science and social studies. In addition, they would develop trans-disciplinary skills such as critical thinking, communication and time management.

Since these ideas are related to the world beyond the school but are also an important part of their lives, the students see the relevance of the content and connect with it in ways that are engaging and challenging. Students who learn in this way begin to reflect on their roles and responsibilities as learners and become actively involved with their learning.
Students discover that a unit of inquiry will involve them in exploration of an important idea, and that the teacher will be supporting their inquiries and collecting evidence of how well they understand that idea. They will expect to be able to work in a variety of ways, including on their own and in groups, to allow them to learn to their best advantage.

Approaches to Learning and Teaching

What do we want students to be able to do and to feel, value and demonstrate?

Throughout their learning in Kindergarten and Primary School, students acquire and apply a set of skills which are valuable not only for the learning that goes on within a classroom but also for life outside school. The five sets of trans disciplinary skills we particularly focus upon and seek to develop with our students are thinking, social, communication, self-management and research skills

How do we want the students to act?

Agency “enables people to play a part in their self-development, adaptation, and self-renewal with changing times” (Bandura 2001).
PYP students through agency use their own initiative and will; take responsibility and ownership of their learning. They direct their learning with a strong sense of identity and self-belief; in conjunction with others, thereby building a sense of community and awareness of the opinions, values and needs of others. Students are encouraged to take action as a result of their learning. Action can be a demonstration of a sense of responsibility and respect for themselves, others and the environment.

Please visit the following links for more information about the IB-PYP:

Assessment Policy

Inclusion Policy

Academic Integrity Policy

Admissions Policy

Parent and Student Complaints Procedures

Language Policy