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The Primary Years Programme (PYP) is designed for students between the ages of 3 and 12 years. It is an international, transdisciplinary programme designed to foster the development of the whole child, not just in the classroom but also through other means of learning, outside the classroom. The PYP focuses on the total growth of the developing child, touching hearts and minds and encompassing academic, social, physical, emotional and cultural.
THE PYP STUDENT PROFILE
The profile of the PYP student helps teachers and students to establish goals, plan units of inquiry and assess performance. These attributes and traits help characterise the students as learners.
INQUIRERS |
Their natural curiosity has been nurtured. They have acquired the skills necessary to conduct purposeful, constructive research. They actively enjoy learning, and their love of learning will be sustained throughout their lives. |
THINKERS |
They exercise initiative in applying thinking skills critically and creatively to make sound decisions and to solve complex problems. |
COMMUNICATORS |
They receive and express ideas and information confidently in more than one language, including the language of mathematical symbols. |
RISK-TAKERS |
They approach unfamiliar situations without anxiety and have the confidence and independence of spirit to explore new roles, ideas and strategies. They are courageous and articulate in defending those things in which they believe. |
KNOWLEDGEABLE |
They have spent time in our schools exploring themes which have global relevance and importance. In doing so, they have acquired a critical mass of significant knowledge. |
PRINCIPLED |
They have a sound grasp of the principles of moral reasoning. They have integrity, honesty and a sense of fairness and justice. |
CARING |
They show sensitivity towards the needs and feelings of others. They have a sense of personal commitment to action and service. |
OPEN-MINDED |
They respect the views, values and traditions of other individuals and cultures, and are accustomed to seeking and considering a range of points of view. |
WELL-BALANCED |
They understand the importance of physical and mental balance and personal well-being. |
REFLECTIVE |
They give thoughtful consideration to their own learning and analyse their personal strengths and weaknesses in a constructive manner. |
THE CURRICULUM MODEL
A major component of the Primary Years Programme's philosophy is a commitment to structured inquiry as the leading vehicle for learning. Six transdisciplinary themes provide the framework for the exploration of knowledge. The six 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
Teachers and students are guided by these themes as they design Units of Inquiry for study that from the school’s total Programme of Inquiry. Students explore subject areas through these themes, often in ways that transcend conventional subject boundaries. In the process, they develop an understanding of important concepts, acquire essential skills and knowledge, develop particular attitudes and learn to take socially responsible action.
THE WRITTEN CURRICULUM
What do we want to learn? The written curriculum incorporates five essential elements: concepts, skills, attitudes, action and knowledge. Four of the elements (concepts, skills, attitudes and action) are relevant and pervade all key learning areas and provide the framework for structured and purposeful inquiry. They can have different applications and interpretations, depending on the subject areas. The fifth element, knowledge, is considered to be a holistic understanding of ideas, not merely the acquisition of facts.
Concepts
What do we want students to understand?
Eight fundamental concepts, expressed as key questions, propel the process of inquiry and help to encourage a transdisciplinary perspective. These concepts drive the units of inquiry which teachers and students design. The concepts are the following:
- Form - What is it like?
- Function - How does it work?
- Causation - Why is it like it is?
- Change - How is it changing?
- Connection - How is it connected to other things?
- Perspective - What are the points of view?
- Responsibility - What is our responsibility?
- Reflection - How do we know?
Skills
What do we want students to be able to do?
The five sets of transdisciplinary skills acquired in the process of structured inquiry are:
- Thinking Skills
- Communication Skills
- Social Skills
- Research Skills
- Self Management Skills
Attitudes
What do we want students to feel, value and demonstrate?
The programme promotes and fosters a set of attitudes that include tolerance, respect, integrity, independence, enthusiasm, empathy, curiosity, creativity, cooperation, confidence, commitment and appreciation.
Action
How do we want students to act?
Students are encouraged to reflect, to make informed choices and to take action that will help their peers, school staff and the wider community.
Knowledge
The Primary Years Programme identifies a body of significant knowledge for all students in all cultures, in six principal subject areas:
- Language
- Social Studies
- Mathematics
- Science and Technology
- The Arts
- Personal, Social and Physical Education
These six subject areas align with the New South Wales Board of Studies, Key Learning Areas (KLAs)
Detailed information regarding the Primary Years Programme can be found on the IBO website: www.ibo.org
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