Language is involved in all learning that goes on in a school, in both the affective and effective domains. Learners listen, talk, read and write their way to negotiating new meanings and understanding new concepts. In the ”knowledge” area of the PYP, language is the most significant connecting element across the school’s curriculum, both within and outside the programme of inquiry.
Language plays a vital role in the construction of meaning. It empowers the learner and provides an intellectual framework to support conceptual development and critical thinking. Learners’ needs are best served when they have opportunities to engage in learning within meaningful contexts, rather than being presented with the learning of language as an incremental series of skills to be acquired.
The language profiles of students in PYP schools may be complex and diverse; however, the influence of mother-tongue development is significant for all learners. It is important to note that development of mother-tongue language is crucial for development, and in maintaining cultural identity. Success in mother-tongue development is a strong predictor of long-term academic achievement, including acquisition of other languages.
The curriculum is organized into the following strands: Oral Language (Listening and Speaking), Visual Language (Viewing and Presenting) and Written Language (Reading, Writing)
The power of mathematics for describing and analyzing the world around us is such that it has become a highly effective tool for solving problems. It is also recognized that students can appreciate the intrinsic fascination of mathematics and explore the world through its unique perceptions. In the same way that students describe themselves as ”authors” or ”artists”, ISH also aspires to provide students with the opportunity to see themselves as ”mathematicians”, where they enjoy and are enthusiastic when exploring and learning about mathematics.
It is important that learners acquire mathematical understanding by constructing their own meaning through ever-increasing levels of abstraction, starting with exploring their own personal experiences, understandings and knowledge. Additionally, it is fundamental to the philosophy of the PYP that, since it is to be used in real-life situations, mathematics needs to be taught in relevant, realistic contexts, rather than by attempting to impart a fixed body of knowledge directly to students.
The curriculum is organized into five strands: Data Handling, Number, Pattern and Function, Measurement, Shape and Space.
In the Primary Years Programme (PYP), social studies learning guides students towards a deeper understanding of themselves and others, and of their place in an increasingly global society. It provides opportunities for students to look at and think about human behaviour and activity realistically, objectively, and with sensitivity. Exposure to and experience with social studies therefore opens doors to key questions about life and learning.
In the Primary Years Programme (PYP), science is viewed as the exploration of the biological, chemical and physical aspects of the natural world, and the relationships between them. Our understanding of science is constantly changing and evolving. The inclusion of science within the PYP leads learners to an appreciation and awareness of the world as it is viewed from a scientific perspective. It encourages curiosity and ingenuity and enables the student to develop an understanding of the world. Reflection on scientific knowledge also helps students to develop a sense of responsibility regarding the impact of their actions on themselves, others and their world.
PSPE in the IB Primary Years Programme (PYP) is concerned with the individual’s well-being through the promotion and development of concepts, knowledge, attitudes and skills that contribute to this well-being. Well-being is linked to all aspects of a student’s experience at school and beyond. It encompasses physical, emotional, cognitive, spiritual and social health and development, and contributes to an understanding of self, to developing and maintaining relationships with others, and to participation in an active, healthy lifestyle.
The development of a student’s well-being is addressed through all areas of the PYP curriculum. Each student’s personal, social and physical development is supported through all learning engagements both within and outside the programme of inquiry.
Physical education is more than just student participation in sports and games. Its purpose should be to develop a combination of transferable skills promoting physical, intellectual, emotional and social development; to encourage present and future choices that contribute to long-term healthy living; and to understand the cultural significance of physical activities for individuals and communities.
The curriculum is organized into three strands: Identity, Active Living and Interactions.
The arts are identified as dance, drama, music and visual arts. Arts engage students in creative processes through which they explore and experiment in a continual cycle of action and reflection.. From an early age, students have the opportunity to develop genuine interests, to give careful consideration to their work and to become self-critical and reflective. Reflecting on and evaluating their own work and the work of others is an important part of the curriculum.
The curriculum is organized into two strands for each of the four identified areas of the arts: creating and responding.
IBO PYP Language Scope and Sequence
IBO PYP Mathematics Scope and Sequence
IBO PYP Social Studies Scope and Sequence
IBO PYP Science Scope and Sequence
IBO PYP PSPE Scope and Sequence