Approaches to Teaching
The IB Primary Years Programme
- addresses students’ academic, social and emotional well-being
- encourages students to develop independence and to take responsibility for their own learning
- supports students’ efforts to gain understanding of the world and to function comfortably within it
- helps students establish personal values as a foundation upon which international-mindedness will develop and flourish.
In the PYP a balance is sought between acquisition of essential knowledge and skills, development of conceptual understanding, demonstration of positive attitudes, and taking of responsible action.
The Essential Elements of the PYP Curriculum
To achieve this balance, five essential elements of the curriculum are emphasized.
Knowledge: Significant, relevant content that we wish the students to explore and know about, taking into consideration their prior experience and understanding.
Concepts: Powerful ideas that have relevance within the subject areas but also transcend them and that students must explore and re-explore in order to develop a coherent, in-depth understanding.
Skills: Those capabilities that the students need to demonstrate to succeed in a changing, challenging world, which may be disciplinary or transdisciplinary in nature.
Attitudes: Dispositions that are expressions of fundamental values, beliefs and feelings about learning, the environment and people.
Action: Demonstrations of deeper learning in responsible behaviour through responsible action; a manifestation in practice of the other essential elements.
The PYP Approach
The approach of the PYP curriculum takes into account:
• the characteristics, capabilities and interests that are normal for the age group
• the different rates at which students learn and the wide range of normal variation that can occur in an age group
• that individual patterns of development are complex and not simply sequential
• that learning is a balance between the intellectual, the social and the personal; each is important and each is interlinked with the others
• that the maturity of each student depends on the developmental stages he or she has already gone through, and the effects of earlier positive and negative feedback.