PYP (Primary Years Programme)

Quality education for a better world

The International Baccalaureate (IB) offers high quality programmes of international education to a worldwide community of schools. The three programmes for students aged 3 to 19 help develop the intellectual, personal, emotional and social skills to live, learn and work in a rapidly globalizing world. There are more than1068000 students at 3500 schools in 144 countries.

What is the Primary Years Programme (PYP)?

It is a transdisciplinary programme of international education designed to foster the development of the whole child.

The International Baccalaureate Primary Years Programme (PYP) is designed for students aged 3 to 12. It focuses on the total growth of the developing child, touching hearts as well as minds and encompassing social, physical, emotional and cultural needs in addition to academic development.

The PYP draws on research and best practice from a range of national systems with a wealth of knowledge and experience from international schools to create a relevant, engaging, challenging and significant educational framework for all children.

At the heart of the programme’s philosophy is a commitment to structured, purposeful inquiry as the leading vehicle for learning. The school’s Programme of Inquiry is structured into six transdisciplinary themes

Six Transdisciplinary Themes

Six transdisciplinary themes of global significance provide the framework for exploration and study:

  • 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 are guided by these six transdisciplinary themes as they design units of inquiry that both transcend and articulate conventional subject boundaries.

The programme can be illustrated below with the six transdisciplinary themes surrounding six subject areas:

  • language
  • social studies
  • mathematics
  • arts
  • science and technology
  • personal, social and physical education.

The themes and subject areas outlined above form the knowledge element of the programme. Five essential elements (concepts, approaches to teaching, approaches to learning, attitudes and action) appear at the center of the circle.



Five essential elements

The five essential elements listed above are incorporated into this framework, so that students are given the opportunity to:

  • gain knowledge that is relevant and of global significance
  • develop an understanding of concepts, which allows them to make connections throughout their learning
  • acquire transdisciplinary and disciplinary skills through approaches to learning
  • develop attitudes that will lead to international-mindedness
  • take action as a consequence of their learning.


Central to all IBO programmes is the Learner Profile

Profile of an IB Learner

IB programmes aim to develop internationally minded people, who, recognizing our common humanity and shared guardianship of the planet, help to create a better, more peaceful world. IB learners strive to be:

Inquirers - They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

Thinkers - They exercise initiative in applying thinking skills critically and creatively to pose and approach complex problems, and make reasoned, ethical decisions.

Communicators - They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

Risk takers - They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

Knowledgeable - They explore concepts, ideas and issues that have local and global significance. In doing so, they acquire in- depth knowledge and develop understanding across a broad and balanced range of disciplines.

Principled - They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

Caring - They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service and act to make a positive difference to the lives of others and to the environment.

Open-minded - They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

Balanced - They understand the importance of intellectual, physical and emotional balance to achieve personal well- being for themselves and others.

Reflective - They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.