Primary Years Programme (PYP)

What is the PYP programme?
There are three stages in the IBO programme
  • The Primary Years Programme (for students aged 3-12)
  • The Middle Years Programme (for students aged 11-16)
  • The Diploma Programme (final two years of school)
  • The Career-Related Programme (final two years of school)
LIS offers the Primary Years Programme of the International Baccalaureate Organization. This programme is a comprehensive approach to teaching and learning. 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.
Close co-operation between school and home is an important condition to ensure the student’s well-being and growth.
The curriculum used is engaging, relevant, challenging and significant. All students should be supported to participate in the programme to the fullest extent possible.

What will your child be learning?

The curriculum is built on essential elements that help to frame the teaching and learning. These essential elements are:
Knowledge
Relevant content that we wish the students to explore and know about, taking into consideration their prior experience and understanding. Through structured inquiry, the student will make links between the already existing knowledge and new information and gain understanding of the world. Different strategies are used to ensure the best possible approach for each individual student. It is important for parents to be involved in their child’s learning. Close contact will be maintained between parents and teachers to enable parents to support their child’s learning.
Learning is organized around 6 themes during a year. The chosen themes are significant for all students in all cultures and offer students the opportunity to explore the commonalities of human experience:
  • 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.
Students learn about these themes in the context of units of inquiry. These units must be relevant to the lives of the students, they must involve students actively in their own learning, they must enable the students to extend their knowledge and increase their competencies and understanding and they must contribute to an understanding of commonality of human experiences.
For example:
  • The unit of inquiry “The life cycles” could be an inquiry into “How the world works”.
  • The unit of inquiry “Recycling”” could be an inquiry into “Sharing the planet”.
  • The unit of inquiry “Occupations” could be an inquiry into “How we organize ourselves”.
Although the Programme of inquiry (the units that will be taught during the school year) is determined by the teaching team before the school year starts, the students are actively involved in steering the unit. It depends on their prior knowledge, their background, their interests and questions what direction the teaching/learning process will take. They are the inquirers, the teacher support their learning.
As it is important to acquire knowledge in context, the subject areas language, social studies, mathematics, arts, science and technology and personal, social and physical education are explored through these themes as much as possible. This enables the students to make connections across the disciplines, discover ways to integrate the separate subjects and relate what they learn to life.
Concepts
Structured inquiry is a powerful way of learning that promotes understanding, and challenges the students to be actively involved in their own learning process. This structured inquiry is driven by a set of key concepts that are formulated as key questions. These open ended questions help students to consider ways of thinking and learning about the world.

  • 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
Students acquire and apply a set of skills that they need to succeed in a changing, challenging world:
Social skills:
Students can take responsibility, they respect others, can work cooperatively in a group, can resolve conflict, can discuss ideas.
Communication skills:
Students listen to others, to information, they can express ideas clearly, can read a variety of sources for information and pleasure, can write for different reasons, can present information through a variety of visual media.
Thinking skills:
Students acquire new knowledge and can make use of this knowledge in practical or new ways. They see relationships between different parts, can think about different points of view at the same time, can analyse one’s own and others’ thought processes.
Research skills:
Students can ask compelling and relevant questions, can plan a course of action to find out information, can record data by drawing, note taking, charts, tallying. They can draw conclusions form organized data, can effectively communicate what has been learned.
Self management skills:
Students develop their gross and fine motor skills, can plan and carry out activities effectively, use their time appropriately, can make choices to achieve a balance in nutrition, rest, exercise, know how to take care of themselves. They can follow rules.
Attitudes
In order to become an internationally minded person, it is important that personal attitudes are developed towards people, the environment and learning and contributing to the well-being of the individual and of the group. These attitudes should be part of the daily lives of both adults and students.
Appreciation:
appreciate the world and the people around us
Commitment:
show responsibility and commitment to own learning
Confidence:
having the courage to take risks, apply what has been learned, make appropriate choices, feel confident as learners
Cooperation:
collaborate with others, lead or follow as the situation demands
Creativity:
be creative in our thinking, and in the approach to problems
Curiosity:
be curious about the world, the people and the cultures
Empathy: be able to imagine oneself in another’s situation, be open-minded and reflective about the perspectives of others.
Enthusiasm:
enjoy learning, put effort in the process of learning
Independence:
make own judgments based on reasoned arguments, think and acd independently
Integrity:
be honest and fair
Respect:
respect oneself, others and the environment
Tolerance:
be sensitive about differences and diversity in the world and be responsive to the needs of others
Action
A successful learning process, will lead to responsible action, initiated by the students themselves. Through these actions students are able to grow both personally and socially, developing skills such as creative and critical thinking, problem solving, and cooperation. This action comes from the students’ concrete experiences and begins at a basic level, within the family, within the classroom and around the school. It can be a demonstration of a sense of responsibility and respect for oneself, others and the environment. Action is an important part of students’ active participation in their own learning.
How will you know what your child has learned?
Parent-teacher conferences will take place at least once per school term to discuss the student’s progress.
Each student has his/her own portfolio with a collection of work that provides a picture of the student’s progress and development over a period of time.
Written reports are completed at the end of each year (June) and sent home with the student.

Do you want to know more?

For further information, please don't hesitate to contact us.

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