Essential Elements in the PYP
The International Baccalaureate (IB) Primary Years Programme (PYP) is such a robust framework for teaching and learning it is helpful to take a step back every so often and remind ourselves of the basics. Now that we are on our third year as a candidate IB school, how much of the IB framework below are you familiar with? Our IB PYP Coordinator is always here to talk in more detail! Meaghan Roach (mroach@stlukeshoreline.org). Come in and visit and we can show you these essential elements in action!
There are five key components to the IB/PYP curriculum: Attributes, Knowledge, Key Concepts, Skills, and Action.
Attributes There are ten Learner Profile Attributes we want students to value and exhibit. They are interwoven throughout every aspect of the curriculum.
Caring
Balanced
Inquirers
Knowledgeable
Principled
Open-minded
Rist-takers
Reflective
Thinkers
Communicators
Knowledge There are six transdisciplinary themes students will investigate throughout the school year. These themes are globally significant and cover concepts that are interconnected, can be addressed in all disciplines (subjects), and can be applied to real life.
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
Key Concepts
There are eight key concepts that drive instructions through inquiry, questions, and investigation.
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 point of view?
Responsibility – What is our responsibility?
Reflection – How do we know?
Skills
There are five transdisciplinary skills students develop as they involve themselves in the learning environment.
Thinking Skills
Research Skills
Self-management Skills
Communication Skills
Social Skills
Action Students are encouraged to reflect, to make informed choices and to take action that will help their peers, school staff, and the wider community. These are student initiated responses to what they are understanding and learning about themselves and the world in which they live.