We are committed to providing a transdisciplinary, inquiry-based, and child-centered education that prepares our children to be active participants in a lifelong journey of learning. We have fully embraced the framework of the International Baccalaureate Primary Years Programme (PYP) to achieve this vision. This implementation statement outlines our commitment to the philosophy, principles, and practices of the PYP across our academy.
We believe in the core principles of the IB and recognise that children are agents of their own learning and partners in the learning process. We foster curiosity, encourage children’s voice, and empower them to take ownership of their inquiries. Learning is conceptual, driven by inquiry, and developed in local and global contexts. Our curriculum is structured around the six transdisciplinary themes, providing a framework for exploring significant concepts and connecting learning to the world around us. Education is inclusive and equitable, valuing diversity and promoting understanding across cultures. We celebrate the unique backgrounds and experiences of all of our children and strive to create a learning environment where all children feel valued, respected, and empowered to succeed.
Effective teaching and learning requires collaboration and reflection. Our teachers work collaboratively to plan, implement, and reflect on their practice, continuously seeking ways to enhance the children’s learning.
Key Elements of our PYP Implementation:
The Learner Profile:
We explicitly integrate the ten attributes of the IB Learner Profile into our teaching and learning. We encourage children to become inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, and reflective individuals. These attributes are fostered through classroom activities, regular discussions, celebration certificates and opportunities for self-assessment.
The Transdisciplinary Themes:
Our curriculum is organised through a Programme of Inquiry and around the six transdisciplinary themes:
These themes provide a framework for inquiry into significant global issues and ensure a balance across subject areas.
The Programme of Inquiry (PoI):
We have developed a comprehensive Programme of Inquiry that outlines the Units of Inquiry for each year group. These units are designed to be engaging, relevant, challenging, and significant, allowing children to explore key concepts through meaningful inquiry. The PoI is a working document that is regularly reviewed, with all stakeholders, and refined to ensure its continued relevance and effectiveness.
Inquiry-Based Learning:
Inquiry is at the heart of our pedagogical approach. We encourage children to ask questions, explore ideas, conduct research, and construct their own understanding. Teachers act as facilitators, guiding and supporting children through the inquiry process.
Conceptual Understanding:
We focus on developing deep conceptual understanding rather than rote memorisation. Our Units of Inquiry are built around key concepts that are explored across different contexts and subject areas.
Transdisciplinarity:
We strive to connect learning across different subject areas within the context of the transdisciplinary themes. This allows children to see the interconnectedness of knowledge, allowing the knowledge to stick. It also develops a holistic understanding of the world.
Approaches to Learning (ATL):
We teach and develop the five categories of AtL skills: thinking skills, social skills, communication skills, self-management skills, and research skills. These skills are essential for lifelong learning and are integrated into all aspects of the curriculum.
International-Mindedness:
We actively promote international-mindedness by fostering an understanding of different cultures, perspectives, and global issues. We encourage children to develop empathy, respect, and a sense of responsibility as global citizens.
Assessment:
We employ a range of formative and summative assessment strategies to monitor children’s progress, provide meaningful feedback, and inform teaching and learning. Our assessment practices are authentic, aligned with the learning outcomes, and provide opportunities for children’s reflection and self-assessment.
Adaptation:
We recognise the diverse learning needs of all our children and adapt our instructions to ensure that all children are challenged and supported to reach their full potential.
The Learning Environment:
We strive to create a stimulating and supportive learning environment that encourages collaboration, creativity, and critical thinking. Our classrooms are designed to be flexible and adaptable to support inquiry-based learning.
Collaboration and Professional Development:
We foster a collaborative culture among our teachers, providing ongoing professional development opportunities to deepen their understanding of the PYP and enhance their pedagogical practices.
Partnership with Parents/Carers:
We believe that parents/carers are essential partners in their children's education. We actively communicate with parents/carers about the PYP via a newsletter and provide opportunities for them to be involved in their children's learning.
We are committed to the ongoing review and evaluation of our PYP implementation to ensure its effectiveness and continuous improvement. This involves regular reflection, data analysis, and collaboration among teachers, children, and parents/carers. By fully implementing the IB Primary Years Programme, we aim to cultivate knowledgeable, caring, and active young people who are equipped to make a positive difference in the world. We are proud to be an IB World School and are dedicated to upholding the high standards and principles of the PYP.
