Primary Years Programme (PYP)

Madison Simis' goal is to nurture a balanced learner who is well equipped with not only knowledge, but the skills and confidence necessary to succeed in our rapidly changing world.

Since its inception, the Primary Years Programme has widely impacted not only students aged 3–12 and their school communities worldwide but also the course of international education. As a transdisciplinary, inquiry-based and student-centred education with responsible action at its core, the PYP has remained trusted, timeless and transformational.

In response to the challenges and opportunities found in our rapidly changing complex world, and in line with movements in global education to develop lifelong learners, a future-focused PYP has evolved. The PYP curriculum framework emphasizes the central principle of agency that is threaded throughout the three pillars of the curriculum: the learner, learning and teaching and the learning community. Augmenting the focus of the “written, taught, and assessed” curriculum with the human elements-—the learner and the learning community—underlines that everyone connected to the school community has voice, choice and ownership to impact learning and teaching. These holistic components complement and reinforce each other to form a coherent whole.

The learner: describes the outcomes for individual students and the outcomes they seek for themselves (what is learning?)

Learning and teaching: articulates the distinctive features of learning and teaching (how best to support learners?)

The learning community: emphasizes the importance of the social outcomes of learning and the role that IB communities play in achieving these outcomes (who facilitates learning and teaching?)

taken from www.ibo.org

PYP Framework