What’s New in IB PYP? April 2025 Updates on Inquiry, Subjects & Early Years Unpacked! 



The IB has officially released its updated curriculum resources across all subject areas - including Inquiry Learning Progressions and a refreshed focus on the Early Years Framework (April 2025). These updates are not just cosmetic, they represent a bold shift towards deeper inquiry, stronger learner agency, and more intentional curriculum design from early years through Grade 5. 

I strongly encourage all fellow educators to visit the MyIB Dashboard > Programme Resource Centre > Curriculum Resources and explore the newly published documents firsthand for a complete and accurate understanding. 

This article is structured into three main sections, each unpacking a specific update in a comparative format:

We’ll now explore each section one by one.



a. Unified Structure Across All Subjects
     Previously:  Each subject had varied formatting, different structures, and inconsistent terminology. Transdisciplinary learning connections were often left to educators' interpretation.

    Now:


b. Inquiry Learning Progressions Integrated 

    Previously: Inquiry was emphasized in the PYP framework, but learning progressions were often implicit or interpreted differently across subjects.

    Now:


c. Visual and Conceptual Enhancements
     Previously: Guidance lacked visual coherence and conceptual clarity across subjects. Navigation and reference were sometimes challenging for teachers.

    Now:



Subject-Wise Key Highlights


Arts


     Previously:  Arts were referenced but with less emphasis on cultural identity, interdisciplinary connections, or differentiated roles of each art form.

   Now:



Language


     Previously: Language strands were defined, but connections to multimodal learning and social practices were less emphasized.

   Now:


Mathematics


     Previously: Math was often viewed more traditionally, and transdisciplinary links were less explicit.

    Now:



Science


    Previously: Strands were loosely organized, with less focus on ethics, action, and sustainability.

   Now:



Personal, Social and Physical Education (PSPE)


     Previously: Earlier versions did not clearly distinguish between social, emotional, and physical learning.

   Now:



Social Studies


     Previously: Primarily framed around history and geography, with less global citizenship perspective.

    Now:


Early Years Focus


      Previously: Early Years were often treated as a separate or introductory phase, not consistently embedded across all subjects.

    Now:


  Final Thoughts
 These updates reflect IB’s continued shift toward deeper inquiry, interdisciplinary learning, and a student-centered approach. The 2025 guidance offers a streamlined and practical toolset for planning, teaching, and reflecting across all PYP subjects.

 


2. Inquiry Learning Progressions – April 2025: Major Updates


1. Clear Structure Around Five Core Capacities
     Previously: Inquiry-related skills were dispersed across documents and not clearly grouped into learner-centered capacities. Educators often interpreted growth informally.

   Now:
 The updated progressions are now organized into five key inquiry capacities that reflect how learners grow as inquirers:


 • Wondering and Questioning
 • Investigating
 • Making Meaning
 • Communicating
 • Taking Action


 Each capacity includes progression points, sample learning opportunities, and developmental descriptors, making it easier for educators to track growth over time.


2. Skills-Based, Not Age-Based
     Previously: Progressions were often inferred from grade-level expectations, leaving little room for personalized pacing.

   Now:
 • Unlike traditional standards, these progressions are not tied to age or grade levels.
 • Learners can work within multiple progression points at a time and may stay at a single point for several years.
 • This supports personalized, student-paced inquiry learning.


3. Connection to ATL & Agency
      Previously: While ATL and agency were core to the PYP, there wasn’t a clearly defined structure linking them to inquiry progression.

  Now:
 • Each progression is tightly aligned with the Approaches to Learning (ATL).
 • There’s a strong emphasis on student agency—learners are seen as partners in driving their own inquiry journey.
 • The document positions the progressions as a bridge between ATL and Approaches to Teaching.


4. Designed for Practical Use
     Previously: Earlier documentation lacked tools for flexible planning or note-taking, making it harder for teachers to implement and reflect in real time.

   Now:
 • Two publication formats are available:
 o With sample learning opportunities
 o With space for educator notes
 • These resources make the document directly usable for planning, reflection, and documentation.


5. Support for Whole-School Inquiry Culture
     Previously: Use of inquiry tools was often limited to specific classes or teachers, without guidance on school-wide implementation.

   Now:
 • Schools are encouraged to decide:
 o Which progression(s) to use
 o How to implement them (school-wide or grade-specific)
 o How to document usage and outcomes
 • Guiding questions are provided to frame staff inquiry and reflection around implementation.


6. Compatible with PYP Subject Continuums
    Previously: Inquiry approaches were described generally but not clearly aligned with subject-specific continuums.

   Now:
 • The inquiry learning progressions are designed to complement and extend the PYP subject continuums (Arts, Language, Math, Science, Social Studies, PSPE).
 • They support transdisciplinary learning and deeper conceptual connections.


Summary
 The April 2025 Inquiry Learning Progressions represent a refined, flexible, and deeply learner-centered tool that supports inquiry not just as a teaching strategy, but as a developmental journey. The progressions are designed to:


 • Track and support long-term skill development
 • Foster agency, critical thinking, and meaningful action
 • Bridge curriculum, pedagogy, and assessment



3. Key Updates in Early Years PYP (April 2025)


1. Stronger Emphasis on Learner Agency
     Previously: Learner agency was valued but not deeply connected with concepts like self-efficacy or self-regulation. Goal-setting by early learners was not explicitly encouraged or structured.

    Now:
 Learners are recognized as competent, capable and active agents in their learning.
 A deeper connection is made between agency, self-efficacy, and self-regulation.
 Early learners are now explicitly supported to set goals, reflect, and take ownership of their learning journeys through inquiry and play.


 2. Play as Inquiry – Central Pedagogical Strategy
      Previously: Play was included as one way of engaging learners but was not consistently treated as the core of inquiry. It often existed alongside more traditional teaching methods.

    Now:
 Play is re-emphasized as the primary driver for inquiry, not just an activity.
 It supports the development of ATL (Approaches to Learning) and IB Learner Profile attributes.
 Educators are guided on how to extend and document learning through open-ended and guided play.


3. ATL Skills – Developmental Progressions for Early Learners
     Previously: ATL skills were introduced without specific developmental guidance tailored to young learners. Skills progression and examples were generalized or limited.

    Now:
 ATL is now clearly mapped with age-appropriate sub-skills, including:

(Thinking,  Research, Communication, Social & Self-management)

These are linked to symbolic learning, social interactions, and authentic actions.


4. Symbolic Exploration and Expression
      Previously: Literacy and numeracy were emphasized, but not always framed as symbolic systems through which meaning is made. Home language use and creative expression were less foregrounded.

     Now:
 Stronger recognition of literacy, numeracy, the arts, and movement as symbolic systems of meaning-making.
 Emphasis on home languages and translanguaging for cognitive growth and identity development.
 Mark-making, story dramatization, and pretend play are positioned as critical literacy and numeracy entry points.


5. IB Learner Profile as a Living Framework
     Previously: The learner profile was often displayed but used more for compliance and visual presence than active planning or student reflection.

    Now:
 The attributes are now actively used by learners for self-reflection and goal-setting.
 Visuals, drawings, and child-friendly language are suggested for developing understanding of the attributes.
 Learner profile is now a planning and documentation tool, not just a poster on the wall.


6. Action in Early Years
     Previously: Action was often interpreted as formal projects or service learning at older ages. Young learners' spontaneous or subtle actions were under-recognized.

    Now:
 Action is seen as spontaneous, personal, and authentic—even small acts count.
 Educators are encouraged to document student-initiated action and connect it to learning outcomes.
 Clear examples show how early learners demonstrate IB learner profile attributes through daily choices and reflections.


7. Learning Community Vision
     Previously: Parents and community members were mentioned in broad terms. Their roles were less visible in actual curriculum planning or classroom environments.

    Now:
 All members (parents, educators, support staff) are seen as part of a shared learning culture.
 Guidance includes:



Why These Updates Matter

These updates position Early Years learners as full participants in the IB journey, not as pre-schoolers preparing for “real” learning. The document bridges developmental theory, inquiry pedagogy, and international-mindedness into daily, child-led classroom experiences.


Stay tuned: As per the IB’s announcement, further updates may continue to roll out through April and May 2025. This article covers what has been published as of now, and we can expect more refinements or supporting resources in the coming weeks.