Primary Years Programme

Curriculum framework

At the heart of the programme's philosophy is a commitment to structured, purposeful inquiry as the leading vehicle for learning.

Six transdisciplinary themes

Six transdisciplinary themes of global significance provide the framework for exploration and study:
  • 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.
Teachers are guided by these six transdisciplinary themes as they design units of inquiry that both transcend and articulate conventional subject boundaries.

The programme can be illustrated by a hexagon with the six transdisciplinary themes surrounding six subject areas:
  • language
  • social studies
  • mathematics
  • arts
  • science
  • personal, social and physical education.
The transdisciplinary themes and subject areas outlined above form the knowledge element of the programme.
Primary years programme
Primary years programme

Five essential elements

The five essential elements—concepts, knowledge, skills, attitudes, action—are incorporated into this framework, so that students are given the opportunity to:
  • gain knowledge that is relevant and of global significance
  • develop an understanding of concepts, which allows them to make connections throughout their learning
  • acquire transdisciplinary and disciplinary skills
  • develop attitudes that will lead to international-mindedness
  • take action as a consequence of their learning.

Curriculum model

The curriculum is expressed in three interrelated ways:
  • the written curriculum—what do we want to learn?
  • the taught curriculum—how best will we learn?
  • the assessed curriculum—how will we know what we have learned?


http://www.ibo.org/pyp/curriculum/



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Middle Years Program Curriculum- Visualized by an octagon with 8 subject areas with the 5 areas of interaction
at the center is the personal project
The emphasis is on the fluidity of the curricular framework and the interrelatedness of the subjects. Aspects of the areas of interaction are addressed naturally through the distinct disciplines. In particular, the framework is flexible enough to allow a school to include other subjects not determined by the IB but which may be required by state or national authorities.
The overall philosophy of the programme is expressed through three fundamental concepts that support and strengthen all areas of the curriculum. These concepts are based on:
  • intercultural awareness
  • holistic learning
  • communication.









Diploma Program
The curriculum is modelled by a hexagon with six academic areas surrounding the three core requirements.
English DP programme model
English DP programme model

Over the course of the two-year programme, students:
  • study six subjects chosen from the six subject groups
  • complete an extended essay
  • follow a theory of knowledge course (TOK)
  • participate in creativity, action, service (CAS).

Normally:
  • three of the six subjects are studied at higher level (courses representing 240 teaching hours)
  • the remaining three subjects are studied at standard level (courses representing 150 teaching hours).

The IB Career-related Certificate (IBCC)

Life in the 21st Century places many demands on students. Enabling students to become self-confident, internationally-minded learners must be integral to their education. The IB Career-related Certificate (IBCC) is a new qualification that increases access to an IB education and is specifically designed to provide a flexible learning framework tailored by the school to meet the needs of students and the local community as well as the world beyond.