The International Baccalaureate (IB) Primary Years Programme (PYP)
The Pillars of the PYP Curriculum Framework
The International Baccalaureate (IB) is a global leader in international education—developing inquiring, knowledgeable, confident, and caring young people. For over 50 years, IB four programmes provide a solid, consistent framework and the flexibility to tailor students’ education according to their culture and context. These programmes empower school-aged students to take ownership in their own learning and help them develop future-ready skills to make a difference and thrive in a world that changes fast. Students at International Baccalaureate® (IB) World Schools are given a unique, challenging and diverse education.
IB learners are:
-encouraged to think critically and solve complex problems
-drive their own learning
-a core part in educational programmes that can lead them to some of the highest-ranking universities around the world
-more culturally aware through the development of a second language
-able to engage with people in an increasingly globalized, rapidly changing world.
Research shows that students in the IB Primary Years Programme (PYP) and Middle Years Programme (MYP) performed better than non-IB students in a global International Schools’ Assessment study that ran from 2009-2011.
Further research indicates that Diploma Programme (DP) graduates complete college faster than their peers, feel more prepared for college-level coursework involving research, and are better able to cope with demanding workloads and time-management challenges.
What is Primary Years Program (PYP)?
The PYP is an authentic inquiry-based learning and teaching programme that is engaging, significant, challenging and relevant. It is part of the IB programme.
The programme offers an inquiry-based and concept-driven transdisæciplinary model of learning and teaching, supported by a strong understanding of how students learn.
Students also demonstrate the agility and imagination to respond to new and unexpected challenges and opportunities and to take action for a better and more peaceful world.
Schools who choose to implement the PYP will develop students’ academic, social and emotional wellbeing, focusing on international-mindedness and a sense of belonging to local and global communities. The PYP nurtures independent and collaborative learners, encouraging every student to have voice, choice and ownership in their own learning.
PYP Curriculum Framework
The Primary Years Programme curriculum framework begins with the premise that students are agents of their own learning and partners in the learning process. It prioritizes people and their relationships to build a strong learning community.
PYP students use their initiative to take responsibility and ownership of their learning. By learning through inquiry and reflecting on their own learning, PYP students develop knowledge, conceptual understandings, skills and the attributes of the IB Learner profile to make a difference in their own lives, their communities, and beyond.
Why offer the PYP ?
The PYP focuses on the development of the whole child as an inquirer, both in school and in the world beyond. The PYP offers a transformative experience for students, teachers and whole school communities and delivers excellent outcomes by providing an education that is engaging, relevant, challenging and significant.
PYP learners know how to take ownership of their learning, collaborating with teachers to deepen understanding and increase their confidence and self-motivation. Through actively engaging in integrated ongoing assessment, they become effective, self-regulated learners who can act on constructive feedback.
The Primary Years Programme (PYP) offers a transdisciplinary, inquiry-based and student-centered education with responsible action at its core, enabling
students to learn between, across and beyond traditional subject boundaries.
The framework serves as the curriculum organizer and offers an in-depth guide to achieve authentic conceptual inquiry-based learning that is engaging, significant, challenging and relevant for PYP students.
Through the programme of inquiry and by reflecting on their learning, PYP students develop knowledge, conceptual understandings, skills and the attributes of the IB Learner profile. Informed by constructivist and social-constructivist learning theories, the emphasis on collaborative inquiry and integrative learning honours the curiosity, voice, and contribution of the students.
Guided by six transdisciplinary themes of global significance, students broaden their learning by developing their conceptual understandings, strengthening their knowledge and skills across, between and beyond subject areas.
The PYP Curriculum Framework
The transdisciplinary model extends across all three pillars of the PYP curriculum framework—the learner, learning and teaching, and the learning community.
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?)
Implementing the PYP in Schools
The whole school benefits from using the PYP curriculum framework to organize their curriculum and community. In addition, the Programme Standards and Practice (PSP) framework supports schools with implementing and developing the PYP.
The PSP helps develop the environment, culture, policies and processes that support effective practice and exemplify the IB mission.
Cambridge International Primary Curriculum
By offering Cambridge Primary, we can provide a broad and balanced education for our learners, helping them to thrive throughout their schooling, work and life. With ten subjects to choose from, including English, mathematics and science, we’ll find plenty of opportunities to develop creativity, expression and wellbeing in a variety of ways.
The curriculum is flexible, so we can shape it around how you want our students to learn. Subjects can be offered in any combination and adapted to suit our context, culture and school ethos.
Cambridge International Curriculum Standards
We then follow the curriculum standards of the Cambridge Primary curriculum used for main subjects.
The Arabic and French curricula will be aligned with considering the Common European Framework of Reference for Languages and the standards will be selected on the basis of educational research so as to be consistent and supportive of the school’s mission, objective and philosophy. Appropriate international educational standards will also be considered and selected for supplementary subjects.
-The basic language of instruction at BAT is English.
-The school makes necessary arrangements and provides assistance to help students who do not have an adequate working knowledge of English Language. Students are supported through extra language proficiency courses in order to enable them with the appropriate linguistic tools necessary for an effective English language-based education.
-Arabic Language is introduced as a second language to Tunisian and non-Tunisian students.
-French Language is introduced as a foreign language to Tunisian and non-Tunisian students.
English is a vital way of communicating in school, in public life and internationally. Literature in English is rich and influential, reflecting the experience of people from many countries and times. In studying English, students develop skills in speaking, listening, reading and writing. It enables them to express themselves creatively and imaginatively and to communicate with others effectively. Students learn to become enthusiastic and critical readers of stories, poetry and plays as well as non-fiction and media texts. The study of English helps students understand how language works by looking at its patterns, structures and origins. Using this knowledge, students can choose and adapt what they say and write in different situations.
The school has a separate ESL department targeting the less-performing students who join our classes with a low language proficiency level. Students are accompanied individually and outside the usual classroom till they meet the linguistic requirements necessary for their educational growth.
Mathematics equips students with a uniquely powerful set of tools to understand and change the world. These tools include logical reasoning, problem-solving skills and the ability to think in abstract ways. Numeracy is important in everyday life, many forms of employment, science and technology, medicine, economy, environment and any development or in public decision- making. Different cultures have contributed to the development and application of mathematics. Today, the subject transcends cultural boundaries and its importance is universally recognized. Mathematics is a creative discipline. It can stimulate moments of pleasure and wonder when a student solves a problem for the first time, discovers a more elegant solution to that problem, or suddenly sees hidden connections.
Science stimulates and excites students’ curiosity about phenomena and events in the world around them. It also satisfies this curiosity with knowledge. Because science links direct practical experience with ideas, it can engage learners at many levels. Scientific method is about developing and evaluating explanations through experimental evidence and modelling. This is a spur to critical and creative thought. Through science, students understand how major scientific ideas contribute to technological change impacting on industry, business and medicine and improving quality of life. Students recognize the cultural significance of science and trace its worldwide development. They learn to question and discuss science- based issues that may affect their own lives, the direction of society and the future of the world.