Mission Statement of the IB
The International Baccalaureate organisation aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.
To this end the IB works with schools, governments and international organisations to develop challenging programs of international education and rigorous assessment.
These programs encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
Learn more about the IB
Teaching and learning through the PYP framework
‘The aim of the PYP is to develop internationally minded people who recognise their common humanity and shared guardianship of the planet and help to create a better and more peaceful world.’ (p4 Making the PYP happen: A curriculum framework for international primary education 2009)
We strive for our learners to be:
These attributes promote academic rigor and help the student to achieve and experience social-emotional, behavioural, intellectual well-being and international mindedness.
The Written Curriculum
Through the PYP students develop an understanding of important concepts, acquire essential skills and knowledge, develop attitudes and learn to take socially responsible action.
These 5 essential elements are intentionally addressed throughout the teaching and learning programme.
We live in an ever-changing world; knowledge is changing students need to be able to view the world with flexibility. Through concept based learning students learn about transferrable ideas that transcend time, place and situation. Concepts allow learners to organize and make sense of the world.
The PYP outlines 8 fundamental concepts. They are expressed as key questions propelling the process of inquiry.
These universal concepts drive the research units—called UNITS OF INQUIRY (UOI)
The 8 fundamental concepts are:
- Form: What is it like?
- Function: How does it work?
- Causation: Why is it like it is?
- Change: How is it changing?
- Connection: How is it connected to other things?
- Perspective: What are the points of view?
- Reflection: How do we know?
- Responsibility: What is our responsibility?
SKILLS (approaches to learning)
Skill development is recognised as an important part of the programme. These skills are developed in an authentic way through the units of inquiry.
- Thinking skills
- Communication skills
- Social skills
- Research skills
- Self-Management skills
The PYP promotes attitudes that we want students to feel, value, and demonstrate.
“Attitude is a little thing that makes a big difference.” -Winston Churchill
Students are encouraged to reflect, to make informed choices and to take action that will help their peers, school and the wider community. This is how students demonstrate a deeper sense of learning by applying their knowledge to service and positive action.
Six transdisciplinary themes provide the framework for exploration and construction of knowledge. Transdisciplinary learning involves interconnecting and applying understanding across traditional subject areas.
“To be truly educated, a student must also make connections across the discipline, discover ways to integrate the separate subjects, and ultimately relate what they learn to life” (Boyer 1995)
The six transdisciplinary themes are:
- 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