GIS is an IB (International Baccalaureate) World School for the Primary Years Programme (PYP)
IB PYP FRAMEWORK
The IB Primary Years Programme (PYP) for children aged 3 - 12 nurtures and develops young students as caring, active participants in a lifelong journey of learning.
The PYP offers an inquiry-based, transdisciplinary curriculum framework that builds conceptual understanding. It is a student-centered approach to education for children aged 3-12. It reflects the best of educational research, thought leadership and experience derived from IB World Schools.
The PYP has evolved to become a world leader in future-focused education. The PYP is an example of best educational practice globally, responding to the challenges and opportunities facing young students in our rapidly changing world.
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,
The International Baccalaureate® (IB) Primary Years Programme (PYP) is underpinned by six transdisciplinary themes around which learning is planned.
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.
The pillars of 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?)