The aim of the International Baccalaureate Primary Years Program (IB PYP) is that students will acquire ownership of a deep-rooted set of attributes that will provide the foundation for all their future endeavours.
The Five Essential Elements of the IB PYP encourage the breadth of content necessary in an international school:
The driving force in developing the Program of Inquiry. These powerful ideas have relevance within and across the disciplines and are continuously re-explored.
Significant subject matter for students to explore. This also provides our students with a shared base of information.
Approaches to Learning
Abilities the students attain in order to succeed in making sense of their world.
Fundamental values, beliefs, and feelings students have regarding learning, their environment, and other people.
Demonstration of deeper learning through service and positive action.
The PYP takes a curricular approach with inquiry at the center. It is not just an approach, but also a philosophy that guides program development and student learning. Students participate in directing their learning by investigating and exploring the central ideas presented through the Program of Inquiry. Students at ASB are engaged in open-ended, relevant, student-centered engagements that allow them to explore the essential elements embedded in the units of inquiry.
Units of inquiry are designed to enable students to construct knowledge and understanding of the world around them through meaningful and purposeful engagements relating to the students’ first-hand experiences. Throughout the inquiries, students reflect on their learning, continually constructing and modifying theories, and making connections between their learning within the school environment and their experiences in the wider world.
Learning in the PYP is organized under six transdisciplinary themes. These themes represent multiple perspectives and human commonalities and promote a transdisciplinary model of teaching and learning.
An inquiry into:
Who we are
An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.
Where we are in place and time
An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations, and migration of humankind; the relationships between and the interconnectedness of individuals and civilizations; local and global perspectives.
How we express ourselves
An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs, and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.
How the world works
An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and the environment.
How we organize ourselves
An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision making; economic activities and their impact on humankind and the environment.
Sharing the planet
An inquiry into rights and responsibilities in the struggle to share finite resources with other people and living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.
The IB Learner Profile
The IB Learner Profile IB programs aim to develop internationally-minded people who recognize our common humanity and shared guardianship of the planet and help to create a better, more peaceful world.
AS IB learners we strive to be:
We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.
We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.
We use critical and creative thinking skills to analyze and take responsible action on complex problems. We exercise initiative in making reasoned ethical decisions.
We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.
We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.
We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.
We show empathy, compassion, and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.
We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.
We understand the importance of balancing different aspects of our lives–intellectual, physical, and emotional–to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.
We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.