THE ENHANCED PYP – AN OVERVIEW OF THE FRAMEWORK
APPROACHES TO KNOWLEDGE
TEACHING (ATT)
Significant, relevant
Approaches to teaching content we wish the
focus on the pedagogical students to explore and
principles that underpin know about, taking into
the IB Primary Years consideration their prior
experience/understanding
Programme.
The key IB pedagogical TRANSDISCIPLINARY
principals are: THEMES
Who we Are
• based on inquiry Inquiry into what it means
to be human
• focused on conceptual
understanding Where we are in time
and place
• developed in local and
Inquiry into orientation in
global contexts
place and time – local and
global perspective
• focused on effective
teamwork and How we express
collaboration ourselves
Inquiry into the ways in
• differentiated and
which we discover and
inclusive to meet the express ideas
needs of all learners
How the world works
• informed by formative Inquiry into the natural
and summative world and its laws, the
assessment interaction between the
natural world and human
Planning societies
Schools have the option to
design their own planner– How we organize
or use an IB PYP designed ourselves
planning template Inquiry into the
interconnectedness of
human-made systems and
communities.
Sharing the planet
Inquiry into rights and
responsibilities in the
struggle to share finite
resources with other
people and with other
living things.
CONCEPTS
The 7 Key Concepts have
relevance within and
across subject areas, but
also transcend them.
Students should explore
and re-explore the KCs in
order to develop a
coherent, in-depth
understanding.
KEY CONCEPTS
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?
Responsibility
What is our responsibility?
RELATED CONCEPTS
The related concepts
explore the KCs in greater
detail. In contrast to broad
KCs, related concepts are
more narrowly focussed.
All subjects have related
concepts that reflect the
nature of its specific
content.
NB Reflection is
embedded throughout the
programme in multiple
ways and is no longer
positioned as a key
concept.
APPROACHES TO
LEARNING (ATL)
The ATL develop
transferable cognitive and
metacognitive skills.
By combining ATL and
the learner profile
attributes, PYP students
become self-regulated
learners.
Schools have the
flexibility to adopt, adapt
and extend sub-skills
relevant to their context.
Thinking Skills
• Critical thinking skills
• Creative thinking skills
• Transfer skills
• Reflection /
Metacognitive skills
Research Skills
• Information literacy
skills
• Media-literacy skills
• Ethical use of
media/information
Communication Skills
• Exchanging-
information
• Literacy skills
• ICT skills
Social Skills
• Developing positive
interpersonal
relationships and
collaboration skills
• Developing social
emotional intelligence
Self-management skills
• Organization skills
• States of mind
Teachers should embed
the ATL implicitly in the
classroom culture.
AGENCY supports ACTION As the IB Mission in action, the LEARNER PROFILE remains
previously referred to as
descriptors of the Learner
Profiles and are no longer
Agency is a mindset not a skill, and as such it cannot be (underlined below within
measured.
DEMONSTRATIONS LEARNERS WITH
OF ACTION CAN AGENCY:
INCLUDE: • are actively engaged in
various stages of learning,
• participation – including: thinking about,
contributing as planning, modifying and
individual or group creating
• are actively involved in
• advocacy – action to
discussion, questioning
support social /
and by being self-directed
environmental / political
in their creating (as
change
opposed to passive
• social justice – relation receiving)
to rights, equality and
• apply their understanding
equity, social well-being of concepts through the
and justice construction of their
projects/play
• social entrepreneurship
• make connections to the
– innovative, resourceful
real world by taking past
and sustainable social
experiences into their play
change
worlds
• lifestyle choices – eg. • have an active voice and
consumption, impact of stake in the classroom
choices. /community
• face challenges and are
given the freedom to
independently overcome
these or fail through trial
and error/experimentation
• are risk-takers
• express their theories of
the world and these are
honoured in the
environment
• reflect on their actions
and self-regulate.
Version #2 ~ Enhanced PYP Overview By: Ellen Manson IBEN, November 2018
central to all IB programmes. The whole learning community
plays an important part in developing, valuing appreciating,
monitoring and demonstrating the learner profile in action. Formal
reporting on the Learner Profile is not required.
NB The dispositions
“Attitudes’ are now
subsumed within the
a separate element
each profile)
IB LEARNERS STRIVE TO BE:
INQUIRERS 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.
KNOWLEDGEABLE 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.
THINKERS use critical and creative thinking skills to analyze and take
responsible action on complex problems. We exercise initiative in
making reasoned, ethical decisions.
COMMUNICATORS 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.
PRINCIPLED act with integrity and honesty respect, 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.
OPENMINDED 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.
CARING 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.
RISKTAKERS 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.
BALANCED 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.
REFLECTIVE 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.