the primary years program (PYP)

Program | Outcomes | Framework | Concepts

THE PROGRAM

The Primary Years Program (PYP) is an international curriculum framework designed for all children between the ages of 3 and 12 years. The program focuses on the total growth of the developing child, affecting hearts as well as minds and addressing social, physical, emotional and cultural needs in addition to academic welfare. The PYP combines the best research and practice from a range of national systems with a wealth of knowledge and experience from international schools to create a relevant and engaging education program which will be presented in the context of Dominican education and pedagogy.

The Program offers a comprehensive inquiry-based approach to teaching and learning. It provides an internationally designed model for concurrency in learning and incorporates guidelines on student learning styles, teaching methodologies and assessment strategies. The curriculum framework is an expression and extension of three inter-related questions: What do we want to learn? How best will we learn? How will we know what we have learned? Children from the age of eight are expected to begin learning a modern foreign language in order to enhance an international perspective.

The concept of internationalism embodied in the PYP builds on the fundamental Christian philosophy enshrined in the aims of Blackfriars – to encourage respect for beliefs of the individual to give recognition and understanding the rights of all people; to question, evaluate and share strive to master the requirements of the society in which we live and in the process bring about an ability to focus beyond self interest. Given the Christian context of Blackfriars, it aims explicitly to serve those who stand in need.

STUDENT LEARNING OUTCOMES

The nature of student learning is defined through a series of student learning outcomes. The aim of the PYP is to assist students to become globally-minded citizens who are:

	Inquirers	Their natural curiosity has been nurtured. They have acquired the skills necessary to conduct purposeful, constructive research. They actively enjoy learning and the love of learning will be sustained throughout their lives.

	Thinkers	They exercise initiative in applying thinking skills critically and creatively to make sound decisions and to solve complex problems.

	Communicators	They receive and express ideas and information confidently in more than one language, including the language of mathematical symbols.

	Risk-takers	They approach unfamiliar situations without anxiety and have the confidence and independence of spirit to explore new roles, ideas and strategies.

	Knowledgeable	They have spent time in our schools exploring themes which have global relevance and importance. In so doing, they have acquired a critical mass of significant knowledge.

	Principled	They have a sound grasp of the principles of moral reasoning. They have integrity, honesty and a sense of fairness and justice.

	Caring	They show sensitivity towards the needs and feeling of others. They have a sense of personal commitment to action and service.

	Open-minded	They respect the views, values and traditions of other individuals and cultures and are accustomed to seeking and considering a range of points of view.

	Well-balanced	They understand the importance of physical and mental balance and personal well-being.

	Reflective	They give thoughtful consideration to their own learning and analyse their personal strengths and weaknesses in a constructive manner.

A FRAMEWORK

The Primary Years Program consists of a framework incorporating a balance between five essential elements: Understanding, Skills, Attitudes, Action and Knowledge.

Subject matter is identified in terms of six themes:

Who we are

Where we are in place and time

How we express ourselves

How the world works

How we organise ourselves

Sharing the planet

These themes provide a basis for the development of transdisciplinary program, which meets the needs of our school and ensures students are actively engaged in learning. Working collaboratively, teachers design the curriculum, choosing relevant topics, which have a global perspective. Students are encouraged to inquire into their own learning, thus taking responsibility for developing their knowledge and skills.

The framework of the PYP is summarised as follows:

CONCEPTS

SKILLS

ATTITUDES

ACTION

Form
Function
Causation
Change
Connection
Perspective
Responsibility
Reflection

Thinking
Communication
Social
Research
Self-management

Tolerance
Respect
Integrity
Independence
Enthusiasm
Empathy
Curiosity
Creativity
Co-operation
Confidence
Commitment
Appreciation

Reflection
Choice
Responsible action

Concepts

Eight key concepts, expressed as articulated questions, profile the enquiry method of the PYP. Broad ideas encapsulate units of enquiry, which lie at the centre of the curriculum model, reference to which encourages a transdisciplinary approach to the units being studied.

	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?

	Reflection	How do we know?