The Primary Years Programme (PYP)

AISB is a member of the International

Baccalaureate (IB). Curriculum development in
the school is aligned with the international
curriculum framework developed by the IB for
students in international schools.

The Primary Years Programme (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
holding a strong academic focus. 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 educational program. The PYP offers a comprehensive, inquiry–
based approach to teaching and learning and provides an internationally designed model for
concurrency in learning for mobile, transient students. It incorporates guidelines on student
learning styles, teaching methodologies and approaches towards assessment.

Programme of Inquiry

At the core of the PYP’s philosophy is a commitment to structured, transdisciplinary inquiry.

Much of the content from the subject areas, particularly Science and Social Studies is taught
through transdisciplinary Units of Inquiry where students are encouraged to make connections
with their existing knowledge and between the traditional subject areas. Traditional subject areas
are also used as lenses to explore big ideas that are of global significance. These Units of Inquiry
are planned under the Transdisciplinary Themes:

• Who we are
• Where we are in time and place
• How we express ourselves
• How the world works
• How we organize ourselves
• Sharing the planet
 AISB Early Learning Programme of Inquiry

An inquiry into: An inquiry An inquiry into: An inquiry into: An inquiry into: An inquiry into:
Who we are into: How we express How the world How we organize ourselves Sharing the planet
Where we are ourselves works
in place and
time
An inquiry into the nature An inquiry into An inquiry into the An inquiry into the An inquiry into the interconnectedness of An inquiry into rights and
of the self; beliefs and orientation in place ways in which we natural world and its human-made systems and communities; the responsibilities in the
values; personal, physical, and time; personal discover and express laws; the interaction structure and function of organizations; struggle to share finite
mental, social and histories; homes ideas, feelings, nature, between the natural Societal decision-making; economic activities resources with other
spiritual health; human and journeys; the culture, beliefs and world (physical and and their impact on humankind and the people and with other
relationships including discoveries, values; the ways in biological) and environment. living things; communities
families, friends, explorations and which we reflect on, human societies; and the relationships
communities and cultures; migrations of extend and enjoy our how humans use within and between them;
rights and responsibilities; humankind; the creativity; our their understanding access to equal
what it means to be relationships appreciation of the of scientific opportunities; peace and
human between and the aesthetic. principles; the conflict resolution.
interconnectedness impact of scientific
of individuals and and technological
civilizations, from advances on society
local and global and on the
perspectives. environment.

Central Idea: Central Idea: Central Idea: Central Idea:

Every day I learn about Stories allow the Exploring materials In a classroom community
EC3 who I am and what I can expression of thoughts, allows us to observe our interactions and
do. feelings and ideas. their properties. sharing of resources
affects everyone.

Subject Area Focus: PSPE, Subject Area Focus: Subject Area Focus:
Math Literacy Science Subject Area Focus: PSPE,
Social Studies

Key Concepts: form, Key Concepts: form, Key Concepts: form,

connection, reflection connection, function, change Key Concepts: function,
Related Concepts: perspective Related Concepts: responsibility
identity, discovery Related Concepts: properties, Related Concepts:
communication, transformation behaviour,
empathy communication,
Lines of Inquiry: relationship
Lines of Inquiry:
• who I am
Line of Inquiry:
• • properties of
Lines of Inquiry:
how we are the
• ideas come from materials
same and different
many places
• how materials
• creating a
• how I feel
• acting out and can be used
classroom
community
• discovering what creating
•
we can do
• ways to make
how we can
change
• appropriate
choices
stories more materials
interesting • responsibilities in the
classroom
• expression
through the
hundred
languages

Central Idea: Central Idea: Central Idea: Central Idea:

People can have We express ourselves in Change happens all We build our community by working together.
EC4 respectful relationships. different ways. around us and in
Subject Area Focus: different ways.
PSPE, Literacy, Arts Subject Area Focus: Subject Area Focus: PSPE, Social Studies
Subject Area Focus: PSPE Key Concepts: form, Science, Math Key Concepts: form, function, responsibility
function, perspective Key Concepts: Related Concepts: behavior, properties
Related Concepts: change, causation Lines of Inquiry:
Key Concepts: function,
connection, perspective
communication,
expression, creativity
Related Concepts:
change, sequences,
• Our responsibilities in and to our
Related Concepts: communities
Lines of Inquiry: impact
relationships,
• The'
Lines of Inquiry: • Environments
communication
hundred • Changes • Relationships
languages'
Lines of Inquiry:
• Things
• How we we can
• ways people express and
are similar ideas and cannot
and different feelings change
• relationships • Creativity • Ways we
with family, respond
friends and to
others change
• how we
communicate
respectfully
with others
 Central Idea: Central Idea: Central Idea: Central Idea: Central Idea: Central Idea:
People celebrate Our families help us People communicate Living things need Transportation systems are designed with a Communities build
Kinder important events. understand and understand in certain conditions in purpose. relationships within and
ourselves and the different ways. order to grow and between them.
past. survive.
Subject Area Focus: Social Subject Area Focus: Social Studies, Math
Studies, Literacy Subject Area Focus: Subject Area Focus:
Subject Area Literacy, Math, PSPE, Subject Area Focus: Social Studies, Science,
Focus: Social Arts Science, Social Key Concepts: form, function and connection PSPE
Key Concepts: causation, Studies, Math Studies Related Concepts: systems
function, connection
Related Concepts: Key Concepts: form, Key Concepts: form,
identity, culture Key Concepts: function, perspective Key Concepts: Lines of Inquiry: connection, responsibility
perspective,
change
Related Concepts:
communication
connection function,
responsibility
• transportation
Related Concepts:
communities, relationships
Lines of Inquiry: Related Concepts: Related Concepts: • features of transportation systems
• why people
traditions, history,
time Lines of Inquiry:
habitat, adaptation,
cycles
• decisions involved in using transportation Lines of Inquiry:
celebrate
• different ways • transportation systems change over time • communities
• how people
we
celebrate Lines of Inquiry:
communicate
Lines of Inquiry: • relationships
• celebrations and • what a family
• ways we
• features of
within
communities
their similarities and is living things
understand
differences
• the ways a messages • needs of living
• relationships
between
family can things
change
• choosing forms communities
of • how living
•
• ways we can communication things survive
roles and
responsibilities
find out to express a in their
within a
about our message. habitats
community
past
• how humans
are connected
to other living
things

Please note: While the PYP is a program for children aged 3-12 years old, our EC2 section draws
inspiration from this curricular framework. Our team works to develop units of inquiries each
year. Instead of being pre-determined, these units are developed throughout the year in
response to the students’ interests. These units are planned to align with the transdisciplinary
themes seen in the above Programme of Inquiry.

The PYP Essential Elements

The PYP curriculum incorporates 5 essential elements: knowledge, skills, concepts, attitudes
and action.

Knowledge Significant, relevant content that we wish the students to explore and know
about, taking into consideration their prior experience and understanding. This
knowledge is developed through the transdisciplinary units of inquiry as well as
stand-alone, subject specific units.

Concepts Powerful ideas that have relevance within the subject areas but also transcend
them and that students must explore and re-explore in order to develop a
coherent, in-depth understanding. There are 8 key concepts that are explored
each year: form, function, change, causation, connection, perspective,
responsibility, reflection. In addition to these important concepts, related
concepts are explored through the central ideas of each unit.

Skills Those capabilities that the students need to demonstrate to succeed in a

changing, challenging world, which may be disciplinary or transdisciplinary in
 nature. These skills are organized in the following areas: Thinking, Social, Self-
management, Communication and Research. Subject specific skills are also
mapped through our scope and sequence documents.

Attitudes Dispositions that are expressions of fundamental values, beliefs and feelings
about learning, the environment and people. These are needed to develop the
attributes of the Learner Profile. Appreciation, Commitment, Confidence,
Cooperation, Creativity, Curiosity, Empathy, Enthusiasm, Independence,
Integrity, Respect, Tolerance

Action Demonstrations of deeper learning in responsible behavior through responsible

action; a manifestation in practice of the other essential elements. What will they
do as a result of their learning? What action will they take now that they have a
new understanding? This action will take many forms.

Other Important Features of the PYP Curriculum Framework

The following are important programmatic features of the PYP curriculum framework.

International perspective

A critical focus of the program to make the most of the multi-cultural background and diverse
experience of our student population; the school curriculum synthesizes the best practice from
education systems around the world, and aims to ease students’ transition between schools, on
entering and leaving AISB.

Inquiry-based

Inquiry is the leading pedagogical approach of the PYP. Our teaching methods build on
students’ knowledge and interests, and emphasize learning how to learn and how to find out.
Students who engage in inquiry are active participants in their learning who:

• explore, wonder and question

• experiment and play with possibilities
• make connections and predictions
• collect data and report findings
• clarify existing ideas and reappraise perceptions
• make and test theories
• research and search information
• take and defend a position
• solve problems in a variety of ways

Concept-driven

Students work with universal, key concepts in order to provide a structure for exploring
significant and authentic content; students interact with these key concepts in order to make
more meaningful connections across all subject areas.
Transdisciplinary

The subject areas of math, language, science and social studies are taught through
transdisciplinary themes in order to help the students make meaningful connections between
the subjects, thereby facilitating more effective learning and application of the learning.

Differentiated

The flexibility of the PYP framework allows us to customize a program that supports the
individual learning needs of our students, reflects the multinational composition of our school
population and celebrates the unique nature of our host country, Romania.

Action

We believe that we all have the power and responsibility to ‘take action’. Action begins at the
most immediate and basic level; with the self; within the family and within the classroom,
hallways and the playground.

Please visit this link to find out further information about the IB and the PYP:
http://www.ibo.org