In this article you will read about the IB Primary Years Programme and Reggio Emilia approaches in action at an Italian language immersion school in the USA. The article illustrates how a constructivist student-led inquiry can provide students with the opportunity to ask meaningful questions about real-world issues and find answers to those questions through […]
In this article you will read about ways to support student agency when developing foundational language skills in the Primary Years Programme learners. Students learning through technology can find ways to work independently and gain confidence in their learning community.
Should the way we teach arts subjects—music, visual arts, dance and drama—become “a manifesto of student agency”? Two teachers reflect on the role that visual and performance arts play in an IB education
In this article you will read about how grade 3 students planned and designed their classroom space under the transdisciplinary theme of “sharing the planet”.
This article shares a grade 5 inquiry into how to act safely near aquatic environment under the transdisciplinary theme of “who we are”.
This article presents a snapshot of how pedagogical lunches are organized and aligned with the IB philosophy and how they present daily learning opportunities.
Children aged 5-17 should accumulate at least 60 minutes of moderate- to vigorous-intensity physical activity daily, recommends the World Health Organization (WHO). Yet, globally 81% of school-going adolescents (aged 11-17) are not active enough.
In this article you will read about how Primary Years Programme students demonstrated choice, voice and ownership through making connections between two transdisciplinary themes. When ownership is given to learners, the results are endless and the learning is fun—that is what they discovered.
This article outlines the opportunities and impact of taking a collaborative approach to planning and reviewing the programme of inquiry with a learning community in an Indonesian context, while mapping its national curriculum requirements to the Primary Years Programme scope and sequence documents.
By Roger Sutcliffe It was World Philosophy Day on 15 November, a day conceived by UNESCO in 2005 and now entering its teens! There were philosophical events—even parties—across the world, celebrating philosophy as ‘an everyday practice that can transform societies’. Philosophy for Children (P4C) shows it can also transform schools. There are many ‘World Days’, […]
This article talks about the importance of supporting the Primary Years Programe students in taking global action from a very young age through learning processes: play-based learning and creative inquiry.
In the first of a two-part series, we look at the importance of sustainable school projects in helping the environment and inspiring the next generation to take positive action There’s never been a more crucial time for schools to lead the way on environmental issues. In October, the UN Intergovernmental Panel on Climate Change (IPCC) […]
In this article you will read how a Primary Years Programme school in China used the mathematics scope and sequence to help organize their learning spaces.
The popular saying: “two heads are better than one” has come a reality for one Primary Years Programme (PYP) school in Mexico. In this article you will read about how the entire school experienced a student-centered environment since implementation of whole-staff brainstorm meetings to enrich units of inquiry.
This article draws from learning that took place within the transdisciplinary theme of “sharing the planet”. Listening to learning within the context of the Reggio Emilia philosophy of the Hundred Languages of the Child resulted in a beautiful and authentic path traveled along this inquiry.