This article encourages PYP educators to reflect on the giving of awards, particularly in relation to the attributes of the learner profile, and how this practice coheres with the philosophy of the PYP curriculum.
This article explains how a school in Hong Kong addresses transdisciplinary learning in Chinese class. It illustrates this process by making authentic connections with a year 5 unit under the transdisciplinary theme ‘How we express ourselves’.
This article gives examples of the use of technology in storytelling to explore the transdisciplinary theme ‘How we express ourselves’.
This article presents international schools in host culture contexts through the transdisciplinary theme ‘How the world works’.
In this article a new PYP teacher shares reflection on embracing and teaching in the PYP framework.
This article shares an inquiry into the way that the physical space influences teaching and learning with young children. It describes what provoked the inquiry, the questions that were asked, the research done and how the action was taken to re-design learning environments to better support child friendly inquiry.
International Baccalaureate Primary Years Programme in Aotearoa New Zealand—a study conducted by researchers from the University of Auckland—provides a picture of the current state of the PYP in New Zealand. The researchers gathered data from a document analysis, an analysis of PYP and national achievement data and observational studies within two PYP schools. Standardized test […]
This article shares the practice of using two kinds of iPad Apps to support writing in Chinese for year one students.
Students aren’t leaving the IB Learner Profile at the door when class finishes; they are applying the attributes at home too, as they explain to IB World magazine
In this article you will read how first graders explore the transdisciplinary theme ‘Who we are’ and learn to compare and contrast cultures from around the world.
The expression “learning through play” seems so common in early years education, and yet the verb’s definition found through a quick online search states that “to play” is to “engage in activity for enjoyment and recreation rather than a serious or practical purpose.” In this post, we look at the theme of learning through play […]
This article illustrates how a year 1 teacher supports students with unpacking a central idea under the transdisciplinary theme How we organize ourselves and how the student took the action.
By Sandeepa Chavan Let the path on which children tread be full of joy, curiosity and learning. Let not the elders force the route, for children can make their own. Anoushka, my first child, was a creative little thing. She was allowed to scribble on the walls of my house which she did gleefully, drawing all […]
Based on an example from grade 5 How we organize ourselves unit of inquiry, a visual arts teacher describes how she and music teachers collaborate on assessment strategies tools.
This article shows fifth graders reflecting on learning experiences during their first unit of inquiry of the school year, How we express ourselves.