The Primary Years Programme (PYP)* provides an educational framework based upon what is currently known about how young children learn. It draws on the best practices in primary school instruction around the world. In the PYP, students are taught to understand that learning is about asking questions and looking for answers, which in turn may generate new, and perhaps more complex questions in need of answers. Teachers work with students through a programme of inquiry, to develop the student's understanding of concepts, skills, and knowledge.

Unlike many other programmes, the PYP helps students to understand what their relationship and responsibility is towards what they are learning.

Throughout the academic year, each class focuses on Units of Inquiry. The different subjects are taught, as much as possible, in the context of these units. This integrated approach makes learning meaningful and engaging. The units provide a framework for focused inquiry by the whole class but also allow the students to follow their own inquiries. The six transdisciplinary themes addressed each year at every grade level are outlined in this diagram:

The IB PYP focuses on the growth of the whole child, encompassing the academic, social, physical, emotional and cultural needs of all students through the 5 essential elements of

• Knowledge
• Attitudes
• Concepts
• Skills
• Action

An academically-challenging curriculum has been developed around three key questions:

What do we want students to learn?
A written set of student expectations, learning outcomes and concepts for each subject area

How best will they learn?
Teaching and learning strategies that promote inquiry, encourage student ownership of their learning, support best educational practice and cater to the learning needs of all students

How will we know what they have learned?
The use of effective assessment practices that monitor individual student progress and guide future planning and learning experiences

The aim of all IB programmes is to develop internationally-minded people who, recognising their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. IB learners strive to be

What does this look and feel like in the classroom?

In the theme "How We Organize Ourselves", students may investigate a unit of inquiry relating to their Community. The unit is based around a central idea, students use the key concepts to develop and ask questions and their skills to inquire and develop understanding. In order to learn about how communities work the students will be required to investigate and research the social, scientific and historical aspects of community life using their library and IT skills. They will need to use their language and communication skills to share their ideas and to record their thoughts. They may be required to use their mathematical skills to create maps, collect data, or make graphs relating to their findings about their community, IT may be used as a means of representing their data. The Arts play a role as students express what they have learned through drama, music and visual expression. Learning moves across the subject areas and is structured in a way that teaching and learning experiences are significant, relevant, challenging, and purposeful. The purpose of the units of study is to encourage student to think broadly and deeply as they acquire knowledge. In addition, by focusing their learning on the experiences and challenges shared by others, students are able to develop positive learning attitudes, interact with the world around them and take meaningful action as they develop a deeper understanding and a sense of personal responsibility.

Assessment is integrated in our teaching. Teachers continuously update their observations of student progress, relating them to the expectations described in our curriculum documents. Assessment criteria is discussed with students on an ongoing basis and are often published in the form of rubrics. Teacher feedback is explicitly related to transparent assessment criteria. All students in the school have a portfolio that is a clear reflection of their learning progress and the products they generate. We communicate regularly with parents through

• Parent Teacher conferences
• Student-led conferences
• End-of-term progress reports
• UOI evaluation reports
• Parent workshops
• Informal communication with teachers and the leadership team

*Ryan Global School is a candidate school^ for the Primary Years Programme. This school is pursuing authorisation as an IB World School. These are schools that share a common philosophy – a commitment to high quality, challenging, international education that RGS believes is important for our students.

^Only schools authorised by the International Baccalaureate Organisation (IBO) as IB World Schools can offer any of its three academic programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), or the Diploma Programme. Candidate status gives no guarantee that the authorisation will be granted

Further information can be obtained through www.ibo.org