The PYP is designed for students aged 3 to 12. It focuses on the development of the whole child as an inquirer, both in the classroom and in the world outside. It is a framework guided by six transdisciplinary themes of global significance, explored using knowledge and skills derived from six subjects areas, as well as transdisciplinary skills, with a powerful emphasis on inquiry. The PYP is flexible enough to accommodate the demands of most national or local curriculums and provides the best preparation for students to engage in the IB Middle Years Programme.
The IB Primary Years Programme
- addresses students’ academic, social and emotional well-being
- encourages students to develop independence and to take
- responsibility for their own learning
- supports students’ efforts to gain understanding of the world and to function comfortably within it
- helps students establish personal values as a foundation upon which international-mindedness will develop and flourish.
The six subject areas identified within the IB Primary Years Programme
- language
- social studies
- mathematics
- arts
- science
- personal, social and physical education
Within these subject areas, UWCEA includes English, Swahili, French (P3-P6), music, visual art and information technology
Transdisciplinary themes
The most significant and distinctive feature of the IB Primary Years Programme are the six transdisciplinary themes. These themes provide us at UWCEA with the opportunity to incorporate local and global issues into the curriculum and effectively allow students to “step up” beyond the confines of learning within subject areas.
• Who we are
An inquiry into identity as individuals and as part of a collective through: physical, emotional, social and spiritual health and well-being, relationships and belonging, learning and growing.
• Where we are in place and time
An inquiry into histories and orientation in place, space and time through: periods, events and artefacts, communities, heritage, culture and environment, natural and human drivers of movement, adaptation, and transformation.
• How we express ourselves
An inquiry into the diversity of voice, perspectives, and expression through: inspiration, imagination, creativity, personal, social and cultural modes and practices of communication, intentions, perceptions, interpretations and responses.
• How the world works
An inquiry into understandings of the world and phenomena through: patterns, cycles, systems, diverse practices, methods and tools, discovery, design, innovation: possibilities and impacts.
• How we organize ourselves
An inquiry into systems, structures and networks through: interactions within and between social and ecological systems, approaches to livelihoods and trade practices: intended and unintended consequences, representation, collaboration and decision-making.
• Sharing the planet
An inquiry into the interdependence of human and natural worlds through: rights, responsibilities and dignity of all, pathways to just, peaceful and reimagined futures, nature, complexity, coexistence and wisdom.
The six transdisciplinary themes help teachers to develop a programme of indepth investigations into important ideas, identified by the teachers, and requiring a high level of involvement on the part of the students. These inquiries are substantial, and usually last for several weeks.
For example, in an inquiry about “Sharing the planet” for students in P3/4 (age 8-9), we might look at “Finite resources – infinite demands”. In order to understand better the central idea that “Our planet has limited resources that are unevenly distributed” and using water as an example, we would inquire into where water comes from, how different people and countries use water, how much water we use, what happens after we have used it, the distribution of usable water around the world, how human activity has affected the availability of water, and our responsibility for water conservation. To support this inquiry, students develop knowledge and acquire skills derived from science and social studies. In addition, they develop transdisciplinary skills such as critical thinking, communication and time management.
Students enjoy a wide and varied curriculum that includes specialist lessons in ICT, Swahili, French (in Arusha), Music, PE and Swimming. There is also a rich after school programme where students are able to participate in a diverse range of activities, from Cooking to Circus Club to Skateboarding to Swimming. Students, parents and teachers are active stakeholders who regularly work together to plan community events and share ideas. Primary students embody the school values and describe school as, ‘a happy, peaceful, caring community.’
The Exhibition
The Exhibition is an important part of the PYP for all students. In the final year of the programme (P6), students undertake a collaborative, transdisciplinary inquiry process that involves them in identifying, investigating and offering solutions to real-life issues or problems. As the culminating experience of the PYP, the Exhibition offers students an exciting opportunity to demonstrate independence and responsibility for their own learning.
Our PYP students’ Exhibitions can be viewed here:
(Thanks to the “IB primary Years Programme” published by the IB in 2014, for much of the text on this page)