What is the PYP all about? How does it support the teaching and learning in the classroom? What does it mean for my children?

Kia ora e te whānau and welcome to 2025 at Te Kura o Paeraki | Mt Pleasant School. In this article I hope to clarify what being an International Baccalaureate (IB) school is and how this influences the way your child is taught.

In 2016, Te Kura o Paeraki | Mt Pleasant School was officially authorised to become an International Baccalaureate (IB) school. Since then we have been delivering the NZ Curriculum through the framework of the Primary Years Programme (PYP). In 2021 we completed our 5 year Evaluation, receiving many endorsements around our effective and exemplary delivery of the IB.

As you can see, the use of acronyms appear frequently. Here I will attempt to demystify some of it as we launch into the new school year.

The Units of Inquiry or UOI, are the platforms of learning that take place in each team. These are transdisciplinary units that include learning from core curriculum subjects. As an example of this, within a unit of inquiry authentic connections can be made across the English, Maths, Art, Technology, Social Studies, Science and Health/PE curriculums. Curriculum knowledge, skills and attributes are interwoven throughout, teaching students that their learning is purposeful and with meaning that is transferable within their everyday lives.

Our NE classes deliver four UOI a year (one per term) while the rest of the school deliver six UOI per year. New IB guidelines now allow more flexibility of timeframes for these UOI. The advantage of this is that students and teachers have greater scope to allow for an increase in student agency. Each unit of inquiry fits under a Transdisciplinary Theme.

Transdisciplinary Themes

The PYP has six transdisciplinary themes that provide the framework for learning. These themes are globally significant and support the acquisition of knowledge, concepts and skills of  traditional subjects. They are revisited throughout a student’s time within the programme.

WHO WE ARE  

An inquiry into identity as individuals and as part of a collective through:

• physical, emotional and spiritual health and well-being

• relationships and belonging

• learning and growing

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 ORGANISE 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

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

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

Our Programme of Inquiry 

Our Programme of Inquiry (POI) is a broad, well designed overview of the units of inquiry that will be taught within a school year. It ensures students gain a balance of subject-specific knowledge, conceptual understandings and skills. These sit alongside learning opportunities that encourage the development of the Learner Profile attributes while also allowing for further opportunities to take action. During collaborative planning, teachers review, refine and adapt the POI to reflect the knowledge, understandings and skills that need to be taught. If you wish to view this POI, it is available to view in our front office.

CONCEPTS

Our POI also tracks the specific concepts through which our learning can be viewed. Concepts help students to go beyond the basic, leading to a more in-depth understanding and inquisitive approach to learning.

• Form - What is it like?

• Function - How does it work?

• Causation - Why is it like this?

• Change - How is it changing?

• Connection - How is it connected to other things?

• Perspective - What are the points of view?

• Responsibility - What is our responsibility?

Concepts are a fabulous tool for going deeper into the learning. For example, if you are a bit stumped reading about a new idea and are not sure 'how' to understand it, you could use the concept prompt questions to help out. These apply to all areas of learning -  Form can be used when learning about fractions (maths), or when learning how to write a letter (writing), or when creating self-portraits (the Arts). 

APPROACHES TO LEARNING

The IB programme encourages student agency. In other words, students are responsible for their role as a learner. Approaches to learning (ATL) are grounded in the belief that learning how to learn is fundamental to a student’s education. Five categories of interrelated skills and associated sub-skills support students of all ages to become self-regulated learners.

The five ATL’s include; Research, Thinking, Social, Communication and Self Management. Throughout the planning process, teachers arrange for implicit and explicit opportunities for children to develop their ATL’s and become stronger learners. 

THE LEARNER PROFILE - WHAT WE WANT TO BE

There are 10 Learner Profile Attributes (LP) that underpin the delivery of the PYP in our school. These are highly visual in both the displays in classrooms and the language we use daily with all children and adults. We are very proud of the feedback we receive from our contributing schools. We are often told how socially and emotionally rounded our children are and what great role models they are as individuals and when working with others. 

• Caring - We are sensitive to others and show kindness

• Communicators - We share our ideas in many ways

• Reflective - We find ways to improve and grow

• Inquirers - We ask questions and design ways to find answers

• Principled - We are honest and have a strong sense of justice

• Knowledgeable - We know about the world and make connections between ideas

• Balanced - We take care of ourselves - mind, body and spirit

• Risk takers - We show the courage to try new things

• Thinkers - We think deeply to solve complex problems
  

Across the year, teams share their learning within a transdisciplinary theme in our school newsletter.  Be sure to check them out on our website.

Read more about Our Learning on the website