The Primary Years Programme of the International Baccalaureate Organisation (IB) along with the educational framework of Berlin forms the basis for our school’s curriculum. It was developed especially for international schools worldwide and leads up to the IB Diploma Programme.
At the core of our PYP curriculum is the Programme of Inquiry which encapsulates transdisciplinary themes, central ideas, lines of inquiry and concepts which the children will explore through their natural inquisitive nature and gain in depth knowledge and understanding of topics and issues relevant to all humans from around the world.
For frequently asked questions about the Programme please follow this link.
The PYP Curriculum is based on the following:
International Awareness: The curriculum combines the most successful pedagogical concepts worldwide and enables students to change schools internationally without difficulty.
Inquiry-based Learning: The PYP is devoted to learning, building upon knowledge and experiences, developing the most appropriate learning methods and finding out about things one would like to know more about.
Integrated Thinking: Math, languages, art, sciences and social studies are taught by means of interdisciplinary themes in order for the students to recognize correlations.
The IB Learner Profile
Students develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.
Children explore concepts, ideas and issues that have local and global significance. In so doing, they inquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.
Students exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.
They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.
Students act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibilities for their own actions and the consequences that accompany them.
They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.
Children show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.
They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.
They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.
Students give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development