International Baccalaureate World Primary Years Programme
Key Components
IB Learner Profile
“The aim of all IB Programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet help to create a better and more peaceful world.” ( from The IB Learner Profile Booklet, 2006)
Inquirers They 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.
Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.
Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.
Communicators 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.
Principled They act with integrity and honesty, with a sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.
Open-minded 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.
Caring They 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
Risk-takers 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.
Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.
Reflective They 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.
Attitudes
Dispositions that are expressions of fundamental values, beliefs and feelings about learning, the environment and people.
Appreciation Appreciating the wonder and beauty of the world and its people.
Commitment Being committed to their own learning, persevering and showing self-discipline
and responsibility.
Confidence Feeling confident in their ability as learners, having the courage to take risks, applying what they have learned and making appropriate decisions and choices.
Cooperation Cooperating, collaborating, and leading or following as the situation demands.
Creativity Being creative and imaginative in their thinking and in their approach to problems and dilemmas.
Curiosity Being curious about the nature of learning, about the world, its people and cultures.
Empathy Imagining themselves in another’s situation in order to understand his or her reasoning and emotions, so as to be open-minded and reflective about the perspectives of others.
Enthusiasm Enjoying learning and willingly putting the effort into the process.
Independence Thinking and acting independently, making their own judgments based on reasoned argument, and being able to defend their judgments.
Integrity Being honest and demonstrating a considered sense of fairness.
Respect Respecting themselves, others and the world around them.
Tolerance Being sensitive about differences and diversity in the world and being responsive to the needs of others.
PYP Transdisciplinary Themes
Who we are
An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.
Where we are in place and time
An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.
How we express ourselves
An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.
How the world works
An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.
How we organize ourselves
An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.
Sharing the planet
An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.
IB Concepts that Promote Inquiry: Teaching Depth In Questioning, Curiosity and Creativity
Powerful ideas that have relevance within the subject areas but also transcend them and that students must explore and re-explore in order to develop a coherent, in-depth understanding.
Form - What is it like?
The understanding that everything has a form with recognizable features that can be
observed, identified, described and categorized.
Function - How does it work?
The understanding that everything has a purpose, a role or a way of behaving that can be investigated.
Causation - Why is it like it is?
The understanding that things do not just happen, that there are causal relationships at work, and that actions have consequences.
Change - How is it changing?
The understanding that change is the process of movement from one state to another. It is universal and inevitable.
Connection - How is it connected to other things?
The understanding that we live in a world of interacting systems in which the actions of any individual element affect others.
Perspective – What are the points of view?
The understanding that knowledge is moderated by perspectives; different perspectives lead to different interpretations, understandings and findings; perspectives may be individual, group, cultural or disciplinary.
Responsibility – What is our responsibility?
The understanding that people make choices based on their understandings and the actions they take as a result do make a difference.
Reflection – How do we know?
The understanding that there are different ways of knowing, and that it is important to reflect on our conclusions, to consider our methods of reasoning, and the quality and the reliability of the evidence we have considered.
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