IBPYP: From Principles into Practice

Regardless of location, size or constitution, the IB Primary Years Programme (IBPYP) strives towards developing internationally minded citizens who aspire to make the world a better place. ISL is one of the 2 schools in Zambia that offers this program.

The IBPYP  has been enhanced to emphasize the central principle of agency that is threaded throughout the new organizing structure of the programme: the learner, learning and teaching and the learning community. Augmenting the focus of the “written, taught, and assessed” curriculum with the human elements—the learner and the learning community—underlines that everyone connected to the school community has voice, choice and ownership to impact learning and teaching.

In the IBPYP, a balance is sought between acquisition of knowledge and skills, development of conceptual understanding, demonstration of positive learner profile attributes and the taking of responsible action. In terms of achieving this balance, the 5 essential elements of the written curriculum are emphasized: Knowledge, Concepts, Approaches to Learning, Learner Profile and Action.

The IBPYP curriculum is written and used in a developmentally appropriate way. It takes into account what students should learn and be able to do on the basis of what is best for their development on a long term basis. It is based on students' needs, interests and competencies. The developmental approach takes into account:

The characteristics, capabilities and interests that are age appropriate.
The different rates at which students learn and the wide range of normal variation that can occur in an age group.
That individual patterns of development are complex and not simply sequential.
That learning is a balance between the intellectual, the social and the personal; each is important and each is interlinked with the others.
That the maturity of each student depends on the developmental stages he or she has already gone through, and the effects of earlier positive and negative feedback.
The 5 essential elements resonate throughout the entire IBPYP curriculum model. The programme is value laden with the integration of developing the Learner Profile Attributes.

We firmly believe the experiences during the early years lay the foundation for all future learning. The rapid rate of development that occurs in the physical, social, emotional, intellectual and aesthetic domains is particularly significant. We believe it is our responsibility as educators to recognize and maximize this crucial stage of learning at our school.

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. The IB learner profile represents 10 attributes valued by IB World Schools. We believe these attributes, and others like them, can help individuals and groups become responsible members of local, national and global communities. Click on the + icon below to view more information.

As IB learners, our students strive to be:

InquirersWe nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.
KnowledgeableWe develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.
ThinkersWe use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.
CommunicatorsWe express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.
PrincipledWe act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.
Open MindedWe critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.
CaringWe show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.
Risk TakersWe approach uncertainty with forethought and determination, we work independently and cooperatively to explore new ideas and innovative strategies and we are resourceful and resilient in the face of challenges and change.
BalancedWe understand the importance of balancing different aspects of our lives, intellectual, physical, and emotional—to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.
ReflectiveWe thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.