The International Baccalaureate Primary Years Programme (IB PYP) is a transdisciplinary, student-centered curriculum framework designed for children aged 3 to 12 years. It fosters the development of the whole child—academically, socially, emotionally, and physically—while nurturing international-mindedness and a lifelong love for learning.
Unlike traditional curricula that rely on fixed textbooks, the IB PYP does not follow a prescribed, book-based syllabus. Instead, it empowers schools and educators to design their own curriculum through a concept-driven, inquiry-based approach, structured around six transdisciplinary themes.
As of 2025, the IB continues to expand globally, with thousands of authorized IB World Schools across more than 160 countries, including a growing number of schools offering the Primary Years Programme (PYP). The number of candidate schools pursuing IB authorization also continues to rise worldwide.
𝗣hilosophy & Guiding Principles
At the core of the PYP lies the belief that students are active, capable inquirers who learn best when their natural curiosity is honored. The curriculum framework is designed to:
- Promote agency – giving students voice, choice, and ownership of their learning.
- Develop international-mindedness through the IB Learner Profile.
- Encourage inquiry and concept-based understanding.
- Foster strong Approaches to Learning (ATL) skills for lifelong learning.
- Involve parents, teachers, and community as key partners in the learning journey.
𝗞𝗲𝘆 𝗘𝗹𝗲𝗺𝗲𝗻𝘁𝘀 𝗼𝗳 𝘁𝗵𝗲 𝗣𝗬𝗣 𝗙𝗿𝗮𝗺𝗲𝘄𝗼𝗿𝗸
𝟭. 𝗟𝗲𝗮𝗿𝗻𝗲𝗿:
The learner is central to the PYP. The goal is to develop internationally minded individuals who embody the IB Learner Profile Attributes, such as being inquirers, thinkers, communicators, and principled.
𝟮. 𝗟𝗲𝗮𝗿𝗻𝗶𝗻𝗴 𝗮𝗻𝗱 𝗧𝗲𝗮𝗰𝗵𝗶𝗻𝗴:
Learning in the PYP is:
- Transdisciplinary, going beyond subject boundaries.
- Inquiry-based, promoting exploration and curiosity.
- Collaborative, involving students, teachers, and the learning community.
- Differentiated, ensuring all learners succeed according to their abilities and interests.
𝟯. 𝗟𝗲𝗮𝗿𝗻𝗶𝗻𝗴 𝗖𝗼𝗺𝗺𝘂𝗻𝗶𝘁𝘆:
A strong partnership between students, teachers, families, and local/global communities is emphasized. Everyone contributes to a positive, inclusive, and reflective learning environment.
𝗣𝗬𝗣 𝗖𝘂𝗿𝗿𝗶𝗰𝘂𝗹𝘂𝗺 𝗙𝗿𝗮𝗺𝗲𝘄𝗼𝗿𝗸 𝗖𝗼𝗺𝗽𝗼𝗻𝗲𝗻𝘁𝘀
𝟭. 𝗣𝗢𝗜 – 𝗣𝗿𝗼𝗴𝗿𝗮𝗺𝗺𝗲 𝗼𝗳 𝗜𝗻𝗾𝘂𝗶𝗿𝘆
The Programme of Inquiry (POI) is a collaboratively developed, whole-school framework that outlines six transdisciplinary Units of Inquiry for each year level. The POI reflects balance across subjects and ensures vertical and horizontal alignment of key concepts, skills, and learning outcomes. It connects learning meaningfully to real-world contexts. You can get the sample POI template from PRC under the My IB dashboard.
𝗞𝗲𝘆 𝗙𝗲𝗮𝘁𝘂𝗿𝗲𝘀:
- Customized Learning: Developed by teachers to reflect students’ cultural backgrounds, interests, and developmental needs while meeting IB PYP expectations and standards.
- Transdisciplinary Themes: Ensures that each year level explores all six PYP themes, such as “Who We Are” and “How the World Works,” in a balanced and age-appropriate manner.
- Vertical and Horizontal Articulation: Provides progression in concepts and skills across grades and ensures consistency across subjects at each year level through collaborative planning.
- Authenticity and Relevance: Units are designed to connect learning to real-world issues such as sustainability, identity, or innovation, increasing student engagement.
- Collaborative Planning: Teachers across grade levels and subjects co-plan regularly to build coherence, address overlaps, and align learning goals across the school.
- Conceptual and Skill-Based Focus: The POI emphasizes enduring understandings, conceptual transfer, and ATL skill development to prepare students for lifelong learning.
- Supports Student Agency: Designed to encourage voice, choice, and ownership through inquiry-driven learning experiences and reflection points across all units.
𝟮. 𝗨𝗢𝗜 – 𝗨𝗻𝗶𝘁𝘀 𝗼𝗳 𝗜𝗻𝗾𝘂𝗶𝗿𝘆
Units of Inquiry (UOIs) are the foundational learning blocks within the POI. Each UOI typically spans 4–6 weeks and is centered on a conceptual “Central Idea.” UOIs integrate subject knowledge, learner profile attributes, ATL skills, and allow for student action. Sharing UOI sample for your reference. You can get the sample UOI template from PRC under the My IB dashboard.
𝗞𝗲𝘆 𝗙𝗲𝗮𝘁𝘂𝗿𝗲𝘀:
- Central Idea Driven Frames the unit with a broad conceptual understanding, such as “Human choices impact Earth’s resources,” explored across subjects.
- Lines of Inquiry Guide the unit’s depth through statements like “different types of resources” or “responsible consumption,” helping structure investigations.
- Integrates Concepts, ATL Skills, and Learner Profile Supports students in applying thinking skills and attributes like caring and principled while exploring concepts such as causation and connection.
- Inquiry-Based and Student-Centered Students co-construct questions, explore interests, and direct parts of the inquiry process within the framework of the unit.
- Promotes Meaningful Action Leads to student-initiated actions such as creating posters, leading awareness drives, or changing classroom practices.
- Fosters Deep Conceptual Understanding Encourages students to make cross-disciplinary connections and apply big ideas beyond the classroom context.
- Encourages Reflection Includes opportunities for students to assess their learning, skills, and contributions through journaling or peer feedback.
- Authentic Assessments Focuses on real-world performance tasks, such as creating models, presentations, or reports aligned with the unit’s purpose.
𝟯. 𝗦𝗰𝗼𝗽𝗲 𝗮𝗻𝗱 𝗦𝗲𝗾𝘂𝗲𝗻𝗰𝗲
The IB Scope and Sequence documents provide age-appropriate learning continuums for each subject area. These guide the development of subject-specific knowledge, understanding, and skills over time. Subjects include Language, Mathematics, Science, Social Studies, Arts, and PSPE. Sharing a part of the unit planner as a sample, you can download the sample scope & sequence from PRC under the My IB dashboard.
𝗞𝗲𝘆 𝗙𝗲𝗮𝘁𝘂𝗿𝗲𝘀:
- Provides developmental learning continuums across subject areas and grade levels.
- Outlines conceptual understandings, subject-related concepts, and expected learning outcomes.
- Supports progression of knowledge, skills, and understanding over time.
- Helps teachers plan age-appropriate and concept-driven learning experiences.
- Ensures vertical and horizontal alignment across the curriculum.
- Guides assessment and monitoring of student progress and achievement.
- Supports differentiated instruction based on learner needs and readiness.
- Aligns subject expectations with the inquiry-based philosophy of the IB PYP.
𝟰. 𝗧𝗿𝗮𝗻𝘀𝗱𝗶𝘀𝗰𝗶𝗽𝗹𝗶𝗻𝗮𝗿𝘆 𝗧𝗵𝗲𝗺𝗲𝘀
In the IB PYP, transdisciplinary themes serve as the backbone of the curriculum framework. These globally relevant themes provide meaningful, authentic contexts for student inquiry that go beyond traditional subject boundaries. Each theme is designed to help students make connections across disciplines, explore big ideas, and develop a deeper understanding of themselves and the world around them. Grounded in real-life relevance, these themes nurture holistic development and promote international-mindedness.
d
𝟱. 𝗜𝗕 𝗟𝗲𝗮𝗿𝗻𝗲𝗿 𝗣𝗿𝗼𝗳𝗶𝗹𝗲 𝗔𝘁𝘁𝗿𝗶𝗯𝘂𝘁𝗲𝘀
The Learner Profile is at the heart of the Primary Years Programme. It embodies the mission of the International Baccalaureate to develop internationally minded individuals who recognize their shared humanity and responsibility toward the planet. These ten attributes serve as a common set of values that shape student behavior, decisions, and attitudes both within and beyond the classroom. Each attribute is intentionally integrated into daily learning engagements, classroom interactions, and personal development goals.
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𝟲. 𝗔𝗽𝗽𝗿𝗼𝗮𝗰𝗵𝗲𝘀 𝘁𝗼 𝗟𝗲𝗮𝗿𝗻𝗶𝗻𝗴 (𝗔𝗧𝗟) 𝗦𝗸𝗶𝗹𝗹𝘀
Approaches to Learning (ATL) are deliberate strategies, skills, and attitudes that permeate the IB PYP curriculum. They support students in becoming lifelong learners who are able to take ownership of their learning through inquiry, collaboration, and reflection. The ATL skills are developed across all subjects and play a crucial role in promoting agency, self-efficacy, and academic confidence.
d
𝟳. 𝗦𝗽𝗲𝗰𝗶𝗳𝗶𝗲𝗱 𝗖𝗼𝗻𝗰𝗲𝗽𝘁𝘀
Specified Concepts in the IB PYP are overarching ideas that shape the curriculum and guide deep inquiry across transdisciplinary themes. These 7 concepts are not tied to a single subject but are transferable and help students make sense of the world by organizing learning through broad, powerful lenses. Through engaging with these concepts, students construct meaningful understandings, develop conceptual thinking, and form their own guiding and supporting questions that foster deeper exploration and agency.
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𝟴. 𝗔𝗰𝘁𝗶𝗼𝗻
Action in the PYP is a vital outcome of student learning and reflection. It represents the capacity and willingness of students to make a difference in their own lives and in the lives of others. Action can be individual or collective, immediate or ongoing, and can take many forms such as advocacy, participation, social justice, and lifestyle changes. The PYP views action as an expression of student agency and a demonstration of international-mindedness.
d𝟵. 𝗔𝗴𝗲𝗻𝗰𝘆
In the IB PYP, agency is a central concept that empowers students to take ownership of their learning. It involves voice (what learners say), choice (what learners decide), and ownership (how learners act). When agency is nurtured, students become partners in the learning processsetting personal goals, making decisions, self-assessing progress, and initiating meaningful action.
s
𝗧𝗵𝗲 𝗪𝗿𝗶𝘁𝘁𝗲𝗻, 𝗧𝗮𝘂𝗴𝗵𝘁, 𝗮𝗻𝗱 𝗔𝘀𝘀𝗲𝘀𝘀𝗲𝗱 𝗖𝘂𝗿𝗿𝗶𝗰𝘂𝗹𝘂𝗺
1. 𝗧𝗵𝗲 𝗪𝗿𝗶𝘁𝘁𝗲𝗻 𝗖𝘂𝗿𝗿𝗶𝗰𝘂𝗹𝘂𝗺
Structured around the Programme of Inquiry (POI) and individual Units of Inquiry (UOI). Each unit is collaboratively planned, concept-driven, and inquiry-based.
2. 𝗧𝗵𝗲 𝗧𝗮𝘂𝗴𝗵𝘁 𝗖𝘂𝗿𝗿𝗶𝗰𝘂𝗹𝘂𝗺
Teachers are facilitators, guiding students through:
- Provocations
- Exploration
- Formative assessments
- Student-led inquiries
The emphasis is on constructivist learning—students build understanding through experiences.
3. 𝗧𝗵𝗲 𝗔𝘀𝘀𝗲𝘀𝘀𝗲𝗱 𝗖𝘂𝗿𝗿𝗶𝗰𝘂𝗹𝘂𝗺
PYP does not support standardized tests but values assessment for learning and of learning. Assessment in PYP is a continuous, multi-dimensional process that involves gathering, analyzing, reflecting, and acting on evidence of student learning. The aim is to support and enhance student learning rather than simply measuring it. Assessment practices align with the learner profile attributes, key and related concepts, ATL skills, and transdisciplinary learning goals.
Types of Assessment Tools and Strategies in PYP
𝗜𝗻𝘁𝗲𝗿𝗻𝗮𝘁𝗶𝗼𝗻𝗮𝗹-𝗠𝗶𝗻𝗱𝗲𝗱𝗻𝗲𝘀𝘀 𝗶𝗻 𝗣𝗬𝗣
The ultimate aim of PYP is to develop internationally minded learners who recognize their common humanity and shared guardianship of the planet, ready to help create a better and more peaceful world.
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𝗕𝗲𝗻𝗲𝗳𝗶𝘁𝘀 𝗼𝗳 𝗣𝗬𝗣 𝗜𝗺𝗽𝗹𝗲𝗺𝗲𝗻𝘁𝗮𝘁𝗶𝗼𝗻
- Nurtures agency and voice.
- Builds conceptual understanding.
- Enhances interdisciplinary connections.
- Promotes 21st-century skills: creativity, collaboration, and critical thinking.
- Prepares students for success in the MYP (Middle Years Programme) and beyond.
FAQ Example
What is the IB PYP Curriculum Framework?
The IB PYP Curriculum Framework is an inquiry-based, transdisciplinary educational framework designed for students aged 3–12.
What are the key components of the PYP?
Key components include POI, UOI, ATL skills, learner profile, agency, action, assessment, and transdisciplinary themes.
What makes the IB PYP different?
The PYP focuses on inquiry, conceptual understanding, student agency, and international-mindedness rather than textbook-based learning.
𝗙𝗶𝗻𝗮𝗹 𝗥𝗲𝗹𝗳𝗲𝗰𝘁𝗶𝗼𝗻
The IB PYP is much more than an academic curriculum – it’s a philosophy of education that celebrates curiosity, encourages responsibility, and equips learners to think globally and act meaningfully. It prepares children not only for academic success but also for life as compassionate, reflective, and principled human beings.
To explore the IB PYP framework more, visit the official IB website at www.ibo.org.
