Primary Years Programme Making the PYP happen - ITARI

Making the PYP happen
Understanding the PYP
from analysis to synthesis
The preceding sections of this publication present an analysis of the various components of the PYP
approach to curriculum. However, in order to understand fully the PYP it is important to see this approach
as a synthesis of these components. This synthesis operates at several levels.
A synthesis of the:
essential elements:
written, taught and learned
curriculum:
separate disciplines into a
coherent whole:
school into an international
community of learners:
Teachers and students use powerful concepts to generate key
questions with which to conduct inquiry into significant content. In
the course of this inquiry students acquire essential knowledge and
skills and engage in responsible action. They do so in a climate
which fosters positive attitudes. In the course of planning and
teaching, the essential elements are synthesized into key questions
which drive inquiry, and into the learning outcomes which form the
basis for assessment.
Using the written curriculum as the primary resource, teachers and
students plan a process of structured inquiry involving a range of
classroom activities—the taught curriculum. Assessment, which
provides data on the learned curriculum, is integral to these
activities and focuses on both the quality of the learning process and
that of the learning products.
At the heart of the PYP curriculum are the essential elements:
concepts, knowledge, skills, attitudes and actions. These elements
transcend disciplinary barriers and forge the curriculum into a
coherent whole.
The PYP sees students, parents and teachers as partners united by a
spirit of inquiry and a commitment to continuous improvement,
working towards the common goal of providing every student with
an international education of the highest quality.
The word “holistic” is much abused. Nonetheless, the PYP feels it is applicable in describing the PYP
curriculum which presents the essential elements as a whole; the written, taught, and learned curriculum as
a whole; the disciplines as aspects of a whole; and the school as a whole.
Finally, there is one greater whole in which the PYP firmly believes. The PYP is working towards the
movement of our schools into a collaborative international community, in which each authorized school
retains its identity and autonomy but shares its strengths and ideas with other authorized schools. The PYP
welcomes the movement towards the creation of a system of international education which will better serve
our students.
This publication represents the work of many teachers and administrators over an extended period. The PYP
trusts that it provides one more piece of the picture, one more step towards creating the system of
international education in which we so firmly believe.
© IBO 2000 91