Teaching and Learning to make sense of the world
Teaching and learning with this curriculum celebrates the many ways people work together to construct meaning and make sense of the world.
Through the interplay of asking, doing and thinking, this constructivist approach leads towards open, democratic classrooms.
This kind of education empowers young people for a lifetime of learning, independently and in collaboration with others.
It prepares a community of learners to engage with global challenges through inquiry, action and reflection.
This way of teaching and learning fosters creativity and imagination. It offers students opportunities for considering the nature of human thought and for developing the skills and commitments necessary not only to remember, but also to analyse one’s own thinking and effort—as well as the products and performances that grow from them.
Through inquiry, action and reflection, PYP aims to develop a range of thinking, self-management, social communication and research skills referred to in IB programmes as “approaches to learning”.
Sustained inquiry forms the centrepiece of the written, taught and assessed curriculum in IB programmes.
IB programmes feature structured inquiry both into established bodies of knowledge and into complex problems. In this approach, prior knowledge and experience establish the basis for new learning, and students’ own curiosity provides the most effective provocation for learning that is engaging, relevant, challenging and significant.
Principled action, as both a strategy and an outcome, represents the IB’s commitment to teaching and learning through practical, real-world experience. IB learners act at home, as well as in classrooms, schools, communities and the broader world. Action involves learning by doing, which enhances learning about self and others. IB World Schools value action that encompasses a concern for integrity and honesty, as well as a strong sense of fairness that respects the dignity of individuals and groups.
Principled action means making responsible choices, sometimes including decisions not to act.
Critical reflection is the process by which curiosity and experience can lead to deeper understanding.
Reflective thinkers must become critically aware of their evidence, methods and conclusions. Reflection also involves being conscious of potential bias and inaccuracy in one’s own work and in the work of others.