The IB PYP is an internationally recognised programme that provides the framework for implementing the Australian Curriculum in our Primary campuses. Viewed as a world leading approach to future-focused education, the IB draws on research and best practice from a range of national systems with a wealth of knowledge and experience from international schools.
Focusing on the development of the whole child, the PYP emphasises intellectual, emotional, social, and physical growth whilst also involving the traditions of learning languages, humanities, mathematics, sciences and the arts. Students are encouraged to express their ideas, follow independent lines of inquiry and be active agents of change for the betterment of one another and our broader community.
The PYP is based on a philosophy to which we passionately subscribe: that all children are naturally curious, that they are open to exploring concepts, thinking imaginatively and communicating cheerfully; that they possess unique integrity of mind, spirit and energy, to which it is our responsibility to develop fully.
In essence, we believe in the PYP framework because of its principles, international outlook and pedagogical leadership in nurturing holistic learners. The guiding principle of the PYP, to “create a better world through education”, is in perfect alignment to the School’s own purpose, to “shape a better world”.
The IB learner profile attributes are the foundation for all IB programmes. Representing a broad range of human capacities and responsibilities, the learner profile is seen as foundational to students becoming internationally minded, active and caring community members who respect themselves, others and the world around them. Both students and educators operate in partnership in the learning process, with the learner profile equally applicable.
We 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.
We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.
We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.
We 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.
We 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.
We 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.
We 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.
We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.
We 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.
We 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.
The nature of the PYP allows transdisciplinary learning. Rather than acquiring knowledge within traditional subject boundaries, PYP learners instead authentically explore real-world problems and concepts across six transdisciplinary themes. The subject areas of maths, language, science, social studies, information technology, the arts, physical education and library are integrated into these transdisciplinary themes, helping students make connections between the subjects, thereby facilitating more effective learning. Each of the transdisciplinary themes are selected for their global significance and relevance to the real world.
Inquiry into the nature of the self; beliefs and values; person, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.
Inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationship between and the interconnectedness of individuals and civilizations, from local and global perspectives.
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.
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.
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.
Inquiry into rights and responsibilities in the struggle to share finite resources with other people and other living things; communities and the relationship within and between them; access to equal opportunities; peace and conflict resolution.
Wherever possible specialist subject areas of Music, Art, Drama, PE, Library and Mandarin are embedded within a unit’s transdisciplinary theme. When subject specific knowledge and skills do not authentically link with the Unit of Inquiry, these subjects are taught stand alone.
The PYP, through inquiry-based learning, encourages curiosity. Students are co-constructors in their learning goals, allowing open-ended inquiry and real-life investigations based on what they currently know and what they want to find out. Teachers provide the scaffolding by asking questions like “What is your goal for this session?”, or “What is it that you are interested in finding out?” This allows for learning that is engaging and relevant for students and allows it to be individualised for different student needs.
Action is a key element within the PYP. It is the core of student agency and is integral to the PYP learning process and to the programme’s overarching outcome of international mindedness. By taking individual and collective action, our students come to understand the responsibilities associated with being internationally minded and to appreciate the benefits of working with and serving others for a shared purpose.
The PYP Exhibition is the culminating, collaborative experience for Year 6 students in the final year of the Primary Years Programme. The exhibition is an authentic process for students to explore, document and share their understanding of an issue or opportunity of personal significance. All exhibitions are student-initiated, designed and collaborative and may take the form of movies, models, websites, songs, plays and science demonstrations.
Our Toorak Campus was the first school in Victoria to introduce the PYP.
We are a a Candidate School* for the PYP at Bostock House and Corio Campus. We are pursuing authorization as an IB World School where we share a common philosophy—a commitment to high quality, challenging, international education that Geelong Grammar believes is important for our students. *Only schools authorized by the IB Organization can offer any of its four academic programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), the Diploma Programme, or the Career-related Programme (CP). Candidate status gives no guarantee that authorization will be granted. For further information about the IB and its programmes, visit www.ibo.org