Teaching and Learning
Primary Years Programme (Age 2-6)

What is the IB?

The IB (International Baccalaureate®) organisation is a recognised leader in the field of international education. The IB offers three programmes – the Primary Years Programme (PYP), the Middle Years Programme (MYP) and the Diploma Programme (DP), and with them, the goal to achieve a continuous international educational experience from early childhood to pre-university age (3 to 19 years of age). To learn more about the IB, visit

Primary Years Programme (PYP)

The International Baccalaureate® Primary Years Programme (PYP) is a transdisciplinary programme of international education designed to foster the development of the whole child. It focuses on the total growth of the developing child, touching hearts as well as minds, and encompassing social, physical, emotional and cultural dimensions in addition to academic development. Whilst identifying the ‘big ideas’ worthy of being understood by children through the trandisciplinary themes, the programme aims to give children deep and enduring understanding of concepts and skills that will help them to thrive in the fast-paced changing world in which we live. Teachers and children embark upon inquiries together, asking questions, building knowledge and making connections. These inquiries are chosen to be stimulating, engaging and relevant to young children and to give them challenge at the right level. The six subject areas covered in the curriculum are:
  • Language
  • Social Studies
  • Mathematics
  • Arts
  • Science
  • Personal, Social and Physical Education.
IB Learner Profile

The learner profile provides a long-term aim of IB education. It is a set of ideals that inspires, motivates and focuses the work of schools and teachers, uniting them in a common purpose, which is to nurture learners to become:
  • Inquirers
  • Knowledgeable
  • Thinkers
  • Communicators
  • Principled
  • Open-minded
  • Caring
  • Risk-takers
  • Balanced
  • Reflective
Starting with the PYP curriculum, introduced in the Pre-Nursery from the age of 2 years, classes may be bilingual or trilingual. Bilingual classes are taught by English and Putonghua teachers, whilst our trilingual classes are taught by English and Cantonese teachers with supplementary Putonghua.

Over the course of their time at PIPS, children will explore the elements which make up the framework of the PYP. These are:

Knowledge: – organised around the trans-disciplinary themes, integrated learning engagements provide opportunities for children to learn Maths, Language, Personal, Social and Physical Education, the Arts, Social Studies and Science.

Concepts: These are the driving force of the PYP and are visited and revisited across the school to ensure children develop an understanding of the big ideas within their units of inquiry. The seven key concepts identified by IB are Form, Function, Connection, Causation, Change, Perspective, and Responsibility. Each has its own key question which is listed below.

Skills: These are a range of skills that children will develop within the programme to support their inquiries. They include thinking, communication, social, research and self-management skills.

Action: We hope as a result of their learning both in school and at home, that children will be inspired and motivated to take meaningful action in the world in which they live.

The PYP Essential Elements
Knowledge Concepts Skills Action
Trans-Disciplinary Themes:

Who We Are

How we Express Ourselves

How the World Works

How we Organise Ourselves

Where we are in Place and Time

Subject areas:

Social Studies
Form: What is it like?

Function: How does it work?

Causation: Why is it like it is?

Connection: How is it connected to other things?

Change: How is it changing?

Perspective: What are the points of view?

Responsibility: What is our responsibility?

Thinking Skills:
Acquisition of knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation,  Dialectical thought, Metacognition.

Research Skills:
Formulating questions, Observing, Planning, Collecting data, Organising data, Interpreting data, Presenting data.

Social Skills:
Accepting responsibility, Respecting others,Cooperating, Resolving conflict, Group decision making, Adopting a variety of roles

Communication Skills:
Listening, Speaking, Reading, Writing, Non-verbal Communication.

Self-management Skills:
Gross/Fine motor skills,
Spatial awareness, Organisation, Time management, Safety, Healthy lifestyle, Codes of behavious, Informed choices.
Effective action:

Should be voluntary and involve students in exercising their own initiative

Is best grounded in students’ concrete experience

Is most beneficial to students when they are able to witness the outcomes.