The PYP is designed for students between the ages of 3 and 12 years. It is an international, transdisciplinary program designed to foster the development of the whole child, both in the classroom and in the world outside. The program focuses on students’ intellectual social, emotional, and physical development.
The PYP aims to develop inquiring, knowledgeable and caring students. International understanding and intercultural competence are also key aspects of the program that are developed through the IB learner profile which makes explicit the key attributes for students to develop as internationally minded global
citizens. IB learners strive to be inquirers, thinkers, communicators, risk takers, knowledgeable, principled, open-minded, caring, balanced and reflective.
As an IB World School Clearwater Bay aims to provide students with a truly international education that
encourages them to be active, compassionate, lifelong learners who understand that other people with their differences can also be right.
The PYP provides a comprehensive, developmentally appropriate curriculum expressed through three
interrelated questions, which are:
1. What do we want to learn?
2. How best will we learn?
3. How will we know what we have learned?
The program comprises five key aspects which together provide a framework for structured and
purposeful inquiry. These five aspects are; knowledge, concepts, skills, attitudes and action.
The inquiry program is organized around six transdisciplinary themes of global significance. Learning about these themes underpins the program, students address all six themes each year (six units ofinquiry). The themes are:
• Who we are
• Where we are in time and place
• How we express ourselves
• How the world works
• How we organize ourselves
• Sharing the planet
The program identifies a body of knowledge which is designed to be engaging, relevant, challenging and significant for students and which is closely aligned with ESF Curriculum policy documents. The traditional subject areas of Languages (including both English and Chinese at Clearwater Bay as the Language Other than English), Mathematics, Social Studies, Science & Technology, the Arts and Personal,
Social and Physical Education are also addressed.
Eight fundamental concepts expressed as questions drive the inquiries. These are:
• Form – What is it like?
• Function – How does it work?
• Causation – Why is it like it is?
• Change – How is it changing?
• Connection – How is it connected to other things?
• Perspective – What are the points of view?
• Responsibility – What is our responsibility?
• Reflection – How do we know?
The skills acquired in the process of structured inquiry are thinking, communication, social, research and self management skills. The specific skills that align with the content of the inquiry are taught as part of that inquiry. For example communication skills are taught in the inquiry unit on media (Year 5),
self-management skills in the natural disasters inquiry (Year 4) and social skills in the inquiry relating to friendships (Year 1).
Personal attitudes to learning, to other people and to the environment are also important. The attitudes fostered and promoted through the program are: appreciation, commitment, confidence, cooperation, creativity, curiosity, empathy, enthusiasm, independence, integrity, respect and tolerance.
Students are encouraged to reflect, to make informed choices and to take action that will help their peers, families, school and the wider community. Action should be student initiated and voluntary.
Students at Clearwater Bay School inquire into and learn about a wide range of issues within the context of a Unit of Inquiry. Each unit addresses a ‘central idea’ relevant to a particular ‘transdisciplinary theme’. ‘Lines of inquiry’ are identified in order to explore the scope of the central idea for each unit.
The following links provide a sample of the units of inquiry offered at Clearwater Bay School: