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Primary Years Programme (PYP) 

Beaumaris North Primary School is an International Baccalaureate (IB) World School authorised to teach the IB Primary Years Programme (PYP). It is an internationally recognised programme and provides the framework for implementing the Victorian Curriculum.

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Primary Years Programme (PYP) 

Beaumaris North Primary School is an International Baccalaureate (IB) World School authorised to teach the IB Primary Years Programme (PYP). It is an internationally recognised programme and provides the framework for implementing the Victorian Curriculum.

The aim of all IBO programmes is to develop internationally minded people who recognising their common humanity and shared guardianship of the planet, help create a better and more peaceful world.

The Primary Years Programme is a programme of teaching and learning that focuses on the education of the whole person emphasising intellectual, emotional, social, and physical growth whilst also involving the traditions of learning languages, humanities, mathematics, sciences and the arts. In order to promote this development you will see there is an emphasis on recognising and developing the attributes of the IB Learner Profile in conjunction with acknowledgment of the demonstration of particular Attitudes. The ‘Learner Profile Action Board’ is a focal point in each classroom.

  • The International Baccalaureate (IB) aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

    For more information, please visit the IB website.

  • The ‘Learner Profile’ and ‘PYP Attitudes’ are displayed in every classroom and around the school along with the School values – Essential Agreement on a variety of topics including expected classroom and playground behaviour.

    IB learners strive to be:

    Learner Profile

    InquirersThey develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.
    KnowledgeableThey explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.
    ThinkersThey exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.
    CommunicatorsThey understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.
    PrincipledThey act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.
    Open-mindedThey understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.
    CaringThey show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.
    Risk-takersThey approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.
    BalancedThey understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.
    ReflectiveThey give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.
  • The ‘PYP Attitudes’ and ‘Learner Profile’ are displayed in every classroom and around the school along with the School values – Essential Agreement on a variety of topics including expected classroom and playground behaviour.

    The IB Attitudes we encourage and demonstrate at BNPS are:

    PYP Attitudes

    AppreciationAppreciating the wonder and beauty of the world and its people.
    CommitmentBeing committed to their own learning, persevering and showing self-discipline and responsibility.
    ConfidenceFeeling confident in their ability as learners, having the courage to take risks, applying what they have learned and making appropriate decisions and choices.
    CooperationCooperating, collaborating, and leading or following as the situation demands.
    CreativityBeing creative and imaginative in their thinking and in their approach to problems and dilemmas.
    CuriosityBeing curious about the nature of learning, about the world, its people and cultures.
    EmpathyImagining themselves in another’s situation in order to understand his or her reasoning and emotions, so as to be open-minded and reflective about the perspectives of others.
    EnthusiasmEnjoying learning and willingly putting the effort into the process.
    IndependenceThinking and acting independently, making their own judgements based on reasoned argument, and being able to defend their judgements.
    IntegrityBeing honest and demonstrating a considered sense of fairness.
    RespectRespecting themselves, others and the world around them.
    ToleranceBeing sensitive about differences and diversity in the world and being responsive to the needs of others.
  • Action in the PYP is initiated independently by the student as a result of the learning process. Action extends the student’s learning or may have wider social impact depending on the age of the student. We celebrate ACTION every day in our classrooms. Students respond to their learning by bringing in artefacts, photos, books and many other items in response to what they are learning in the classroom. Sometimes we don’t see the action that occurs because it may happen at home or in the community. ACTION may take different forms and may be taken by an individual or by a group of students. Responsible action may occur through caring for our environment or raising money for a particular cause – but most importantly it is instigated by the student. Action may also be demonstrated through a sense of responsibility and respect for self, others and the environment.

    Reference: Making the PYP Happen: A curriculum framework for international education. Please visit the IBO website for further information.

    1. The acquisition of essential knowledge.
    2. The mastery of skills.
    3. Development of conceptual understanding.
    4. Demonstration of positive attitudes.
    5. Taking of responsible action.
  • In the final year of the IB PYP program, students participate in a culminating project known as the Exhibition. Students are required to engage in a collaborative transdisciplinary inquiry process that involves them in identifying, investigating and offering solutions to real-life issues or problems. The PYP exhibition has a number of key purposes:

    • For students to engage in an in-depth, collaborative inquiry.
    • To provide students an opportunity to demonstrate independence and responsibility for their own learning.
    • To provide students with an opportunity to explore multiple perspectives.
    • For students to synthesize and apply learning of previous years and to reflect upon their journey through the PYP.
    • To provide an authentic process for assessing student understanding.
    • To demonstrate how students can take action as a result of their learning.
    • To unite the students, teachers, parents and other members of the school community in a collaborative experience that incorporates the essential elements of the PYP.
    • To celebrate the transition of learners in the primary to secondary education.
  • At the heart of the PYP Philosophy is a commitment to structured Inquiry as the leading vehicle for learning. Inquiry is the process initiated by the students or the teacher that moves the students from their current level of understanding to a new and deeper level of understanding.

    The students at BNPS will approach Inquiry in a variety of ways:

    • Exploring, wondering and questioning
    • Experimenting and playing with possibilities
    • Making connections between previous learning and current learning
    • Making predictions and acting purposefully to see what happens
    • Collecting data and reporting findings
    • Clarifying existing ideas and reappraising perceptions of events
    • Deepening understanding through the application of a concept
    • Making and testing theories
    • Researching and seeking information
    • Taking and defending a position
    • Solving problems in a variety of ways.

    In the process the student will:

    • Gain knowledge that is relevant and of global significance
    • Develop an understanding of concepts, which allows them to make connections throughout their learning
    • Acquire transdisciplinary and disciplinary skills
    • Develop attitudes that will lead to international-mindedness
    • Take action as a consequence of their learning.

    Six transdisciplinary themes provide the framework for Inquiry Learning:

    • Who we are
    • Where we are in place and time
    • How we express ourselves
    • How the world works
    • How we organise ourselves
    • Sharing the Planet.
  • Transdisciplinary Themes

    An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.
    An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.An 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.An 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.An 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.An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.

    2018 Programme of Inquiry by Year Level 

  • Students explore the six transdisciplinary themes through Units of Inquiry throughout the year. The Units of Inquiry that your child will be exploring each term are available in our Year Level Information and posted on Compass as they commence. An update on the Units of Inquiry being explored is also provided each term in our Curriculum News.

    2018 Programme of Inquiry by Year Level 

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