PYP CURRICULUM AT NATIONS
3
IB LEARNER PROFILE
5
CURRICULUM FRAMEWORK
6
PROGRAMME OF INQUIRY
7
PRE-RECEPTION
AGES 3 – 4
RECEPTION
AGES 4 - 5
YEAR 1
AGES 5 - 6
YEAR 2
AGES 6 -7
YEAR 3
AGES 7 -8
YEAR 4
AGES 8 -9
YEAR 5
AGES 9 - 10
YEAR 6
AGES 10 - 11
8
9
10
11
12
13
14
15
SINGLE SUBJECTS
16
ARTS
LANGUAGE
FRENCH
MATHEMATICS
PERSONAL, SOCIAL AND PHYSICAL EDUCATION (PSPE)
SCIENCE
SOCIAL STUDIES
16
17
18
18
19
21
22
ASSESSMENT AND REPORTING
23
DAILY LIFE AT NATIONS PYP
24
LOGISTICS
24
PYP Curriculum at Nations
The International School of Geneva, Campus des Nations is committed to follow and further develop the four International Baccalaureate (IB) Programmes.
The Primary Years Programme (PYP) is the first of the programmes offered by the IB and is followed at Nations from Pre-Reception to Class 6.
The PYP model above synthesises the soundest research and best practice from a range of systems to create a challenging, engaging and relevant
programme used in an increasing number of schools worldwide. The Programme has a set of standards, which must be met before a school is authorised to
offer the programme and there is a regular external evaluation of the degree to which the school continues to meet these standards. When Campus des
Nations opened in 2005, two authorised PYP schools amalgamated and as a new primary school we have successfully participated in IB evaluation visits in
May 2007 and May 2012. The results of this most recent visit acknowledge the work we are doing as a successful IB PYP school. Our next IB evaluation visit
will be in 2017.
One of the most important aims of an education at the International School of Geneva, something that is embedded in our Vision for an International
Education and expressed in the IB mission statement, is a commitment to develop a community of internationally minded learners. The IB Learner Profile is
central to the PYP definition of what it means to be internationally minded and teaching and learning about the following attributes are explicitly planned for
and explored within all areas of school life. Units of inquiry, assemblies and the Student Action Group provide opportunities for students to explore their own
identities and share their cultural beliefs and values.
Where We Come From (EAL at Pregny)
IB Learner Profile
The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of
the planet, help to create a better and more peaceful world.
IB learners strive to be:
Inquirers: They 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.
Knowledgeable: They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire indepth knowledge and develop understanding across a broad and balanced range of disciplines.
Thinkers: They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex
problems, and make reasoned, ethical decisions.
Communicators: They 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.
Principled: They 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-minded: They 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.
Caring: They 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-takers: They 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.
Balanced: They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.
Reflective: They 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.
Reference: IB Learner Profile
(http://www.ibo.org/myib/digitaltoolkit/files/pdfs/learner-profile-en.pdf?utm_medium=email&utm_campaign=The learner profile review complete&utm_content=The learner profile review complete+CID_ 7a8ff6dd7e1505f67b81f712f0a5c933&utm_source=Email marketing software&utm_term=visual representation)
Curriculum Framework
The IB provides curriculum documentation with benchmarks and guidelines for the assessment of student learning. Flexibility is also a key feature of the
programme, enabling teachers to respond to local requirements and settings for authentic learning. Visit the link to find out further information:
http://www.ibo.org/pyp/index.cfm
The written curriculum is a balance of essential knowledge and skills, development of conceptual understanding, demonstration of positive attitudes and taking
responsible action. To achieve this balance, five essential elements are emphasised in the written curriculum:
Figure 3 (Making the PYP Happen in the Classroom)
Knowledge Significant, relevant content that we wish the students to explore and know about, taking into consideration their prior experience and
understanding. This knowledge is developed through the transdisciplinary units of inquiry as well as stand-alone, subject specific units.
Concepts
Powerful ideas that have relevance within the subject areas but also transcend them and that students must explore and re-explore in
order to develop a coherent, in-depth understanding. There are 8 key concepts that are explored each year: form, function, change,
causation, connection, perspective, responsibility, reflection. In addition to these important concepts, related concepts are explored through the
central ideas of each unit.
Skills
Those capabilities that the students need to demonstrate to succeed in a
changing, challenging world, which may be disciplinary or transdisciplinary in nature. These skills are organised in the following areas:
Thinking, Social, Self-management, Communication and Research. Subject specific skills are also mapped through our scope and sequence
documents.
Attitudes
Dispositions that are expressions of fundamental values, beliefs and feelings about learning, the environment and people. These are
needed to develop the attributes of the Learner Profile.
Appreciation, Commitment, Confidence, Cooperation, Creativity, Curiosity, Empathy, Enthusiasm, Independence, Integrity, Respect, Tolerance
Action
Demonstrations of deeper learning in responsible behaviour through responsible action; a manifestation in practice of the other
essential elements. What will they do as a result of their learning? What action will they take now that they have a new understanding? This
action will take many forms.
Programme of Inquiry
At the heart of the PYP’s philosophy is a commitment to structured, transdisciplinary inquiry. Much of the content from the subject areas, particularly Science
and Social Studies is taught through transdisciplinary Units of Inquiry where students are encouraged to make connections with their existing knowledge and
between the traditional subject areas. Traditional subject areas are also used as lenses to explore big ideas that are of global significance.
These Units of Inquiry are planned under six Transdisciplinary Themes:






Who we are
Where we are in time and place
How we express ourselves
How the world works
How we organise ourselves
How we share the planet
From year 1 to year 6, students will explore a central idea under each of these themes. In Pre-Reception and Reception the students have four units of
inquiry. These transdisciplinary units come together to form our Programme of Inquiry.
PYP Programme of Inquiry 2013-2014 - Last edited: August 2013
Pre-Reception
Ages 3 – 4
An inquiry into: Who we
are
An inquiry into: Where we
are in place and time
An inquiry into: How we
express ourselves
An inquiry into: How the
world works
An inquiry into: How we
organise ourselves
An inquiry into: Sharing
the planet
An inquiry into the nature of the self;
beliefs and values; personal, 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 (biological and physical) and
human societies; how humans use their
understanding of scientific principles; the
impact of scientific and technological
advances on society and the
environment.
An inquiry into the interconnectedness of humanmade systems and communities; the structure and
function of organizations; societal decisionmaking; 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.
Key concepts:
Key concepts:
Key concepts:
Key concepts:
Form, connection, change
Form, function, change
Connection, function
Responsibility, connection
Related concepts:
Related concepts:
Related concepts:
Related concepts:
Identity, learning
Expression
Communication, non-verbal
Healthy, respect, Living,
non-living
Central idea:
Central idea:
Central idea:
Central idea:
Every day I learn about who
I am and what I can do.
We can express ourselves
using shapes and colours.
Signs and signals help us to
communicate without words.
We share our environment
with many different living
things.
Lines of inquiry:
Lines of inquiry:
Lines of inquiry:
Lines of inquiry:







What I can do
My feelings
How I am growing and
changing



What is a shape and what
is colour
Expressing ourselves
using shapes and colours
Making our own shapes
and colour
How colours change
throughout the seasons

Signs and symbols in our
environment and what they
communicate
The many ways we can
communicate non-verbally
What is a living thing
How to show respect
and act responsibly
towards living things
Reception
Ages 4 - 5
An inquiry into: Who we
are
An inquiry into: Where we
are in place and time
An inquiry into: How we
express ourselves
An inquiry into: How the
world works
An inquiry into: How we
organise ourselves
An inquiry into: Sharing
the planet
An inquiry into the nature of the self;
beliefs and values; personal, 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 (biological and physical) and
human societies; how humans use their
understanding of scientific principles; the
impact of scientific and technological
advances on society and the
environment.
An inquiry into the interconnectedness of humanmade systems and communities; the structure and
function of organizations; societal decisionmaking; 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.
Key concepts:
Key concepts:
Key concepts:
Key concepts:
Connection, perspective,
responsibility
Form, function, connection,
perspective
Function, connection
Connection, causation, change
Related concepts:
Relationships, choice
Related concepts: Expression,
feelings, ideas
Related concepts: light,
resource, essential, seasons
Related concepts: Systems,
processes, food sources, food
groups, journey
Central idea:
Central idea:
Central idea:
Central idea:
The choices we make affect
our relationships with
others.
There are many different ways
that we can express ourselves.
Knowing about light helps us
to understand that it is an
essential resource.
The journey of food if a process that
involves many people.
Lines of inquiry:
Lines of inquiry:
Lines of inquiry:
Lines of inquiry:











Different people in our
lives
Why we need others
The way people
behave in different
situations
How people treat one
another

Expression through various
media; dance, poetry,
music, drama, stories and
art
Traditional forms of
expression from different
cultures

Different sources of light
What light can do and
how we use it
The importance of light
Food sources
Food processing
Preparing food to eat
How we get and choose our foo
Year 1
Ages 5 - 6
An inquiry into: Who we
are
An inquiry into: Where we
are in place and time
An inquiry into: How we
express ourselves
An inquiry into: How the
world works
An inquiry into: How we
organise ourselves
An inquiry into: Sharing
the planet
An inquiry into the nature of the self;
beliefs and values; personal, 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 (biological and physical) and
human societies; how humans use their
understanding of scientific principles; the
impact of scientific and technological
advances on society and the
environment.
An inquiry into the interconnectedness of humanmade systems and communities; the structure and
function of organizations; societal decisionmaking; 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.
Key concepts: Reflection,
connection
Key concepts: Change,
causation
Key concepts: Form
Key concepts: Function,
change, connection
Key concepts: Function,
connection, responsibility
Key concepts:
Responsibility, perspective
Related concepts: Culture,
communities
Related concepts: Play,
innovation, history (past and
present), leisure
Related concepts:
Responsibility, cycles,
transformation
Related concepts: Interdependence,
community
Related concepts: Peace,
conflict, resolution, action
Central idea:
Central idea:
Central idea:
Central idea:
Central idea:
Central idea:
Our communities guide how
we act and think.
Innovation has changed the
way we play.
We can express and
communicate ideas and
experiences through stories.
All living things follow a cycle
of life.
Our school is a community of people
working together.
People’s attitudes and
actions contribute to creating
peaceful environments.
Lines of inquiry:
Lines of inquiry:
Lines of inquiry:
Lines of inquiry:
Lines of inquiry:
Lines of inquiry:













What community is
The communities we
belong to
How our communities
guide how we think
and behave
What makes our
communities special

What play is
How play changes over
time
How technology and
innovation have
influenced play
Related concepts:
Communication, experience,
expression


Elements of a story
Different ways of telling
stories
Différents types d'histoires,
types de livres
Les différentes façons de
raconter une histoire

The cycle of life
How living things grow
and develop
What living things need to
grow




The structure and organization
of the school
People’s responsibilities in the
school
How we work together
Comment apprendre le français
peut m’aider à faire partie de la
communauté de mon école?
How I can become part of the
school community if I don’t
speak the same language. (EAL)

Peaceful environments
Attitudes that promote
peace
Action that can be taken
to resolve conflicts
Year 2
Ages 6 -7
An inquiry into: Who we
are
An inquiry into: Where we
are in place and time
An inquiry into: How we
express ourselves
An inquiry into: How the
world works
An inquiry into: How we
organise ourselves
An inquiry into: Sharing
the planet
An inquiry into the nature of the self;
beliefs and values; personal, 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 (biological and physical) and
human societies; how humans use their
understanding of scientific principles; the
impact of scientific and technological
advances on society and the
environment.
An inquiry into the interconnectedness of humanmade systems and communities; the structure and
function of organizations; societal decisionmaking; 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.
Key concepts:
Responsibility, reflection,
connection
Key concepts: Form,
connection, perspective
Key concepts: Form, function,
connection
Key concepts: Change,
function, reflection
Key concepts: Form, function,
causation
Key concepts: Function,
responsibility, connection
Related concepts: Culture,
needs, ownership, locality
Related concepts: Pattern,
rhyme, rhythm, creative
expression
Related concepts: Materials,
properties, relationships,
matter
Related concepts: System, unit,
standard
Related concepts: Vital,
plant, life, interdependence
Central idea:
Central idea:
Central idea:
Central idea:
Central idea:
Central idea:
Our class community is built
upon our shared values and
responsibilities.
Homes reflect cultural
influences and local
conditions.
Exploring patterns, rhymes and
rhythms help us make
connections with the world
around us.
The world is made up of
materials which have different
properties and uses.
Measurement systems help us to
function effectively in our world.
Plants are vital for life on
Earth.
Lines of inquiry:
Lines of inquiry:
Lines of inquiry:
Lines of inquiry:
Lines of inquiry:
Lines of inquiry:








Related concepts:
Friendship, community,
values


The Learner Profile
and student attitudes
and how they apply to
us
How our actions
and our attitudes
towards each other
and our learning can
affect the whole
classroom community
Essential Agreements
and routines


What constitutes a home
How homes reflect family
values
How homes reflect local
culture
Factors that determine
where people live


How pattern, rhyme and
rhythm work
How pattern, rhyme and
rhythm are connected to
each other and the world
around us
How we can express
ourselves using pattern,
rhyme and rhythm


Where materials come
from
The connection between
the properties of a
material and their uses
The changes that can be
made to materials

How we measure in real life
A comparison of measurement
systems
Why it is important to measure


Plants have similarities
and differences
People depend on
plants for many
purposes
Our responsibility to
look after plant-life
Year 3
Ages 7 -8
An inquiry into: Who we
are
An inquiry into: Where we
are in place and time
An inquiry into: How we
express ourselves
An inquiry into: How the
world works
An inquiry into: How we
organise ourselves
An inquiry into: Sharing
the planet
An inquiry into the nature of the self;
beliefs and values; personal, 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 (biological and physical) and
human societies; how humans use their
understanding of scientific principles; the
impact of scientific and technological
advances on society and the
environment.
An inquiry into the interconnectedness of humanmade systems and communities; the structure and
function of organizations; societal decisionmaking; 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.
Key concepts: Connection,
reflection, responsibility
Key concepts: Form,
causation, perspective
Key concepts: Connection
Key concepts: Form,
function, connection
Key concepts: Change,
responsibility
Key concepts: Change,
responsibility
Related concepts: Balance,
health
Related concepts:
Characteristics, identity
Related concepts: Innovation,
mechanics, technology,
application, cause and effect
Related concepts: Community,
welcoming, roles, values, systems
Related concepts: Essential,
resource, cycle,
conservation
Central idea:
Central idea:
Central idea:
Central idea:
Central idea:
Central idea:
To keep healthy and
balanced we need to eat
well, exercise, keep clean
and rest.
A country’s characteristics
define its identity.
Folk and Fairy tales help us
understand and explain what it
means to be human.
Humans use their
understanding of simple
machines to serve a variety of
purposes.
Communities and organisations have
a responsibility to create welcoming
environments.
Access to clean water is
essential to life on our planet.
Lines of inquiry:
Lines of inquiry:
An inquiry into:
Lines of inquiry:
Lines of inquiry:
Lines of inquiry:










What it means to be
balanced and healthy
The factors that help to
maintain health.
Our responsibility in
staying healthy


What makes our home
country unique
Similarities and
differences between
countries
Appreciating our host
country
Related concepts: Culture,
genre, morality


Folk tales/ fairy tales as a
literary genre
Tales across cultures
Connecting stories to our
daily lives

The 6 simple machines
How we use simple
machines in our daily
lives
How simple machines
have made our lives
easier


Our own experiences of
changing schools
Ways we can promote our
school as a welcoming
environment
How to manage transition


How water supports life
Properties of water and
the water cycle
The importance of clean
water
Responsible use of
water
Year 4
Ages 8 -9
An inquiry into: Who we
are
An inquiry into: Where we
are in place and time
An inquiry into: How we
express ourselves
An inquiry into: How the
world works
An inquiry into: How we
organise ourselves
An inquiry into: Sharing
the planet
An inquiry into the nature of the self;
beliefs and values; personal, 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 (biological and physical) and
human societies; how humans use their
understanding of scientific principles; the
impact of scientific and technological
advances on society and the
environment.
An inquiry into the interconnectedness of humanmade systems and communities; the structure and
function of organizations; societal decisionmaking; 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.
Key concepts: Reflection,
connection
Key concepts: Perspective,
reflection, form
Key concepts: Form, function,
connection
Key concepts: Change,
Causation, responsibility
Key concepts: Causation,
Connection, function
Key concepts: Causation,
change, Responsibility
Related concepts: Belief,
value, community
Related concepts: Potential,
influence, heroism,
inspirational,
interconnectedness
Related concepts: Process,
structures, creativity
Related concepts: Erosion,
geology, climate.
Related concepts: Relationships,
shape and space
Related concepts:
Sustainability,
transformation
Central Idea:
Central Idea:
Central idea:
Central idea:
Central idea:
Central idea:
Shared beliefs and values
help to shape our
communities and daily life.
We can learn to develop our
own potential by looking at the
lives of influential people.
Exploring and expressing our
creativity through language
enables us to grow as
individuals.
The Earth is continually
changing and humans must
respond.
The relationship between shape and
space informs the design of
structures and environments.
Materials can undergo
changes that provide
challenges and benefits for
society and the environment.
Lines of inquiry:
Lines of inquiry:
Lines of inquiry:
Lines of inquiry:
Lines of inquiry:
Lines of inquiry:











Our personal beliefs
and values and how
they affect the way we
live our lives
Beliefs and valuesbased communities;
their rituals,
celebrations, practices
and symbols
The similarities and
differences between
our own beliefs/values
and those of others



The characteristics of an
influential person
IB Learner Profile
How people can inspire
action in others
How I can be inspired by
others
Creativity
Inspiration
How others express their
creativity through language



How the different parts of
the earth are inter-related
How the earth has
changed and continues to
change
Why the earth changes
Human responses to the
earth’s changes

The structure of a building
How mathematics is used in
creating structures and
environments
How structures meet the needs
of people

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Reversible and
irreversible changes in
materials
How societies take
advantage of changing
materials
The impact of retrieval,
production and the use
of materials on the
environment
Year 5
Ages 9 - 10
An inquiry into: Who we
are
An inquiry into: Where we
are in place and time
An inquiry into: How we
express ourselves
An inquiry into: How the
world works
An inquiry into: How we
organise ourselves
An inquiry into: Sharing
the planet
An inquiry into the nature of the self;
beliefs and values; personal, 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 (biological and physical) and
human societies; how humans use their
understanding of scientific principles; the
impact of scientific and technological
advances on society and the
environment.
An inquiry into the interconnectedness of humanmade systems and communities; the structure and
function of organizations; societal decisionmaking; 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.
Key concepts: Form,
function, connection
Key concepts: Causation,
connection, function
Key concepts: Reflection,
perspective, connection
Key concepts: Function,
causation, connection
Key concepts: Function, connection
Key concepts: Change,
responsibility, perspective
Related concepts:
Humans, diversity,
systems, genetics
Related concepts: Past,
evidence, sources
Related concepts: Inspiration,
influence
Related concepts: Laws,
motion, forces, matter
Central idea:
Central idea:
Central idea:
Central idea:
Central idea:
Central idea:
There are common
characteristics which make
us human, however not all
humans are the same.
Major events and periods in
time have changed the world.
A production is a collaborative
process that engages
participants and invites a
response.
The physical laws of forces
and motion affect all matter.
Systems have been developed which
help us move around and locate
ourselves on the planet.
Human interaction can affect
the biodiversity of an
ecosystem.
Lines of inquiry:
Lines of inquiry:
Lines of inquiry:
Lines of inquiry:
Lines of inquiry:
Lines of inquiry:






Related concepts: Systems, location


What it means to be
alive
What it means to be
human
Similarities and
differences in humans


Major events and periods
in time
Changes resulting from
significant events in
history
Recent events and
possible future impacts


Different forms of
performance
Processes involved in
developing a production
Interdependence of the
roles of the production
team


What a force is and what
forces are at work in the
world
Newton’s Laws
How forces affect motion.
Related concepts:
Interdependence, balance,
biodiversity, ecosystem,
sustainability

The systems that have been
developed to help us interpret
the geographical features of the
Earth
How we locate ourselves and
navigate around the Earth

The human interactions
within different
ecosystems
The diverse nature of
any ecosystem
Year 6
Ages 10 - 11
An inquiry into: Who we
are
An inquiry into: Where we
are in place and time
An inquiry into: How we
express ourselves
An inquiry into: How the
world works
An inquiry into: How we
organise ourselves
An inquiry into: Sharing
the planet
An inquiry into the nature of the self;
beliefs and values; personal, 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 (biological and physical) and
human societies; how humans use their
understanding of scientific principles; the
impact of scientific and technological
advances on society and the
environment.
An inquiry into the interconnectedness of humanmade systems and communities; the structure and
function of organizations; societal decisionmaking; 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.
Key concepts:
Responsibility,
perspective
Key concepts: Form,
connection
Key concepts: Connection,
responsibility, reflection
Key concepts: Causation,
function
Key concepts: Causation, Change,
Perspective
Key concepts:
Responsibility, perspective
Related concepts: Curiosity,
innovation, exploration,
discovery, space
Related concepts: Media,
influence
Related concepts: Energy,
conservation, sustainability,
transformation
Related concepts: Migration, society
Related concepts: Growth,
reproduction, puberty
Related concepts: Choice,
conflict, peace
Central idea:
Central idea:
Central idea:
Central idea:
Central Idea:
Central idea:
Throughout life, our bodies
change and these changes
will affect us in many
different ways.
Human curiosity and the need
to solve problems have driven
technological innovations.
Exhibition
Energy is neither created nor
destroyed but can be
harnessed and transformed for
a variety of uses.
Human migration impacts society and
environment.
The decisions people make
and the way they choose to
act can lead to peace or
conflict.
Lines of inquiry:
Lines of inquiry:
Lines of Inquiry:
Lines of inquiry:
Lines of inquiry:
Lines of inquiry:










The life cycle of
human beings
Specific physical and
emotional changes
during puberty and
how they will affect us
The process of making
responsible decisions
and choices


Why we are driven to
explore
The technological
innovations which have
allowed us to learn and
keep discovering new
things about our universe
How these technological
innovations connect to
our lives
The media is all pervasive with
the power to inform and
influence people.



Students identify personal
inquiries for this unit.
Media
Effective media campaigns
Action
PYP EXHIBITION
What energy is
How we use energy
How energy changes


Reasons people migrate from
one place to another
The positive outcomes of
migration
The challenges for immigrants
and their new communities


How choices and
decisions have
consequences
Developing peace
keeping skills
Our responsibility in
helping others resolve
conflicts
Single Subjects
There are six defined subject areas that have value in themselves and provide students with knowledge and skills to explore the units of inquiry and the world
around them. At Nations these subjects can be taught as stand-alone units, however, the links across the curriculum are emphasised in order to understand
the interconnected nature of the subject areas, both with one another and with the transdisciplinary themes.
The six subjects identified are:

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



Arts
Language
Mathematics
Personal, Social and Physical Education
Science
Social Studies
For each of these areas the scope and sequence documents have been organised in developmental phases that place importance on the construction of
meaning. Conceptual understandings and learner outcomes are given for each phase in the learning continuum.
Arts
Arts are integral to the PYP. They are a powerful mode of communication through which students can explore and construct a sense of self and develop an
understanding of the world around them. Arts provide students with a wide range of opportunities and means to respond to their experiences and engage with
historical, social and cultural perspectives. Students are challenged to think and express their thoughts and feelings in a variety of ways using a range of
media and technology.
Learning about and through arts is fundamental to the development of the whole child, promoting creativity, critical thinking, problem solving skills and social
interactions.
In the PYP, the arts are identified as drama, dance, music and visual arts. The scope and sequence documents are organised into two common strands:
responding and creating.
Language
The need to communicate is instinctive. The development of language is fundamental to the construction of meaning and to communication; it supports and
enhances our thinking and understanding. Language is all around us and is developed in all areas of the curriculum, therefore all teachers at Campus des
Nations are language teachers.
Language teaching is based on the prior experience of the students; the needs of individual students are assessed to inform planning for differentiation. At
Nations language is taught through inquiry both within and beyond the transdisciplinary units. It takes into account the interests of the student, as a result
there is no prescriptive programme, although “First Steps” is a resource used to plan, teach and assess writing. Conceptual understandings in the different
strands of language are mapped out in continuums and skills are taught in meaningful contexts. A love and enjoyment of language is fostered through the
integration of literature into student inquiry.
Written, Oral and Visual language are separated into four strands:




listening and speaking;
viewing and presenting;
reading;
writing.
French
Campus des Nations is a “dual language” campus, English is the main language of instruction with French being taught for four periods per week from year 1
to year 4 and five periods per week in years 5 and 6. At Saconnex two of these periods are taught through Content and Language Integrated Learning (CLIL),
during these lessons students stay in their homeroom groups and inquire into an aspect of the unit of inquiry in French. The other Language Block lessons
follow a more traditional organisation where students are separated into beginning, intermediate or advanced levels according to their needs. At Pregny and
Saconnex, there are French-speaking assistants working in class alongside the English-speaking homeroom teacher.
Year 2 Sharing the Planet unit
Year 3 iPad photography project in CLIL
Mathematics
Mathematics is a powerful tool for describing and analysing the world around us and it is a highly effective tool when solving problems. Students can
appreciate the intrinsic fascination of mathematics and explore the world through its unique perceptions. In the same way that students describe themselves
as “authors” or “artists”, our programme also provides students with the opportunity to see themselves as “mathematicians”, where they enjoy and are
enthusiastic when exploring and learning about mathematics.
The PYP Mathematics curriculum reflects the developmental learning approach adopted by our teachers; recognizing that not all students learn in the same
way, through the same approaches, or at the same rate.
At Nations, we are fortunate to have students who have come from diverse educational backgrounds. Our students have been exposed to a range of curricula
and have developed a variety of strategies which can be drawn upon when problem-solving. The Scope and Sequence documentation provides explicit
outcomes expected of all students within each phase and they are able to use their own understandings to heighten knowledge.
The Mathematics programme is designed to be rigorous and challenging. Differentiation and group work ensure that individual needs are met within each
lesson; ensuring both support and challenge. Robust learning, focusing on students’ achieving the mathematics outcomes fully and in depth is vital if learning
is to be sustained over a longer period. ‘Teaching to the Test’ and requiring heightened short term performance or procedural knowledge places students ‘at
risk’ of not continuing to progress throughout the years of teaching. (First Steps in Maths Overview, 2004)
The PYP Scope and Sequence document organizes the mathematics curriculum into five specific strands:
 Data-Handling
 Measurement
 Shape and Space
 Pattern and Function
 Number
The aim is to integrate many of the mathematical concepts into each of the units of inquiry. The concepts of Measurement, Shape and Space, Data Handling
naturally lend themselves to unit integration. However, the Number strand and Pattern and Function can be integrated but are often taught as stand-alone
units.
Within each number strand, the students work within four phases. The students are able to work within the phase that is appropriate to their conceptual
understanding and within each class there will be students operating at different phases with teachers adapting their approaches to provide access. As with
writing, Nations use “First Steps” as a resource to plan, teach and assess mathematics.
Personal, Social and Physical Education (PSPE)
PSPE in the IB Primary Years Programme (PYP) is concerned with the individual’s well-being through the promotion and development of concepts,
knowledge, attitudes and skills that contribute to this well-being. Well-being is intrinsically linked to all aspects of a student’s experience at school and beyond.
It encompasses physical, emotional, cognitive, spiritual and social health and development, and contributes to an understanding of self, to developing and
maintaining relationships with others, and to participation in an active, healthy lifestyle.
PSPE is integral to teaching and learning in the PYP and is embodied in the IB learner profile. As lifelong learners we strive to make sense of our lives and the
world around us by constructing meaning, exploring concepts and revising understandings. Lifelong learners adopt a positive attitude to learning, develop and
apply strategies for critical and creative thinking, engage in inquiry, make connections, and apply new learning and skills in different contexts. In order to
become successful learners, it is necessary for students to feel empowered by their learning, to value and take responsibility for their learning, to demonstrate
resilience and to develop independence. Such learners are able to reflect on themselves, their experiences, and the process of learning in order to support
personal growth and their on-going commitment to personal, social and physical well-being.
Year 6 visit to the Human Rights Salle at the UN
Year level dance sessions during Arts Week 2013
The development of a student’s well-being can be addressed through all areas of the PYP curriculum. Therefore, every teacher at Nations has a responsibility
to support each student’s personal, social and physical development.
Physical education is more than just student participation in sports and games. Its purpose is to develop a combination of transferable skills; to encourage
present and future choices that contribute to long-term healthy living; and to understand the cultural significance of physical activities for individuals and
communities. Therefore year level teams work with the PE specialist, the school psychologist and the school nurse to develop aspects of the units of inquiry
that promote informed decision making, develop cultural awareness and use movement in other areas of their learning, for example in science and the arts.
The development of overall well-being is defined through three common strands that have relevance to all teachers: identity, active living and interactions.
Science
In the Primary Years Programme (PYP), science is viewed as the exploration of the biological, chemical and physical aspects of the natural world, and the
relationships between them. Our understanding of science is constantly changing and evolving. The inclusion of science within the PYP leads learners to an
appreciation and awareness of the world as it is viewed from a scientific perspective. It encourages curiosity and ingenuity and enables the student to develop
an understanding of the world. Reflection on scientific knowledge also helps students to develop a sense of responsibility regarding the impact of their actions
on themselves, others and their world.
At Nations, the transdisciplinary themes provide the framework for a focused, in-depth programme of inquiry, and all planned science learning takes place
within this programme of inquiry. However, we recognise that spontaneous, student-initiated science inquiries will occur that are not directly related to any
planned units of inquiry. These are valuable teaching and learning experiences in themselves and they provide teachers and students with the opportunity to
apply the pedagogy of the PYP to authentic, of-the-moment situations.
The science component of the PYP is characterized by concepts and skills rather than by content. The knowledge component of science in the PYP is
arranged into four strands: living things, Earth and space, materials and matter, and forces and energy.
Social Studies
In the Primary Years Programme (PYP), social studies learning guides students towards a deeper understanding of themselves and others, and of their place
in an increasingly global society. It provides opportunities for students to look at and think about human behaviour and activity realistically, objectively, and
with sensitivity. Exposure to and experience with social studies therefore opens doors to key questions about life and learning.
At Nations, the transdisciplinary themes provide the framework for a focused, in-depth programme of inquiry, and all planned social studies learning takes
place within this programme of inquiry. However, we recognise that spontaneous, student-initiated social studies inquiries will occur that are not directly
related to any planned units of inquiry. These are valuable teaching and learning experiences in themselves and they provide teachers and students with the
opportunity to apply the pedagogy of the PYP to authentic, of-the-moment situations.
The social studies component of the PYP is characterized by concepts and skills rather than by content. The knowledge component of social studies in the
PYP is arranged into five strands: human systems and economic activities, social organization and culture, continuity and change through time, human and
natural environments, and resources and the environment. These strands are concept-driven and are inextricably linked to each other. They also provide links
to other subject areas of the PYP curriculum model.
Assessment and Reporting
Assessment is the process of collecting and analysing information about the students’ conceptual understandings, skills, knowledge, attitudes and action. The
assessment process is a reflection of the curriculum and an integral part of teaching and learning practices. Students are encouraged to become increasingly
involved in assessing and reporting their own progress.
The purposes of assessment are to:




enhance student learning
provide information about student learning
provide feedback on the learning process
aid reflection on the effectiveness of the programme.
Everyone involved with assessment should have a clear understanding of the reason for the assessment, what is being assessed, the criteria for success, and
the method by which the assessment is made.
Reporting is a means of giving feedback from assessment. It describes the progress of children’s learning and identifies areas of strength as well as areas for
growth. Campus des Nations has developed a common approach to reporting that endeavours to be clear and understandable to all parties. Reporting at our
school involves the learning partnership of children, teachers and parents; reflects the values of our school community and recognizes the importance of
communication.
In each academic year reporting takes place through the following methods:




written reports – produced twice per year
parent-teacher (Pregny) and parent-student-teacher conferences (Saconnex) – held once per year
student-led conferences – held once in the third term
portfolios – accessible throughout the year
At Campus des Nations students are involved in the reporting process from the early years. Activities and experiences are planned to help children learn how
to self-evaluate and report on their progress.
Daily Life at Nations PYP
At Nations, our students are grouped in year levels according to their chronological age. They are organized in classes with one main homeroom teacher who
is responsible for the development of student learning in the core subject areas; English, Mathematics and the Units of Inquiry, as well as following their
emotional and social development. In French lessons, students are organized into subgroups according to their prior experience; during these times students
can also attending English as an Additional Language (EAL).
We have specialist teachers for Library, Music and Information Communication Technology (ICT). From year 3 there are also specialist teachers for single
subjects in Performing Arts, Physical Education and from year 4 there is a Visual Art teacher. We have a strong support system for student learning which
includes our teachers of EAL (English as an additional language), as well as Learning Support.
To promote the acquisition of French within the PYP we have French speaking assistants working with the students in their homeroom classes.
Logistics
At Pregny school opens at 08.15 with lessons starting at 08.30. At Saconnex, supervision starts at 07.50 in the playground, the bell rings at 08.10 and lessons
begin at 08.20. The school day finishes at 15.15 at both campuses. The exception is Wednesday afternoon when school finishes at 12.15.
There is a shuttle bus for children aged 5 and over that runs from Saconnex to Pregny for the start of school and from Pregny to Saconnex at the end of the
day. There is also a range of after school activities for more information can be found on the school website.