PYP subjects

PYP subjects
 Primary Years Programme
PYP subjects

Published April 2025

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Contents

PYP subjects: Introduction 1

Introduction 1
Subjects in the PYP 2
Curriculum resources to support the subjects 4
Further reading 5

Arts 6
Arts: Subject overview 6
Arts 7
Concepts 9
Bibliography 16

Language 17
Language: Subject overview 17
Language 18
Concepts 20
Bibliography 27
Additional language(s) resources 28

Mathematics 30
Mathematics: Subject overview 30
Mathematics 31
Concepts 33
Bibliography 39

Personal, social and physical education 40

Personal, social and physical education: Subject overview 40
Personal, social and physical education 41
Concepts 43
Personal, social and physical education across the IB curriculum 49
Bibliography 50

Science 51
Science: Subject overview 51
Science 52
Concepts 53
Bibliography 59

PYP subjects
Social studies 60
Social studies: Subject overview 60
Social studies 61
Concepts 63
Bibliography 69

PYP subjects
PYP subjects: Introduction

Introduction

The subject guidance in the Primary Years Programme (PYP) consists of the following resources.
• Subject overviews for arts, language, mathematics, personal, social and physical education, science,
social studies
• Subject continuums for arts, language, mathematics, Personal, social and physical education, science,
social studies
• Additional language(s) resources
The PYP is a transdisciplinary curriculum framework used by schools to shape the International
Baccalaureate (IB) philosophy to their own context by aligning their purpose, culture, environment, and
learning (Programme standards and practices, 2020). The framework is described through Primary Years
Programme: From principles into practice (2025).
The IB sees schools as designers of their own curriculum and educators as designers of their students’
learning. The subject guidance supports the agency of educators as designers and the agency of students
as they progress through their learning. The PYP provides guidance on how to design a programme of
inquiry in the Primary Years Programme: From principles into practice > “A transdisciplinary programme of
inquiry”.

Figure 1
Curriculum design in schools

The subjects are threaded through the six transdisciplinary themes, enabling students to appreciate the
richness of diverse knowledge domains. Educators collaborate to facilitate inquiry by identifying authentic
opportunities for learners to think, respond, and make connections within, across and beyond the subjects.
A school curriculum uses subjects to group learning outcomes and learning standards. The naming and
description of these subjects vary across local and national curriculums. The PYP framework does not
prescribe the subjects that PYP schools include in their curriculum and leave that open for schools to
decide.
The programme standards and practices set out expectations for schools in their curriculum design. See the
standard: Designing a coherent curriculum (0401) in IB Programme standards and practices.

PYP subjects 1
PYP subjects: Introduction

Subjects in the PYP

The subjects and their strands, supported by the PYP are as follows.

Subject Strand

Arts Through the strands of creating and responding, arts describes the
Subject overview development of the following.

Subject continuums: Arts • Dance: expressing oneself through movement.

• Drama: expressing oneself physically and vocally to convey emotional or
cultural meaning.
• Music: communicating in unique ways, bringing people and communities
together.
• Visual arts: exploring ways to make and create meaning in response to
the varied and diverse messages in the world around us.
Language • Oral language—listening and speaking: as receptive and expressive
Subject overview skills, oral language involves developing language for both learning and
relating to others.
Subject continuums:
Language • Visual language—viewing and presenting: navigating, interpreting,
using, and constructing multimodal text in various situations,
Additional language(s)
understanding how images and language interact to convey ideas, values,
resources
and beliefs.
• Written language—reading: constructing meaning from text through an
interactive process, becoming competent, motivated, and independent
readers.
• Written language—writing: expressing oneself in visible, multimodal
ways, with writing growing and developing as a personal act.
Additional languages: building and extending on these skills to support
multilingualism through the areas of interaction, culture and identity and
text construction.
Mathematics • Data handling: analysing, making inferences about, and drawing
Subject overview conclusions from what we know about the world.

Subject continuums: • Measurement: exploring length, area, mass, capacity, money,

Mathematics temperature, and time.
• Shape and space: understanding how objects relate to one another, and
having an awareness of location, position and direction.
• Pattern and function: making sense of the world by recognizing
repetitive features, which enables generalizations foundational to
algebraic reasoning and supports the development of computational
fluency and computational thinking.
• Number: using symbols and words to represent and describe quantity,
communicate mathematical concepts and skills, and interpretations and
decisions during problem-solving and investigations.

2 PYP subjects
 Subjects in the PYP

Subject Strand

Personal, social and • Identity: understanding who we are, including our values, attitudes,
physical education beliefs, experiences, skills, abilities, emotions, and the impact of growth,
Subject overview cultural heritage and social environment.

Subject continuums: • Interactions: understanding how individuals and groups interact with
Personal, social and each other, other living things, and the local and global environment.
physical education • Wellness: developing and maintaining a balanced, healthy lifestyle and
taking action for healthy living now and in the future.
• Movement: understanding health-related fitness outcomes and the
body’s unlimited potential for expression through movement, active play,
and physical activity.
Science • Living things: exploring the sustainability, complexity, and
Subject overview interconnectedness of life on our planet.

Subject continuums: • Earth and space: exploring the structure of our planet and its position in
Science the solar system, and how the properties, characteristics, and changes of
our planet shape it.
• Physics and chemical science: exploring physical and chemical objects,
materials, and matter, and the ways in which people design technologies,
and reflect on their potential impact on society and the environment.
Social studies
• Ways of knowing and systems: exploring multiple ways of knowing and
Subject overview how past and present systems and structures impact human decision-
Subject continuums: making.
Social studies • Critical global citizenship and culture: exploring ways in which people
connect and appreciate each other, confront inequity, and engage with
ideas in local and global contexts.
• Continuity and change for reimagined futures: exploring time, place,
and space in past, present, and future contexts.
• Interconnected places, spaces and relationships: exploring people's
sense of place and connection to both social and ecological contexts.

These subjects, and the disciplines they connect to, support the foundational knowledge, skills, and
concepts that can be developed through a transdisciplinary programme of inquiry.
For more information, refer to Primary Years Programme: From principles into practice>“A transdisciplinary
programme of inquiry” > “The role of subjects”.

PYP subjects 3
PYP subjects: Introduction

Curriculum resources to support the subjects

Subject overviews
The subject overviews describe the role of each subject in an inquiry-based transdisciplinary programme
by:
• explaining concepts from the perspective of each subject, and providing examples of questions which
help explore the concepts from subject-specific perspectives
• supporting understandings of agency and action for both the learner and educator
• providing examples of action
• showing how the wider learning community might be involved
• illustrating how the IB continuum builds on the subjects in the PYP.

Subject continuums
The subject continuums outline the essential learning and teaching elements for each subject, including:
• descriptions of the subject strands
• overall expectations for each strand
• subject examples of phase-based subject continuums describing conceptual understandings and
learning outcomes by phases.

Other resources
These curriculum resources are supported by the following resources.
• A curriculum toolkit to support designing and evaluating curriculum
• Learning progressions for inquiry to support pedagogy
• Teacher support materials (TSMs) developed with schools and providing examples of practice

4 PYP subjects
PYP subjects: Introduction

Further reading

International Baccalaureate. (2020). Programme standards and practices. International Baccalaureate

Organization.
International Baccalaureate. (2025) Primary Years Programme: From principles into practice, Learning and
teaching, A transdisciplinary programme of inquiry; The role of subjects. International Baccalaureate
Organization.
International Baccalaureate. (2018). Primary Years Programme: From principles into practice, Transdisciplinary
learning. International Baccalaureate Organization.

PYP subjects 5
Arts

Arts: Subject overview

Introduction
The purpose of this section is to provide an overview of the subject of arts in the PYP.
There are several aspects to consider in arts and learning in the PYP. These are addressed through focused
guidance sections which can be read along with teacher support materials and tools that help scaffold the
PYP in practice. These include the following publications:
• Subject continuums: Arts
• Subject continuums: Personal, social and physical education
• Inquiry learning progressions
• Primary Years Programme: From principles into practice > “The early learner”

6 PYP subjects
Arts

Arts

Arts play a vital role in schools, fostering creativity, curiosity, and critical thinking. By encouraging learners
to think like artists, we develop individuals who seek answers, explore ideas, and express themselves (Foley,
2014). Through self-expression and multimodal communication, art enables learners to explore
individuality and connectedness.
Engaging with, responding to, or creating artworks, prompts learners to reconsider familiar concepts, think
critically about culture and identity. These artworks provide opportunities to engage with, critically reflect
on, and express diverse historical, social, and cultural perspectives, and consider other possibilities. Arts are
fundamental to a holistic education, supporting the development of transdisciplinary skills and personal
well-being.
The PYP recognizes that arts bring unique opportunities for learning, communication and expression.
Learning about, and through, the arts is fundamental to the development of the whole child, promoting
creativity, critical thinking, problem-solving skills, and social interactions.

Arts in the PYP

In the PYP, arts are identified as dance, drama, music and visual arts. Each of these arts is a significant
discipline in its own right, but their transdisciplinary nature gives them relevance throughout the
curriculum.
• Dance plays a vital role in society, bringing people and communities together. As an art form, dance
explores self-expression through movement. The physical nature of dance creates a strong link with
the movement strand in the personal, social and physical education subject learning continuum.
◦ To learn more about this, refer to Subject continuums: Personal, social and physical education
• Drama explores self-expression through physical and vocal means, using facial expressions, gestures,
movement, posture, and vocal techniques to convey emotional or cultural meaning.
• Exploration in music enables learners to communicate in unique ways, beyond their oral language
abilities. As a part of everyday life, music plays a significant role in society, bringing people and
communities together.
• Visual arts are an integral part of everyday life, supporting exploration of ways to make and create
meaning in response to the diverse messages in the world around us.
For more information on the four arts disciplines, refer to the Subject continuums: Arts
Arts in the PYP exemplify learning through inquiry due to of the emphasis on, and the nature of, the
creative process. Through arts, students engage with concepts and build understandings of the world
around them. “Works of art provoke rich, multi-layered meaning making in ways unlike other disciplines.
They raise questions, evoke connection-making, and in many ways, transform the shape of inquiry”
(Tishman, Palmer, 2006).
Moreover, arts foster innovative thinking and creative use of technologies, encouraging students to explore
uses of media tools beyond their basic functions. This prepares students to participate fully in a multimodal
world.

Arts and transdisciplinary learning

Arts provide a unique vehicle to support transdisciplinary learning, providing both students and educators
a range of mediums to access and enhance units of inquiry. Arts support the acquisition of essential

PYP subjects 7
Arts

knowledge and skills, the development of conceptual understanding, the demonstration of the IB learner
profile, and the taking of action.
The school’s programme of inquiry provides a relevant and authentic context for students to engage with,
create, and respond to arts. Wherever possible, arts are taught through the units of inquiry and support
students’ curiosities. It is recognized that, at times, there may be a need for units which are planned
separately, but which connect through, for example, concepts, a line of inquiry or the IB learner profile.
Units are planned based on the interests and emerging theories of learners and the units support learners
in making connections between the different aspects of their learning.
The arts component of the curriculum also provides opportunities for students to:
• explore and develop subject-specific knowledge, skills, and conceptual understandings
• develop the skills necessary to create, perform and discuss art
• express feelings, ideas, experiences, and beliefs in a variety of ways
• enjoy engaging with arts as both creators and audience members
• evaluate the different roles of artists in society, such as to entertain, provoke debate, or challenge
views and perceptions.

8 PYP subjects
Arts

Concepts

Concepts are fundamental, abstract ideas (often encapsulated in one word) which support the
development of conceptual understanding. The PYP identifies seven specified concepts that facilitate
planning for a conceptual approach to transdisciplinary and subject-specific learning. Alongside the
specified concepts, other concepts are explored within and outside units of inquiry (Primary Years
Programme: From principles into practice > Learning and teaching > “Conceptual understanding in the
PYP”, 2025).

Specified concepts
Specified concepts are a key element of the PYP framework. They guide the planning of meaningful arts
learning experiences intended to embrace learning and teaching through inquiry.
When explored as questions, these concepts enable purposeful and manageable inquiry. (Primary Years
Programme: From principles into practice > Learning and teaching > “Conceptual understanding in the
PYP”, 2025) These questions, used flexibly by educators and students when planning an inquiry-based unit,
shape that unit, giving it direction.
The following table explains each concept from the perspective of arts.

Table 1
Specified concepts from the perspective of arts

Specified concept Generic perspective Arts perspective

Form The understanding that A form of communication that allows us

What is it like? everything has a form with to convey ideas, feelings, and concepts to
recognizable features that can be an audience through various mediums
observed, identified, described, including visual art, music, words,
and categorized. movements, and expressions.
Function The understanding that Creativity is used to convey messages that
How does it work? everything has a purpose, role, or can be practical, educational, cultural, or
a way of behaving that can be personal. A relationship is developed
investigated. between the artist and the audience,
where informed opinions or choices may
be made.
Causation The understanding that things A creative, emotional, and thoughtful
Why is it as it is? do not just happen; there are interpretation of the world, influenced by
causal relationships at work, and cultural and personal experiences.
that actions have consequences.
Change The understanding that change Arts are never static. As the world
How is it changing? is the process of movement from changes, the methods and means of the
one state to another. It is arts must also evolve. Experiences in the
universal and inevitable. arts will alter according to the individual
interpretations of the participant or the
audience.

PYP subjects 9
Concepts

Specified concept Generic perspective Arts perspective

Connection The understanding that we live A universal language enabling

How is it linked to other in a world of interacting systems communication within and across
things? in which the actions of any cultures and time periods.
individual element affect others.
Perspective The understanding that Arts offer the opportunity for creative
What are the points of view? knowledge is not neutral, is choice, allowing different perspectives to
incomplete, and is socially and emerge depending on one’s role: creating
contextually constructed; it can or composing, performing or displaying,
be moderated by different points viewing or listening.
of view which lead to different
interpretations, understandings,
and findings; perspectives may
be individual, group, cultural or
subject-specific.
Responsibility The understanding that people Conveys a powerful message to an
What are our obligations? make choices based on their audience, and we must be aware that our
understandings, beliefs and interpretations can affect others. We must
values and actions they take also take an active role in preserving the
have intended and unintended arts and promote awareness and
impacts and consequences. appreciation of arts from diverse cultures.

Examples of questions that illustrate the specified concepts

The following table provides example arts questions that illustrate the specified concepts, which may help
structure or frame an inquiry. These examples demonstrate broad, open-ended questioning—requiring
investigation, discussion, and a full and considered response—that is essential in an inquiry-based
programme.

Table 2
Example questions illustrating the specified concepts in arts

Specified Example questions

concept

Dance Drama Music Visual arts

Form • What makes • What was the • What makes a • Why have you
What is it like? this dance performance song a folk chosen this
unique? about? song? material or
• What is the • How might • What sounds do tool?
story in this this character you hear in this • What
dance move? music? elements did
performance? the artist focus
on in this piece
and how has it
shaped the
meaning?
Function • How might • In what • What sounds • How can you
How does it work? you move in different ways can you make show yourself
response to might a with this feeling angry/
this music? character instrument? sad/happy/
frightened?

10 PYP subjects
 Concepts

Specified Example questions

concept

• How might express • In what way do • How is colour

you show your emotion? these musical used in
feelings • How can you signs or symbols advertising?
through create the help us
movement? sounds of the understand how
beach using to play this
your voice? song?

Causation • What is the • Why did the • Why is a steady • Why do you
Why is it as it is? relationship characters beat important think this piece
between the behave in this in an ensemble of art has been
beginning and way? performance? made?
the ending of • Who was your • How has the • What do you
this dance favourite culture and think
performance? character and context of the influenced the
• How does the why? composer artist?
environment influenced their
impact on your music?
dance?
Change • What • How can • What would • In what ways
How is it differences did constructive happen to a has fashion
changing? you notice criticism song if the changed over
between the improve your tempo went time?
rehearsal and performance? from allegro to • How has new
the final dance • How might largo? media
performance? setting the • What impact has influenced
• How can you story in technology had artistic
utilize space another on the practices?
when context impact composition of
improvising? the way the music?
story
develops?
Connection • What links are • How is • How does the • How does art
How is it linked to there between watching a live instrument's size help us
other things? cultural show similar to relate to its celebrate?
practices and or different pitch? • How do our
dance? from watching • In what types of experiences
• How will you television? celebrations impact how
use peer • How can we would you hear we connect
feedback to find out about this music? with artworks?
improve your our past
performance? through
stories?
Perspective • How did you • Which • Which • How does art
What are the feel after character did instruments include or
points of view? watching a you identify would you exclude
ballet? with, and why? choose to play people?
• Which • How do you this pattern or • How does
movements think that song, and why? someone’s

PYP subjects 11
Concepts

Specified Example questions

concept

are easier to character is • How does this culture

learn? feeling now? music make you influence the
feel? work they
produce?
Responsibility • What do you • In what ways • What can each • Who do you
What are our need to do to can you help musician in a need to speak
obligations? prepare for this the group to group do to to and involve
movement complete the make a good in this project,
composition? task? performance? and why?
• Which • How does your • How can we • What
movements interpretation look after this responsibility
are safe for all of the instrument? does an artist
members of character have to
the group? reflect the include diverse
intention of and divergent
the perspectives in
playwright? their work?

Other concepts
The specified concepts for arts are supported by additional concepts selected in response to the unit’s goals
and the needs and interests of learners. Examples include concepts, such as interpretation, performance,
imagination, symbols, culture and techniques.
For further examples of concepts that can be explored through arts, as well as subject-specific concepts,
refer to the Subject continuums: Arts.

The arts learner

The arts learner reflects and responds to events and experiences around them in ways that can entertain,
engage, inform, challenge, and provoke. Arts provide opportunities for students to inquire into the world
around them. Through personal and shared inquiries, they investigate the past, the present, and consider
future possibilities. Through their inquiries, they develop skills such as observation, investigation,
questioning, collaboration, creative and critical thinking, and reflection. Arts are a way of conveying
meaning, sharing a culture, developing one's sense of self, and expanding knowledge.
As artists they:
• engage with, respond to, and create art works and performances
• investigate connections between their lives and the art works and performances of others
• build a toolkit of skills and techniques to shape their own work
• closely observe and question the context within which art works and performances are created, asking
whose stories are, and are not, being told
• work individually and collectively, to make choices.
The PYP develops learners who are curious inquirers with the skills, knowledge and conceptual
understandings that they need to be engaged and active lifelong learners.

Agency and the arts learner

Learner agency is rooted in the principle that learners have the ability and the will to positively influence
their own lives and the world around them. Exercising their agency, arts learners take ownership of their

12 PYP subjects
 Concepts

learning, express their ideas and opinions, and reflect on their development of the IB learner profile
attributes.
Learners strive to make sense of their lives and the world around them by constructing meaning, exploring
concepts, revising understanding and directing their learning as they respond to and create art works and
performances. The culminating exhibition in the final year of the PYP provides an opportunity to practise
and demonstrate student agency, and the IB learner profile attributes.

Action and the arts learner

As an artist, learners can use their understanding of the powerful messages they respond to and create to
take individual or collective action, challenging thinking, bringing hidden stories into the light and
provoking reflection.

Table 3
Demonstrations of action in arts

Action Arts examples could include

Participation • Inviting community members into school to enjoy a musical

performance or taking the performance into the community.
Advocacy • Creating posters or graphics to inform the community about an issue
of importance to the learners.
Social justice • Exploring the lived experiences of different characters in a story.
Social entrepreneurship • Running an art club or dance group for interested peers.
Lifestyle choices • Creating a photo or video exhibition to highlight an environmental
issue which impacts their community.

The early arts learner

As a form of symbolic language, arts allow early learners to discover and explore the world around them
and construct meaning. Loris Malaguzzi speaks of the 100 languages of children (Edwards et al., 2012) and
the endless possibilities they offer for learners to express themselves. He also cautions us that these
languages should not be taken away but supported and allowed to flourish.
Within a collaborative and supportive setting, young learners are capable of sustained and deliberate
exploration of the different arts forms, using these symbolic languages to explore, examine, question,
predict, share, investigate, and reflect. Educators observe and listen carefully to discover, reflect on, and
grow learners’ understanding and use of these symbolic languages. Learners should experience arts
through playful exploration and guided activities, supported by the thoughtful provision of materials,
artefacts, provocations, and invitations.
To learn more about the early learner, refer to Primary Years Programme: From principles into practice > “The
early learner”

The arts educator

In many schools, single-subject educators take responsibility for the different arts areas. However, it is vital
that these educators see themselves primarily as PYP educators who teach arts, contributing to the overall
outcomes of a transdisciplinary programme.
The following examples of practice may serve as a guide, but the list is not exhaustive and may be added to
according to the context of your school.
• Collaborate with classroom educators and other single-subject educators, to plan and develop central
ideas, incorporating their input. This could include an arts-led unit of inquiry, supported by classroom
educators and other single-subject educators

PYP subjects 13
Concepts

• Consider that students learn, observe, and perform in different areas of the school and community
• Use arts as an avenue to inquiry and develop inquiry skills, such as observation, questioning, and
investigation
• Incorporate a variety of modalities, activities, assessments, and artistic experiences
• Share art works and performances from diverse contexts, cultures, genres, time periods, and languages
• Use learners’ questions, interests, and curiosities to guide arts projects
• Encourage and value individual and collective creativity
• Assess learners’ understanding regularly throughout all stages of the creative process, as well as the
final product.

Arts in the learning community

Every school community is unique, welcoming and inclusive, providing a space where learners and their
families see themselves, their language, and culture reflected; feel safe, valued, and a sense of belonging.
Relationships are built with learners, staff, parents, guardians, and the wider community. These
relationships, within the school’s inclusive and safe environment, foster a positive arts culture, exploring
diverse perspectives and supporting the development of international-mindedness. To develop these
relationships, educators and learners are encouraged engage with the community and invite them into the
school.
The following table illustrates how arts can play a role at all levels of the learning community. These
examples are not exhaustive and can be adapted and added to within your own context.

Table 4
Arts in the learning community

Arts in the learning community

Reaching out to the community Inviting the community in

Classroom Classroom
• Participate in a peer’s dance or role-play • Share personal experiences from home that
• Provide feedback to a peer during, or after a represent cultural and linguistic diversity, such as
creative process artefacts and music
• Ensure diversity in the provided materials,
artefacts, and tools
School School
• Share performances in assemblies or create • Invite other classes in for a gallery walk or to watch
an art gallery in a shared space a performance and to give feedback
• Foster peer mentoring or tutoring to share • Find out what artistic talents people in the school
knowledge and skills, for example, teach have and use them to support learners
younger learners put on a play
The wider community The wider community
• Sing in a supported living facility or • Invite guest speakers from the arts community to
contribute to an arts-based community the school
project • Engage with arts-related issues in the news or on
• Organize trips to museums, theatres, or social media
orchestras

14 PYP subjects
 Concepts

Arts across the IB continuum

The IB’s programmes provide a continuum of learning for learners aged 3–19. In the PYP, learning in arts
provides opportunities for learners to engage with and respond to art works and performances of others as
well as opportunities to express themselves through their own creative processes.
Through all these opportunities learners find enjoyment in arts they experience and create. In turn, they
build a foundation of knowledge, skills, and conceptual understandings that can be further developed in
the Middle Years Programme (MYP). The Diploma Programme (DP) and Career-related Programme (CP)
offer learners the opportunity to focus on one area of arts and to develop specialized knowledge, skills, and
understandings within that subject.

Figure 2
Arts across the IB continuum

PYP subjects 15
Arts

Bibliography

Cited
Barton, G. (2013). The arts and literacy: What does it mean to be arts literate? International Journal of
Education & the Arts, 14(18).
Edwards, C., Gandini, L., & Forman, G. (2012). The hundred languages of children: The Reggio Emilia experience
in transformation. Praeger.
Foley, C. (2014). Teaching art, or teaching to think like an artist [Video]. Retrieved July 23, 2024 from
https://www.youtube.com/watch?v=ZcFRfJb2ONk
International Baccalaureate. (2025). Primary Years Programme: From principles into practice, Conceptual
understanding in the PYP. International Baccalaureate Organization.
Tishman, S., & Palmer, P. (2006). Artful thinking: Stronger thinking and learning through the power of art (p.
112). USA, Harvard Graduate School of Education.

16 PYP subjects
Language

Language: Subject overview

Introduction
The purpose of this section is to provide an overview of the subject of language, including additional
language(s), in the PYP.
There are several aspects to consider in language and learning in the PYP. These are addressed through
focused guidance sections which can be read along with teacher support materials and tools that help
scaffold the PYP in practice. These include the following publications:
• Subject continuums: Language
• Inquiry learning progressions
• IB language tenets
• Additional language(s) resources
• Primary Years Programme: From principles into practice > Learning and teaching > “Language”
• Primary Years Programme: From principles into practice > The learner > “The early learner” > “Symbolic
exploration and expression”

PYP subjects 17
Language

Language

Language is a social practice, “a product of the deeply social and cultural activities in which people engage”
(Pennycook, 2010). Meaning-making occurs through interactions with other people and the world.
Meaning is not stored in the head but constructed in the here and now in response to the context in which
we find ourselves (Gee, 2004). For learning and teaching in primary education, this means being concerned
about language curriculum content and skills, as well as social contexts and identity. It also means
supporting students in participating in their local and global contexts, and the roles these play now and in
students’ futures.
Language plays a pivotal role in shaping the learner’s educational journey. Early communication, self-
expression and interaction with symbolic language form the foundations of language and literacy. These
contribute to the learner’s growing linguistic repertoire. Language is the vehicle for learning and thinking
across and through all subjects as learners ask questions, explore ideas, and construct their understandings
in collaborative contexts.
In a multilingual world, students engage responsively with languages and cultures both locally and globally
to support the development of intercultural understanding.

Language in the PYP

Language in the PYP is grounded in the belief that language is a social practice, essential for
transdisciplinary inquiry learning and identity construction. Learning and teaching start with the learner’s
and their needs, interests, and experiences, making their unique language repertoires central to the
learning process. This extends beyond the subject of language, enabling learners to make sense and
meaning of all learning within and across subjects.
In learning experiences, language is used to collaborate and to create meaning through various modes in
the form of text, including print, visual, linguistic, spatial, and gestural. Text can express meaning in single
modes or by combining modes to create text. For example, digital texts combine images and words, as do
performances and film, even storybooks combine visual and print modes.
Multiliteracy is the combination of both multilingualism and multimodality. In the PYP, educators support
the development of multiliteracy by providing opportunities for learners to inquire into and develop skills
in the ways in which language is used to make meaning beyond the written word.
Language in the PYP encompasses several interrelated aspects, including:
• language as a subject (discipline)
• language across and between the subjects (transdisciplinary)
• literacy
• additional language(s)
• home and family languages
• multiliteracies
• communication.
For more information on the four strands, refer to “Subject continuums: Language”

Language as a subject
Within the PYP, skills, knowledge, and understandings specific to the subject of the language are explored
and developed. This includes language across the subjects and the learning of additional languages.

18 PYP subjects
 Language

To support the design of language learning and teaching, the PYP provides a set of subject continuums that
organize language into four strands. These are oral language—listening and speaking, visual language
—viewing and presenting, written language—reading and written language—writing.
Resources are also provided to support additional language learning, guiding educators through aspects of
language learning in the areas of interaction, culture and identity, and text construction.
In the PYP, language learners inquire into text in personal, local, and global multilingual contexts to:
• develop skills in creating and communicating text in various modes such as print, visual, oral, and
multilingual
• take pleasure in the emotions that can be communicated through text, such as empathy, beauty,
humour and joy
• develop critical, reflective, creative, and personal approaches to interpreting and constructing text
• appreciate multiple and divergent perspectives through texts from different places, times and cultures
• apply and reflect on linguistic and literary concepts and skills in a variety of authentic contexts
• recognize the differences and similarities in language across subjects and navigate their structures and
features.

Language and transdisciplinary learning

Language sits at the heart of transdisciplinary learning. As in the disciplines, subjects “overlap, inform, and
intersect with one another” (Byrd Clark, 2016). Inquiry-based learning through the PYP transdisciplinary
themes offers opportunities to explore and develop language by following learners’ curiosity to observe,
question, wonder, and share thoughts. Within a multilingual learning community, collaboration provides
further avenues for language use and growth as learners encounter new ideas, reflect critically on their
learning, and develop their linguistic identity in a supportive, enriching environment.
By design, units of inquiry provide authentic opportunities to inquire into language and to inquire through
language, in both language and additional language(s). Knowledge and skills are developed through a
collaborative, reflective process that focuses on conceptual understanding.

PYP subjects 19
Language

Concepts

Concepts are fundamental, abstract ideas (often encapsulated in one word) that support the development
of conceptual understanding. The PYP identifies seven specified concepts that facilitate planning for a
conceptual approach to transdisciplinary and subject-specific learning. Alongside these specified concepts,
other concepts are explored within and outside units of inquiry (Primary Years Programme: From principles
into practice > Learning and teaching > “Conceptual understanding in the PYP”, 2025).

Specified concepts
Specified concepts are a key element of the PYP framework. They guide the planning of meaningful
language learning experiences intended to embrace learning and teaching through inquiry.
When explored as questions, these concepts enable purposeful and manageable inquiry (Primary Years
Programme: From principles into practice > Learning and teaching > “Conceptual understanding in the
PYP”, 2025). These questions, used flexibly by educators and students when planning an inquiry-based
unit, shape that unit, giving it direction.
The following table explains each concept from the perspective of language.

Table 5
Specified concepts from the perspective of language

Specified concept Generic perspective Language perspective

Form The understanding that Languages, and their variants, are

What is it like? everything has a form with systems with identifiable parts.
recognizable features that can be Language can have multimodal
observed, identified, described, elements.
and categorized.
Function The understanding that The type of language used varies
How does it work? everything has a purpose, a role or depending on the circumstances,
a way of behaving that can be purpose, audience, and genre.
investigated.
Causation The understanding that things do Language is fundamental to human
Why is it as it is? not just happen; there are causal activity. Many factors influence the
relationships at work, and that development of languages and
actions have consequences. language variation.
Change The understanding that change is Language is not static; it evolves over
How is it changing? the process of movement from time and in relation to context and
one state to another. It is universal tools.
and inevitable.
Connection The understanding that we live in Language serves as a major
How is it linked to other a world of interacting systems in connecting system within, between,
things? which the actions of any individual and among all communities.
element affect others.
Perspective The understanding that Language can be interpreted and
What are the points of view? knowledge is not neutral, is expressed in diverse ways. Languages
incomplete, and is socially and offer valuable insights into

20 PYP subjects
 Concepts

Specified concept Generic perspective Language perspective

contextually constructed; it can experiences and other cultures,

be moderated by different points fostering understanding and
of view which lead to dfferent connection.
interpretations, understandings
and findings; perspectives may be
individual, group, cultural, or
subject-specific.
Responsibility The understanding that people Language is powerful and can have a
What are our obligations? make choices based on their profound impact, both positively and
understandings, beliefs and negatively. As such, it should be used
values, and the actions they take responsibly, with consideration for its
have intended and unintended effects on others and the world
impacts and consequences. around us.

Examples of questions that illustrate the specified concepts

The following table provides examples of language questions that illustrate the specified concepts, which
may help structure or frame an inquiry. These examples demonstrate broad, open-ended questioning—
requiring investigation, discussion, and a full and considered response—that is essential in an inquiry-
based programme.

Table 6
Example questions illustrating specified concepts in language

Specified concept Example questions

Form • What are the ways in which stories can be shared?

What is it like? • What are the parts of a text?
• What languages do the students in our class/school use?
• What is distinct about this language?
Function • What part does literature or storytelling play in the development of a
How does it work? culture?
• Why do we name things?
• How do different languages work?
• How do pictures and writing work together?
Causation • What part does language play in culture and identity?
Why is it as it is? • To what extent does language influence thinking?
• Why does the same language develop differently in different places?
• Why did the author create the text in this way?
Change • How have our languages changed over time?
How is it changing? • What has influenced the development of specific language modes?
• How do we use language differently as we grow?
• How have other languages and cultures changed our own language?
Connection • What are the similarities and differences between languages?
How is it linked to other • How is language used in different subjects?
things? • How are storytelling traditions linked to culture?
• How do our experiences enable us to connect with stories?

PYP subjects 21
Concepts

Specified concept Example questions

Perspective • How could knowledge of a language help us to understand culture?

What are the points of • Why do some books become bestsellers?
view? • How does language include or exclude people?
• Why is written language different to spoken language?
Responsibility • How can the use of language influence people?
What are our • How should we treat people who speak different languages from us?
obligations? • Why are we not allowed to read some books or websites?
• What responsibility does the author have to avoid bias and stereotyping?

Other concepts
The specified concepts for language are supported by additional concepts selected in response to the unit’s
goals and the needs and interests of learners. Examples include concepts such as literacy, pattern,
perspective, symbol, tone, and voice.
For further examples of concepts that can be explored through language, as well as other subject-specific
concepts, refer to the Subject continuums: Language.

The language learner

PYP learners bring a unique set of personal experiences, characteristics, and skills to the learning
community, infusing multilingual classrooms with rich diversity. Some learners are new to the school’s
language(s), and schools support all students by inquiring into and valuing their language repertoires. This
enables learners to access and share their home and family languages, exercising agency through
pedagogical translanguaging approaches. Recognizing that prior language knowledge is central to
cognitive development, schools support language development by making provision for all languages.
Learners are not asked to replace their existing language(s) with new ones but to expand their language
repertoire, exercising agency as they do so.
Language is fundamental to the development and demonstration of the attributes of the IB learner profile
and to international-mindedness. PYP students, as inquirers, thinkers, and communicators, recognize that
meaning-making can occur through various languages, dialects, and socio-cultural contexts, in both verbal
and non-verbal ways.

Agency and the language learner

Language plays a vital role in learner agency, serving as a means of expressing and reflecting on agency
and co-agency, as well as facilitating aspects of learning, such as the co-construction of learning goals and
inquiries. Collaborative language use enhances agency enabling students to take ownership of their
learning, develop their voice, and take action. Relationships, personal perspectives, choices, needs, and
ideas all contribute to this process. The culminating exhibition in the final year of the PYP provides an
opportunity to practise and demonstrate student agency, and the IB learner profile attributes.

Action and the language learner

Learners demonstrate agency by taking action through their language choices and using their language to
reflect on their actions. This becomes evident through goal setting and in collaborating with others in
school and across the learning community.

22 PYP subjects
 Concepts

Table 7
Demonstrations of action in language

Action Language examples could include the following.

Participation • Encourage peers new to the school’s language(s) to take on roles in

collaborative tasks.
Advocacy • Create posters with persuasive text or participate in debates to
inform the community about issues of personal significance.
Social justice • Support peers new to the school’s language(s) by creating
opportunities to share cultural or linguistic knowledge.
Social entrepreneurship • Run a poetry club or literary magazine or translate in a local language
context.
Lifestyle choices • Decide to learn a new language or find ways to interact in new
contexts using a language they are learning.

The early language learner

Early language learning occurs through interactions with others, and young learners bring their distinct
curiosities, knowledge, skills and understandings of the world to school. In the PYP, educators support
transdisciplinary learning with young learners through four interwoven elements:
• planning uninterrupted time for play
• building strong relationships with students and their families
• creating and maintaining responsive spaces for play
• offering many opportunities for symbolic exploration and expression.
Language is a social practice, and school offers a wealth of new language experiences for the young learner
as they negotiate relationships, navigate the learning environment, and encounter new literacy
experiences. At this age, learners are bursting with curiosity about the world, and their vocabulary expands
rapidly as they explore their learning environment through play. Educators support the development of
symbolic exploration and expression by listening carefully to learners’ language, discovering and reflecting
on their mental language models through targeted support.
To learn more about the early learner, refer to Primary Years Programme: From principles into practice > The
learner > “The early learner”.

The literate language learner

PYP students come from a rich, diverse world of languages, most of which have a written form, although
some, like sign language and certain local and indigenous languages, do not. Writing systems or scripts
consist of symbols, such as letters or graphics used to communicate meaning. These symbols vary across
languages like Arabic, Greek, or Spanish, Chinese, Japanese, and Korean.
PYP schools support learners in becoming literate in multiple languages, enabling them to understand and
use various modes of print, visual, or gestural language appropriate to the social context. Literacy skills are
closely tied to oral language development.
Learning through, within, and across the subjects requires understanding how each subject constructs and
conveys meaning. Subjects reflect the wider discipline-specific structures, features, vocabulary, and ways of
building knowledge. This is evident when comparing the language features found, for example, in a play or
a science report.
Literacy in schools is a multifaceted, culturally embedded notion that includes understandings and skills
that:
• involve learning through language and learning about language
• support making and creating meaning by engaging with, and constructing text

PYP subjects 23
Concepts

• are socio-cultural and contextual in nature

• can be subject-related
• are developed through multiliteracies and encompass multilingual learning
• are designed to support learners to be effective communicators
• are approached in a spirit of inquiry.
The example subject continuum for language support literacy learning and teaching for all PYP school
languages, providing a coherent set of outcomes across four phases. However, they do not offer tailored
details for literacy learning specific to each language. Instead, schools identify and utilize appropriate
resources to support their unique language profile.

The language educator

All IB educators recognize their role as teachers of language and in nurturing student language repertoires
within IB programmes. Language educators are themselves reflective inquirers, learning about their
students’ unique experiences and interests, their language goals, knowledge, skills and understandings to
personalize learning.
Single-subject and homeroom educators collaborate to share insights and ideas in support of their learners’
language development and monitor and document this. Educators and learners co-construct language
learning goals, and opportunities are provided for students to share their languages and linguistic identity
with others.
In designing units of inquiry and learning experiences, educators have the agency to ensure their planning
is responsive to the language needs of learners. They design learning experiences with an awareness of
how barriers to learning can occur through language, and they work collaboratively to address these
barriers. They advocate for learners’ language repertoires as a right and value them as a resource or
strength. Through collaboration with others within and beyond the learning community, educators
develop their knowledge of languages and language learning for all their learners.
Educators model, develop, and demonstrate the language of the subjects, supporting learners in making
language connections within and between the subjects and across the programme of inquiry. They develop
their learners’ language of inquiry by providing engaging collaborative experiences to support them to:
• explore and discover
• question
• participate and interact
• represent and share
• investigate
• make decisions
• critically reflect
• take action.

Language in the learning community

Every school community is unique, welcoming and inclusive, providing a space where learners and their
families see themselves, their language, and culture reflected; feel safe, valued, and a sense of belonging.
Relationships are built with learners, staff, parents, legal guardians, and the wider community. To develop
these relationships, educators and learners are encouraged to engage with the community and invite them
into the school.
These relationships, within the school’s inclusive and safe environment, offer many opportunities to build a
positive, internationally-minded culture through language experiences.
The following table illustrates how language can play a role at all levels of the learning community. These
examples are not exhaustive and can be adapted and added to within your own context.

24 PYP subjects
 Concepts

Table 8
Language in the learning community

Language in the learning community

Reaching out to the community Inviting the community in

Classroom Classroom
• Share a book, poem, or story • Discover artifacts in other languages
• Give feedback to a peer during, or after a • Conduct a survey of the class library for
collaborative activity culturally responsive texts
School School
• Share performances in assemblies or create a • Bring classes together to share favourite texts
shared space for stories or poetry • Bring students together who share the same
• Foster peer mentoring or tutoring to share language
knowledge and skills, for example, help a group
of younger students with reading texts
The wider community The wider community
• Build relationships with students from other • Invite guest speakers or performers from the
schools or clubs community to the school
• Use social media to share ideas • Engage with issues in the local media

Language across the IB continuum

Across the IB continuum, the central role of language in meaning-making and the development of
students’ language repertoires continues to be valued. There are opportunities to continue developing
these through language subjects in the MYP, DP and CP.

PYP subjects 25
Concepts

Figure 3
Language across the IB continuum

26 PYP subjects
Language

Bibliography

Cited
Byrd Clark, J. (2016). Introduction to the special Issue: Transdisciplinary approaches to language learning
and teaching in transnational times, L2 Journal, 8(4), 3–19.
Gee, J. (2004) Learning language as a matter of learning social languages within discourses. In M. R. Hawkins
(Ed.), Language learning and teacher education: A sociocultural approach (pp. 13–15). Multilingual Matters
Ltd.
International Baccalaureate. (2025). Primary Years Programme: From principles into practice, Learning and
teaching, “Conceptual understanding in the PYP” . International Baccalaureate Organization.
Pennycook, A. (2010). Language as a Local Practice. Routledge.

PYP subjects 27
Language

Additional language(s) resources

Overview
These resources are designed by IB educators to support IB additional language(s) educators in their
exploration of the additional language(s) learner pathway within IB schools.
Educators can select the resources that resonate and adapt them to suit their unique school context.

Resources
Additional language(s) learner pathway
This resource is for IB additional language(s) educators, who wish to design and map language learning in
their schools. It can be used to assess the language proficiency of learners and plan engaging learning
experiences strategically. Serving as both a pathway and a map, this tool is designed to visually represent
the developmental journey of additional language(s) learners through various stages of the three language-
learning aspects: interaction; culture and identity; and constructing text. It has been designed to work with
the outcomes and conceptual understandings from the Subject continuums: Language. The tool also
supports the IB language tenets and can be used by schools to explore multilingual learning.
Learner pathway (PDF)

At a glance: The additional language(s) learner

pathway
This resource provides a quick overview and explains how the additional language(s) learner pathway aids
the planning and assessment of additional language(s) learners across a variety of school contexts. It
provides clarity on the nature of the pathway, detailing its purpose and identifying potential users.
Furthermore, the resource offers some quick suggestions for educators on leveraging the pathway
effectively in their teaching practices.
At a glance: The additional language(s) learner pathway (PDF)

Practical ways of using and engaging with the

additional language(s) learner pathway
This resource provides insights into multiple ways educators can effectively incorporate the additional
language(s) learner pathway to enrich the learning and teaching experience of additional languages. It
presents practical approaches for utilizing the pathway in planning, inspiring classroom learning and
evaluating overall learning outcomes.
Practical ways of using and engaging with the additional language(s) learner pathway (PDF)

28 PYP subjects
 Additional language(s) resources

A reflection tool for using the additional

language(s) learner pathway
This infographic guides schools through a systematic process for developing and improving additional
language(s) learning in their unique context. It offers schools some guidance in unpacking the pathway,
evaluating their programme and discovering opportunities for enhancements within the pathway.
A reflection tool for using the additional language(s) learner pathway (PDF)

PYP collaborative planning process for additional

language(s)
An adapted version of the PYP collaborative planning process, this resource is crafted to offer additional
language(s) educators a versatile planning resource that can be employed as is or tailored to align with
diverse school contexts. The resource serves to guide educators in pinpointing a conceptual focus,
establishing learning goals, identifying pertinent learning resources, implementing assessments and
creating opportunities to bolster student agency. It aims to complement the additional language(s) learner
pathway, allowing for the easy incorporation of pathway elements within the planning process.
PYP collaborative planning process for additional language(s) (PDF)

Cards: Collaborative planning process for

additional language(s) learning and teaching
This resource is designed to enhance the planning process for all PYP educators. It supports the PYP
collaborative planning process but has been adapted for additional language(s) learning planning. The
cards provide a flexible means of guiding collaborative planning conversations among language educators.
The cards can be used to move through key elements of PYP learning while planning. They facilitate a
targeted approach, ensuring that learners engage in concept-based learning while incorporating essential
aspects of transdisciplinary learning, the approaches to learning, and fostering agency and action.
Cards: Collaborative planning process for additional language(s) learning and teaching (PDF)

Other PYP resources

The following resources can be used to support additional language(s) learning and teaching. These are all
available on the Programme Resource Centre (PRC).
International Baccalaureate. (2025). Primary Years programme: From principles into practice, Learning and
teaching, “Language in the PYP”. International Baccalaureate Organization.
International Baccalaureate. (2018). How multilingual is my school—A self-audit tool. International
Baccalaureate Organization.
International Baccalaureate. (2018). Student language agreements. International Baccalaureate Organization.
International Baccalaureate. (2018). Translanguaging. International Baccalaureate Organization.
International Baccalaureate. (2019). Student language portraits. International Baccalaureate Organization.
International Baccalaureate. (2024). IB language tenets. International Baccalaureate Organization.

PYP subjects 29
Mathematics

Mathematics: Subject overview

Introduction
The purpose of this section is to provide an overview of the subject of mathematics in the PYP.
There are several aspects to consider in mathematics and learning in the PYP. These are addressed through
focused guidance sections which can be read along with teacher support materials and tools that help
scaffold the PYP in practice. These include the following publications:
• Subject continuums: Mathematics
• Inquiry learning progressions
• Primary Years Programme: From principles into practice > The learner > “The early learner”

30 PYP subjects
Mathematics

Mathematics

Mathematics is viewed as a sense-making activity (Schoenfeld, 2019) that supports learners in

understanding everyday situations and events. Learners are encouraged to consider mathematics as a way
of thinking, rather than a series of disconnected facts and procedures to be memorized. By applying their
understanding of mathematics concepts and skills, learners explore authentic situations as numerate
individuals. Numeracy or mathematical literacy connects learners to their communities, enabling them to
examine everyday situations by relying on their knowledge of mathematics concepts and skills to make
informed decisions.
Ultimately, mathematics is a way of reasoning, making it essential for understanding concepts and ideas
across, between and beyond subjects. Learners who reason mathematically look for and see mathematics
in a variety of contexts. Furthermore, engaging in mathematical reasoning through cognitively demanding
tasks promotes higher-order thinking (Felmer et al., 2016). In this way, mathematics provides a powerful
framework for problem-solving, decision-making, creativity, critical thinking, and understanding the
world.

Mathematics in the PYP

Mathematics is integral to the PYP. It is a mode of reasoning through which learners explore, investigate,
and make sense of mathematical ideas, developing a sense of self as confident and capable
mathematicians. Learners are encouraged to consider their world through a mathematical lens as they
develop an appreciation for the intrinsic beauty of mathematics. Learners value mathematical reasoning as
they strive to use mathematics to make sense of the world and apply their understanding of mathematics
concepts and skills to address personal and social issues. Through mathematics, learners develop a range of
skills, including computational thinking, mathematical modeling, data analysis, and abstract reasoning.
Mathematics in the PYP includes five strands:
• data handling
• measurement
• shape and space
• pattern and function
• number.
For more information on the five strands, refer to the Subject continuums: Mathematics
Learners make connections between mathematics concepts and skills within each strand and across the
strands. They enhance their understanding of mathematics concepts and skills through exploration and
investigation. Learners construct meaning by reflecting on their experiences, understanding, and
interactions with objects and others’ ideas. Meaningful and relevant learning experiences include a range of
open-ended, practical, hands-on problem-solving situations that provide all learners with an entry point to
engage in mathematical thinking and discourse.

Mathematics and transdisciplinary learning

Whenever possible, mathematics should be taught through the relevant, authentic context of the
programme of inquiry. Exploring mathematics concepts through relevant and authentic contexts provides
learners with opportunities to reflect on their development as young mathematicians and enhances their
desire to engage with mathematics. Connections to the transdisciplinary themes should be explicitly made.
A developing understanding of these connections contributes to the students’ understanding of
mathematics in the world and their understanding of the transdisciplinary theme. Developing reasoning,

PYP subjects 31
Mathematics

including mathematical reasoning, further supports transdisciplinary learning, providing both students and
educators with opportunities to make connections to the units of inquiry.
Teaching specific mathematics concepts and skills in a unit of inquiry may not always be feasible. Where
appropriate, introductory or follow-up activities can help students make connections between
mathematics skills and concepts and the unit of inquiry, as they engage in reasoning. Students also need
opportunities to identify and reflect on key mathematical ideas within and between and across the
different strands of mathematics, the programme of inquiry and other subjects. The role of inquiry in
mathematics is crucial, regardless of whether it is being taught inside or outside the programme of inquiry.

32 PYP subjects
Mathematics

Concepts

Concepts are fundamental, abstract ideas (often encapsulated in one word) that support the development
of conceptual understanding. The PYP identifies seven specified concepts that facilitate planning for a
conceptual approach to transdisciplinary and subject-specific learning. Alongside these specified concepts,
other concepts are explored within and outside units of inquiry (Primary Years Programme: From principles
into practice > Learning and teaching > “Conceptual understanding in the PYP”, 2025).

Specified concepts
Specified concepts are a key element of the PYP framework. They guide the planning of meaningful
mathematical learning experiences intended to embrace learning and teaching through inquiry.
When explored as questions, these concepts enable purposeful and manageable inquiry (Primary Years
Programme: From principles into practice > Learning and teaching > “Conceptual understanding in the
PYP”, 2025). These questions, used flexibly by educators and students when planning an inquiry-based
unit, shape that unit, giving it direction.
The following table explains each concept from the perspective of mathematics.

Table 9
Specified concepts from the perspective of mathematics

Specified concept Generic perspective Mathematics perspective

Form The understanding that The recognition and description of

What is it like? everything has a form with patterns, sorting, comparing and
recognizable features that can be contrasting, and generalizing.
observed, identified, described,
and categorized.
Function The understanding that The examination of relationships,
How does it work? everything has a purpose, a role or principles, properties, and
a way of behaving that can be patterns.
investigated.
Causation The understanding that things do An examination of the
Why is it as it is? not just happen; there are causal mathematics concepts and
relationships at work, and that processes that influence the way
actions have consequences. things are.
Change The understanding that change is Looking for evidence of change,
How is it changing? the process of movement from analysing the evidence, drawing
one state to another. It is universal conclusions, and making
and inevitable. predictions.
Connection The understanding that we live in The examination of strategies,
How is it linked to other things? a world of interconnected systems properties, and principles to
in which the actions of any identify relationships, within and
individual element affect others. between different strands of
mathematics and beyond to other
subjects.

PYP subjects 33
Concepts

Specified concept Generic perspective Mathematics perspective

Perspective The understanding that The examination of different ways

What are the points of view? knowledge is not neutral, is individuals and cultures use
incomplete, and is socially and mathematics to solve problems.
contextually constructed; it can be
moderated by different points of
view which lead to different
interpretations, understandings
and findings; these perspectives
may be individual, group, cultural
or subject-specific.
Responsibility The understanding that people Understanding the importance of
What are our obligations? make choices based on their accurate communication and
understandings, beliefs and appreciating the obligation to
values, and the actions they take apply mathematics with honesty
have intended and unintended and integrity.
impacts and consequences.

Examples of questions that illustrate the specified concepts

The following table provides example mathematics questions that illustrate the specified concepts, which
may help structure or frame an inquiry. These examples demonstrate broad, open-ended questioning—
requiring investigation, discussion, and a full and considered response—that is essential in an inquiry-
based programme.

Table 10
Example questions illustrating the specified concepts in mathematics

Specified concept Example questions

Form • What makes this a pattern?

What is it like? • How can we describe these shapes?
• What is the sorting rule?
• What strategy did you use?
Function • What is the purpose of the scale on a graph?
How does it work? • What happens if we extend the pattern?
• What makes this a composite shape?
• How is multiplying like addition?
Causation • Why is a block the best shape for building a tower?
Why is it as it is? • What is the purpose of the constant in a pattern rule?
• What is the purpose of the multiplier in a pattern rule?
• How does the place value system help us to compare numbers?
• Why was the data displayed in this form?
Change • How can we convert from the 12-hour clock to the 24-hour clock?
How is it changing? • How does changing the multiplier in a pattern rule affect the graph of
the pattern?
• How does changing the perimeter of a rectangle affect the area?
• What happens when “0” is added to a number?
Connection • How can you use fractions to explain musical notation?

34 PYP subjects
 Concepts

Specified concept Example questions

How is it linked to other • How are 4 + 3 and 3 + 4 connected?

things? • How are the different representations of the pattern connected?
• How can you use addition to help you subtract?
Perspective • How else could you prove this?
What are the points of • Who might be interested in, or be able to use, the results of our survey?
view? • What is the role of mathematics in different cultures?
• What would make this game fair to all players?
Responsibility • What makes your answer reasonable?
What are our obligations? • Can you give an example of a biased graph? What makes it biased?
• Why does the measurement need to be accurate?
• How have you collected all the relevant data?

Other concepts
The specified concepts for mathematics are supported by additional concepts selected in response to the
unit’s goals and the needs and interests of learners. Examples include concepts such as space, quantity,
time, symbols, patterns and relationships.
For further examples of concepts that can be explored through mathematics, as well as subject-specific
concepts, refer to Subject continuums: Mathematics.

The mathematics learner

Integral to mathematics in the PYP is fostering creativity, critical thinking, and a sense of self-efficacy.
Students are encouraged to rely on their mathematical intuition as they explore and make sense of
mathematics concepts and skills in authentic contexts with willingness and perseverance. A learner
demonstrates mathematical intuition when understand something without reasoning or rules (Tieszen,
2015). For example, many young learners who have not yet developed an understanding of capacity, still
know instinctively, that a large pail will hold more water than a small pail.
The mathematics learner understands mathematics concepts and skills and is able to transfer and apply this
understanding to make sense of the world around them.
As mathematicians, they:
• make sense of the mathematics concepts and skills
• pose mathematical wonderings
• interpret mathematical situations
• make conjectures
• make inferences
• provide reasonable estimates
• make informed decisions and sound judgements
• investigate collaboratively and independently
• express understanding of mathematics through multiple, varied models and representations
• select and use effective tools and strategies
• select and use mathematical skills effectively
• reflect on strategies, tools and methods
• engage in and communicate mathematical thinking
• justify reasoning

PYP subjects 35
Concepts

• critically interpret various forms of text.

Agency and the mathematics learner

Learner agency is rooted in the principle that learners have the ability and the will to positively influence
their own lives and the world around them. Exercising their agency, mathematics learners take ownership
of their learning, express their ideas and opinions, and reflect on their development of the IB learner profile
attributes.
Learners strive to make sense of their lives and the world around them by constructing meaning, exploring
concepts, revising understanding, and directing their learning. Learners see themselves reflected in the
curriculum, set goals, and use their mathematical knowledge and skills to make responsible decisions and
take action. The culminating exhibition in the final year of the PYP provides an opportunity to practise and
demonstrate student agency, and the IB learner profile attributes.

Action and the mathematics learner

As young mathematicians, learners can use their understanding of mathematics to take individual or
collective action. As curious, creative, and reflective community members, learners strive to make a
difference to address authentic problems or make positive changes in the local or global community and
provoke reflection.

Table 11
Demonstrations of action in mathematics

Action Mathematics examples could include the following.

Participation • Inviting community members into school to enjoy a “mathematics

night”.
Advocacy • Creating posters or graphics to inform the community about an issue
of importance to the learners.
Social justice • Exploring issues of fairness from different mathematical perspectives.
Social entrepreneurship • Running a mathematical thinking club.
Lifestyle choices • Creating a poster to reflect mathematical well-being.

The early mathematics learner

Play and exploration are vital to the learning and application of mathematical knowledge, particularly for
younger learners. In a PYP learning environment, mathematics activities occur in safe, stimulating, and
inviting learning spaces. In this environment, learners are actively involved in a range of experiences,
guided or self-directed, to address wonderings and natural curiosities. The development of a variety of
mathematical behaviours is supported as learners engage in play and inquiry, including:
• using mathematical language, objects and drawings to express ideas
• posing wonderings and asking questions
• identifying and managing information
• exploring and creating mathematical situations to develop their emergent understanding of
mathematics concepts and skills
• identifying relationships
• actively engaging in learning
• developing a love of mathematics and learning.
Learners have access to a variety of resources to ensure they encounter situations that introduce them to a
variety of mathematics concepts. Educators optimize learning during play by intentionally and purposefully
planning for meaningful learning. They observe and listen carefully to discover, reflect on and grow
learners’ understanding of mathematics concepts while developing positive mathematics behaviours.

36 PYP subjects
 Concepts

To learn more about the early learner, refer to Primary Years Programme: From principles into practice > The
learner > “The early learner”.

The mathematics educator

Mathematics educators are themselves reflective inquirers, learning about their students’ unique
experiences and interests, knowledge, skills, and understanding to personalize learning.
In designing learning experiences and units of inquiry, educators have the agency to ensure their planning
is responsive to the mathematics needs of learners. They design open-ended learning experiences with an
awareness of how barriers to learning can occur, working to address these barriers. Through collaboration
with others within and beyond the learning community, educators develop their knowledge of
mathematics and mathematics learning for all their learners.
The following examples of practice may serve as a guide, but the list is not exhaustive and may be added to
according to the context of your school.
• Consider how students learn mathematics developmentally when planning for learning (i.e., additive
thinking > multiplicative thinking)
• Use mathematics as an avenue for inquiry
• Incorporate a variety of modalities
• Consider the students as personal and cultural resources when planning for learning (Lewison, Harste,
2015)
• Consider where students are along various learning mathematics strands
• Elicit students’ mathematical thinking with “rich” tasks (i.e., open questions and parallel tasks) (Small,
2020)
• Incorporate experiences intended to develop mental mathematics strategies
• Incorporate experiences intended to enhance mathematical fluency
• Facilitate mathematical discourse for the purpose of making connections between ideas
• Model mathematics language
• Design collaborative experiences to develop creative and critical thinking

Mathematics in the learning community

Every school community is unique, welcoming and inclusive, providing a space where learners and their
families see themselves, their language, and culture reflected; feel safe, valued, and a sense of belonging.
Relationships are built with learners, staff, parents, guardians, and the wider community. These
relationships, within the school’s inclusive and safe environment, foster a positive mathematics culture,
exploring diverse perspectives and supporting the development of international-mindedness. To develop
these relationships, educators and learners are encouraged to engage with the community and invite them
into the school.
The following table illustrates how mathematics can play a role at all levels of the learning community.
These examples are not exhaustive and can be adapted and added to within your own context.

Table 12
Mathematics in the learning community
Mathematics in the learning community
Reaching out to the community Inviting the community in
Classroom Classroom
• Apply a pattern to create a dance • Share personal mathematical experiences from
• Provide feedback to a peer during or after a home that represent cultural and linguistic
problem-solving process diversity

PYP subjects 37
Concepts

Mathematics in the learning community

Reaching out to the community Inviting the community in
• Create a mathematics mindset poster • Engage in a mathematical activity virtually with
another classroom from another city
School School
• Create a mathematical art gallery in a shared • Showcase mathematical thinking and invite other
space classes for a gallery walk
• Develop school-wide mathematics norms • Conduct a survey of mathematical wonders
• Foster peer mentoring or tutoring to share • Develop community-based mathematical norms
mathematical thinking

The wider community The wider community

• Host or participate in a community • Invite guest speakers from the local finance
mathematics night community to the school
• Organize trips to museums and art galleries • Create a mathematical model of a local
community system

Mathematics across the IB continuum

The IB’s programmes provide a continuum of learning for learners aged 3–19. In the PYP, learning
mathematics builds foundational skills and understanding, making mathematical thinking visible and
responsive to those of others.
Learning experiences foster a deep appreciation for mathematics, enabling students to view the world
through mathematics with confidence and competence.
This understanding connects mathematics to the world around them. They build a foundation of
knowledge, skills, and conceptual understandings that can be further developed in the MYP, DP, and CP.

Figure 4
Mathematics across the IB continuum

38 PYP subjects
Mathematics

Bibliography

Cited
Felmer, P., Pehkonen, E., & Kilpatrick, J. (2016). Posing and solving mathematical problems: Advances and new
perspectives. Springer.
International Baccalaureate. (2025). Primary Years programme: From principles into practice, Learning and
teaching, “Conceptual understanding in the PYP”. International Baccalaureate Organization.
Lewison, M., & Harste, J. C. (2015). Creating critical classrooms: Reading and writing with an edge (2nd ed.).
Routledge.
Tieszen, R. (2015). Arithmetic, mathematical intuition, and evidence. Inquiry: An interdisciplinary Journal of
Philosophy, 58(1), 28–56.
Schoenfeld, A. H. (2019). Reframing teacher knowledge: A research and development agenda. ZDM
Mathematics Education, 51(4), 1–18.

PYP subjects 39
Personal, social and physical education

Personal, social and physical education: Subject

overview

Introduction
The purpose of this section is to provide an overview of the subject of personal, social and physical
education in the PYP.
There are a number of aspects to consider in personal, social and physical education and learning in the
PYP. These are addressed through focused guidance sections which can be read along with teacher support
materials and tools that help scaffold the PYP in practice. These include the following.
• Subject continuums: Personal, social and physical education
• Subject continuums: Arts
• The impact of the PYP on student well-being (2020)
• Inquiry learning progressions
• Primary Years Programme: From principles into practice > The learner > “The early learner”

40 PYP subjects
Personal, social and physical education

Personal, social and physical education

Well-being is an integral aspect of personal, social and physical education. It is a

continuous evolution of awareness and understanding of the physical, cognitive, and social-
emotional facets of oneself, from which a responsible and resilient approach to life can develop. The ability
to navigate life’s challenges and complexities and to recognize, express, and self-regulate emotions with
compassion can pave the way for caring and respectful connections with others and the planet (Dix,
Sniedze-Gregory, 2020).
The school and wider community create the conditions for authentic individual and collective expression
and engagement, fostering a sense of belonging and connectedness. Successful well-being strategies in
the school context are widely regarded as embedding a balance of physical, cognitive and social-
emotional learning opportunities (Falkenberg, 2023).

Personal, social and physical education in the PYP

Personal, social and physical education is integral to learning and teaching in the PYP and is embodied in
the IB learner profile that permeates the programme and represents the qualities of internationally minded
students and effective lifelong learners. Within the PYP framework, personal, social and physical education
plays a pivotal role in nurturing learners’ comprehensive well-being, holistic health, and overall
development. Personal, social and physical education fosters a foundation of confidence, competence,
understanding, and a desire for engaging in active, healthy personal, social and physical activities that
extend far beyond the classroom.
Personal, social and physical education in PYP includes four strands:
• identity
• interactions
• wellness
• movement.
For more information on the four strands, refer to Subject continuums: Personal, social and physical education

Personal, social and physical education and

transdisciplinary learning
By fostering the development of knowledge, values, skills, and conceptual understandings that contribute
to individual and collective health and well-being, personal, social and physical education embodies and
promotes a holistic approach to well-being and the development of the IB learner profile. As an integral
part of the PYP curriculum, personal, social and physical education is intricately interwoven into every
aspect of learning and teaching, permeating all learning contexts through both explicit and implicit
pedagogical practices.
As concepts of global significance, personal and social health and well-being of people and the planet
underpin the six transdisciplinary themes. Hence, personal, social and physical education focuses both on
learning about practices of health and well-being and learning through practices of being personally,
socially, and physically healthy and well. Both dimensions help learners develop approaches to learning
skills within the curriculum and beyond.
The school’s programme of inquiry provides a relevant and authentic context for learners to engage with
personal, social and physical education. Wherever possible, personal, social and physical education should
be taught through the units of inquiry and support learners’ curiosities. It is also recognized that, at times,

PYP subjects 41
Personal, social and physical education

there may be a need for units which are planned seperately, but which connect through, for example,
concepts, a line of inquiry, or the IB learner profile. Units are planned based on the interests and emerging
theories of learners and units support learners in making connections between the different aspects of their
learning.

42 PYP subjects
Personal, social and physical education

Concepts

Concepts are fundamental, abstract ideas (often encapsulated in one word) that support the development
of conceptual understanding. The PYP identifies seven specified concepts that facilitate planning for a
conceptual approach to transdisciplinary and subject-specific learning. Alongside these specified concepts,
other concepts are explored within and outside units of inquiry (Primary Years Programme: From principles
into practice > Learning and teaching > “Conceptual understanding in the PYP” , 2025).

Specified concepts
Specified concepts are a key element of the PYP framework. They guide the planning of meaningful
personal, social and physical education learning experiences intended to embrace learning and teaching
through inquiry.
When explored as questions, these concepts enable purposeful and manageable inquiry. (Primary Years
Programme: From principles into practice > Learning and teaching > “Conceptual understanding in the
PYP”, 2025). These questions, used flexibly by educators and learners when planning an inquiry-based unit,
shape that unit, giving it direction.
The following table explains each concept from the perspective of personal, social and physical education.

Table 13
Specified concepts from the perspective of personal, social and physical education

Specified concept Generic perspective Personal, social and physical

education perspective

Form The understanding that everything The features of personal, social and
What is it like? has a form with recognizable physical development—including
features that can be observed, feelings, beliefs, behaviours and
identified, described and movements—can be observed,
categorized. identified, and described.
Function The understanding that everything An examination of the feelings,
How does it work? has a purpose, a role or a way of beliefs, behaviours, and movements
behaving that can be investigated. affecting our interactions with
others and the environment.
Causation The understanding that things do Our personal, social, and physical
Why is it as it is? not just happen; there are causal well-being, as well as our
relationships at work, and that relationships, are influenced by our
actions have consequences. feelings, beliefs, behaviours, and
movements, and the factors that
cause them.
Change The understanding that change is The inevitable personal, social, and
How is it changing? the process of movement from one physical development and change
state to another. It is universal and over time are influenced by intrinsic
inevitable. and extrinsic factors.
Connection The understanding that we live in a An individual’s physical, emotional,
How is it linked to other world of interacting systems in and social development comprises
things? interacting elements, including the

PYP subjects 43
Concepts

Specified concept Generic perspective Personal, social and physical

education perspective

which the actions of any individual behaviour of others and the

element affect others. environment.
Perspective The understanding that knowledge Different perspectives of beliefs,
What are the points of view? is not neutral, is incomplete, and is feelings, and behaviours lead to
socially and contextually diverse understandings of the world,
constructed; it can be influenced by including participation in and
different points of view which lead enjoyment of physical activity.
to different interpretations,
understandings and findings;
perspectives may be individual,
group, cultural or subject-specific.
Responsibility The understanding that people Making informed and appropriate
What are our obligations? make choices based on their choices lead to responsible actions,
understandings, beliefs and values, making a positive impact on our
and the actions they take have health, well-being, community, and
intended and unintended impacts the environment.
and consequences.

Examples of questions that illustrate the specified concepts

The following table provides example of personal, social and physical education questions that illustrate
the specified concepts, which may help structure or frame an inquiry. These examples demonstrate broad,
open-ended questioning—requiring investigation, discussion, and a full and considered response—that is
essential in an inquiry-based programme.

Table 14
Example questions illustrating specified concepts in personal, social and physical education

Specified concept Example questions

Personal and social education Physical education

Form • What shapes our sense of • What forms of physical activity
What is it like? identity? promote collaboration and
• What physical and emotional teamwork?
characteristics define us? • What different shapes can you
• What are our rights and make on the floor using your
responsibilities? body?
• What are the basic rules in this
event/game?
Function • How do rules help us to play? • How do we collect and document
How does it work? • How are marginalised groups results?
treated by society? • How do you score points in your
• How do different roles create a event/game?
sense of community and • How do rules and strategies in
belonging? sports promote a sense of
belonging?
Causation • How do you feel when things do • Why does your body change
Why is it as it is? not go as planned? when you exercise?
• Why do people dance?

44 PYP subjects
 Concepts

Specified concept Example questions

• What things make you feel like • Why do we engage in physical

you belong? activities together?
• What things can harm your body?
Change • What would you change about • How do our bodies adapt to
How is it changing? how you work together, if different physical challenges?
anything? • How does your coordination and
• How do you adapt to changes balance change as you grow?
within a group or community? • How can you use your body to
• What lifestyle changes could you make different shapes?
make to achieve a better
balance?
Connection • What can we learn from playing • How do physical activities
How is it linked to other with others? connect us to our local
things? • How is our classroom similar to a community?
home? • How can you work as a group to
• How are rights and achieve a common aim?
responsibilities related? • How can your body movements
show a mood or emotion?
Perspective • What is easy/difficult about • Which piece of balance
What are the points of working together? equipment do you enjoy use the
view? • How can we understand other most, and why?
people’s perspectives and help • Why might different people have
them understand ours? different opinions about what is
• How can considering different fair in a game?
perspectives enhance our sense • How do different cultures
of belonging? approach physical fitness and
well-being?
Responsibility • How do our actions affect others • How can you ensure everyone
What are our obligations? and the collective well-being? has an opportunity to contribute
• What responsibilities do we have their ideas and skills?
to our community and the • How can we ensure a safe and
environment? inclusive environment for all
• How can we work together to students during physical
create positive change? activities?
• Why is warming up important
before exercising?

Other concepts
The specified concepts for personal, social and physical education are supported by additional concepts
selected in response to the unit’s goals and the needs and interests of learners. Examples include concepts
such as diversity, identity, choices, resilience, and coordination.
For further examples of concepts that can be explored through personal, social and physical education, as
well as subject-specific concepts, refer to Subject continuums: Personal, social and physical education.

PYP subjects 45
Concepts

The personal, social and physical education learner

Personal, social and physical education empowers learners to develop their language skills, knowledge, and
understandings, fostering the growth of well-rounded individuals who embody the attributes of the IB
learner profile. Through exploring diverse modes of communication, personal, social and physical
education learners acquire the ability to access and make sense of their emotions, thoughts, and feelings, as
well as to interpret and understand the world around them.

Agency and the personal, social and physical education learner

The PYP nurtures curious inquirers, equipping them with the skills, knowledge, and conceptual
understandings necessary for engaged and active lifelong learning. The culminating exhibition in the final
year of the PYP provides an opportunity to practise and demonstrate student agency, and the IB learner
profile attributes.
Exercising agency, personal, social and physical education learners take ownership of their learning, express
their ideas and opinions, and reflect on their development of the IB learner profile attributes and their well-
being. The IB learner profile empower learners to develop international-mindedness and take action for
positive change. As agentic, active learners in personal, social and physical education, learners actively
construct meaning and explore concepts, revise their understanding, and direct their learning around their
own personal, social, physical health, and well-being.

Action and the personal, social and physical education learner

Personal, social and physical education learners can apply their knowledge and understanding of personal,
social and physical health and well-being to take individual and or collective action to address authentic
problems or make positive changes in the local or global community and provoke reflection.

Table 15
Demonstrations of actions in personal, social and physical education

Action Personal, social and physical education examples could include the
following.

Participation • Invite community members into school to enjoy a sports event,

tournament, or game.
Advocacy • Create posters or graphics to inform the community about an issue
of importance to the learners.
Social justice • Explore issues of fairness from different perspectives.
Social entrepreneurship • Lead a mindfulness group for interested peers.
Lifestyle choices • Run a campaign on the influences of the environment on personal,
social and physical health and well-being

The early personal, social and physical education learner

Play helps early learners explore their feelings and identities, both as individuals and as part of a
community. Through their senses and movement, they discover the world around them, learning
to connect and communicate with others. When early learners feel safe, they develop skills to understand
their own emotions and those of others, becoming resilient and ready to learn. Physical health is crucial for
young learners’ cognitive development, sensory awareness, and motor skills. Indoor and outdoor play
provides opportunities for early learners to build their strength, coordination, and sensory skills, and to
engage and express themselves.
Additionally, playing with others, including their peers and members of the learning community, learners
develop self-regulation skills, such as emotional regulation, turn-taking, conflict resolution, and respect for
rules. These interactions lay the foundation for success in various life areas (Early Years Coalition, 2021).

46 PYP subjects
 Concepts

To learn more about the early learner, refer to Primary Years Programme: From principles into practice > The
learner > “The early learner”.

The personal, social and physical education

educator
In many schools, single-subject educators teach personal, social and physical education, but they should
consider themselves PYP educators who contribute to the overall outcomes of a transdisciplinary
programme through physical education. By collaborating with other educators, they can foster a holistic
approach to learner well-being through collaboration, dialogue, and reflection. Regular collaboration
ensures consistent promotion of health and well-being throughout the school’s programme of inquiry.
Every educator is responsible for supporting each learner’s personal, social and physical development and
well-being, both within and outside the programme of inquiry.
The following examples of practice may serve as a guide, but the list is not exhaustive and may be added to
according to context of your school.
• Use personal, social and physical education to develop inquiry skills such as observation, questioning,
and investigation
• Develop positive attitudes and behaviours of learners to meet challenges, address conflict, make
healthy lifestyle choices, and become responsible, respectful members of society
• Involve the learning community in personal and social education learning experiences
• Promote physical literacy through deliberate practice, well-designed learning engagements, and
creating space for learner agency
• Model personal, social and physical education language
Further reading: Inquiry learning progressions

Personal, social and physical education in the

learning community
Every school community is unique, welcoming and inclusive, providing a space where learners and their
families see themselves, their language, and culture reflected; feel safe, valued, and a sense of belonging.
Relationships are built with learners, staff, parents, guardians, and the wider community. These
relationships, within the school’s inclusive and safe environment, foster a positive personal, social and
physical education culture, exploring diverse perspectives and supporting the development of
international-mindedness. To develop these relationships, educators and learners are encouraged to
engage with the community and invite them into the school.
The following table illustrates how personal, social and physical education can play a role at all levels of the
learning community. These examples are not exhaustive and can be adapted and added to within your own
context.

Table 16
Personal, social and physical education in the learning community

Personal, social and physical education in the learning community

Reaching out to the community Inviting the community in

Classroom Classroom
• Participate in a peer’s conversation or • Share personal stories from home that represent
discussion about well-being culture diversity and identity
• Ensure diversity in the provided materials,
artefacts, and tools

PYP subjects 47
Concepts

Personal, social and physical education in the learning community

Reaching out to the community Inviting the community in

• Provide feedback to a peer during or after a

game or performance
School School
• Ensure strategies are in place to support • Support learners’ participation in extracurricular
transitions from class-to-class and school-to- and community-based activities
school • Bring classes and schools together to share
• Foster peer mentoring or tutoring to share strategies for personal, social and physical health
knowledge and skills, for example, teach and well-being
younger learners how to nurture the school
garden
The wider community The wider community
• Organize a wellness campaign within the • Invitine guest speakers from the personal, social
local community and physical health and well-being community to
• Lead nature hikes, outdoor sports camps, or the school
school yard activities • Engage with well-being related issues in the news
or on social media

48 PYP subjects
Personal, social and physical education

Personal, social and physical education across the IB

curriculum

The IB’s programmes provide a continuum of learning for learners aged 3–19. In the PYP, personal, social
and physical education focuses on developing knowledge, skills, and attitudes that foster well-being for
individuals and others. The MYP physical and health education aims to build on what learners learn and do
in the PYP and other learner-centred programmes of primary education. There are no prior formal learning
requirements needed for MYP.
MYP physical and health education courses, in combination with MYP sciences, help prepare learners for
the study of sports, exercise and health science in the DP and CP. This rigorous course enables learners to
inquire into systems of the human body and explore how and why these systems work together. In their
study of sports, exercise and health science, learners apply their knowledge and understanding by critically
analysing human performance and through planning and conducting laboratory investigations.
Figure 5 illustrates the IB continuum pathways to DP/CP sports, exercise and health science.

Figure 5
Personal, social and physical education across the IB continuum

PYP subjects 49
Personal, social and physical education

Bibliography

Cited
Dix, K., & Sniedze-Gregory, S. (2020). The impact of the IB Primary Years Programme (PYP) on student wellbeing
and other related social-emotional learning outcomes. Australian Council for Educational Research.
Early Years Coalition. (2021). Non-statutory guidance for the Early Years Foundation Stage. Birth to 5 matters
(Section 2). https://birthto5matters.org.uk/
Falkenberg, T. (2023). Well-being and well-becoming in schools. University of Toronto Press.
International Baccalaureate. (2025). Primary Years Programme: From principles into practice, Learning and
teaching, “Conceptual understanding in the PYP”. International Baccalaureate Organization.

50 PYP subjects
Science

Science: Subject overview

Introduction
The purpose of this section is to provide an overview of the subject of science in the PYP.
There are several aspects to consider in science and learning in the PYP. These are addressed through
focused guidance sections which can be read along with teacher support materials and tools that help
scaffold the PYP in practice. These include the following publications:
• Subject continuums: Science
• Inquiry learning progressions
• Primary Years Programme: From principles into practice > The learner > “The early learner”

PYP subjects 51
Science

Science

The nature of science explores the biological, chemical, and physical aspects of the natural world,
highlighting our interconnectedness with nature and the relationships between these aspects. Inquiry is
fundamental to science. Through inquiry, learners discover and investigate the world around them. Science
provides a language to express wonder and communicate about phenomena, explore theories, and make
connections to build scientific understanding of the world. As principled learners, they make informed
decisions, draw conclusions, and reflect on the process.

Science in the PYP

The inclusion of science within the PYP leads learners to an appreciation and awareness of the world from a
scientific perspective. Curiosity inspires classroom inquiry, sparking exploration of varied scientific
principles, phenomena and innovations. There are numerous applications where scientific knowledge,
skills, and concepts are made relevant.
Science in the PYP includes three strands.
• Living things
• Earth and space
• Physical and chemical
For more information on the three strands, refer to the Subject continuums: Science
Reflection on scientific knowledge helps students develop a sense of responsibility for the impact of their
actions on themselves, others, and their surroundings, transcending boundaries. This supports the
development of international-mindedness. A solid foundational understanding of science in the PYP
enables learners to pose investigable questions, evaluate findings, balance scientific arguments, and
supports them to use science to take action.

Science and transdisciplinary learning

Whenever possible, science should be taught through the relevant, authentic context of the programme of
inquiry. Connections to the transdisciplinary themes should be explicitly made.
The transdisciplinary themes offer a structured framework for an in-depth inquiry-based programme, where
strong connections with science can be made. These connections enrich both science learning and the
exploration of transdisciplinary themes. Spontaneous science inquiries, though not directly tied to planned
units, provide valuable learning experiences, aligning with the PYP. Schools with specific local, national, and
regional curriculum requirements can integrate required scientific knowledge into their programme of
inquiry.
Successful science learning enables students to extract key ideas, pose open-ended questions, provide
accurate explanations, and take meaningful action. This cultivates lifelong learning habits and attitudes.
The science component of the curriculum also provides opportunities for students to:
• explore and develop subject-specific knowledge, skills, and conceptual understandings
• identify the possible causes of an issue, choose a solution, and determine appropriate action to be
taken
• consider scientific models and applications of these models (including their limitations)
• evaluate the different roles of scientists in society such as to debate, and challenge views and theories
to draw conclusions.

52 PYP subjects
Science

Concepts

Concepts are fundamental, abstract ideas (often encapsulated in one word) that support the development
of conceptual understanding. The PYP identifies seven specified concepts that facilitate planning for a
conceptual approach to transdisciplinary and subject-specific learning. Alongside these specified concepts,
other concepts are explored within and outside units of inquiry (Primary Years Programme: From principles
into practice > Learning and teaching > “Conceptual understanding in the PYP”, 2025).

Specified concepts
Specified concepts are a key element of the PYP framework. They guide the planning of meaningful science
learning experiences intended to embrace learning and teaching through inquiry.
When explored as questions, these concepts enable purposeful and manageable inquiry. (Primary Years
Programme: From principles into practice > Learning and teaching > “Conceptual understanding in the
PYP”, 2025). These questions, used flexibly by educators and students when planning an inquiry-based
unit, shape that unit, and giving it direction.
The following table explains each concept from the perspective of science.

Table 17
Specified concepts from the perspective of science

Specified concept Generic perspective Science perspective

Form The understanding that everything Most things have a form or shape
What is it like? has a form with recognizable with an outward or visible
features that can be observed, manifestation and an internal
identified, described and structure.
categorized.
Function The understanding that everything The special activities, properties or
How does it work? has a purpose, a role or a way of purposes, natural or endowed, of a
behaving that can be investigated. creature or thing.
Causation The understanding that things do The effect brought about by an
Why is it as it is? not just happen; there are causal intended or unintended action or
relationships at work, and that reaction.
actions have consequences.
Change The understanding that change is An inevitable aspect of the physical
How is it changing? the process of movement from one world as things become different or
state to another. It is universal and pass from one form to another. It can
inevitable. be natural or brought about and
accelerated by outside influences.
Connection The understanding that we live in a The world is full of interacting
How is it linked to other things? world of interacting systems in systems that depend on each other
which the actions of any individual to form a working whole.
element affect others.
Perspective The understanding that Events and findings can be
What are the points of view? knowledge is not neutral, is interpreted differently, depending
incomplete, and is socially and on knowledge, experience, and

PYP subjects 53
Concepts

Specified concept Generic perspective Science perspective

contextually constructed; it can be motives. The difference between

moderated by different points of empirically proven facts and
view which lead to different supposition must be emphasized.
interpretations, understandings
and findings; perspectives may be
individual, group, cultural or
subject-specific.
Responsibility The understanding that people We have a responsibility to the world
What are our obligations? make choices based on their we live in. This involves being aware
understandings, beliefs and values, of how scientific knowledge can be
and the actions they take have used to improve or worsen the
intended and unintended impacts quality of life of all living things.
and consequences. Responsibility entails both action
and awareness.

Examples of questions that illustrate the specified concepts

The following table provides example science questions that illustrate the specified concepts, and which
may help structure or frame an inquiry. These examples demonstrate broad, open-ended questioning—
requiring investigation, discussion, and a full and considered response—that is essential in an inquiry-
based programme.

Table 18
Example questions illustrating the specified concepts in science

Specified concept Example questions

Form • If the Earth were cut in half between the North Pole and the South Pole,
What is it like? what would its interior look like?
• What are the components of an ecosystem?
Function • What can shadows be used for?
How does it work? • How is air used around us?
• What do reservoirs and purification plants do?
Causation • Why are different foods processed differently?
Why is it as it is? • How are houses constructed to suit local climates around the world?
• What causes the changes that occur during puberty?
Change • How does sand change from morning to afternoon?
How is it changing? • What differences do you observe in plant growth over time?
• How does air differ from place to place and over time?
Connection • Why are certain vehicles suitable for specific tasks?
How is it linked to other • How does the human life cycle compare to that of other animals?
things? • What are the similarities and differences between your local ecosystem and
a larger ecosystem you have researched?
Perspective • What different points of view are supported by the evidence?
What are the points of • How does science explain the existence of the Earth, solar system, and
view? galaxy?
• What are the implications for humans?

54 PYP subjects
 Concepts

Specified concept Example questions

Responsibility • How can we avoid wasting water?

What are our • What factors should you consider when designing and making a vehicle?
obligations? • What steps can we take remain healthy?

Other concepts
The specified concepts for science are supported by additional concepts selected in response to the unit’s
goals and the needs and interests of learners. Examples include concepts, such as systems, patterns,
sustainability and innovation.
For further examples of concepts that can be explored through the science, as well as subject-specific
concepts, refer to the Subject continuums: Science.

The science learner

In the PYP, science learners actively build their understanding of the world by integrating scientific
knowledge with critical thinking and reasoning. As they inquire into the world and grow their
understanding of scientific concepts, they also develop a sense of responsibility. Through reflection,
learners consider the impact of their actions on themselves, others, and the environment. This promotes a
holistic understanding of their role in the world.
As scientists they:
• engage in hands-on learning experiences to foster scientific inquiry and questioning
• express wonderings
• select and use appropriate tools to measure data accurately
• use scientific vocabulary to explain their observations and experiences
• embrace uncertainty and ambiguity
• engage in discussions, dialogue, and data interpretation
• propose scientific explanations to justify hypotheses
• understand multiple perspectives in science, and consider applications for them
• play, participate, experiment and iterate in scaffolded, guided and independent investigations
• work both individually and collectively
• make informed choices.

Agency and the science learner

Learner agency is rooted in the principle that learners have the ability and the will to positively influence
their own lives and the world around them. Learners strive to make sense of their lives and the world
around them by constructing meaning, exploring concepts, revising understanding, and directing their
learning.
Learners then become agents in their own learning, demonstrating critical thinking and problem-solving
skills. This enables them to analyse information, identify biases, and devise solutions to authentic
challenges. The culminating exhibition in the final year of the PYP provides an opportunity to practise and
demonstrate student agency, and the IB learner profile attributes.

Action and the science learner

Taking action involves applying knowledge and understanding gained through scientific inquiry to address
authentic problems or make positive changes in the local or global community.
As a scientist, learners can use their understanding of science to take individual or collective action,
provoking ethical thinking and inspiring innovation.

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Concepts

As curious, creative, and reflective community members, learners strive to make a difference to address
authentic problems or make positive changes in the local or global community and provoke reflection.

Table 19
Demonstrations of action in science
Action Science examples could include the following.
Participation Actively participating in initiatives related to
environmental sustainability, health, or social factors
or challenges.
Advocacy Writing letters, initiating or taking part in, a
campaign to positively support and mobilize local
community members in their rights to clean water.
Social justice Exploring issues of fairness, such as access to quality
local food and exportation and importation, from
different perspectives.
Social entrepreneurship Starting a community recycling service to collect
and sort recyclables for pickup.
Lifestyle choices Hosting a healthy cooking class to learn how to
prepare nutritious meals and snacks at home.

The early science learner

Early learners are naturally curious about their environment, actively constructing meaning through playful
interactions with the physical world. In play, they construct, test, confirm, or revise their working theories,
individually or with their peers, constantly adapting their personal models of how the world works. They
use their senses to gather information, explore and identify patterns, make predictions, and discuss their
thinking. Within a collaborative and supportive setting, young learners’ curiosity is sparked, and a sense of
wonder is developed, laying the foundation for a life-long love of science.
To learn more about the early learner, refer to Primary Years Programme: From principles into practice > The
learner > “The early learner”.

The science educator

Science educators are themselves reflective inquirers, learning about their students’ unique experiences
and interests, knowledge, skills, and understanding to personalize learning.
In designing learning experiences and units of inquiry, educators have the agency to ensure their planning
is responsive to the science needs of learners. They design open-ended learning experiences with an
awareness of how barriers to learning can occur, working to address these barriers. Through collaboration
with others within and beyond the learning community, educators develop their knowledge of science and
science learning for all their learners.
The following examples of practice serve as a guide, but the list is not exhaustive and may be added to
according to the context of your school.
• Collaborate with classroom educators and other single-subject educators, to plan and develop central
ideas, incorporating their input
• Guide students to formulate their own questions
• Build connections between students’ experiences and the information and processes obtained from
the inquiry into new understandings.
• Provide opportunities to support students to engage in their own inquiries
• Promote learner reflection and action in response to their learning

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 Concepts

• Design learning experiences and assessments that are inclusive for diverse students, and provide
access to a variety of external resources and settings
• Model scientific language

Science in the learning community

In a learning community, science is explored through hands-on, inquiry-based methods, fostering shared
discovery through collaboration. Integration of technology and diverse perspectives enriches the learning
experience, connecting students to real-world applications.
Relationships are built with learners, staff, parents, guardians, and the wider community. These
relationships, within the school’s inclusive and safe environment, offer many opportunities for cultivating
innovation and a lifelong appreciation for different perspectives in science. These relationships also support
the development of international-mindedness. To develop these relationships, educators and learners are
encouraged to engage with the community and invite them into the school.
The following table illustrates how science may play a role at all levels of the learning community. These
examples are not exhaustive and can be adapted and added to within your own context.

Table 20
Science in the learning community

Science in the learning community

Reaching out to the community Inviting the community in

Classroom Classroom
• Take care of the classroom pet • Observe the environment through nature walks
• Provide feedback to a peer during or after • Ensure diversity in the provided materials,
an experiment artefacts, tools
School School
• Join a local science club to meet other • Participate in a school cleanup to keep parks and
learners interested in science streets clean
• Foster peer mentoring or tutoring to share • Host a weather observation station to track and
knowledge and skills. For example, teach report on daily weather patterns
younger learners how to take their
heartbeat rate after exercising
The wider community The wider community
• Organize trips to museums, botanical • Invite guest speakers from the science community
gardens, or parks to the school
• Participate in a community science project • Engage with science related issues in the news or
such as monitoring local wildlife or water on social media
quality

Science across the IB continuum

The IB’s programmes provide a continuum of learning for learners aged 3–19. In the PYP, learning in science
provides opportunities for learners to discover, explore and engage in their own inquiries. Learning in
science challenges learners’ thinking, as they make connections between diverse perspectives and develop
understandings of their own.
Through these opportunities learners appreciate science as a mindset that embraces the wonders of
science. In turn, they build a foundation of knowledge, skills, and conceptual understandings that can be

PYP subjects 57
Concepts

further developed in the MYP. The DP and CP offer learners the opportunity to focus on one area of science
and to develop specialized knowledge, skills, and understandings within that subject.

Figure 6
Science across the IB continuum

58 PYP subjects
Science

Bibliography

Cited
National Research Council. (2007). Taking science to school: Learning and teaching Science in Grades K–8. The
National Academies Press. https://doi.org/10.17226/11625.
Cuevas, P., Lee, O., Hart Barnett, J., & Deaktor, R. (2005). Improving science inquiry with elementary students
of diverse backgrounds. Journal of Research in Science Teaching. 42(3), 337–357. https://doi.org/10.1002/
tea.20053.
International Baccalaureate. (2025). Primary Years Programme: From principles into practice, Learning and
teacing, “Conceptual understanding in the PYP”. International Baccalaureate Organization

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Social studies

Social studies: Subject overview

Introduction
The purpose of this section is to provide an overview of the subject of social studies in the PYP.
There are several aspects to consider in social studies and learning in the PYP. These are addressed through
focused guidance sections which can be read along with teacher support materials and tools that help
scaffold the PYP in practice. These include the following publications:
• Subject continuums: Social studies
• Inquiry learning progressions
• Primary Years Programme: From principles into practice > The learner > “The early learner”
• Primary Years Programme: From principles into practice > Learning and teaching > “Transdisciplinary
learning”

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Social studies

Social studies

Social studies is an exploration of “being in and with the world” (Biesta, 2022). In other words, being with
ourselves and each other—through place, space, and time in recognition of the multiplicity of ways of
knowing, being, and doing.
Social studies encompasses disciplines from the humanities including geography, history, economics, and
philosophy as well as politics, law, sociology, psychology, religious studies, and anthropology. It seeks to
activate learners’ curiosity about the world and foster a sense of belonging to, and responsibility towards,
personal, local, and global communities.
In the context of our rapidly changing, volatile, uncertain, and complex world (Stein, 2021), and informed
by the field of global education and learning social studies curriculums for early and primary learners
have shifted globally. They now often include a stronger focus on global citizenship and sustainability, and
related skills, attitudes and values such as critical thinking and reflection, ethics, and intercultural
understanding.

Social studies in the PYP

In the PYP, social studies draws from a wide range of subjects including but not limited to geography,
history, economics, philosophy, and anthropology with central threads of global citizenship, and
sustainability. As with all PYP subjects, the design of social studies learning is responsive to personal, local,
and global contexts and the experiences, interests, perspectives and diversity of the learning community.
It seeks to engage learners in deep curiosities, observations and explorations of human and natural
worlds past, present and future. Learners encounter and experience themselves as social and ecological
beings, activating their intuition with wonder, awe, and wisdom. It also supports learners to explore their
own and others’ identities, stories and histories as they investigate with intentionality and reflexivity in
collaboration with others.
Social studies in the PYP includes four strands:
• Ways of knowing and systems
• Critical global citizenship and culture
• Continuity and change for reimagined futures
• Interconnected places, spaces and relationships
For more information on the four strands, refer to the Subject continuums: Social studies.

Social studies and transdisciplinary learning

The transdisciplinary themes provide a relevant, responsive and transformative curriculum structure for
social studies, enabling learners to engage in authentic and meaningful inquiries. These themes serve as
the starting point for learners’ critical engagement in local and global issues—an overarching and
transformative rationale of social studies. Social studies, as with all PYP subjects, is wherever possible,
integrated into units of inquiry. Sometimes there may be a need for subject-specific inquiry units to be
planned, which connect to the transdisciplinary unit of inquiry through, for example, concepts, lines of
inquiry, or action.
Social studies in the PYP remains at the heart of transdisciplinary learning because it is concerned with the
intrinsic interdependence between social and ecological systems and the health and well-being of people
and planet. It draws attention to the wider interdisciplinary and transdisciplinary ways in which local and
global communities address challenges and opportunities.

PYP subjects 61
Social studies

The social studies component of the curriculum also provides opportunities for students to:
• explore and develop discipline-specific knowledge, skills, and conceptual understandings
• consider and apply social studies research methods, practices, and tools and their applications
(including limitations and bias)
• participate as social scientists, cultivating awareness and engaging in social discourse in order to
question norms, practices, and points of view
• engage with both material and non-material data and evidence
• collaborate in ethical, reciprocal, and compassionate ways
• participate in and contribute to disciplinary and transdisciplinary investigations
• evaluate the diverse roles and responsibilities social scientists have in diverse communities.

62 PYP subjects
Social studies

Concepts

Concepts are fundamental, abstract ideas (often encapsulated in one word) that support the development
of conceptual understanding. The PYP identifies seven specified concepts that facilitate planning for a
conceptual approach to transdisciplinary and subject-specific learning. Alongside these specified concepts,
other concepts are explored within and outside units of inquiry (Primary Years Programme: From principles
into practice > Learning and teaching > “Conceptual understanding in the PYP”, 2025).

Specified concepts
Specified concepts are a key element of the PYP framework. They guide the planning of meaningful social
studies learning experiences intended to embrace learning and teaching through inquiry.
When explored as questions, these concepts enable purposeful and manageable inquiry (Primary Years
Programme: From principles into practice > Learning and teaching > “Conceptual understanding in the
PYP”, 2025). These questions, used flexibly by educators and students when planning an inquiry-based
unit, shape that unit, giving it direction.
The following table explains each concept from the perspective of social studies.

Table 21
Specified concepts from the perspective of social studies

Specified concept Generic perspective Social studies perspective

Form The understanding that The recognizable features of human and

What is it like? everything has a form with natural places and spaces and of
recognizable features that can individuals and communities.
be observed, identified,
described and categorized.
Function The understanding that The components and dynamics of social
How does it work? everything has a purpose, a role and ecological systems.
or a way of behaving that can be
investigated.
Causation The understanding that things The causes, effects and impacts of
Why is it as it is? do not just happen; there are phenomena.
causal relationships at work, and
that actions have consequences.
Change The understanding that change The nature of dynamic and overlapping
How is it changing? is the process of movement from social and ecological shifts through time.
one state to another. It is
universal and inevitable.
Connection The understanding that we live The interrelationships and interactions
How is it linked to other in a world of interacting systems between social and ecological systems.
things? in which the actions of any
individual element affect others.
Perspective The understanding that The diverse and divergent ways in which
What are the points of view? knowledge is not neutral, is humans experience being in and with
incomplete, and is socially and the world.

PYP subjects 63
Concepts

Specified concept Generic perspective Social studies perspective

contextually constructed; it can

be moderated by different
points of view which lead to
dfferent interpretations,
understandings and findings;
perspectives may be individual,
group, cultural or subject-
specific.
Responsibility The understanding that people Peoples’ individual and collective
What are our obligations? make choices based on their responsibilities and accountabilities
understandings, beliefs and towards themselves, others, and the
values, and the actions they take planet.
have intended and unintended
impacts and consequences.

Examples of questions that illustrate the specified concepts

The following table provides example social studies questions that illustrate the specified concepts, which
may help to structure or frame an inquiry. These examples demonstrate broad, open-ended questioning—
requiring investigation, discussion, and a full considered responses—that is essential in an inquiry-based
programme.

Table 22
Example questions illustrating the specified concepts in social studies

Specified concept Example questions

Form • What groups do I belong to and why?

What is it like? • What rules, roles, and responsibilities are there in my
school?
• What features are recognizable in our immediate and
wider communities?
Function • How do we relate to different communities?
How does it work? • How has our community evolved over time?
• What are the components of systems and structures
and how are they organized in different ways?
Causation • What drivers are connected to human movement?
Why is it as it is? • How do ways of relating affect communities?
• In what ways do beliefs, values, and practices shape our
communities?
Change • How have humans impacted the natural world?
How is it changing? • Why might local and traditional practices have changed
over generations?
• What social dimensions of change are apparent/less
apparent through place, space, and time?
Connection • How are our past, present and future interconnected?
How is it linked to other things? • What is our relationship to other living and non-living
entities?

64 PYP subjects
 Concepts

Specified concept Example questions

• How might world views be connected to ways of living

and experiencing the world?
Perspective • What do most people around me think about this?
What are the points of view? • How can we acknowledge and challenge our own
assumptions, biases, values, and attitudes?
• How can we represent divergent perspectives and
world views?
• How might my perspective be the same or different if I
lived in a different community?
Responsibility • What is my role and what is my responsibility towards
What are our obligations? others?
• How can we ensure our responses to local and global
issues are collaboratively and reciprocally formed?
• Why is it important to critically reflect on taking action
or deciding not to take action?

Other concepts
The specified concepts for social studies are supported by additional concepts selected in response to the
unit’s goals and the needs and interests of learners. Examples include concepts such as equality and equity,
rights and responsibilities, uncertainty, cooperation, diversity, power, privilege, and identity.
For further examples of concepts that can be explored through social studies, as well as subject-specific
concepts, refer to the Subject continuums: Social studies.

The social studies learner

Through personal and shared inquiries, the social studies learner investigates the past, the present, and
considers future possibilities. They engage critically in experiences that can challenge, contribute, support
and advocate for their communities and the wider world. Through their inquiries, they develop and
demonstrate skills such as intentional and persistent observation, investigation, questioning, collaboration
and critical thinking.
As social scientists, they:
• situate themselves and others in relation to human and natural worlds
• develop a sense of and attachment to place
• explore the diversity of human actions, practices, experiences, knowledge traditions, and stories
through place, space, and time
• encounter, observe and interact in and with social and ecological systems
• participate in field work, experiential learning, immersive and place-based learning, and local and
traditional practices
• play, participate, experiment, and iterate in investigations
• consider multiple ways of seeing the world
• engage with complexity, systems, and alternative futures.

Agency and the social studies learner

Learner agency in social studies is rooted in the premise that learners are in dynamic, responsive, and
reciprocal relationships with themselves and their communities (Hacking, Taylor, 2020). Through reflection,

PYP subjects 65
Concepts

participation, and collaboration, learners develop and demonstrate the attributes of the IB learner profile
and to take action.
Through social studies, learners cultivate the skills to listen to and engage with diverse and pluralistic
perspectives, fostering an environment of inclusive and compassionate dialogue. This active engagement
enables learners to co-construct and reimagine futures, developing a sense of agency. The culminating
exhibition in the final year of the PYP provides an opportunity to practise and demonstrate student agency,
and the IB learner profile attributes.

Action and the social studies learner

As young social scientists, learners can use their understanding of social and ecological systems to take
individual or collective action. As curious, creative, and reflective community members, learners strive to
make or ignite changes in the local or global community.

Table 23
Demonstrations of action in social studies

Action Social studies examples could include the following.

Participation • Leading a student council focused on rights and responsibilities, and

informed decision-making.
• Contributing to local, indigenous, or traditional ceremonies and practices.
Advocacy • Planning and carrying out a campaign to support library book sharing
services in the local community.
• Promoting awareness of a local landform or geographical feature of
importance to the community .
Social justice • Inquiring into carbon and ecological footprints in relation to fairness and
justice.
• Critically reflecting on positions in relation to access to education.
Social entrepreneurship • Initiating projects which support local, Indigenous, and traditional
livelihoods.
• Organizing or leading student groups focusing on equity, diversity, and
inclusion.
Lifestyle choices • Organizing school and community skills exchanges.
• Taking on a role of peer support in a local community space.

The early social studies learner

Through play, early learners participate in indoor and outdoor experiential, embodied and place-based
learning experiences. They explore their immediate social and physical surroundings, developing a sense of
belonging, time, and place, and begin to situate themselves in relation to others (both human and natural).
In a collaborative, responsive, and supportive setting early social studies learners participate in a range of
immersive experiences that activate their intuition and inquisitiveness.
To learn more about the early learner, refer to Primary Years Programme: From principles into practice > The
learner > “The early learner”.

The social studies educator

In designing learning experiences and units of inquiry, educators have the agency to ensure their planning
is responsive to the needs of learners. They design open-ended learning experiences with an awareness of
how barriers to learning can occur, working to address these barriers. The following examples of practice

66 PYP subjects
 Concepts

may serve as a guide, but the list is not exhaustive and may be added to according to the context of your
school.
• Collaborate on planning units of inquiry focusing on immersive, embodied, and place-based
pedagogies
• Use learners’ questions, responses, hypotheses, and reflections to inform iterative inquiries
• Facilitate or contribute to intergenerational conversations, talks, exhibitions, and workshops
• Practise disciplinary language to make connections within, across, and beyond subjects
• Use social studies as an authentic context to develop inquiry skills such as observation, questioning,
and investigation
• Support personal and collective action
• Organize and participate in field trips, experiential activities, and simulations

Social studies in the learning community

Every school community is unique, welcoming and inclusive, providing a space where learners and their
families see themselves, their language, and culture reflected; feel safe, valued, and a sense of belonging.
The following table illustrates how social studies can play a role at all levels of the learning community.
These examples are not exhaustive and can be adapted and added to within your own context.

Table 24
Social studies in the learning community

Social studies in the learning community

Reaching out to the community Inviting the community in

Classroom Classroom
• Participate in reflective questioning in a local • Collect visual images of flora and fauna in
museum or place of significance preparation for a gallery walk
• Represent diverse perspectives in a class • Create family trees and share connections
debate about shared community spaces between people and heritage
School School
• Use senses to sketch a map of the school, • Collaborate with partner classes to organize a
noting significant places, markers, and seasonal local community walk
patterns • Conduct a survey of social studies skills and
• Share personal stories of encounters with practices across the school and share it in a
nature, telling and retelling stories of school event
experiences, sightings, awe, and wonder

The wider community The wider community

• Organize school trips to explore an • Invite local experts to run a workshop,
archaeological or cultural site presentation or debate
• Contribute to a community restoration project • Engage with issues of social justice in the local
community

Social studies and the IB continuum

The IB’s programmes provide a continuum of learning for learners aged 3–19. In the PYP, learning in social
studies continues in various iterations across the MYP, DP, and CP.
The following illustrates opportunities to both broaden and specialize in individuals and societies
disciplines across the IB continuum of learning.

PYP subjects 67
Concepts

Figure 7
Social studies across the IB continuum

68 PYP subjects
Social studies

Bibliography

Cited
Hacking, E. B., & Taylor, C. A. (2020). Reconceptualizing international mindedness in and for a posthuman
world. International Journal of Development Education and Global Learning, 12(2), 133–51. https://doi.org/
10.14324/IJDEGL.12.2.05
Biesta, G. (2022). World-centred education: A view for the present. Routledge.
International Baccalaureate. (2025). Primary Years Programme: From principles into practice, Learning and
teaching, “Conceptual understanding in the PYP”. International Baccalaureate Organization.
Stein, S. (2021). Reimagining global citizenship education for a volatile, uncertain, complex, and ambiguous
(VUCA) world. Globalisation, Societies and Education, 19(4), 482–495. https://doi.org/
10.1080/14767724.2021.1904212

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