IB World Schools share a common philosophy: a commitment to a rigorous, quality international education that we believe is important to our students, encouraging them to achieve their academic and personal goals, leading them not only to excel in their studies, but also in their personal growth.
Being part of an IB education offers a transformative experience for students, teachers and school communities as a whole, and achieves excellent results because it provides an interesting, relevant, stimulating and meaningful education.
When we talk about PYP, we are talking about the primary education program for children between the ages of 3 and 12. It is a coherent educational program whose main objective is to develop in students a love for constant learning.
The students who attend the PYP are children who enjoy investigating, generating their own learning and developing skills that will allow them to live in an increasingly internationalized world.
Through the development of student agency, children are empowered to become aware of their own actions, to be responsible for their academic and personal lives, and to put into practice the new knowledge they acquire.
The PYP has five essential elements:
In turn, it focuses on the development of the whole child and his or her capacity for inquiry, both at school and in the world at large This is achieved because the PYP:
The PYP invites the entire educational community to truly belong to a true learning community. Through the attributes of the IB community profile, we seek to share a wide range of human capabilities and responsibilities that encompass the holistic growth of the person.
To this end, the personal, intellectual, emotional and social growth of each person is taken into account in an individual way and attending to their own characteristics and needs.
The IB community profile has as a priority objective to help the international society to generate values of respect, solidarity and critical spirit.
The attributes that make up the IB community profile are:
Thanks to the communion that exists between the PYP and the Montessori philosophy, in our center we are committed to accompany our children in their interests, questions and theories about themselves and the world around them.
Through the cycle of uninterrupted work inquiry, students have the opportunity to generate their own learning and follow up on their interests in an autonomous, responsible and respectful way with themselves, their classmates and the environment. Thus generating a harmonious space for daily work.
Throughout all stages of the PYP, each student is the principal agent of his or her own learning and the learning of others. In both Montessori and PYP, students are seen as individuals with the capacity to reach their full potential.
“When a child feels self-confident, he then ceases to seek adult approval at every step.” Maria Montessori.
The teaching function is not limited to generating materials, spaces and strategies that allow free mobility and freedom of action for educational purposes, but the Guides are personal companions of each of the children in the development of socio-emotional management. This close and personal accompaniment creates in the students feelings of belonging, community and awareness of their own and others’ characteristics and needs.
Inquiry, the fundamental driving force of the Montessori educational concept and the PYP, recognizes that students are the creators of knowledge through the satisfaction of their interests and needs.
This spirit of inquiry is motivated through the generation of work environments prepared to satisfy the need for learning and adapted to the characteristics of each child in order to eliminate any barriers that may stand in the way of the freedom to learn.
“Any unnecessary help is an obstacle to development.” Maria Montessori
Through 6 transdisciplinary themes an integral inquiry of the human being is accompanied. These transdisciplinary themes offer lines of inquiry that allow a coherent development of the curriculum throughout the PYP. Each transdisciplinary theme encompasses an area of relationship with the human being:
Who we are:
An inquiry into the nature of being; our convictions and values; personal, physical, mental, social and spiritual health; human relationships, including our families, friends, communities and cultures; our rights and responsibilities; what it means to be human.
Where we are in time and space:
An inquiry into our spatial and temporal orientation; our personal histories; our homes and travels; humanity’s discoveries, explorations and migrations; the relationships between individuals and civilizations and their interrelationships, from local and universal perspectives
How we express ourselves:
An inquiry into the ways in which we discover and express our nature, our ideas, feelings, culture, convictions and values; the ways in which we reflect on, expand and enjoy our creativity; the way we appreciate the aesthetic value of things.
How the World Works:
An inquiry into nature and its laws; the interaction between nature (the physical and material world) and human societies; the way humans use their understanding of scientific principles; the effect of scientific and technological advances on society and the environment.
How we organize ourselves:
An inquiry into the interrelatedness of human-created systems and communities; of the structure and function of organizations; decision-making in societies; economic activities and their impact on humans and the environment.
How we share the planet:
An inquiry into our rights and responsibilities as we strive to share finite resources with other people and other living things; communities and relationships among and within them; equal opportunity; peace and conflict resolution.
Through recognizing and aiming to foster students’ diverse abilities (physical, social, intellectual, aesthetic, and cultural), teachers ensure that learning is engaging, relevant, challenging, and meaningful.
Transdisciplinary learning in PYP conveys learning that has relevance between, across and beyond subjects and transcends the boundaries that limit them to connect with what is real in the world.
It is a fundamental belief of PYP that, for early childhood and elementary students, the continuous integration and connection of prior and new knowledge and experiences is the most meaningful way to expand their knowledge about the world.
They are based on the holistic development of students to maximize their physical, emotional and intellectual capacity.
IB World Schools share a common philosophy: a commitment to a rigorous, quality international education that we believe is important to our students, encouraging them to achieve their academic and personal goals, leading them not only to excel in their studies, but also in their personal growth.
Being part of an IB education offers a transformative experience for students, teachers and school communities as a whole, and achieves excellent results because it provides an interesting, relevant, stimulating and meaningful education.
When we talk about PYP, we are talking about the primary education program for children between the ages of 3 and 12. It is a coherent educational program whose main objective is to develop in students a love for constant learning.
The students who attend the PYP are children who enjoy investigating, generating their own learning and developing skills that will allow them to live in an increasingly internationalized world.
Through the development of student agency, children are empowered to become aware of their own actions, to be responsible for their academic and personal lives, and to put into practice the new knowledge they acquire.
The PYP has five essential elements:
In turn, it focuses on the development of the whole child and his or her capacity for inquiry, both at school and in the world at large This is achieved because the PYP:
The PYP invites the entire educational community to truly belong to a true learning community. Through the attributes of the IB community profile, we seek to share a wide range of human capabilities and responsibilities that encompass the holistic growth of the person.
To this end, the personal, intellectual, emotional and social growth of each person is taken into account in an individual way and attending to their own characteristics and needs.
The IB community profile has as a priority objective to help the international society to generate values of respect, solidarity and critical spirit.
The attributes that make up the IB community profile are:
Thanks to the communion that exists between the PYP and the Montessori philosophy, in our center we are committed to accompany our children in their interests, questions and theories about themselves and the world around them.
Through the cycle of uninterrupted work inquiry, students have the opportunity to generate their own learning and follow up on their interests in an autonomous, responsible and respectful way with themselves, their classmates and the environment. Thus generating a harmonious space for daily work.
Throughout all stages of the PYP, each student is the principal agent of his or her own learning and the learning of others. In both Montessori and PYP, students are seen as individuals with the capacity to reach their full potential.
“When a child feels self-confident, he then ceases to seek adult approval at every step.” Maria Montessori.
The teaching function is not limited to generating materials, spaces and strategies that allow free mobility and freedom of action for educational purposes, but the Guides are personal companions of each of the children in the development of socio-emotional management. This close and personal accompaniment creates in the students feelings of belonging, community and awareness of their own and others’ characteristics and needs.
Inquiry, the fundamental driving force of the Montessori educational concept and the PYP, recognizes that students are the creators of knowledge through the satisfaction of their interests and needs.
This spirit of inquiry is motivated through the generation of work environments prepared to satisfy the need for learning and adapted to the characteristics of each child in order to eliminate any barriers that may stand in the way of the freedom to learn.
“Any unnecessary help is an obstacle to development.” Maria Montessori
Through 6 transdisciplinary themes an integral inquiry of the human being is accompanied. These transdisciplinary themes offer lines of inquiry that allow a coherent development of the curriculum throughout the PYP. Each transdisciplinary theme encompasses an area of relationship with the human being:
Who we are:
An inquiry into the nature of being; our convictions and values; personal, physical, mental, social and spiritual health; human relationships, including our families, friends, communities and cultures; our rights and responsibilities; what it means to be human.
Where we are in time and space:
An inquiry into our spatial and temporal orientation; our personal histories; our homes and travels; humanity’s discoveries, explorations and migrations; the relationships between individuals and civilizations and their interrelationships, from local and universal perspectives
How we express ourselves:
An inquiry into the ways in which we discover and express our nature, our ideas, feelings, culture, convictions and values; the ways in which we reflect on, expand and enjoy our creativity; the way we appreciate the aesthetic value of things.
How the World Works:
An inquiry into nature and its laws; the interaction between nature (the physical and material world) and human societies; the way humans use their understanding of scientific principles; the effect of scientific and technological advances on society and the environment.
How we organize ourselves:
An inquiry into the interrelatedness of human-created systems and communities; of the structure and function of organizations; decision-making in societies; economic activities and their impact on humans and the environment.
How we share the planet:
An inquiry into our rights and responsibilities as we strive to share finite resources with other people and other living things; communities and relationships among and within them; equal opportunity; peace and conflict resolution.
Through recognizing and aiming to foster students’ diverse abilities (physical, social, intellectual, aesthetic, and cultural), teachers ensure that learning is engaging, relevant, challenging, and meaningful.
Transdisciplinary learning in PYP conveys learning that has relevance between, across and beyond subjects and transcends the boundaries that limit them to connect with what is real in the world.
It is a fundamental belief of PYP that, for early childhood and elementary students, the continuous integration and connection of prior and new knowledge and experiences is the most meaningful way to expand their knowledge about the world.