Lloyd Street School was authorised as an International Baccalaureate, Primary Years Programme, school in 2007. The Primary Years Programme (PYP) is a curriculum framework for international primary education.
In the PYP, a balance is sought between the acquisition of essential knowledge and skills, the development of conceptual understandings, the demonstration of positive attitudes, and the taking of responsible action.
In terms of achieving this balance, the five essential elements of the written curriculum are emphasized.
Knowledge - Significant, relevant content that we wish the students to explore and know about, taking into consideration their prior experience and understanding.
Concepts- Powerful ideas that have relevance within the subject areas but also transcend them and that students must explore and re-explore in order to develop a coherent, in-depth understanding.
Approaches to Learning (ATLs) - The Attitudes to Learning develop transferable cognitive and metacognitive skills. The ATLs help students learn how to learn and become self-regulated, active and agentic learners.
Learner Profile - The Learner Profile describes the internationally minded people the IB programmes aim to develop. Internationally minded people who recognise their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.
Action - Demonstrations of deeper learning in responsible behaviour through responsible action; a manifestation in practice of the other essential elements.
The PYP is academically rigorous and transdisciplinary in nature, with all students completing six inquiries per year. This includes one inquiry addressing each PYP transdisplinary theme.
Who we are
An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and
spiritual health; human relationships including families, friends, communities, and cultures; rights
and responsibilities; what it means to be human.
Where we are in place and time
An inquiry into orientation in place and time; personal histories; homes and journeys; the
discoveries, explorations and migrations of humankind; the relationships between and the
interconnectedness of individuals and civilizations, from local and global perspectives.
How we express ourselves
An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs
and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of
How the world works
An inquiry into the natural world and its laws; the interaction between the natural world (physical
and biological) and human societies; how humans use their understanding of scientific principles;
the impact of scientific and technological advances on society and on the environment.
How we organise ourselves
An inquiry into the interconnectedness of human-made systems and communities; the structure
and function of organizations; societal decision-making; economic activities and their impact on
humankind and the environment.
Sharing the planet
An inquiry into rights and responsibilities in the struggle to share finite resources with other
people and with other living things; communities and the relationships within and between
them; access to equal opportunities; peace and conflict resolution.
The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. IB learners strive to demonstrate the attributes of the Learner Profile.
IB Learner Profile
We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.
We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global signicance.
We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.
We express ourselves condently and creatively in more than one language and in many ways. We collaborate eectively, listening carefully to the perspectives of other individuals and groups.
We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.
We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.
We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive dierence in the lives of others and in the world around us.
We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.
We understand the importance of balancing dierent aspects of our livesintellectual, physical, and emotionalto achieve well-being for ourselves and others. We recognize our interde-pendence with other people and with the world in which we live.
We thoughtfully consider the world and our own ideas and expe-rience. We work to understand our strengths and weaknesses in order to support our learning and personal development.